text:
User talk:Grimald~enwikiversity

 Hello Grimald, 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.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 14 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 14 November 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 Grimald. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Grimald~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 23:32, 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) 06:10, 19 April 2015 (UTC)

title: User talk:Grimald~enwikiversity


text:
User talk:Yweisbrod

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 14 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 14 November 2009 (UTC)

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

title: User talk:Yweisbrod


text:
User talk:DonDon-WS

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. SB_Johnny talk 11:25, 14 November 2009 (UTC)

title: User talk:DonDon-WS


text:
Talk:Carlos Castaneda

"This subpage doesn't have Wiki standard. It doesn't include the very serious criticism of Castaneda.

A lot of serious scholars consider him fake and a fraud, so it should be a prominent part of this lecture."

At the moment it's very biased and sounds like it't written by some one belonging to a Castaneda-cult..."

REPLY 08/05/14 0224 GMT: There is also a body of serious scholars who don't consider his work fraudulent. And there is also a body of evidence coming to light about Richard de Mille's lengthy adherence to Scientology principles, publishing books on Dianetics and delivering seminars and patient treatment, right up to the time of his death. So, I feel it disingenuous of de Mille's supporters to make light of his scientology history, by inferring that "he left in the 50s", when quite clearly evidence shows that not only was he the co-founder of the movement, it appears he never left it at all.

The website "Sustained Action" (whose name was lifted from a direct L.Ron Hubbard quote), was created by two other disgruntled Scientologists called Richard Jennings and David Worrell, purely to attack Castaneda the man, because they felt slighted by what they considered to be a homophobic remark that he allegedly made in Jennings' earshot.

title: Talk:Carlos Castaneda


text:
User:JPLeRouzic/JPLeRouzic

Hi,

I am interested in Nordic countries, especially Iceland and Norway. Indeed I also have a lot of other interests. My interest in Icelandic stems from the fact that I was born in Brittany in the west part of France. A place where at that time old and poor people still were talking Breton. Breton is a Brittonic language which was very accentuated at that time. It still somewhere in my mind and I like to hear Norwegian or Icelandic and to a lesser extend English because it's also accentuated even if a different way. To me its sounds like bird languages, it's incredible. Plus Icelandic made me recall that my grand father used to call me "kaï" meaning "mon coeur" in Breton and in Icelandic "Kaer" has the same meaning and a similar pronunciation, strange isn't?

Jean-Pierre

title: User:JPLeRouzic/JPLeRouzic


text:
User:JPLeRouzic

I am interested in Nordic countries, especially Iceland and Norway. Indeed I also have a lot of other interests.

My interest in Icelandic stems from the fact that I was born in Brittany in the west part of France. A place where at that time old and poor people still were talking Breton. Breton is a Brythonic language which was spoken in a very accentuated way at that time. It still somewhere in a remote part of my mind and I like to hear Norwegian or Icelandic and to a lesser extend English because it's also accentuated even if in a different way. To me its sounds like bird languages, it's an incredible feeling. Plus Icelandic made me recall that my grand father used to call me "kaï" meaning "mon coeur" in Breton and in Icelandic "Kaer" has the same meaning and a similar pronunciation, strange isn't?

Jean-Pierre

PS: I am also the same JPLeRouzic on en.wikipedia.org and fr.wikipedia.org

http://en.wikipedia.org/wiki/User:JPLeRouzic

http://fr.wikipedia.org/w/index.php?title=Utilisateur:JPLeRouzic

I started a page on Today's Icelandic just to try to learn it my own way. http://en.wikiversity.org/wiki/User:JPLeRouzic/Icelandic_stream

title: User:JPLeRouzic


text:
Barefoot running

This is a project page for sharing information and experiences about walking and running barefoot, and also minimalist running (i.e., using minimalist footwear). There are lots of excellent resources on the web, so have a look at:
 * 1) Living barefoot
 * 2) Minimalist Runner - Barefoot, Huaraches, FiveFingers... (Google Group)
 * 3) Barefoot Ted's Adventures (blog)

How to begin

 * 1) Go slowly, gradually
 * 2) Listen to your body
 * 3) Relax your body
 * 4) Read some "how tos"
 * 5) To run better, start by ditching your Nikes (Wired Science, 2009)
 * 6) BFT's barefoot running basics
 * 7) Barefoot running basics: Transitioning and shoes
 * 8) How to start barefoot hiking (WikiHow)
 * 9) How to start running barefoot

 * 1) Do a little bit each day, but rest for some days if you need to - it will take your feet time to adjust - start off around the house, then around the yard, then around the block, then start tackling bigger barefoot adventures

Theory

 * 1) The human body is built for distance (New York Times, 2009)
 * 2) Learning to walk

Minimalist footwear

 * 1) Vibram FiveFingers
 * 2) Birthday shoes
 * 3) Huaraches Running Sandals

Barefoot running video
Task:
 * 1) Make a video (or some other media) of yourself barefoot running - style, length etc. is up to you. It is important for the video to be authentic - the goal is simply to share your barefoot running experience (whatever shape, form, size, way, place) with others (and thereby also help to share knowledge and foster relationships with a worldwide network of barefoot runners - and to inform and inspire others!)
 * 2) Upload the video and embed or post a link to the video here
 * 3) Share and discuss with others

