text:
Talk:Mentat wiki month

Well, I'm gobsmacked. I came across this event on Mel's blog and had no idea it was about to start. Seth I know, and Mel is in Seattle, correct? I am too. Do you guys have any f2f meetings in mind? -- Ron Hale-Evans, Mentat Wiki maintainer
 * I'm only in Seattle until Wednesday, in Boston for the entire month of May, so we're going to mostly do this online, though if you folks want to meet up in person that's fantastic; I'll be trying to drag a few Bostonians in for at least some activities. Mchua 07:54, 26 April 2008 (UTC)

BTW, I'll add something about this to the MW front page as soon as I'm awake.

OK, done. The news item is on the front page here: http://www.ludism.org/mentat/FrontPage --Ron

title: Talk:Mentat wiki month


text:
User talk:Klymene

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 13:35, 25 April 2008 (UTC)

French Mentoring
Salut, Klymene. You are listed at the French stream as being a native French speaker interested in teaching French. The French Mentoring project has recently been launched, and if you would be willing to add your name to that list, I will make sure you are put in contact with appropriate students who would like to learn from you. The Jade Knight (d'viser) 09:54, 4 November 2008 (UTC)

Salut
Comment ça va ? Je cherche toujours des amis français. Laisse-moi un commentaire sur ma Page Talk, si tu voudrais. KirbyPuckettFan 06:44, 6 December 2008 (UTC)

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

title: User talk:Klymene


text:
JavaScript/Intermediate JavaScript

Statements
The following statements allow the to include further logical direction to the dynamic processing of the document.

If-Statements
If statements are used to tell the browser "if this condition is currently true, do this". An if statement is structured like this:

For example you could make the loaded document (in the browser) prompt for the user to type in their age, and if it is below 21, it would then proceed to the instruction to write an output: "No beer for you!".

The code to embed would be this:

Do-while
Do-while statements tell the browser "do this and check if the condition is still true, if it is, continue doing it as long as condition is satisfied". A do-while statement is structured like this:

For example, you could make the browser continue to prompt for the user to type in their age while it is below 21.

The code to embed would be this: As you might have noticed, do-while statement executes the given code at least once, which means if you run the following code, the code still will execute despite 1 being lesser than 2. This is because the code is run first, and then the condition is checked, if its true, the process is repeated. From the script above we can immediately enter the one-line do-while script for testing. Some applications, browsers, or sites can be tested with Javascript. As an example use the folloing one line of code at writecodeonline.com (or in any equivalent reader):

If you use the Firefox browser, then you can use Firebug to enter a similar one-line script for testing via the console: In the Firebug console we merely add the script to the command-line and select run. Other command-line consoles will run from the angle brackets: >> "our one-line script" + Enter

Grouping
If you want code to run together (for its purpose as a script) it can be achieved by a number of methods. Putting  before the code and   after the code is all that is needed to insert a group of instructions. See video example: The New Boston - Basic Syntax.. The alternative object areas for grouping process instructions include via functions, arrays, confirmations, conditional statements, objects, events, sourced scripts, or libraries.

See examples: idiomatic-style-manifesto

The placement of the script will alter the behavior of the script. If it's within the HTML head-tag of the document the script will be viewed as a resource to be run when an instance of the document is created. Placing the script in the body after all other elements will allow it to be installed last at creation time. A dot-js (.js) file can be sourced by an HTML page as follows:

Inside of the JS File the  tags are not required. The document can call the script in a similar process to walk through instructions on the HTML document page. The script tags need to be placed where its timing will best represent the intended outcomes. Often a coder will install it at the end of the document so that all elements are loaded before running the script.

Script Execution
A script reader is proprietary software. Each reader obeys the standard for JavaScript. Every executed script can behave differently in the different software environments. This is the same as people reading the same writing in different styles or contexts. Checking whether the style befits the script intention is absolutely necessary.

The procedure of a script will have lines of code that request to call new (program) executions. The script call will initiate different procedures beyond the current block. A script call can be just for JavaScript language features, or for anything the coder can request from the environment. As you have seen, with dot-js file sourcing, the execution can jump over to a new block of code.

 * An error in the procedure can prevent anything that follows from appearing - the script-reader fails to process further.

Functions
A function allows the block of script to be run independently from other script blocks. The function can be either named for calls to run, or it can be executed by it's position in the script flow/process or logical selection.
 * define: block - the group of code-lines that are listed for processing (similar to batch).

Objects
According to the standard (for JavaScript), a script object is an unordered collection of properties each with (zero or more) attributes that determine how each property can be used. JavaScript Objects

Making Returns
When a script has executed a set of instructions the coder may need information returned. A global variable can be set to hold a value. Or another function can be initiated. A statement used for returning information is. In execution it can also operate as an exit to the function. It usually, either runs in a functions last-line position, or is placed in a logical break/exit point.

  returns the value to be assigned to the variable (where the function was declared).

Implementations
JavaScript is a standard for a programmatic language. Its use depends on the proprietor of the software. Variations will occur between each implementation of the language in new software. All browsers are normally run during extensive testing of any script. Any working script will potentially fail in another browser. New documents, scripts, and elements will also create bugs in the running of previously working snippets and scripts.

Alert
From the above scripts we've already been using the alert instruction. This is also an immediate instruction to display what statements are currently in use. With the use of the alert instruction you can ask for the characteristics of document elements: or But, for the purpose of the script, the alert task can establish if/what variable has been kept in memory. The following example calls the variable to an alert: Therefore, the coder can work through the chain of instructions. If an instruction doesn't work then an alert can tell the coder what status is held after the last statement. When the coder is satisfied with the result they can continue through the script. This is simple coder debugging. More complex debugging would employ software that stops at breakpoints.

Try this lesson: ../Debugging Challenges/. Debugging is often no more challenging than rewriting a URL link properly. See also: Web Design/Getting to know JavaScript events

Console Log
Another method of debugging (or coding) is to write to the.
 * To use the console log, open the console log first.
 * Also don't forget to add/enable a console log for your browser.

IDE
The aids the JavaScript coder. IDEs format the code, color-highlight the code differences, and handle the project. The project can be run, tested, edited, improved, and checked.

An IDE is unnecessary considering almost any text-editor can save files with the extension dot-html after including a script. As shown earlier, JavaScript can be added to the browser on the fly. Also, many coders and developers will need to use the interface provided by the website host. But, an IDE will create more effective results due to the reduction of errors and ease of use.

Examples of JavaScript IDEs include, and.

Snippets
A collection of partial scripts can be kept as snippets. The coder community would prefer that new coders learn to include snippets for efficiency. A snippet is exactly the same as any of the code that has been included here so far.

Libraries
The web-development community would prefer developers examine the possibilities of using modern online JavaScript libraries with the use of JavaScript. Older JavaScript and HTML may be defunct or detrimental in the newer browsers.

This is an example of jQuery:

Coders use lists to follow the available libraries. See: JavaScript_library

Frameworks
Javascript Web application framework are available to develop task-orientated virtual systems. See: Comparison of JavaScript frameworks.

Generated content
Javascript allows an iteration in the script to generate content dynamically. Content includes the elements using HTML tags. Dynamic results can be inserted, appended, replaced, removed, or attributed. The iteration task can be completed programmaticallly as follows:

title: JavaScript/Intermediate JavaScript


text:
User:Yuyu

I'm Jérry~雨雨(Yuyu), a contributor to Wikimedia Projects from Hong Kong, China.

I'm currently a Senior Chief Editor & Sysop in Chinese Wikipedia. I'm also the Deputy President of Wikimedia Hong Kong, the local Wikimedia Chapter in the SAR.

title: User:Yuyu


text: Wikiversity:NavFrame

title: Wikiversity:NavFrame


text:
Wikiversity talk:NavFrame

Is NavFrame extension for mediawiki working?
Is NavFrame extension for mediawiki working? I like you syntax formatting toolbar, What extension did you used? please respond to eng.david@epa.gov' - note this was moved from NavFrame by -- Jtneill - Talk 00:00, 26 April 2008 (UTC)

title: Wikiversity talk:NavFrame


text:
User talk:Kenny Fangs~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 00:13, 26 April 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Kenny Fangs. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kenny Fangs~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 23:35, 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) 06:13, 19 April 2015 (UTC)

title: User talk:Kenny Fangs~enwikiversity


text:
User talk:Renddslow~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 00:14, 26 April 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Renddslow. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Renddslow~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 23:50, 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) 06:19, 19 April 2015 (UTC)

title: User talk:Renddslow~enwikiversity


text:
User:THunt2792

Welcome
Hello THunt2792, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 00:15, 26 April 2008 (UTC)

Operating Systems/OS X
Thanks for your contributions to Operating Systems/OS X. -- Jtneill - Talk 00:16, 26 April 2008 (UTC)
 * It was a good page but is now out of date. See User:THunt2792/Operating Systems/OS X - Guy vandegrift (discuss • contribs) 07:44, 19 December 2022 (UTC)

title: User:THunt2792


text:
User talk:Yuyu

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 00:18, 26 April 2008 (UTC)

Hello
Hi Yuyu. Great to have you on board. I hope we can learn from you. -- Jtneill - Talk 00:18, 26 April 2008 (UTC)

title: User talk:Yuyu


title: File:Newtonmethod1.png


text:
User talk:Esther~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 04:11, 26 April 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Esther. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Esther~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 23:35, 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) 06:08, 19 April 2015 (UTC)

title: User talk:Esther~enwikiversity


text:
BCP/Loropetalum chinense

Loropetalum chinense

title: BCP/Loropetalum chinense


text:
BCP/Loropetalum chinense/Logs

This page contains recent bloom logs for the plant Loropetalum chinense (Chinese Fringe Flower).

