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Wikiversity:Main Page Revamp

Every now and then the Wikiversity community begins to harbor the notion that our Main Page is ready for an overhaul. Our consensus model requires us to conduct periodic inspections of our content. The quality of our content is the highest priority we have. Driving the whole process is the need for Wikiversity to self-organize in terms of content, context, commitment and community. The recent foundation initiative calls for Wikimedia projects to develop their own strategy for self-improvement based on a set of project-wide directives aimed at making all Wikimedia content better. Setting an example as a service community has been a priority all along, so we shall "step up to the plate" in this endeavor.

keywords
content quality strategy

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

title: Wikiversity:Main Page Revamp


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A study of challenges in ensuring quality higher education in the Democratic Republic of the Congo

THESE ABSTRACT A Study of Challenges in Ensuring Quality Higher Education in the Democratic Republic of the Congo Yves Bashonga, June 2008 Directed by: Dr. Joel O. Nwagbaraocha

This study was undertaken to analyze the challenges involved in ensuring a quality higher education in the Democratic Republic of the Congo. It was found that the Congolese Higher Education continues to face many challenges since independence. Higher education will play a critical role in the reconstruction of a post conflict country, ravaged by wars, corruption, mismanagement, and lack of infrastructure and so on. This study is of interest to educators, scholars, and the government.

The main research question states: What are the issues, problems and challenges involved in ensuring quality higher education system in the Democratic Republic of the Congo? To answer this question, the following sub-research questions were addressed: What is the historical perspective of higher education in the Democratic Republic of the Congo? What are the current factors and conditions impacting higher education system in the Democratic Republic of the Congo? What are positive elements of the Europeans system of higher education in the Democratic Republic of the Congo? What are the factors and conditions necessary for an effective and quality higher education system in the Democratic Republic of the Congo?

The qualitative research methodology used for this direct research project was conducted by reading and analyzing secondary sources, such as library books and previous studies by researchers on this subject. Other secondary sources, periodicals articles, industry publications, and government generated data were used to given a complementary analysis.

The result of the study indicates that higher education in the Democratic Republic of the Congo has faced many challenges since independence. The country was ruined by the Belgium colonists and much was not done to improve higher education. In 80 years of colonization, only two universities were built. It is therefore not surprising that during independence the country did not even have a single lawyer or engineer. The problems did not end after Independence. The country was involved in different kinds of wars Moba I and Moba II and after Mobutu Sese Seko became the president of the country. Mobutu’s government did not do much to improve the higher education system, because of: corruption, lack of salary, low wages, insecurity, lack of technology and so on. There were also many reasons why the Congolese people did not like Mobutu’s rule. As a result, Mobutu flew from the country May 1997 and President Laurent Kabila became the president on May 17, 2007. Laurent Kabila did not have enough time to change the problems the country faced in regard to higher education because he was killed by one of his body guards. His son Joseph Kabila became the president. He conducted the country’s first democratic election since independence; which he won on the second round with 58% of the vote. He prioritized peace process and looked for funds to build the infrastructure of the country.

In conclusion, the study indicates that the country is rich in natural resources, which should guarantee a better higher education system in the whole country. If the country was well managed and the government was committed to promoting and improving higher education, the country could produce better citizens, capable of contributing to the reconstruction of the Democratic Republic of the Congo.


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User talk:Major Bonkers~enwikiversity

 Hello Major Bonkers, 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! --mikeu talk 20:12, 30 July 2009 (UTC)

Great Repeal Bill
Thanks for, tidying this up in places...

Some things you might consider doing if interested : 62.56.93.102 10:15, 31 July 2009 (UTC)
 * Add citations for disputed or controversial facts.
 * Add links to the text of the relevant legislation (links to OPSI or SLD).
 * Help provide reasoning for suggestions that do not have it already.

 * Hmmm. Thank you for your suggestions. --Major Bonkers 10:21, 31 July 2009 (UTC)

 * In terms of the Debate, a lot of the items need reasoning as well.

 * On the talk page as opposed to the Debate page, there is a link to a Lib Dem proposal for a Freedom bill, it may be worth reading to see if there are measures in it that could be raised for debate. 62.56.93.102 10:43, 31 July 2009 (UTC)

 * An alternative approach would be to look at all the legislation passed in the last 19 years and simply strike out anything that wasn't efficacious. That would include interminable numbers of Criminal Justice Acts and the disturbingly authoritarian bent of legislation exposed in the film | Taking Liberties. --Major Bonkers 10:50, 31 July 2009 (UTC)

 * Have you asked a group like Liberty to take a look at this page? Sfan00 IMG 19:20, 31 July 2009 (UTC)

 * Certainly not! I'm only here because | Guido Fawkes gave a heads-up on his blog, and after two years of inanity and spite on Wikipedia - what a waste of time - I know some Wiki mark-up language. Thankfully, I'm off on holiday tomorrow. Just time to add the | Extradition Act 2003 to the list of crap legislation that needs repealing! Thank you for dropping by. --Major Bonkers 19:32, 31 July 2009 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Major Bonkers. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Major Bonkers~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:37, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:Major Bonkers~enwikiversity


text:
User:Major Bonkers~enwikiversity

See: w:User:Major Bonkers

title: User:Major Bonkers~enwikiversity


text:
Template:GRB

...an experimental attempt to draft a Bill to present to the United Kingdom Parliament, drawing upon the collaborative approach a wiki editing model provides.

It is also hoped that it will provide an insight into public opinion, provide a resource in the area of public policy research and examine if there is a case for popular legislative initiative using wiki thinking.

A parallel effort is being made on a private, "guarded" wiki at ourlaw.wikispaces.com. Part of the outcome that may be sought is to see the difference between the results of an open vs. closed environment. Both wikis are licensed under Cc-by-sa-3.0, so content may be ported in either direction where appropriate.

A proposed Bill to put before the British Parliament intended to abolish many of the restrictive laws and regulation believed to hamper individual freedom, civic society and business[1].

A wiki Bill, the Great Repeal Bill has been drafted by ordinary citizens in a collaborative effort. It is as much an initiative in open politics and move towards direct democracy as it is an effort in deregulation.

First proposed by Douglas Carswell and Daniel Hannan in their book, The Plan; 12 months to renew Britain, the initiative began on the blog site ConservativeHome in June 2008[2]. It is believed to be the first such experiment in direct democracy which allows voters to directly have a say in the drafting of legislation[3].

There is currently no right of popular initiative in Britain to ensure that popular legislative measures are debated and voted on in the British Parliament[4]. Nor is there at this time a right of referendum. However, working with the political system as it is today, it is hoped that the draft Bill will be presented to Parliament as a Private Members Bill, or ultimately as a government Bill.

Members of

title: Template:GRB


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User:MichealBailey

Bio
Micheal Bailey was born in Denver, CO and moved to Seattle Washington in June of 2000. He was married in Oct 2004 and has one boy (born 2004) and one girl (born 2007.) Recently he has made the move to get his Bachelors degree in Photography and move away from his career in information technology. Micheal has been an avid photographer since he first picked a camera at 20 years of age. His areas of photographic interest range from outdoor nature photography, urban industrial, abstract, journalistic, event, all the way to studio fashion photography. Passionate about knowledge he reads and studies any thing that sparks his interest. This is reflected in his personal library collection of over 200 books which is over ninety percent reference material. Beyond studies of the photographic nature he also is interested in astronomy, geology, physics, computer sciences, mathematics, ceramics, music theory and practice, kayaking, hiking camping, archery, and the martial arts.

Always Wanted To Schedule

 * Topic Photographing the Big Four Ice Caves

 * Research Component

•	History of Big Four Ice Caves •	Local forestry contact information to find out what they need from me before shoot •	Photographic gear needed •	Wet weather gear, for self and camera gear •	August weather at location •	Safety concerns and gear •	Focus on nature and translucent subject photography

 * Week 1

Photographing the Big Four Ice Caves near Granite Falls, WA. I have always wanted to photograph under and near surface cave formations. This includes lava tubes, limestone, and ice caves.

 * Week 2

Completed research needs under Research Component field above.

 * Week 3

Build out project deliverables and timelines. Detail safety and environmental concerns. Build out gear list. •	camera and lighting •	personal cloths •	safety gear •	Food •	shoot day schedule Find forestry contact information and review intentions with them.

 * Week 4

Write out purpose and what I hope to show with these shots. What ultimately do I want to come away with?

 * Week 5

Establish firm shoot day and confirm that I have all required resources. I will also plan out alternate date in case initial shoot day falls through.

 * Week 6

Week of Shoot Review shoot

 * Week 7

Review images - select key images Begin rough draft for presentation

 * Week 8

Midterm Assignment 1: Taste & Aesthetics
While viewing the sculptures at the Olympic Sculpture Park located in Seattle, WA one piece in particular stood out to me as particularly unimpressive. Typewriter Eraser, Scale X is a large scale representation of a typewriter eraser used on manual typewriters; erasing typed print from the page. The piece was done by Claes Oldenburg and Coosje Van Bruggen and was completed in 1999 (1). The intent of the piece as I understood it from viewing it was to give the observer a new perspective on the everyday object which may normally be seen as mundane. This is something that I personally can identify with since a large portion of my own photography focuses on the beauty of the everyday objects that are often overlooked by shifting perspective and sometimes scale. This sculpture did not do that for me as it appeared more a feat of engineering the structure of on object on a large scale. In addition the scaled up object was devoid of the character that would come from the everyday use of its real world counterpart such as wear on the eraser or wear on the metal plating from normal abuse. I then took it upon my self to try to understand this artistic duo’s purpose and other works.

