text:
Australian Vocational Education and Training/ICAD4043A Develop and present a feasibility report

From the official document:
 * "This unit defines the competency required to research and present a range of feasible scenarios to the client."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAD4043A.

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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:


text:
Australian Vocational Education and Training/ICAD4217A Create technical documentation

From the official document:
 * "This unit defines the competency required to create technical documentation that is clear to the target audience and easy to navigate."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAD4217A.

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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...

wikiversity technical writing course

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:

Notes and discrepancies
Muri bwa cyane kubona muduha contents without notes

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


text:
Australian Vocational Education and Training/ICAI4189A Ensure website content meets technical protocols and standards

From the official document:
 * "This unit defines the competency required to prepare a range of content for a website in accordance with customer specifications while ensuring that content is compatible with appropriate technical and infrastructure protocols."

Basically, that means ... (translate above into plain English)

You can read more about this unit on the National Training Information Systems Official document for ICAI4189A.

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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:


text:
Locating equipment, system and software faults

[[image:computerfault.jpg|frame|right|315x500px|What's wrong with this system?

Original image: 'Fixed' http://www.flickr.com/photos/27384730@N00/109566859 by: Mike Fernwood]]

ICAT4221A - Locate equipment, system and software faults

From the official document:
 * "This unit defines the competency required to apply systematic principles to fault finding in any field of IT."

Basically, that means creating tests, identifying problem areas and correcting faults in programs and/or systems. For a web developer this would typically mean debugging programs written in client or server side scripts.

You can read more about this unit on the National Training Information Systems Official document for ICAT4221A.

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:

 * Installing and using debugging tools
 * Designing test scenarios and data sets that look for lexical, syntax, execution and design errors
 * Planning and implementing solutions to any problems identified
 * Documenting the problems and solutions for future reference.

The official unit guide lists the following elements and criteria:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
Install firebug, watch this short screencast on using it to debug some JavaScript, and work through the Aptana howto section on Inspecting and debugging with Firebug (if you're already confident about debugging, you might prefer this short list of features instead). Once you're up to speed try these Debugging Challenges

Ideas for demonstrating this unit
The best way to demonstrate these skills is by documenting your debugging efforts. From finding and installing a debugging environment, through designing test suites to identifying and rectifying various errors in some code; you can write up descriptions (blog or essay style) or capture the debugging story in screenshots (with or without audio) or full motion screencasts.

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:

Notes and discrepancies

 * There's tremendous scope for practicing and demonstrating fault finding in the I.T. field, and I've only scratched the surface here with a JavaScript-centric approach; which suits my web development class, but ymmv.


text:
Maintaining ethical conduct

From the official document:
 * "This unit defines the competency required to maintain professional and ethical conduct when dealing with colleagues, clients and employers."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAW4214A.

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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:

title: Maintaining ethical conduct


text:
Managing simple projects

PSPPM402B

From the official document:
 * "This unit covers management of generally low risk projects that may be small scale and managed by one person or a person with a small team. It includes implementing project start-up activities, coordinating project implementation, monitoring the project and arranging follow-up activities. Contract management requirements are not included as this aspect is addressed by units of competency within the Key Area of "Procurement and Contract Management."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for PSPPM402B.

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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...while managing any project,the necessary skill need to be utilized constructively. during the project initiation and execution stages the project manager is responsible in the smooth functioning of the project.

Thus by planing the necessary initiatives, like demand,requirement,HR,Raw material- procurement, conversion and dispatch (in the case of manufacturing unit)and service reports, followup customer care(in the case of service organization).

Every project which has been initiated has different milestones to be reviewed periodically.

To execute the project successfully, it is the responsibility of the project manager to look in to (check) the various faces of the project for flaws in it for correction.

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:

title: Managing simple projects


text:
Applying principles of visual design and communication to the development of a multimedia product

CUFMEM07A

From the official document:
 * This unit describes the skills and knowledge required to incorporate the principles of visual design and communication into the development of multimedia products for use within the cultural industries."

Basically, that means you will be able to use essential principles of graphic design and communication to produce effective websites to a range of users within targeted communities.

You can read more about this unit on the National Training Information Systems Official document for CUFMEM07A.

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:
 * Collecting, analysing and organising information defining the purpose and outcomes required for the website and the target users. Identify other factors that will affect visual design and communication concepts.
 * Creating a range of feasible ideas in response to the project requirements, discuss and collaborate with clients to achieve solutions, reflecting and assessing on the impacts of solutions to the overall project.
 * Researching and comparing techniques and tools for visual design and communication, delivery platforms available and appropriate typographical and visual elements considering hardware requirements. Organising research and evaluate outcomes with initial requirements.
 * Choosing appropriate media and materials to meet the websites requirements while consulting with appropriate personnel
 * Using visual design and communication techniques to develop the product with documentation for future reference and consultation with technical experts to achieve the required outcome
 * Reviewing and assessing the website in consultation with the relevant personnel, make required amendments.

Ideas for learning the required skills
What is interface design? ...
 * http://en.wikipedia.org/wiki/Interface_design
 * http://en.wikipedia.org/wiki/Occam's_Razor

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:

Notes and discrepancies
The syllabus document has a major contradiction in it. It would appear their has been a copy and paste error where this unit is based on the former module 3756g Apply principles of visual design & comm and 3756h Apply principles of instructional design. There is no mention of Instructional design in the Unit descriptor or in the "Elements of Competency and Performance Criteria". In the Evidence guide there are points such as "principles of learning and instructional approaches". In Part 4 of the Unit guide DELIVERY INFORMATION, the document delivery of aspects of "Apply principles of visual design and communication to the development of a multimedia product". We get to the section "Recommended delivery methods for this unit include" and we have jump right into Instructional Design with advice such as "Discussion of instructional design principles, Questioning on Instructional Design methods, Questioning on the range of instructional design models, considering their characteristics, difference and ability to meet the brief, Discussion of Gagne’s Nine Events of Instruction, Discussion on using the ADDIE model when planning and designing the instructional design"


text:
Australian Vocational Education and Training/ICAA4142A Design a website to meet technical requirements

From the official document:
 * "This unit defines the competency required to design a website to specifications within a particular technical and human interface environment."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAA4142A.

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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:


text:
Australian Vocational Education and Training/ICAA4233A Determine and apply appropriate development methodologies

From the official document:
 * "This unit defines the competency required to apply traditional and non-traditional systems development methodologies."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAA4233A.

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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...
 * A number of activities are being developed as an Introduction to software development methodologies.

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:

Notes and discrepancies

 * The concepts in this unit seem to be out of the scope of the Cert IV in Websites... they're more about development methodologies for software/system development. Perhaps this unit would be more appropriate in the diploma.


text:
Develop guidelines for up-loading information to a website

From the official document:
 * "This unit defines the competency required to support the effective operation of a website by establishing content upload guidelines and procedures in the context of site policies."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAD4198A.

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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:


text:
Confirming accessibility of websites for people with special needs

From the official document:
 * "This unit defines the competency required to ensure that a website is accessible to users with special needs including people with disabilities."

Basically, that means this unit is based on building a website that everybody can use.

You can read more about this unit on the National Training Information Systems Official document for ICAT4183A.

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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:


text:
Apply web authoring tool to convert client data for websites

From the official document:
 * "This unit defines the competency required to use web development software to create website content. The unit is designed to use a web authoring tool to convert text and images to appropriate web protocols."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAU4207A.

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:

 * translate the above elements and performance criteria into plain english and summarise here...

Heading text
=====
 * 1) REDIRECT Target page name

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Where modules like HTML and CSS are part of the course it would be beneficial to add the following to this module to avoid duplication of skills and knowledge.

 * 1) Discuss the need for conversion of Data to suit web pages.
 * 2) Using Adobe Acrobat to convert to and from various file formats, e.g. html to pdf etc.
 * 3) Resizing images to a lower resolution and web page requirement.
 * 4) Creating and using .png files.
 * 5) Using Adobe Media Encoder to convert and skin native files to .flv.
 * 6) Use .swf files in Dreamweaver and set Wmode to transparent.
 * 7) Editing and converting various sound files, for web compatibility.
 * 8) Scan print to digital format using OCR programs.