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

Recent Logs

 * (no logs yet)

title: BCP/Loropetalum chinense/Logs


text:
BCP/Strelitzia reginae

Strelitzia reginae

title: BCP/Strelitzia reginae


text:
BCP/Strelitzia reginae/Logs

This page contains recent bloom logs for the plant Strelitzia reginae (Bird of Paradise).

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

Recent Logs

 * (no logs yet)

title: BCP/Strelitzia reginae/Logs


text:
Neil Postman: Five Things We Need to Know About Technological Change

 * Original Neil Postman: Five Things We Need to Know About Technological Change

First, that we always pay a price for technology; the greater the technology, the greater the price

Second, that there are always winners and losers, and that the winners always try to persuade the losers that they are really winners

Third, ''that there is embedded in every great technology an epistemological, political or social prejudice. Sometimes that bias is greatly to our advantage. Sometimes it is not. The printing press annihilated the oral tradition; telegraphy annihilated space; television has humiliated the word; the computer, perhaps, will degrade community life. And so on.''

Fourth, technological change is not additive; it is ecological, which means, it changes everything and is, therefore, too important to be left entirely in the hands of Bill Gates.

And fifth, ''technology tends to become mythic; that is, perceived as part of the natural order of things, and therefore tends to control more of our lives than is good for us. .... When a technology become mythic, it is always dangerous because it is then accepted as it is, and is therefore not easily susceptible to modification or control.''

First
that we always pay a price for technology; the greater the technology, the greater the price

From Artichoke's Things you seldom hear discussed at an (e) learning conference:
 * What do ICTs give to teachers and/or students?
 * What will ICTs do for pedagogy?
 * How will ICTs advantage the conditions of value in learning?
 * What does ICTs take away from teachers and/or students?
 * What will ICTs undo in pedagogy?
 * What is the cost of ICTs to education?

Second
that there are always winners and losers, and that the winners always try to persuade the losers that they are really winners

From Artichoke's Things you seldom hear discussed at an (e) learning conference:
 * Who specifically benefits from ICTs in school?
 * Which groups will be favoured by ICTs in school?
 * What kind of processes will be enhanced by ICTs in school?
 * Who specifically is harmed by ICTs in school?
 * Which groups will be harmed by ICTs in school?
 * What kind of processes will be harmed by ICTs in school?
 * Who are the winners when ICTs are introduced to schools?
 * Who is trying to persuade others of the benefits of ICTs in school?
 * Who are the losers when ICTs are introduced to schools?
 * Who is being persuaded by others on the benefits of ICTs in schools?
 * Are all schools benefited and/ or harmed in the same ways by the introduction of ICTs?

Third
''that there is embedded in every great technology an epistemological, political or social prejudice. Sometimes that bias is greatly to our advantage. Sometimes it is not. The printing press annihilated the oral tradition; telegraphy annihilated space; television has humiliated the word; the computer, perhaps, will degrade community life. And so on''

From Artichoke's Things you seldom hear discussed at an (e) learning conference:
 * What bias does ICT bring to your thinking?
 * What bias does ICT bring to managing self?
 * What bias does ICT bring to participating and contributing?
 * What bias does ICT bring to relating to others?
 * What bias does ICT bring to using language, symbols and text?
 * What bias does ICT bring to communication?
 * What bias does ICT bring to community?

Fourth
technological change is not additive; it is ecological, which means, it changes everything and is, therefore, too important to be left entirely in the hands of Bill Gates.

From Artichoke's Things you seldom hear discussed at an (e) learning conference:
 * What are the consequences of the introduction of ICTs for the culture of school (culture = the things we do to belong)?
 * What are the consequences of ICTs for the culture of the city, the suburb, small town and rural New Zealand?

And fifth
''technology tends to become mythic; that is, perceived as part of the natural order of things, and therefore tends to control more of our lives than is good for us. .... When a technology become mythic, it is always dangerous because it is then accepted as it is, and is therefore not easily susceptible to modification or control.''

From Artichoke's Things you seldom hear discussed at an (e) learning conference:
 * What are the ICTs that are ubiquitous in school?
 * What are the ICTs in school that we cannot imagine doing without?
 * What do these ICTs do for us?
 * What do these ICTs do to us?


text:
BCP/Strelitzia nicolai

Strelitzia nicolai

title: BCP/Strelitzia nicolai


text:
BCP/Strelitzia nicolai/Logs

This page contains recent bloom logs for the plant Strelitzia nicolai (Giant Bird of Paradise).

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

Recent Logs

 * (no logs yet)

title: BCP/Strelitzia nicolai/Logs


title: File:Newtonmethod2.png


title: File:Newtonmethod3.png


title: File:Newtonmethod4.png


text:
Newton's Method

Learning Project Summary

 * Project Code: Newton's Method
 * School: Computer Science
 * Department: Scientific Computing

Content Summary
This learning project offers learning activities to Newton's Method. In this course, students will learn how to solve problems of the type$$f(x) = 0\,$$ using the Newton’s Method, also called the Newton-Raphson iteration.

Derivation of the Newton's Method
In Newton’s method, we must first assume that the function is differentiable, i.e. that function$$f\,$$ has a definite slope at each point. Hence at any point$$(x_0, f(x_0))\,$$, we can calculate the tangent$$f'\!(x_0)\,$$, which is a fairly good approximation to the curve at that point. Alternatively, we can see that linear function

$$l(x) = f'\!(x_0)(x - x_0) + f(x_0)$$

is quite close to function$$f\,$$ near point $$x_0\,$$, and at $$x_0\,$$, the functions $$l\,$$ and$$f\,$$ give the same value. Hence, we take it that the solution to the problem $$l(x) = 0\,$$ will give a fairly good approximation to the problem$$f(x) = 0\,$$.

The zero of $$l(x)\,$$ can be easily found: $$l(x) = 0\,$$ $$f'\!(x_0)(x - x_0) + f(x_0) = 0$$ $$x = x_0 - \left(\frac{f(x_0)}{f'\!(x_0)}\right)$$

This can be done repeatedly to produce points with the following equation: $$x_{n+1} = x_n - \left(\frac{f(x_n)}{f'\!(x_n)}\right)$$

An alternative way of viewing Newton’s method is as follows: we let $$x_0\,$$ be our approximation to the problem $$f(x) = 0\,$$, then we try to solve for the correction h such that $$f(x_0 + h) = 0\,$$ If $$f\,$$ is well-behaved function, we can then write the Taylor series at $$x_0\,$$ as $$f(x_0) + hf'\!(x_0) + \frac{h^2}{2}f''\!(x_0) + ... = 0$$ By dropping all but the first two terms of the series, we can achieve an approximation of h through the equation $$f(x_0) + hf'\!(x_0) = 0$$ Solving for h, we then achieve our next approximation to the root of $$f\,$$ with the equation $$\begin{matrix}x_1 & = &x_0 + h \\ \ & = & x_0 - \left(\frac{f(x_0)}{f'\!(x_0)}\right) \end{matrix}$$ Repeating this process results in the recursive definition of Newton’s Method $$x_{n+1} = x_n - \left(\frac{f(x_n)}{f'\!(x_n)}\right)$$

The success of Newton’s method depends on whether the following equation holds: $$\lim_{n\rightarrow \infty} x_n = r\,$$ where r is the root of $$f\,$$.

Code
The following is an example of a function that can be written using MATLAB to perform Newton's Method on any given mathematical function $$f\,$$.

Example
We try to locate the root of the equation $$f(x) = x^3 - 2x^2 + x - 3\,$$ with initial starting point $$x_0\,$$ = 3. Note also that the derivative of the above function is $$f'\!(x) = 3x^2 - 4x + 1$$

Then we do the following:

Problems and Restrictions of Newton's Method
Firstly, and most obviously, Newton's Method can only be applied with functions that are differentiable. This can be seen straight from the formula, where f’(x) is a necessary part of the iterative function.

Secondly, the starting point must be chosen carefully, and it is best chosen with an approximate idea of the graph of the function in mind. If chosen wrongly, one of the following three situations could happen:

 * 1) Runaway: In which Newton’s Method leads away from the root instead of towards the root; the solution diverges rather than converges.
 * 2) Flat Spot: In which the derivative of the graph at the starting point is 0, and thus the next iterative point occurs at infinity and cannot be used.
 * 3) Cycle: In which the solutions cycle between two points, and never converges to the root.

