text:
New Zealand Pilot License/Human Factors/Commercial

Human Factors - General

34.2 Airmanship, Professionalism and Responsibility

34.2.2 Define professionalism.

34.2.4 Distinguish between piloting for personal reasons and for hire or reward.

34.2.6 List the people to whom a pilot is responsible in carrying out his or her duties.

34.2.8 Describe key features of good and safe airmanship.

34.2.10 List the common causes of fatal accidents for commercial pilots in New Zealand.

34.2.12 Describe the current New Zealand accident rates in comparison with other foremost aviation nations in specific categories.

34.2.14 State the approximate proportion of aircraft accidents and incidents commonly attributed to human performance errors.

34.4 Human Factors Models and Programmes

34.4.2 Define human factors as used in a professional aviation context.

34.4.4 Describe the fundamentals of the SHEL Model in relation to the interaction of humans with other humans, hardware, information sources and the environment.

34.4.6 Explain the role of human factors programmes in promoting aviation safety in flight operations in commercial aviation.

34.4.8 Describe the importance of an effective human factors programme in a commercial operation. Physiology and the Effects of Flight

34.6 The Atmosphere

34.6.2 State the gases that make up the atmosphere.

34.6.4 State the percentage of each gas in the atmosphere.

34.6.6 Describe the variation of pressure as altitude increases.

34.6.8 Explain how the partial pressure of oxygen changes as altitude increases.

34.8 Circulation and Respiratory Systems

34.8.2 Describe the anatomy and physiology of the respiratory system.

34.8.4 Describe the anatomy and physiology of the circulatory system.

34.8.6 Describe the role of the lungs in oxygen and carbon dioxide transfer. Page 138 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 137 Sub Topic Syllabus Item

34.10 Hypoxia

34.10.2 Define hypoxia.

34.10.4 State the partial pressure of oxygen both inside and outside the lungs at sea level.

34.10.6 Explain the mechanical effect of the partial pressure of oxygen on oxygen transfer in the lungs.

34.10.8 Explain the causes of hypoxia.

34.10.10 Describe the primary physiological and behavioural consequences of hypoxia for flight crew and passengers.

34.10.12 Describe the common symptoms of hypoxia.

34.10.14 Explain the reasons hypoxia symptoms are difficult to detect.

34.10.16 Explain the relationship between hypoxic onset and both vision and cognitive performance.

34.10.18 Describe how hypoxia can be prevented.

34.10.20 List the main factors influencing variation in hypoxia onset (tolerance) between individuals.

34.10.22 State the factors that affect the likelihood of suffering from hypoxia.

34.10.24 Describe how hypoxia can be treated.

34.10.26 Define the concept of ‘time of useful consciousness’.

34.10.28 State the approximate time of useful consciousness at:

(a) 18,000ft;

(b) 25,000ft;

(c) 35,000ft.

34.10.30 Explain oxygen paradox.

34.12 Hyperventilation

34.12.2 Define hyperventilation.

34.12.4 Explain the causes of hyperventilation.

34.12.6 Describe the symptoms of hyperventilation.

34.12.8 Describe how hyperventilation can be treated.

34.12.10 Describe the differences between hyperventilation and hypoxia. Page 139 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 138 Sub Topic Syllabus Item

34.14 Entrapped Gasses

34.14.2 Define barotrauma.

34.14.4 Explain the causes of barotrauma.

34.14.6 Describe the symptoms of barotrauma.

34.14.8 Describe the effects of barotrauma on the various parts of the body.

34.14.10 Describe how barotrauma can be prevented.

34.14.12 Describe how barotrauma can be treated.

34.16 Decompression Sickness

34.16.2 Define decompression sickness.

34.16.4 Explain the causes of decompression sickness.

34.16.6 Describe the symptoms of decompression sickness.

34.16.8 Explain how decompression sickness can be prevented.

34.16.10 Describe how decompression sickness can be treated.

34.16.12 Explain the effects of an explosive decompression on the body.

34.16.14 Explain the actions that must be taken to deal with an explosive decompression.

34.16.16 Explain the dangers of flying after diving.

34.16.18 State the approximate required times between diving at various depths and flying.

34.18 Vision and Visual Perception

34.18.2 Describe the anatomy and physiology of the eye.

34.18.4 Identify the following eye structure components:

(a) lens;

(b) cornea;

(c) retina;

(d) fovea;

(e) optic nerve disc;

(f) cone cells;

(g) rod cells.

34.18.6 Distinguish between rod and cone cell functions and distribution in the retina. Page 140 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 139 Sub Topic Syllabus Item

34.18.8 Describe the limitations of the eye in terms of:

(a) the ability to discern objects at night;

(b) the ability to discern objects in daylight, including wires and other aircraft;

(c) poor lighting;

(d) glare;

(e) lack of contrast;

(f) the blind spot;

(g) colour perception;

(h) empty field myopia.

34.18.10 Explain the process of dark adaptation.

34.18.12 State the normal time for full night vision adaptation.

34.18.14 Identify precautionary actions to protect night vision adaptation.

34.18.16 Describe methods of cockpit/flight deck lighting and problems associated with each.

34.18.18 Describe:

(a) long sightedness;

(b) short sightedness;

(c) presbyopia;

(d) astigmatism.

34.18.20 Describe the requirements for using corrective lenses.

34.18.22 Describe the factors associated with the selection of suitable sunglasses for flying.

34.18.24 Describe the effects of hypoxia on vision.

34.18.26 Describe the visual system resting state focus and its effects on object detection.

34.18.28 Explain effective visual search techniques.

34.18.30 Explain the see and avoid method of avoiding mid-air collisions.

34.18.32 Explain the use of visual cues during landing.

34.18.34 Explain the following visual illusions, and describe methods of avoiding and/or coping with them:

(a) autokinesis;

(b) stroboscopic illumination illusion/flicker vertigo; Page 141 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 140 Sub Topic Syllabus Item

(c) the break-off phenomenon;

(d) sector whiteout;

(e) the black hole phenomenon.

34.18.36 Describe conditions which can lead to the creation of a false horizon.

34.18.38 Explain the effect of a false horizon on visual perception.

34.18.40 Explain relative motion.

34.18.42 Explain the effect of fog, haze, and/or dust on visual perception.

34.18.44 Describe the optical characteristics of the windshield.

34.18.46 Explain the effect of rain on the windshield.

34.18.48 Explain the effect of sloping terrain on visual perception.

34.18.50 Explain the effect of the following factors on visual perception during an approach:

(a) steep/shallow approach angles;

(b) length, width and texture of the runway; and,

(c) the intensity of the approach lights.

34.20 Hearing and Balance

34.20.2 Describe the anatomy and physiology of the ear.

34.20.4 Describe the effect of prolonged noise exposure on hearing.

34.20.6 Describe methods of protecting hearing.

34.20.8 Specify the various levels of noise in decibels at which various grades of hearing protection are required.

34.20.10 Specify noise levels at which hearing damage may occur.

34.20.12 Describe what is meant by the action threshold for hearing protection.

34.20.14 Explain the effects of age induced hearing loss (presbycusis).

34.20.16 Explain the effects of pressure changes on the middle ear and eustachian tubes.

34.20.18 Explain the effects of colds; hay fever; and/or allergies on the sinuses and eustachian tubes.

34.22 Spatial Orientation

34.22.2 Define spatial orientation.

34.22.4 Define disorientation.

34.22.6 Outline the anatomy and physiology of the motion, orientation and gravitational Page 142 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 141 Sub Topic Syllabus Item sensory organs, including:

(a) the semi-circular canals;

(b) vestibular sac/tubes.

34.22.8 Explain the interconnection between the senses of vision and orientation in maintaining an accurate sense spatial orientation.

34.22.10 Explain the body’s limitations in maintaining spatial orientation when vision is adversely affected.

34.22.12 Describe and explain the effects of the following spatial illusions:

(a) the leans and sub-threshold stimulation;

(b) somatogravic illusion;

(c) somatogyral illusion;

(d) cross coupled turning (coriolis effect);

(e) pressure vertigo.

34.22.14 Describe the factors which affect an individual’s susceptibility to disorientation.

34.22.16 Explain how disorientation can be prevented.

34.24 Gravitational Forces

34.24.2 Explain the effects of positive and negative accelerations on:

(a) the circulatory system;

(b) vision;

(c) consciousness.

34.24.4 Explain the causes and symptoms of:

(a) black-out;

(b) red-out;

(c) G-LOC (gravity induced loss of consciousness).

34.26 Motion Sickness

34.26.2 Explain the causes of motion sickness.

34.26.4 Describe how motion sickness can be prevented.

34.26.6 Describe how motion sickness can be treated.

34.28 Flight Anxiety

34.28.2 Explain the causes of flight anxiety. Page 143 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 142 Sub Topic Syllabus Item

34.28.4 Recognise the signs of flight anxiety in passengers.

34.28.6 Describe how flight anxiety can be prevented.

34.28.8 Describe how flight anxiety can be treated. Flying and Health

34.30 Fitness to Fly

34.30.2 Describe the term fitness to fly.

34.30.4 Explain the CAANZ system of assessing medical fitness, with regard to:

(a) Medical Examiners Grade 1 and Grade 2;

(b) reasons for medical examinations;

(c) means of obtaining medical examinations;

(d) frequency of medical examinations;

(e) responsibilities of pilots towards medical fitness for flight.

34.30.6 Identify symptoms and circumstances that would lead you to consult your aviation medical examiner prior to further flight.