Within minutes of viewing just the images of their other works and reading the history of the artists I realized not only respect for their art, but a large amount of admiration. Many of their works are a visual interplay not only within the sculpture, but also with the landscape in which they reside. This team of artist has completed more that 40 large scale sculptures to date (2). A few of the pieces which for me stand out as exemplary are Stake Hitch (1984), Knife Slicing Through Wall (1989), and Soft Shuttlecock (1995). Many of the pieces show a playful and entertaining forced perspective as if shrunk down to the size of a fly. Pausing the moment of a simple action and reflecting on the simplicity and elegance of any everyday event from the new vantage. Their work takes on a visual ownership and plays off of the environment in which it is placed. It now seems to me looking back to my original viewing that the disappointment from the Typewriter Eraser sculpture is not with the piece itself. The disappointment is with the placement of the sculpture on a landscape that does not allow it to play out its purpose.

1. "Typewriter Eraser." Seattle Art Museum. 2009. 28 Aug 2009 .

2. "Biography." oldenburgvanbruggen.com. 2004. 28 Aug 2009 .

Midterm Assignment 2: Manipulation
The product Extenze http://www.youtube.com/watch?v=mZxdDG1Gs6I&feature=related

Dubious Authority - show is presented as a show "Sex Talk" that discusses sexual topics for their audiance in an objective manner.

Logical Fallacies Allness 01:41 "Some studies show"

Proof by example (anecdotal evidence) - 02:00 "more of an issue than most guys know"

Bandwagon Wagon (peer pressure) - 02:22

Misuse of Language Weasel Words "Can increase that certain part of a male body" - 00:24

Self-Assessment
Ah, the self assesment for my freshman seminar. I performed adequately in this class, nothing above and beyond; nothing special. I refreshed concepts that I was already familiar with regarding logical falicies of thought, worked on a project, and showed up to class. It would have been nice to see more in class assignments based on group activities to emphesize using our peers as resources. All in all nothing exceptional was brought away from this class other than just polishing up skills that I already possessed.

title: User:MichealBailey


text: User:CQ/Main Page 0.1

title: User:CQ/Main Page 0.1


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Introduction to psychology/Psy102/Tutorials/Consciousness and learning

See also Consciousness and learning (Moodle)

Consciousness

 * 1) What is consciousness?
 * 2) What types and levels of consciousness are there?
 * 3) What is the effect of fatigue?
 * 4) What are the characteristics of the most common sleep disorders?

Learning

 * 1) Classical conditioning
 * 2) Operant conditioning
 * 3) Social learning:
 * 4) Watch this video about Albert Bandura's classic Bandura Bobo Doll Experiments in the 1960s (5 mins)

What is consciousness?

 * Consider types, levels, and models

Sleeping disorders

 * Insomnia (Wikipedia)
 * Narcolepsy (Wikipedia)
 * Sleep apnea (Wikipedia)
 * Sleepwalking (Wikipedia)
 * Night terror (Wikipedia)

Learning

 * Classical conditioning (Wikipedia)
 * Operant conditioning (Wikipedia)
 * Walden two (Wikipedia)
 * Social learning (Wikipedia)
 * Bobo doll experiment (Wikipedia)


text: Category:Psychology 102/Tutorials

title: Category:Psychology 102/Tutorials


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User:Christophermobley

Final Public Art Project
http://vimeo.com/6730675

Self-Assessment
Humanities, the Commons, opened up “the what is art” question to me. I think what really stuck out to me about this class is the fact that art can and is done by some, for the sake of art, and not always for commercial purposes. The other thing this class brought to me was passion for performing art in the public. “Pervasive presence” is a key word for the quarter. I question how to incorporate pervasive presences into my craft as a photojournalist and video producer.

I covered several artists this quarter in videos. That portion of the class was very successfully for me. By showing the passion of others performing I hope to inspire others to push further in performing there crafts as artist. I find the power of personal testimony, now mater what the story, is a powerful thing. A straggling attribute for me is the ability to recall and use specific names and details of individuals covered in the class as examples. This of course has always been a weakness of mine throughout all my schooling and professional life.

This class inspired me to look into the public side of art further. I’ve always approached art from a commercial side. Hopefully my work in the future will show how this class opened up a more pure form of creativity to me. Christophermobley 22:26, 25 September 2009 (UTC)

title: User:Christophermobley


text:
Auer & Wei, Gafaranga & MacCarty

KOIIA2 Reading log Catarina Schmidt Auer & Wei (2007) Gafaranga (2007) McCarty (2005)

Handbook of Multilingualism and Multilingual Communication (Auer & Wei)

This volume is one of nine handbooks covering applied linguistics in areas like communication and foreign language learning. The aim is to offer descriptions, analyses, explanations and solutions for the work with everyday language-related problems. This specific handbook covers multilingualism and multilingual communication with the aim to introduce bilingualism and multilingualism in schools, in the workplace and other institutions.

First of all the editors, Peter Auer & Li Wei, stress that most of the language users in the world speak more than one language which means that they are, at least, bilingual. They therefore argue that monolingualism is the exception and bilingualism the norm. Being able to use more than one language is something natural - becoming multilingual and staying multilingual is part of a natural process. The authors give us a background where the European nation states have played a fatal role in order to maintain the dominant language and not allowing the different minority languages. To stay multilingual you have to act multilingual but very often is the weakest (or the language that is not used in school) neglected. If you come from a monolingual background it might be easy to forget this. Therefore, I think this book carries an important message to all of us who has grew up in a monolingual environment. When children speak several languages they do so because they have need of it. We have to keep this in mind when we meet children (and adults) in education and so forth. For me bilingualism is a gift I wish I had.

In chapter one Johanne Paradis discusses the issue of early bilingual and multilingual acquisition. There are different kinds of child bilinguals and multilinguals – the conditions are not the same for everyone. For some bilingual children one of their two languages is a minority language; “meaning it is not widely spoken outside the home, and has little or no cultural, political or educational status in the broader society” (p 15). French-English bilinguals, on the other hand, are, according to Paradise, considered majority language bilinguals since both their languages are widely spoken and enjoy the same status.

Simultaneous bilinguals are exposed to two languages as infants. Paradis argues that it is possible that bilinguals acquire their languages at different rates than monolinguals. One reason is that they seldom receive the same input in both languages and the author stresses the fact that often one language is more dominant than the other. Compared with monolinguals bilinguals have to acquire two grammatical and linguistic systems. Paradis refers to several studies that altogether show that considering phonological properties by bilingual children seem to “lag behind monolinguals in their acquisition rates” (s. 18). Considering lexical acquisition some studies, again, show lower scores compared to monolinguals. Maybe the most important conclusion is that “bilinguals are not the sum of two complete or incomplete monolinguals, but have a unique and specific linguistic configuration” (p 34). Again we have to be aware of the many ways to achieve and maintain languages. There is no simple rule system for language acquisition.

In the next chapter Elizabeth Lanza discusses multilingualism and the importance of the family as the input of language. Her focus is on the influence of the family environment on early bilingual language acquisition where the minority language does not have any support. In this context the family is seen as the necessary input of language. Lanza sees the family as an important sociolinguistic environment especially in a society where the minority does not have any support. She claims the importance of giving support and empowerment to parents so their children do not lose one of their languages. Otherwise the child will be losing one of its language identities facing an inability to communicate with his or her grandparents. Lanza refers to Harding & Riely (1986) who claim that usually it is the mother who loses her linguistic identity. The family can, according to Lanza, be seen as a community of practice, a kind of social unit that has its own norms for language use and she draws a parallel to Lave & Wenger (1991) that addresses the importance of gradually gaining membership at the same time as learning progress. By carrying out surveys of bilingual and multilingual families, finding out about attitudes and beliefs of the parents and doing interactional analysis of parent-child conversations, the author suggests that interesting information can emerge. Lanza claims that it is through micro-analysis of parent-child conversations that “we can gain insight into what can contribute to active bilingualism in the child” (p. 62). My own conclusion is that since language is so much connected with identity we have to meet and acknowledge all the languages that a child has. Teachers have a significant role here. If we as teachers lift up and discuss all the languages that actually exist in the classroom we will also begin the empowerment of bilingualism – and identity development.

