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Science Grade 9/Earth and Space

STAR STUFF (Physical Science: Atoms, Elements, and Compounds)

 * /Big Bang and the production and organization of matter/
 * /Structure of Atoms (Modern Atomic Theory)/
 * /Organization of Atoms (elements and the Periodic Table)/
 * /Formation and organization of simple molecules (Ionic Compounds)/
 * /Changes in the properties of matter (mass spectrometer and spectral analysis of stars)/
 * /Major Projects/ (Project Based Learning)
 * /Unit 1 Rubrics/
 * Interventions (strategies when the learner is struggling & when the learner is excelling)
 * Sample Unit Timelines

SOLAR ENERGY (Physical Science: Characteristics of Electricity)

 * Big Bang and the production of energy
 * Electrical charge
 * Electrical current
 * Series and Parallel circuits
 * Electrical Energy and Power consumption
 * Solar Energy
 * Unit 2 Rubrics

SUMMATIVE PERFORMANCE: Analyze Oak Bay High School’s electrical energy consumption and design a solar energy system for the new, ‘green’ Oak Bay High.

SPACE TRAVEL (Earth and Space Science: Space Exploration)

 * Big Bang and the development of the Universe
 * Other explanations of the development of the Universe
 * /Organization of the Solar System ( esp. Mars and history of Mars myths/)
 * Organization of the Earth/moon system
 * Technologies of Space Exploration

SUMMATIVE PERFORMANCE: Design and build a solar powered robot surface explorer and soil tester (Lego Mindstorms)

MARS ATTACKS! (Life Science: Reproduction)

 * Is there extra-terrestrial life?
 * Definition of Life
 * Big Bang and the production of pre-biotic compounds
 * Urey and the possible development of DNA and cells
 * Cell Division (Asexual and Sexual)
 * Embryonic Development
 * Reproductive Technologies

SUMMATIVE PERFORMANCE: Alien Attack Crime Scene Investigation (Using DNA analysis by Electrophoresis)

title: Science Grade 9/Earth and Space


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Smoking/Cessation/History of smoking: not the smoking, the cigarette is the problem

Since 1492
For centuries, partly because tobacco was expensive, smoking pipes were used, usually with a long stem and a narrow bowl (crater) in which small amounts of tobacco could be burned at a lower temperature than in ones with a wider bowl (and, if inhaled, by sucking much more slowly than on a present-day $igarette).

Historians are urged to research how the status of inhalant vs. non-inhalant "smoking" has varied over the centuries. Today according to one source 94% of tobacco "smokers" are $igarette users, presumably mostly inhalant; 5% smoke cigars (most claim not to inhale), 1% (like Lord Russell who lived to be 98) use the big western-style "tobacco pipe" with a bowl diameter of 15 mm and more, and also mostly claim to be non-inhalant.

Technology first, then marketing opportunism
In the late 19th century $igarette-rolling machines were developed, and marketers since have discovered they could sell much more tobacco (and tobacco packaging services etc.) by attracting customers to the "sanitation", "convenience", "mildness" etc. of hot-burning paper tubes loaded with specially pre-toasted, pre-medicated mild tobaccoes, of which one could inhale large overdoses hurriedly without coughing or other unwanted warning symptoms, and get a quick large intake of nicotine, right into the bloodstream, causing "pleasure" (i.e. "bloodsugar"-- the nicotine causes a bloodsugar rise and a temperary well-being feeling). Instead of learning the more sophisticated art of sucking continuously very slow, possibly for 5-15 seconds (see hatha yoga/pranayama breathing), youngsters (through ad pictures, movies, etc. and filtered down through peer groups) were taught to suck hard for a short time (a one-second "puff", a 2-4 second "drag") from a device (the cigaret) which is designed to burn hot enough (up to 700 C/1300 F, less than seven inches from your trachea) to keep burning and be ready, without re-lighting, for further puffs minutes or seconds later. Particularly strong heroic men were supposed to be able to "drag" without flinching (as "to bogart a joint"). Abusing oneself ostentatiously with a hot burning $igarette relieved anxieties by showing others, especially bullies, that one was fearless and capable of inflicting punishment (either on oneself or, by implication, on others). This could be enough to escape being picked on by getting accepted into a gang by showing the gangleader you can help beat up on his enemies.

20th C.: 200 million
Pursuit of the magic "pleasure = bloodsugar" drug nicotine lured the customers on to inhale massive amounts of carbon monoxide (CO), tars etc. By the mid-20th century research began to show catastrophic death increases, but by that time it was too late to prevent a possible 200 million human fatalities in just one century, the greatest genocide (so far) in the history of the planet.

21st C.: 1 BIL?
The World Health Organization (Feb. 7, 2008) estimates the current yearly cigaret death toll at 5.4 million and predicts in a generation it could rise to 10 million (approaching a BILLION per century) as teenagers in China and India begin to have enough cigaret money to buy more overdoses.

 * How to reconcile above allegations with scientific evidence that shows small amounts of second- hand smoke detrimental to non-smokers in the vicinity of smokers? citations needed How do the suggested reduced doses above compare to dose ingested via second hand smoke?

 * Thanks, I'll look for citations. Meanwhile, it was published in the 1970's that "side-stream" smoke(SSS)-- the part that rises directly off the tip of a cigaret, NOT same as "second-hand" smoke (SHS)-- contains 5 times as much carbon monoxide (the no. 1 cardiovascular toxin), 5 times as much sulfur dioxide, 50 times as much ammonia etc. etc. as "main-stream"(MSS) (the part inhaled through the interior of the device).

Eliminate SSS; SHS not so bad
Eliminating the $IGARETTE (and all other overdose smoking methods that produce more smoke than the smoker inhales) and substituting a narrow (1/4 inch i.d.) enclosed utensil in which only a small amount of smoke can be produced at a time, just enough for the user to inhale and no more, eliminates the "SSS" problem. Then, it turns out, true "second-hand" smoke (SHS), that part which has been in and out through the smoker's lungs, actually contains the LEAST carbon monoxide. His/her lungs have "purified" that smoke and made it less bad for bystanders than either the SSS or the MSS.

(Taboo has made it difficult for modern humans to admit to themselves that in every crowded ballroom, church, courtroom or auditorium they routinely rebreathe expired breath from other humans-- largely harmlessly of course. They look for ways to either ignore or disparage such breath, such as confusing "side-stream" with "second-hand" smoke and ignoring a vital biomedical distinction between the two. As soon as they "discover" i.e. admit the latter, there might be prompt widespread agreement on the virtues of a single-toke utensil. (This term includes "double toke"-- see article for important physics details about two persons sucking simultaneously.)

The 3 fractions: proposed clarification
MSS = Mainstream Smoke - the part inhaled into mouth through cigaret or pipestem

SSS = Sidestream Smoke - the part which, being lighter than ambient air, rises initially off the tip of a cigaret-- or from a cigaret or pipe just after a smoker has finished puffing on it and it is burning particularly hot. The cigaret is designed to offer continued burning and readiness for the next puff any time you want it, but only if you bring the temperature up to nearly 1500° F on each puff. Right after you finish a puff is when most of the sidestream smoke is released.

