text:
SelectionSort

SelectionSort divides a list into a sorted part and the unsorted part. At the beginning everything belongs to the unsorted part. Then the element with the smallest key value is looked up and swaped with the first element of the list. The sorted part now starts and ends with element 1 and the unsorted part starts with element 2. In the second run the smallest element is looked up starting from position 2. When the smallest element is determined it swaps with the element on position two. If the comparison is done with "smaller" and not "smaller or equal", the algorithm works stable. And, what should be obvious, it works in place.

Timing
In order to calculate the number of compare operations we use a visualization. In the first run the first element is compared with all others to find the smallest; this results in n - 1 compares. In the second run element two is compared with all others which results in n – 2 compares and so on. For 10 records we get the compare matrix:

1  2   3   4   5   6   7   8   9  10  1    -   x   x   x   x   x   x   x   x   x    n – 1 2   -   -   x   x   x   x   x   x   x   x    n – 2 3   -   -   -   x   x   x   x   x   x   x    n - 3 4   -   -   -   -   x   x   x   x   x   x    n - 4 5   -   -   -   -   -   x   x   x   x   x    n - 5 6   -   -   -   -   -   -   x   x   x   x    n - 6 7   -   -   -   -   -   -   -   x   x   x    n - 7 8   -   -   -   -   -   -   -   -   x   x    n - 8 9   -   -   -   -   -   -   -   -   -   x    n - 9 10  -   -   -   -   -   -   -   -   -   -    n – 10

The n * n matrix is half filled except for the diagonal which is n elements long. This gives the time for comparing with

 * Tcmp = ½ n2 * C - n

SelectionSort needs in maximum one swap operation per data record (sometimes the smallest element is already on the target position)

 * Tswp = n * E

The total time for a sort can be estimated by

 * Tsort = Tcmp + Tswp

 * Tsort = n2 * D + n * E - n

 * Tsort = n2 * D + n * (E – 1)

 * Tsort = n2 * D + n * F

with D = ½ C and E and F = E – 1 being constants.

Even when the costs for swapping are low and D is small, the quadratic term will increase for bigger record numbers very fast and the fact that for swapping the necessary time only increases in linear fashion does not play any important role then.

In a concrete situation it could be vital that SelectionSort is about twice as fast as InsertionSort, but if there are algorithms available with better characteristics it is still a bad choice when there are more than a few dozens of records to be sorted.

In a situation where the records are nearly sorted, the time for swaps will be near to zero, but the number of compare operations still increases in a quadratic manner.

Example
We start with this input list; the background is blue where the smalles element goes and the smallest element to be found has a green background:

title: SelectionSort


text:
User:Lakshit

LAKSHIT KHAJURIA (INDIA)

"A MAN IS A PRODUCT OF HIS OWN THOUGHTS WHAT HE THINKS THAT HE BECOMES"

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

title: User:Lakshit


text:
User:.snoopy.

meta:user:.snoopy.

title: User:.snoopy.


text:
User talk:.snoopy.

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 12:40, 18 March 2010 (UTC)

title: User talk:.snoopy.


text:
Talk:Comparative law and justice/Jamaica

Mid-Semester Comments

Your Wiki is getting along, and you are reasonably on schedule--but do be sure to continue to make the effort to get each week's section up on time. There are a few sections of material we have already discussed that you are not 100% up-to-date with; it is important to go back and fill those in, but you probably want to get next week's updates up first. I do have some suggestions for improvement as you continue to work on developing your page:
 * While the bullet lists are certainly fine at this stage of development, you may want to refine your writing style for the final draft. In many cases, the Wiki would read better with full sentences and paragraphs--such as in the sections on governance and crime. In cases where numbers are better of in lists, you might consider using tables.
 * Be sure you are using complete citations for every claim you make on your Wiki. So far you do not have sufficient citations, they are not properly formatted, and you are not relying on the recommended sources. While it is ok to use sources that are not on the recommended sources list, the recommended sources are more reliable. Remember, for instance, that people can edit Wikipedia pages just as easily as you are editing this page right now. For more help on proper citations, please see the sociology term paper guide.

Mlarthur 14:06, 18 March 2010 (UTC)


text:
Talk:Comparative law and justice/Lebanon

Mid-Semester Comments

I cannot provide midterm comments on your Wiki because not enough work has yet been completed. I would strongly encourage you to get on schedule with your Wiki for next week so that you can begin to earn points for your work.

Mlarthur 14:06, 18 March 2010 (UTC)


text:
Talk:Comparative law and justice/Liberia

Mid-Semester Comments

I'm glad to see you've started to include content under several of the sections of the Wiki, but there is a lot that you need to do in order to bring your work up to the standard necessary for a good grade on this assignment.
 * 1) You still have not signed your Wiki while logged in--please log in and then replace the line with the date at the top of the page with the timestamp of four <~>
 * 2) Your image needs a caption; you also might want to include a map (though this is not required)
 * 3) As you know, you are still quite behind in your content development. Many sections that you should have gotten to still remain empty; others stop in the middle of sections. It will be important for you to fill all of that in, but in the mean time you should start with the content that is due next week so that you can begin to earn points for on-time updates.
 * 4) Right now, you are not using any references. It is vital that each and every claim in your Wiki is supported by complete and appropriate citations, ideally to sources on the recommended sources list.

Mlarthur 14:11, 18 March 2010 (UTC)


text:
User talk:Lakshit

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:33, 18 March 2010 (UTC)

title: User talk:Lakshit


text:
User talk:JzG

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 14:51, 18 March 2010 (UTC)

title: User talk:JzG


text:
Talk:Comparative law and justice/Oman

Mid-Semester Comments

You're off to a very good start on your Wiki, but I do have some suggestions to help you improve your work. In terms of content, there are a few things that could use further clarification--for instance, you could say more about the Shura. I'm glad to see that you are already addressing some of the issues about how government rhetoric may deviate from reality; this is a grading criteria for the final Wiki (see the grading rubric on the last two pages of the Wiki assignment handout for more). Your images are good, though they could use captions--and you might want to add a map. There are a couple of places were you need to fill in a bit more, but concentrate on the upcoming deadlines before you go back and fill in the older sections.

The problems that your Wiki has, however, are more about style and formatting than about content. So here are some comments about what you may wish to improve: *Where your text looks like this it is because you have a few spaces or a tab in front of the line of text; delete those spaces and your text will go back to normal.
 * Your Wiki is still not signed; be sure that you are logged in, then replace the timestamp at the top of the page with four <~>
 * While using quotations is 100% ok, make sure you are not using so many quotations that your Wiki becomes like a patchwork quilt instead of your own work. Also make sure you weave the quotations into the body of the text so the style fits nicely with your own.
 * While the lists of facts and numbers are OK for now, you will want to turn at least some of them into narrative text. You might also consider using bullet lists or tables to clean some of that up.
 * You are doing a good job of using references, but you are not always using the best sites. It is of course 100% fine to use sites that are not on the recommended source list, but those sites might be less reliable. For instance, anyone can edit Wikipedia just as easily as you are editing this site right now. Do try to use the recommended sources first and only turn to other sites if you can't find information there--one good rule of thumb for using Wikipedia is to use the sites it references instead of just referencing Wikipedia itself. Using the Omani government website is great! But it does also bring up those rhetoric vs. reality issues...
 * When you provide a reference, you need to provide a complete bibliographic citation and not just a URL. See the sociology term paper guide for more help with that.

Keep up the good work! Mlarthur 15:26, 18 March 2010 (UTC)

title: Talk:Comparative law and justice/Oman


text:
Talk:Comparative law and justice/Poland

Mid-Semester Comments

I cannot provide midterm comments on your Wiki because not enough work has yet been completed. I would strongly encourage you to get on schedule with your Wiki for next week so that you can begin to earn points for your work.

Mlarthur 15:26, 18 March 2010 (UTC)

title: Talk:Comparative law and justice/Poland


text:
Talk:Comparative law and justice/Rwanda

Mid-Semester Comments

I cannot provide midterm comments on your Wiki because not enough work has yet been completed. I would strongly encourage you to get on schedule with your Wiki for next week so that you can begin to earn points for your work.

Mlarthur 15:27, 18 March 2010 (UTC)

jehovah witnesses
you mentioned they were fired here but you did not mention why? it does not matter where you at, they have their twisted standard, if you dont become one of them, they will ignore you as if you were nobody.

title: Talk:Comparative law and justice/Rwanda


text:
Talk:Comparative law and justice/San Marino

Mid-Semester Comments

I cannot provide midterm comments on your Wiki because not enough work has yet been completed. I would strongly encourage you to get on schedule with your Wiki for next week so that you can begin to earn points for your work.