Talk in two languages(Gafaranga)

This book focuses on language alternation. Joseph Gafarangas key question for research is how bilinguals actually manage to use two languages in the same conversation despite, what he means, is a theoretical impossibility. In chapter five Gafaranga discusses the interactional order when talking two languages and he examines language alternation from an identity-related point of view. He explores two different identity-related accounts:

•	The Interactional Sociolinguistics perspective (Blom & Gumpertz, 1972)

•	Markedness Model (Myers-Scotton, 1983)

Gafaranga argues that both models above share the “one-situation-one principle” and claims that this is not appropriate. The norm that follows this principle is the norm of language separateness. Instead he suggests his own model named “one-situation-one-variety”. Language alternation can, according to Gafaranga, be seen as a resource for identity negotiations. The given situation decides what language to use – the different languages are being regularly exchangeable. Gafaranga concludes that: “the norm must cease to be that of one-situation-one-language nd become that of one-situation-one-variety, where variety eed not consist of one language” (p. 115).

Literacy and Power in Schooling (McCarty)

This is, as the title informs us, a book about language, literacy and power and Chomsky is becomingly cited in the beginning with the words; “questions of language are basically questions of power”. According to the editor, Teresa McCarty, this book has a critical ethnographic perspective on language and literacy. The book is divided in three parts; part one examines the difference between the local and the general in literacy development, part two steps into literacy classrooms where face-to-face interactions shape literacy practices and part three includes a globalized view of literacy policies. The overall aim is to focus on “language, literacy and schooling as interrelated axes of power in struggles over access to key intellectual, social, economic and political resources and rights” (preface xyiii). Another aim is to challenge the barrier between theory and practice.

In the first part, in chapter three, McCarty describes a project where, after 4 years, students result improved from scores of 58% to scores of 91%. The context is a Native American school where Navajos are the numerical majority. McCarty describes the Navajos as minoritized since they are “socially, economically and politically marginalized within the larger society” (s. 48). The aim with the project as I understand it was, and hopefully is, to empower teachers to create and maintain indigenous literacies. The teachers were, according to McCarty subordinate the authorities. She stresses the fact the teachers were female and indigenous and that the authorities in charge were male and white. After this project, though, the teachers have come a long way. They seem, according to the description, to have been empowered and have now developed a sense of being in charge. One important change is that “there is a much greater consciousness and use of Navajo by the teachers” (p. 58) which have resulted in that the pupils are now studying their own history. Other important changes, according to McCarty, are alternative assessments which help the teachers to know where the children are and what they need in their learning process. The title for this described chapter is, in my opinion, very telling; “The power within: Indigenous Literacies and Teacher Empowerment”. From the description by McCarty, the involved pupils and their teachers seem to have found the power within them by telling their history in a way that ring true for them.

Ray McDermott contributes with a commentary on part one. He describes McCarty's description of the Navajo language project as relentless since the teachers succeed in holding onto Navajo language and culture. The change started, obviously, with the empowerment of the teachers. One simple conclusion of the meetings with the teachers was the increased use of multicultural or Navajo literature for children in the school. McDermott argues that school should not be “a comfort zone” (p. 117):

Change does not happen in comfort zones. Bad things happens while people are attending to their comfort zones. Change happens when people are putting comfort to risk. The teacher meeting that McCarty attended and documented over a decade were a less comfort zone, and more “often a site of pain and discomfort as teachers revisited their own educational histories and challenged the pedagogical assumptions internalized in the course of their schooling” (p. 117)

In the second part, chapter six, Gloria Ladson-Billings gives us her experiences from another project. This time the main focus is the question of race and literacy. The connection of power and literacy is early mentioned:

The relationship between literacy and power is well established in U.S	history. The early experiences of Africans in the Americas underscores this relationship. It was illegal to teach an enslaved African to read because White slave owners knew that literate slaves would be difficult to oppress. (p. 135)

Ladson-Billings claims that even today many African-American students struggle to acquire the “kind of literacy that leads to liberation”. The author's aim is to move beyond technical explanations of the lacking reading ability. The reason may not be, she suggests, an inability to understand the alphabetical principle. Instead Ladson-Billings argues that “literacy is deeply embedded in our conceptions of humanity and citizenship; that one must be human to be literate and one must be literate to be a citizen” (p. 135). Literacy is in this sense knitted together by strong elements like identity and the sense of belonging or not, being a human – or not. Ladson-Billings stresses the importance of remembering that US from its colonial beginnings was a socially stratified society. The connection between race and literacy is in the article grounded in critical race theory and the author cites Delgado (1995) who says that “racism is normal, not aberrant in American society” (p. 136). As I understand Ladson-Billings was her research questions from the start not specifically drawn to aspects of race, instead it became the answer and the result from the questions that was being asked:

How can teachers use small, local professional communities to improve the literacy of struggling early readers? (p. 137)

What literacy strategies do teachers attempt to improve the literacy of struggling readers? (p. 137)

Qualitative data were collected via participant observation, interviews and group conversations and quantitative data were gathered from the students’ test scores carried out by the school. Seven primary teachers participated in the project and each teacher was asked to identify those children whose literacy they were most concerned about. When Ladson-Billing and her research colleague listed the names they found that about 80% of the names offered were those of African Americans and more than 90% were children of color. Ladson-Billings and her colleague observed classrooms two to three times per week and met with the teachers as a group once a month. They also assisted students who were struggling with their reading, and it was, again, children of color. The monthly meetings were “structured around questions and dilemmas of literacy teaching” (p. 137). All classroom observations were recorded in field notes, transcribed and coded and all teacher meetings were audiotaped, transcribed and coded. Ladson-Billings describes how for almost six months the routines rarely changed. As participant researchers they were observing, assisting students and listening to teachers talk about their struggles to teach. One conclusion described is that most of teachers carried out “activities” (p. 139) “but little in the way of reading instruction” (Ibid.). One teacher, called Paulette in the article, stands out as an exception;

Paulette knew exactly what every student in her class was reading and all of her students were reading. (……). In her first-grade classroom the students were regurarly called to the chalkboard to identify sounds, wordparts, and the number of syllables. Paulette’s students also did a lot of writing. Paulette made certain that she stopped at each student’s desk to discuss his or her work and ask questions about the student’s understanding of particular words and concepts. When we observed in Paulette’s classroom we left exhausted. She recruited us to check student’s journals and to reinforce the concepts she taught. The work went with a rapid pace but Paulette circulated throughout the room, paying particular attention to the students she had identified on her list of concerns. (p. 139-140)

Finally, after six months and after having received new test data that showed the low result of African American boys at the school, the issue of race came up on the table. Ladson-Billings ends quite abruptly the description of the project here. One kind of explanations is given. This is, she says, “not a “good” story” (p. 142). Instead it is “a real story and as such, we are continuing to thread lightly around issues of race” (Ibid.).

Ladson-Billings then tries to analyze what she calls the racialization of literacy teaching and learning. She refers to Morrison (1991) who shows that literary texts omit an African presence, but it remains unclear if they saw something of this during their classroom observations. It is clear, though, and stated by Ladson-Billings, that almost none of the teachers at the actual school had “been in a personal relationship with and African-American adult or child who was of equal or greater social status than she” (p. 143). The only exception was, as described before, the teacher named Paulette. Ladson-Billings also claims that “failure seemed to be a place reserved for African American students” (Ibid.). At the same time, she means, that the question of race is being ignored at every turn. Another interesting issue is that when the teachers asked the children what it meant to be a good reader the conclusion that being a good reader meant being a good person came up.

What I think is lacking in this interesting chapter by Ladson-Billings is the issue of gender. She mentions that there are no teachers of color at the actual school and she presents the fact that African American boys are underscoring on the tests. But she only discusses the issue of race as an important issue. Still, the question of gender remains hanging in the air. Can it, maybe clear the view a bit, if we see the full picture of White, Female, Middle-Class teachers with no personal relation to any African American, teaching a whole range of individuals representing many different ways in being a human ? But, where I agree totally with Ladson-Billings, is the necessity of an ongoing conversation about how we teach and why we are teaching the way we do. A more intersectional perspective where gender, race, social class etc. is included would, in my opinion, widen the picture and open up for more perspectives, and also more adequate solutions.

Luis C. Moll means in her commentary of Ladson-Billings that a never ending reproduction needs not to be the case. Moll suggests that “special settings for teachers to reflect on their work, the values and resources found in local communities, and the ideologies underlying their teaching can certainly contribute to a reconceptualization and change of schooling practices” (p. 211-212). Moll finds it noteworthy that “the only teacher emphasizing the academic preparation of the students was the one who had a history of personal relationships with African American adults and children” (p. 212). She therefore put forward an idea about finding out the “funds of knowledge” in the individual households in order to develop more personal relationships with the children and their families.

Jim Cummins gives us his comments on part three of the book and the question he raises is whether schools can challenge coercive power relations in the wider society. By this he also questions and challenges the role of academic research since it needs to articulate and explain more clearly how inequality is created. Cummins rhetorical question is how this can be carried out in a way so that “educators and communities are enabled to resist these coercive processes and institute educational structures and relationships that affirm students’ identities and academic achievement?” (p. 284).