(This term confuses some persons because the smoke rises directly up and does not leave the cigaret in a sideways direction except due to wind.)

SHS = Second-hand Smoke - the part which has been breathed in and breathed out by the smoker; generally least harmful but ignorantly feared most by many.

$igarette advertising history, or there's a sucker started every second
An overwhelming barrage of advertising has been the key to recent genocidal "success" of the tobacco industry. Surplus profit from overdose addicts was recycled into seductive ads to create new addicts (ad + diction = addiction, get it?).

In 1913, with the introduction of the Camel brand, U. S. $igarette makers launched an unprecedented advertising onslought. One source has alleged that the U.S. cigaret market doubled between 1913 and 1918.

Oh, yes, something else happened between 1914 and 1918-- a war or something. Well, $igarettes were appreciated as convenient for soldiers worried about losing their pipe, right? General Pershing praised tobacco as the nation's number one soldier, or something like that. Nicotine helped soldiers stay awake when they were on guard (by paralyzing the sleep process), and focus their mind (on spying, aiming, killing etc.). The famous Eleanor Roosevelt, whose husband was U. S. Undersecretary of the Navy, was one of those ladies who appeared in hospitals providing free $igarettes to wounded Navy boys in 1918. (See Joseph P. Lash, Eleanor and Franklin, 1972.)

Show business showed kids how to smoke
When Frank Sinatra stepped out to sing, "Light Up a Lucky, It's Light-Up Time" and pre-programmed pubescent girls screamed, pubescent boys listening to the radio learned girls will respond to men who smoke. Ronald Reagan earned future campaign money in 1937 (a picture postcard says, "Yours for Kentucky Club, (signed) Dutch Reagan"), 1943 (a magazine-page picture ad says, "Chesterfield is My Cigarette, (signed) Ronald Reagan"), etc., even though Reagan was personally a non-smoker (See Life Magazine, Dec. 1980).

Such recruitment, slowed in the US, has accelerated in Asia-- a survey showed 89% of movies made in India (2004-5) contained depictions of tobacco use, over 70% of it by the leading stars of the picture. (The India Ministry of Health[[w:Ministry_of_Health_and_Family_Welfare_(India)]w:Indian_health_ministry], publicly embarrassed, has since promised to take action against such abuse.)

What's behind the anti-cannabis laws?
As President, Reagan promoted the War on Drugs, really a War Against Cannabis-- an alternative herb which could substitute for tobacco! By 2007 over 872,000 Americans were arrested for cannabis "violations" in a single year, with the billions of dollars for all this arresting and processing law-enforcement function amply covered by over $36 billion (as complained-- or bragged?-- on an R. J. Reynolds website) collected by the selfsame government entities in the form of tobacco excise taxes, license fees, etc., not to mention campaign contributions primarily to the Republican Party and its candidates.

Why Big Tobackgo fears cannabis
In ascending order:

2. Over 100 million persons smoke cannabis today worldwide, and it could, if legalized, readily replace tobacco among many smokers now each paying up to $2000 a year (pack a day) to the Industry; 1. (Much worse) because cannabis contains no overdose-addictive drug such as nicotine, many users are content to use infinitesimally small amounts, and have learned to use a miniature pipe or single-toke utensil. If this conservative behavior, legalized de facto along with the cannabis, began to be adopted widely by tobacco smokers instead of the profitable overdose cigaret, the industry profit margin would be doomed.
 * The above is medically disputed. THC is an active addictive element in marijuana. Further, despite the early hysteria and humor associated with propaganda like "Reefer Madness" shown in U.S. schools in the 60s and 70s, scientific studies have found a clear correlation between use of Marijuana and subsequent use of harder drugs such as cocaine, heroin, meth, etc. [3].

 * While THC may appear to be psychologically addictive for some, it is rare to encounter anyone craving 20 hot-burning overdose cigarets of it a day-- routine for nicotine. For a discussion of gateway drug theory, see Talk page.

Why Big Pharma fears cannabis
In ascending order:

2. Cannabis is alleged to be a viable cheap, natural substitute for many present-day highly profitable drugs; 1. Should cannabis legalization result in a sudden drastic reduction in deaths and illnesses caused by tobacco, due to correlative legalizing of an anti-overdose smoking utensil which can be used by tobacco smokers instead of the profitable overdose cigaret, the result could be a matching drastic reduction in the demand for high-profit drugs and treatments needed by patients suffering diseases such as high blood pressure which result from chronic cigaret overuse.

Why so many present-day cannabis users smoke a "joint" or "blunt" rather than use a conservative utensil
3. Partly, of course, it's the longtime $trillion cigaret advertising, creating a profitable "synthetic tradition" which offers a glamorized grown-upness of fearlessly gesturing with a kind of torch in your hand (like a gun in typical crime drama shows). The hot burning overdose "joint" helps an emotionally insecure user borrow a media repertory of trucculent defiant tobacco cigarette gestures. 2. More recently, it is alleged that, since the 90's, tobacco companies slipped money to rap artists to include references to "blunts" in their songs. (A "blunt" is a cigar-skin with the tobacco filler discarded and an overdose of expensive cannabis rolled inside. User can pose as a hypermasculine bigshot with the big "cigar". Because the cigar wrapper contains nicotine, it's a sneaky way to get youngsters hooked on nicotine. (If the nicotine helps get them hooked on further drugs, prohibitionists can conveniently blame that on the cannabis.) Note artist names such as "Cool" and "Tu-Pac". 1. The main reason is fear of the law-- it's easier to hide or dispose of a "joint" than a pipe, you aren't in danger of being arrested while they fish for evidence of something even worse to book you on, or of losing your investment in the utensil (such as a $600 vaporizer). And people say, "If the cops find one of those in here, they'll confiscate my car!"

Some legal issues concerning utensils
Try to get a signed official letter from your congressman or other government official, or a prescription from a physician, authorizing you to possess and use an anti-overdose smoking utensil, on the premise that its purpose is to enable you to protect your health by reducing $igarette consumption.
 * Keep in mind that in the U.S. no letter from an official can exempt you from equal application of statutes as written. At worst it may embroil the official in criminal conspiracy charges.

 * That being the case, it might be necessary to remind politicians that suppressing anti-overdose smoking equipment to prevent "drug use" is like suppressing condoms to prevent sexually transmitted diseases.

 * Be aware that some medical cannabis users in the U.S. have found federal law enforcement willing and able to lock up medical users despite full compliance with local and state laws. I am looking for citations from California. Please find links provided below. Mirwin 02:49, 16 December 2007 (UTC)

http://www.canorml.org/news/EasternDistrictCrackdown.htm http://www.canorml.org/home.htm

 * True, but bear in mind the above suggestions concern only possession of a utensil, for stated tobacco-reduction use, and not possession of cannabis. In the above recommended letter, and in political advocacy, maybe one could present the argument that possession of an anti-overdose utensil is evidence of the intent to be a sober responsible citizen, more within the law than a reckless self-destructive hot-burning-overdose nicotine slave.