Mlarthur 15:28, 18 March 2010 (UTC)


text:
Talk:Comparative law and justice/Scotland

Mid-Semester Comments

You are doing a great job so far on the Wiki! I have just a few comments for you to consider as you continue to work.

You might want to spend a little bit of time improving the formatting for readability. Your use of tables is great--you might want to put some of your other lists into tables or into narrative, as lists are a little bit harder to read (though sometimes they are still the right answer). In some cases where you have several paragraphs of text, you might want to add subheadings--especially a good idea where you have bold terms in the middle of the paragraphs. You also might want to add some white space or blank lines just to help the eye know where to go as it reads.

As for your references--you are using some great sources and I am glad to see you are documenting the sources. You might want to think about using the recommended sources a bit more, especially going forward for some of the topics that still remain. In addition, you do need to use complete bibliographic citations for all of your references. For help with this, see the sociology term paper guide.

Finally, do take a couple of minutes to look over the grading rubric on the last two pages of the Wiki assignment handout. It will detail the grading criteria for the final Wiki so that you can make sure you remain on the right track for the rest of the semester.

Keep up the good work!

Mlarthur 15:33, 18 March 2010 (UTC)

I'm not wanting to be entirely negative but there are some really off points to this page. It is entirely US-centric. Is there really any need for that? There is actually the phrase "from the way we speak in America" at one point - remembering English originated in the UK and in Scotland to a degree. There seems to be a general negative slant on most things, which is unfair - you might as well get a die-hard English nationalist to write the page at this rate. Some things are a wee bit irrelevant - why do we need to know how many councillors Aberdeen City Council has by the way? I understand protocols may be different on Wikiversity compared to Wikipedia, but there's no reason why it shouldn't be written in UK English, as this would not cause any comprehension issues and improve authenticity. Finally, as a gay person in Scotland it is entirely unfair to call Civil Partnerships 'registering your gay relationship'. They are not gay marriage, which will come within the next parliament, but they are identical to marriage. The only difference is the name.

Fernsehturmaufzug

 * I am under the impression that this page was written by a student as a piece of coursework. Whether a US-centric POV was "necessary" would depend on the grading scheme that person was subject to. James500 (discuss • contribs) 06:40, 23 March 2014 (UTC)


text:
Talk:Comparative law and justice/Sierra Leone

Mid-Semester Comments

I'm glad to see that you have gotten off to a good start with your work. However, I do have some suggestions for improvement as you go forward. *Where your text looks like this it is because you have a few spaces or a tab before your text; remove that and the text will go back to normal.
 * You might wish to make that image a bit smaller and move it to the side of the page so that readers can see the table of contents for your Wiki right away. The Wikipedia help page on images will help you with that task.
 * You are missing some content, for instance some of the basic information about population demographics, governance and elections, etc. While you should do next week's updates before focusing on what you've missed, be sure to go back over the Wiki assignment handout to ensure that you have covered all of the required elements for the Wiki.
 * Your history narrative is a bit hard to read in the format it currently is displayed in. You might wish to change to a narrative instead of the timeline; alternatively, you might want to look into creating a fancy timeline.
 * Where you have long strings of numbers, you might find it better to use tables or lists instead of just paragraphs full of numbers.
 * You currently have no references in your page. All claims that you make in your Wiki must be documented with sources, preferably those on the recommended sources page. The Wikipedia help page on references will help you with that--but remember that you must document EVERY SOURCE. Also, your references tag at the bottom of the page is spelled wrong, which is why it looks like it does.
 * You have not signed your page--be sure to log in and then put four <~> at the top of the page.
 * In terms of content, do note that one grading criterion for the Wiki project is your handling of the difference between official government rhetoric and the reality of the country. Your country is certainly subject to that issue, so be sure to address it as you work.

Again, you are in reasonably decent shape--but you do want to address the referencing issue IMMEDIATELY, and deal with the formatting issues when you can. Keep up the good work.

Mlarthur 15:51, 18 March 2010 (UTC)


text:
Talk:Comparative law and justice/Singapore

Copyright and Academic Integrity Violations
This page is currently in violation of copyright and of RIC academic integrity policies. All or almost all of the text that appears on the page has been directly copied from elsewhere. You cannot copy text from elsewhere without placing it in quotation marks; all text, whether a direct quotation or a paraphrase, must be followed by a proper citation. None of your citations are proper at this point--for help fixing your citations, visit http://en.wikipedia.org/wiki/Wikipedia:Citing_sources or come see me. If this is not fixed promptly, you will be reported to the Vice President for Academic Affairs for the violation, and if this continues in the course you will fail it. Your page is also not signed, and many of the required elements for updates do not appear at all. There is other assistance I would like to be able to give you in improving this page for the final version, but I cannot until the current problems are fixed. Do read through the general comments I have provided to everyone for some additional points.

Mlarthur 21:54, 20 October 2010 (UTC)

 * It would appear that the copyright issues were addressed on 24 October 2010. If there are additional copyright issues outstanding, please provide more information or links to the violations.  -- Dave Braunschweig (discuss • contribs) 23:48, 22 September 2013 (UTC)

 * It would have been a lot kinder and better if you explained to me and tell me first that you were about to revert my edits. My edits were not vandalism. People have their own point of view, the whole world does not spin around you Dave. --The Gir’s and Sing 00:00, 23 September 2013 (UTC)

 * Can I have the permission to start a new page of Singapore? --The Gir’s and Sing 00:02, 23 September 2013 (UTC)

Please review resource history. The only edit that was reverted was the request for speedy deletion. The document does not appear to meet the requirements for speedy deletion listed at Deletions. Since the article appears to be otherwise abandoned, you are welcome to enhance the article as you see fit, assuming your additions are consistent with Wikiversity guidelines. You may also request deletion of the article at Requests for Deletion and/or create a separate article if you prefer. -- Dave Braunschweig (discuss • contribs) 01:29, 23 September 2013 (UTC)

Vocab
This section still needs to be done, but please leave the page. --The Gir’s and Sing 21:47, 23 September 2013 (UTC)

The original purpose of this page has been obscured
The original page was not about Singapore, it was about law in Singapore, and was part of the Comparative Law and Justice project. It should have been a subpage of that resource. I'm going to push things around to restore that. This page should be moved to become a subpage, and then the redirect can be replaced with the content from Godenburg's version.

The basic problem here was a creation of top level pages, when the focus of those pages was relevant to a specific project, and they would far more cleanly be supbages of the project. Many such pages exist. There were then many compounding errors. I'm moving this page back to become a project page and will revert the changes that made it into a page about Singapore. I will then move that new content to replace the redirect that I'll create. So the project will have its page, and Goldenburg will have his article. I will also move all the project pages to subpages, so this confusion doesn't arise in the future. —Abd (discuss • contribs) 22:00, 30 December 2013 (UTC)


text:
Talk:Comparative law and justice/Spain

Mid-Semester Comments

You are off to a good start on your Wiki. I like your use of subheadings, and you've done a good job of documenting your sources However, I do have some suggestions for improvement as you go forward.
 * You are a bit behind in content updates, as I am sure you know. You will want to go back and fill all of that in--use the Wiki assignment handout to make sure you've covered everything. However, you should first get the updates for the next week in so that you can earn those points, and only later go back and fill in what you've missed.
 * Do be sure to note that one of the criteria for the final grade (you can find this on the grading rubric on the final two pages of the Wiki assignment handout) is the contrast between official statements of the country (rhetoric) and the actual reality. Particularly given the fact that you are drawing on tourism websites rather than official statistics--but even if you were using official statistics--you are getting into that issue, so be sure to be clear about that. More use of recommended sources would also help.
 * Your citations need to be in proper bibliographic format. For help with that, visit the sociology term paper guide; also make sure you always include the http:// before your links so that readers can click on them.
 * Two minor points: you might want to add a map of Spain (though this is not required), and you might want to delete some of the extra blank lines you have.

Keep up the good work.

Mlarthur 15:58, 18 March 2010 (UTC)

title: Talk:Comparative law and justice/Spain


text:
Detecting and preventing hoaxes in wikis

This page is emerging from a lengthy discussion on Breaching Experiments dealing with possibilities of research in the wiki environment. While planning an experiment aimed to infiltrate such a material might be highly controversial, there is a (hopefully) general agreement that preventing incorrect information to appear on any site (e.g. Wikiversity or Wikipedia) is useful.