From Cain’s analysis in chapter twelve, his own and others research, Cummins draws the conclusion that there is an exaggerated belief in phonics. Teaching phonemic awareness and phonics will enable all children to succeed is the mantra, but the solutions is not as easy as that, Cummins claims. He does not underestimate the necessity of phonics in the initial reading development, rather the simplification of what reading ability consists of. Cummins cites Cain who notes that “phonics is repeatedly invoked, becoming almost a mantra in ‘Reading by 9’ “(p. 285). Cummins raises the following questions and wonder if it is true that;

•	Bilingual education failed to teach children English and raise academic achievement?

•	Whole-language approaches were actually implemented in schools and failed to teach children phonics and decoding skills?

•	English-only immersion is backed by considerable “scientific” research, as Rossel and Baker (1996) claim?

•	Teaching phonemic awareness and phonics effectively will solve the literacy crisis?

•	State-mandated high-stakes standardized tests will increase accountability and student learning? (p. 285)

These questions are, of course, not easy to answer. Cummins refer to Cain who suggests that there is little evidence to support these claims. He also suggests further reading by himself for a detailed analysis (Cummins 2001). Clearly politics is involved here. Gee’s article ads, according to Cummins, an additional dimension since he “suggests that students are “selected” at a very early age for certain kinds of pedagogy that will direct them toward their preassigned niche in this new economic order” (p. 286). According to all the authors in part three there is a discourse about what reading is, how it is developed and what is needed for this. Cummins draws four conclusions of this discourse, of what the research on reading is saying. His first conclusion is that decoding skills are a necessary, but not sufficient condition for reading comprehension development. For example, students can show good results in the early grades but then further on experience a halt in their reading development since “reading comprehension rather than decoding becomes the primary focus of standardized tests of reading” (p. 287). Cummins second conclusion is that “the most effective approaches to developing initial reading skills (decoding) are those that combined extensive and varied exposure to meaningful print with explicit and systematic instruction in phonemic awareness and letter-sound correspondences” (p. 287). The third conclusion is that decoding skills does not automatically generalize to reading comprehension or other aspects of second-language proficiency. Finally Cummins concludes that “after the initial grades, reading comprehension is predicted primarily by the amount that students actually read” (Ibid.). Extensive reading provides a wide range of vocabulary; a parameter that is one of the strongest predictor of reading difficulty. To summon up one can say that decoding skills are, of course, necessary but not sufficient enough. There is in Cummins article a strong criticism towards American educational politics:

In short, by discarding the “whole-language” emphasis on extensive reading in favour of intensive phonics, the current reading dogma ignores the bulk of scientific research on the instructional conditions that promote strong reading comprehension. Under the current regime of truth, low-income culturally diverse students are unlikely to be any better off at the end of elementary school than they have been in previous years. (p. 299)

Educational structures determine, according to Cummins, what happen between and among educators, students and communities, something he calls microinteractions. So, in short, the educational macrostructures have an impact on the local schools microinteractions. Cummins claims that these microinteractions are never neutral; “they either reinforce coercive relations of power or promote collaborative relations of power” (p. 291). Therefore, they must, according to Cummins, challenge historical and current patterns of coercive power relations in society. Cummins suggests a documentation of academic progresses that emerge from the current accountability-oriented curricula and programs like “No Child Left Behind” along with a documentation of patterns emerging in programs that combine more adequate pedagogy for culturally diverse students. Finally he argues for the “need to explain, in clear and credible ways, why and how these patterns of achievement occur under different pedagogical conditions” (p. 292). We have, he argues, to engage educators in critical discussions that identifies contradictions in the dominant discourse and exposes the consequences for low-income students.

For me personally this book has all together been a very interesting text to read. I am impressed by this action research, which for me, gives hope and alternative solutions. At the same time the book, in my opinion, lives up to its promised critical approach. Especially the chapter by Cummins raises many questions that is still ringing in my head. I will carry them with me, trying not to forget them. But I will also strongly remember the described projects that have empowered teachers and pupils. I think we have too few of them in the time being where assessment and goal fulfillment seems to take up every minute that is left to think and reflect over what learning and education is and should mean.

title: Auer & Wei, Gafaranga & MacCarty


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Application Modelling and Mapping onto Multiprocessor System-on-Chip Plattforms

MPSoCMap

Application Modelling and Mapping onto Multiprocessor System-on-Chip Plattforms

''Dr.-Ing. Leandro Soares Indrusiak'' ''Prof. Dr. Dr. h.c. mult. Manfred Glesner''

Summary
The amount of embedded systems which are composed by multiple interconnected processing units (PU) is currently increasing, mainly because of two distinct facts: first, the need for spatial distribution of the subsystems in order to cope with the requirements of ubiquitous computing; and second, the limits of CMOS scaling, which also limit how much faster integrated circuits can operate and thus require increased PU parallelism as a compensation in order to deliver the performance improvements expected by the electronic systems market. As the current trend for both facts is unlikely to change anytime soon, it is expected that communication-centric multiprocessor embedded systems will be even more common in the near future. While plenty of research was done in the last decades on general-purpose multiprocessing system (such as symmetric multiprocessor systems and clusters), there is still a lack of languages, methods and techniques supporting the specification, design and optimization of multiprocessor systems that are targeted specifically to a given application (or family of applications). Furthermore, a programming model that would allow developers to deal with the system as a whole (instead of dealing with each processing unit individually) is still mostly an open question.

MPSoCMap aims to deliver a framework supporting the specification and design of application-specific systems based on multiple interconnected processing units. The framework will be based on the joint application of actor-orientation and type systems (materialized through the use of UML diagrams). While taking advantage of state-of-the-art techniques, the project goal is to produce a designer-centric approach that can be easily extended and eventually adopted by industry in a short time frame. A basic programming model will be proposed, based on behavioral patterns, and will be used within the delivered framework to allow the validation of different system properties under realistic application-specific scenarios.

To show the applicability of the proposed approach, the project will apply the proposed programming model on the design systems composed of multiple processing units interconnected through packet switched network, specifically multiprocessor systems based on networks-on-chip. The programming model, together with its modeling and execution framework, will support the analysis of properties which are relevant to this type of systems (e.g. throughput, average and worst case latency, power consumption) and will also evaluate the impact of using heterogeneous and reconfigurable PUs on the overall system performance by exploring polymorphical type systems.

System Specification and Design
The specification of a system comprehends the creation of models that describe its functionality and support a trade-off analysis that can help designers better architect such functionality in order to satisfy specific functional constraints. The system specification activity lies on top of a design flow that allows for the transformation of the specification models into less abstract ones, towards an implementation. Due to the complexity of current hardware/software systems, such design flow is based on a stack of well defined abstraction levels, so one can argue that the system model at a given level is the specification model of the subsequent level. In the scope of this proposal, the concept of system specification is restricted to the most abstract layer of the design flow where the functionality of the system is modeled in an implementation-independent way, as reported in [1] and [2]. Likewise, the design process considered here is restricted to the model transformation methods used to map such functional specifications into implementation-dependent models that are supported by commercially available design automation tools (for instance retargetable compilers or RTL level HDL synthesis tools), so that an implementation of the specified system can be produced. The following paragraphs present research initiatives that share the forementioned concepts of specification and design but address the fundamental problems of modeling, model analysis and model transformation in different ways.

SystemC, which comprehends a set of conceptual extensions to the C++ language and is organized as a class library [3], is currently the most widely accepted system specification language [4]. Its modeling constructs support the description of hardware subsystems at the RT and behavioral level which can be executed together with testbenches and models of the software subsystems implemented in plain C++, thus allowing for higher productivity. Furthermore, significant simulation performance improvements can be achieved in comparison to other HDLs like VHDL and Verilog, as the SystemC simulation model – which is based on a discrete-event semantics – is actually compiled into native machine code before execution. A number of SystemC synthesis tools are already commercially available, but they support only RTL level descriptions and a limited set of behavioral specification constructs. Further shortcomings of the core language, which have been partially addressed on the upcoming version 3.0 [5] as well as in independently developed extensions [6], include the lack of facilities for process control (for example, primitives to suspend, resume, kill, reset processes) which are critical to support the modeling of operating systems and hardware-dependent software.

One way to support the efficient creation and automatic synthesis of SystemC specification models at higher levels is to restrict the modeling style to match standardized models of computation (MoC), so that the concurrent execution of SystemC modules and the communication activities they perform are unambiguously defined. By relying on formalized models of computation, the automatic translation and mapping of specification models into implementation-dependent scheduling, synchronization and communication structures can be made easier. However, current systems are too complex and heterogeneous to be efficiently specified using a single model of computation [7, 8]. For instance, at the earlier stages of the design it may be desirable to use an untimed MoC allowing fully asynchronous communication among subsystems based on unbounded FIFOs, while later when many implementation trade-offs are already resolved it may be necessary to use a cycle-accurate MoC where some communication channels are still asynchronous, but based on finite-sized FIFOs, while other channels may communicate synchronously as they are targeted to be implemented within the same clock domain. Besides the advantages of using different MoCs at different stages of the design flow, there may be cases where the nature of the application may be better suited for a given MoC. A typical example is the design of signal processing subsystems using synchronous dataflow semantics, which allows for implementations that are statically schedulable and that have guaranteed bounded buffers at the inputs of each module. The possibility of creating SystemC specifications using multiple MoCs is the target of state-of-the-art research presented in [9] and [4]. In [9], Patel and Shukla (Virginia Tech, USA) propose additional simulation kernels for the SystemC library, so that SystemC models can be executed according to the semantics of synchronous dataflows (SDF), finite state machines (FSM) and communicating sequential processes (CSP). They also provide extensions to support the interoperability among the proposed extensions and the original discrete-event simulation kernel. The approach presented in [4] by Herrera and Villar (University of Cantabria, Spain) follows a different direction and tries to support multiple MoCs without changing the original SystemC simulation kernel. Instead, they focus on providing an additional library including channel models that support the communication style of different MoCs, like rendesvouz communication for CSP models or channels based on infinite FIFOs for process networks (PN).