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


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Science Grade 9/Earth and Space/Organization of the Solar System ( esp. Mars and history of Mars myths

a) Lessons

b) Projects

c) Assessments


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User:Asifshiraz

I am interested in Islamic Gold-Backed Economy

title: User:Asifshiraz


text:
User talk:Asifshiraz

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 21:15, 9 April 2010 (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 Asifshiraz. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Asifshiraz~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 23:29, 17 March 2015 (UTC)

title: User talk:Asifshiraz


text: Talk:Green exercise

title: Talk:Green exercise


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Survey research and design in psychology/Generic skills

This unit addresses the following generic skills:


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Instructional design/Introduction to Kirkpatrick’s four levels of evaluation/Level One Evaluation Target Areas

Introduction
Typically, in a level 1 survey, you ask your participants feedback about three target areas:
 * Course content
 * Trainer
 * Learning environment.

Let's take a look at each of these areas:

Content
''' What did learners think about the course content? '''

In a level one survey, ask your participants feedback on different aspects of the course content, including the materials and activities used in the course.

Example Innovate Technologies wants to find out what new employees think about their orientation program’s course content. In the level 1 evaluation survey, they can find out the following about the content:

 * Whether the course content met learners' expectations
 * Did learners enjoy the Icebreaker activities
 * Whether the Introduction to the Company video was helpful

Trainer
''' How did learners react to the trainer? '''

In addition to questions about content, find out what your participants thought about the course trainer/facilitator, such as his expertise on the subject, the effectiveness of his communication, etc.

Example Stratford Healthcare wants to find out whether the Windows training program’s instructor meets the trainees’ expectations. In the level 1 evaluation survey, they can pose the following trainer-related questions:
 * Did the instructor meet the stated course objectives?
 * Was the trainer effective in his presentation?
 * Did the facilitator respond to questions appropriately?

Learning Environment
''' How did learners react to their learning environment? '''

Finally, in a level one survey, solicit your participants’ feedback on the learning environment and administration issues, such as: facilities, class duration, sign-up process etc.

Example Glide Airlines wants to find out whether their Customer Support teams like the environment of the “How to handle customer complaints” training. In the level 1 evaluation survey, they can pose the following questions about the learning environment:

 * Did you find the classroom set-up suitable for this program?
 * Were the number of breaks provided sufficient?
 * Was the online sign-up process easy?

If you feel you've got a good grasp of level one target areas, test your knowledge (To return to this page, click the Back button on your browser window ). Or, click Next to go to Lesson 4.


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Instructional design/Introduction to Kirkpatrick’s four levels of evaluation

Introduction
It’s the “E” in ADDIE; when you find out whether the rubber met the road. That’s right—we are talking about evaluations—evaluations of your training programs, to be precise.

Depending on when you conduct the evaluation of your instructional materials, they can be divided into two categories—formative and summative evaluations. Formative evaluations are conducted as you design and develop the instructional materials. Summative evaluations, on the other hand, are conducted after the instruction has been delivered to the target learners. Their primary objective is to determine the effectiveness of the instructional materials with the learners.

Kirkpatrick's Four Levels of Evaluation
One of the models used when conducting a summative evaluation is Kirkpatrick’s Four Levels of Evaluation. Donald Kirkpatrick created the model specifically for evaluating training programs. Today, it is considered a standard in the fields of education and training.

After completing this module, you will be able to:

 * State Kirkpatrick's Four Levels of Evaluation and their purpose
 * State the three most common target areas measured by a Level One evaluation
 * Identify the item types used in Level One evaluation survey
 * Create a Level One evaluation survey using the three evaluation item types

Let's start with an overview of the model.

Level One: Reaction
''' Was the learner satisfied? '''

Reaction evaluations measure the learners’ response to the training program. In other words, this level measures customer satisfaction. At this level, you find out whether trainees liked various aspects of the training, such as the content, the trainer, and the overall experience.

Example Innovate Technologies wants to find out what new employees think about the orientation program offered to them. A level 1 evaluation can help determine the new employees’ level of satisfaction with the program.

Methods/Tools used
 * Reaction sheets or feedback surveys
 * Verbal feedback

Level Two: Learning
''' What did the learner learn? '''

Learning evaluations measure the learners’ knowledge gained from the training program. At this level, you find out whether trainees learned the knowledge, skills, and/or attitudes covered in the training program.

Example Stratford Healthcare wants to find out whether their employees have benefited from the software training programs implemented there. A level 2 evaluation can help determine whether employees have increased their skill set after being trained.

Methods/Tools used
 * Pre-and post-training tests to measure increase in knowledge or skill
 * Use of a control group to compare trainees’ performance

Level Three: Behavior
''' How did the learner's behavior change? '''

Behavior evaluations measure the change in the learners’ behavior or performance after completing the training. At this level, you find out whether the knowledge, skills, and/or attitudes learned are transferred to the job.

Example Glide Airlines wants to find out whether their Customer Support teams are implementing the “How to handle customer complaints” training on the job. A level 3 evaluation can help determine whether Customer Support is now applying the training at work.

Methods/Tools used
 * Observation of learner behavior over time
 * Interviews with learners’ immediate supervisors to evaluate change in performance/behavior

Level Four: Results
''' How did the learner impact the business? '''

Results evaluations measure the impact learners have on the business after completing the training. At this level, you find out whether the training improved the learners’ productivity and/or quality of work.

Example Fultronix Manufacturing wants to find out whether the Quality Improvement training for their assembly line workers has improved the quality of their products. A level 4 evaluation can help determine whether the training has helped in doing so.

Methods/Tools used
 * Data collection over a period of time
 * Comparisons of Key Performance Indicators (KPI)

Now, that you have completed the overview, test your knowledge (To return to this page, click the Back button on your browser window ). Or, click Next to go to Lesson 2.


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Creating a Level One Evaluation Survey

Introduction
Now, that you know what target areas to focus on in a level one survey, and the types of questions to include, let's look at how best to structure the questions and sequence the survey.

Structuring Your Questions
When creating your survey questions, use the following guidelines:

Sequencing Your Questions
Once you have finalized your questions, you need to figure out the order in which to present them. There are two ways to arrange your questions:
 * by question type
 * by target areas

Which of these options you choose depends on how you use the data you have collected. If, for example, you tabulate qualitative data from level one surveys using a computer application, to further analyze it, then, combining all your closed-ended questions together is useful for this purpose. If, however, you analyze data for each target area separately, then create a section for questions pertaining to each target area.

Case Study
For the final step in this module, create a level survey for Acmay Ltd. to find out the following about their Safety at Work training program: (use each of the question types atleast once in your survey)
 * the content scope
 * participants'suggestions for improving the program
 * preferred training method
 * the trainer's expertise on safety rules & regulations at work
 * whether the lunch provided was good
 * most useful topics

When you have finished creating your survey, compare it to this solution.

title: Creating a Level One Evaluation Survey


text: User talk:Beast64375

title: User talk:Beast64375


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User:Theornamentalist/Sandbox/Info

MATH152: INTRODUCTION TO TRIGONOMETRY

 * The topics within this course are:

 * 1) Introduction/uses in life/science
 * 2) Slope/Pythagorean theorem
 * 3) Right triangles
 * 4) Trigonometric equations/Laws of sines/cosines
 * 5) Graph the six trigonometric functions
 * 6) Unit circle to define the six trigonometry functions
 * 7) Oblique triangles
 * 8) Inverse trigonometry functions
 * 9) Trigonometric identities/formulas
 * 10) Complex numbers and polar coordinates/vectors

Enroll in this class!

title: User:Theornamentalist/Sandbox/Info


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Dummy variable (statistics)

Dummy variables are dichotomotous variables derived from a more complex variable.