Please post a link to your barefoot running video (or other media) here]] http://www.youtube.com/watch?v=G_e-7BEkjxg
 * A little taste of barefoot running (youtube; Jtneill)

Participants

 * Jtneill
 * Codyjones

Books

 * 1) Exuberant animal: The power of health, play and joyful movement (by Frank Forencich, 2006)
 * 2) Born to run (by Christopher MacDougall, 2009)

title: Barefoot running


text:
Talk:Input Devices

Re-Write
I am considering rewriting this page or cutting out large portions of it. Since this is supposed to be a gentle introduction to computers in general, there should not be too much information that may overwhelm the reader. Lysander89 03:01, 15 November 2009 (UTC)

I'm happy to volunteer to have a go at this page as well as the Output Devices page which I found via the 'Wikiversity cleanup' page. however, it seems a shame to loose much of the detail on this page for those who might be interested. Should this be preserved and broken into some sort of reference links for more detail on each section on the new simpler page? Inspeximus 18:00, 22 November 2009 (UTC)

Keyboard
I've removed most of the annoying (to me at least) white space at the end of the Keyboard section. First I moved the second image tag upwards, then I removed the CLEAR tag, so that the image now impinges on the next section, but not unduly in my opinion. This would not happen if another small paragraph were added to the keyboard section. I was already thinking that the information is rather sparse. Thinking about the first comment above, I imagine technical info about how keyboards work is inappropriate here, but is it more important for the beginner to know things such as qwerty vs dvorak (and to learn to be sad about the minimal uptake of Dvorak) than to know about the different kinds of keys - alphanumeric, modifier, navigation, command etc? I wouldn't mind attempting a brief paragraph on this, but don't want to put the work in to find it deleted as being information overload.Alkhowarizmi (discuss • contribs) 06:55, 24 March 2016 (UTC)

Light Pen
This paragraph is so garbled that I don't think I would understand any of it, were it not that I used one with some state-of-the-art-then specialised equipment around 25 years ago. The equipment was advanced at that time in terms of its hardware, using ECL (I think) logic for high speed digitising and analysis of analog inputs. However the operating system (CP/M) and pointing device were already obsolescent for general use. I could attempt rewriting this paragraph, but if, as I suspect, light pens are now a historical curiosity, might it be better to delete mention from this introduction?

Speech Recognition
Fortunately, the page has a section on scanners, which are input devices, and not on OCR, which is not. Likewise the microphone is an input device, speech recognition software is not. Unless there is an external device that turns speech into (encoded) text and sends the latter to the computer, then this section doesn't belong. Currently, it says " technology for this is not widespread" but that is no longer true, and many young students will already have access to speech recognition, and I imagine they are interested. So rather than deleting this section, I thought of moving it to another page. However, I'm not sure where. Either way, I am editing the keyboard section to add mention of scanners and microphones as input devices for text.

title: Talk:Input Devices


text:
User talk:CRBR

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

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

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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Juan de Vojníkov 06:29, 15 November 2009 (UTC)

A little confused...
School_talk:ElectronicsI think i have answerd your question.Eadthem 00:36, 5 April 2010 (UTC)

title: User talk:CRBR


text:
User talk:WriterProducer

 Hello WriterProducer, 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
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 15 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 15 November 2009 (UTC)

title: User talk:WriterProducer


text:
User talk:Rhodoraj

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you. Best! Stevenarntson

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 15 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 15 November 2009 (UTC)

Personal Essay
This seems like a great outline for an essay, but it needs some flesh on its proverbial bones. As you're talking about advertising that you see during the day, why not tell the story of an average day, and all of the advertising you see? Start with getting up, school, work, entertainment, etc. Then you can talk about what you think of it all as you tell the story.
 * Good start. Stevenarntson

title: User talk:Rhodoraj


text:
User talk:Dannyhodonnell

 Hello Dannyhodonnell, 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.
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 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 15 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 15 November 2009 (UTC)

title: User talk:Dannyhodonnell


text:
User talk:Khukii

 Hello Khukii, 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
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 15 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 15 November 2009 (UTC)

title: User talk:Khukii


text:
New Zealand Law/Criminal/Provocation

Statutory Provisions
Note Section 169: repealed, on 8 December 2009, by section 4 of the Crimes (Provocation Repeal) Amendment Act 2009 (2009 No 64). Crimes Act 169 Provocation
 * (1) Culpable homicide that would otherwise be murder may be reduced to manslaughter if the person who caused the death did so under provocation.
 * (2) Anything done or said may be provocation if—
 * (a) In the circumstances of the case it was sufficient to deprive a person having the power of self-control of an ordinary person, but otherwise having the characteristics of the offender, of the power of self-control; and
 * (b) It did in fact deprive the offender of the power of self-control and thereby induced him to commit the act of homicide.
 * (3) Whether there is any evidence of provocation is a question of law.
 * (4) Whether, if there is evidence of provocation, the provocation was sufficient as aforesaid, and whether it did in fact deprive the offender of the power of self-control and thereby induced him to commit the act of homicide, are questions of fact.
 * (5) No one shall be held to give provocation to another by lawfully exercising any power conferred by law, or by doing anything which the offender incited him to do in order to provide the offender with an excuse for killing or doing bodily harm to any person.
 * (6) This section shall apply in any case where the provocation was given by the person killed, and also in any case where the offender, under provocation given by one person, by accident or mistake killed another person.
 * (7) The fact that by virtue of this section one party to a homicide has not been or is not liable to be convicted of murder shall not affect the question whether the homicide amounted to murder in the case of any other party to it.