Besides SystemC, other emerging executable specification languages also follow the trend of increased abstraction aiming to higher productivity, shorter design cycles and faster simulation runs. Previously regarded only as design visualization interfaces, block-based visual modeling tools are gaining acceptance within industry and academy for the design of dataflow-dominated systems-on-chip in application domains such as digital signal processing (DSP). Examples include design tools such as SystemGenerator from Xilinx, SPW from CoWare, Advanced Design System from Agilent and Synplify DSP from Synplicity, as well as the general purpose simulation platform Simulink from MathWorks. Such tools follow a simple scheme for system modeling, using hierarchical blocks that can be interconnected with other blocks through ports. Rich block libraries are provided, so designers can build complex systems by instantiating and connecting library elements. The underlying simulation semantics of such environments is often transparent to the users, which concentrate mainly on structuring and parametrizing the system. However, as referred before to [7,8], a particular simulation semantics can facilitate or prevent the efficient and accurate modeling of a given system, specially when it comes to model concurrency. To allow for full exploration of different simulation semantics, Lee (UC Berkeley, USA) [10] extended the concept of actor orientation - which was previously coined by Hewitt and refined by Agha (MIT, USA) [11] -and proposed that the simulation semantics should be also part of the model, allowing for complex models using distinct semantics on different subsystems. The components in actor-oriented models are objects which are conceptually concurrent and communicate via message passing (messages are modeled as immutable objects called tokens). A distinct feature of actor-oriented models is the formalization of the concurrent behavior of model components using well defined MoCs, which are implemented within components called directors. While many actor-oriented tools like Simulink or LabVIEW rely on a single MoC, the PtolemyII project [12] has provided a platform for experimenting with heterogeneous models combining different MoCs. It allows the full exploration of actor-based models in domains other than the dataflow-oriented ones mentioned earlier in this paragraph, like in control-flow oriented systems and event-based systems. Furthermore, the support to multiple MoCs in a single system model allows also for the coexistence of different abstraction levels, for instance a physical subsystem that may be represented using continuous time semantics and a digital hardware that controls that physical subsystem, which may be modeled using discrete event semantics. A number of academic and commercial initiatives has explored the features of actor orientation on the design of hardware/software systems. A design flow is presented in [13], relying on the multi-MoC nature of actor orientation to support design based on partial refinement of the system. The presented approach points out that subsystems can be isolated and refined from a high abstraction model, so that they are modeled in more detail and are less abstract, but can still be validated together with the rest of the system through multi-MoC simulation. Several case studies following such flow were performed, such as those reported in [14]. Further academic work was reported on the design of neural network hardware [15] and communication systems [16]. Commercial tool vendors also provide rich actor-oriented modeling environments such as VisualSim [17] or design capabilities to existing environments such as the Xilinx System Generator [18] plug-in for the Mathworks Simulink simulator.

Unlike the previous approaches, the Unified Modeling Language (UML) is not originally an executable/simulatable specification language. It comprehends a family of visual notations [19] derived from a number of previously existing modeling languages from the software engineering domain [20]. Due to the unification of different modeling approaches, which include several structural and behavioral views, the language achieved an expressiveness level that allowed its usage in application domains other than software design. Furthermore, UML was designed to be extensible through stereotypes and tagged values (which can be grouped in domain-specific profiles) so that it can be adapted to unforeseen modeling possibilities.

Most of the state-of-the-art approaches using UML as a hardware/software system-level specification language address either static analysis or code generation methods. Oliveira et al [21] use static analysis to evaluate performance, memory footprint and power consumption of alternative embedded software behavioral patterns modeled using UML sequence diagrams. In [22], UML class diagrams are used as templates for design space delimitation and exploration. Different alternatives for code generation techniques based on UML diagrams can be found in a number of research initiatives (mainly driven by industry). Many of them advocate for the joint usage of UML and SystemC. In [23], a team of researchers from University of Catania and ST Microelectronics stated that UML should be seen as high level modeling language and SystemC as a low level system language. In order to allow the interoperability of both languages, they proposed a set of stereotypes that allow the modeling of SystemC concepts using UML diagrams. The stereotypes were grouped together in the so-called UML 2.0 profile for SystemC. Similar approaches – with different strategies on the definition of stereotypes – were presented by researchers from Politecnico de Milano and Siemens ICM [24] and Fujitsu [25]. In all three cases, the stereotypes were created to support to code generators, which should be able to generate SystemC code out of UML models. Code generation is also explored in [26] and [27]. The former approach targets the automatic generation of component wrappers according to UML models, while the later, developed at C-Lab/Paderborn University, addresses modeling and code generation targeting a subset of the C programming language that be synthesized as a configuration of a FPGA-based execution platform.

Aiming to better fit the current practice in systems design, which allows specification models to be simulated and profiled over time, Mellor and Balcer (Mentor Graphics) [28] introduced executable UML (xUML). It adopts only three of the constructs from the UML 2.0 specification: class diagram, statecharts and actions, materialized through a non-standardized action language. By relying on those constructs, developers should be able to build models that can be automatically compiled into executable code tailored to a given execution platform. The availability of model compilers following this approach is still small, which restricts the adoption of xUML in different domains. Furthermore, the problem of co-simulating xUML models with legacy code or other system models is still an open issue, preventing advanced application within a system-level design flow as system designers very often depend on the reuse of previously developed intellectual property cores.

Multi-Processor Systems-on-Chip (MPSoC)
The ever increasing functionality density in SoC platforms currently allows designers to create multiprocessing systems on a single chip. Multiprocessing systems demand an optimized communication architecture in order to ensure different levels of quality-of-service (QoS) according to the application demands [35]. Besides that, constraints such as performance, latency and power must be observed and requirements such as reliability, fault tolerance, correctness (data ordering) and completion (no data loss) must be complied. Several research groups have reported the application of Networks on Chip (NoC) as a promising approach to the problem of interconnecting the heterogeneous set of components in multiprocessor systems [36]. As a simplistic definition, a NoC is a network-like structure where data packets are routed through nodes, allowing the system components connected to those nodes to communicate asynchronously in a message-passing fashion. Such architecture is suitable to the design of multiprocessor systems because of its potential to tackle quality-of-service issues by allowing the definition of protocol-based communication between processing elements. Furthermore, NoCs have a high potential of reusability and scalability, which are particularly important features on the design of product families integrating processor cores, memory, reconfigurable logic, DSP cores and application-specific logic. Finally, on-chip networks enforce communication on a local basis, effectively implementing Globally Asynchronous, Locally Synchronous (GALS) communication schemes, which can reduce clock distribution problems which are common in deep submicron technologies [37].

The application of communication-centric architectures such as NoCs incurs on a number of challenges regarding the programming model. Some of the open questions addressed by state-of-the-art research include how to partition the application among multiple processing units, how to share data among them [38] and which models of computation are adequate to deal with the latency imposed by the packet-switched communication [39]. While similar problems were addressed by the distributed and parallel computing community, the strict efficiency requirements and the possibility to explore application-specific trade-offs put the problems under a different light. As pointed out by Jerraya et al (TIMA Grenoble, France) in [40], parallel computing solutions such as the Message Passing Interface (MPI) abstract the hardware/software interfaces with a standard API, allowing for the software components to be developed targeting the API and thus being portable to a number of hardware platforms that implement the API. In such cases, the overall system performance can be only assessed after the hardware/software integration and depends on the particular implementation of the API on the chosen hardware platform. On the other hand, they state that application-specific systems based on on-chip multiprocessor solutions need a better matching between application and platform, requiring customized hardware/software interfaces that provide access to specific hardware features that can ensure that the requirements on performance are met for that particular application.