This list can be modified with other techniques. Let us know about your thoughts.

TD Hornsby tafe.

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:


text:
Following workplace safety procedures

BSBCMN106A

From the official document:
 * "This unit covers general Occupational Health and Safety requirements in business organisations and is relevant for employees working under direct supervision with no responsibilities for other people. The unit is based on Generic Competency A in the National Guidelines for Integrating Occupational Health and Safety Competencies into National Industry Competency Standards - NOHSC:7025 (1998) 2nd edition."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for BSBCMN106A.

This unit is a pre-requisite for 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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
Read through Occupational health and safety for computer users and then complete their checklist

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

You cant! HA

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:

Sara Jessica

title: Following workplace safety procedures


text:
Operating computing packages

if you're stuck for a photo, search on flickrCC

ICAU2006A

From the official document:
 * "This unit defines the competency required to identify, select and correctly operate three desktop applications for a range of purposes."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAU2006A.

This unit is a pre-requisite for 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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:

title: Operating computing packages


text:
Talk:Commons

Wikiversity and the Wikimedia Commons
What can Wikiversity do to make the Wikimedia Commons a better repository? How are the categories organized? How can Wikiversitans help? I propose we start by getting the top-level category for each Wikiversity language listed at commons:Category:CommonsRoot with the other sister projects. We need to assert our position as a Wikimedia project, imho. Then we need to help analyse the Wikimedia Commons and take an active role in improving its usefulness to the metacommunity. CQ 13:58, 14 April 2007 (UTC)
 * Done: commons:Category:CommonsRoot now has a Wikiversity section in the Sisterprojects template. Now we need to look at commons:Category:Wikiversity and maybe create some subcategories for our various Schools if that is practical. CQ 20:14, 21 April 2007 (UTC)

title: Talk:Commons


text:
Wikiversity talk:What shall we do with Wikipedia?

"Traffic driving"
This article should avoid references to phrases like "traffic driving", which suggests a one-sided exploitation. The general idea is that Wikipedia has specific problems in specific areas, usually created by the limited scope of its mission, where Wikiversity can step in to alleviate the problem in a more constructive manner than is currently the case - e.g. transwiki material rather than deleting it. --McCormack 04:42, 29 June 2008 (UTC)

Original Research
While I think it's a great idea to salvage good OR from deletion on WP, we did have a long discussion a while back on what kind of OR would be allowed at WV. I also have to say that there is some pages that are tagged OR because of facts or formulations that aren't supported by the requisite number of third party sources.

I think trying to find a synergy between wikis is great -- we should think a bit about involving other small wikis too, so that we are really creating a web of useful information and links. Historybuff 20:35, 4 July 2008 (UTC)

 * Hi. I'm quite sure that a lot of the tagged materials on WP wouldn't be suitable here. But even if only 10% are worth rescuing, that's hundreds of resources at least. --McCormack 20:37, 4 July 2008 (UTC)

 * It's a great idea to use the Original research from Wikipedia as it is a lot of useful knowledge down the drain otherwise. It is certainly true that stronger links must be developed with Wikipedia. Bonzostar 00:33, 8 November 2008 (UTC)


text:
Talk:Wiktionary

Translation
Has anyone else compared OmegaWiki and Wiktionary? See Wikipedia:WikiProject Keywords. CQ 06:49, 30 July 2009 (UTC)

title: Talk:Wiktionary


text:
Working effectively in an IT environment

if you're stuck for a photo, search on flickrCC

From the official document:
 * "This unit defines the competency required to work effectively within the IT environment of an organisation by researching and assembling information about the organisation's IT systems, equipment, software, policies and governance arrangements."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAW2001A.

This unit is a pre-requisite for 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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
It is critical that you have some hands on experience. A great start would be a virtual machine. Watching videos pertaining to a specific device or course. Reading on the subject can only help understand it.

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:


text:
Australian Vocational Education and Training/ICAW2002A Communicate in the workplace

if you're stuck for a photo, search on flickrCC

From the official document:
 * "This unit defines the competency required to provide limited client support through verbal and non-verbal communication and to effectively communicate with colleagues."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAW2002A.

This unit is a pre-requisite for 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:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

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:


text: Talk:Wikinews

title: Talk:Wikinews


text:
Operating a word processing application

ICAU1129A

From the official document:
 * "This unit defines the competency required to correctly operate word processing applications and perform basic operations including the creation and formatting of documents, creating tables, printing labels and mail merge."

This means you will be able to use a Word Processing application (such as Writer (Open Office) or Microsoft Word (Microsoft Office)) to create documents either from scratch or from a template. You will apply different formatting features such as font sizes, styles & colours, insert and manipulate images, copy or move content on or between documents, create tables of information, and modify page settings – margins, borders, headers & footers etc.

One of the most useful skills you will learn will be mail merge – where you can combine information (such as names and addresses) from a separate list or database with a standard document to produce multiple individual copies. You can also use this technique to print personalised labels or envelopes – a great time-saver!

Naturally at the end of all this you will want to save or print your document.

For more details about what you'll be able to demonstrate, please read the official Operate a word processing application document.

This unit is a pre-requisite for the following qualifications:
 * Cert IV Websites Qualification in Australia

How you can learn the required skills for this unit
When you're just starting out, a good textbook can be a great help! Of course you'll have plenty of classroom activities from your textbook, but it's necessary to support this with your own activities - and that's where a good textbook can help you review and recap. Your facilitator may recommend one (such as the one listed below). There are also also plenty of great online resources (see the Microsoft tutorials below) that you might like to try when you feel ready.
 * Operate a Word Processing Application (Word 2003) textbook from Software Publications.
 * Roadmap to Word 2003 training from Microsoft. There are some great online tutorials here, but if you're not comfortable with online tutorials yet, perhaps a book is better suited.
 * Word processing challenges - try these challenges to test out your word processing skills!

If you want to test your knowledge with some questions, try the Word processing quiz questions

Ideas for how you can demonstrate this unit

 * Many skills can be demonstrated in class as you complete the class exercises given.
 * Demonstrate your skills as part of an assignment or test provided by your facilitator.
 * If you already have the required skills, you might choose to get Recognition of Current Competence. You will need to provide your faciliator with a portfolio illustrating the various competencies in the unit as well as be ready to demonstrate the relevent skills.

title: Operating a word processing application


text:
Spreadsheets/Operating a spreadsheet application

ICAU1130A

From the official document:
 * "This unit defines the competency required to correctly operate spreadsheet applications and perform basic operations."

Basically, that means you'll be able to open a spreadsheet program (such as Microsoft Excel or Open Office) and enter data (text, numbers or symbols) into rows and columns. You will be able to perform simple calculations on or create graphs from the data – quickly and easily.

For more details about what you'll be able to demonstrate, please read the official Operate a spreadsheet application document.

This unit forms part of the Foundation units for Australian IT Qualifications

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:
 * Entering text, numbers an symbols into a new spreadsheet and saving your spreadsheet in an appropriate place.
 * Formatting your spreadsheet to use different fonts, margins, headers and footers etc. as required (even copying the formatting from another spreadsheet!).
 * Configuring toolbars for the spreadsheet application.
 * Adding formulas to perform simple calculations in your spreadsheet (and correcting errors when things go wrong!).
 * Using a number of common tools such as autofill.
 * Creating charts that visualise your data and adding pictures to improve the visual appearance of your spreadsheet (You'll need to be able to modify their settings too).
 * Saving your spreadsheet in a different format (such as OpenDocumentFormat or Excel 2000 format).
 * Printing your spreadsheet (or selected worksheets) and modifying basic printer settings.

Ideas for learning the required skills
Classroom tuition and activities will be provided by your facilitator, but before long you will want to start experimenting with your own ideas and learning! A good textbook might be helpful (your facilitator may recommend one) There are also plenty of great online resources (see the Microsoft tutorials below) that you might like to try when you feel ready.

Recommended tutorial series

 * Roadmap to Excel 2003 training from Microsoft - these tutorials are excellent quality with audio and practical exercises to help you practise.
 * Spreadsheets/Spreadsheet challenges - Challenges 1,2 and 6 are ready to go!