34.30.8 Describe the IMSAFE method of assessing fitness for flight.

34.30.10 Describe the problems associated with pregnancy and flying.

34.30.12 State when a pregnant pilot must stop flying.

34.30.14 Describe the following factors, including their effects on pilot performance and methods by which they may be minimised/managed:

(a) arterial disease;

(b) blood pressure;

(c) diet;

(d) exercise;

(e) obesity;

(f) smoking;

(g) respiratory tract infection/allergies (including colds, sinus, hay fever, influenza, asthma);

(h) food poisoning and gastroenteritis;

(i) neurological factors (including fits/epilepsy, brain injury, fainting, headaches, migraines);

(j) emotional factors (including depression and anxiety); Page 144 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 143 Sub Topic Syllabus Item

(k) physical injuries;

(l) dehydration;

(m) hypoglycaemia.

34.30.16 Describe the symptoms of gastrointestinal problems.

34.30.18 Identify the primary causes of food poisoning.

34.32 Alcohol and Drugs

34.32.2 Explain the effects of alcohol on pilot performance.

34.32.4 State the recommended time periods between the consumption of alcohol and flying.

34.32.6 Describe how individuals differ in the effect of alcohol consumption.

34.32.8 Explain the effects of drugs on pilot performance.

34.32.10 State where information can be obtained about the suitability of over the counter and prescription medication for flying.

34.32.12 Explain why illegal/recreational drugs are unacceptable for pilots.

34.34 Blood Donation

34.34.2 Describe the effect on the body of donating blood.

34.34.4 State the recommended time period between donating blood and flying.

34.36 Environmental Hazards

34.36.2 Describe the symptoms, effects and immediate treatments for the following hazards present in the aviation environment:

(a) carbon monoxide;

(b) fuel;

(c) chemical sprays;

(d) lubricating oils;

(e) hydraulic fluids;

(f) compressed gases;

(g) liquid oxygen;

(h) de-icing fluids;

(i) fire extinguishing agents;

(j) fire accelerant substances.

34.36.4 State the source of carbon monoxide poisoning in general aviation aircraft. Page 145 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 144 Sub Topic Syllabus Item

34.36.6 Describe reliable methods for the detection of carbon monoxide.

34.36.8 Describe methods of eliminating carbon monoxide from the cockpit.

34.36.10 Identify the negative effects of vibration and resonance.

34.36.12 Outline ways that vibration can be controlled.

34.38 Stress Management

34.38.2 Define stress.

34.38.4 Describe a simple model of stress.

34.38.6 Define arousal.

34.38.8 Explain the relationship between stress and arousal.

34.38.10 Identify and give examples of physical, environmental, task-related, organisational and psychological stressors.

34.38.12 Describe the following environmental stressors:

(a) heat;

(b) cold;

(c) noise;

(d) vibration; and,

(e) humidity.

34.38.14 Explain methods of identifying stress.

34.38.16 Explain the difference between acute and chronic stress.

34.38.18 Describe the physiological and psychological effects of stress.

34.38.20 Describe the effects of stress on attention, motivation and performance.

34.38.22 Describe the factors that improve personal stress tolerance.

34.38.24 Describe the relationship between stress and fatigue.

34.38.26 Explain methods of managing stress.

34.40 Sleep and Fatigue (Alertness management)

34.40.2 Describe the stages of sleep.

34.40.4 Describe the mechanism of sleep regulation.

34.40.6 Describe problems associated with sleep at abnormal times of the day.

34.40.8 Explain what is meant by sleep debt.

34.40.10 Explain how individuals differ in their requirement for sleep. Page 146 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 145 Sub Topic Syllabus Item

34.40.12 Explain the effects of the following alertness management techniques:

(a) napping;

(b) caffeine consumption;

(c) alcohol consumption;

(d) taking sedatives;

(e) taking stimulants other than caffeine.

34.40.14 Describe sleep disorders and their effects on pilot performance.

34.40.16 Define fatigue.

34.40.18 Describe the symptoms of fatigue.

34.40.20 Explain the causes of fatigue and its effect on pilot performance.

34.40.22 Explain the difference between acute and chronic fatigue.

34.40.24 Describe methods of managing fatigue.

34.40.26 Define the following terms:

(a) biological clock;

(b) circadian rhythm;

(c) circadian dysrhythmia;

(d) desynchronisation;

(e) zeitgeber.

34.40.28 Describe the central human physiological processes underlying circadian rhythm processes.

34.40.30 Explain how circadian rhythms affect pilot performance.

34.40.32 Explain the effects of circadian dysrhythmia and methods of managing these.

34.40.34 Describe the impact of shiftwork on a pilot’s performance.

34.40.36 Describe how the biological effects of shiftwork can be minimised.

34.40.38 Identify the principles of good rostering practice.

34.42 Ageing

34.42.2 Describe the effects of the normal processes of human ageing on:

(a) the sensitivity and acuity of the sensory systems;

(b) muscular strength;

(c) resilience and reaction times; Page 147 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 146 Sub Topic Syllabus Item

(d) sleep/wakefulness patterns;

(e) cognitive or mental functioning;

(f) the acquisition of new information;

(g) the retention and retrieval of stored information in memory;

(h) the rate of information processing;

(i) insight and self awareness of your individual capabilities.

34.42.4 Describe methods by which age-related changes in memory and speed of information processing can be moderated by older pilots.

34.42.6 Describe what changes would indicate early dementia or age related cognitive impairment in another pilot. Aviation Psychology

34.44 Information Processing

34.44.2 Identify the human sensors pilots depend on for information acquisition.

34.44.4 Describe the brain’s role in registering sensations, processing sensory information, storing information and controlling actions.

34.44.6 Describe a basic model of information processing, including the concepts of:

(a) attention;

(b) divided attention;

(c) selective attention;

(d) attention getting stimulus;

(e) sensory threshold;

(f) sensitivity;

(g) adaptation;

(h) habitation.

34.44.8 Describe the following types of memory:

(a) peripheral/sensory memory;

(b) short term/working memory;

(c) long term memory;

(d) motor/skills memory;

(e) semantic memory;

(f) episodic memory. Page 148 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 147 Sub Topic Syllabus Item

34.44.10 Describe the limitations and failures of memory.

34.44.12 Explain the following methods of retaining and retrieving information from memory:

(a) chunking;

(b) mnemonics;

(c) associations (verbal and visual);

(d) checklists;

(e) aide memoirs.

34.44.14 Explain the concept of mental workload.

34.44.16 Explain the concept of overload.

34.44.18 Describe methods of managing potential overload.

34.44.20 Describe and compare skill, rule and knowledge based behaviours.

34.44.22 Describe the process of acquiring a skill.

34.44.24 Describe failures of skill, rule and knowledge based behaviours.

34.44.26 Explain confirmation bias.

34.44.28 Define perception.

34.44.30 Describe the effect of the following on perception:

(a) expectation;

(b) experience.

34.44.32 Describe the formation of mental models.

34.44.34 Describe the special perceptual problems associated with:

(a) snow operations;

(b) water operations;

(c) agricultural and low flying operations.

34.46 Situational Awareness

34.46.2 Define situational awareness.

34.46.4 Explain the importance of situational awareness on difference phases of flight.

34.46.6 Describe strategies to maintain and enhance situational awareness.

34.46.8 Explain the relationship between crew resource management (CRM) and the building of situational awareness amongst flight-crew. Page 149 Advisory Circular AC 61-1.5 Revision 13 15 December 2006 CAA of NZ 148 Sub Topic Syllabus Item

34.48 Judgement and Decision Making

34.48.2 Distinguish between skills, knowledge and attitudes.

34.48.4 Describe hazardous attitudes.

34.48.6 Describe methods of countering the hazardous attitudes.

34.48.8 Describe the error/poor judgement chain.

34.48.10 Explain clues or red flags that can assist in identifying the error/poor judgement chain.

34.48.12 Identify risk assessment techniques.

34.48.14 Identify risk levels that compromise safety.

34.48.16 Outline the general concepts behind decision making.

34.48.18 Describe methods of enhancing decision making skills.

34.48.20 Identify common decision-making models used in aviation training (DECIDE, SADIE etc) and explain their application.

34.48.22 Identify specific factors that influence the decision making process.

34.48.24 Explain the setting of personal limitations and decision points.

34.48.26 Outline the dangers of get-home-itis.

34.48.28 Identify situations where time pressure compromises safety or increases risk levels.

34.50 Social Psychology and Flight Deck Management

34.50.2 Identify the broad characteristics of personality and distinguish individual differences.

34.50.4 Define cognitive dissonance.

34.50.6 Explain the concept of crew resource management (CRM).

34.50.8 Identify crew resource management elements of accident reviews.

34.50.10 Describe methods of maximising crew resource management.

34.50.12 Define teamwork and team membership.

34.50.14 Identify the factors that affect team performance.

34.50.16 Describe how effective teams or team working can reduce errors.

34.50.18 Describe group decision making.

34.50.20 Explain the advantages and disadvantages of group decision making.


text:
User talk:Jimmytharpe

bad link
"Web Design/A scaffolded Web Project....The link on the page leads to a bunch of advertisements." <-- Thanks for noticing. In such cases you can just remove the useless link. --JWSchmidt 14:00, 24 January 2007 (UTC)

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

title: User talk:Jimmytharpe


text:
User talk:Ronsnyderjr~enwikiversity

Image:Philippines.png
Please provide a license template and source on the image description page. Thanks. – Mike.lifeguard | @en.wb 23:05, 13 February 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

Renamed
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Files Missing Information
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MaintenanceBot (discuss • contribs) 15:31, 16 April 2016 (UTC)

title: User talk:Ronsnyderjr~enwikiversity


text:
Southeast Asian Languages/Introduction

The languages of Southeast Asia consist of tongues belonging to more than one language family. Dominant families in the region include the Tai-Kadai (to which the Thai language belongs), Austronesian (such as Bahasa Malaysia and Indonesia as well as most Philippine languages), and Austro-Asiatic (e.g. Khmer and Vietnamese). With that said, cross-linguistic comparisons between these language families show a rather low affinity. In addition, the region is to some extent influenced by other language families due to cultural pressures, immigration, and historical colonization as well.