List for now...
Here are some pages that might form the core of the page. Feel free to add/rework:
 * Reliability of Wikipedia
 * Criticism of Wikipedia
 * WikiScanner
 * Wikipedia biography controversy
 * USA Congressional staff edits to Wikipedia
 * List of topics characterized as pseudoscience
 * Wikipedia Unmasked
 * Wikipedia and the art of censorship
 * w:Wikipedia:Wikipedia Signpost/2010-03-08/News and notes - the problem is very real...
 * here is the full story - this is actually a case study from the "author" describing the whole process
 * Edward Owens - a case of a WP hoax designed by a group of students

On Wikiversity

 * Nature of wikis
 * Wikisphere - not sure if this belongs here, but might contain some useful stuff
 * Breaching experiments
 * Wikimedia Ethics/Response testing on WMF projects

Other projects

 * Hoax
 * Fictitious entry
 * Pseudoscience
 * Scientific misconduct
 * w:Wikipedia:WikiProject Vandalism studies
 * Wiki Science/Self Healing


text:
Talk:Comparative law and justice/Uganda

Mid-Semester Comments

I am glad to see that your Wiki is off to a good start; you've clearly been working hard on it. As you may have noticed from reading the grading rubric on the last two pages of the Wiki handout, one of the grading criteria is the difference between official government rhetoric and the actual reality of the country, and you've already begun handling this issue. However, I do have some suggestions for improvement.
 * Make sure that you are citing and referencing properly. If you use direct quotes, they should appear in quotation marks. While I am glad to see that you are using references, your references need to be complete bibliographic citations--see the sociology term paper guide for help with that. In addition, while it is fine to use other sources, it's best to use the recommended sources. One major reason why is that people can edit Wikipedia just as easily as you are editing this page right now.
 * You do have a few sections that could use a bit of expansion, such as the history and crime sections. But before going back to work on those, do work on the sections that will be due next.
 * You might want to shrink the size of your flag and move it to the side of the page so that readers can see your table of contents right when they get to the page. A map might also be helpful, but this is not required. The Wiki image tutorial will help you with that.
 * Be sure that before you submit the final Wiki at the end of the semester, you do a complete proofread and copyedit of the page. You might find it helpful to read your work out loud to yourself as you edit. For instance, it's "eightieth," not "eighty-ist".

Keep up the good work.

Mlarthur 16:13, 18 March 2010 (UTC)

title: Talk:Comparative law and justice/Uganda


text:
Talk:Comparative law and justice/United Arab Emirates

Mid-Semester Comments

I cannot provide midterm comments on your Wiki because not enough work has yet been completed. I would strongly encourage you to get on schedule with your Wiki for next week so that you can begin to earn points for your work.

One quick comment I can make--you may wish to re-size and rearrange your images to increase readability. for help with that, see the Wikipedia image tutorial.

Mlarthur 16:15, 18 March 2010 (UTC)


text:
Talk:Comparative law and justice/Venezuela

Mid-Semester Comments

I cannot provide midterm comments on your Wiki because not enough work has yet been completed. I would strongly encourage you to get on schedule with your Wiki for next week so that you can begin to earn points for your work. Do be sure that you use complete bibliographic citations and not just URLs.

Mlarthur 16:16, 18 March 2010 (UTC)


text:
User:ArkinAardvark

See my Wikipedia user page - http://en.wikipedia.org/wiki/User:ArkinAardvark

title: User:ArkinAardvark


text:
User talk:ArkinAardvark

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 18:39, 18 March 2010 (UTC)

title: User talk:ArkinAardvark


text:
User:Ruthiekelly

I am awesome. More to come.

title: User:Ruthiekelly


text:
Talk:Performance art

Welcome to the Performance Art discussion page. Feel free to enter comments or questions here, or to respond to the questions and comments of others. (To do so, select the "edit this page" tab above. It is recommended that you establish a user name and password. When you have done so, you can sign your comments with your user name by clicking the signature button on the edit page. To create an account, select "log in / create account" in the top right corner.) --gdm 07:20, 28 February 2010 (UTC)

title: Talk:Performance art


text:
User:Egm6341.s10.Team4.nimaa&m/HW5

= Problem 2: Steps 4a and 4b in the proof of higher order derivation of Trap. error =

Given
Envisage the acquired expression for E at the end of step 3 on [[media:Egm6341.s10.mtg26.djvu|26-3]] as following:
 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle E=[p_2(t).g^{(1)}(t)+p_4(t).g^{(3)}(t)]_{-1}^{+1}-\int\limits_{-1}^{+1} p_5(t).g^{(5)}(t)dt

 * }
 * }

Find
What are the expressions for $$\displaystyle p_6(t) $$, and $$\displaystyle p_7(t) $$ ?

Solution
At the end of step 3 of this procedure, we have obtained:

 * $$\displaystyle

p_4(t)=-\dfrac{t^4}{24}+\dfrac{t^2}{12}-\dfrac{7}{360} $$

 * $$\displaystyle

p_5(t)=-\dfrac{t^5}{120}+\dfrac{t^3}{36}-\dfrac{7}{360}t $$

Step 4a:

E=[p_2(t).g^{(1)}(t)+p_4(t).g^{(3)}(t)]_{-1}^{+1}-\int\limits_{-1}^{+1} p_5(t).g^{(5)}(t)dt $$

If we call the second term (integration term) as:

D:=\int\limits_{-1}^{+1} p_5(t).g^{(5)}(t)dt $$

By integrating by parts we have:

dv=p_5(t)dt\Rightarrow v=p_6(t)=\int p_5(t)dt $$

u=g^{(5)}(t)\Rightarrow du=g^{(6)}(t)dt $$

\Rightarrow D=[uv]_{-1}^{+1}-\int\limits_{-1}^{+1} vdu=[p_6(t).g^{(5)}(t)]_{-1}^{+1}-\int\limits_{-1}^{+1} p_6(t).g^{(6)}(t)dt $$

p_6(t)=\int p_5(t)dt=\int (-\dfrac{t^5}{120}+\dfrac{t^3}{36}-\dfrac{7}{360}t)dt=-\dfrac{t^6}{6!}+\dfrac{t^4}{144}-\dfrac{7}{720}t^2+\alpha $$

Step 4b:

Then by defining F as:

F:=\int\limits_{-1}^{+1} p_6(t).g^{(6)}(t)dt $$

We repeat integration by parts method;

dv=p_6(t)dt\Rightarrow v=p_7(t)=\int p_6(t)dt $$

u=g^{(6)}(t)\Rightarrow du=g^{(7)}(t)dt $$

\Rightarrow F=[p_7(t).g^{(6)}]_{-1}^{+1}-\int\limits_{-1}^{+1} p_7(t).g^{(7)}(t)dt $$

p_7(t)=-\dfrac{t^7}{7!}+\dfrac{t^5}{720}-\dfrac{7t^3}{2160}+\alpha t+\beta $$

We want to make $$\displaystyle [p_7(t).g^{(6)}(t)]_{-1}^{+1} $$ to be equal to zero. So, for an odd function like $$\displaystyle p_7(t) $$, we have:

p_7(0)=0\Rightarrow \beta=0 $$

p_7(\pm 1)=0 $$

\Rightarrow p_7(1)=-\dfrac{1}{7!}+\dfrac{1}{720}-\dfrac{7}{2160}+\alpha=0 $$

\Rightarrow \alpha=\dfrac{3!}{7!\times 3}=\dfrac{31}{15120} $$

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$$\displaystyle p_6(t)=-\dfrac{t^6}{6!}+\dfrac{t^4}{144}-\dfrac{7t^2}{720}+\dfrac{31}{15120} $$
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$$\displaystyle p_7(t)=-\dfrac{t^7}{7!}+\dfrac{t^5}{720}-\dfrac{7t^3}{2160}+\dfrac{31}{15120}t $$
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Author
Solved and typed by - Egm6341.s10.Team4.nimaa&m 23:25, 18 March 2010 (UTC) .