Text books
The following text books are developed specifically for this unit of competency:
 * Operate a spreadsheet application (Excel 2003)

If you want to test your knowledge with some questions, try the Spreadsheets/Spreadsheet quiz questions

Ideas for demonstrating this unit
The best way to demonstrate these skills is show your assessor that you can create spreadsheets with all the criteria outlined in the official document for this unit (and summarised above).

You might complete an assignment for handing in, or book a time with your facilitator to demonstrate your skills on the spot with a practical demonstration. Chat with your own facilitator to find out what options are available to you.


text:
Australian Vocational Education and Training/ICAU1131A - Operate a database application

From the official document:
 * "This unit defines the competency required to operate database applications and perform basic operations."

Basically, that means that you'll be able to create and use simple databases with two tables. You'll be able to add data, edit data, retrieve data, as well as perform some basic operations like creating reports to display your data and creating forms to help your users enter data.

You can read more about this unit on the National Training Information Systems Official document for ICAU1131A.

This unit is part of the IT Foundation units and is a prerequisite for most IT certificates in Australia.

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate how you can:
 * Create database tables to store data in an appropriate format (eg. a name will be stored as text, and a price will be stored as a currency value) for your requirements.
 * Set a primary key for your table, use the auto-number attribute and create indexes where appropriate for your database.
 * Modify a table design, such as field names or types, or rearrange the fields in a table.
 * Use basic database design principles to design two tables and create relationships between them, such as in the image shown where one Customer can have many payment records (a one-to-many relationship).
 * Add and delete records in your database to verify your database design.
 * Use a wizard to create a simple form and modify the layout of a form according to your user requirements, enabling your users to enter information into the database easily.
 * Create queries to find specific information in a database, such as: "find all the records where the customer is Mr Jones and the purchase price is greater than $2000."
 * Create reports to present your data (such as the above query) in a more friendly format for your users - such as a printed report - and modify your reports according to your user requirements (changing font formatting, colours etc.)
 * Customise the settings of your database application, such as adding toolbars, changing fonts and adjusting layouts of forms, reports and relationship diagrams (like the image displayed above).

Ideas for learning the required skills
Classroom tuition and activities will be provided by your facilitator, but before long you will want to start experimenting with your own ideas and learning! A good textbook might be helpful (your facilitator may recommend one) There are also plenty of great online resources (see the Microsoft tutorials below) that you might like to try when you feel ready.

Recommended tutorial series

 * Road map to Access 2003 Training from Microsoft - these tutorials are excellent quality with audio and practical exercises to help you practice. Everything that you need to learn is included in these tutorials and presented in a fun, friendly way.
 * Database challenges - These challenges are currently in progress!

Text books
The following text books are developed specifically for this unit of competency:
 * Operate a database application (Access 2003)

If you want to test your knowledge with some questions, try the Database quiz questions

Ideas for demonstrating this unit
The best way to demonstrate these skills is show your assessor that you can create databases with all the criteria outlined in the official document for this unit (and summarised above). Ask your facilitator for an evidence sheet for this unit so that you can document evidence of your skills against the official criteria as you learn.

You might complete an assignment for handing in, or book a time with your facilitator to demonstrate your skills on the spot with a practical demonstration, or collect evidence from the activities you've done such as the Database challenges. Chat with your own facilitator to find out what options are available to you.


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User:Sonomachris~enwikiversity

Welcome to my page. Email me at sonomachris@gmail.com

title: User:Sonomachris~enwikiversity


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Drum set

< School of Music and Dance

Introduction
Welcome to the Wikiversity School of the Drum set.

Drumming is an amazing form of art. It is an art that emphasizes tempo and style in virtually any musical genre. This class is dedicated to helping you experience the exciting world of percussion. Drumming is the heartbeat of so many different types of music. Looking for rhythmic notation, dynamics, technique, styles, instruments and more? This is the place to be!

Description
The Drumset is a set of drums, tom-toms, snare, bass drum, and a series of cymbals, that is commonly found in popular music dating back to the 1920s. It is most commonly played with a pair of drumsticks.

Additional Resources
You Are a Drummer - free drum education resource

title: Drum set


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Learning and neural networks

Single Layer Perceptrons
A Perceptron is a type of Feedforward neural network which is commonly used in Artificial Intelligence for a wide range of classification and prediction problems. Here, however, we will look only at how to use them to solve classification problems. Consider the problem below. Suppose you wanted to predict what someone's profession is based on how much they like Star Trek and how good they are at math. You gather several people into a room and you measure how much they like Star Trek and give them a math test to see how good they are at math. You then ask what they do for a living. After that you create a plot placing each person on in based upon their Star Trek and Math scores.

To summarize
The neural network starts out kind of dumb, but we can tell how wrong it is and based on how far off its answers are, we adjust the weights a little to make it more correct the next time. We do this over and over until its answers are good enough for us. It is important to note that we control the rate of learning, in this case via a constant learning rate $$\eta $$. This is because if we learn too quickly we can overshoot the answer we want to get. If we learn too slow, then the drawback is that it takes longer to train the neural network.

 * Note: The difference between $$t_k$$ and $$y_k$$ is that $$t_k$$ is what you want the network to produce while $$y_k$$ is what it actually outputs. If the network is well trained $$y_k \approx t_k$$

Steps in training and running a Perceptron:
These steps can also be applied to the multi layer Perceptron.
 * 1) Get samples of training and testing sets. These should include
 * 2) What the inputs $$x_i$$ (observations) are
 * 3) Inputs and outputs generally should be normalized so that the largest number is 1 and the smallest is either -1 or 0. This can be done with the basic formula [[Image:Basic_Normalization_Formula.gif]] Here normalizeConst would be 2 and offsetConst would be 1 is we normalized from -1 to 1 so we would have: $$ x_i ^\prime  = \frac  \cdot 2 - 1 $$
 * 4) What outputs $$t_k$$ (decisions) you expect it to make
 * 5) Set up the network
 * 6) Created input and output nodes
 * 7) Create weighted edges $$w_{ki}$$ between each node. We usually set initial weights randomly from 0 to 1 or -1 to 1.
 * 8) Run the training set over and over again and adjust the weights a little bit each time.
 * 9) When the error converges, run the testing set to make sure that the neural network generalizes a good answer.

Multi Layer Perceptrons

 * Note: The sigmoid activation function at the output is optional. Only the activation function following $$w_{ij}$$ must be used. The reason for using a sigmoid at the output $$y_k$$ is to force the output values to normalize between 0 and 1. It should be noted that other output functions can be used such as stepper functions and soft-max functions at the final output layer. For more on transfer functions see: Transfer Function

Training and Back Propagation
The standard way to train a multi layer perceptron is using a method called back propagation. This is used to solve a basic problem called assignment of credit, which comes up when we try to figure out how to adjust the weights of edges coming from the input layer. Recall that in the single layer perceptron, we could easily know which weights were producing the error because we could directly observe the weights and output from those weighted edges. However, we have a new layer that will pass through another layer of weights. As such, the contribution of the new weights to the error is obscured by the fact that the data will pass through a second set of weights or values.

To give a better idea about this problem and its solution, consider this toy problem:
A Mad scientist wants to make billions of dollars by controlling the stock market. He will do this by controlling the stock purchases of several wealthy people. The scientist controls information that can be given by wall street insiders and has a device to control how much different people can trust each other. Using his ability to input insider information and control trust between people, he will control the purchases by wealthy individuals. If purchases can be made that are ideal to the mad scientist, he can gain capital by controlling the market.

As a mad scientist, you will need to adjust this social network in order to create optimal actions in the market place. You do this using your secret Trust 'o' Vac 2000. With it you can increase or decrease each trust weight how you see fit. You then observe the trades that are made by the rich dudes. If the trades are not to your liking, then we consider this error. The more to your liking the trades are, the less error they contain. Ideally, you want to slowly adjust the network so that it gets closer and closer to what you want and contains less error. In general terms this is referred to as gradient descent.

There are many ways in which we can adjust the trust weights, but we will use a very simple method here. Each time we place some insider information, we watch the trades that come from our rich dudes. If there is a large error coming from one rich dude, then they are getting bad information from someone they trust too much or are not getting good information from someone they should trust more. When the mad scientist sees this, he uses the Trust 'o' Vac 2000 to weaken a strong trust by a little and strengthen a weak trust by a little. Thus, we try to slowly cut off the source of bad information and increase the source of good information going to the rich dudes.