The division aims to foster a more expanded and careful study of the languages indigenous to Southeast Asia, to aid foreigners to the countries within the region with useful words and phrases to get by, and finally to share with the world community the region's rich and charming literary traditions.

Below is an incomplete list of the various languages used in Southeast Asia. Among these, the official languages are in bold:
 * Brunei: Malay, indigenous Austronesian languages
 * Cambodia: Khmer, Vietnamese, Chamic languages
 * Christmas Island: Malay
 * Cocos (Keeling) Islands: Cocos Malay
 * East Timor: Tetun, Mambae, Makasae, Tukudede, Bunak, Galoli, Kemak, Fataluku, Baikeno, other Austronesian and Papuan languages
 * Indonesia: Indonesian, Acehnese, Batak, Sundanese, Javanese, Sasak, Tetum, "Dayak" languages, Minahasa, Toraja, Buginese, Halmahera, Ambonese, Ceramese, and many Papuan languages
 * Laos: Lao, Hmong, Miao, Mien, Dao, Shan, and other Tibeto-Burman derived languages
 * Malaysia: Malay, various indigenous languages (of the Orang Asli and indigenous peoples of Sabah and Sarawak)
 * Myanmar: Burmese, Shan dialects, Karen dialects, Rakhine, Kachin, Chin, Mon, hilltribe languages
 * Philippines: Filipino, English, Tagalog, Cebuano, Hiligaynon, Waray-Waray, Ilokano, Kapampangan, Pangasinan, Bicolano, Maranao, Maguindanao, Tausug, Kinaray-a, Chavacano (Spanish-based creole), other Philippine languages and dialects.
 * Singapore: Malay, English, Standard Chinese, Tamil, various Chinese languages
 * Thailand: Thai, Isan, Shan, Lue, Phutai, Khmer, Mon, Mein, Hmong, Karen, Malay
 * Vietnam: Vietnamese, Tay, Muong, Khmer, Nung, Hmong, Tai Dam, Malay, French creole

Back to main page.

title: Southeast Asian Languages/Introduction


text:
User talk:Massimamanno~enwikiversity

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

Renamed
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title: User talk:Massimamanno~enwikiversity


text:
Portal talk:Southeast Asian languages

I have listed your resources in the School of Language and Literature resource catalog--please list any new resources there! Thanks! Your division looks great, by the way. --Trinity507 03:52, 26 February 2009 (UTC)

Suggestions as to Division improvement are most welcome. Help to build this resource center would be most appreciated!

Back to main page.

title: Portal talk:Southeast Asian languages


text:
Portal:Computer Science/Participants

 * şahika
 * Vermishis
 * Anupam Atri
 * Xora K Joken
 * Rizzy (Computer Science, OOP, Software Engineering, Web Development)
 * Hery
 * Nitin Seervi
 * Abu Ango

title: Portal:Computer Science/Participants


text:
User:Fturnertl

A Spanish teacher with 14 years of experience. ¡Mucho gusto!

title: User:Fturnertl


text:
Talk:Action research

Computer reclamation project
Some efforts are underway to circumvent the dumping of discarded computers and peripherals into landfills. Many times, this equipment can be restored to working order at little or no cost using voluteer labor and open source software. The computers can then be donated for use by community groups, non-profits, schools or low-income families. Some Wikiverstans have discussed formalizing an action research project that will reflect on how this is being done around the world. One possibility that could lead to action is to form a "BLUG" (BSD/Linux User Group) at Wikiversity to advocate the use of open source in an organized effort to reclaim old computers. We would like to discuss the prospects here. Your thoughts are most welcome. CQ 16:43, 24 January 2007 (UTC)
 * Where would one find these computers being thrown away? Do we need to contact companies, or if we have old computers, is there a place to take them?--Rayc 18:54, 12 February 2007 (UTC)

Draft charter for the Wiki Action Research Study Group of Areol program #25
Moved to Talk:Action research/AREOL25

Variations on the PDCA cycle
Introduction

There are many variations on the basic working methodology of Action research and other schools of thought that aim to improve the outcomes of process and systems. This article looks at these variations and considers the circumstances in which selection of a specialized methodology may be useful.

As the article is the product of the Wiki Action Research Study Group associated with Areol 25 it contains a mixture of consensus and divergent views. Also it is a work in progress and will change from time to time. Major revisions are highlighted.

The PDCA cycle

Action research creates a reciprocal link between research and action, i.e. it uses the quintessential PDCA model:

 * PLAN

 * DO

 * CHECK

 * ACT.

In Action research there is also an emphasis on continuous 'reflection' but it is not unique in this.

The PDCA cycle is applied repeatedly and may be deployed concurrently so that different components of a system or process that is under study may be at different stages of the cycle at any time. Similarly different research projects related to these component parts may be at different stages at different times. Thus the analogy of a clock springs to mind - it is designed, built, tested, calibrated then does what it is wound to do.

[N] dd 00:13, 13 March 2007 (UTC)

David Don

[N] dd 00:12, 13 March 2007 (UTC) —The preceding unsigned comment was added by DavidWDon (talk • contribs) 00:11, 13 March 2007 (UTC). Then moved here from Help talk:Editing CQ 02:21, 13 March 2007 (UTC)

Reflective spiral reflections
(Copied from User talk:Cormaggio/Archive 3)

"..I found the spiral extremely interesting; see, I'm a computer scientist, and the life cycle of a software product can be very well described by it in every scale. And it has nothing to do with comp. sci.! When I realized it could, in fact, be applied to (nearly?) every project we engage into, in our lives, it fascinated me, and I put it in a place where I will always have it present =).

Reflect, and plan, prior to act and then evaluate. With the detail that the evaluation must be done in the social context (not analysing the business in place, with interviews if necesary, is the doom of many software projects).

Another implication f the spiral: no reflexion allowed before having carried out the last plan and evaluated it: Many many software projects and solidarity projects I've known have become blocked in a vicious spiral of planing, then reflecting about the plan, then redoing a better plan, then reflecting on it, etc, so no action was ever taken! Action is the primary goal of any project: it must not be avoided, even if you don't know for sure it will be optimal. Furthermore, as I learned when programming mobile robots, there can be too many things in which your model of reality (the output of reflection) differs from reality, and you can only discover them by actually doing something and evaluating it.

And of course, no action allowed without a meditated plan! That's the main failure of novice programmers. Teachers insist: "design your solution! draw diagrams!" But as they've never faced complex problems, they cannot see a reason to do it. It's only when the problems become more and more complex (and in computer science complexity has no limit, since new solutions lie over previous ones), only then do they begin to appreciate the design (planning) step prior to programming (acting). Those who do not, or who never learned to design, cannot go past a level of complexity imposed by our own limited brain. Their programs are like big balls of spaguetti.

Reflection is compulsory between evaluating and planing: When a program becomes too complex for humans to work with it and improve it (normally as a result of an acumulation of lack of documenting), programmers begin solving each error by inserting a patch specific for that error. This action (which is, by the way, seldom documented) increases further the complexity of the program, leading it to an irremediable destiny of blockage: Errors which cannot be solved begin to manifest, and the program (yet possibly usable) cannot be improved anymore without dismantling it. What has been the problem? Planing directly from the evaluation (the observed behavior of the error), without reflecting until discovering the ultimate cause of the error and then reflecting about how that cause can be eliminated. This situation also happens often when the deadline for the delivery of the project is nearing, and problems must be fixed in the quickest way, rather than in the proper way. It's risky because you cannot know if (by doing this) the program will become too complex for you to resolve all problems before the deadline. But it must be done for the happiness of the client, your boss, and, ultimately, your wife.

Sorry for being so lengthy, but I wanted to share why I loved that spiral so much =)! --Jorge 00:29, 6 February 2007 (UTC)

A Beginner's Guide to Action Research
Elsewhere in these pages, my correspondents have expressed some confusion about Action Research as I propose to apply it to specific projects.

In response to their request to explain Action Research, I thought it best to put the explanation here, where it ties into the main learning resource on the topic.

Let's begin at the very beginning, with the English Wikipedia definition of Action Research:

Action research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices, and knowledge of the environments within which they practice.

The first thing to note is that the enterprise is embedded in a "community of practice" where everyone is working cooperatively and collaboratively as a team with a common goal (e.g. improvement of a problematic situation). The problem-solving process includes all stakeholders.

Contrast that with "Ivory Tower" research, where the researcher is distant and aloof from the subject of the research, intentionally minimizing the degree of contact or interference with the subject. A good example is traditional Cultural Anthropology where the researcher tries to minimize any perturbations of the culture being studied as a result of his or her presence. The opposite of "hands off" Anthropological study would be the religious zealot or missionary who actively tries to transform a culture without necessarily understanding or describing it scientifically, just the way it is. In Action Research, the researcher would be working cooperatively with the subjects to achieve a joint goal of solving the recognized problems of the community or system being studied.

Now let's drill down a notch and look at the definition on the main page here.