Definition
Provocation is anything that:
 * (a) 	in the circumstances was sufficient to deprive a person of self control who:
 * (i) 	has the power and self-control of an ordinary person; BUT
 * (ii) 	otherwise having the characteristics of the accused; and
 * (b) 	did deprive the offender of self control and induce him to murder.

Provocation must come from:
 * (i) actual deceased; or
 * (ii) intended victim (where deceased killed by accident)

Cases

 * R v McGregor
 * R v Taaka
 * R v Savage
 * R v McCarthy
 * R v Mita
 * R v Campbell
 * R v Rongonui
 * R v Makoare
 * R v Timoti

title: New Zealand Law/Criminal/Provocation


text:
User:Nelia35

My name is Nelia and I just joined Wikiversity. I am a project assistant in international cooperation, but right now, I am on a one-year training leave. I'm studying to become a professional translator in Brest University in France.

My objective here is to help develop the community by translating articles from English into French (my native language). These tasks will also count towards my degree, and I will try to be as professional as possible.

title: User:Nelia35


text:
User talk:Nelia35

 Hello Nelia35, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 13:38, 15 November 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Nelia35


text:
User:Profaurnobroy

Least is to mention, that me,Prof.Aurnob Roy,Management Guru,with Teaching and Research Experience in Business and Economy with JAIN TV B & E Channel [1994],World Bank Projects USA,Ministry of Finance,Govt.of India,Ministry of Commerce,Govt.of India,Discovery Channel,India,Ministry of Panchayati Raj Govt. of India,UNDP-Uttar Pradesh Development Report-2000 [1995-2005],Lecturer cum Co-ordinator MBA Marketing Programme, Institute of Development Studies-IDS,Consultant-IDS-Lucknow University,MBA Marketing, IMS, Institute of Management Studies, New Campus, Lucknow University,Jankipuram,Sitapur Road,Lucknow-Co-ordinator cum Mgt.Lecturer,MBA-MKTG.IMSLU [1995 January to 2005 July].Guest faculty JIML-Jaipuria Institue of Management Lucknow MBA full time morning and part time evening programme [1996-2004] specializing in Strategic Management,Economics,International Business,HRM,Organization Behavior,Organization Development,Business Ethics,Social Responsibility of Business (SRB/CSR),Retail management,International/Global Marketing and Advertising,Business Communication et. al. for Management is interdisciplinary and multidisciplinary applied action social science with nearly 3000 disciplines combinations,diversions,motivations,dynamism,innovations and inventions for the use,reuse and optimisation of resources in a safer way for mankind to grow develop with equity social justice and systems to demolish the archaic traditions of penury,scarcity,pollution,child labor,violence in any form verbal or physical wounds because in the end mankind has to thrive survive educate re-educate to learn,unlearn and re-learn for every individual has got to be learning organization[Peter Senge,1995]for our globalization goals are maximization of Information Technology,Investment,Industry,Individual Consumer-viz.Marketing,Infrastructure-Physical-Roads,Highways,Schools,Power night pole mercury lamps on highways-NH-24,NH-24B,NH-2 etc.Hospital equipments,Computers at low cost but high quality,et.al.Social-Sanitation,Medicines,Doctors,Teachers,Professors,Engineers,Management Professionals,Hotel Management skilled workforce,Airways and Train Hospitality skilled workforce of both the genders,et.al.Systems,Rules,Regulations,Punishments and Rewards systems not 420,Bania Chap Corp.,Jalebi Mgt.Paper money,Mithai/Sweets Box/Brief Case/Suit Case/Dry Fruits Boxes Money system.Every nation is having every other Strategic Corruption to win-win situation.

I was born in Lucknow India state of Uttar Pradesh on January 1st 1969,studied at La Martiniere College Lucknow an MNC school upto 12th standard from 1972 to 1987 and then at Main campus Lucknow University B.A in Economics,Sociology and Modern World History taught by Roshan Abbas's Mom Ms.Abbas in 1987-1990 then M.A Economics 1990-1992 and UGC-NET,new Delhi-National Eligibility Test for Lecturer in Economics,MBA-1995 from Indira Gandhi national Open University,Maidan Garhi,New Delhi,specialization in HRM,in 2000 to 2005 took as Resource person 5 Faculty Development Programmes FDP in Lucknow University for College Lecturers all over Indian Public sector Higher Education Universities.

From 1980 to 2003, 23 years I was the member of the British Council Library Lucknow Hazratganj.Was for sometime the postal member of American Library in 15 Kasturba Gandhi Marg Lucknow.

2005 july to 2008 july served as Senior Faculty of Amity Business School-ABS- Amity University, NOIDA, Uttar Pradesh,under the dynamic Leadership and vast 37 years experience in Indian Army of Major General Keshav K Ohri-AVSM-1998-Retd.I was extremely lucky to have such a father figure,a Mentor from whom I learnt many tricks of the Trade called Leadership.I wrote a MBA TEXT BOOK Business Policy and Strategic management-Cases and Concepts-Aurnob Roy,VRINDA PUBL.N.DELHI,Rs.300/-April-2008.Without his challenge,to me, it would not have been successfully completed.