We can take the ideas above and make them more mathematically formal
One should notice that while the feedforward network uses sigmoid activation functions for the non-linearity, when we propagate the error backwards, we use the derivative of the activation function. This way we adjust the weights at a rate that reflects the curvature of the sigmoid. In the center of the sigmoid, more information is passed through the layer. As a result, we can assign more credit reliably from values that pass through the center. First recall the activation function used for each neuron: $$ g\left( a \right) \equiv \frac{1}

$$ which has the very nice property that the derivative can be expressed simply as: $$ g'\left( a \right) = g\left( a \right)\left( {1 - g\left( a \right)} \right) $$ Next we need to know the error. While we can compute it in many different ways, it is most common to simply use the sum of squared error function: $$ E^n = \frac{1} {2}\sum\limits_{k = 1}^c {\left( {y_k - t_k } \right)^2 } $$ Where $$y_k$$ is the output we got, while $$t_k$$ is what we wanted to get. Thus, we compute how different the network output was from what we wanted it to be. Additionally, in this example, we use a simple update based on the general error. This leads to a straight forward computation for $$\delta _k$$ which is simply: $$ \delta _k = g'\left( {a_k } \right)\left( {y_k  - t_k } \right) $$ where: $$ a_k = \sum\limits_{j = 0}^M {w_{kj}^{\left( 2 \right)} g\left( {\sum\limits_{i = 0}^d {w_{ij}^{\left( 1 \right)} x_i } } \right)} $$ If we decided to omit the sigmoid activation on the output layer it's even simpler as: $$ \delta _k = \left(y_k  - t_k \right) $$ In its general form, the adjustment of weights can be described as: $$ \Delta {\mathbf{w}}^{\left( \tau \right)}  =  - \eta \nabla E\left| {_{{\mathbf{w}}^{\left( \tau  \right)} } } \right. $$

Momentum learning
We can speed this up greatly by introducing a momentum term that toggles the learning rate to be faster by adding in some of the last steps error adjustments. $$ \Delta {\mathbf{w}}^{\left( \tau \right)}  =  - \eta \nabla E\left| {_{{\mathbf{w}}^{\left( \tau  \right)} } } \right. + \mu \Delta {\mathbf{w}}^{\left( {\tau - 1} \right)} $$ Notice that at its maximum we can see the momentum term as: $$ \Delta {\mathbf{w}} = - \eta \nabla E\left\{ {1 + \mu  + \mu ^2  + ...} \right\} $$ which leads to: $$ \Delta {\mathbf{w}} = - \frac{\eta } \nabla E $$ Here $$\mu$$ is a number from 0 to 1 that is a momentum controlling constant. This causes the learning rate $$\eta$$ to range as: $$ \eta \le learningRate \le \frac{\eta } $$ Additionally, there are many other advanced learning rules that can be used such as Conjugate Gradients and Quasi-Newtonian methods. These and other methods like them use Heuristics to speed up the learning rate, but have the downside of using more memory. Additionally, they make more assumptions about the topology of your sample space, which can be a drawback if your space has an odd shape.

From this example observe that we can keep adding more and more layers. We need not stop with only two layers but we can add three, four or however many we want. $$ y_k = g''\left( {\sum\limits_{k = 0}^N {w_{lk}^{(3)} } g'\left( {\sum\limits_{j = 0}^M {w_{kj}^{(2)} } g\left( {\sum\limits_{i = 0}^d {w_{ji}^{(1)} } x_i } \right)} \right)} \right) $$ In general, two layers is usually sufficient. Adding extra layers is only helpful if the topology of our sample space becomes more complex. Adding extra layers allows us to fold space more times.

Another way of looking at this
One can also look at a feedforward neural network trained with back propagation as a Simulink circuit diagram.

The Well Behaved Robot
This project has been used at the University of Southern California for teaching core concepts on Back Propagation Neural Network Training.

Your great uncle Otto recently passed away leaving you his mansion in Transylvania. When you go to move in, the locals warn you about the Werewolves and Vampires that lurk in the area. They also mention that both vampires and werewolves like to play pool, which is alarming to you since your new mansion has a billiard room. Being a savvy computer scientist you come up with a creative solution. You will buy a robot from Acme Robotics (of Walla Walla Washington). You’re going to use the robot to guard your billiard room and make sure nothing super natural finds its way there.

To train your robot you need to select a set of features which the robot can detect and which also can be used to tell the difference between humans, vampires and werewolves. Further, after having your nephew Scotty ruin one of your priceless antique hair dryers, which you keep in the billiard room you decide that the robot should also detect children entering the room. After reading up on the nature of the undead and after taking careful measurement, you realize that the two best features for detection are how tall a person is who is entering the room is and how hairy they are. This works because vampires are tall and completely bald, werewolves are either short and totally covered in fur, or they are the mutant type that are extremely tall, but no more hairy than a human. An adult human is taller than a child and slightly hairier. The chart below shows samples that you took to validate your hypothesis. The next thing your robot will need to do in addition to detecting what creatures enter your billiard room is take an action that is appropriate for the situation. Since you want your robot to be polite, it will greet every human that enters the room. Additionally, if a child enters the room, when it greets the child it will scream so that you know to look in your closed circuit television and see what is happening in the room. When the robot detects a vampire, it will scream and impale it with a stake. Since robots are no match for werewolves, if the robot detects a werewolf, it will scream and then run away. Thus, your robot can take any of four actions, it can impale something entering the room, it can scream, it can run away and it can greet people. Any of these action can be performed following the detection of anything entering the room. Your job is to train the robot so that it performs the correct actions whenever it detects something entering the room.

Part 1
Your first task is to train your robot. Take the training data marked train1.dat and plug it into bpt1.nsls located in 2layer. Compile the model and run it. After you train the model, test it with bpr.nsls. The output from testing can then be found in out.bin.dat or out.dec.dat. These are tab-delimited files with the test results. You will want to take this data and make a scatter plot which shows a map of how the robot will react when it observes different heights and different amounts of hairiness.

The way to interpret the output is as follows, there are four actions the robot can take, if the robot will take that action, the output is a 1, if the robot will not take that action, the output is a 0. The four actions in order are Impale, Scream, Run Away and Greet. Thus, if the output is 0,1,0,1 then that means the robot will scream and greet.

 * 1) Take and plot the actions the robot takes over the space of possible inputs. Out.bin.dat and out.dec.dat contain the same information. However, out.bin.dat contains the binary coarse code for the output while, out.dec.dat contains the decimal equivalent. You can use either for creating the plot. The decimal version may be easier to use. It’s up to you. For the plot, make the x-axis the height of the visitor and the y-axis the amount of hair measured. Each point on the plot should show the robots action for that input. Note: you may create the plot with any method you choose, just so it is neat and clear.
 * 2) Compare the plot of the robot’s test actions against the training data. Does the network do a good job of generalizing over the training data? Why or why not?
 * 3) Does the robot always behave as programmed or does it commit actions that do not fit the patterns for people, children, werewolves or vampires? Explain.
 * 4) Notice that it reacts to things entering the room as if they were vampires in two regions of space not visibly connected to the vampire training data. Why is that?

Part 2
Being an inquisitive lad or lass you decide you would like to find out how your robot would perform if you added a third layer to your back prop. Recall the equations from the NSL back prop lecture. Derive equations for a 3 layer back prop. This can be done by extending a two layer perceptron to three layers the same way a one-layer perceptron is extended to two layers. The figure below shows the schematic of the three-layer perceptron. Define: $$D_{wij}$$, $$D_{wjk}$$, $$D_{wkl}$$, $$d_j$$, $$d_k$$, $$d_l$$ and $$y_l$$ using the same notation from the NSL slides.
 * 1) Using figure 2 as a guide and your results from 3.a, extend the 2 layer back prop model to a three layer back prop model. Do this on the model in the folder 3layer. Some parts have been filled in already to help guide the process. When you are finished, run the model on the same testing and training data as question 2. Create a scatter plot in the same manner and compare the two.
 * 2) How good a job does the three layer network do on generalizing on the problem?
 * 3) How does it compare to the results from the two layer network?
 * 4) Does it do a better job? Why or why not?
 * 5) As it turns out the evil Dr. Moriarty has created vampires that are similar in height and hairiness as adult humans. You have discovered his fiendish plan and must now train a new network. The figure below shows a scatter plot of the new training data. How fortunate for you that almost no one in Transylvania is the same height and hairiness as the mutant vampires, but which neural network should you use? Train both the two layer network and the three layer network on the new data. Create scatter plots for both results in the same manner as before.
 * 6) How well do the two networks perform on the new data?
 * 7) Which of the two networks performs better on generalization?
 * 8) Specifically, why does the one that performs better do so?
 * 9) Having analyzed the outcome of two networks on two different sets of data list several pro’s and con’s to using either network and explain with each one why it is the case that it is either a pro or a con.