Action research is essentially research through action. It is usually a collaborative activity — involving input from people who are likely to be affected by the research — but this is not strictly necessary. Action research is about changing an environment, system, or practice, and learning about this context through changing it. To quote action research's instigator Kurt Lewin: "If you want truly to understand something, try to change it." This kind of work is not simply about changing, but also improving an environment. As John Elliott says, action research is “the study of a social situation with a view to improving the quality of action within it” (Elliott, p. 69).

So the "action" part means that the system being studied is (hopefully) going to be improved in the process, and this improvement is an express goal. Moreover the "inhabitants" of the system embrace this goal and cooperate and collaborate in the enterprise (or at least don't fight against it). In medicine, the doctor tries to recruit the cooperation of the patient as much as possible, but if the patient is too weak, the doctor proceeds unilaterally.

When I was studying Systems Theory at Stanford, there was yet another name for this kind of research. There (and elsewhere in management literature) it's called Operations Research. In the case of Operations Research, the subject is usually an organization or a business. The business operations are studied with a view toward improving them (or even optimizing them, if possible).

Here is yet another definition, from a seminal 1981 paper by my neighbor, Jerry Pine, who just retired as Dean of the Boston College School of Education:

As a collaborative process, action research begins when educational researchers, university faculty, and teachers assist each other in developing the skills to identify and conceptualize problems. The fundamental principle of collaborative research is that the research process is based on a system of discussion, investigation, and analysis in which the researched are as as much a part of the process as the researcher. Teachers, working with researchers in school situations, are in a position to observe and document actual life situations. A proposal is made for the formation of a collaborative action research team, consisting of undergraduate education students, interns, classroom teachers, and university faculty. An exploration of the research potential open to this team is made.

Clearly there are degrees of cooperation and participation which vary with the level of energy, enthusiasm, and trust. Spiritual torpor, cynicism, and wariness can become serious obstacles that undermine the teamwork in a project employing Action Research. Sometimes a leader has to carry the ball a long ways unassisted before the flagging spirits of others are revived. From this observation comes the admonition, "If you're not part of the solution, you're part of the problem."

In Action Research, the goal is to empower every stakeholder to be part of the solution.

Moulton 21:59, 27 July 2008 (UTC)

 * This is great - so why leave it to the backwater of a talk page? :-) I think this could be incorporated into the resource page, or perhaps a separate one more specifically targeted at your own 'audience', if you prefer... Cormaggio talk 12:44, 1 August 2008 (UTC)

 * By all means. I didn't want to just come galumphing in here like a swaggering know-it-all, since I'm hardly an expert on the subject of Action Research.  But my neighbor, Jerry Pine, is an expert on the subject.  His forthcoming book on Teacher Action Research, summarizing three decades of scholarly research on the subject, is coming out early next year.  Once he's done poring over the galley proofs, I hope he will pay a visit here and help us craft an up-to-date synopsis of the subject.  I saw him this morning, and he said he would send me some more carefully written definitions of the subject.  —Moulton 15:48, 1 August 2008 (UTC)

Dealing with lost, reluctant, or recalcitrant "collaborators"
Occasionally someone shows up who acts like an anchor, a drag on progress. This might be a person who is uncomfortable if other members of the team are racing ahead. This might be the "I'm from Missouri" type who requires a demonstration of every concept, and who is skeptical of anything they don't yet fully understand.

For these individuals (and there will always be some), theory and analysis must give way at times to active demonstrations, ranging from multimedia skits and sketches to full blown psychodrama. I've never been a fan of psychodrama, but sometimes that's what it takes. I've occasionally seen a nominal "liminal social drama" morph into a lunatic psychodrama and then flower into something that would rival the Passion Story in terms of operatic depth and profundity. It's no accident that the original Passion Story involved the introduction of a New Covenant into the local culture.

Moulton 22:14, 27 July 2008 (UTC)

 * Ha! Though perhaps it's not a bad thing to be "lost" — I actually use this as a means of learning on Wikiversity — to push people to come more clean about what they mean, to probe further into what our theoretical frameworks are for suggesting a line of action, etc etc. I don't think we should ever be aloof from what it feels like to be lost, and what being lost can do for the process of innovation... Cormaggio talk 12:44, 1 August 2008 (UTC)

 * The difficulty is leading others out of the woods when 1) one isn't entirely confidant which pathway is best, and 2) the others don't trust their would-be guide to successfully lead them out of the woody swamp into the clearing. Then one has to do something called "leading from behind" which is quite an art.  —Moulton 15:48, 1 August 2008 (UTC)

It is a nonsence
Action research is a nonsence. "Action research is about changing an environment, system, or practice, and learning about this context through changing it." It is a theory of a few people, but a bad theory. Show me some projects which were based on "action research". There are no projects, because the theory is a bad theory!--Juan 21:03, 19 August 2008 (UTC)

 * Did you mean to say nonscience or nonsense? —Moulton 21:44, 19 August 2008 (UTC)

 * Nonsense.--Juan 05:10, 20 August 2008 (UTC)

 * This is too simple, Juan. "Action research" is not nonsense - but it is a poor name for something important about collaborative editing environments and other evolving systems. --McCormack 21:34, 19 August 2008 (UTC)

 * Well if it is a feedback, than it is not a nonsence. But the definition sounds horrible.--Juan 05:10, 20 August 2008 (UTC)

 * There are several definitions. Which definition do you not understand?  —Moulton 10:15, 20 August 2008 (UTC)

 * That one used in the summary of the page. But let me give some time, to penentrate inside a little bit Moulton.--Juan 16:32, 20 August 2008 (UTC)

 * I would be careful, Juan, in concluding that everything Moulton has been saying and doing in the name of "action research" is a fair characterisation of it. I'm not saying that Moulton has not been doing action research - I'm saying that he has been unclear about how he is actually using it, and has been applying it in many ways that I think do not do it justice. I'm currently hoping to make this a little clearer, to push Moulton into specifying exactly how he intends to use action research - as well as to hopefully make it clearer through my own work. :-) However, if you have criticisms of what's on this page, I'd like to hear them - I don't think I've explained it well enough, as I've seen repeated statements of confusion about action research on Wikiversity. Cormaggio talk 09:06, 12 September 2008 (UTC)

 * I repeat myself: if action research is a feedback, than I know what is it and I am not longer saying it is a nonsence. Thats logic.--Juan 11:21, 12 September 2008 (UTC)

 * Are you now satisfied and content with your level of apprehension and understanding of Action Research (both theory and practice), or do you have any remaining confusion or perplexity that you wish to clear up? —Moulton 14:39, 12 September 2008 (UTC)

Practicum, Pragma or Praxis
I think of action research as applied science, math and social agency under the direction of an academic entity. However elitist or equitable the dominant group behaves, action research contributes to the body of knowledge curated by the social agency created through the eventual progress toward the stated goals of the group. An increase in collective intelligence demonstrates one possible goal of action research. I wouldn't discount such a goal as a means of revolutionary activity leading to a fully liberated institutional framework. Any well-formed program in action research filters out nonsense as it proceeds. See SYZYGY17 and Paducah2020 for examples of action research practicums. These are real-world community-development praxis geared toward high-level communicative action intended to increase the collective intelligence of the Central United States. Thank you for paying attention. CQ (discuss • contribs) 22:26, 8 May 2016 (UTC)

title: Talk:Action research


text:
Talk:Spanish/Spanish One

Hi, I'm new to this, but I'm a Spanish teacher and I'd like to contribute to this portion of the site and perhaps help my students to participate in building it too. We could help set up vocabulary lists and preliminary grammar lessons.

I've got a preliminary vocab list up. I don't know much code, so maybe someone else could help make it look nicer. I'll keep adding to the vocab.Fturnertl 19:07, 10 February 2007 (UTC)

I'm also working on the flashcards. It would be nice to be able to introduce the vocab, link to a couple of activities and then link to the salón de clase flashcards (or whatever we should call them). It would be great if someone who knows code better than I could help with these. Ideally, we'd have Spanish on one side (it would be great if it had audio so that students could HEAR the word),English and/or an image on the flip side.Fturnertl 16:29, 14 February 2007 (UTC)

Active?
So is this course active or not? Instead I would freeze it and offer another Spanish course of the same level.--Juan 15:23, 24 March 2007 (UTC)

title: Talk:Spanish/Spanish One


text:
User talk:Fturnertl

Spanish/Spanish One
Your contributions to Spanish/Spanish One are most welcome! Just coordinate with Topic:Spanish and have at it! CQ 17:21, 24 January 2007 (UTC)

Spanish
Yes, the classes should not be looking for students as of yet. I do have a course in mind, but it is for advanced or fluent students. I find it difficult to teach younger individuals over the internet because they need to be fully surrounded by the language. Are you a native speaker? -- J.Steinbock 21:07, 24 January 2007 (UTC)

Actually, I'm fine teaching beginning students. Although immersion is ideal, for most people it's not an option. There is a lot to learn, such as vocabulary and basic grammar, that can help them build proficiency or even get more out of an eventual immersion experience. Are you familiar with Rosetta Stone? They do a pretty good job of combining vocabulary with visuals and audio to build a useful base. I'm not a native speaker, but I've spent time in a number of Spanish-speaking countries, including Paraguay, Colombia, Mexico and Spain. Also, I've taught Middle School and High School Spanish for a long time.Fturnertl 16:31, 7 February 2007 (UTC)

Flashcards
Would the flashcards at quisition.com be able to be put into a flashcards system like the one we have here? Or are they propriatary?--Rayc 20:32, 12 February 2007 (UTC)