= Problem 8: Using Recurrence formula to find $$\displaystyle c_i $$ =

Given
Consider the Recurrence formula on slide [[media:Egm6341.s10.mtg29.djvu|29-2]] as follows:
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$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle c_{2i+1}=-\dfrac{c_1}{(2i+1)!}-\dfrac{c_3}{(2i-1)!}-\dfrac{c_5}{(2i-3)!}-...-\dfrac{c_{2i-1}}{3!}

 * }
 * }

Where;
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$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle p_1(t)=-t\Rightarrow c_1=-1

 * }
 * }

Find
Obtain $$\displaystyle (p_2,p_3) $$, $$\displaystyle (p_4,p_5) $$ and $$\displaystyle (p_6,p_7) $$:

Solution

 * $$\displaystyle

p_1(t)=-t\Rightarrow p_2(t)=-\frac{t^2}{2}+c_3\Rightarrow p_3(t)=-\frac{t^3}{3!} $$

For $$\displaystyle (p_2,p_3) $$ we can get $$\displaystyle i=1 $$. Thus,

 * $$\displaystyle

c_{(2\times 1+1)}=c_3=-\frac{c_1}{(2\times 1+1)!} $$

 * $$\displaystyle

\Rightarrow c_3=\frac{1}{3!} $$

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$$\displaystyle p_2(t)=-\frac{t^2}{2!}+\dfrac{1}{6} $$
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$$\displaystyle p_3(t)=-\frac{t^3}{3!}+\dfrac{1}{6}t $$
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Likewise, for $$\displaystyle (p_4,p_5) $$, we can write:

p_4(t)=\int p_3(t)dt=\int (-\frac{t^3}{3!}+c_3t)dt=\int (-\frac{t^3}{3!}+\frac {t}{6})dt=-\frac{t^4}{4!}+\frac{t^2}{12}+c_5 $$

p_5(t)=\int p_4(t)dt=\int (-\frac{t^4}{4!}+\frac{t^2}{12}+c_5)dt=-\frac{t^5}{5!}+\frac{t^3}{36}+c_5t $$

By setting $$\displaystyle i=2 $$ in Recurrence equation:

c_{2\times 2+1}=c_5=-\frac{-1}{(2\times 2+1)!}-\frac{\frac{1}{6}}{(2\times 2-1)!}=\frac{1}{5!}-\frac{1}{36}=-\frac{7}{360} $$

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$$\displaystyle p_4(t)=-\frac{t^4}{4!}+\frac{t^2}{12}-\frac{7}{360} $$
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$$\displaystyle p_5(t)=-\frac{t^5}{5!}+\frac{t^3}{36}-\frac{7}{360}t $$
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Ultimately, for $$\displaystyle (p_6,p_7) $$, we have:

p_6(t)=\int p_5(t)dt=\int (-\frac{t^5}{5!}+\frac{t^3}{36}-\frac{7}{360}t)dt=-\frac{t^6}{6!}+\frac{t^4}{144}-\frac{7t^2}{720}+c_7 $$

p_7(t)=\int p_6(t)dt=\int (-\frac{t^6}{6!}+\frac{t^4}{144}-\frac{7t^2}{720}+c_7)dt=-\frac{t^7}{7!}+\frac{t^5}{720}-\frac{7t^3}{2160}+c_7t $$

By setting $$\displaystyle i=3 $$ in Recurrence equation:

c_{2\times 3+1}=c_7=-\frac{-1}{(2\times 3+1)!}-\frac{\frac{1}{6}}{(2\times 3-1)!}-\frac{\frac{-7}{360}}{(2\times 3-3)!}=\frac{1}{7!}-\frac{1}{720}+\frac{7}{2160}=\frac{31}{15120} $$

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$$\displaystyle p_6(t)=-\dfrac{t^6}{6!}+\dfrac{t^4}{144}-\dfrac{7t^2}{720}+\dfrac{31}{15120} $$
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$$\displaystyle p_7(t)=-\dfrac{t^7}{7!}+\dfrac{t^5}{720}-\dfrac{7t^3}{2160}+\dfrac{31}{15120}t $$
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Author
Solved and typed by - Egm6341.s10.Team4.nimaa&m 00:44, 19 March 2010 (UTC) .

title: User:Egm6341.s10.Team4.nimaa&m/HW5


text: User:Grunny

title: User:Grunny


text:
Balancing Calories

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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Grade Level: 8th Grade
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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Subject: Algebra I
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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Sub-Subject: An investigation into the balance of caloric intake and physical activity
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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Length/Duration: 7 - 10 days
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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Technologies Used:

You Tube - songs and video introducing fast foods and healthy foods

Second Life - students explore foods and exercising by visiting a grocery store and gym

MyPyramid website - students track their daily calorie intake and physical activity level

kidshealth website - students calculate their BMI
 * }
 * }

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Learning Goals
Lesson / Content Skills

Students develop the capacity for logical thought and the ability to formulate and solve mathematical problems. Specifically students explore math connections to the real world by examining their caloric intake and physical activity level. This lesson combines content standards from Algebra I and 8th grade Health Education.

Specifically students:
 * 1) Calculate and examine their BMI.
 * 2) Monitor their daily caloric intake and physical activity level to calculate and assess their health.
 * 3) Learn how to identify heathy food and use exercise equipment in the virtual world of Second Life.
 * 4) Analyze and reflect on their results and what it means to their health in the future.
 * 5) Develop a math/health video to share learnings with other students.

Knowledge & Skills

During this lesson, students will develop the following knowledge & skills:

 * Model and solve real world problems.
 * Check the sensibility of an answer.
 * Translate language into algebraic equations.
 * Develop an appreciation for how math is used in everyday life.
 * Conceptual Understanding: Comprehension of mathematical concepts, operations, and relations.
 * Procedural Fluency: Skill in carrying out procedures flexibly, accurately, efficiently, and appropriately.
 * Strategic Competence: Ability to formulate, represent, and solve mathematical problems.
 * Adaptive Reasoning: Capacity for logical thought, reflection, explanation, and justification.
 * Productive Disposition: Habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own efficacy.
 * Critical thinking and problem solving skills.
 * Communication and collaboration skills.
 * An appreciation for the factors that are key to a healthy lifestyle.

 * }

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CA Content Standards
The lesson addresses California content standards for Algebra I and Health Education

Algebra I (for 8th - 12th grade)

5.0 - Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step

Health Education (8th grade)

Standard 1: Essential Concepts

1,1N - Describe the short and long term impact of nutritional choices on health.

1.6N - Analyze the caloric and nutritional value of foods and beverages.

1.14N - Identify ways to increase daily physical activity

Standard 5: Decision Making

5.1N - Use a decision-making process to evaluate daily intake for nutritional requirements.

5.2N - Identify recreational activities that increase physical activity.

Standard 6: Goal Setting

6.1N - Make a personal plan for improving one's nutrition and incorporating physical activity into daily routine.

6.2N - Set a goal to increase daily physical activity.

Science (8th grade)

Investigation and Experimentation

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

 * Evaluate the accuracy and reproducibility of data
 * Construct appropriate graphs from data and develop quantitative statements about the relationship between variables
 * Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms
 * Distinguish between linear and nonlinear relationships on a graph of data

 * }

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Lesson Flow
 Introduction

The balancing calories project can be introduced to students using videos from youtube or a video/method of your choice. Two groups of two videos are provided. The first group has videos that sing a song about how good fast food tastes. The second group uses Disney and Sesame Street characters singing about healthy food. You might want to show one video from each group, providing different perspectives, and allow students to consider different aspects of healthy and unhealthy foods and which do they prefer. Include in this discussion the importance of physical activity as part of the balance to a healthy lifestyle.

Group 1 Videos:

Fast Food Rockers: http://www.youtube.com/watch?v=PLSFSrYh9Aw&feature=related

Fast Food Spongebob: http://www.youtube.com/watch?v=zXyuxYVmDdA&feature=related

Group 2 Videos:

Healthy Food, Disney Style: http://www.youtube.com/watch?v=HSzbEwqSask&feature=related

Sesame Street - Healthy Food: http://www.youtube.com/watch?v=qpfluek-1qk&feature=related

 Instructional

The instruction of math and health is divided into 6 parts:

Part I - Student Profile

Part II - Registration

Part III - Daily Caloric Intake and Physical Activity

Part IV - Virtual World in Second Life

Part V - Analysis & Reflection

Part VI - Optional Extended Activity

Part VII - Assessment

Part VIII - Optional Assessment Strategy

During this entire lesson, students will record requested data in a lab notebook to be analyzed and reflected on throughout the week.

PART I - Student Profile

 * 1) Using a scale that measures weight and height, the teacher works with each student to assess their values.  Students should record in their lab notebook, their measured height and weight along with their age, gender, and the date of these recordings.  NOTE:  Because of the way BMI is calculated, a small mistake in height or weight measurement can result in a large mistake in the students BMI results.  If possible recruit the school nurse to take the measurements or recruit a medical professional to volunteer to come to the class.
 * 2) Have the students calculate their BMI.  Have Students assess their BMI two ways: first, by calculating BMI using the equation provided and second, visiting a website that calculates BMI and shows the students where they fall with respect to being healthy.
 * 3) Students should determine how many calories they should consume per day based on their age, gender, and activity level by visiting a provided website.