Part 3
The Royal Society of Devious Werewolves has figured what method you use to train your robot. So before coming over to play pool, they all put on disguises. However, not being as bright as they think they are, they all wear the same disguise. Your faithful servant Igor having infiltrated the Royal Society can phone ahead to tell you what the features the werewolves disguises have so you can retrain your robot before they come over. The only problem is that Werewolves drive Italian sports cars, and since they are not known to drive with caution, time is of the essence in training. You decide to augment the training error in your network to use momentum.
 * 1) Plug the extra momentum term into the training error. Train the two layer network on the first data set WolfData1.txt both with and without the momentum term. Give a print out of the networks error.
 * 2) Does the network train faster with the new momentum term? If so, what is your intuition as to why this is or is not the case?[[Image:Learning_and_Neural_Networks_Material_Chart3.png|center]]

Project Materials and Data

 * 1) Full Werewolf Data Files
 * 2) Augmented Back Propagation Model
 * 3) Neural Simulation Language Package

Additional Links

 * 1) Other Projects in Artificial Intelligence at Cool-ai.org
 * 2) The NSL (Neural Simulation Language) Home Page
 * 3) Old but Relevant CSCI564 Course Web Page - This is the course in which this project was first used

Mundhenk 07:21, 1 February 2007 (UTC)

title: Learning and neural networks


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User talk:Mundhenk

Hi Mundhenk, the project on AI and Neural networks looks excellent. Thanks for making it available. Mirwin 07:19, 1 February 2007 (UTC)

"Learning and neural networks"
Hello, we have here some feedback. When you have some time, would be great, if you could have a look. Thx, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 17:02, 25 May 2008 (UTC)

title: User talk:Mundhenk


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User:Steventucker

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Bio Page for Steven Tucker
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:White;" |

{| border=0 cellspacing=0 cellpadding=15|| style="width:700px"
 * [[Image:Steve_t.jpg|100px]]

title: User:Steventucker


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Talk:Learning and neural networks

Added a Project, Any Requests
I added the project, I can add more stuff. I am looking for my lecture notes I gave to prep students on the project I post. Also, as a side note I'm new to the Wiki thing so any comments are welcome for sure. Mundhenk 23:46, 1 February 2007 (UTC)

I am going to add more to the lesson. I think I'm a little beat for the evening. Mundhenk 04:42, 12 February 2007 (UTC)

I've been thinking about dividing this up into sub-topics and getting some people I know to contribute. I might break it into I'm really really fishing for comments here. Let me know.
 * 1) Hopfield networks
 * 2) Hebian Learning
 * 3) Graphical Models (maybe its own field?)
 * 4) Feedforward models (what's here already)
 * 5) Biological Models (specific types such as Dominy-Arbib Model of grasping)
 * 6) Boltzmann machines
 * 7) Statistics and Neural Networks

Mundhenk 08:58, 6 March 2007 (UTC) I'm playing around with a sub-departmental logo. This is my first idea. Mundhenk 22:10, 6 March 2007 (UTC) This is my second idea. Mundhenk 22:10, 6 March 2007 (UTC)

possible project
I'm thinking that it would be fun to have a learning project designed around the goal of making a bot that uses a "neural network"-based approach to make a "more intelligent" bot than usual. I think this page --> Writing a simple greeting bot for MediaWiki could usefully be extended in an effort to make more than a simple greeting bot. For example, an "intelligent" bot could take clues from userboxes and other information on user pages and edits that are made in order to suggest pages and activities that might be of interest to individual Wikiversity participants. --JWSchmidt 00:25, 7 March 2007 (UTC)

General comments

 * It would be better if "college students" were a different colour in the figures
 * I can't quite figure out what all the letters are supposed to mean in those formulae - it would be much better if they were defined!
 * The exercise needs to be modified to explain where to get NSL from (http://nsl.usc.edu/) and maybe how to install it and load a file.

Overall, a nice tutorial, though - better than the notes our lecturers gave us, definitely!

 * Hello, thank you very much for your feedback.
 * Colors: What color would you propose then ? Perhaps even the images could be made completely new (and also involve more things like different shapes, ...) ?
 * Image:Neural-Network-Example-4.jpg
 * Image:Neural-Network-Example-5.jpg
 * letters: seems this User:Mundhenk made much contribution - he has listed emails on his user page. I will contact him and he or someone else may add the info on that page.
 * NSL: I think it is listed here (link + download link). About how to install I found this link. All in all your feedback suggests this should be presented perhaps at begin somewhere ?
 * Thanks again for your input, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 16:59, 25 May 2008 (UTC)
 * Thanks for the feedback. Let me look it over and see if I can integrate the comments Mundhenk 03:48, 3 June 2008 (UTC)

title: Talk:Learning and neural networks


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Topic talk:Wiki

I made this topic page to serve as a portal to pages related to wikis - so I'm wondering: should it be a Portal instead? Or should there be both? What would Topic:Wiki have that Portal:Wiki wouldn't (and vice versa)? I'm also wondering about Topic:Wiki Science, which overlaps with what I've done here - should we just stick with that one or is there room for both of these organiser pages? Basically, what I want to do is to have a really good set of pages about wikis, how they work, and how you can use them - that should be something we can all collaborate on.. Cormaggio beep 11:30, 1 February 2007 (UTC)

 * Perhaps we should consider a joint project with this online community? http://en.wikipedia.org/wiki/Meatball_Wiki  Apparently it has drifted a bit since I first perused there.  It was originally supposed to be about establishing wiki communnities.  Now it is more general discussion.  Mirwin 11:50, 1 February 2007 (UTC)

 * Thanks Michael - I love Meatball, and am very keen that we share some sort of discussion. There are also many fascinating pages there about wikis (and community in general) that we could reference from any number of pages here on Wikiversity. But I'd like to know more about what kind of "joint project" you had in mind.. :-) Cormaggio beep 12:55, 1 February 2007 (UTC)

title: Topic talk:Wiki


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Category:Pages of unknown use

Please add this category to any pages whose use is unclear - a page may, for example, be being used by a face to face class, but it needs to be clear in Wikiversity what pages are useful for and who they are targeted at.

title: Category:Pages of unknown use


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User:Pemdas

Jason Payne

Hello. My name is Pemdas which is an acronym. I am brand new here. I'll be looking at and adding to the mathematics and physics materials to understand them better. I am unhappy with my current knowledege. I went so far as studying calculus II and elementary differential equations in college, and beside a little independent study have forgotten much of what I had learned.

I think that Wikiversity is a good thing.

Wow thanks to a helpful user I have learned what Wikiversity-L is!

Calculus

Algebra

Physics

title: User:Pemdas


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User talk:Pemdas

Hi Pemdas, and welcome to Wikiversity! Wikiversity-L is the mailing list for people interested in discussing anything about Wikiversity - however, it's not used so much, and you might find more of interest on the Colloquium. I'm adding some hopefully useful links below, but if you've any questions, please don't hesitate to ask on my talk page. Cheers. Cormaggio beep 15:00, 1 February 2007 (UTC)

title: User talk:Pemdas


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User talk:Steventucker

Hi Steven, and welcome to Wikiversity! I'm adding some hopefully useful links below, but if you've any questions, please don't hesitate to ask on my talk page, or you might find more of interest on the Colloquium. Cheers. Cormaggio beep 15:05, 1 February 2007 (UTC)

Hi and Welcome
Hi Steven, I am experimenting with brief personalized welcomes but all you have added to your bio page so far is the picture. Argh! If you need any help or have any questions about how to get started feel free to drop me a question on my talk page. Cormaggio is also a very helpful individual. Hope to see you around soon. Sincerely. Mirwin 07:05, 8 February 2007 (UTC)

title: User talk:Steventucker


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Cryptography/Other Substitution Cyphers

Playfair Cipher
Playfair cipher consists of a table of 5x5 letters. The table have all of the 26 english letters. The arrangement and distribution of the letters in the table depends on the chosen key.