I Actively participated and harnessed my case study skills along with Prof.Dr.Meenal Yadav,Prof.Ram Srivastava,Prof.Brijendra Singh,Prof.Aurnob Roy,sponsered by AMITY UNIVERSITY-A PVT.UNIVERSITY, in January 2008 the FDP-Faculty Development Programme on Strategic Management,at IIML,Indian Institute of Management,Lucknow, under the Chairmanship of Prof.Abhishek Nirjar,PHD University of Birmingham,England. May-2008 no such charity in sponsership by AMITY UNIVERSITY me and my colleague later,friend first,Prof.Brijendra Singh-Marketing Faculty,at IIML and IIM Kozikode participated to hone-up our managerial skills in T-10 30 Slides in The 3rd Annual International Conference on Competitiveness and Competition in Global and Indian Perspective,needless to say we did very well and did AMITY BUSINESS SCHOOL LUCKNOW proud.Its sad to admit that both of us are, no more, in the system of AMITY as we were not getting,link title the re-energising motivation to go on for excellence.It is here that we have to improve the private sector higher education for both students,faculty,administrators,directors for each is a stakeholder in the system.

title: User:Profaurnobroy


text:
User:AegarVersity

AegarVersity

title: User:AegarVersity


text:
User:Serafima zibnitskaya

 * 1) list text

 * 1) serafima is tall
 * 2) serafima is good at cooking
 * 3) serafima is pretty
 * 4) serafima is funny

title: User:Serafima zibnitskaya


text:
User talk:Serafima zibnitskaya

345234576fdsgcfjbdxgfcxjhsgahgcdzvhjgjgcszgrjaxgcdgggggggggggggggggggggggggvxqdwtavCUytxatxvvvvvvvvvvvvvvvvvvvvgaaTczyavfxrvfdxyvfXSvztya

title: User talk:Serafima zibnitskaya


text:
Extraterrestrial life/Astrosociology

Astrosociology is the study of astrosocial phenomena; that is, the social, cultural, and behavioral patterns related to outer space. At its core, it is a multidisciplinary field that includes all scientists interested in space, from sociologists to rocket scientists. The term “astrosociology” in this context comes from a reference to a similar definition by Dr. Allen Tough in his 1995 article entitled “The Positive Consequences of SETI Before Detection.” The growing popularity of the field based on the definition above has overshadowed previous attempts to utilize the term for other purposes.

Applications
Specialties within astrosociology include, though are not limited to, NASA and other space programs and their effects on societies, the privatization of space, space commercialization, space law, space policy, space tourism, the effects of space sciences (e.g., astronomy, cosmology, astrobiology and SETI), the relationship between ancient astronomy and ancient cultures/societies, colonization and settlement (i.e., space societies), and futures studies including the transitional stages toward a spacefaring society. These examples represent forms of astrosocial phenomena.

First researches
Before the term “astrosociology” came into use as a social science field in 2003, scholars were conducting research in subject areas that now define astrosociology. These pioneers include Albert A. Harrison (UC, Davis), Stewart Whitney (The Space Settlement program at Niagara University), Ben Finney (University of Hawaii), and William Sims Bainbridge (Human-Centered Computing at the National Science Foundation). Many others have participated.

Neutrality
Astrosociology studies the relationship between human societies and activities in space. It also focuses on how space scientists and engineers do their work, collaborate, and make discoveries. How their discoveries and research processes affect societies is important to understand because it contributes to social/cultural change. It is important to emphasize that the astrosociological community does not operate as an advocacy group. Rather, it studies astrosocial phenomena as they occur, whether the pace of progress is slow or more rapid.

Science & UFOs
This field is a scientific domain based on the scientific method. Thus, topics such as UFOs (and alien abductions), astrology, crop circles, and other so-called "pseudosciences" do not fall under the purview of astrosociology. The purposeful decision to exclude these types of subjects demonstrates the focus on mainstream science. Such topics, by themselves, fail to meet the proper definition of astrosocial phenomena. However, such ideas exist as part of our cultures and have roots in previous ones, so this narrow aspect (and not the study of their truth/existence) may be acceptable under stringent conditions.

Developments
As a multidisciplinary field, the development of astrosociology requires acceptance and collaboration with space scientists and engineers with sociologists and other social scientists interested in space exploration and its social implications. This idea is central to the successful development of astrosociology as only the collaboration between the physical ("hard") sciences and the social ("soft") sciences can result in a full understanding of humanity's relationship to space and its activities within it. Collaboration with space advocacy groups continues as a way to expose astrosociology to various groups unfamiliar with this new field and its relationship to their activities and interests.

In May 2008, Jim Pass, Thomas Gangale, and Marilyn Dudley-Flores formed the Astrosociology Research Institute (ARI), a California 501(c)(3) nonprofit public benefit corporation, with a mission to (1) further the development of astrosociology as an academic field and (2) conduct astrosociological research and assist students, faculty, independent scholars, and other interested individuals and organizations to participate in doing so. ARI's website is at the following URL:. ARI exists to assist others financially, through the provision of resources to conduct research, and the provision of other services to make the study/research of astrosociological issues possible in today's academic climate. Its Board of Advisors includes Albert A. Harrison, Lynn E. Baroff, Christopher M. Hearsey, Sheryl Bishop, and Simone Caroti.