Good question. I don't know. Do you know if it would be possible to edit the Salon de Clase flashcards to make sections divided by lesson?Fturnertl 20:35, 12 February 2007 (UTC)
 * I created the page as an experiment. The code looks complex, but it's basically just the same small piece of code repeated over and over again, seen in Test_and_Quiz.  You could create a new page for each lesson you want to do, or wait until someone writes an extention for flashcards that makes it easier to work with.--Rayc 20:43, 12 February 2007 (UTC)

 * Thanks, that sounds good. I'll work on it. Fturnertl 20:45, 12 February 2007 (UTC)

Spanish Contributors Refresh
Hi a few weeks ago I have found Spanish Language Division completely void. I added a new course for beginners, but the problem was that the sites Spanish and Topic:Spanish had unfriendly environment to add something like Spanish: An Introduction. I wait for a while, but then I started to reorganize those sites. My aims are give more freedom on these sites and to use more friendly Wikipedia templates (e.g. this) than the former HTML script was. Finally I would like to ask you if you can sign in ones more here and reconfirm your offer to help. You can also visit this. Regards Juan 15:57, 28 March 2007 (UTC)

Anyway I found you active one month ago in Spanish One, but I marked it like "not active". I think we should find a tool to measure an activity for the courses.--Juan 16:01, 28 March 2007 (UTC)

title: User talk:Fturnertl


text: User:Bahador~enwikiversity

title: User:Bahador~enwikiversity


text:
User:Jimmytharpe/to do

Articles to Stub

 * Introduction to JavaScript
 * Intermediate JavaScript
 * Advanced JavaScript

Articles to Get Started

 * Introduction to JavaScript

Articles to Update

 * Introduction to Statistics - Add narratives to equasions.

Requests
If you would like to request that I do something - anything - on Wikiversity, please put it here.

title: User:Jimmytharpe/to do


text:
Talk:Constraint satisfaction

What must we add here:

 * Kinds of constraints satisfaction problems: Continuous (Operations Research) and discrete (Constraint Programming)

 * Classification of constraints as binary or N-ary
 * Binarization of constraints

 * Algorithms
 * for binary constraints
 * for N-ary constraints
 * Forward Checking
 * Dynamic Backtracking
 * etc

--Jorge 21:07, 24 January 2007 (UTC)
 * Software for Constraint Programming
 * Rule based systems (ART*Enterprise, etc)
 * Libraries
 * etc

title: Talk:Constraint satisfaction


text:
Talk:Knowledge Representation and Reasoning

Stuff we must cover (please update the list):

 * Semantic Networks
 * Node or vertex indexing
 * Querying

 * Decission trees? (They could be called a way of representing knowledge, and certainly fit in "reasoning")

 * Software for knowledge representation and reasoning
 * Prolog

--Jorge 21:14, 24 January 2007 (UTC)


text: User talk:Pmann27

title: User talk:Pmann27


text:
Talk:Computer Architecture Lab

At Universidad de Las Palmas de Gran Canaria we get, in this lab, lessons on VHDL and work on a partial implementation of the DLX processor (by Patterson or Hennesy, I think).

We then are required to add a few instructions to the processor, and later are required to implement either a Branch Prediction Table or multiple functional units (to achieve paralelism in the EXecution step).

May I add some of it here?

--Jorge 21:46, 24 January 2007 (UTC)

ok, feel free to add it Schoeberl 15:13, 27 March 2007 (UTC)

Available textbook
I have been starting work on a textbook that would be a suitable companion piece to this lab. You can find it at Microprocessor Design. I am also working on a textbook that covers programming in both Verilog and VHDL at Programmable Logic. Both of these books are new, but if we work together on the books and the wikiversity course, I think we can make an excellent learning environment for this subject. --Whiteknight 17:55, 6 February 2007 (UTC)

Good idea Schoeberl 15:13, 27 March 2007 (UTC)

title: Talk:Computer Architecture Lab


text:
User:Wildlifeguru

Hello! I am a Biological Sciences major at Southeastern Louisiana University in Hammond, LA. I have always used the Wiki family of sites for starting difficult research projects and for general background information on a topic I am interested in. I guess I should start contributing things now that my knowledge and research are a little better established. I currently teach a Wildlife Rehabilitation class titled "Dealing With The Public". It will be one of the first contributions to this project once I decide how to properly structure the format for Wikiversity.

Contact Information: You can contact me at 985-789-1061 or via my wikiversity mail feature. I would like to post my e-mail for you but the evil spammers will get it and tell me how to loose the extra fat roll or two I may (or may not!) have. :)

Quick background on me:

Broadcasting Experience: - New Orleans, LA Market - Former WYLA/WADU K-94.7/94.9 PM Drive/Assistant Program Director - Former WKSY Sunny 106.1 PM Drive/Account Executive - Current WUUU U98.9 and Christian 1110 WOMN Operations Manager/PM Drive

Wildlife Rehabilitation Experience: - Vice-President, Louisiana Wildlife Rehabilitators Association - Assist in creation of Basic Wildlife Rehabiltiation and advanced skills classes - Travel statewide teaching current rehabilitators new skills and assisting when needed. - Responsible for maintenance and design of website, including original content development - Rehabiltiator, Clearwater Wildlife Sanctuary, Covington, LA  - Assisted in development of training program within the Wildlife Rehabilitation Center - Included development of wildlife fact sheets for use in education presentations

Education Experience: - Covington High School, Covington, LA Class of 2002 - IWRC Wildlife Rehabilitation Basic Skills Training Class Graduate - Louisiana Animal Control Association Animal Control Officer Basic Skills Class Graduate - Louisiana Animal Control Association Chemical Capture and Restraint Graduate - Completed Police Post-Training with a score of 247/250 on the range. - More as soon as I type em!

title: User:Wildlifeguru


text:
Talk:Databases/Introduction

I can instruct on many things about this. See too Topic talk:Databases. Just ask anything and I'll answer and add it. --Jorge 22:22, 24 January 2007 (UTC)

title: Talk:Databases/Introduction


text:
Talk:Data structures

Dynamic allocation is a prerequisite to linked lists. It's odd to see it down there. It's odd to see it under this topic, anyway --Jorge 22:26, 24 January 2007 (UTC)

 * I'm not an editor yet, but I agree that memory allocation should be in a concrete discussion, where this should be focused more on higher level theory. Historybuff 03:54, 25 January 2007 (UTC)

title: Talk:Data structures


text:
Talk:Database management systems

Take a look at Topic Talk:Databases. Just for coordinating efforts. --Jorge 22:38, 24 January 2007 (UTC)

title: Talk:Database management systems


text:
User:Wizzard

w:sk:Redaktor:Wizzard

title: User:Wizzard


text:
User talk:Wizzard

w:sk:Diskusia s redaktorom:Wizzard

title: User talk:Wizzard


text:
File:GIMP animated GIF.gif

Summary
I (John Schmidt) made this for Wikiversity.

My first image made with GIMP.

It changed the colors of the text (?)

Text (see Jimbo Wales): Imagine a world in which every single person on the planet is given free access to the sum of all human knowledge. That's what we're doing.

title: File:GIMP animated GIF.gif


text:
User talk:JWSchmidt/December 2006 discussions

Note: this is an archive of old discussions. Please do not edit this page. Continue these discussions at User talk:JWSchmidt. There are other archives at User talk:JWSchmidt/Discussion archive.

User name
Thank you for your message. But I can't understand why English wikiversity and English wikipedia refuse non-latin charactors. --っ 09:17, 1 December 2006 (UTC)
 * Thank you for your thoughtful answer. We, who have used non-latin charactors for username at English Wikipedia, were very confused by that policy in Wikipedia, because we've wanted use same usernames (no transcription) in all Wikis, but we use Japanese usernames in Japanese Wikis.--っ 14:21, 3 December 2006 (UTC)

Thank you for your comment
Thank you for commenting to my UFO research page, that is exactly what we need on wikiversity, the people's views on the research. Student Galaxy 22:12, 4 December 2006 (UTC)

Question
Hi JWSchmidt - if you might forgive my directness - would it be possible for you to open up a bit more and tell us more about your philosophies behind bureaucrats on this site? --HappyCamper 03:36, 9 December 2006 (UTC)

 * Thanks for getting back to me. I really appreciate the posts that you are making. Lots of food for thought. I am still thinking of a more adequate and satisfying response for some of them - one and two word sentences on my part don't offer much to go on I think. Stay tuned... --HappyCamper 22:51, 10 December 2006 (UTC)

 * "...adversarial and crisis-oriented" <-- these words are worth their weight in gold. --HappyCamper 17:56, 11 December 2006 (UTC)

Barnstar
Reply to your message on my talk page: no, its more that ive been lurking without editing wikiverity for about a month, and i registered so i could nominate you, heltec, and sebmol for custodianship. How do you nominate someone anyway? Drill Bit

Return!
I have returned and am now free to contribute. Tomorrow is the official end of midterms/finals. I just have one question before we begin, is there a way to upload .ppt files (PowerPoint)? -- J.Steinbock 20:41, 14 December 2006 (UTC)
 * I remember downloading them from the wikimania wiki,so they should be able to be up loaded as well. What do you think JWSchmidt?--Rayc 05:33, 16 December 2006 (UTC)

Game maker
You were talking to me the other day about how kids could learn better with games. What do you think about this: "Game Maker"--Rayc 05:33, 16 December 2006 (UTC)

Custodianship
Hi, I've just nominated myself for custodianship, but I don't quite think I've done it right, can you check for me? Student Galaxy 14:48, 16 December 2006 (UTC)