Creating the table
Lets have the word ENCRYPTION as a key.

Start with writing the key word in the table, each letter in a cell. If a letter appears more than once in the key word, it is only included once in the table.

The letters (I) and (J) were combined in a single cell, so we will have 24 cells for the rest of 24 letters.

After writing the key word to the table, fill the remaining cells alphabetically.

So far, you will get this table. Note that the letter (N) from the key word was not repeated and the letters (I) and (J) are in the same cell.

Encryption
Lets have the following sentence as a plaintext: I will meet you.
 * 1) Start by cutting the plaintext into fixed size units, each containing two letters.
 * 2) While creating units, if you get a unit has the same letter, insert (X) between them and transfer the right letter to the next unit.
 * 3) If you have a single letter in the last unit, add (X).

You will get this: Now we need to exchange each unit with its corresponding ciphered unit. To do that there is 3 rules:
 * 1) If the two letter in the same column,substitute each letter with the one below. If the letter was the last one in the column take the first letter in the same column (IW-->FC).
 * 2) If the two letter in the same row,substitute each letter with the one in the right. If the letter was the most right letter,take the first letter in the left from the same row(LM-->MQ).
 * 3) otherwise,Intersect the row of the first letter in the unit with the column of the second letter in the same unit, this will give the first letter. And intersect the column of the first letter in the unit with the row of the second letter in the same unit to get the seconde letter(IL-->TM).

The encrypted units will be this: The ciphertext will be:  FCTMMQRUNPRAVZ .

Decryption
To decrypt, start by cutting the ciphertext into units. Then use the table to get the plaintext using the same rules. However, there are some differences:
 * 1) If the two letter in the same column,substitute each letter with the one above. If the letter was the first one in the column take the last letter in the same column (FC-->I/Jw).
 * 2) If the two letter in the same row,substitute each letter with the one in the left. If the letter was the most left letter,take the first letter in the right from the same row(MQ-->LM).
 * 3) otherwise,Intersect the row of the first letter in the unit with the column of the second letter in the same unit, this will give the first letter. And intersect the column of the first letter in the unit with the row of the second letter in the same unit to get the seconde letter(TM-->I/JL).

title: Cryptography/Other Substitution Cyphers


text:
User talk:Sonomachris~enwikiversity

Hi Sonomachris, and welcome to Wikiversity! I'm adding some hopefully useful links below, but if you've any questions, please don't hesitate to ask on my talk page, or look over the Colloquium to see what people have been talking about. Cheers. Cormaggio beep 16:40, 1 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 Sonomachris. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sonomachris~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 23:43, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Sonomachris~enwikiversity


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User:Lobster209~enwikiversity

Student Galaxy 20:17, 1 February 2007 (UTC)

title: User:Lobster209~enwikiversity


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Topic talk:Server administration

Impetus
The underlying motivation for creating this learning group is, as shown on the Topic page, Sandbox Server. I'm quite confident that we shall indeed procure such a server - possibly a set of them. I for one have only a few clues about how to set one up, maintain it, control access to it, install applications on it, configure it, and on and on and on...

I think we need this over-arching project (Division) to coordinate things like Linux, Apache, MySQL-PHP Databases and the management thereof, the MediaWiki Engine and a whole gammut of learn-by-doing involvements. CQ 01:44, 2 February 2007 (UTC)

From the TOpic Page
Is there going to be a Topic:? Is knowlege about  covered somewhere at Wikiversity?

title: Topic talk:Server administration


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Wikiversity:Project namespace

The Project namespace is for Content development.

At Wikipedia all of the content development projects are in the project namespace. They have a pseudo-namespace in which the pages start with "Wikipedia:Wikiproject". In contrast, Wikiversity has content development projects in the "School:" and "Topic:" namespaces.

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Wikiversity talk:Project namespace

Colloquium channels
I'm proposing setting up "channels" to refactor the Colloquium into something through which we can implement LiquidThreads®... CQ

title: Wikiversity talk:Project namespace


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User:Mundhenk

Hi, I'm Dr Nathan Mundhenk. Maybe I'll chip in here. It looks cool. Links to my work and things:

Pages I'm working on

 * 1) Learning_and_Neural_Networks
 * 2) Search_techniques
 * 3) Automatic_Control_and_Robotics

Links and Stuff

 * 1) Cool-ai projects
 * 2) The Nerd-Cam at USC
 * 3) Biologically Inspired Computational Implementation of Contour Integration
 * 4) Videos of Some of my Robots and Such in Action at YouTube
 * 5) My Personal Home Page

Email
Mundhenk 23:54, 1 February 2007 (UTC)
 * 1) [mailto:mundhenk@usc.edu mundhenk@usc.edu]
 * 2) [mailto:nathan@mundhenk.com nathan@mundhenk.com]

title: User:Mundhenk


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User:Pepperboi

 * Topic:Japanese

title: User:Pepperboi


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Wikiversity:Recycling

If you think  may be useful somewhere, you have a very short time to save it somewhere besides in the main Wikiversity namespace.

title: Wikiversity:Recycling


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Template:WikiversityTalk

Project namespace talk page. (this is an open forum)

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Organizational behavior

Organizational Behavior is a field of study that investigates the impact that individuals,groups and structure have on behavior within organizations, for the purpose of applying such knowledge toward improving an organization’s effectiveness.

An organization is a collection of people who work together to achieve a wide variety of goals, both goals of the various individuals in the organization and goals of the organization as a whole. Organizations exist to provide goods and services that people want. These goods and services are the products of the behaviors of workers.

Organizational behavior (OB) is defined as the systematic study and application of knowledge about how individuals and groups act within the organizations where they work. It is the study of human behavior in organizational settings, how human behavior interacts with the organization, and the organization itself. Organizational behavior theories inform real-world evaluation and management of groups of people.

Organizational behavior is the study of the many factors that have an impact on how individuals and groups respond to and act in organizations and how organizations manage their environments. Although many people assume that understanding human behavior in organizations is intuitive, many commonly held beliefs about behavior in organizations, such as the idea that a “happy worker is a productive worker,” are either entirely false or true only in specific situations. The study of organizational behavior provides a set of tools—concepts and theories—that help people understand, analyze, and describe what goes on in organizations and why. How do the characteristics of individuals, groups, work situations, and the organization itself affect how members feel about their organization?

The ability to use the tools of organizational behavior to understand behavior in organizations is one reason for studying this subject. A second reason is to learn how to apply these concepts, theories, and techniques to improve behavior in organizations so that individuals, groups, and organizations can achieve their goals. Managers are challenged to find new ways to motivate and coordinate employees to ensure that their goals are aligned with organizational goals.

Organizational Behavior addresses following points:

provides a set of tools—theories and concepts—to understand, analyze, describe, and manage attitudes and behavior in organizations. behavior to attain individual, group, and organizational goals. organization as a whole. A full understanding must include an examination of behavioral factors at each level. organization’s ability to achieve its goal. Management is the process of planning, organizing, leading, and controlling an organization’s human, financial, material, and other resources to increase its effectiveness.
 * Organizational behavior studies the factors that impact individual and group behavior in organizations and how organizations manage their environments. Organizational behavior
 * The study of organizational behavior can improve and change individual, group, and organizational
 * Organizational behavior can be analyzed at three levels: the individual, the group, and the
 * A manager’s job is to use the tools of organizational behavior to increase effectiveness, an

Part I: The Individual
• Ability & Learning • Values, Attitudes and Job Satisfaction • Personality & Emotions • Perception & Individual Decision Making • Basic Motivation Concepts • Motivation and its Applications

Part-II The Group
• Foundational of Group Behavior • Group and Team Work • Functions of Communication • Basic Approaches to Leadership • Contemporary Issues in Leadership • Power and Politics • Conflict and Negotiation process that includes defining goals, establishing strategy, and developing plans to coordinate activities.