System-level design based on UML and Actor-orientation
The previous work done by the system-level design group at the MES Institute was the basis for the identification of the needs, techniques and requirements that will be addressed by the proposed project. The group was created to address design techniques for SoCs and realized that the current and state-of-the-art design flows had shortcomings when addressing critical issues like the heterogeneity of the modules integrated on a single chip and the need to validate the system using realistic application scenarios. The most evident approach to overcome such shortcomings is to support a higher level of abstraction for the system specification, as this is important to tackle the complexity of the system being designed and is specially critical to properly model the application scenario in which the system will be deployed. A second approach investigated by the group aimed to support the heterogeneity in the system specification and design: complex SoC must integrate different subsystems that are better described using different languages and tools. More importantly, such languages and tools do not always share the same notions of modularization, composition, time, concurrency, etc. Thus, a novel design flow had to be introduced in order to support heterogeneous design specification at higher levels, keeping in mind that such flow must be integrated with current flows for hardware synthesis and embedded software compilation. A number of case studies were performed in order to identify, validate and refine such flow. The first two addressed SoCs in the telecommunications domain. The first was based on an actor-oriented specification within Ptolemy II and co-simulation with a HDL simulator for the design and analysis of a WCDMA receiver [IPG2005]. As the system model was implemented in a high level of abstraction, a detailed analysis could be done regarding the different usage modes for an equalizer according to the different wireless channel conditions (Doppler effects, multi-user interference, etc.) By extending Ptolemy II to support HDL co-simulation, the actual cycle-accurate RTL-level implementation of the receiver could be validated together with the same system model and the same kind of analysis could be done [RP2006]. The second case study concentrated on the usage of commercial tools, aiming to design a reconfigurable noise generator by using Mathworks Simulink and Xilinx System Generator tools [ESJ2005]. In this case, the facilities for model transformations were already available, so the design flow was much simpler, but on the other hand Simulink provides a single model of time and concurrency, rendering this approach suitable for homogeneous systems only. As a complement to the first two case studies, another extension to Ptolemy II was added to support the hardware-in-the-loop simulation of subsystems prototyped in FPGA platforms [JO2005]. The experiences obtained from the reported case studies were then collected and organized as a well defined – though still experimental – design flow [LSI2006] that allows the successive refinement of an actor-oriented model of the complete system into a final implementation in RTL level HDL, which in turn can be validated together with testbenches (also modeled as actors) through co-simulation or emulated within FPGA platforms. Based on the identified design flow, a number of additional experiments and improvements were performed. [JCP2006] applied the flow to support the analysis of coding techniques aiming to reduce power consumption in network-on-chip architectures. In [HZ2006], the flow was used to investigate out-of-order execution in microprocessors containing one or more reconfigurable functional units. To simplify the transition from actor-based models into cycle-accurate HDL models, which had to be done by hand in some of the previous case studies, a first step on implementing code generation techniques was taken on [FM2006]. Concurrently to the development of the reported actor-based design flow, the MES system-level design group also investigated the possibilities of using UML to support the increase of abstraction on the system. UML was being considered by many industry and academic researchers as a promising SoC specification language, and the group already had previous experience by using UML for internal software development and for SoC design space exploration [IGK2004]. The first case studies produced mixed results: while the expressiveness of UML supported well the modeling of multiple aspects of complex SoC systems, its lack of execution/simulation semantics rendered it difficult to integrate within a simulation-based design flow (current research reviewed in section 2.1.1 relies on code generation out of UML models in order to support functional validation). Furthermore, the adoption of UML by SoC designers used to validate functionality through simulation is a potential problem that was already hinted by the performed case studies. While UML lacks execution semantics, actor orientation has the coexistence of multiple execution semantics as its major feature. It is then natural to foresee a joint approach of such techniques, so that the shortcomings of one of them are compensated by the strengths of the other. Furthermore, another reason to combine both approaches is the fact that in many companies there has been the need for integrating different departments in order to cope with the complexity of the design of state-of-the-art systems. In such cases, as it is nowadays the rule in systems design, the new designs will reuse a large quantity of previously developed solutions, and in such integrated departments a number of solutions may be implemented in UML while others follow the actor oriented paradigm. Keeping that in mind, some initial research was performed on the possibilities of joint usage of UML and actor orientation. The encapsulation of UML sequence diagrams as actors – which is one of the basic ideas behind the framework to be developed within the proposed project – was explored in [AT2006]. Early results in a case study with a UML sequence diagram modeling the Chandra-Toueg distributed consensus algorithm [63] within a distributed sensing application modeled as a set of actors were already reported in [ITG2007]. Furthermore, the initial ideas, results and potential of using UML, actor orientation and the combination of both in system-level design were already presented as invited talks in events like NORCHIP 2005 [LSI2005], SoC 2006 [LSI2006a] and BEC 2006 [LSI2006b], which may be an indicator of the potential, relevance and need of such techniques in the industry and academic circles.

NoC-based MPSoCs

The design space of MPSoC architectures based on NoCs is very large, allowing designers to customize and optimize a large number of aspects such as buffering schemes, routing, data packet size and format, data coding, transmission modes and QoS strategies. Most of the research activities done within the MES Institute address ways to explore such design space and validate possible solutions under different application requirements, as the ones reported in [IGK2004] for routing and arbitration and in [ZZHG2005] for buffering.

A number of achievements were done in the design and validation of irregular NoC platforms. Such platforms are needed when the processing cores that are needed by a given application cannot be placed evenly in a mesh-like structure. [HLM2003] presented a general outline of such a platform, together with a strategy to support the testing of the processing cores by reusing the NoC infrastructure. In [SHZG2005], novel routing and placement algorithms were explored aiming to support deadlock-free communication among processing cores in such irregular platforms.

Besides the inherent design complexity, one of the major factors preventing the wide adoption of NoC-based architectures is the large power consumption overhead they cause. Relying on previous research that pointed out the correlation between the signal transition activity and the power consumption in interconnects [GO2004], a number of case studies assessed the potential of reducing the power consumption by coding the data packets sent across the network so that the transition activity on the interconnects is minimized [PIM2006a]. Promising results were found for very simple coding schemes, because the power consumption increase due to coders and decoders was sufficiently low to be compensated by the savings granted by the reduction of the transition activity [PIM2006b]. The effectiveness of such schemes tend to grow bigger as networks increase in size (the more hops a packet has to do to achieve its destination, the larger are the power savings per hop because the coding/decoding is done only on the first and last switches) and as the dimensions of the interconnects shrink (because the capacitances of neighboring wires increase).

Further activities include the close cooperation with two internationally active groups in this area: LIRMM, University of Montpellier II (France) and the GAPH group at the Catholic University of Rio Grande do Sul (Brazil). The cooperation with LIRMM is partially funded by the DFG within an international Graduate School and by DAAD within German-French cooperation projects, while the cooperation with GAPH is funded by DAAD/CNPq scholarships. The tri-national cooperation addresses regular mesh-like networks and most of the development is done on top of the HERMES platform initially developed by the GAPH group and currently extended by all partners. For instance, the power reduction approach of [PIM2006a,b] was already ported to that platform successfully. Current and future work, which are very relevant to this proposal, include the hardware infrastructure to support migration of software and hardware tasks across processing nodes interconnected by a NoC. To do that, a combined solution for an on-chip distributed operating system and for software-controlled node reconfiguration is being pursued. Early results were already shown in [SZA2006] and in some of the presentations of the ReCoSoC workshop series [GS2005,GS2006].

Publications
[AT2006]	A. Thuy, L. S. Indrusiak, and M. Glesner. Applying Communication Patterns to Actor-Oriented Models with UML Sequence Diagrams. In: ECSI Forum on Design Languages (FDL), 2006.

[EO2006]	E. Ochirsuren. Programmability support in a LEON2-based wireless sensor network node. Master Thesis, International Master Program in Information and Communication Engineering, TU Darmstadt, 2006.

[ESJ2005]	E. C. D. Silva Junior, L. S. Indrusiak, and M. Glesner. Non-Linear Addressing Scheme for a Lookup-Based Transformation Function in a Reconfigurable Noise Generator. In: Symp. on Integrated Circuits and Systems Design, 2005, ACM Press, p. 242-247.

[FM2006]	F. Markert. Unterstützung paralleler Befehlausführung in rekonfigurierbarer Hardware durch die Verwendung codegenerierender Actor-Bibliotheken. Diplomarbeit, Elektrotechnik und Informationstechnik, TU Darmstadt, 2006.

[GHIZ2004]	M. Glesner, T. Hollstein, L. S. Indrusiak, P. Zipf, T. Pionteck, M. Petrov, H. Zimmer, and T. Murgan. Reconfigurable Platforms for Ubiquitous Computing. In: Proc. ACM Conf. on Computing Frontiers, 2004, p. 377-389.

[GO2004]	A. Garcia Ortiz. Stochastic Data Models for Power Estimation at High Levels of Abstraction. Doctoral Dissertation. Shaker Verlag, 2004.

[GS2005]	G. Sassatelli, M. Glesner, L. Torres, L. S. Indrusiak, T. Hollstein (Eds.). Proc. 1st Int. Workshop on Reconfigurable Communication-centric Systems-on-Chip (ReCoSoC), 2005.

[GS2006] 	G. Sassatelli, L. S. Indrusiak, M. Glesner, L. Torres (Eds.). Proc. 2nd Int. Workshop on Reconfigurable Communication-centric Systems-on-Chip (ReCoSoC), 2006.

[HH2005]	H. Hinkelmann, T. Pionteck, O. Kleine, and M. Glesner. Prozessorintegration und Speicheranbindung dynamisch rekonfigurierbarer Funktionseinheiten. In: 18th Int. Conf. Architecture of Computing Systems (ARCS 2005), Workshop on Dynamically Reconfigurable Systems, Innsbruck, 2005.