IRC down?
Is something wrong with freenode today, or is it just me? Did a bit of reading on research-l... not what I was expecting to find, but interesting. --SB_Johnny | talk 16:27, 18 December 2006 (UTC)
 * I have also had troubles with it. -- J.Steinbock 16:29, 18 December 2006 (UTC)

Protection
Should I protect certain templates/pages that are used on the main page? I don't think that it would be a problem that people would vandalize pages that are transposed on the main page, but we must always keep the future in mind. -- J.Steinbock 18:12, 18 December 2006 (UTC)

Main welcome template
Why was the template removed on the Public Health Strategies for HIV article? Right now, it is simply a list of external sources without any additional information from the Wikiversity community. -- J.Steinbock 18:23, 19 December 2006 (UTC)
 * I see. Perhaps we should have an expand template? By the way, I posted a issue about the main welcome template in the Colloquium about the main welcome template and its use on blanked and empty pages. Many of my past edits have been based around this template, would you like me to revert those which are not deserving of the template? -- J.Steinbock 18:28, 19 December 2006 (UTC)
 * I agree and I understand the valid point you are making, but that is not exactly related to my confusion. My confusion is what is stated on the Colloquium under the heading Page Deletions. -- J.Steinbock 18:36, 19 December 2006 (UTC)

Paleontology
Is it ok to put this subject into 3 schools?, considering there studies overlap and correlate. Enlil Ninlil 01:53, 20 December 2006 (UTC)

 * How do I get periotic reviews on my work mate. Thankyou Enlil Ninlil 04:09, 29 December 2006 (UTC)

Changing my username
I decided to change my username from っ to Qzzz. Please help me to do it.--っ 05:55, 20 December 2006 (UTC) Moment now, please.--っ 15:49, 20 December 2006 (UTC)

Appeal board
I created a new appeal board for wikiversity, which holds the intervention against vandalism, sockpuppetry, page deletion and so on. We will need it as wikiversity is expanding quickly, it has grown quite a lot in the past month. You can find the link to the appeal board on my userpage. Student Galaxy 10:36, 23 December 2006 (UTC)

an amazing fact...
Have a look at this, that appeared on the recent changes log... (User creation log); 10:55. . Ilosanoma (Talk | contribs) (New user) (User creation log); 10:51. . Klebz40 (Talk | contribs) (New user) (User creation log); 10:30. . Mooncrater (Talk | contribs) (New user) (User creation log); 10:29. . Mondkrater (Talk | contribs) (New user) (User creation log); 10:26. . Tanu (Talk | contribs) (New user) all together on the recent changes, with similar names, what a funny, coincidence, I think we may have some sockpuppets here. Student Galaxy 12:54, 24 December 2006 (UTC)

Bot
I' am creating a new bot for Wikiversity, and I've got it on the appeal page, why don't you take a look? User:Nitrobot Which automaticlly welcomes new users to wikiversity and detects page move vandalism Student Galaxy 13:24, 24 December 2006 (UTC)

Merry christmas
Merry christmas and a happy new year, KWSchmidt. With all respect and honors. Student Galaxy 19:07, 24 December 2006 (UTC)

Critisim
I would like to state some light critism to your wikiversity work, just a yesterday, a vandal went berserk and caused mayhem to several pages including mine, yet you let the user do 20 harmful edits before blocking them, you need to be a little faster next time. Student Galaxy 19:07, 28 December 2006 (UTC)

Something else
Also, you'll need to archive my request at the canidates for custodianship, its been there well over a week, I haven't quite figured out how to archive things yet. Student Galaxy 19:16, 28 December 2006 (UTC)

WIKIVERSITY IS FASCISM !
Do something about this user. It appears to be a sock of the user the other day who was blocked. Student Galaxy 21:08, 28 December 2006 (UTC) I can tell as the past edits are linked to the name. They're on the recent changes log.

Also they're vandalising in the same way that they did yesterday. Block them now, they're replacing my userpage with abuse!. Student Galaxy 21:14, 28 December 2006 (UTC)

Re: This user is certainly a sockpuppet, he's using them to evade bans, he did the same disrupting trolling edits as the user did the other day who was banned, in exactly the same style and language. Student Galaxy 09:42, 29 December 2006 (UTC)

I have opened a casefile in the Wikiversity appeal board for this user, I was hoping you could perform a checkuser, and get the Ip, because by the looks of it he'll keep returning with sockpuppets. Student Galaxy 17:19, 29 December 2006 (UTC)

Re checkuser: I see what you mean, the Ip can be autoblocked, but the autoblock lasts only 24 hours and which is the time he waits to create a new account. So it will keep happening again and again. The user is a troll, and the things he has done is very very abusive and disturbing, we need his Ip, so we can get rid of him forever. Student Galaxy 18:27, 29 December 2006 (UTC)

Wikiversity School of Philosophy
I am afraid I only just noticed the message at the top of Wikiversity about importing material from Wikibooks. I contributed to the School of Philosophy in the wikibooks older version of Wikiversity, and I have moved some of the text I wrote there to the courses on the School:Philosophy page. What should I do about this? (Alex beta 22:58, 30 December 2006 (UTC))

Well done
You are a very hardworking and skilled user JWSchmidt, your work on vandalism, project pages, and many pages have made wikiversity a better place. You deserve a golden barnstar for being the best working custodian. Student Galaxy 11:04, 31 December 2006 (UTC)

Re: That's one out of 4 new barnstars I uploaded to wikiversity. Student Galaxy 17:10, 31 December 2006 (UTC)

voting
Why does everyone leave comments on your status for Buraecratship but never on my status for Custodianship? Student Galaxy 18:08, 31 December 2006 (UTC)


text:
User talk:Wkm4wikiversity

Regarding the lack of a nursing school.
You still misunderstand the nature of a Wiki resource. There will be pages, schools, universities, coffee klatches, or whatever dedicated to nursing as soon as some interested participants show up and create them. 68.238.135.182 00:19, 25 January 2007 (UTC)

title: User talk:Wkm4wikiversity


text:
Transfering content to a website using commercial packages

From the official document:
 * "This unit defines the competency required to transfer content from a remote location to a web server using a range of commercial IT products. The end objective is the successful upload of new or revised information on a website."

Basically, it's all about getting your freshly created web site off your local computer and onto the web so that it can be seen by your adoring public. To move the source files (html pages, images, flash, mp3 music, etc) you will need some software that understands and uses the File Transfer Protocol (FTP).

You can read more about this unit on the National Training Information Systems Official document for ICAS4201A.

This unit forms part of the following qualifications:
 * Cert IV Websites Qualification in Australia

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * finding and evaluating software that will transfer your files
 * setting it up so that it will connect to your web server
 * creating directories on and moving files onto the server
 * renaming and deleting files on the web server

Ideas for learning the required skills
You will need to find, install and set up an FTP client (although your operating system probably already has an inbuilt FTP client). Google can help you here. Here's a list of some clients you might want to try:

If you use Windows

 * Filezilla - a free FTP client that has all the bells and whistles.
 * FireFTP - An addon for the Firefox web browser (works with all operating systems).
 * WS_FTP - A commercial FTP client for MS Windows that has a free trial version (I think, last time i checked!)

If you use Linux

 * GFTP - comes standard with most Linux distros, has all the features you'd expect in a commercial FTP client.
 * FireFTP - An addon for the Firefox web browser (works with all operating systems).
 * SmartFTP

If you use a Mac
Fetch

Other options
(Maybe just link to the Wikipedia article where people can find more options?)

 * AxY FTP for Windows, Linux and Unix
 * Cftp for Unix
 * Curl for Unix supports FTP, HTTP, Telnet
 * Lftp command-line FTP for Solaris, IRIX, HP-UX, Digital UNIX and Linux
 * NFTP command-line FTP for Windows, Linux, OS/2
 * NcFTP client command-line FTP and HTTP URLs for Solaris FreeBSD, AIX and Linux
 * FTP Voyager
 * FTP Explorer
 * CoffeeCup Free FTP
 * FTP Commander

Read through this introduction to FTP. Try the FTP challenges and then practice with your own web server.

If you're enrolled in a formal course you will probably have some space on your school's web server that you can access via FTP. If not, don't despair, there are several free services that grant FTP access. Amongst them:

 * DriveHQ (www.drivehq.com)
 * Awardspace (www.awardspace.com) and
 * Free Web Page Hosting (www.freewebpage.org)

A search on Google may reveal more. Sign up, create a simple web page, upload it and check it out in your web browser.

Ideas for demonstrating this unit
The best way to demonstrate these skills is through uploading the webpages that you create to a web server on the Internet. You may need to demonstrate connecting and uploading, and answer some questions to show that you understand everything about the process.

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:

 * Understand the difference between passive and active ftp
 * Compare and contrast several ftp packages
 * Set user, directory and file permissions on Unix and Windows based servers using an FTP client
 * Learn to use FTP via the command line (for those times when you're stuck without software!)
 * Researching and experimenting with the SSH File Transfer Protocol and CVS
 * Learning independently to present high quality work for assessment.