Part-III The Organization System
• Organizational Structure • Work design and Technology • HR Policies and Practices • Organizational Culture • Organizational Change • Stress Management

Macro-OB generally includes the study of organizations with a focus on structure, technology, organizational change, organizational learning, culture, decision-making, innovation and creativity, and so on.

Micro-OB on the other hand tends to focus more on inidividuals, groups/teams, and interpersonal issues such as motivation, personality, leadership, ethics, job design, power, politics, conflict, negotiations, etc.

Contributing disciplines to the OB field
Organizational behavior is an applied behavioral science that is built upon contributions from a number of behavioral disciplines. The predominant areas are psychology, sociology, social psychology, anthropology, and political science

Psychology
Psychology is the science that seeks to measure, explain, and sometimes change the behavior of humans and other animals. it may be;the mental and behavior characteristic of an individual or group; RELATONSHIP WITH OB If one want to improve the behaviour of an individual on group we have to look into the psychological needs of an individual and group.So the knowledge of psychology can realy help in improving and modifying the behaviour of individual and group.If the psychological needs are fulfilled ,it gives satisfaction to people and also give peace of mind, which can improve the ability of an organization.

Sociology
Sociologists study the social system in which individuals fill their roles; that is, sociology studies people in relation to their fellow human beings. also according to the Waliam Marrian dictionary, sociology is "the science of society social instituton and social relationship." This study really provides helping hand in the improvement and modificaton of OB. Society provides the base for collective living and relationship while social institutes provide the base for better form and shape for society among its different organizations. Meanwhile, social behaviour moulds the behaviour and values of the society. So, knowledge of social norms and values not to forget the customs really help in shaping the society.

Social psychology
An area within psychology that blends concepts from psychology and sociology and that focuses on the influence of people on one another. it deal with the fulfilment of social needs in a phycological sense of interpretations.it cause different socio psycho conditions and affair for the modification of OB.it deal with the inner self of an individual itself. Esteem must be preserved and hounourd. social phycology is the main and principal organ of bringing together different organ in a better harmony and this improve the OB and modified it towards further improvement and achevement.

Anthropology
The study of societies to learn about human beings and their activities. we also define anthrapology as "science of human beings especialy of their environment and social relations and there culture" environment play a pivotal role in the iimprovment and modification of OB. environment like teacher and preacher determines the direction of OB. in our society colourful people are living ie from different religion,creeds,cast and culture. So for OB modificationand improvement,one must have the very trate and attitude of anthropology.

A manager’s job is to use the tools of organizational behavior to increase effectiveness, an organization’s ability to achieve its goal. Management is the process of planning, organizing, leading, and controlling an organization’s human, financial, material, and other resources to increase its effectiveness.

Political science
The study of the behavior of individuals and groups within a political environment. It also means "the act or science of guiding or influencing governmental policy"; the study of politics is helpful in the nourishment and development of the OB. Among different groups and individuals, if loyalty is not found,then OB does not flourish and rather becomes the victim of deadlock. Political science provides an insight for the improvement and modification of the OB. The OB involves the application of political science at all levels. It may be at the highest level, like country, and at the lowest level, like an institute or organization. It involves the study of behaviour in a political environment.

quiz
{Organizational Behavior investigates the impact that ________, groups, and structure have on behavior within organizations. + individuals - companies - technologies - strategies
 * type="[]"}
 * Correct! Organizational Behavior studies the impact of individuals, groups, and structure.
 * Incorrect. The focus is on individuals, not companies.
 * Incorrect. The passage does not mention technologies in this context.
 * Incorrect. The passage does not mention strategies in this context.

{An organization is a collection of people who work together to achieve a wide variety of ________. + goals - products - strategies - tasks
 * type="[]"}
 * Correct! Organizations work to achieve various goals.
 * Incorrect. While products might be a result, the correct term is "goals".
 * Incorrect. The passage mentions goals, not strategies.
 * Incorrect. The focus is on broader goals, not specific tasks.

{Organizational behavior (OB) is the study of human behavior in ________ settings. + organizational - social - individual - community
 * type="[]"}
 * Correct! OB studies human behavior in organizational settings.
 * Incorrect. The focus is on organizational settings, not social ones.
 * Incorrect. OB studies behavior in organizations, not individual settings.
 * Incorrect. The focus is on organizational settings, not community ones.

{Many people assume that a “happy worker is a ________ worker,” but this belief can be false or true only in specific situations. + productive - satisfied - motivated - efficient
 * type="[]"}
 * Correct! The saying is "a happy worker is a productive worker".
 * Incorrect. The passage specifically mentions "productive".
 * Incorrect. The saying is about productivity, not motivation.
 * Incorrect. The saying is about productivity, not efficiency.

{Organizational behavior provides a set of tools to understand, analyze, describe, and manage ________ and behavior in organizations. + attitudes - products - strategies - tasks
 * type="[]"}
 * Correct! OB provides tools to manage attitudes and behavior.
 * Incorrect. The focus is on attitudes and behavior, not products.
 * Incorrect. The passage mentions attitudes and behavior, not strategies.
 * Incorrect. The focus is on attitudes and behavior, not tasks.

{Organizational behavior can be analyzed at three levels: the individual, the group, and the ________. + organization as a whole - community - team - society
 * type="[]"}
 * Correct! These are the three levels of analysis in OB.
 * Incorrect. The community is not one of the levels of analysis in OB.
 * Incorrect. While teams can be part of the group level, the correct answer is the organization as a whole.
 * Incorrect. Society is not one of the levels of analysis in OB.

{A manager’s job is to use the tools of organizational behavior to increase ________, an organization’s ability to achieve its goal. + effectiveness - efficiency - productivity - profitability
 * type="[]"}
 * Correct! A manager's role is to increase the organization's effectiveness.
 * Incorrect. While related, the passage specifically mentions "effectiveness".
 * Incorrect. The focus is on effectiveness, not just productivity.
 * Incorrect. The passage mentions effectiveness, not profitability.

title: Organizational behavior


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Bots

Internet bots, or more commonly just bots, are software applications that run automated tasks over the Internet. They are frequently used on wikis to carry out repetitive and mundane tasks.

title: Bots


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Template:R from other template

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Template:TLX

Usage:

Up to three parameters for the specified template are displayed as placeholders, more parameters are shown as "| etc.", for details see the en.talk page.

Documentation
{{Template:}} is a generalization of, , , etc. with arguably better readable output. This depends on the browser, but too narrow uses of "{", "|", "}" in conjunction with links can be hard to read.

Usage

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Example

 * Note: On the source sister project, en.wikipedia, X0, X1, X2,..., X9 are sandbox templates for experimentation. Here they show as redlinks, as no auto-cleansing software facility exists.

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Template:I2

;This template is a typing aid convenience shortform template of the calls   and it's shortform equivalent  , and any of the three causes a double linefeed without shifting indentation with no first parameter. The equivalent form of   to perform identically is just that...   no parameters. Like   and  ,   when given the argument  , will indent that many spaces in the newline. The difference is   always gives two linefeeds creating extra vertical.

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This ' NAME ' template documentation is transcluded for all undefined tagged templates [ [ edit] ].

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 * It is particularly useful in list and tables or when discussing category schemes.

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Talk:Bots

Mathbot
Mathbot, operated by Oleg Alexandrov at Wikipedia has, among many other things, been instrumental as a tool for cataloging and processing Wikipedia 1.0 assessments. "Mathbot is a collection of scripts written in Perl". It uses Perl's  WWW::Mediawiki::Client  package from CPAN to download text from Wikipedia and upload processed text back. I think this is a good hands-on pilot study for the Wikiversity Bots program in conjunction with the MediaWiki Project. CQ 19:52, 4 February 2007 (UTC)

Linky
Linky is an IRC bot that sits in IRC channels and is generally used to translate wikilinks ( links in square brackets ) to full urls, ( http://en.wikiversity.org/wiki/Some_link ) and other basic tasks. See User:Sebmol/wikiversilinky for more details. CQ 20:08, 4 February 2007 (UTC)

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Talk:Managing vandalism

 * This is a place to ask questions, comment, etc. Anyone may comment. Please edit below the line

Name of page
Is it OK to use 'vandal fighting' or can we find a less oppositional name? What are other ways of expressing this? e.g., anti-vandalism? (still oppositional?) -- Jtneill - Talk - c 07:55, 30 June 2008 (UTC)
 * Both words atm can bring negative associations. The wording plays a big role how we perceive things and then act because of this perception.
 * Some general ideas:
 * - An opportunity to transmit Wikiversity's mission to x
 * - Helping (x) understand Wikiversity's mission
 * - An opportunity to understand x better
 * - Outreach for x
 * (replace x with: other humans/participants ?)