Body Mass Index

NOTE: Prior to having the students assess their BMI explain what this calculation means and represents. The following is a description you can share with the students, or you can use your own.

Body mass index (BMI) is a calculation that uses height, age, and weight to estimate how much body fat a person has. Health professionals use BMI to determine how appropriate a child's weight is for a certain height.

BMI Equation:  BMI = weight (lbs) x 703 / (height inches)2
 * Students should show all work and calculations in their lab notebook.

BMI Website: http://kidshealth.org/teen/food_fitness/dieting/bmi.html
 * Students enter their weight and age to calculate BMI. The value should match their initial calculation.
 * Have the students print out the chart of their results and tape into their lab notebook.
 * Have students reflect on their BMI and what it means in regards to their health.

Students should explore the site to learn more about BMI and consider the following prompts (enter in lab notebook):
 * What is a percentile?
 * Where can BMI fall short?

Calorie Level

http://www.mypyramid.gov/downloads/MyPyramid_Calorie_Levels.pdf
 * Have students print out this table and tape in their lab notebook. Students should highlight the calories that they should be consuming each day.

You might want to have the students consider the following prompts:
 * Why are boys and girls different in required calories?
 * Do you think this calorie value is accurate? Why?
 * What might cause your required calorie intake to increase or decrease?
 * 1 lb of body weight = ~3500 calories

PART II - Registration

Before starting this lesson, each student needs to register for MyPyramid Tracker.

Registration for MyPyramid Tracker involves establishing a User ID, Password, email address, and zip code. Once initial registration is complete, students will be asked to enter their age, gender, weight, and height. This information is used to provide the students accurrate results about their diet and physical activity.

Reminder: Make sure students record their User ID's and Passwords for My Pyramid Tracker in their journal.

http://www.MyPyramidTracker.gov

After the students have registered for the website, you might want to demonstrate to the students how to use and maximize the benefit of this site, since they will need to do this as part of the lesson.

Registration for Second Life would be easiest if prior to this activity, you load the software on each computer that will be used. Membership is free and it is easy to download the program to each computer. In addition save the two sites the students will visit in the inventory section of the program. This way you can control how the students use this program.

It would be optimal if there was at least one computer for a group of two students to complete the Second Life activity. However, if you have only one computer or just a few, you can lead the class thru the virtual world or you can have students take turns each day.

http://www.secondlife.com

PART III - Daily Caloric Intake & Physical Activity

Each day students will record in their lab notebook and on the MyPyramid Tracker website their caloric intake and their physical activity level. All foods, including fast food, is listed for the students to select from. It is important that students not only keep track of what they eat, but also the serving size and number of servings. Numerous physical activities are listed, including sitting and sleeping. Students should list their activities throughout the day along with the length of time. To make it easier and clear for the students, it might be helpful to provide the students with tables to record their food intake and physical activities. Examples are provided in the Appendix.

Assess Your Food Intake

The online dietary assessment provides information on students diet quality, related nutrition messages, and links to nutrient information. After providing a day's worth of dietary information, students will receive an overall evaluation by comparing the amounts of food they ate to the current nutritional guidance. Students should print out their daily summaries and tape into their lab notebook for analysis after the 5th day.

Assess Your Physical Activity

The physical activity assessment evaluates the students physical activity status and provides related energy expenditure information and educational messages. After providing a day's worth of physical activity information, students will receive an overall "score" for their physical activities that looks at the types and duration of each physical activity they did and then compares this score to the physical activity recommendation for health. Students should print out their daily summaries and tape into their lab notebook for analysis after the 5th day.

Part IV - Virtual World in Second Life

Students will immerse themselves in the virtual world of Second Life to workout in a gym and shop at a local market. This activity can be done as a class, small group, or individually. It depends on the number of computers in the classroom and the type of social interaction/engagement you desire for the students.

The students will visit two sites; a local market and a gym with fitness equipment. Order of visitation does not matter.

Local Market: Grocery Store, Endless Desire (195, 240, 22)

The students task at the market is to select what groceries they want to buy for their breakfast, lunch, and dinner for that day. Have the students record in their lab notebook the food they purchase. Students should also consider the following prompts (and record in their lab notebook):
 * How did you decide what to purchase for breakfast, lunch, and dinner?
 * Why did you select the foods you did?
 * Do you think your food selections are healthy? Why?
 * Calculate the number of calories you fictitiously consumed?
 * How did this calorie total compare to the calories you should be consuming based on the table from earlier?
 * What factors make food enjoyable for you?

Gym: Body By Chase Featuring exercise equipment (41,163,451)

The students will learn how to use the different types of equipment at the gym. Have the students record answers to the following prompts in their lab notebook:
 * Explain how two weight lifting pieces of equipment work.
 * What key muscle groups are being exercised and which muscles are working in parallel?
 * Explain how two aerobic pieces of equipment work.
 * What key muscle groups are being exercised and which muscles are working in parallel?
 * Explain one stretching and one strengthening exercise completed on the floor mats.
 * What key muscles are being stretched and strengthened?
 * Assuming you have one hour to exercise at this gym, what exercises would you choose and approximately how many calories would you burn?
 * If you want to burn 500 calories exercising, design a workout that considers type of activity(s) and time spent.
 * How many calories do you typically burn in your P.E. class at school?
 * What type of physical activity do you like to do? Why?

After the students visit the market and gym, have them pair share their experiences and also discuss as a class. It is important to understand the students thought process on food selection and what types of activities they like.

PART V - Analyzing and Reflecting on Results

At this point the students should have five days worth of caloric intake and physical activity level data in their lab notebook for analysis. There are many ways the teacher can have the students analyze and reflect on the data. One possible idea is listed below. All of the calculations and reflections should be completed in their lab notebook.

Have the students calculate/compare the following for calories:
 * The difference between the Food Energy Intake (calories) and the Estimated Energy Requirements (calories), for each day.
 * The total difference for the five days combined.
 * Based on the above calculation, are you on track to lose or gain weight, or maintain current weight?
 * If you are taking in more calories then you are expending, how long will it take you to gain 1 pound? In one year, how much weight would you gain?
 * If you are burning more calories than taking in, how long will it take you to lose 1 pound? In one year, how much weight will you lose?
 * Generate a graph that best represents the data you collected and calculated.
 * How would you describe the shape of your points (ie. linear, parabolic, scattered....)?

Have the students calculate/compare the following for protein, carbohydrates, and fat:
 * The difference between their intake and recommended for each day.
 * The total difference for the five days combined.
 * What percentage of your diet is protein, carbohydrate and fat (each day and five day total)?
 * How does this compare to the recommended percentages?
 * Graph daily percentages for each.

At the start of the lesson, students established their health profiles based on their height and weight. In addition, they used a pre-defined chart to estimate how many calories they should be consuming each day to maintain current weight. Have the students compare this estimated value with how many calories they could eat based on calories burned due to physical activity. Students should consider the following prompts:
 * How close was your estimated caloric consumption to the actual number of calories you burned? Look at each day and summarize the five day total.
 * Explain why you think the estimated and actual were similar or different.
 * What factors are considered in the actual that are not considered in the estimated values?
 * Is it reasonable, for ease and consistency to use the estimated value?

Have the students reflect on the following prompts:
 * Do you think you are eating healthy? Why?
 * What changes might you or should you make to your diet? Why?
 * Do you think you are getting enough physical activity? Why?
 * If not, how might you increase your activity level?
 * Do you think physical activity helps your academic performance?
 * Do you think this math activity was worthwhile to do? Why?
 * What did you enjoy and what do you think could be better?

Applying the learnings of this lesson, have the students design their own eating and exercise plan that they can follow each day. The students should outline this plan in their lab notebook and provide explanation(s) as to why they designed the plan as they did.

Part VI - Optional Extended Activity

The following is an optional extension activity of the Balancing Calories lesson. It considers global /cross-cultural and distance education. Choose a country of interest and connect with an 8th grade teacher/class. Using a Web 2.0 environment, have students from each school socially network with each other, sharing their eating and physical activity habits and their lifestyle. The objective for both countries is to share and learn about the similarities and dissimilarities of their lifestyle.