Convergence
Newton's method is said to converge quadratically to the root r, if r is a simple root, i.e. $$f'\!(r) \ne \; 0$$. This means that the errors obey the inequality$$|r - x_{n+1}| \le \; c|r - x_n|^2$$.

Using the Taylor Series, we see that there exists some point $$\xi\,$$ between $$x_{n}\,$$ and $$r\,$$ such that

$$f(r) = f(x_n) + (r-x_n)f'\!(x_n) + \frac{1}{2} (r-x_n)^2f''\!(\xi\,) = 0$$

Dividing the last equation throughout by $$f'\!(x_n)$$, we get

$$\frac{f(x_n)}{f'\!(x_n)} + r - x_n + (r - x_n)^2 \frac{f''\!(\xi\,)}{2f'\!(x_n)} = 0$$

Substituting the equation used in Newton's Method, we get

$$r - x_{n+1} + (r - x_n)^2 \frac{f''\!(\xi\,)}{2f'\!(x_n)} = 0$$

Thus

$$|r - x_{n+1}| = \frac{f''\!(\xi\,)}{2f'\!(x_n)} |r - x_n|^2$$

Exercises

 * 1) Locate the root of $$f(x) = \cos(2x) + \sin(3x)\,$$ nearest $$\pi\,$$ using Newton's method.
 * 2) Two of the four zeros of $$f(x)=x^4 + 3x^3 - 5x^2 + 1\,$$ are positive. Find them by Newton's method, correct to two significant figures.

Active Participants
Active participants in this Learning Group
 * Esther

title: Newton's Method


text:
BCP/Fothergilla

Fothergilla

title: BCP/Fothergilla


text:
BCP/Fothergilla/Logs

This page contains recent bloom logs for the plant Fothergilla (Fothergilla).

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

Recent Logs

 * SBJ 09:54, 26 April 2008 (UTC)
 * --SB_Johnny | talk 12:20, 4 May 2008 (UTC)

title: BCP/Fothergilla/Logs


text:
BCP/Cornus florida var. 'rubra'

'Cornus florida var. 'rubra

title: BCP/Cornus florida var. 'rubra'


text:
BCP/Cornus florida var. 'rubra'/Logs

This page contains recent bloom logs for the plant Cornus florida var. 'rubra' (Pink Flowering Dogwood).

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

Recent Logs

 * --Luai lashire 20:52, 24 April 2008 (UTC)
 * SBJ 10:06, 26 April 2008 (UTC)
 * --Luai lashire 20:52, 3 May 2008 (UTC)
 * --SB_Johnny | talk 11:42, 4 May 2008 (UTC)

title: BCP/Cornus florida var. 'rubra'/Logs


text:
Category:Blogging

ru:Категория:Блоггинг

title: Category:Blogging


text:
Category:Web 2.0

de:Kategorie:Fachbereich Web 2.0

title: Category:Web 2.0


text:
Fruit Clock

The Fruit Clock is a companion project to the Bloom Clock, for collecting, organizing and interpreting data from observations of plants producing fruits and seeds. Like the bloom clock, visual keys will be generated to help people identify fruits encountered in the landscape, including both wild and cultivated plants. Fruits and seeds will be logged as unripe, ripe, and/or "harvestable" (many crops -- such as cucumbers and summer squashes -- are actually picked and eaten when immature).

See Category:Fruit clock templates/fcpp for templates under development. The pseudonamespace "FCP" is being used for the profile and log pages.

Experimental profiles:
 * FCP/Cardamine hirsuta
 * FCP/Taraxacum officinale

title: Fruit Clock


text:
Talk:Russian/Introduction/Greetings

It would be really useful to have links to audio files for these phrases.
 * Indeed, that would be nice. Would you perhaps help out here if you can speak the language ? If possible upload it then to commons so all projects can access it. Some other media files you can find here: commons:Category:Russian language, Erkan Yilmaz uses the Wikiversity:Chat (try) 12:42, 26 April 2008 (UTC)

title: Talk:Russian/Introduction/Greetings


text:
User:Juandev/Weed Clock

The Weed Clock project is a project which aims to collect information about time of germinating and flowering of weeds hole around the world. Secondary aims are weed recognition and distribution.

title: User:Juandev/Weed Clock


text:
BCP/Viola

Viola

title: BCP/Viola


text:
BCP/Viola/Logs

2008 Logs

 * --Luai lashire 21:51, 18 April 2008 (UTC)
 * --SB_Johnny | talk 12:10, 26 April 2008 (UTC) (several unidentified species)
 * --Luai lashire 21:51, 28 April 2008 (UTC)
 * --Luai lashire 20:55, 3 May 2008 (UTC)
 * --SB_Johnny | talk 11:49, 4 May 2008 (UTC)
 * --Jomegat 23:30, 10 May 2008 (UTC)
 * --Jomegat 03:27, 21 May 2008 (UTC)
 * --Jomegat 23:06, 31 May 2008 (UTC)
 * --Jomegat 01:04, 6 June 2008 (UTC)

2009 Logs

 * Jomegat 21:45, 4 May 2009 (UTC)
 * Jomegat 12:34, 10 May 2009 (UTC)
 * Jomegat 00:51, 12 May 2009 (UTC)
 * Jomegat 00:21, 19 May 2009 (UTC)
 * Jomegat 00:34, 24 May 2009 (UTC)
 * Jomegat 01:37, 1 June 2009 (UTC)

Recent Logs

 * Trinity507 03:48, 4 May 2010 (UTC)

title: BCP/Viola/Logs


text:
Template:Fruit clock plant top

Global data:

Regional data and additional images for

title: Template:Fruit clock plant top


text: Category:Fruit clock templates/fcpp

title: Category:Fruit clock templates/fcpp


text: Category:Fruit clock templates

title: Category:Fruit clock templates


text: Category:Fruit Clock

title: Category:Fruit Clock


text:
Template:Fruit clock plant middle

Regional data:

Additional images:

title: Template:Fruit clock plant middle


text:
Template:Fruit clock plant bottom

This template is used for adding identification characteristics on Fruit Clock Profiles. The data collected on this template adds categories which are used to create dichotomous keys.

title: Template:Fruit clock plant bottom


text:
User talk:THunt2792

Welcome
Hello THunt2792, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 14:18, 26 April 2008 (UTC)

Pagemove
To :

The project Draft:Operating system/Operating Systems/OS X has been moved to User:THunt2792/Operating Systems/OS X

A tentative decision has been made to remove this project from mainspace. If this move is not under discussion at Requests for Deletion, you may make a request to revive the project at Request custodian action.

Yours truly, --Guy vandegrift (discuss • contribs) 07:41, 19 December 2022 (UTC)

title: User talk:THunt2792


text: Template:Contrib-none

title: Template:Contrib-none


text:
User talk:THunt2792/Operating Systems/OS X

Mac OS X: Class Discussion
Welcome all Mac OS X: Beginner to Full User class members. Feel free to use this page for class discusions, project discusions and other such related discussions. This page however is not a open discussion page. Everything you post will be seen by the instructor and classmates. Please, no offensive material or talk.

There will be a discussion block on this page for each project as it comes along. The block will be only for the given project but the page will still be for class discussion.

1st Term Discussion | Week 1 Discussion | 4/28/08
Open Class Discussion

Moving to author's userspace
Even though the community has yet to decide whether any page should be moved to userspace, I am doing it with this honest effort. The user might want to put it on their resume, for example. Guy vandegrift (discuss • contribs) 07:33, 19 December 2022 (UTC)


text: User talk:Erwin

title: User talk:Erwin


text:
Outdoor education/What is outdoor education?

Some questions to ponder:
 * 1) What is your definition of outdoor education?
 * 2) Is outdoor education necessarily conducted 'outdoors'?
 * 3) Is 'adventure' necessary to outdoor education?
 * 4) Is the 'natural environment' necessary to outdoor education?


text:
Template:Bcp-localgpl/all

This is a DPL-generated list, used to create the all plants key for in

Usage
This template creates DPL lists for all plats templated as being from a particular region during a particular month.

Notes:
 * 1) For "Region key name = ", use the name as appears on the key pages
 * 2) For "Region category series = ", enter only the all-caps region code (do not include the "BCP" prefix or "Category:").

title: Template:Bcp-localgpl/all


text:
Did you ever edit another user page than "yours" ?

This learning project starts with the question:
 * Did you ever edit another user page than "yours" on any wikimedia project ?

Next steps
This is a draft version - please extend it, see background info here
 * check here who else uses the Template:Edit page
 * make a survey, e.g. using Wikimedian Demographics
 * publish results
 * initiate "other" actions (whatever this might be)

 * please add more

when answering with: yes

 * See also: Be bold. There is no mine or yours here in wiki-verse : it is all ours (Mediawiki software offers when creating a new page for everyone the "edit this page"-button). See also Rousseau's quote about fences ("The first man who...") here
 * I like it:
 * It is easier editing other users pages than to accept that someone edits ones user page. Because that involves that you are able to handle e.g. critiques.
 * I am a v.nd.l

 * makes wiki life interesting, fosters contact with other Wikiversity participants
 * I am offering a "service": reverting vandalism, fixing typos and/or links
 * I am trying to contact an old friend who works for The Wikimedia Foundation (WMF).