A dichotomous variable is the simplest form of data. For example, colour (e.g., Black = 0; White = 1).

It may be necessary to dummy code variables in order to meet the assumptions of some analyses.

A common scenario is to dummy code a categorical variable for use as a predictor in multiple linear regression (MLR).

For example, we may have data about participants' religion, with each participant coded as follows:

A categorical or nominal variable with three categories

This is a categorical variable which would be inappropriate to use in this format as a predictor in MLR. However, this variable could be represented using a series of three dichotomous variables (coded as 0 or 1), as follows:

Dummy coding for a categorical variable with three categories

There is some redundancy in this dummy coding. For instance, if we know that someone is not Christian and not Muslim, then they are Atheist.

So, we only need to use two of the three dummy-coded variables as predictors. More generally, the number of dummy-coded variables needed is one less than the number of categories (k - 1, where k is the original number of categories). If all dummy variables were used, there would be multicollinearity.

Choosing which dummy variables to use is arbitrary, but depends on the researcher's logic. The dummy variable not uses becomes the reference category. Then, this is the tricky part conceptually, all other dummy variables will predict the outcome variable in relation to the reference variable.

For example, if I'm particularly interested in whether atheism is associated with higher rates of depression, then use the dummy coded variables for:
 * Christian (0 = Not Christian or 1 = Christian)
 * Muslim (0 = Not Muslim or 1 = Muslim)

If the regression coefficient for the Christian dummy coded variable is:
 * not significant, then whether someone is Christian vs. Atheist isn't related to their depression
 * significant and positive, then Christian people tend to be more depressed than Atheists
 * significant and negative, then Christian people tend to be less depressed than Atheists

If the regression coefficient for the Muslim dummy coded variable is:
 * not significant, then there whether someone is Muslim vs. Atheist isn't related to their depression
 * significant and positive, then Muslim people tend to be more depressed than Atheists
 * significant and negative, then Muslim people tend to be less depressed than Atheists

Alternatively, I may simply be interested to recode the data into a single dichotomous variable to indicate, for example, whether a participant is Atheist (0) or Religious (1), where Religious category consists of those who are either Christian or Muslim. The coding would be as follows:

A categorical or nominal variable with three categories

title: Dummy variable (statistics)


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Semi-partial correlation

In multiple linear regression (MLR), there are two or more independent or predictor variable (IV) and one dependent or response variable (DV).

A correlation (r) indicates the linear relationship between an IV and a DV.

A semi-partial correlation (sr) indicates the unique relation between an IV and the DV. An sr is the variance in a DV explained by an IV and only that IV (i.e., it does not include variance in a DV explained by other IVs). This Venn diagram represents the variance, rs, and srs involved in an MLR analysis.

Question 1: Which areas represent the squared semi-partial correlations between the IVs and DV? Answer: a and c

Question 2: What do the other labelled areas represent? Answer:
 * a = semi-partial correlation between IV1 and DV (with the effect of IV2 removed)
 * b = variance in the DV which is explained by both IV1 and IV2
 * c = semi-partial correlation between IV2 and DV (with the effect of IV1 removed)
 * d = variance in DV which is not explained by IV1 and IV2

What are semi-partial correlations useful for?
In MLR, square the sr for each IV, to get the semi-partial correlations squared (sr2).

The sr2s provide the percentage of variance in the DV which is uniquely associated with each IV.

Add the sr2 values to get the percentage of variance in the DV which is uniquely explained by the IVs.

R2s (total percentage of variance explained) minus the total of the sr2s equals the percentage of variance explained by the relationship between predictors.

title: Semi-partial correlation


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User talk:Carjohn

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 00:53, 10 April 2010 (UTC)

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

title: User talk:Carjohn


text: File:Heat 1d vx.ogv

title: File:Heat 1d vx.ogv


title: File:Bvp6.ogv


title: File:Bvp1.ogv


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Help:Books

The book tool allows building of a collection of pages, with download into PDF or open document formats, as well as ordering of hard-copy bound copies via pediapress.

This page shows you how to create a book from Wikiversity articles in four steps. Books can be created in PDF or OpenDocument formats, or ordered for printing on the PediaPress website.

Step 1: Enable the "" tool
The "" tool can be enabled from the "" box on the left hand side of the browser screen towards the bottom (see Fig.1). Click on "". The "" tool will appear at the top of your screen.

Individual pages
By clicking on the "" link, the current page being viewed is added to the collection. To add another article, simply go to that article, and click on "" again.

Another way to add articles to your book is to hover your mouse over a link to another article. After one second, a message will pop up, giving you the option to add the linked article to your book.

Categories
If you go on a category page, the "" will have changed into "". Clicking on "" will add all the articles in that category.

Likewise, if you hover on a category link (located at the very bottom of articles), a message will pop-up, giving you the option to add the entire category to your book.

After you have selected the articles that interest you, you can click on "" and you will be presented with a list of articles that are related to your selection. This helps you to create a more complete book if you run out of ideas, or just want to make sure that you haven't forgotten anything.

Step 3: Review your book

Once you are happy with your book, click on "" to be taken to the next step.

After you have clicked on the "" link, you can add a title and a subtitle to your book (see Fig.2). You can also arrange articles and order them according to your taste with clicks and drags (details in the Advanced functions section below).

Step 4: Download or order a printed copy of your book

The finished book can be downloaded or ordered as a bound book. You can download the book, in PDF and OpenDocument format (viewable using OpenOffice.org software), by clicking the "" button (see Fig 3). To order the book as a bound book click the "Order book from PediaPress" button. Further information about printed books can be found in the FAQ.

Changing the order of wiki pages
To change the order of wiki pages in your book, simply move the pages in the list entitled "Your Book". To do so, hover over the page title to move, click and drag it to the new location. Release the mouse button to finish moving the page to its new location. You can also automatically sort the pages into alphabetical order.

Saving and sharing your book with others
To save your book, you must have a registered account on Wikiversity (see Why create an account? for details on how to create an account). You can save your book on the "Book" page, which can be reached by clicking the "Show book" link in the menu on the left hand side. In the "Save and share your book" section, choose one of the location options and then provide a title for the book collection. It will then be saved by clicking the "Save book" button.

Further information
Further information on the books feature can be found on the for experts page. This page explains how the presentation of books can be changed and how to process saved books at a later date.

Printed books from PediaPress
By clicking the "Order book from PediaPress" button, your collection of wiki articles can be printed as a bound book. You will be forwarded to the website of PediaPress, a service that prints books based on wiki content. Further information about the printed books, including the cost and format, can be found on the FAQ page.