Potential prompts to consider:
 * How similar or dissimilar are the diets in the two countries?
 * Is one diet healthier than the other, why?
 * Could students in the United States change their diet to reflect their counterparts and vise versa? Why?
 * Is food purchased at grocery stores or markets or ....?
 * What are the students favorite food?
 * Do they eat and like fast food? If so. what type?
 * What is the typical height and weight of students in the 8th grade?
 * What type of physical activity occurs in each country?
 * What is the preferred mode of transportation in each country?

Part VII - Assessment Strategy

Two different assessments could be used to measure the learning of the students.

The first is evaluating their lab notebooks using a Rubric that you define and share with the students at the start of the lesson. This Rubric should emphasize the key learning objectives of this lesson that were noted at the beginning.

The second will allow the students to demonstrate and share their knowledge of health education and math with other students. Studies have shown that one of the most effective ways for students to learn and for teachers to assess if students understood the material covered is to have students explain the concepts to other students. In this assessment the students, in groups of 3-4, generate a video or podcast explaining the concepts of caloric intake, physical activity and its relationship to mathematics. It is up to the students to determine how they want to explain these concepts. The students will show their video or podcast to the class for feedback and then, with teacher assistance, place on the school website, youtube, teacher tube, or TBD location. The intent is to place the videos in a location such that students from the school and outside of the school can view when they want to learn more about a healthy lifestyle.

Part VIII - Optional Assessment Strategy

Michelle Obama has made it her mission to improve the eating and lifestyles of children and is using schools as the forum to educate. Instead of having small groups make a video or podcast have the entire class work together to design and produce a video on healthy eating and lifestyles that they can send to Michelle Obama.

 Materials

The following materials will be used during the lesson:

 * 1) YouTube Videos
 * 2) Lab Notebook for each student
 * 3) Virtual World - Second Life
 * 4) Health Analysis Websites
 * 5) Scale to measure weight
 * 6) Means to measure height
 * 7) Computers

 * }

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Related Articles
Dewey, J. (1916). "Democracy and education: An introduction to the philosophy of education" (pp. 243 - 255). New York, NY: The Macmillan Company.

"Nothing is more striking than the difference between an activity as merely physical and the wealth of meanings which the same activity may assume." Too often math is taught isolated from other subjects or ideas, focus is on memorization and procedures. Few students enjoy math and it is common to hear the comment; "why do I have to learn this, I will never use it." With this lesson the intent is to focus less on math procedures, but rather extend math to another class and more importantly to a tangible aspect of the students life, their health. Dewey notes when information is taught in chunks, simply as information to be retained for its own sake, it will dominate over experience. The aim is informing. However, if you can bring everyday experiences into the classroom, the content being taught becomes more tangible and meaningful. This lesson brings the students health and fitness into math.

Sigler, J.W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world's teachers for improving education in the classroom (pp. 149 - 168). New York, NY: Free Press.

The authors of this book emphasize the importance of teachers developing lesson studies that motivate and meet their needs. They also note a lesson study must fit within the current political and policy contexts that surround education. Teachers are asked to teach in a more adventurous, ambitious way. Michelle Obama is currently advocating the need of stronger education of healthy eating and physical activity in our schools to combat child obesity. This lesson addresses Health and Fitness, de-emphasizing procedures for solving problems on worksheets, rather presenting challenging/tangible problems to students that encourage them to develop their own cognitive ideas and methods of solution.

Kim, P. Hong, J-S., Bonk, C., and Lim, G. (2009). Effects of group reflection variations in project-based learning integrated in a Web 2.0 learning space. Interactive Learning Environment, 14(3), 1-17.

This article highlights the effectiveness of employing a Web 2.0 environment to promote social networking, collective intelligence, emotional interaction, and virtual communication. The extended activity provides the class the opportunity to network with their peers from another country, discussing health and fitness. This global/cross-cultural appreciation will provide students the opportunity to develop a deeper understanding of health and fitness and how to live a healthy lifestyle.

Ainsworth, S., & Th Loizou, A. The effects of self-explaining when learning with text or diagrams. Cognitive Science, 27(4), 669-681.

Researchers have shown that self-explaining is an effective metacognitive strategy that can help learners develop deeper understanding of the material they study. As this article notes, students given diagrams to go along with the text, perform better on post-tests and generate more self-explanations. In this lesson students are provided a mixture of text and graphics. MyPyramid website is both visual and textual allowing students to consider their health in both formats. Instead of using text to explain how to grocery shop and use fitness equipment, students immerse themselves in a virtual world that is all visual and then asked to self-explain their learnings. This lesson promotes learning for both visual and textual learners.

Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., & Barnes, C. (1999). Learning and building together in an immersive virtual world. Presence: Teleoperators & Virtual ENvironments, 8(3), 247-263.

The authors in this article explored virtual reality as a learning medium. One of the conclusions drawn is that there is little reason to use VR technology for learning, if it already exists with conventional pedagogy. When using VR technology learning must be enhanced, not force fit. It is plausible when talking about healthy eating and exercising with students to embark them on a field trip to the grocery store and gym. However, that takes time and can be costly. The teacher could have the students visit the grocery store and the gym on their own, but social discussions become limited and whether the students visit these sites is left in the hands of busy parents. In this lesson, using a virtual world to explore a grocery store and a gym makes sense; it is low cost, low risk, and low time. In addition, students can collaborate on their learnings and what it means to them personally.

Bonk, C. (2006). Low,risk, low cost, low time activities and frameworks for utilizing technology [YouTube]. Retrieved from http://www.youtube.com/watch?v=cpG2nis0gJk   and   http://www.youtube.com/watch?v=7THiwLwCSJc

This video highlights how to effectively incorporate technology in the classroom. Baby steps should be taken that are low risk, low cost, and low time activities. In this lesson, technology is approached from several perspectives; the internet and the virtual world, that meet the above objectives. Bonk talks about two frameworks. The first; read, reflect, display, and do (R2D2) and the second; motivation and retention (TEC VARIETY), are significant components of this lesson. The lesson promotes reading, reflecting, feedback, curiosity, variety, autonomy, relevance, interactivity, engagement, tension, and final product. It is a lesson that offers students the opportunities to grow and develop beyond math basics to experiencing math in everyday life.

Gee, J. (2008). Games for learning institute. Retrieved from: http://vimeo.com/4513412

This video highlights how video games can organize deep conceptual understanding, as well as a variety of 21st century skills, that are rarely offered in schools today. An important concept Gee talks about is "situated meaning". Typical classrooms use verbal (words thru words), rather than the desired situated (image, action, dialogue, words) which is more suited for problem solving. The most effective way for a student to learn is thru action and experience and then read the text (instructions). Providing students with equations without mental images of what they represent is an ineffective way of learning. It is preferable to provide the student with a situated meaning and then provide the equations that describe that situation. In this lesson, the students are provided the opportunity to grocery shop and exercise in a gym thru a virtual world. Students now have a mental model of how to shop healthy at a grocery store and how to use exercise equipment at a gym that promotes a healthy lifestyle.

Chi, M.T.H., De Leeuw, N., Chiu, M.-H., & Lavancher, C. Eliziting self-explanation improves understanding. Cognitive Science, 18(3), 439-477.

Chi talks about the importance of self-explanation in promoting student learning. The article discusses prompts that the students considered while reading about a subject matter. This philosophy was used in this lesson by having the teacher provide prompts for the students to consider at the start of the instructional activities, along with the middle and the end. It is the hopes that these prompts promote student thinking on a deeper level and not just memorizing a formula. In addition, these prompts should provide connection a theme throughout the lesson.

Answers to the three main questions of the course:

How does learning occur?

Leaning occurs thru the use of computer interactive tools, the virtual world of Second Life and the social engagement of inquiring prompts.

In what environment can technology promote learning?

Technology is being used in the classroom as the students engage in interactive websites on health and learn about grocery shopping and exercise in Second Life. The students can work alone or in groups.

What is the process by which technology enhances learning?

In this lesson students can develop a better understanding of what it means to live a healthy lifestyle and how math plays a role. The interactive websites allow the students to monitor their caloric intake and physical activity level and analyze the data. In addition, they gain experience grocery shopping and exercising without ever leaving the classroom.