[HH2006a]	H. Hinkelmann, P. Zipf, and M. Glesner. Design Concepts for a Dynamically Reconfigurable Wireless Sensor Node. In: Proc. NASA/ESA Conf. on Adaptive Hardware and Systems (AHS 2006), Istanbul, 2006.

[HH2006b]	H. Hinkelmann, A. Gunberg, P. Zipf, L. S. Indrusiak, and M. Glesner. Multitasking Support for Dynamically Reconfigurable Systems. In: Proc.16th Int. Conf. on Field Programmable Logic and Applications (FPL 2006), Madrid, 2006.

[HLM2003]	T. Hollstein, R. Ludewig, C. Mager, P. Zipf, and M. Glesner. A hierarchical generic approach for on-chip communication, testing and debugging of SoCs. In: Proc. IFIP Int. Conf. on VLSI-SoC, 2003. p. 44–49.

[HZ2006]	H. Zhong, L. S. Indrusiak, H. Hinkelmann, and M. Glesner. Exploring Functional Unit Parallelism in Reconfigurable Computing Platforms. In: Int. Workshop on Reconfigurable Communication-centric Systems-on-Chip (ReCoSoC), 2006, p. 160-167.

[IGK2004]	L. S. Indrusiak, M. Glesner, M. E. Kreutz, A. A. Susin, and R. A. L. Reis. UML-Driven Design Space Delimitation and Exploration: A Case Study on Networks-on-Chip. In: Proc. IEEE Workshop on Design and Diagnostics of Electronic Circuits and Systems, 2004, p. 5-12.

[IPG2005]	L. S. Indrusiak, R. B. Prudencio, and M. Glesner. Modeling and Prototyping of Communication Systems using Java: a Case Study. In: IEEE Int. Workshop on Rapid System Prototyping, 2005, p. 225-231.

[ITG2007]	L. S. Indrusiak, A. Thuy, and M. Glesner. Executable system-level specification models containing UML-based behavioral patterns. In: IEEE/ACM Design Automation and Test in Europe (DATE), 2007. (to appear)

[JB2001]	J. Becker and M. Glesner. A Parallel Dynamically Reconfigurable Architecture for Flexible Application-Tailored Hardware/Software Systems in Future Mobile Communication, Journal of Supercomputing, Kluwer Academic Publishers, 2001.

[JCP2006]	J. C. S. Palma, L. S. Indrusiak, F. G. Moraes, A. Garcia Ortiz, M. Glesner, R. A. L. Reis. Adaptive Coding in Networks-on-Chip: Transition Activity Reduction Versus Power Overhead of the Codec Circuitry. Lecture Notes in Computer Science, v. 4148, p. 603-613, 2006.

[JO2005]	D. F. Jimenez Orostegui, L. S. Indrusiak, and M. Glesner. Proxy-based Integration of Reconfigurable Hardware within Simulation Environments. In: IEEE Int. Conf. on Microelectronic Systems Educ., 2005, p. 59-60.

[LSI2005]	L. S. Indrusiak. A Pragmatic Perspective on UML for System-on-Chip Design. In: 23rd IEEE Norchip Conference, Finland, 2005, p. 169-171.

[LSI2006]	L. S. Indrusiak and M. Glesner. An Actor-Oriented Model-Based Design Flow for Systems-on-Chip. In: Tagungsband des Dagstuhl-Workshops Modellbasierte Entwicklung eingebetteter Systeme II (MBEES, Schloß Dagstuhl, Germany), 2006. p. 65-73.

[LSI2006a]	L. S. Indrusiak. Exploring Application-level Concurrency in SoC Design. In: International Symposium on System-on-Chip, 2006, Tampere, Finland. Piscataway: IEEE, 2006. p. 69-72.

[LSI2006b]	L. S. Indrusiak and M. Glesner. SoC Specification using UML and Actor-Oriented Modeling. In: International Baltic Electronics Conference, 2006, Tallinn, Estonia. Proceedings. Piscataway: IEEE, 2006. p. 31-36.

[MH2005]	M. N. Huda. Real-time Operating System Support for LEON based Reconfigurable Hardware. Master Thesis, International Master Program in Information and Communication Engineering, TU Darmstadt, 2005.

[MPM2004a]	T. Murgan, M. Petrov, M. Majer, P. Zipf, M. Glesner, and U. Heinkel. Flexible Overhead Processing Architectures for G.709 Optical Transport Networks. In: GI/ITG/GMM Workshop on "Methoden und Beschreibungssprachen zur Modellierung und Verifikation von Schaltungen und Systemen", 2004.

[MPM2004a]	T. Murgan, M. Petrov, M. Majer, P. Zipf, M. Glesner, U. Heinkel, J. Pleickhardt, and B. Bleisteiner. Adaptive Architectures for an OTN Processor: Reducing Design Costs Through Reconfigurability and Multiprocessing. In: Proc. ACM Conf. on Computing Frontiers, 2004.

[PIM2006a]	J. C. S. Palma, L. S. Indrusiak, F. G. Moraes, A. Garcia Ortiz, M. Glesner and R. A. L. Reis. Evaluating the Impact of Data Encoding Techniques on the Power Consumption in Networks-on-Chip. In: IEEE Comp. Soc. Annual Symposium on VLSI (ISVLSI), 2006. p. 426-427.

[PIM2006b]	J. C. S. Palma, L. S. Indrusiak, F. G. Moraes, A. Garcia Ortiz, M. Glesner and R. A. L. Reis. Adaptive Coding in Networks-on-Chip: Transition Activity Reduction Versus Power Overhead of the Codec Circuitry. In: Int. Workshop on Power And Timing Modeling Optimization and Simulation (PATMOS), 2006. Lecture Notes on Computer Science 4148, Springer. p. 603-613.

[RP2006]	R. B. Prudencio, L. S. Indrusiak, and M. Glesner. An efficient hardware implementation of a self-adaptable equalizer for WCDMA downlink UMTS standard. In: Proc. IEEE CS Annual Symp. on VLSI (ISVLSI), 2006. p. 77-81.

[SHZG2005]	M. K. F. Schafer, T. Hollstein, H. Zimmer, and M. Glesner. Deadlock-free routing and component placement for irregular mesh-based networks-on-chip. In: IEEE/ACM Int. Conf. Comp. Aided Design (ICCAD), 2005. p. 238-245.

[SIG2006]	C. Spies, L. S. Indrusiak, and M. Glesner. Comparative Analysis of Multitask Scheduling Algorithms for Reconfigurable Computing regarding Context Switches and Configuration Cache Usage. In: Proc. 3rd Southern Conf. on Programmable Logic (SPL), Mar del Plata, 2007.

[SZA2006]	S. Z. Ahmed. Automatic Placement and Routing on Self Reconfigurable Coarse Grained Reconfigurable Architectures. Master Thesis, International Master Program in Information and Communication Engineering, TU Darmstadt, 2006.

[ZZHG2005]	H. Zimmer, S. Zink, T. Hollstein, and M. Glesner. Buffer-Architecture Exploration for Routers in a Hierarchical Network-on-Chip. In: IEEE Int. Parallel and Distributed Processing Symposium (IPDPS) - Reconfigurable Architecture Workshop, 2005.


text: Template:Translator

title: Template:Translator


text:
Adaptive information systems architecture

The adaptive information systems(AIS) architecture efforts are a subset of the IS architecture efforts.

The aim of begin adaptive is to allow an enterprise architecture (EA) to be resilient to the changing environments surrounding and electronic based organization.

First of all, the EA may encompasse the following layers:
 * 1) strategic architecture
 * 2) business processes architecture
 * 3) information architecture
 * 4) aplication architecture
 * 5) technological architecture

Each layer offers different tools to achieve adaptiveness. Some examples mechanisms regarding adaptiveness are:

 * generalization
 * specialization
 * reuse
 * consistency
 * correctness
 * modularity
 * formalization
 * extensibility
 * rastreability

A methodological approach to clear understand the structure and dynamics of AIS comprises:  AIS qualities identification (based in software engineering approaches )  AIS qualities evaluation (based in software engineering approaches )  AIS design (based in best-practices from industry and academy)  AIS controllability

Application fields examples that take benefit from AIS:
 * project management - reusing the former IS architecture for other projects
 * software industry - specializing the software whenever new requirements are launched

--Slguerreiro 11:27, 31 July 2009 (UTC)


text:
Talk:Adaptive information systems architecture

Specifically concerning the IT/IS area (either in the management & engineering perspective) what are the most promising approaches tools/methods/models/processes/frameworks to enable an adaptable architecture ?