Additional Sources
Astrosociology Research Institute (ARI) Official Website

ARI Calendar of Events

ARI Virtual Library (see “Astrosociological References” section)

AIAA Astrosociology Subcommittee

Annual Symposium on Astrosociology (SPESIF Conference)

Article in "Space Review"

title: Extraterrestrial life/Astrosociology


text:
Talk:Output Devices

=Re-Write=

As part of the ongoing effort to clean up the introduction to computers project, I am proposing a total cleanup of this page. While there are a number sections that are relevant, most need to be boiled down to the main essentials needed for the average reader to understand how output works in a computer. Please leave your comments here. If no discussion has occurred within 3 days of this message, I will proceed with the cleanup. Lysander89 03:39, 16 November 2009 (UTC)

I note that the new re-written page has not yet been posted so I'm game to have a go myself at improving this page along the lines of other introduction to computers pages [but not the Input Devices page!] - including relevant content from current page. If you have already started work on the re-write please advise and I'll not go ahead. Inspeximus 17:54, 22 November 2009 (UTC)

title: Talk:Output Devices


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New Zealand Law/Criminal/BORA

BORA is short for the Bill Of Rights Act 1990.

s21
against unreasonable search and seizure

s22
right against arbitrary arrest and detention

s23
when arrested, to:
 * •	be informed of reason for arrest/detention at time
 * •	lawyer with delay
 * •	be informed of right to lawyer
 * •	habeas corpus
 * •	be charged promptly or released
 * •	be brought before court asap
 * •	refrain from making statement
 * •	be informed of right to silence
 * •	be treated with humanity
 * •	be treated with respect for dignity

s24
when charged, to:
 * •	be informed of nature and cause
 * •	release on reasonable terms unless cause
 * •	right to lawyer
 * •	adequate time and facilities to prepare defence
 * •	benefit of trial by jury for 3 mths+ except military
 * •	legal assistance without cost if i.o.j and insufficient means
 * •	free interpreter

s25

 * •	fair and public hearing
 * •	independent and impartial court
 * •	trial without delay
 * •	to be presumed innocent
 * •	not to be compelled to be witness or confess guilt
 * •	to be present
 * •	to present defence
 * •	to examine witness
 * •	to obtain attendance of witnesses
 * •	if penalty changs btwn commission and sentencing, to the benefit of the lesser penalty

s26

 * •	not to be liable for act that was not offence at time
 * •	double jeopardy

s27

 * •	natural justice
 * •	judicial review

s28
•	Note: rights are not abrogated or restricted because not enumerated

s29
•	BORA applies to legal as well as natural persons (where possible)

R v Shaheed

 * Facts
 * 1) First, D not told entitled to consult lawyer.
 * 2) Second told (incorrectly) that if he refused to give a blood sample, a court order would be obtained for one.
 * 3) The blood sample matched an open rape case (ie not the one for which he had been arrested).
 * 4) Court order then obtained.

 * Held
 * 1) There is a balancing act between a breach of BORA and exclusion of evidence.
 * 2) There was a direct connection between the breach and the sample. The evidence would not have been obtained but for the unlawfully obtained sample.
 * 3) Sample therefore excluded.

R v Mallinson

 * Facts
 * 1) Mallinson arrested but not informed of right to lawyer.
 * 2) An hour later, interviewed and given standard caution.

 * Held
 * 1) No particular form of caution is needed.
 * 2) Proof that police advised should usually be taken that suspect understood.

Martin v Tauranga District Court

 * Facts

 * Through unilateral and unjustified actions of the Crown prosecutor, the trial date was vacated without substitute, resulting in 17 month delay.

 * Held
 * Undue delay – stay of proceedings granted.

title: New Zealand Law/Criminal/BORA


text:
New Zealand Law/Criminal/Threatening

Threatening to kill or do gbh
Either:
 * 1) threatening to kill or do gbh; or
 * 2) sending or causing to be received any letter or writing that contains a threat to kill or do gbh knowing the contents thereof.
 * Note: The threat need not be communicated to the person threatened, but it must be communicated.

Threatening to destroy property
Sending or causing to be received any writing (knowing the contents thereof):
 * (a)	threatening to destroy or damage any property; or
 * (b) 	threatening to destroy or injure any animal,
 * except where:
 * (i) lawful justification/excuse; or
 * (ii) claim of right

Threatening to cause significant disruption
Without lawful justification or reasonable excuse:
 * (a) 	causing the a significant disruption of:
 * (i) 	the activities of the civilian population of NZ
 * (ii) 	the infrastructure of NZ
 * (iii) 	the civil administation of NZ (including local govt, DHBs, school board trustees); or
 * (iv) 	the commercial activities
 * (b) by either:
 * (i) threatening to do an act likely:
 * (A) result in risk to anyone’s health
 * (B) cause major property damage
 * (C) cause major property loss
 * (D) cause major damage to the national economy; OR
 * (ii) communicating information about an act that one believes to be false.

 * Note: does not include protests, advocacy, dissent, strikes, lock-outs or other industrial action.