LINKS

Educational Technologies: http://en.wikiversity.org/wiki/Educational_Technology

Distance Education Lesson Plans: http://en.wikiversity.org/wiki/Distance_Education_Lesson_Plans

http://en.wikiversity.org/wiki/Balancing_Calories

 * }

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Appendix - Example of Food and Activity Record Keeping
 Food Consumed

Food / Serving Size / Number of Servings

Milk, nonfat / 1 cup / 1.5

Toast / 1 regular slice / 2

Jam / 1 Tbsp / 3

banana / 1 medium / 1

Big Mac / 1 / 1

coke / 12 ounces / 3

 Physical Activity

Activity Performed / Duration (minutes)

showering / 10 minutes

sitting / 60 minutes

walking / 30 minutes

soccer / 60 minutes

homework / 60 minutes

 * }

title: Balancing Calories


text:
Chronic Disease Self-Management

Almost half of chronic disease deaths occur in people under the age of 70 (World Health Organization [WHO]). It’s about time that we take control of the things that affect our lives negatively so we can live longer, healthier lives. According to the Center for Disease Control and Prevention (CDC), chronic diseases are the leading causes of death and disability in the United States. A chronic disease can be anything that affects your life on a daily basis over a long period of time – heart disease, cancer, diabetes, arthritis, and osteoporosis (among many others) are all considered to be chronic conditions. Chronic diseases, such as heart disease, cancer, arthritis, and diabetes, account for nearly 70% of deaths and affect about 90 million Americans (Bureau of Chronic Disease Prevention and Health Promotion). The Bureau of Chronic Disease Prevention and Health Promotion also states that chronic diseases are among the most common and costly health problems. The good news is that they can be prevented by taking precautions. Exercising, eating healthy foods, and avoiding tobacco consumption can all improve quality of life and prevent or reduce the chance of developing a chronic disease.

Exercising can be used to prevent and treat several types of chronic diseases, such as, but not limited to Arthritis. Some of the benefits of exercise, specific to Arthritis patients include reduced pain and stiffness, restored and maintained joint range of motion, muscle strength, balance, and coordination. Exercise can also help to decrease fatigue, increase endurance and improve overall perceived health status. These benefits provide the stepping stones for improved ability to function independently in day to day life, decrease levels of depression, increase self-efficacy and belief in self-help strategies. Persistent exercise ultimately can improve overall health status and social activity in the life of Chronic disease patients.

The World Health Organization, or WHO, states that we can do a few things to help stop chronic disease, including promoting healthy living, preventing premature deaths by reducing or eliminating unhealthy behaviors and avoiding unnecessary disability due to chronic diseases, treating chronic disease effectively by using the latest knowledge, and providing appropriate health care to those with chronic diseases. If there is one thing to remember about chronic diseases, it is that they can be prevented by reducing or eliminating bad or unhealthy behaviors (risk factors). The WHO says that at least 80% of heart disease, stroke, and Type II diabetes would be prevented and 40% of cancer would be prevented if risk factors were reduced. Ultimately, we have control over the chronic disease. If someone engages in risk factors like smoking, not wearing sunscreen, eating too much junk food, not exercising, and drinking too much alcohol, he or she will greatly increase the risk of chronic disease.

In Missouri, the five most common chronic diseases present are diseases of the heart, cancers, stroke, chronic lower respiratory diseases, and unintentional injuries. Compared with the United States as a whole in 2005, Missouri had higher levels in all five categories, according to the CDC.

The Missouri Department of Health and Senior Services’ (DHSS) most recent data for Clay County is consistent with the chart above. Heart disease is the number one killer of residents of Clay County and is responsible for the majority of hospital and emergency room visits. Cancers, especially lung cancer, are the second most common causes of death for Clay County. Other common chronic diseases mentioned for Clay County are a stroke, diabetes, chronic obstructive pulmonary disease (COPD), asthma, and arthritis/lupus. According to the Missouri DHSS, more and more people in Clay County are smoking each year, increasing the number of cancer cases. The Missouri DHSS data also suggests that physical inactivity (due to less leisure time) and poor nutrition are increasing among residents of Clay County – these are both contributing greatly to the risk of obesity and heart disease, among other conditions. Because many of these conditions are connected by one risk factor (i.e. poor nutrition [risk factor] leads to heart disease, obesity, diabetes, and osteoporosis [chronic conditions]) it can be easy to take care of. By simply increasing the amount of healthy foods eaten each day, the chance of chronic disease can be reduced.

As mentioned before, there are many things you can do to help yourself deal with the effects of chronic disease. One great and easy way to do that is by contacting your local public health department for more information on chronic disease. Many local health departments offer low-fee or free Chronic Disease Self-Management Programs (CDSMPs) to residents of their county. These classes encourage participation and support for each group member so that they can gain the confidence to manage their health and maintain active lives.

According to the Stanford School of Medicine’s Patient Education website, these classes can help you:
 * Deal with the frustration, fatigue, pain, and isolation associated with chronic disease
 * Learn how to do easy exercises to maintain and/or improve strength, flexibility, and endurance
 * Learn how to use your medications the right way
 * Communicate effectively with your loved ones about your chronic disease
 * Eat a better diet
 * Learn how to evaluate new treatments
 * Gain confidence in living everyday life
 * Manage health and be active

There are many other resources on the web that can help you get on the right track to becoming healthier. Below is a list of resources that you may find helpful.

Nutrition

www.nutrition.gov

www.mypyramid.gov

Exercise

www.americanheart.org

www.nlm.nih.gov

http://familydoctor.org/online/famdocen/home/healthy/physical/basics/059.html

Smoking

http://www.cdc.gov/tobacco/

www.americanheart.org

General Information

www.mayoclinic.com

www.cdc.gov

title: Chronic Disease Self-Management


text:
User talk:Cls1287

 Hello Cls1287, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 03:20, 19 March 2010 (UTC)

title: User talk:Cls1287


text:
Wikiversity talk:Research process

[ Ask] your research questions below. Post comments, suggests, or criticisms below as well.

Research process on wikiversity.
Research may be done in user space, and, on Wikiversity, this is like student notes, it is normally respected, will not be deleted without strong cause, it can be wrong, biased, even misleading, but, in user space, it is entirely up to the user whether or not to allow the participation of others, or to allow some and not others, etc. Normally, however, anyone should be able to comment on an attached or linked user talk page. (Just as they may comment on the top-level user talk page.)

In mainspace, original research (w:WP:OR) can create neutrality issues. I have resolved these, in the past, by subpaging original research and opinion, allowing neutral overall presentation. For example, suppose we have a resource on Truth. Hey, redlink (as I write this), we don't have a resource on a fundamental topic, Truth! I may fix that.

So I do my original research on Truth, and place it in the resource. But this is intrinsically my OR, view or analysis of Truth. Making that neutral is extraordinarily difficult, without dumbing it down massively, which is what happens on Wikipedia, or, worse, the resource, made "neutral," would actually be made according to a rough social consensus, and rough social consensus might be, on average, closer to neutral than idiosyncratic opinion, but is not Truth. It is merely shared opinion. (Or the "consensus" may be warped by participation bias.)

The best guarantee of neutrality is 100% consensus. That is not perfect, and consensus can change, but the best we have is the best we have. Hence the subpage approach allows full study and expression, while the top-level page can enjoy 100% consensus. This idea actually existed early in Wikipedia history, found in some comments from Jimbo about "fringe." He believed that "fringe believers" would accept the designation of their field as "fringe," which, after all, they generally know! However, "fringe" became, in practice, a term for "kooky, wrong, crazy, to be excluded," etc., which was not what Jimbo had in mind! Fringe shades into "emerging science." Sometimes. Sometimes not.

Hence my OR on Truth could be moved to Truth/Abd, whatever is on Truth would have 100% consensus, if possible (and if serious conflict there develops, then the community becomes involved), Truth/Abd is linked from Truth as an essay or opinion or original research for which I'm responsible. Anyone else may either participate in my subpage -- if I allow it -- or create such subpages themselves, such as Truth/RandyfromBoise. Brief neutral descriptive notes can be on the top-level page, and the whole resource would encourage the study of Truth.

Mostly, original research on Wikiversity suffers from lack of attention, not from conflict. However, as Wikiversity grows and is increasingly sister-wiki linked from Wikipedia, conflict can be expected. I have, so far, handled the exceptions I've seen by using these techniques, and topics with heavy conflict on Wikipedia, with arbitrations and bannings, etc., are being explored here without sustained conflict. --Abd (discuss • contribs) 16:37, 4 September 2015 (UTC)

title: Wikiversity talk:Research process


text:
User:Ecce femina

--Ecce femina 05:21, 19 March 2010 (UTC)

!

 * Computer Science
 * Physical Sciences
 * Mathematics

title: User:Ecce femina


text:
Session recording

How is it possible to electronically live stream, record and share learning session multi-media (e.g., audio, video, slides, text, conversation etc.) in general and also with Wikiversity?