 * please add more

when answering with: no

 * I recognize that another person has organised "their" user page in this way, which they find appropriate.
 * If I don't understand or disagree with something (because it is not finally developped yet), I would bring it up on their talk page. Editing it to reflect my view would simply be provocative. "merciless editing" would perhaps scare off that user.
 * I never thought of it - perhaps it is a boundary which I set myself though technically it is possible in a wiki ? (Mediawiki enables the "edit this page"-button right from the begin.)
 * On the other wikimedia projects this is also not done and I just assumed that here it is the same ?
 * I don't care about other user pages

 * please add more

when answering with: yes and no

 * Editing seem to be not a question of ownership but of knowledge/meaning/intent. If something is put on a page, which can be read by everybody, then there cannot be any 'ownership', indicating that its use is depending on the author, claimed. Another question is: who is more valuable to learning? The person who has something to teach or the one who is editing?
 * Yes: if two or more people are on the same level (knowledge) of developing a subject then it could be a great shortcut to simply edit, overwrite, the subject, than to debate it before, because this would be like a debate with an immediate outcome.
 * No: Since the situation described under 'yes' is very rare it is very advisable to 'discuss' the change, between the want to be editor and the author, before it is done and not after. Specifically if somebody just uses editing to be bold/criticise/disagree, and then, the usually most knowledgable person of the subject - the author, has to 'fight' (get other opinions) before he can 'reverse edit' to the original meaning.

 * Anyone could see that a user page would ever really designate an alternative decision to even simply do as much more.
 * please add more

other questions

 * To whom does a user page belong ?
 * IP user pages
 * Is the perception on IP user pages different than "normal" user pages ? If so, why ?
 * IP user pages are shared by different users - why not "normal" user pages ?

 * What other pages could be brought to attention ?
 * Might a page of a fictional user e.g., User:WikiversityJack be more likely to be edited by other users? I find this to be a rather strange, but interesting page. -- Jtneill - Talk 00:21, 3 May 2008 (UTC)
 * After a user page "owner" leaves us (R.I.P. Mirwin) who takes care of the user page, who visits it, brings flowers, who thinks of the user ... ? Is life after death possible ?

 * please add more


text:
Template:Bcp-globalgpl/temperate/all

This is a DPL-generated list, used to create the "all plants" key for

Usage
This template creates DPL lists for all plants templated as blooming during a certain global/temperate season.

title: Template:Bcp-globalgpl/temperate/all


text: Category:Bloom clock project templates/DPL


text:
Template:Bcp-globalgpl/temperate/color

This is a DPL-generated list, used to create the key for -flowered plants in

Usage
This template creates DPL lists for plants of a certain color flowers that are templated as blooming during a certain global/temperate season.

title: Template:Bcp-globalgpl/temperate/color


text:
Template:Bcp-localgpl/color

This is a DPL-generated list, used to create the key for -flowered plants in

Usage
This template creates DPL lists for plants of a certain color flowers that are templated as blooming during a certain global/temperate season.

title: Template:Bcp-localgpl/color


text: Category:Environmental psychology

title: Category:Environmental psychology


text: Category:Psychopathology

title: Category:Psychopathology


text:
Portal:Psychology

ru:Портал:Психология

title: Portal:Psychology


text:
FCP/Taraxacum officinale

Taraxacum officinale

title: FCP/Taraxacum officinale


text:
Template:Fcpp-logs

This page contains fruit logs for the plant FCP/.

Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

Recent Logs (click edit to add a log →)

 * (no logs yet)

title: Template:Fcpp-logs


text:
FCP/Taraxacum officinale/Logs

This page contains fruit logs for the plant Taraxacum officinale (Dandelion).

Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to archive, under the heading for the correct year (generally leave the 3 most recent).

2008 Logs

 * --SB_Johnny | talk 14:06, 27 April 2008 (UTC)
 * --Juan 10:35, 5 May 2008 (UTC)

Recent Logs (click edit to add a log →)

 * --Anna gdf 11:37, 11 May 2010 (UTC)

title: FCP/Taraxacum officinale/Logs


text:
Template:Bcpm/mo-si/4

April

This template makes a link to the April key for Moravia-Silesia, and adds plant pages to Category:BCP/MO-SI/4 and Category:BCP/Flora of the Czech Republic (it automatically adds ), for plants that have been recorded as flowering in May in Southeastern Pennsylvania.

This template should only be used in the "Moravia-Silesia = " field of Bloom clock plant middle

title: Template:Bcpm/mo-si/4


text:
Psychology/Learning resources

 * Dominant group/Psychology
 * Psychology/Articles
 * Psychology/Journals
 * Psychology/Textbooks
 * Psychology/Wikis

title: Psychology/Learning resources


text:
Template:Bcp/mo-si/gp

(cultivated)

This template adds plant pages to Category:BCP/Flora of the Czech Republic and Category:BCP/MO-SI/GP (it automatically adds ), for plants that are cultivated in Moravia-Silesia.

title: Template:Bcp/mo-si/gp


text:
Template:Bcp/mo-si/ip

(invasive or introduced)

This template adds plant pages to Category:BCP/Flora of the Czech Republic and Category:BCP/MO-SI/IP (it automatically adds ), for plants that are invasive in Moravia-Silesia.

title: Template:Bcp/mo-si/ip


text:
Template:Bcp/mo-si/np

(native)

This template adds plant pages to Category:BCP/Flora of the Czech Republic and Category:BCP/MO-SI/NP (it automatically adds ), for plants that are native in Moravia-Silesia.

title: Template:Bcp/mo-si/np


text: User:Jtneill/Sandbox/CategoryTree

title: User:Jtneill/Sandbox/CategoryTree


text:
Social psychology (psychology)/Learning resources

This page links to psychologically-oriented social psychology learning resources.

Wikipedia

 * Social psychology - Category:Social psychology (Wikipedia)
 * Dunbar's number - the cognitive limit to the number of individuals with whom any one person can maintain stable social relationships
 * Fundamental attribution error
 * Cognitive bias - List of cognitive biases

Wikiversity

 * Introduction to social psychology
 * Social support
 * Stereotypes

Wikibooks

 * Social Psychology
 * Sociological Social Psychology

Wiki Commons

 * commons:Category:Social psychology

Free

 * Social psychology (University of Canberra, Australia)

Open access

 * Current Research in Social Psychology

Societies, associations, & organisations

 * Society for Personality & Social Psychology

Tags/Bookmarks

 * socialpsychology (del.icio.us)

Teaching resources

 * Resources for the teaching of social psychology (Jon Mueller)

Videos

 * Stanford Prison Experiments Video on Youtube - Part 1 Part 2 Part 3 Part 4 Part 5 ~50min. total
 * Kermit the Frog explains Ego Psychology 5:34 min.
 * Psychologist John Breeding PhD. explains depression on Youtube 17:34 min.
 * Sensation and Perception video on Youtube 16:14 min.
 * Students explain narcissism 9:14 min.
 * Short clip about Carl Jung 3.12 min

Wikis

 * Social psychology (wikia)


text:
School talk:Psychology

See also Talk:Psychology.

Merging pages Psychology with School:Psychology
Hi!

My gut response is to keep them separate. Psychology may be developed into a lecture/article. School:Psychology may be developed into a school similar to many others here. --Marshallsumter (discuss • contribs) 02:58, 4 July 2013 (UTC)
 * Good to see some more activity here Marshall. A few of us have some projects going ourselves. --BrienWest (discuss • contribs) 21:46, 5 July 2013 (UTC)

Article Classifications
Hey all, I'm having some trouble finding out what classification Cognitive psychology falls under. Right now it's a stub, but I figured we could start tagging other projects as we grow. --BrienWest (discuss • contribs) 21:46, 5 July 2013 (UTC)

title: School talk:Psychology


text:
Psychology/Intro

__HIDDENCAT__ Welcome to Wikiversity's open study of psychology. Feel free to browse and edit to improve the materials.

title: Psychology/Intro


text:
Talk:Psychology/Archive/1

School creation
I'm not qualified to assume a role fit for an expert on the subject, but if someone better-versed in psychology chooses to undertake the wikiversity school of psych, i'd be more than happy to make contributions and help out with any work that needs to be done. It'd be good if someone could get this page off the ground. -Asarkees

 * Hey, I'm from the School of Economics. I just visited and help set up the page a little. Just for a start. I would like make the many Schools of Social Sciences for a group or league of some sort in the meantime, since every school is almost understaffed. INterested anyone? To answer, pls visit my talk page. Humble Guy

School news

 * Looking for contributors.
 * 18 December 2006: New home page of the Department of Psychology.