In 2007 the Wikimedia Foundation and PediaPress agreed upon a long-term partnership aimed to improve the availability of Wikipedia and other wiki-based project content, in the form of high-quality print products or text documents in the OpenDocument format.

title: Help:Books


text: Wikiversity:Books

title: Wikiversity:Books


text:
Template:Nav book tool

Book tool: help for beginners | help for experts | FAQ | give feedback | explore books

title: Template:Nav book tool


text: Template:Saved book

title: Template:Saved book


text: Template:Nowrap

title: Template:Nowrap


text: Template:Pp-book-cover

title: Template:Pp-book-cover


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Template:Saved book/doc

This template is automatically included at the top of stored books, and automatically categorizes pages in Category:Wikiversity books (community books), Category:Wikiversity books (user books) and Category:Wikiversity books (incorrectly categorized books), as appropriate.

title: Template:Saved book/doc


title: File:Argandcbrt1.jpg


title: File:Argandsqrtm1.jpg


text:
User:Jtneill/Books/SRDPTest

Survey research and design in psychology

 * Survey research and design in psychology
 * Survey research and design in psychology/Lectures
 * Survey research and design in psychology/Tutorials
 * Survey research and design in psychology/Assessment

<! -- See also #REDIRECT Book:Survey research and design in Psychology and Books/Survey research and design in Psychology -->

title: User:Jtneill/Books/SRDPTest


text:
Talk:Introduction to Elasticity/Torsion of noncircular cylinders

if we have circular rod of length of x and one end is rotated and another is fixed. if we apply torque at moving end then what is the value of internal resistance feel by rod ?


text:
General linear model

The general linear model provides the statistical basis for many well-known inferential parametric tests. For more info, see general linear model (Wikipedia}.

title: General linear model


text:
Mauchly's sphericity test

Mauchly's sphericity test is used to test the assumption of sphericity in within-subject ANOVAs. This assumption is that: the difference scores between each within-subject variable have similar variances.

If Mauchly's sphericity test is significant (p < .05), then sphericity should not be assumed and adjustments to the degrees of freedom should be made using an adjustment such as:
 * 1) Greenhouse-Geisser
 * 2) Huyn-Feldt
 * 3) Lower-bound

Greenhouse-Geisser is commonly used and recommended.

title: Mauchly's sphericity test


text: File:Heat.jpg

title: File:Heat.jpg


text:
Free-use Scientology-related video project

The Free-use Scientology-related video project is intended to document and catalog free-use licensed videos relating to the subject matter of Scientology.

Goal of research
These videos are maintained on Wikiversity's sister project for images and media files, Wikimedia Commons. By virtue of the video files being on Wikimedia Commons, they must therefore be available under a free-use license, which allows them to be provided as an educational resource. Also in this manner, they can be used throughout multiple other Wikipedia sites - without needing to be locally uploaded to each site.

This project researches, catalogs, and documents the availability of free-use licensed videos relating to the subject matter of Scientology. Within this context, the project indexes what types of videos are available as free-use media, and provides a brief description of the videos.

As a form of multi-disciplinary analysis and lesson, the project also will delve into how to provide a thematic resource throughout Wikimedia projects. These may include Wikimedia Foundation sister projects, such as: Wikinews, Wikisource, Wikimedia Commons, Wikipedia, Wikiquote, and Wikiversity.

Types of videos
Videos are organized topically at Wikimedia Commons, on sub-topics and themes relating to Scientology; these often are explained in greater detail through individual encyclopedia articles on Wikipedia. Topics include: Scientology and abortion, David Miscavige, Disconnection, Hollywood Guaranty Building, Sea Org, ''That is Scientology! Reports from the USA'' - This was a September 2008 conference held in Hamburg, Germany. Texts of some of the speeches from the conference are available on the sister website, Wikisource.
 * Videos by topic

Former members of the Church of Scientology have spoken out about their experiences inside the organization. These vary depending on their prior role in the organization's hierarchy itself, as well as on the nature of the individual's own personal experiences relating to their life in the group, and that of their friends and family members.
 * Videos of former Scientologists

The group called Anonymous has organized multiple protests outside of Scientology buildings through its movement Project Chanology. The first protest was held on February 10, 2008, to mark the birthday of a Scientologist who died under controversial circumstances - Lisa McPherson. The sister project Wikinews reported on the protest, in an article "Wikinews international report: "Anonymous" holds anti-Scientology protests worldwide".
 * Videos at protests

Armstrong, Gerry
Gerry Armstrong is a former Scientologist; when he was a member of the elite group the Sea Org, he was tasked with researching and cataloging papers for a biography on Scientology founder, L. Ron Hubbard.

Beghe, Jason
Jason Beghe is an actor and former Scientologist; while a member of the organization he participated in promotional videos for Scientology. Scientology leader David Miscavige called him "the poster boy for Scientology". Beghe left the organization in 2007.

Brennan, Lawrence H.
Lawrence H. Brennan (Larry Brennan) is a former Scientologist, he served in high-level management positions in the Scientology intelligence agency, the Guardian's Office, as well as its successor, the Office of Special Affairs.

Christman, Tory
Tory Christman is a former Scientologist, who served as a volunteer within the Scientology intelligence agency, the Office of Special Affairs. She left the organization in 2000.

Dubreuil, Jean-Paul
Jean-Paul Dubreuil is a French-Canadian critic of Scientology, who wrote a book about his experiences within the organization.

Headley, Marc
Marc Headley left Scientology and his wife left shortly thereafter. He wrote a book about his experiences, titled Blown for Good.

Henderson, Michael
Michael Henderson is a former Scientologist, who experienced the policy of Disconnection, and was separated from his family after leaving the organization.

Many, Nancy
Nancy Many is a former Scientologist, who wrote a book about her experiences, titled My Billion Year Contract. She was interviewed for Wikinews: "Author of My Billion Year Contract reflects on life in elite Scientology group". Many was a member of the elite Scientology group called the Sea Org.

Padgett, Tom
Tom Padgett is a former Scientologist, who experienced the policy of Disconnection. He became a critic of Scientology, and spoke at a conference critical of destructive cults. Padgett was an actor in the movie about Scientology, called The Bridge.

Pieniadz, Patty
Patty Pieniadz is a former Scientologist, who worked in the Scientology agency the Office of Special Affairs for many years.

Saxton, Aaron
Aaron Saxton is a former Scientologist, who served in a senior management position within the elite Scientology group, the Sea Org. He was also a member of the group, the Commodore's Messenger Organization, within Scientology. He contacted Senator Nick Xenophon of Australia, who quoted statements by Saxton about Scientology into the parliamentary record of the Australian Senate in November 2009.

David Miscavige
David Miscavige (born April 30, 1960) is the leader of the Church of Scientology and its many affiliated organizations, having assumed that role shortly after the death of Scientology founder L. Ron Hubbard in 1986. His formal title is Chairman of the Board of Religious Technology Center (RTC), a corporation that controls the trademarked names and symbols of Dianetics and Scientology.

Disconnection
Disconnection, when used in Scientology, is a term used to describe the severance of all ties between a Scientologist and a friend, colleague, or family member deemed to be antagonistic towards Scientology. The practice of disconnection is a form of religious shunning. Among Scientologists, disconnection is viewed as an important method of removing obstacles to one's spiritual growth. However, disconnection is controversial since it has ended marriages and separated children from their parents. Scientology spokesmen currently deny that such a policy exists.