Threatening dwelling places
With intent to intimidate or annoy any person:
 * (a) breaking or damaging, or threatening to break or damage, any dwelling place;
 * (b) by the discharge of firearms or otherwise, alarming or attempting to alarm, any person in a dwelling place.

R v Cherri

 * Facts
 * Woman made repeated threatening calls to police officer while drunk.

 * Held
 * 1. Prosecution must prove that what was said was:
 * (a) intended as a threat; and
 * (b) intended to influence the mind of the recipient.
 * 2. Prosecution need not prove:
 * (a) intention to carry out threat; or
 * (b) capability to carry out threat.
 * 3. Intoxication is a possible defence, in that defendant did not know what she was doing, but there must be sufficient evidence.

Police v Goldie (Note)

 * Facts
 * A defendant need not intent to carry out a threat.

 * Held
 * 1. The threat must be made intentionally - ie. consciously and voluntarily; and
 * 2. The defendant must have intended that the threat be taken seriously - ie the defendant must intent to influence the mind of the person to whom it is addressed.

title: New Zealand Law/Criminal/Threatening


text:
New Zealand Law/Criminal/Receiving

Offence
Receiving any property stolen or obtained by crime:
 * (i) knowing; or
 * (ii) being reckless as to whether

the property has been stolen or so obtained.

Doctrine of Recent Possession*
Where: the jury is entitled to infer guilt. (*A common law presumption)
 * 1) defendant is in possession of recently stolen property; and
 * 2) the defendant offers no explanation or his explanation is inadequate

title: New Zealand Law/Criminal/Receiving


text:
User talk:Yawgyimah

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 16 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 16 November 2009 (UTC)

title: User talk:Yawgyimah


text:
User talk:DrJJ1967

 Hello DrJJ1967, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 16 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 16 November 2009 (UTC)

title: User talk:DrJJ1967


text:
User talk:DonDon

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 16 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 16 November 2009 (UTC)

title: User talk:DonDon


text:
Wiki Resources/Resources Analysis

Home | Learning Theories | Instructional Design & eAuthoring | ePortfolio | Storyboard | Wiki Analysis | Communication Tools | Resources Analysis | Group Work | Teaching Philosophy | Accessibility | Glossary

Resources Analysis
An eLearning environment affords a significant number of technological resources; yet these are continually replaced by more efficient and attractive devices. In the Resources Analysis chapter we will attempt to present the characteristics and ways that these artifacts can be used in eLearning, and to identify the most recent resources available. We have listed primarily the technological resources that are free of charge to the user. This does not however exclude paid options.

We would appreciate if you give us your contribution in this project. If you have any query, suggestion or feedback, don't hesitate to contact us sending a message to our email: wikiresourcesgroup@gmail.com

Podcasting
Keywords: Podcast, Vodcast, Audacity, iPod, audio devices, PDA's,

Overview: Podcast is a term which relates to downloadable audio files that can be played on a computer, an iPod or other audio devices. Often podcasts are audio recordings of lectures, interviews, product reviews, or even story-telling for children or for the visually-impaired, and occasionally consist of music or a combination of speech and music. Some podcasts now add video (Vodcasts) playable on computers and video-enabled PDAs, iPods, and on other media players.

In some universities - the University of Dublin, Trinity College, for example - Podcast creation software is run on a server. As the lecturer speaks, he or she uses a microphone attached to a laptop with audio recording software running. When the lecture is finished, the lecturer or technician will contact the server and instruct the server to finalise the podcast.

In terms of content and programming, podcasting generally offers more options than a simple radio broadcast - it is a more expedient way of accessing audio files. One can, for example, listen at one's own convenience to a specific selection of content. Podcasting is also a productive and useful way to utilise travelling time. This medium is perhaps best suited to the well-motivated learner, since a lack of focus and inattentiveness can negate its value. To that end, a suitable speaking voice and tonal variation, along with well-structured content, can help maintain focus. Also, from the point of view of an expert in a particular field, it is a much easier and cost-effective means to disseminate expertise through speech, as opposed to paper essays. Podcasts are sometimes supplemented with a discussion forum or website. (Horton 2006, p.60)

Recording Software: Audacity

Technical Issues:

File sizes affect download speeds. A student will not wait indefinitely for a file to download or start playing, which is one of the reasons why institutions 'stream' audio and video. (‘Streaming’ means that the file is continuously downloaded to your machine in approximately 16k blocks.) The first 16k is sent to the user’s machine, and as soon as it finishes a 16k download, it starts playing. As this block is played, the next 16k block is downloaded, and so on until the whole file is played. The servers use buffering to control the downloads and playback. The amount of traffic on the network will determine how smoothly the playback will be. Heavy traffic will cause gaps in the playback, whereas light traffic will give the impression that the file is being played on the user’s machine.

Most audio files are quite large - up to 100 megabytes or more. The most common file format is MP3, which can be generated at different bit rates that determine both the size and quality of the audio. However, this is not the most compressed file format – WMA files, for example, allow for high compression but are not compatible with some systems on the Internet. Thus it may be necessary to convert the file to a different format, which may result in a larger file size. Files of this size can take varying amounts of time to download to a user’s machine, depending on the speed of the Internet connection.