Psychology of Women
I reject the idea of a "Psychology of Women" course, as this reinforces the view that women are somehow not within the scope of regular psychology. This has often been the case through the history of the field, with many large studies only having male subjects. Instead, gender issues and differences should be integrated throughout all the courses, and maybe having a course called something like "Gender issues in psychology" to further discuss this matter. /Skagedal 11:44, 20 November 2005 (UTC)

 * I agree. I think that at least there should also be a "psychology of men" category, but I like even more the idea of having a "gender issues in psychology" category which contains both "psychology of women" and "psychology of men."CatastrophicToad 19:50, 13 January 2006 (UTC)

 * Disagree: It would be a perfect addition to Women's Studies curriculum. See 12th suggested course here mehmetaergun 16:38, 19 October 2006 (UTC)

Perhaps a course in the differences between male and female psychology. That would neutralize the topic and place both sexes with in the realm of regular psychology, while still exploring the differences.

Social Psychology
Hi, I am a senior lecturer on Social Psychology in Barcelona (Spain), and I also have taught at the University of Huddersfied (UK). I am currently lecturing on Social Psychology of Communication and I would be happy to contribute to the project. I would very much appreciate if you could tell me where could I contribute on Communication and Social Psyhcology. Thanks!
 * Wikiversity is quite self directed. That is you... direct it. Because you make up the university. Be bold! You get to decide what needs to be added. If you think Milgrams experiments and the implications of these would be the best way to impart your knowledge of psychology then you should add that. If you think discussing the stanford prison experiments would be the most beneficial for society, then please, by all means, discuss that. My point is, since you know more than the general public the idea of Wikiversity is that you contribute your knowledge so that others can know what you know. Since you probably have a limited amount of time to contribute to this project, especially since you aren't getting paid, contribute:

 * What you feel like (Most importantly).
 * What you find interesting (Most importantly).
 * What you enjoy contributing (Most importantly).
 * What you feel would teach the most to the reader.
 * What you feel like imparting would benefit society the most.
 * What you think would contribute the most to this organization.
 * Etc. --Remi0o 22:37, 17 December 2006 (UTC)

Course numbering
Why are 4 numbers being used instead of three? Am I mistaken or is just 3 numbers standard? Is 4 standard in the UK or something? --Remi0o 22:39, 17 December 2006 (UTC)

Some observations and comments
Hi everyone, it looks like a good start has been made on the school of psychology. I think this school will play an important role at Wikiversity. I'm interested in psychology particularly in its application to learning and how it can help use develop Wikiverstiy. I think it's a good idea to have a structure for the school to help people find the learning materials they need. However this structure needs to be flexible and meet the needs of a diverse set of visitors. Some people will come out of curiosity, some will be looking for practical solutions to a problem they face, others will want to share their knowledge and experience of this subject, some participants will be in high school others will be working in the field, some will be working in unrelated fields and hopefully some will be doing undergraduate psychology courses. Because of this range of potential participants I suggest that the section for Learning resources lists the resources that have been created so far under subject area subheadings. I would suggest moving the current list of modules to a separate section maybe called Undergraduate courses (remember that Wikiversity isn't a degree granting institution) or some other appropriate name. This will allow participants to list various course structures and outlines according to their needs.

As pointed out at Naming conventions using numbers and course codes as titles for wiki pages is poor practice. This is because it makes it difficult to find information as the page title should provide a major clue to its content. This doesn't prevent people from using course codes as they are very useful. This can be done by adding the course code in the text of the learning materials and creating an index with the course codes and the names of the pages they refer to. Also its better to make each learning resource a separate page in the main name space not as subpage of the schools as explained at Naming conventions. If you like I could help with this restructuring. Mystictim 23:14, 18 December 2006 (UTC)

Psychology of Women
I think that psychology could benifit from adding a section about male pshycology. I know that myself try analyzing things that my fiance does or even asking him and all I usually get are the norm "I don't know answers." I know that I am sooo sick & tired of that phrase. Sometimes the reason is so simple.

The male species is very complex...and they say that we are.

 * Do women and men think differently?--JWSchmidt 16:10, 11 February 2007 (UTC)

 * Almost certainly: Yes. Unfortunately each gender perpetuates misconceptions about the other, compounding the fuddle. Perhaps a Psychology of Humanity is in order? Shir-El too 15:50, 16 September 2007 (UTC)

"Organizational Behaviour" Page Needs Help
Please consider adding some content to Organizational behaviour (I've also added it to the Industrial Organization Track on the school page). Thanks. Cormaggio beep 14:22, 14 February 2007 (UTC)
 * The undersigned has placed this Resource within the Schools of Business and Psychology & the Departments of Organizational Behavior and of Organizational Psychology and added Four (4) Categories. The Page still needs help.  --  Dionysios  (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-08-15 (August 15, 2007) Time:  2005 UTC

Social science or life science
Hello. Next year I am going to the University of Toronto for Psychology. Psychology is a part of its Life Science faculty, not Social Science. I guess this isn't the norm?

confusing
or any other major subfield of psychology, we would appreciate a lot any contributions you would make.

I don't understand the use of "a lot any" in this sentence...?

we would appreciate a [list] of any contributions?

is "a lot" a modifier for "appreciate" so... --75.6.129.103 01:19, 4 June 2007 (UTC)

Newbie
Hi. I studied Psychology for my degree, and came here because I wanted to learn more. Doesn't look like there are many visitors to Wikiversity yet. I'll start adding content to these pages in a couple of days.

Freesree 6 July 2007

Apptitude Test
You are invited to visit this project and explore/contribute to its parameters. Thank you, Shir-El too 15:40, 16 September 2007 (UTC)

New subject, course, discipline?
I wanted to know where I could get information on designing a course on wikiversity, I am a consumer-student-activist who is working on my doctoral thesis in clinical psychology; my rather radical endeavor is to create an alternative behavior-social science called Recovery Psychology; the syllabus for the course that I want to place on wikiversity would be: although mostly just links to other sites and internet resources that I would say constitute a textbook or course materials with explanations of how it relates to the subject at hand...for example an outline like this: _ What is mental illness? [Sociological] _ 1. What is social deviance? _ 2. http://www.geocities.com/tdeddins/deviance.htm _ 3. http://en.wikipedia.org/wiki/Deviant_behavior _ 4. http://www.umsl.edu/~keelr/200/intrdev.html _ 5. What is conformity? _ a. Stanley Milgram Obedience to Authority about how easy the human mind bends to the will of perceived authority _ b. Solomon Asch about how people conform to group pressure and change their perceptions and behaviors _ c. Philip Zimbardo The Stanford Prison about how people fall in to assigned roles_ d. Jane Elliot: In the Eye of the Storm or A Class Divided about how people are quick to change their perception of others _ e. See Rosenhan below for a psychosocial lesson on the nature of psychiatric conditions _ f. Learned Helplessness _ What is mental illness [Psychological] _ 1. http://www.mental-health-matters.com/articles/article.php?artID=160 _ Etc, Etc, Etc... Would that be allowed? Since the subject does not exist as a subject, although my arguementum would say it does exist as a thing with in itself although not yet releized by academics. Of course I would place a disclaimer statement that this an academic pursuit of an activist, but pretty much all the things I point at will be "considered to be authorities"--Recovery Psychology 03:54, 11 January 2008 (UTC)
 * Hi. :)

 * There are probably multiple ways to go about what you intend to do. You could create a page called Recovery psychology and go from there. Then if you wanted to have different lessons or whatever, you could create tham as subpages.

 * I think the important thing is to mainly be sure you disclose that this is original research, if that is indeed what it is, and also, don't plagiarize or violate copyright law. :)

 * Also looking at how other courses/lessons/projects/research is structured and then modeling that is not a bad idea either.

 * Some pages that may be helpful to you might include:
 * Learning projects
 * Research
 * Category:Research

 * I hope that helps.--Remi 04:28, 11 January 2008 (UTC)

"cross linguistic psychology"
'Running words together: The science behind cross-linguistic psychology' sort of interesting --Remi 06:51, 26 March 2008 (UTC)

title: Talk:Psychology/Archive/1


text:
User talk:Elearning

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 17:42, 27 April 2008 (UTC)

title: User talk:Elearning


text:
High School Biology

 Texts Course Student Resources Teacher Resources See Also: The Wikiversity School of Biology Participants

title: High School Biology


text: File:German Wikiversity - short intro video.ogg


text:
File talk:German Wikiversity - short intro video.ogg

This video is not the final one, see more info here. The final one will be uploaded on commons, Erkan Yilmaz uses the Wikiversity:Chat (try) 20:21, 27 April 2008 (UTC)


text:
High School Biology/Participants

Please add yourself below with your signature (so you can be contacted):
 * Wesley Gray 23:36, 27 April 2008 (UTC)
 * John Schmidt - I just found this....I'm off to look at the wikibook
 * B. Mead --ArchabacteriaNematoda 03:20, 12 July 2009 (UTC)
 * Bishalbaishya2012 (discuss • contribs) 08:20, 15 December 2014 (UTC)
 * -Atcovi (Talk - Contribs) 14:38, 18 September 2017 (UTC)

title: High School Biology/Participants


text:
Template:Participants/Participants

Wesley Gray 23:44, 27 April 2008 (UTC)-Just testing.

title: Template:Participants/Participants


text:
High School Biology/Texts

 Texts There are two textbooks at Wikibooks currently in development. If you plan on contributing, please add to the FHSST high school book, but the General Biology book serves as a good reference. FHSST Biology General Biology

Wikiversity Texts
There are a few pages on Wikibooks related to High School Biology that might be of some benefit to students of this course
 * User:Atcovi/Notes: Characteristics of Life and Levels of Organization
 * User:Atcovi/Science/Introduction to Science, Experimental Design, and Graphing
 * User:Atcovi/Science/Biology Terms

title: High School Biology/Texts


text:
High School Biology/Course

 * [[Image:Nuvola_apps_date.png]] Course

 * I am trying to develop a course to make it easy for a reader to learn biology. Please contribute to this.