 * So, what might be one scenario (please note that there are other pathways/scenarios possible) with a "vandal" ?

 * - red circle: a person/group acting weird (regarding - some - people's opinion)
 * - blue circle: let's say carelessly this is WV (though it consists of many individuals - note: I don't say pages) and the line is not drawn through to show that we cannot "shutdown gates" - our doors are open all the time.

 * 1: both exist (somehow)
 * 2: first contact (e.g. reading pages)
 * 3. "inside" WV (and doing something)
 * 4: contributing to Wikiversity's mission (the mission of WV from that time)

 * So, what can happen after situation 3 ? This is completely in our hands. In most projects very likely the vandal is being "fought" and is "brought" back to a previous state (and the game can continue again from that state). The more effort-taking way is to help the circle understand and realize what WV is about and ultimately making the circle contribute also to WV's mission.

 * Something to think:
 * - Who will take the effort to help a circle reach step >3 ? Why act at all like this ?
 * - Will this succeed with every "red circle" ?
 * - What happens when you exchange the meaning of the red and blue circle ?
 * - Why not read Vandal Wiki ?
 * - ... Erkan Yilmaz uses the Chat (try) 20:57, 30 June 2008 (UTC)

 * Erkan, yes, good stuff, would you put some/most of this on the main page? I think the page has a sufficient skeleton of detail, but lacks the more subtle understandings and positive potential of communication. And we still need a better name. I'm thinking maybe now more in terms of managing vandalism, i.e., moving away from typing people/users as black and white "vandals/not vandals/vandal fighters". -- Jtneill - Talk - c 03:06, 1 July 2008 (UTC)

 * Some possibilities: Surviving vandalism / Coping with vandalism / Dealing with vandalism / Understanding the vandal / Responding to vandalism  —Moulton 21:23, 15 July 2008 (UTC)
 * Hello, thanks for your ideas. Below my comments:
 * Surviving vandalism
 * Somehow this awakes in me the association that there has been something bad before and therefore we survive. When we see wikis as a place where everything can be restored again, this surviving is not so much fitting. It is just "normal life" - normal edits. If one sees edits as just saving - temporarily or more permanent - (learning) content that is nothing bad so far. Learning in users increases over time.
 * Coping/Dealing with vandalism
 * not quite sure yet, but I assume somehow this goes into the same direction of "managing vandalism" ?
 * Responding to vandalism
 * When I see responding in relation to that someone asks a question: I like this one. Because on a question there can be (many different kinds of) responses. So like: before doing things you just talk, action comes later on.
 * When I see responding as: reacting on someone's deeds I don't like it anymore. I would like to see the whole thing more as communicating with others.
 * Understanding the vandal
 * atm I prefer this: because if we try to understand someone it hopefully also enlightens oneself. This can help that one should not be so rigid in her beliefs. It should be not like in the form of sophists, but if you can find 10 arguments why the other is right that helps already a lot in interacting with others and finding a compromise. That is actually the theory :-) practice is always a little different (I didn't in this response consider this also, it is 02:15 AM here).
 * well and still we have this bad term "vandal" :-) Erkan Yilmaz uses the Chat (try) 00:17, 16 July 2008 (UTC)

 * Yes, the term originates from an East Germanic tribe that sacked Rome in 455. Thus the term automatically implies a hostile intent.  It's not obvious that every case of "vandalism" fits this historical metaphor.  Very likely there are better ways to analyze and characterize antagonistic edits by parties who do not share the goals of the dominant clique.  Were I to craft a learning resource that addresses this issue, I'd replace "vandal" with "adversarial editors" and "vandalism" with "adverse edits."  —Moulton 23:34, 20 July 2008 (UTC)

Where I got lost
I got lost during "One scenario". -- Thekohser 02:38, 14 July 2008 (UTC)
 * Could you provide more info, so we can try to find a way out of this (if you perceive being lost as problem), Erkan Yilmaz uses the Chat (try) 15:41, 14 July 2008 (UTC)

 * It seems to me that demonstrating the phenomenon of vandalism with a sort of "Venn diagram" is needlessly complicating what is a very simple thing to explain with words. For example:
 * Wikiversity is an open-door project.
 * Some people join us and blend in nicely with our stated mission and goals.
 * Other people do not. They can be against our stated objectives in either an inadvertent or a deliberate way.
 * Wikiversity typically wishes to "convert" the inadvertent un-blended visitor, and typically wishes to either convert or frustrate the deliberate un-blended visitor.
 * --Thekohser 16:26, 16 July 2008 (UTC)

 * Sometimes a concrete example helps focus attention from the abstract to the concrete problem at hand. Consider the recent case of  prima facie vandalism here by User:StreamingWeb600.  What would be the ethical best practice in dealing with such an individual (whose identity and backstory are entirely unknown).  Does he come here out of a grudge, out of some prior trauma elsewhere in a Wikimedia project?  Is he just a random hooligan out for lulz?  In any event, where is he in his lifelong learning journey, and what is his attitude toward learning the next valuable lesson in life that relates to his manifested actions here?  Are we thrust into a reprise of Lord of the Flies?  Is simply blocking him, without notice, the optimal practice?  Just as Lonnie Athens and James Gilligan bothered to interview felonious miscreants, and just as Suzanne Retzinger listened to warring frenemies, perhaps we should (on a selective basis) do the same with the occasional vandal here.  —Moulton 15:45, 21 July 2008 (UTC)

 * Well, keep in mind that certain vandals follow a pattern, which is recognizable by people experienced with pattern vandals. That one in particular has visited us before, on numerous occasions. If someone creates an account and immediately begins trolling in that fashion, we simply block them quietly, clean up the mess, and move on. If they want to contribute positively, they can just create a new account. Not everyone is worth talking to. --SB_Johnny | talk 11:23, 22 July 2008 (UTC)

 * It would help me to know the parts of the backstory that are known to you but not to me. Constructing a character model of an antagonistic character is known to be a hard problem in general.  I encountered several such characters on Wikipedia, including one who registered expressly to harass me.  —Moulton 13:31, 22 July 2008 (UTC)

 * Well, I'm not going to discuss particular cases, but it's not so much about trying to figure out someone's character as it is simply recognizing a certain pattern of counter-constructive edits. There's also a difference between "pure trolls" (i.e., people who are being disruptive simply for the sake of being disruptive), "attack accounts", and "people who tend to go a bit overboard sometimes": of course, you need to be able to distinguish between the 3, and no, that's not necessarily easy to do. The latter group have the most to contribute: e.g. you (Moulton) have in the past perhaps hit people's buttons a few more times than was necessary, but (IMHO) you clearly have something productive to contribute to the community, and are certainly worth talking to. People who use "attack accounts" tend to get bored quickly if no-one gives them attention (much less makes them the center of attention)... they have an agenda, and aren't going to waste their time if it becomes clear that their agenda is not being forwarded. "Pure trolls" are likewise looking for attention, but only for the sake of getting attention (which is why there's no reason to bother trying to psychoanalyze them... they're loopy, so leave it at that and move on). As I once heard Jacques Derrida say, the problem with "sakes" is that you can't point to a "sake" and see it there. Nevertheless, you can still, with empathy and a cool head, determine what was done for the sake of what. --SB_Johnny | talk 14:26, 22 July 2008 (UTC)

 * Oh, for Pete's sake. I wonder if Jacques Derrida ever deconstructed the Dueling Banjos scene from Deliverance.  —Moulton 21:15, 22 July 2008 (UTC)

title: Talk:Managing vandalism