Podcasting Resources:

Podcasting Tools - http://www.podcasting-tools.com Podcast Alley - http://www.podcastalley.com PodcastBunker - http://www.podcastbunker.com Podcasting News - http://www.podcastingnews.com (see https://wikis.uit.tufts.edu/confluence/display/VUEUserGuide/)

Articulate Studio

Keywords: Quizmaker, Engage, Multimedia Presentations, Interactive Tutorials, Quizzes, Videos, Audios, Branching, Questionnaires, Annotations.

Overview Articulate Studio enables users to add multimedia to their MS PowerPoint presentations. Once installed, the Articulate software becomes embedded within PowerPoint and allows users to quickly and easily create an effective and imaginative eLearning resource. The Articulate menu will appear on the PowerPoint menu bar, and through its functions it is possible to add a variety of features to PowerPoint presentations. The most important of these features are narration, video, music, and interactive quizzes. In addition, editing audio and video files is made easy.

Feedback ""Articulate is exceptionally easy to use, if you know how to use PowerPoint you already know how to use Articulate!” Stuart Warriner, School of Chemistry (University of Leeds).

''“Articulate has allowed my colleagues and me to take existing PowerPoint presentations and record narration. The presentations can then be loaded onto the Nathan Bodington VLE.”'' Roger Shore, Leeds Dental Institute.

''“I think Articulate is good, and the conversion process is quick, and the quality of the converted files is also good - I use not only text but images as well tables and diagrams. Everything is swiftly and accurately converted.” ''Yaman Akdeniz, School of Law (University of Leeds).

Articulate Resources:

A wide range of Presenter online Tutorials are available at: www.articulate.com/products/studio.php

VUE - Visual Understanding Environment

Keywords: Cognitive map, Conceptual graphs, Mind map, Mental model, Knowledge visualization, Topic Maps

Overview: The Visual Understanding Environment (VUE) is an Open Source project based at Tufts University. At its core, the VUE is a concept-and-content mapping application, developed to support teaching and learning; furthermore it enables users to organize, contextualize, and access digital information. Using a simple set of tools and a basic visual grammar consisting of nodes and links, faculty and students can map relationships between concepts, ideas and digital content. Below is a screen capture from the VUE website depicting a VUE map.

The advantage in VUE’s slide mode is the presenter’s ability to focus on content (slide view) while preserving the context of the information (map view) by way of a single toggle between the two views. Below is a Screen capture from the VUE website displaying the User Guide page.

It comes with an excellently laid out User Guide. At a glance one can see where to go for any required information.

VUE Resource: (http://vue.tufts.edu/)

Video Sharing Website

Keywords: Video sharing website, Youtube, Google Video, Facebook, Yahoo Video.

Overview: A video sharing website is a video hosting service that allows individuals to upload video clips to an Internet website. The video host will then store the video on its server, and show the individual different types of code to allow others to view this video. The website, mainly used as the video hosting website, is usually called the video sharing website.

YouTube EDU launched in March 2009 containing online lectures from more than 100 colleges and universities. The site lets you browse hundreds of videos by school or you can search by subject. The variety of content is amazing – everything from Advanced Finite Elements Analysis to How to Make Spring Cupcakes.

Watch here a timeline of application of Youtube in elearning. An internal site like this could be fantastic for capturing tribal knowledge in a corporate environment.

RefWorks
RefWorks is your own personalized online account for saving your references from library databases, web searches and any other media: books, newspapers articles, DVDs etc. In a research project you will need to keep a record of hundreds, or even thousands of references. If you are not using RefWorks, you will probably save them in Word documents, in notebooks, or in emails to yourself. This is very time consuming and difficult to manage: think of the all the information you need for a single reference – author names, article title, journal title, page number, URL etc. RefWorks can make all of this a lot easier. RefWorks can directly import references from a number of databases and store them in folders for later use. RefWorks is web-based, so you can access it from any computer with Internet access. It is secure and easy to search. It links directly to the full text of journal articles where available, so you can find them in seconds and you won’t need to save or print them. When writing a paper in Microsoft Word, you can use RefWorks to insert citations. At the end of your paper, RefWorks will create your reference list and bibliography in seconds, correctly formatted in your chosen style (Harvard, MLA, APA etc.). One of the problems with RefWorks is the lag caused by accessing a program over the internet which can slow use. The program also logs you out after a relatively short of time of non-use. However your references are secure and can be accessed from any machine over the internet.

Refworks Resources
 * www.refworks.com Refworks website

Camtasia Studio
Keywords: Screen video capture, Videocam, Hotkey.

Overview: Camtasia Studio, published by TechSmith, is a screen video capture program for Microsoft Windows. It allows the user to make a video recording of any activity happening on screen.

Camtasia Studio is particularly useful for instruction on how to use computer programmes/applications, because it allows for the sequential steps required to use the programme to be recorded systematically. Not only can the user make a video recording that details each step of deploying the programme, but one can move from one programme to another without interrupting the recording process, which is useful in demonstrating interactivity between programmes.

What makes Camtasia Studio particularly useful is that not only can one record all of the on-screen movements, including those of the mouse, but one can also record in real time the user’s vocal instructions on an audio track, along with the details observed by the computer’s camera. The narration (along with sound effects or music, etc.) may also be overlaid and edited at a later date, an option generally preferred by users as it facilitates flexibility and control. The programme also offers abundant editing possibilities wherein redundant material may be deleted and the more important aspects emphasized.