 Lessons
 * 1) Lesson 1- Cell Introduction
 * 2) Lesson 2- Plant and Animal Cells
 * 3) Lesson 3- Diffusion and Osmosis
 * 4) Lesson 4- Enzymes
 * 5) Lesson 5- Human Nutrition
 * 6) Lesson 6- Plant Nutrition
 * 7) Lesson 7- General Nutrition
 * Lesson 8- Transport in flowering plants
 * 1) Lesson 9- Transport in Human Beings
 * 2) Lesson 10- Respiration
 * 3) Lesson 11- Support, movement and locomotion
 * 4) Lesson 12- Homeostasis
 * 5) Lesson 13- Co-ordination and Response
 * 6) Lesson 15- Excretion
 * 7) Lesson 16- Microorganisms
 * 8) Lesson 17- Ecosystem
 * 9) Lesson 18- Effects of Human activity on environment
 * 10) Lesson 19- The need for conservation
 * 11) Lesson 20- Reproduction in Plants
 * 12) Lesson 21- Reproduction in Humans
 * 13) Lesson 22- Inheritance

title: High School Biology/Course


text:
High School Biology/Students

 Student Resources The aim of this page is to provide students with resources to become more familiar with biology and review. Examples of such materials would be study guides, flashcards, and links to educational videos.

Basic Notes
Ecology Relationships

Test Reviews
Genetic Notes-

Useful Links
The Biology Project- The University of Arizona's site for Biology education based strongly on Biochemistry and Molecular Genetics topics. Website last revised July 2004.

title: High School Biology/Students


text:
High School Biology/Teachers

 Teacher Resources The aim of this page is to provide teachers with resources to enhance their students' learning. Such materials include handouts, slideshows, worksheets, and quizzes.

title: High School Biology/Teachers


text:
Floating point/Lesson Four

Single Precision
In most computers, the IEEE sets a standard on how they should store numbers. This ensures that computer scientists are able to worry about the error, not learn how their particular computer operates.

Single precision numbers are numbers stored according to these rules:

1) Numbers are converted to ±k × 2m, where k is a binary number in form 1.f and m is the exponent. The number k is between 1 and 2, but you won't use the first digit, because that is assumed.

2) The number, k, is rounded so that it only contains 24 bits. 3) The exponent can be from -126 to +127. It is stored in the computer as m + 127.

4) The computer stores the following:

a) The sign bit (1 if negative, 0 if positive)

b) The biased exponent (8 bits, 00000001 to 11111110, signifying 1 to 254, but actually representing -126 to 127).

c) The actual number. This section is called the mantissa.  Because the number is assumed to have a 1 at the beginning, the 1 is not stored, but the next 23 digits are.  The 1 is called the hidden bit.

The point between the exponent and the mantissa is known as the radix point. See the IEEE Single Precision picture.

Single Precision Example
The number 1 would be stored as the following ('1' is equal to 1 × 2°): 0       01111111           00000000000000000000000 positive exponent equal to  the first '1' is not included, number  127 (=0 + 127)     next numbers are

Machine Epsilon, Single Precision
Machine epsilon, as a reminder, is the smallest possible number such that 1 + ε ≠ 1 on the machine. There are 23 bits available on the mantissa from the example above. Thus, as soon as 2-23 is added, another '1' will be stored, namely the mantissa will read 00000000000000000000001. Thus, ε = 2-23.

Matlab Code Example
Here, we demonstrate that machine epsilon is indeed 2-23. The command 'single' forces Matlab to store the number as a single number. >> single ( 1 - single ( 1 + 2^(-25) ) )

ans =

0

>> single ( 1 - single ( 1 + 2^(-24) ) )

ans =

0

>> single ( 1 - single ( 1 + 2^(-23) ) )

ans =

-1.1921e-007

Double Precision
Double precision operates in the same manner as single precision, except more space is allocated to a number. Again, we have 1 sign bit, but we also have 11 bits for the exponent and 52 bits for the mantissa. The exponent is biased again, but this time, it is by 1023. Machine epsilon is 2-52.

Interesting Proof
Here, we prove that the relative error of storing a number in single precision (indeed, any precision) is simply machine epsilon divided by 2. Chopping (not rounding) results in a relative error of ε.

Denote x- as the machine number below the actual number, and x+ as the number above. In single precision, x-=(0.1b1b2b3...b24)2 × 2k. Additionally, x+=[(0.1b1b2b3...b24)2 + 2-24] × 2k.

Assume without loss of generality that x is closer to x-. Then, |x - x-| ≤ (1/2) |x+ - x-| = 2-25 + k.

Then, $$ \left| \frac{x - x_{-}}{x} \right| \le \frac{2^{-25+k}}{(0.1b_2 b_3 b_4 \ldots)_2 \times 2^k } \le \frac{2^{-25}}{\frac{1}{2}} = 2^{-24} = \frac{1}{2} \epsilon $$.

Special Numbers
The 0 and 255 exponents, a -0 entry, and other values represent certain special numbers: (copied from IEEE 754-1985)

Homework
1) What is the difference between machine epsilon and realmin?

2) In single precision, what will the following computations yield?

1 + ε

1 + realmin

realmin + ε

(2 + ε) - 1

(-1 + ε) + 2

3) Find realmax in single precision, both by hand, and by using Matlab.

title: Floating point/Lesson Four


text: File:IEEE Single Precision.png

title: File:IEEE Single Precision.png


text: File:IEEE Double Precision.png

title: File:IEEE Double Precision.png


text:
Portal talk:Non-formal Education

Name of this portal
should this be "informal education"? --Remi 07:45, 28 April 2008 (UTC)

 * Hi Remi. I checked around the place quite a bit before naming it. I started out thinking like you. But in fact it's an educational term-of-art, and "non-formal education" is the correct term. Would you like some references? --McCormack 08:17, 28 April 2008 (UTC)
 * Here's a perhaps useful link that explains more: http://www.infed.org/biblio/non_formal_paradigm.htm --McCormack 08:46, 28 April 2008 (UTC)
 * Expanding on this a little more, as no doubt others will ask as well. The portal is designed to be a very high-level (major) portal on Wikiversity for everything that is outside the pre-school, primary, secondary, tertiary and research sectors. That means it comprises (for example) the various overlapping areas also known as lifelong learning, informal learning, adult education, extra-curricular learning, and a whole bunch more. Conceivably one could create minor portals branching off from this one, each dedicated to one of these areas. On the other hand, it might be a good idea to gather content first and then create sub-branches once we have more users and we know what the demographics of that population are. So much for the intentions. What about the name? Well, "informal" education could be understood as derogatory or as not comprising enough of this area. So far as I could work out for myself, the term "non-formal" is very conventional, widely accepted, comprehensive and harmless. If people have alternative suggestions, please list them with a brief justification and references. Don't forget that we can also use redirects - e.g. Portal:Informal Education could be created and then just redirected here. --McCormack 11:54, 28 April 2008 (UTC)
 * "The portal is designed to be..." <-- an incredible job of "design" that does not even mention the half of Wikiversity which is devoted to learning projects. --JWSchmidt 04:50, 13 June 2008 (UTC)

Grouping the Votian courses under the (existing) “Votic” header
Can the (many) Votian courses, which each appear individually in the Guide to Non-formal education list, be grouped under the (existing) header “Votic” Thanks! --Lbeaumont (talk) 21:49, 9 September 2012 (UTC)

title: Portal talk:Non-formal Education


text:
User:Kiensvay

I am khmer Wikipedian.

title: User:Kiensvay


text:
Wikiversity:Community petition

Petition to the Wikimedia Foundation Board of Trustees:

We, volunteers, ask the Board to give the volunteer community a fair voice in Foundation governance. During its most recent meeting, the Board of Trustees not only rejected a proposal to improve community input in Foundation matters, but implemented an unexpected restructuring to reduce the community seats on the board. The community was not consulted about this reduction in representation and the board provided no explanation for this change.[1]

That is not a good way to treat people who donate their time and labor. The volunteer base made this the seventh most popular website in the world. We expect courtesy and respect, but received neither. That hurts morale.

Please provide a full explanation for recent board decisions and reconsider your top-down approach.

Please translate/repost the above to other projects and languages, with a link to the other location(s) on the talk page here.

Signers

title: Wikiversity:Community petition


text:
User:Senpai

Hallo all, i'm Senpai, simple an Italian User.