Method 1. uStream>Youtube>Archive>Wikimedia

 * 1) Design your presentation content into 10 min chucks
 * 2) Deliver, stream and record on ustream and onto tape/hard drive (backup)
 * 3) Push ustream recording through to youtube (this is a feature in ustream)
 * 4) Download mp4 from youtube
 * 5) Convert mp4 to ogg/ogv (e.g., using SuperC) for uploading to Archive.org and Wikimedia; or upload mp4 to http://archive.org (pretty sure they transcode it to ogg).

 * Equipment to live stream
 * 1) Laptop with ustream producer and SuperC on it
 * 2) HD camera or webcam. (HD camera simply gets a better picture in low light)
 * 3) Wireless lapel mic, or mic on webcam (wireless lapel simply gets better audio, especially from a moving speaker)

Method 2. Shoot>Miro>Upload

 * 1)  Shoot your video. Get out there and record your video. Tip: Join a WikiProject or visit MakeInternetTV for help on composition.
 * 2) Convert your video to an open format. Get Miro Video Converter and convert your video file to ".ogg Theora." Tip: To skip this step, Firefox users can install Firefogg, so the browser will automatically convert when you upload.
 * 3) Turn on the video upload beta. Create a Wikipedia account, log in, then visit this page to turn on video uploading.
 * 4) Add your video to an article on Wikipedia (or Wikiversity) Go to the article and click edit. Then click the add video button and follow the instructions to upload your video to the Wikimedia Commons.

title: Session recording


text:
User talk:Coxn

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 19 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 19 March 2010 (UTC)

title: User talk:Coxn


text:
Reproductive health/Sexually transmitted diseases

Sexually transmitted diseases (STDs) represent a worldwide public health problem.

The spread of most sexually transmitted diseases is currently out of control. The World Health Organization estimates that 300 million new cases of sexually transmitted diseases occur annually, with the predominant number of infections in 15 to 30-year old individuals, In the United States, sexually transmitted diseases remain a major public health challenge. The 2004 STD Surveillance Report published by the CDC indicated that while substantial progress has been made in preventing, diagnosing, and treating certain STDs, 19 million new infections occur each year, nearly half of them among people aged 15 to 24. Sexually transmitted diseases also exact a tremendous economic toll with direct medical costs estimated at $13 billion annually in the United States alone. Many cases of STDs go undiagnosed; others, like human papillomavirus and genital herpes, are not reported at all. Some STDs can also lead to infertility or cancer. Prescott,Harley, and Klein’s Microbiology

 Naming :

STDs were formerly called venereal diseases (from Venus, the Roman goddess of love), and may sometimes be referred to as sexually transmitted infections (STIs).


text:
Template:Current Community Review

This is a current Wikiversity Community Review. Feel free to contribute. See the policy regarding community reviews for information on formatting and how community reviews work.

title: Template:Current Community Review


text:
MergeSort

MergeSort belongs to the group of recursiv dividing algorithms. The input list of data records is simply divided into two sublists and the algorithm calls itself again for both sublists. When on a certain recursion level there is only one element in the list, the subroutine returns with a sorted list (in this case one element long). On any return level two sorted sublists are merged and a sorted list is returned. Merging is done in a simple way: there is a pointer to the beginning of the first list and another one to the beginning of the second list. Now the key values are compared and the record with the smaller value goes into the resulting list and the pointer is increased. If one of the sublists is empty, all the elements of the other list can be copied without any additional compare operation to the result.

With a little trick MergeSort can be made stable. First thing is that all records being nearer to the beginning of a list go into the first sublist. Then, when during the merge operation records with identical key values are found, the record of the first sublist goes into the sorted result. In this way the records with identical key value will be in the same order as in the original list.

Timing
The time necessary to divide a list into two sublists can be neglected. So we need to make an estimate, how many compare operations and swaps are necessary.

Since the list is divided into two (more or less) equal sublists, the number of recursion levels is given by

 * L = lg2(n)

On each recursion level the keys are compared with each other during the merge. When there are two sublists with ten records each and they are evenly distributed, 19 compares are necessary to get the resulting list. For making maths easier we assume that 20 compares have to be done. As a result we can calculate n compare operations and n moves on each recursion level. The average time necessary for a sort can be estimated with

 * T = F * n * lg2(n)

where F is a constant reflecting the implementation. If MergeSort is used without any additions, this estimate is correct for the worst case as well. There is a best case situation when the input list is allready sorted. Then, when merging the sublists, one sublist is copied completely to the result before any record of the other sublist is moved. Then only half of the compare operations are necessary but still all move operations. Since normally a move operation takes much more time than a compare operation, the difference will not be of importance.

Runs
There is a nice trick to speed up sorting when the input list is near to sorted. When generating the sublists the key data are checked for so called runs, sequences of already sorted records. These sequences are not subdivided. As a result the best case timing when checking for runs is

 * T = G * n

where G is a constant reflecting the implementation.

Example
We start with this input list

and split it into two lists.

Now we split list L2 into two lists.

List L4 is still too long and we split it.

The two lists can not be split again, we merge them to form the sorted list 4.

Now list 4 and 5 can be merged in order to form the sorted list 2 again

We split list 3

These lists can not split again, so we merge them to form sorted list 3

Now list 2 and 3 can be recombined to form the sorted list 1.

title: MergeSort


text:
User talk:Histo

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 11:20, 19 March 2010 (UTC)

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

title: User talk:Histo


text:
User talk:Orderinchaos

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 11:35, 19 March 2010 (UTC)

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

title: User talk:Orderinchaos


text:
User:Alok srivastava

Headline text
critical section when there are number of processes running in a system then each processes have a segment code called as a critical section

title: User:Alok srivastava


title: File:Egm6341.s10.mtg31.djvu


text:
User:Jjones98

About Me:

 * I am currently enrolled in the Educational Media gaduate program at Appalachian State University.
 * Work Experience
 * My undergrad degree is in Foods and Nutrition, also from ASU. (1998)
 * I have worked as a Nutritionist and Nutrition Director and also taught curriculum and continuing education classes for several years at a community college.
 * I am an instructional designer at Wake Technical Community College in Raleigh, NC.
 * Link to my Web 2.0 site

title: User:Jjones98


text:
User talk:Spinningspark

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Adambro 18:16, 19 March 2010 (UTC)

Hi!
I'm sure you've gathered by now that WV can be a bit rough-and tumble :-), but I'm glad you're here. --SB_Johnny talk 19:31, 22 March 2010 (UTC)

title: User talk:Spinningspark


text:
User talk:Solstag

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 00:23, 20 March 2010 (UTC)

Wikipedia and Wikiversity
Yes, you are correct! --JWSchmidt 23:27, 20 March 2010 (UTC)

os últimos desenvolvimentos sobre a recente ruptura da Wikiversidade
The latest development concerning the recent disruption of Wikiversity: meta:Talk:Wikiversity/Problems. Regards, Hillgentleman | //\\ |Talk 05:47, 28 March 2010 (UTC)

Hi
I am afraid my education did not extend as far as grasping the portugese language. Let's find some space to knock around our thoughts for Wikimania.Leutha (talk) 23:40, 20 March 2012 (UTC)

Changing face of Wikiversity
Hi! Thanks for your presentation at Wikimania today. It's exciting to hear these ideas from a different Wikiversity community. I'm really keen to encourage blogging on Wikiversity (Help:Blog), especially for people working on other Wikimedia projects. — Sam Wilson ( Talk • Contribs ) … 15:43, 11 August 2017 (UTC)

 * Ni! Hello, I'm very very sorry that it took me forever to document the session I organised at Wikimania 2017. As you must know sometimes life tramples the time we have for Wikimedia. But better late than never, and perhaps it will still be useful to you or to somebody else. So here is the page summarizing what I presented during the session.
 * All the best, Solstag (discuss • contribs) 13:32, 19 May 2018 (UTC)
 * Looks interesting! Thanks for the info. :) There does seem to be lots of stuff that could belong on Wikiversity, but does not (yet). — Sam Wilson ( Talk • Contribs ) … 16:21, 24 May 2018 (UTC)

dance (P10741)
I've created the property you proposed. --Trade (discuss • contribs) 14:29, 10 May 2022 (UTC)

 * Thanks! (: Solstag (discuss • contribs) 16:22, 15 May 2022 (UTC)

title: User talk:Solstag


text:
User talk:Scsandche

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 00:24, 20 March 2010 (UTC)

title: User talk:Scsandche