The use of a hotkey combination to stop recording at any time enables ease of use. At the end of recording, the software submits the captured input and applies the settings selected by the user. The more recent versions of Camtasia provide an option to have the cursor circled whenever the mouse is clicked, thus highlighting and illustrating more clearly the actions of the user.

Camtasia saves and stores files in its own format, and these can only be opened and read by the programme itself. The advantage is that the files are very small in size, even for longer presentations. When the video is completed it can be easily transferred to various common video formats, playable on most computers.

Feedback Some criticisms of Camtasia Studio are that the rendering time is too long and that it uses an excessive amount of the system’s resources, particularly in the earlier versions. While Steve Bass of PC World denotes it as ‘powerful’ and as ‘the premier screencasting tool’, he adds that it can be ‘a little overwhelming at the start’, despite the official Camtasia Studio website claim that a six-year old can use it. Additionally the official site refers to the package as being great value for money, whereas Bass comments that ‘At $300 it's certainly not cheap, and it costs $448 with a high-quality lapel microphone and Logitech camera’.

IT Reviews, on the other hand, claims that it produces ‘professional screen tutorials much more convenient than before’.

 * Software:Camtasia Studio
 * Latest release date: 08/2009
 * OS (operating system): Windows
 * Software License: Proprietary
 * Open Source: No

Camtasia Resources:
 * http://www.techsmith.com/camtasia
 * http://download.cnet.com/Camtasia-Studio

CamStudio
CamStudio is a free alternative to commercially available screencast software such as Camtasia Studio. It lacks many of the features of Camtasia Studio but will quickly and easily capture screencasts and save to avi format. It has been successfully used by students for putting their own presentations together.

CamStudio resources http://camstudio.org/

Adobe Captivate
Keywords: Interactivity, Scenario simulations, Quizzes, LMS (Learning Management Systems).

Overview: Adobe Captivate 4 software provides an industry-leading screen recording and video capture software platform that help create professional-looking video tutorials and effective eLearning experiences. It can rapidly develop and deploy interactive simulations, video tutorials, or screencasts — without requiring user programming or multimedia skills.

Macromedia Captivate is simple to use. Whatever happens on a computer screen (finding and opening up different programmes or applications, entering keywords and searching for articles) is recorded as a series of slides that build up to form a short film. A commentary can be recorded simultaneously to explain the actions taking place on screen. The slides and their commentary can then be edited. It is possible to add text boxes or arrows in order to highlight particular words or areas of the screen and to re-record the commentary should there be any mistakes. The audio files can also be edited to remove unnecessary pauses or deep intakes of breath before a phrase. During the process of creating files/tutorials, it is advisable both to write a script before starting to record and to keep everything lucid, concise and straightforward.

This software can also be used for screencasts, podcasts and to convert Microsoft PowerPoint presentations to the Adobe Flash format.

Captivate supports the import of still images, PowerPoint, video, .flv, and audio tracks onto any Captivate slide and is SCORM compliant.

Feedback: ‘''I haven’t moved on to the latest version yet and I suspect it will still be full of Captivate’s ‘charming idiosyncrasies’. Still, despite the warts you can do an awful lot with it. Great for building complex scenarios – it’s not just for IT system training''’. Rob Hubbard, eLearning architect, UK. ‘''This is the tool I normally use for software screen captures (although I also dabble with Camtasia). The latest version is packed with features''’. Clive Shepherd, Technology-assisted learning consultant, UK. ‘''Best price/performance capture, course creation tool. Waiting for a simulation development tool that does more, but doesn't cost an arm and a leg.''’ Ed Lamaster, Business Systems Analyst for distance learning technologies with Health Net, USA. ‘Expensive but the best of the paid bunch I feel, though Wink’s a good free alternative’. Mary Cooch, Teacher and VLE trainer, UK. ''Both colleagues and students were generally favorable and enthusiastic about this tool. Librarians found it to be valuable as an alternative instructional tool; students found it to be valuable for real-time search assistance, teaching review or technical support.''’ Staff at Texas A&M University Libraries who used Camtasia.

Captivate Resources:
 * www.adobe.com/products/captivate
 * Understanding the Captivate Views video on Youtube

FireShot
FireShot is a extension for Firefox and Internet Explorer that captures, edits, annotates, organizes, exports and prints screenshots of your web pages. If you normally uses the PrintScreen buttom to capture a screen image you can't grab the entire webpage because it is longer than the browser window.

This plugin provides a set of editing and annotation tools, which let users quickly modify captures and insert text and graphical annotations. Such functionality will be especially useful for web designers, testers and content reviewers. You can, for example, capture a entire page from Google books and print it if you want.

Screenshots can be saved to disk, printed, copied to clipboard, e-mailed and sent to external editor for further processing. A free image hosting web-server is also provided. The most important: FireShot is absolutely free. I you like this, try going to FireShot web page.

title: Wiki Resources/Resources Analysis


text:
User:Martijn van Velzen

Martijn van Velzen Assistant Professor of HRM

title: User:Martijn van Velzen


text:
User talk:Martijn van Velzen

Managing Human Resource Flows

I have edited this entry at Wikiversity. --Ava Yildiz 16:51, 16 November 2009 (UTC)

title: User talk:Martijn van Velzen