Something about me

 * I'm an It.Wikipedia's Sysop
 * I'm an It.Wikiversity's Bureaucrat
 * I'm an It.wikisource's User.
 * I'm member of "Associazione Wikimedia Italia" (Italian Chapters of WMF)

My Pages on others wiki's projects'  Commons Meta Wikipedia Source Quote News Wiktionary Species Books Versity

Hallo all, i'm Senpai, simple an Italian User.

Something about me

 * I'm an It.Wikipedia's Sysop
 * I'm an It.Wikiversity's Bureaucrat
 * I'm an It.wikisource's User.
 * I'm member of "Associazione Wikimedia Italia" (Italian Chapters of WMF)

My Pages on others wiki's projects'  Commons Meta Wikipedia Source Quote News Wiktionary Species Books Versity

cs:Uživatel:Senpai de:Benutzer:Senpai es:Usuario:Senpai fr:Utilisateur:Senpai el:Χρήστης:Senpai it:Utente:Senpai ja:利用者:Senpai pt:Usuário:Senpai

title: User:Senpai


text:
User:Crochet.david.bot/monobook.js

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title: User:Crochet.david.bot/monobook.js


text:
User talk:Senpai

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 10:45, 28 April 2008 (UTC)

title: User talk:Senpai


text: Category:Body language

title: Category:Body language


text: Category:Human factors

title: Category:Human factors


text: Category:Psychiatric liberation

title: Category:Psychiatric liberation


text: Category:Personality

title: Category:Personality


text: Category:Research methods in psychology

title: Category:Research methods in psychology


text: Category:Individual differences

title: Category:Individual differences


text: Category:Humanistic psychology

title: Category:Humanistic psychology


text: Category:Psychology of religion

title: Category:Psychology of religion


text: Category:Abnormal psychology

title: Category:Abnormal psychology


text: Category:Motivation

title: Category:Motivation


text: Category:Introduction to psychology

title: Category:Introduction to psychology


text:
Portal:Biology

ru:Портал:Биология

title: Portal:Biology


text: Category:Creativity

title: Category:Creativity


text:
Portal:Biology/New page boilerplate

This is a new learning resource. Please feel welcome to edit any of this boilerplate to suit your needs.

Statement of learning goals for this resource
Write a paragraph here about your learning goals.

Another section
Enter your text here. Add more sections as you need.

title: Portal:Biology/New page boilerplate


text:
Template:Autoboiler

This is a new learning resource. Please feel welcome to edit any of this boilerplate to suit your needs.

Statement of learning goals for this resource
Write a paragraph here about your learning goals.

Another section
Enter your text here. Add more sections as you need.

title: Template:Autoboiler


text:
Portal:Chemistry

cs:Portál:Chemie

title: Portal:Chemistry


text:
Portal:Geography

ru:Портал:География

title: Portal:Geography


text: Portal:Information technology

title: Portal:Information technology


text: Category:Subject portals

title: Category:Subject portals


text:
Portal:Biology/Intro

Welcome to the biology portal! This portal is intended to be a user-friendly guide to biology content on Wikiversity for pre-school, primary and secondary levels. For a more specialist and advanced portal, please refer to the life sciences portal.

title: Portal:Biology/Intro


text:
Portal:Biology/Featured

"The active transport of small molecules or ions across a cell membrane is generally carried out by transport proteins or “pumps” that are found in the membrane itself. Larger molecules and clumps of material can also be actively transported across the cell membrane by processes known as endocytosis and exocytosis. The transport of these larger materials sometimes involves changes in the shape of the cell membrane.
 * --Read more about active transport in High School Biology/Lessons/Lesson 3, taught by AvidInsight.

title: Portal:Biology/Featured


text:
Portal:Biology/Related

 * Portal:Life Sciences
 * Topic:biology
 * School:biology
 * Biology
 * Cell biology

title: Portal:Biology/Related


text:
Portal:Geography/Intro

Welcome to the geography portal. This portal is intended to be a user-friendly guide to geography content on Wikiversity for pre-school, primary and secondary levels. For a more specialist and advanced portal, please refer to the school of geography...

title: Portal:Geography/Intro


text:
Portal:History/Intro

Welcome to the history portal. This portal is intended to be a user-friendly guide to history content on Wikiversity for pre-school, primary and secondary levels. For a more specialized and advanced portal, please refer to the school of history.

title: Portal:History/Intro


text:
Portal:Chemistry/Intro

Welcome to the chemistry portal. This portal is intended to be a user-friendly guide to chemistry content on Wikiversity for pre-school, primary and secondary levels. For a more specialist and advanced portal, please refer to the school of chemistry.

title: Portal:Chemistry/Intro


text:
Portal:Physics and Astronomy/Intro

Welcome to the Physics and Astronomy portal. This portal is intended to be a user-friendly guide to physics and astronomy content on Wikiversity for pre-school, primary and secondary levels. For a more specialist and advanced portal, please refer to the School of Physics and Astronomy.

title: Portal:Physics and Astronomy/Intro


text:
Portal:Information technology/Intro

'Welcome to the Information Technology portal. This portal is intended to be a user-friendly guide to Information Technology  content on Wikiversity for pre-school, primary and secondary levels. For a more specialist and advanced portal, please refer to the computer sciences portal.

title: Portal:Information technology/Intro


text:
Portal:Information technology/Related

 * Portal:Computer Science
 * Portal:Information sciences
 * School:Computer Science

title: Portal:Information technology/Related


text:
Portal:Information sciences/Intro

Welcome to the portal for information sciences. This portal is intended to be a new version of Portal:Computer Science, widened in scope to cover more fields. The portal is intended primarily for tertiary education and research. For earlier stages of education, please refer to Portal:Information technology.

title: Portal:Information sciences/Intro


text:
Template:Physics and Astronomy/Featured

 * Portal:Radiation astronomy

title: Template:Physics and Astronomy/Featured


text:
Portal:Chemistry/Featured

Please feel welcome to look through the chemistry content (right) and select some for this feature box.

title: Portal:Chemistry/Featured


text:
Portal:Geography/Featured

 * Geography

title: Portal:Geography/Featured


text:
Portal:History/Featured

Human Legacy Course
This course provides students with a thorough survey of the significant political, socio-economic, and cultural features of human history from the beginnings of civilization to the contemporary period. Using both primary and secondary sources and document-based investigation, students trace the emergence of the interdependence between world regions-an interaction stimulated by European invasions and colonizations and sustained by the contributions of the non-western regions.

title: Portal:History/Featured


text:
Portal:Information technology/Featured

Please feel welcome to look through the information technology content (right) and select some for this feature box.

Original Neil Postman: Five Things We Need to Know About Technological Change

First, that we always pay a price for technology; the greater the technology, the greater the price Maybe so; maybe not. It's not necessarily so. Second, that there are always winners and losers, and that the winners always try to persuade the losers that they are really winners

Third, that there is embedded in every great technology an epistemological, political or social prejudice. What is balderdash? Sometimes that bias is greatly to our advantage. Sometimes it is not.

Is the following a non-sequitur? The printing press annihilated the oral tradition; telegraphy annihilated space; television has humiliated the word; the computer, perhaps, will degrade community life. And so on.

Fourth, technological change is not addictive; What a waste of words. No change is addictive -- the majority dislikes change.

It is ecological, which means, it changes everything and is, therefore, too important to be left entirely in the hands of Bill Gates.

And fifth, technology tends to become mythic; that is, perceived as part of the natural order of things, and therefore tends to control more of our lives than is good for us. .... When a technology becomes mythic, it is always dangerous because it is then accepted as it is, and is therefore not easily susceptible to modification or control. This seems to be an essay in philosophy or education where it is important to say something -- anything; whether it has real meaning or not.

title: Portal:Information technology/Featured


text:
Portal:History/Related

 * School:History

title: Portal:History/Related


text:
Portal:Geography/Related

 * School:Geography
 * Topic:Geography
 * Geography — a course
 * Category:Earth sciences

title: Portal:Geography/Related


text:
Portal:Chemistry/Related

 * School:Chemistry
 * Topic:Chemistry
 * Chemistry

title: Portal:Chemistry/Related


text:
Portal:Physics and Astronomy/Related

 * School:Physics and Astronomy
 * Topic:Physics
 * Physics
 * Topic:Astronomy
 * Astronomy
 * Radiation astronomy

title: Portal:Physics and Astronomy/Related


text:
BCP/Symphytum officinale

Symphytum officinale

title: BCP/Symphytum officinale


text:
BCP/Symphytum officinale/Logs

This page contains recent bloom logs for the plant Symphytum officinale (Common Comfrey).

Recent Logs

 * Chemgym 15:40, 28 April 2008 (UTC)
 * Chemgym 12:50, 10 May 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

title: BCP/Symphytum officinale/Logs


text:
Category:BCP/Genus/Symphytum

Symphytum is a genus of herbaceus flowering plants from the family Boraginaceae.

title: Category:BCP/Genus/Symphytum


text:
User talk:Amog

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 15:44, 28 April 2008 (UTC)

Nice blog
Great article on IE8 vs. FF3. :) -- Jtneill - Talk 15:51, 28 April 2008 (UTC)

title: User talk:Amog


text: Template:Disambiguation portal

title: Template:Disambiguation portal


text: Portal:English

title: Portal:English


text:
Help:Disambiguation portal

This help page describes "disambiguation portals".