Hollywood Guaranty Building
The Hollywood Guaranty Building is a Beaux Arts office building in Hollywood, Los Angeles, California built in 1923 and designed by John C. Austin. It was added to the National Register of Historic Places in 1979. The Church of Scientology maintains operations of the upper middle management of the organization in the Hollywood Guaranty Building.

Mace-Kingsley Ranch School
Mace-Kingsley Ranch School (later called The Ranch School, Inc., and the New Mexico Ranch School) was a Church of Scientology-affiliated private school for teenagers in a rural ranch environment.

Project Chanology
Project Chanology (also called Operation Chanology) is a protest movement against the practices of the Church of Scientology by members of Anonymous, a leaderless Internet-based group that defines itself as ubiquitous. The project was started in response to the Church of Scientology's attempts to remove material from a highly publicized interview with Scientologist Tom Cruise from the Internet in January 2008.

Scientology and abortion
The intersection of Scientology and abortion has a controversial history which began with Scientology founder L. Ron Hubbard's discussion of abortion in his 1950 book Dianetics: The Modern Science of Mental Health. Hubbard wrote in Dianetics that abortion and attempts at abortion could cause trauma to the fetus and to the mother in both spiritual and physical ways. Scientologists came to believe that attempted abortions could cause traumatic experiences felt by the fetus, which would later be remembered as memories referred to in Scientology as "engrams". Multiple female Scientologists have come forward in later instances, stating that if members of Scientology's elite group the Sea Org become pregnant, they are told they must have an abortion.


text:
Talk:Free-use Scientology-related video project

Created page

 * This page will serve as a cataloging and research project.
 * It will also will be the subject of a lesson on multi-use capability of utilizing sister projects in conjunction with each other. For example, Wikinews, Wikisource, Wikimedia Commons, Wikipedia, Wikiquote, and Wikiversity. -- Cirt (talk) 16:27, 10 April 2010 (UTC)


text:
User:Cirt/Gadget-UTCLiveClock.js

function liveClock {

liveClock.node = mw.util.addPortletLink( 'p-personal', mw.config.get('wgServer') + mw.config.get('wgScriptPath') + '/index.php?title=' + encodeURIComponent(mw.config.get('wgPageName')) + '&action=purge', '', 'utcdate' ); liveClock.node.style.fontSize = 'larger'; liveClock.node.style.fontWeight = 'bolder';

showTime; } $(liveClock)

function showTime {

var dateNode = liveClock.node; if( !dateNode ) { return; }   var now = new Date; var hh = now.getUTCHours; var mm = now.getUTCMinutes; var ss = now.getUTCSeconds; var time = ( hh < 10 ? '0' + hh : hh ) + ':' + ( mm < 10 ? '0' + mm : mm ) + ':' + ( ss < 10 ? '0' + ss : ss ); dateNode.firstChild.replaceChild( document.createTextNode( time ), dateNode.firstChild.firstChild );

window.setTimeout(showTime, 1000); }

title: User:Cirt/Gadget-UTCLiveClock.js


title: User:Cirt/monobook.js


text:
User talk:Mys 721tx

 Hello Mys 721tx, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:16, 10 April 2010 (UTC)

title: User talk:Mys 721tx


text:
User talk:Sheeeet

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:46, 10 April 2010 (UTC)

title: User talk:Sheeeet


text:
Talk:Egyptology/Old Kingdom monuments organized by ruler

Djefatnebti is never mentioned in Dodson and Hilton. She is mentioned in Grajetzki, but she is only tetatively identified as the wife of Huni. She is nowhere identified as the mother of Hetepheres. I removed these claims because they are not supported by the literature. --Barta 00:40, 11 April 2010 (UTC)


text:
Survey research and design in psychology/Lectures/Multiple linear regression II & ANOVA I

Outline
Explains advanced use of multiple linear regression, including residuals, interactions and analysis of change, then introduces the principles of ANOVA starting with explanation of t-tests.


text:
Scientology

Learning Resources

 * Church of Scientology
 * Origins of Scientology
 * Free-use Scientology-related video project

Followers of this religion

 * [[media:Tom_Cruise_2006.jpg|Tom Cruise]]

Official Sites

 * Main Church Official Website
 * What is Scientology: Catechism
 * Tampa Church Site
 * Volunteer Ministers

title: Scientology


text:
User:CoMePrAdZ

Welcoome to my page :)

title: User:CoMePrAdZ


text:
User talk:Isac~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 01:54, 11 April 2010 (UTC)

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

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 Isac. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Isac~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 23:38, 17 March 2015 (UTC)

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

title: User talk:Isac~enwikiversity


text:
User talk:Humanista~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 01:55, 11 April 2010 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

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 Humanista. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Humanista~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 23:38, 17 March 2015 (UTC)

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

title: User talk:Humanista~enwikiversity


text:
User talk:WendyB

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:49, 11 April 2010 (UTC)

United States History
Hello!

First of all, thank you very much for signing up on my United States History course. If you are still interested, I would love to schedule an orientation session with you. You can contact me at ablair2391@yahoo.com or on Skype at austinteacher. I am looking forward to hearing from you! :)--MrABlair23 14:51, 25 June 2011 (UTC)