Notes and discrepancies

 * There's so much good free and open source software available for FTP that it's hard to justify the emphasis on 'commercial' packages in this unit.
 * There's no mention in the unit of setting unix directory and file permissions, but this is an essential part of deployment on any unix based web server.


text: Portal:Media/box-header

title: Portal:Media/box-header


text: Portal:Media/box-footer

title: Portal:Media/box-footer


text: Portal:Media/Intro

title: Portal:Media/Intro


text:
Portal:Media/Featured learning resource

 Learning resources about Narrative Film Production are organized into a series of course and lessons.

title: Portal:Media/Featured learning resource


text:
Portal:Media/Related portals

Learning resources related to media are also at these other portals: Education · Engineering and Technology · Learning Materials · Learning Projects · Social Sciences · New Media Arts

title: Portal:Media/Related portals


text:
Portal:Media/WikiProjects

Content development projects exist on pages in "School:" or "Topic:" namespaces. Content development projects for learning resources related to media:
 * School of Media Studies
 * Narrative Film Production
 * Graphic Design
 * Documentary production
 * Film and Television
 * Internet Audio and Video
 * Free or open source design tools
 * Web Radio
 * Storyboard Artwork Project [[Image:Baby Tux crop mask.png|24px]]
 * Storyboard Artwork Project [[Image:Baby Tux crop mask.png|24px]]

title: Portal:Media/WikiProjects


text:
Portal:Media/Selected picture

Wikiversity Reports video podcasts. Report #1: Project launch.

Report #1.m4a <-- podcast format requires QuickTime

Ogg video format --> [[Media:WikiversityReports1.OGG|Report #1.ogg]] (Help with Ogg video file play.)

See also: 3 September 2006 – Written report from the English language Wikiversity

title: Portal:Media/Selected picture


text:
Portal:Media/Categories

Browse learning resources in these categories:
 * Media
 * Category:Blogs
 * Film
 * Graphic design
 * Media Projects
 * Papers
 * Category:Webcasting
 * Wikiversity reports

title: Portal:Media/Categories


text:
Portal:Media/Selected biography

One Laptop Per Teacher by Ian Kennedy, Delia Pass and Roxan Cadir. A paper about co-operative research on in-service technological training of teachers. Teachers as lifelong learners who embrace technology.

title: Portal:Media/Selected biography


text:
Portal:Media/Did you know

Wikiversity blogs can each have their own rss feed. See Wikiversity Blog howto.

title: Portal:Media/Did you know


text:
Portal:Media/Quotes

"Thank God for the Internet, or we wouldn't know anything, and we would already be a fascist state." - Cindy Sheehan

title: Portal:Media/Quotes


text:
Portal:Media/Media topics

Animatic Dialog Recording, Audacity, Basic Filmmaking for High School Drama Departments, Filmmaking, Free Software Foundation, Fundamentals of narrative film editing, Game Maker, Getting started with GarageBand, Great Debates in Media Literacy, History of Film, Internet Publication, Introduction to GarageBand, Learning the Basics of Filmmaking, Media literacy, Micro-Radio, One Laptop Per Teacher, Podcasting, Publishing in the 17th century, Skype, Software Freedom, Stellarium, Studies in Film Directors, Wikiversity Podcasts, Wikiversity the Movie, Reports, Becoming a Video Jockey

title: Portal:Media/Media topics


text: Portal:Media/Things you can do

title: Portal:Media/Things you can do


text:
Portal:Media/Media news

Legal author uses wiki to help write book - "Justin Patten has set up a wiki to help him write a book about blogging and social media."

title: Portal:Media/Media news


text: Portal:Media/to do

title: Portal:Media/to do


text:
Talk:Karnaugh Maps

I realise the presentation and information within this article sucks. I'm quite happy for someone else to brush it up a lot. I just thought i'd make a start on what I found to be quite a tricky subject to learn at first.

title: Talk:Karnaugh Maps


text: User talk:Rml1997

title: User talk:Rml1997


text:
Portal:Media/Featured

This page is for keeping track of featured content on Portal:Media. If you change/update content in the portal, please be sure that the record of past content is updated here.

Featured learning resources
Learning resources about Narrative Film Production are organized into a series of course and lessons.

Selected image
Wikiversity Reports video podcasts. Report #1: Project launch.

Report #1.m4a <-- podcast format requires QuickTime

Ogg video format --> [[Media:WikiversityReports1.OGG|Report #1.ogg]] (Help with Ogg video file play.)

See also: 3 September 2006 – Written report from the English language Wikiversity

Featured research project
One Laptop Per Teacher by Ian Kennedy, Delia Pass and Roxan Cadir. A paper about co-operative research on in-service technological training of teachers. Teachers as lifelong learners who embrace technology.

Media news
Legal author uses wiki to help write book - "Justin Patten has set up a wiki to help him write a book about blogging and social media."

Did you know?
Wikiversity blogs can each have their own rss feed. See Wikiversity Blog howto.

Quotes
"Thank God for the Internet, or we wouldn't know anything, and we would already be a fascist state." - Cindy Sheehan

Featured learning projects
Animatic Dialog Recording, Audacity, Basic Filmmaking for High School Drama Departments, Filmmaking, Free Software Foundation, Fundamentals of narrative film editing, Game Maker, Getting started with GarageBand, Great Debates in Media Literacy, History of Film, Internet Publication, Introduction to GarageBand, Learning the Basics of Filmmaking, Media literacy, Micro-Radio, One Laptop Per Teacher, Podcasting, Publishing in the 17th century, Skype, Software Freedom, Stellarium, Studies in Film Directors, Wikiversity Podcasts, Wikiversity the Movie, Reports

title: Portal:Media/Featured


text:
Portal talk:Medianew

Note: This is a "backup" copy of Portal:Media where new versions of the portal can be planned.

Colors
The page Portal:Medianew/box-header contains the settings for the portal colors:
 * border=#aaaaaa
 * titleforeground=white
 * titlebackground=#aaccff
 * background=#f9f9ff
 * foreground=black

See w:Wikipedia:Portal/Instructions for details about how this portal format was created and can be modified.

title: Portal talk:Medianew


text:
Multiplexor

A multiplexor is a device which takes in multiple signals and outputs a single signal. It works as an electronic switch.

The non-select inputs are numbered in binary, so for a multiplexor with two select inputs, the first signal (A) would be labelled 00, the second (B) labelled 01, the third (C) labelled 10 and the forth (D) labelled 11. This means if none of the select input signals is on, the first non-select input signal (A) is copied to the output. If both are on, the fourth (D) is copied across. It is normal to have the inputs labelled up using their binary labels on schematic diagrams as shown below Inputs     X Y              | | |\ | |           |  \ |   Input A -|00  \ Input B -|01  | Input C -|10  |--Output M  Input D -|11  / | /           |/

Rather than continue with the ascii art, i'll represent this in the following way:

Y Z A00 B01 C10 D11        Output M

It can be noted that 2^N non-select signals require N select signals. So 8 non-select signals require 3 select signals. In the diagram below A-H are the non-select inputs with their binary code before them, X,Y and Z are the select inputs and Output M is the multiplexor result. A-H and X-Z each have a value of 0 or 1 fed into them. Depending on the values of X,Y and Z, the value of M changes to the value fed into one of A-H.

X Y Z A000 B001 C010 D011        Output M E100 F101 G110 H111

If X = 0, Y = 1, Z = 0 for example, M = the value fed into C.

Attempt the problem below with all numbers being the values fed into the inputs.

X Y Z     1 0 0 1A 0B 1C 1D        Output M 0E 1F 0G 1H

What value is copied to M?

The correct answer is 0 because E is selected when X=1 Y=0 and Z=0 and the value fed into E is 0.

Now try X=1, Y=1, Z=0 for the diagram above

The answer is 0 again, this time from G.

title: Multiplexor


text:
User talk:Kevfroe~enwikiversity

-- J.Steinbock 03:23, 25 January 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:41, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:13, 19 April 2015 (UTC)

title: User talk:Kevfroe~enwikiversity


text:
User:JWSchmidt/Blog/25 January 2007

GIMP  I finally decided to try GIMP, the GNU Image Manipulation Program. I made a short animated gif based on part of this QuickTime movie from Wikiversity Reports.

There is something odd about the colors when a file goes from Macintosh Claris Draw into X11 and GIMP. The "flashed text" in the animated gif should be red and green. If I am going to use GIMP I'm going to have to read the documentation...it is not conventional Macintosh software. After finding how to view the layers of a GIMP image (no, you do not open the layers window from the windows menu! You open the "layers dialog" from the main file menu) and paste content into layers (no, "paste" does not do it, not even "paste into", that just makes a floating layer...you have to right click on that and "anchor" it) it was not too bad. Many thanks to yeoman on #wikiversity-en!

The X11 installation into Macintosh OS 10.4 was no problem.....it is an option on the install disc. There was a fat 55 MB update waiting in software update. The GIMP installation (Gimp-2.2.11.dmg) was a little spooky with it wanting to swap out one of the X11 files right at the start.

Portals  I updated Portal:Media to the "editable box" format.....that's number 10! This particular portal took extra time because I decided to try to make the animated gif using GIMP (see above). This required that I find the software install disk for my Mac. Not hard, but I decided that it was time for New Year cleaning of the entropic mess that had accumulated in all the CDs and DVDs. Also, I decided to backup the old hard drive (4.3 GB for 2006) and repair permissions on the HD.