Disambiguation portals are peculiar to Wikiversity and reflect the unclear boundaries which exist between subjects at tertiary level, and the discontinuities which exist between subjects at primary, secondary and tertiary levels. Disambiguation portals focus less on the ambiguities of words and more on the ambiguities of the demarcations of entire fields of study. The general idea of a disambiguation portal is to avoid over-productive forking of portals and help users as quickly as possible to the most sensible portal possible for the subject they are seeking.

Examples: "Portal:English" is a title which could be claimed by a number of distinct subject areas (e.g. depending on whether the user is a native speaker or not). Portal:languages and Portal:natural sciences are examples of a superordinate term being too general to be helpful, so the respective disambiguation portals serve to redirect users to specific language portals and specific science portals.

See: Category:disambiguation portals.

title: Help:Disambiguation portal


text:
Category:Disambiguation portals

cs:Kategorie:Rozcestníky pt:Categoria:Desambiguação

title: Category:Disambiguation portals


text:
BCP/Gagea lutea

Gagea lutea

title: BCP/Gagea lutea


text:
BCP/Gagea lutea/Logs

This page contains recent bloom logs for the plant Gagea lutea (Yellow Star of Bethlehem).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

title: BCP/Gagea lutea/Logs


text:
Category:BCP/Genus/Gagea

Gagea is genus of flowering plants from the family Liliaceae native to the region of Europe and western Asia.

title: Category:BCP/Genus/Gagea


text:
Category:BCP/Genus/Galanthus

Galanthus is genus of flowering plants from the family Amaryllidaceae.

title: Category:BCP/Genus/Galanthus


text:
BCP/Lonicera fragrantissima

Lonicera fragrantissima

title: BCP/Lonicera fragrantissima


text:
BCP/Lonicera fragrantissima/Logs

This page contains recent bloom logs for the plant Lonicera fragrantissima (Winter Honeysuckle).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

title: BCP/Lonicera fragrantissima/Logs


text: Category:Evolutionary biology

title: Category:Evolutionary biology


text: Category:High School Biology

title: Category:High School Biology


text:
User:Tsekachun

Dear Sirs/Madam:

My Name is Mai al-Ahmad I'm a private Arabic teacher, I'm making a course in summer time in Amman Jordan and here is the details if you are interested:

Course will be for 2 months for 5500$ starts in June 15 includes:

-the Arabic course for two months 6 days a week

-the residence in a hotel suites (rooms even double or Treble

- a breakfast meal, using internet, using the cafe, using a car with a driver as a sirvece a weekly Transportations trip to historical and tourism places in Jordan

Class can take 25 students and will be complicate at the suites hotel.

I hope you can pass this to your friends

Thank you & best regards

Have a good Day

Mai Al-Ahmad you can Email Me on ( mai_al_ahmad@hotmail.com) title of the E-mail Arabic Summer course

title: User:Tsekachun


text:
User talk:Maimoush

Dear Sirs/Madam:

My Name is Mai al-Ahmad I'm a private Arabic teacher, I'm making a course in summer time in Amman Jordan and here is the details if you are interested:

Course will be for 2 months for 5500$ starts in June 15 includes:

-the Arabic course for two months 6 days a week

-the residence in a hotel suites (rooms even double or Treble

- a breakfast meal, using internet, using the cafe, using a car with a driver as a sirvece a weekly Transportations trip to historical and tourism places in Jordan

Class can take 25 students and will be complicate at the suites hotel.

I hope you can pass this to your friends

Thank you & best regards

Have a good Day

Mai Al-Ahmad you can Email Me on ( mai_al_ahmad@hotmail.com) title of the E-mail Arabic Summer course

Retrieved from "http://en.wikiversity.org/wiki/User:Tsekachun"

title: User talk:Maimoush


text:
Early Childhood Mathematics Education/Shape and line

A first suggestion for this category is to the parent or caregiver: set up a simple rudimentary woodworking shop. This will create opportunities for a toddler to experience what it means to measure before cutting, how to understand the relationship between a product (such as a set of shelves) and a diagram, etc.

Even more preliminary would be how to make a cardboard box-- open top, for visible storage of toys or other resources on organizer shelving. The only tools where safety grounding is needed are a small razorknife ("boxcutter") or scissors. Take the youngster through the manufacturing process, starting with marking and/or "scoring" a flat sheet of cardboard ("scoring" means to lay a light cut along the line where the cardboard will be folded over, usually 90°, forming the flaps which will be taped). This gives the toddler plenty of obvious understandable demonstration of how to use a knife safely-- or the sharpest point on a scissors can be used instead). Then there's cutting the right size of tape pieces, four of this, four of that etc.  Alternatively the flaps can be glued and pressed together by means of a familiar office device the name of which I have forgotten.

(Apologies that diagrams I have prepared will have to wait till I have made arrangments with someone who has a scanner.)


text:
Early Childhood Mathematics Education/Inch and centimeter

A way to teach these concepts to pre-schoolers, even prior to understanding a ruler, is the bogie (short for Kraadtzenbogen, a stick (limit 11 inches for safety's sake) with notches to produce a horrific rattling noise when scraped (kratzed) across the corner of a piece of furniture, a rim of a cooky tin, or coathangerwires on a zooky (nasty violin-shaped instrument). See Essential Preschool Part I.  (Diagrams are in preparation.)

Along one long edge of the stick, from the narrower end up to 3-4 inches short of the thicker end (if applicable), dig notches one inch apart by means of a file. Along another long edge dig notches one centimeter apart. (On a round stick the notches can be along opposite sides.) You can use a ruler to make sure these are exactly correct, but it doesn't matter that much.

When the youngster uses the bogie to kratz on something, the inch-apart notches will create a sparer, less rattly rattle noise than the centimeter-apart ones, thus the infant learns a synesthetic way of understanding the difference between inch and centimeter-- sound, feel (the vibrations) and sight (the visible difference between the two notch series).


text:
User:Wesley Gray/Blog

=Wesley Gray's Wikiversity Blog - Be bold= I've signed all the posts that are mine. Copy Copy this link and paste it into your aggregator. Add entry | Update Feed

First Entry
I used to have a blog on Blogger, but I think I'm switching to the wiki way. This is my first entry. When I feel like posting something useful, I'll be sure to do it.

Wesley Gray 22:44, 28 April 2008 (UTC)

title: User:Wesley Gray/Blog


text:
User:Wesley Gray/Blog/rss

   Wesley Gray's Wikiversity Blog http://en.wikiversity.org/wiki/User:Wesley_Gray/Blog Wesley Gray's Wikiversity Blog - Be bold en

Blogging on Wikiversity http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity First Entry I used to have a blog on Blogger, but I think I'm switching to the wiki way. This is my first entry. When I feel like posting something useful, I'll be sure to do it.. 22:48, 28 April 2008 (UTC) Wesley_Gray

title: User:Wesley Gray/Blog/rss


text:
BCP/Vaccinium

Vaccinium

title: BCP/Vaccinium


text:
BCP/Vaccinium/Logs

2008 Logs

 * --SB_Johnny | talk 23:34, 28 April 2008 (UTC) (cv. 'Patriot')
 * --SB_Johnny | talk 12:29, 4 May 2008 (UTC)
 * --Jomegat 23:15, 8 May 2008 (UTC)
 * --Jomegat 20:41, 10 May 2008 (UTC)
 * --Jomegat 22:42, 14 May 2008 (UTC)
 * --Jomegat 19:30, 17 May 2008 (UTC)
 * --Jomegat 00:24, 28 May 2008 (UTC)
 * --Jomegat 23:10, 31 May 2008 (UTC)
 * --Jomegat 02:40, 3 June 2008 (UTC)

2009 Logs

 * Jomegat 22:31, 4 May 2009 (UTC)
 * Jomegat 12:37, 10 May 2009 (UTC)
 * Jomegat 00:21, 19 May 2009 (UTC)
 * Jomegat 00:10, 29 May 2009 (UTC)
 * Jomegat 01:34, 1 June 2009 (UTC)

Recent Logs

 * Jomegat 23:22, 15 April 2010 (UTC)

title: BCP/Vaccinium/Logs


text:
Bloom Clock/Keys/Moravia-Silesia/April

April

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

title: Bloom Clock/Keys/Moravia-Silesia/April


text:
Bloom Clock/Keys/Moravia-Silesia

The pages linked below are "keys" for flowers that have been logged as blooming the Moravian-Silesian region during a particular month.

title: Bloom Clock/Keys/Moravia-Silesia


text:
Category:BCP/MO-SI/4

This category is for plants found flowering in April in Moravia-Silesia, Czech Republic.

title: Category:BCP/MO-SI/4


text: Category:Bloom Clock/Moravian-Silesian Categories


text: Category:Linear correlation

title: Category:Linear correlation