title: User talk:WendyB


text:
EBP/Cooperative/Under construction

Plant pages under construction
Please keep organized alphabetically

 * EBP/Cooperative/Eryngium yuccifolium

title: EBP/Cooperative/Under construction


text:
Physical activity

Physical activity may be the easiest and most fun way to stay healthy and improve one’s quality of life. There are countless ways for one to be physically active and most of them are fun and easy to do. I would like to point out the fact that I’m not using the word exercise. This is because exercise has a negative connotation among many people because they associate it with strenuous activities such as sit-ups and running. These activities are only a sub-set of physical activity and can be incorporated into a variety of different games to make the exercise more fun. For example, playing a game of tag with your kids may involve running. Physical activity has been shown to offer a wide variety of health benefits. These include but are not limited to the following: decreased women’s risk for postmenopausal breast cancer (Bernstein et al), for both men and women it can protect against lung cancer (Blair et al), reduce the risk of coronary heart disease and stroke (Fentum), reduce depression (CDC), and increase quality of life (Morimoto et al) A way to make physical activity more fun is to do it with your family. Family fitness also offers some benefits that are not so observable like family closeness. There is a reason that the first question asked a boy in relation to how close he is to his father is, “Did you ever throw the ball around with your dad?” However, the bond of physical activity is not only between males playing sports, any form of physical activity can be a great family building experience. However, there may be barriers to physical activity such as time, money, or even the weather. These can all be overcome with a little bit of effort. Physical activity doesn’t need to take a lot of time, for adults 30 minutes a day five days a week is enough. If you live in a town with nasty weather you can find activities to do indoors or become a member of a gym like the YMCA. If you don’t have enough money for a membership, the YMCA offers scholarships to help with the cost. With a small amount of effort, there really is no excuse not to get fit and improve your life and your family. One of the easiest ways to be physically active is to play with your kids. A few suggestions given by the CDC for fun family fitness are: •	When they say that they’re bored suggest combining parts of two games or sports to create a whole new activity •	Include physical activity as a part of birthday parties, family gatherings, and when your kids’ friends come over to play •	Choose activity-oriented gifts such as jump rope, hiking shoes, or fitness club membership. These gifts can often be found at cheap prices which is great during these tough economic times. •	Turn on music to get bodies moving while indoors and even to liven up household chores •	Children should be active after school. All children can find physical activities they like to do; offer them choices and let them discover their own interests, but make sure that active play is part of their day outside of school. (CDC/physical activity) The CDC offers guidelines for exactly how much physical activity is enough for a child. Children and adolescents should have at least one hour of physical activity a day. Most of this hour should be aerobic activity and at least three days a week it should include vigorous aerobic activity like running. Also, three days a week it should involve a muscle-strengthening activity like push-ups and a bone-strengthening activity like jumping rope (CDC). The CDC also offers some guidelines for adult physical activity. They suggest getting at least 2 hours and 30 minutes of moderate intensity aerobic activity each week; or 1 hour and 15 minutes of vigorous intensity aerobic activity; or an equivalent mixture of both types. Furthermore, aerobic activity should be performed for at least 10 minutes at a time, preferably, spread throughout the week. Moderate aerobic activity is described as when a person doing it can talk, but not sing, during the activity. Vigorous aerobic activity is described as when a person doing it can’t say more than a few words without pausing for a breath (CDC). Some examples of moderate aerobic activity are: brisk walking (about 3 mph), water aerobics, riding a bicycle (less than 10 mph), ballroom dancing, and general gardening. These are fun activities that the whole family can do together. Examples of vigorous aerobic activity are: race walking, jogging or running, swimming laps, aerobic dancing, riding a bicycle (10 mph or faster), jumping rope, heavy gardening (continuous digging or hoeing with heart rate increased), and hiking uphill or with a heavy backpack. None of these may seem very fun at first, but when the whole family joins together you can make them fun. A family bicycle or foot race makes running or bicycling a breeze and going for a family hike at a park will be quite the adventure. There are many different ways in which to be physically active with your family. Reasons to start today include the wide range of health benefits previously stated, but the most important is that it can make your family stronger. Physical activity can become a part of your family’s daily schedule and it will bring you all closer together in a fun environment. References: Blair, A. et al. (2005). Leisure-time physical activity and lung cancer: a meta-analysis. Cancer Causes & Control, 16(4), Retrieved from http://www.jstor.org/stable/20069480

Calle, E. et al. (2003). Recreation physical activity and risk of postmenopausal breast cancer in a large cohort of us women. Cancer Causes & Control, 14(6), Retrieved from http://www.jstor.org/stable/3553536

"Fact Sheet for Health Professionals on Physical Activity Guidelines for Adults." CDC. N.p., CDC. Web. 6 Apr 2010. .

Fentem, P.H. (1994). Benefits of exercise in health and disease. BMJ: British Medical Journal, 308(6939), Retrieved from http://www.jstor/stable29723546

Fukuhara, S. et al. (2006). Gender differences in effects of physical activity on quality of life and resource utilization. Quality of Life Research, 15(3), Retrieved from http://www.jstor.org/stable /27641117

"Physical Activity for Everyone." CDC. CDC, n.d. Web. 6 Apr 2010. .

"Tips for Parents." 60:Play. CDC, n.d. Web. 6 Apr 2010. .

title: Physical activity


text: Category:Physical activity

title: Category:Physical activity


text:
User talk:Quirinathinks

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 11 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 11 April 2010 (UTC)

title: User talk:Quirinathinks


text:
Leucocytosis

Definition
An increase in numbers of circulating leucocytes to greater than 11x 10x9/l

Neutrophilia (>7.5 x10x9/l)
Commonest cause of leucocytosis

Often associated with toxic granulation, shift to the left with band forms and occasional metamyelocytes, and Dohle bodies. Seeen in association with the following condition:

1- Acute infection-e.g. abscesses, septicaemia

2- Tissue damage-e.g. myocardial infarction, burns, gangrene, vasculitis

3- Neoplasia

4- Haemorrhage and haemolysis

5- Chronic myeloid leukaemia, chronic myelomonocytic leukaemia, myelofibrosis

6- Metabolic disorders e.g. diabetes, gout, uraemia

7- Drugs-e.g. predenisolone, lithium

8- Strenuous exercise

Eosinophilia
Seen in association with:

1- Allergy-e.g. hay fever, athma, urticaria

2- Parasitic infections, especially if there is tissue invasion

3- Skin diseae-e.g. eczema, dermatitis herpetiforms, psoriasis

4- Myeloproliferative disease, e.g. PRV, CML, chronic eosinophilic leukaemia

5- Neoplasia-especially Hodgkin`s disease (5% patients)

6- Miscellaneous-e.g. polyarteritis nodisa, plmonary eosinophilia (parasitic infiltraton; loeffler`s syndrome), sarcoidosis, hypereosinophilic syndrome, post irradiation

Monocytosis
Seen in association with the following conditions:

1- Infection-e.g. tuberculosis, brucellosis, subacute bacterial endocarditis, typhus, malaria, kala-azar

2- Inflammatory disorders-e.g. rheumatoid arthritis, SLE, Crohn`s disease, ulcerative colitis

3- Neoplasia

4- Haematological malignancy-e.g.CMML, AML-M4 ansd M6

Basophilia
Seen in association with:

1-Myxoedema

2- Chickenpox

3- Myeloproliferative disorders, especially PRV oR CML (may herald blastic transformation)

Lymphocytosis
Seen in association with:

1- Acute infection-e.g. infectious mononucleosis, rubella, pertussis, mumps, infectious lymphocytosis

2- Chronic infections-e.g. brucellosis, tuberculosis, syphilis, hepatitis

3- Haematological disorders-e.g. chronic lymphocytic leukaemia, hairy cell leukaemia, chronic T-cell lymphocytosis (large granular lymphocytes)

Leukamoid reaction
Extremely high leucocyte count (>50x10x9/l) seen in non leukaemic condition, simulating myeloid or lymphatic leukaemia. Seen in association with severe infections, especially in children and splenectomised patients.

title: Leucocytosis


text:
User:Anna reg

my page at commons

title: User:Anna reg


text:
User talk:Anna reg

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:31, 11 April 2010 (UTC)

title: User talk:Anna reg


text:
User talk:Onimike

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:31, 11 April 2010 (UTC)

title: User talk:Onimike


text:
User talk:Salwateama2008

 Hello Salwateama2008, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:31, 11 April 2010 (UTC)

title: User talk:Salwateama2008


title: File:HW-6.2-1.jpg


text:
User talk:Jayen466

 Hello Jayen466, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:23, 11 April 2010 (UTC)

title: User talk:Jayen466


text: File:Plotproj1 2.jpg

title: File:Plotproj1 2.jpg


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Boundary Value Problems/Lesson 4.1