Here are some exemplification tools/methods/models/processes/frameworks that serves as kick-off for discussion:

Methods & models:

 * AOM – Adaptive Object-Models
 * SPL – Software Product Lines
 * Reference models

development processes:

 * AOP – Aspect-oriented programming
 * Agile development, e.g.: XP
 * MDE – model driven engineering

Other approaches & frameworks:

 * Generic adaptable systems
 * Agent based
 * Exception handling mechanisms

--Slguerreiro 11:32, 31 July 2009 (UTC)


text:
User:Rupert Butler

initialising the User page

title: User:Rupert Butler


text: User:Santhoshreloaded/Survey responses

title: User:Santhoshreloaded/Survey responses


text:
User:Thewinster/Sandbox/20090221091454/Replies

Thread post

Additional notes

 * These comments, along with the notes on the left, were contributed by Dharav talk 16:33, 31 July 2009 (UTC)

 * reply[]


text: User:Thewinster/Sandbox/20090221091454/New-Text


text:
User:Rxgvhqkrywq6cxdjoar

I am the user rxgvhqkrywq6cxdjoar.

Thanks for visiting my user page.

I attend Dalhousie University in Halifax Nova Scotia Canada.

I am taking Electrical Engineering.

--Rxgvhqkrywq6cxdjoar 18:17, 31 July 2009 (UTC)

title: User:Rxgvhqkrywq6cxdjoar


text:
User talk:Paulschapman

Great Repeal Debate comments
Thank you for your comments.

It would be VERY helpful if you could also mark your sources, which will assist those following the debate to place exchanges in context.

Sfan00 IMG 19:11, 31 July 2009 (UTC)

title: User talk:Paulschapman


text: Service learning

title: Service learning


text:
Category:Soft redirects

See also Category:Page creation templates

title: Category:Soft redirects


text:
User:Ovwiki2

Ovwiki2 Account
The Ovwiki2 account is my second Ovwiki account, and I have three accounts on this Wiki system. I have just signed up one minute ago, on the 1/8/09. I wonder what tasks the Wikiversity has for me, and it is definitely some research for Wikiversity. I will hope to make my ninth edit in the Wiki system.

This account will surely have plenty of stuff when I do some reasearch for Wikiversity. So, it means that I will have to create more factual articles.

--Ovwiki2 01:36, 1 August 2009 (UTC)Ovwiki2.

title: User:Ovwiki2


text: User:Sandyvhao

title: User:Sandyvhao


text: Template:User he-1

title: Template:User he-1


text: Category:User he

title: Category:User he


text:
User talk:JWSchmidt/Blog/27 January 2009

I like your blog. I hope you keep it up! Don't let that particular experience distract you from taking part in the wiki community. Sj 08:35, 1 August 2009 (UTC)
 * Thanks for your words of encouragement. Unfortunately, I am distracted every day by the fact that I am still banned from #wikiversity-en. "the wiki community" <-- the "wiki community" is very broad...I tend to participate most at wikis where thugs are not in control. --JWSchmidt 14:06, 1 August 2009 (UTC)
 * User:SB_Johnny gave the impression that this individual in question would be unbanned after a week. This appeared to be an outright falsity. Perhaps this dishonesty and the behavior of the user in question should be given a "community review". Wikademia

Wikipedia Disease

 * During the past five years I've seen drama at Wikipedia resulting from abusive admins conspiring off wiki, often in IRC chat channels, to impose bad blocks and bans on Wikipedians. When I spent years getting the Wikiversity project going I thought about how Wikiversity would be a different place where people talked out problems, openly, on wiki. Will Wikiversity ever find its way back to sanity?

What you are calling "Wikipedia Disease" has a more specific diagnosis. Calling it "Wikipedia Disease" is like calling it "Legionnaire's Disease" — it names those who are infected with the disease, but not what it is they are infected with. What they are infected with is Cluster B Personality Disorders — Sociopathy, Narcissism, etc. These are personality disorders that, in literature, are depicted as villainous characters. Half a century ago, these were referred to as dreadful people utterly lacking good manners. —Gastrin Bombesin 15:08, 25 February 2011 (UTC)

 * It might be useful to study the "natural history" of the phenomenon of "Wikipedia Disease". I suspect that the root of the problem was POV pushers who had long been active in other internet forums such as Usenet. Some of them discovered Wikipedia and they naturally tried to extend their off-wiki POV wars to the pages of Wikipedia. Those POV-pushers who held similar views as Jimbo and the early Wikipedia developers were tolerated and allowed to violate basic Wikipedia principles...they were "our kind of thugs", adept at keeping out of Wikipedia those who held unpopular views. A second important layer of institutionalized thuggery entered into Wikipedia when it experienced explosive growth. Before that point, there was a culture of welcoming new participants and helping them enter into the flow of the project. Early sysops were mostly mature and well-educated people who created encyclopedia content. Then a new type of wiki participant began to thrive, participants who were younger and mainly interested in being a "wiki cop". These participants formed a thuggish gang culture that was far larger than the earlier cadre of tolerated POV-pushing thugs from Usenet. Three main threads of Wikipedia Disease are thus 1) a core group of Wikimedia Functionaries who tolerate/encourage thugs who will abuse those who are advocates of ideas that the core Wikimedia Functionaries do not want expressed within Wikipedia, 2) thugs like the IDcab members who are willing to violate Wikipedia BLP policy and viciously harass Wikipedians who do not advocate the "correct" POV on topics like creationism and scientology, and 3) immature thugs who just like to play wiki-cop, deleting content and blocking vandals or any poor Wikimedian who is called "troll" by the Ruling Party. "Wikipedia Disease" is really a cultural phenomenon. There may be some relevant research that could begin to explain how an abusive culture like that of Wikimedia can arise and propagate itself. The question is, can such an abusive culture, in particular, the one forced upon Wikiversity in 2008, be removed from a wiki community? The internet is wide. It is far easier for honest wiki community members to shrug and leave Wikiversity than spend vast amounts of time fighting to return Wikiversity to its peaceful pre-2008 origins. --JWSchmidt 01:26, 26 February 2011 (UTC)


text:
User talk:Moller

 Hello Moller, 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! Jtneill - Talk - c 10:44, 1 August 2009 (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!

title: User talk:Moller


text:
User talk:Ackyeem

 Hello Ackyeem, 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! Jtneill - Talk - c 11:11, 1 August 2009 (UTC)

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

title: User talk:Ackyeem


text:
User:Ackyeem

This feels great to have a share web space. I hope it will improve the academic groups much.

title: User:Ackyeem


text: United Kingdom Law/Great Repeal Bill 2008/entry


text:
Topic talk:Ante-Nicene Fathers

If anyone has more information on Tertullian it would be appreciated. Any suggestions on changes, as well.

I'd like to see a namespace devoted to each of the fathers I have listed, and anyone else that anybody can think of. This topic: page is my personal outline of how a learning resource devoted to the ante-Nicene fathers, and perhaps at a later date the whole of the patristic period, should be organized. Any suggestions?Theos 15:10, 1 August 2009 (UTC)

I created a namespace for "Ante-Nicene Fathers". It's a carbon copy of the topic: page so far. It probably won't remain so, but hopefully discussion here and work on the topic will translate into new additions for the namespace.Theos 03:35, 2 August 2009 (UTC)

title: Topic talk:Ante-Nicene Fathers


text:
Introduction to psychology/Psy102/Lectures/Introduction and overview

Lecture: Introduction and overview
Dr. James Neill presented the initial lecture in 2009 to introduce the Psychology 102 unit, describe the assessment, and to briefly introduce the topic of psychology and the lectures and topics to be covered.

See also:
 * View slides on slideshare
 * Moodle


text: Category:Psychology 102/Lectures

title: Category:Psychology 102/Lectures


text:
User:Sir Censor/Scratch

unban User:Wikademia

under what conditions will User:Wikademia be unbanned?

1. Discuss potentially controversial ideas for Wikiversity before implementing them (e.g., find out first - Do we want NOTOC on lots of pages? Do we want x template on lots of pages? Do we want lots of largely blank pages with generic titles?)

too broad.

2. Provide reasonable response to reasonable attempts at discussion

always meant to be done.

3. Sign posts with user name, date and time (Sir Censor 21:26, 31 July 2009 (UTC))

i'll sign with three tilds.

4. Do not blank content from user talk pages

i'll blank my own posts if i want to. i will not blank others.

5. Edit from a single account (unless there is a compelling reason for using multiple accounts)

OK.

6. Provide meaningful edit summaries

clean up the mess that this wiki is first.

title: User:Sir Censor/Scratch


text:
User talk:Sir Censor

Unblocked Wikademia talk page
I've temporarily unblocked your Wikademia talk page and would encourage you to sensibly discuss your block there rather than evading the block and editing from more accounts. -- Jtneill - Talk - c 16:38, 1 August 2009 (UTC)

title: User talk:Sir Censor


text:
User:Nyasar~enwikiversity

This is Nezih Yaşar from İstanbul, Turkey.

As an industrial engineer I am working on small enterprises trying to understand them.

Every type of online communities, like this one, are also interesting for me.

--Nezih Yaşar 16:53, 1 August 2009 (UTC)

title: User:Nyasar~enwikiversity


text:
User talk:Nyasar~enwikiversity

 Hello Nyasar, 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! Jtneill - Talk - c 17:25, 1 August 2009 (UTC)

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

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Nyasar. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nyasar~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:17, 19 April 2015 (UTC)

title: User talk:Nyasar~enwikiversity