Still remaining (master list) are: Research, Professions, Learning Projects, Learning Materials.

title: User:JWSchmidt/Blog/25 January 2007


title: File:ActivePerl1.PNG


title: File:ActivePerl2.PNG


title: File:ActivePerl3.PNG


title: File:ActivePerl4.PNG


title: File:ActivePerl5.PNG


text:
User talk:Chandani

Welcome Chandani,

Regarding business planning article query at Wikiversity Help Desk
What kind of company? Two person farm or a fortune 500 automobile manufacturer? What kind of class? Accounting, Introduction to Entrepreneurialship, Marketing, Project Management, Process Design or Management, Logistics, etc.? If you create a user account and sign your posts with four tilda's, the software inserts a link to your account and timestamps your entry. We can then easily have a discussion at your account talk page and look around for applicable materials. These can be added or linked to from appropriate Wikiversity pages ... thus improving the materials locally while assisting you with finding material for your article. Mirwin 06:30, 25 January 2007 (UTC)

title: User talk:Chandani


text:
User:Min's

fr:Utilisateur:Min's

title: User:Min's


text:
User:Herbythyme/monobook.js

// User:Jsimlo/shortcuts.js document.write(' '); function shortcutsInit {

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// install User:Cacycle/diff text diff code document.write(' ');

// install User:Cacycle/editor edit tool document.write(' ');

title: User:Herbythyme/monobook.js


text: User talk:Pdub21980

title: User talk:Pdub21980


text:
User talk:Min's

Penpal Project
Does a pen pal project interest you at all?Elatanatari 23:55, 29 June 2007 (UTC)

French Mentoring
Salut, Min's. You are listed at the French stream as being a native French speaker interested in teaching French. The French Mentoring project has recently been launched, and if you would be willing to add your name to that list, I will make sure you are put in contact with appropriate students who would like to learn from you. The Jade Knight (d'viser) 09:30, 4 November 2008 (UTC)

Would you be willing to mentor JFman00? He is an intermediate student of French who is currently taking courses, and would like help with vocabulary, verb mastery, and informal French. The Jade Knight (d'viser) 06:29, 28 August 2009 (UTC)

title: User talk:Min's


text:
User talk:Ms. Landau

Welcome, Colloquium post
Hello and welcome to Wikiversity. I'm a contributor in the Computer Science area, and I noticed your message in the Colloquium. I have a few things I'm busy with right now, but I'd be interested to explore some of the opportunities that the wikiversity idea could offer a pre-college audience. You can click here to contact me if you would like. Thanks! Historybuff 15:13, 25 January 2007 (UTC)

title: User talk:Ms. Landau


text:
User talk:Innominate~enwikiversity

Thanks!
Thanks for your helpful comments at Talk:Fun with Named Colors and Perl! Sorry for the delay. I wasn't watching! • CQ 18:54, 25 January 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:11, 19 April 2015 (UTC)

title: User talk:Innominate~enwikiversity


text:
Portal:Research/Researchers

This page is for people who are interested in research - of any description. If this includes you, please add youself to the list so that others can find you, and possibly collaborate on a project of mutual interest.

Researchers
Please add yourself at the end of the list (Should we add ourselves alphabetically, or by interest? Is the latter possible?)

 * Cormaggio: I'm a PhD student in Manchester (UK), interested in educational research, particularly action research. I've instigated a project (possibly to become a number of smaller projects) at Developing Wikiversity through action research - please do pitch in if it sounds of interest. I'm keeping a blog and a wiki to help with my research, though neither is very well-developed yet. I very much look forward to learning more about research through doing it here on Wikiversity - and I am fascinated to see what kind of research community we can help to build here. Loads more to say, of course, but better leave space for everyone else to have a say. :-) Cormaggio beep 19:28, 25 January 2007 (UTC)

 * Juan: I´am a MSc student in Prague (cze), actually interested in short term research based on two foreign language teaching in the same time at the same place. --Juan 15:39, 28 January 2007 (UTC)

 * User:JWSchmidt. Wiki technology combined with volunteer editors..... what can be accomplished at Wikiversity with that combination? "..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." (source) In addition to introspective analysis of Wikiversity itself, I am interested in the role of research activities in the "learn by doing" model of education. I hope Wikiversity can become a center for engaging participants in research projects such as the Astronomy Project. There is some information about my personal research interests at Cell Biology/JWSchmidt. --JWSchmidt 19:16, 28 January 2007 (UTC)

 * recoverypsychologist: I am psychiatric rehabilitation worker, who is studying clinical psychology (no degree yet) so my actual expertise is this "recovery" stuff that seriously conflicts with clinical psychology. My research is based on the assertion that two conflicting concepts can not logically exist seperatelty.--recovery psychologist 03:55, 24 April 2008 (UTC)

 * Relex: Hmm.. I'm an undergrad studying Neurobio/Microbio, and my interest here is in creating an open academic forum, a venue for all research in the unique Wiki-way. Let's get things started :) --Relex 02:32, 13 February 2007 (UTC)

 * mikeu: I'm an astronomer at the Ladd Observatory.  Prev. worked at a planetarium.  Interested in astronomy, history of science and public education.  Currently working on Observational astronomy/Extrasolar planet.  --mikeu 16:53, 22 February 2007 (UTC)

 * Hi i am Pulak Agarwal from India, am working with a company as a operations manager. I basically wanted to do a research in business operations. Pulakcat, 03:59, 20 May 2007

 * sherons: I´am a MSc Physics holder from Mahatma Gandhi University, India, interested in space research, i think wikiversity is a good source of informations i needed, if anyone interested in the same please contact me sheronsmart@yahoo.com, 05:04, 30 July 2007

 * I'm Prof.Vivek Sharma, Chandigarh, India. I feel that today, as the complexities are increasing, still, researchers from different fields can share their findings and they can be applicable to many other fields benifiting the human race.

 * Cbbahn Hi, I am a senior researcher with CUREM in Zurich, Switzerland. I am especially interested in urban economics and sociology, real estate and hedge funds. 13:45, 31 August 2007

 * Tom Jirinec: Interested in all kinds of research but mainly physics and/or astronomy. Anyone care to join me? 14:00, 9 September 2007

 * Brentc: A am currrently doing a small exploratory research project: Elearning_in_open_source_education.

 * AFriedman: I am studying neuroscience and evolutionary biology using a largely computational approach, in a "laboratory" I have built on my Userpage.

title: Portal:Research/Researchers


text:
User:Comae/monobook.js

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title: User:Comae/monobook.js


text:
User:Cbr777~enwikiversity

About Me
I am an analog ASIC design engineer. I am very interested in wikipedia and hope to be a regular contributer.

Interests
Motorcycles, Analog design, and Investing

title: User:Cbr777~enwikiversity


text:
User:Dmclean

I am a software developer at the Space Telescope Science Institute in Baltimore, Maryland.

http://www.stsci.edu/

I have been interested in computers since the second grade (!). I took my first programming class - Fortran 4 - in summer school between 7th and 8th grade (1976). For eight years after high-school graduation, I was a soldier in the US Army working in a very technical communications specialty. During that time, I took several programming courses and became moderately fluent in Pascal. For the last year and a half of my enlistment, I worked as a project manager and programmer on a small software project related to my specialty. I leveraged that experience into a civilian programming job with a government contractor and started attending night school, earning a bachelors degree with a double major (computer science and mathematics) in eight and a half years.

Since January 8th, 1988 I have worked exclusively as a programmer. I have used quite a few languages, many of them proprietary, on many different operating systems. I have used nothing but Java since 1999.

I have a number of personal interests including Storing and processing imprecise data.

About Computer Programming
Non-programmers sometimes wonder what programming is like. Today, I am thinking that it is like playing Fizzbin with the universe - except that the universe cheats.

Another day, another perspective. I am reminded of the game Jenga, but played with an impossibly tall stack of irregularly sized and irregularly shaped pieces. For optimists like myself, this immediately brings to mind the conversation between Phillip Henslowe and Hugh Fennyman from Shakespeare in Love. Though we should keep in mind that IT projects have something like a 74% failure rate. (I don't remember the exact number, but it's in that neighborhood and has been verified by more than one study)

title: User:Dmclean


text:
User:Engl3506

Welcome to the wikki. If you want information of formatting, it can be found here [] Fell free to browse around the site, and add your own pages, if you would like.

title: User:Engl3506


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Logic gates/NOR

NOR = NOT-OR  ~   Therefore this indicates that the result of the inputs placed through the gate will go through the OR operation and the NOT operation. The correct order of processing is: Step 1. Put the inputs through the OR operation. Step 2. From the results of the first step - invert (using the NOT operation). Step 3. Take the result from Step 2 as the output.

Rules of a NOR gate
A NOR gate is a logic gate which follows the rules of the truth table below:

Circuit Symbol
The NOR gate is represented within a circuit diagram using the following circuit symbol:

In the example to the left we can see that A & B are the inputs and the output is the result of A & B processed through the "OR" operation and then the value is inverted. This is represented using a method of notation called "DeMorgans Logic Notation".

title: Logic gates/NOR


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User:BotheredByBees

Hi, Peter Shanks here.

I've been a programmer since sometime in the 80s, and a TAFE teacher since about 1995. My LinkedIn page summarises most of the rest of my working life.

Back in 2007 I taught a bit of web development using the wikiversity, along with Michaelnelson. Since then I've been using various LMSs (including building one at SproutLabs using SilverStripe)

Lately I've been transitioning into retirement, part of which meant I could spend some time working on NTISthis!, a site I wrote for translating Australian Vocational Education training packages into some user friendly forms (marking guides, assessment templates etc.). One of those formats is wikimarkup tailored for making wikiversity ready subject pages.

title: User:BotheredByBees


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User talk:Zeeshan~enwikiversity

Thank you for signing up, If you wish to start practicing Spanish and looking for something to do, practice with the El Salón de Clase Flashcards and then go take the El Salón de Clase quizI --Rayc 00:00, 26 January 2007 (UTC)

New template
This new template has been created to coordinate studies for the Spanish 1 class. Feel free to deleted it or place it where ever you see fit.--Rayc 02:30, 17 February 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:25, 19 April 2015 (UTC)

title: User talk:Zeeshan~enwikiversity