Return to previous page Boundary_Value_Problems

Sturm Liouville and Orthogonal Functions
The solutions in this BVP course will ALL be expressed as series built on orthogonal functions. Understanding that the simple problem $$ X'' + {\lambda}^2 X = 0 $$ with the boundary conditions $$ \alpha_1 X(a) + \alpha_2 X'(a) =0 $$ and $$ \beta_1 X(b) + \beta_2 X'(b) =0 $$ leads to solutions $$ X(x) $$ that are orthogonal functions is crucial. Once this concept is grasped the majority of the work in this course is repetitive. In the following notes think of the function $$ \Phi (x) $$ as a substitution for $$ X(x) $$. TO SEE ALL OF THE PAGES DOUBLE CLICK ON THE FIRST PAGE. THEN YOU WILL BE ABLE TO DOWNLOAD NOTES. THESE WILL BE CONVERTED FOR THE WIKI AALD (at a later date)

Fourier Series
From the above work, solving the problem: $$ X'' + {\lambda}^2 X = 0 $$ with the boundary conditions $$  X(0) =0 $$ and $$  X(L)  =0 $$ leads to an infinite number of solutions  $$ X_n(x)= \Phi_n(x) = sin \left ( \frac{n \pi}{L} x \right ) $$. These are eigenfunctions with eigenvalues $$ \lambda_n = \frac{n \pi}{L} $$

Project 1.2
This is a fourier series application problem. You are given the piecewise defined function $$ f(t) $$ shown in the following graph.

The positive unit pulse is 150 μs in duration and is followed by a 100 μs interval where f(t) =0. Then f(t) is a negative unit pulse for 150 μs once again returning to zero. This pattern is repeated every 2860 μs. We will attempt to represent f(t) as a Fourier series,

. The results are:$$ a_0 = 0 $$ $$ a_n = \frac {\sin \left( {\frac {15}{143}}\,n\,\pi \right) +\sin \left( {\frac {25}{143}}\,n\,\pi  \right) -\sin \left( {\frac {40}{143}}\,n\,\pi  \right)  } {n \pi } $$ $$ b_n= \frac {- \left( -1+\cos \left( {\frac {15}{143}}\,n\,\pi  \right) +\cos \left( {\frac {25}{143}}\,n\,\pi  \right) -\cos \left( {\frac {40}{ 143}}\,n\,\pi \right)  \right)} {n \pi} $$
 * 1) Determine the value of the period: Ans. Period is 2860 μs. The time for a complete repetition of the waveform.
 * 2) Find the Fourier Series representation: $$ f(t) = a_0 + \sum_{n=1}^{\infty} a_n cos(n \pi t / a ) + b_n sin(n \pi t / a) $$ .The video provides an explanation of the determining the coefficients $$ a_0,a_n, b_n $$
 * 1) Using 100 terms an approximation is;[[Image:Plotproj1_2_approx.jpg]]
 * 2) Shift $$f(t)$$ right or left by an amount $$b$$ such that the resulting periodic function is an odd function. Here is a plot of shifting it to the left half way between the +1 and -1 pulses. This is a shiift of b= 200 μs. The new funnction is $$ f(t+200) $$. A plot follows: [[Image:proj1_2shiftleft.jpg]]. It could also be shifted to the right by 1230 μs, that is $$ f(t-1230)$$ is the new function.

title: Boundary Value Problems/Lesson 4.1


text: File:Proj1 2 0001.ogv

title: File:Proj1 2 0001.ogv


text: File:Plotproj1 2 approx.jpg

title: File:Plotproj1 2 approx.jpg


text: File:Proj1 2shiftleft.jpg

title: File:Proj1 2shiftleft.jpg


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Mere Christianity (CBL)/Week 1/Essay

The final for this course is a Literary Response Essay of between three to five pages. You will select a theme from one of the four books of Mere Christianity and write a well developed composition analyzing that theme. There is no specific mandated formatting style, but formatting should be consistent throughout your essay and it must be typed in a legible font.

You do not need to bring in outside sources, but if you should decide to do so, you must cite the sources and add a properly formatted references/works cited/bibliography page to the end of your essay. For quotes from the book, the page number in parentheses is an acceptable form of citation.

Use the first several weeks to come up with a solid theme, then start writing your paper. Your classmates and instructor are resources when seeking assistance, and there are also links to writing guides on the main course page. Submissions will be accepted starting in Week 7 and continuing through the last day of Week 10. No paper will be accepted for credit before or after this time frame. Papers submitted during Week 7 and 8 will be returned with feedback during Week 9. Students will then be able to

On Moodle, an assignment for this paper will open in Week 7, and you will then be able to upload your essay. Once it is uploaded in a .doc, .rtf, or .odt format; it is considered submitted.

This assignment is worth one third of the grade in this class. No credit can be given for essays turned in after the last day of class, making it imperative that the assignment be turned in prior to that cutoff. If Moodle is not working, email the essay as an attachment to the instructor prior to the cutoff.

title: Mere Christianity (CBL)/Week 1/Essay


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User talk:Callum.heaney

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 00:38, 12 April 2010 (UTC)

title: User talk:Callum.heaney


text:
Response testing/WMF Projects

This resource is being developed very slowly, over a period of months and years.

Mantra for these pages; "There's no rush, lets take things nice and slowly, and discuss all the way :-)"

Response testing of the behavior of wikimedia projects has been undertaken by various WikiMedia Foundation volunteers, and by some external individuals and agencies. The testing actions have ranged from hostile, negative, silly, or otherwise unhelpful actions, to arguably more careful, interesting, and useful actions. This project aims to discuss such actions productively in order to learn more about WMF dynamics, and support the evolution of open wikis in a healthy fashion. We aim to follow the highest ethical standards - let us know how we're doing at any time :-)

This resource is not intended to assess blame or propose solutions to problems, but to document and explore what has actually occurred with response testing in the past. A separate resource may explore theoretical or practical solutions. This project is not about what we might want the wikis to be, but about what they are and have been.

Caution must be exercised here about criticism of individual actions and responses. The intent of this project is not to expose or blame individuals, but to examine and review collective response, which will normally show a range of individual responses. Wikis are generally maintained by individuals, and individuals can make mistakes; wikis, properly, will be structured to encourage the correction of errors, not to punish error or humiliate those who err. In reviewing the history of an incident that tested response, we will be particularly careful to avoid judging the participants personally.

Please also consider reviewing, or joining, the Wiki research mailing list.

Participation
please do sign up :-)
 * 1) Privatemusings 01:27, 12 April 2010 (UTC)
 * 2) Abd 01:29, 13 April 2010 (UTC)

Active discussion areas
Proposals without objection in the Proposals section provided may be moved into this 'active' area of discussion following a sensible period (currently suggested as being 7 days). Topics in this section represent the active areas of learning / discussion etc. Each topic will have a 'sub page/s' for discussion and analysis to occur. These will be linked below. If you wish to halt discussion for an active topic, please request this on the Talk page for the active area, providing justification.

The Mike Handel affair
See /MikeHandel for further discussion

Initially, I'd just like a workspace to neutrally write up what went on here, and allow a wiki environment for editors to contribute, ask questions, engage etc. I'll get setup in a week or so if that's cool :-) Privatemusings 03:31, 24 July 2010 (UTC) please raise concerns below please ask questions below
 * Proposal - Mike Handel - a fictional BLP on en wiki==
 * Support
 * 1) Privatemusings 03:31, 24 July 2010 (UTC)
 * Not a good idea
 * Please explain...
 * Please explain...

I've copied this above now that substantially more than 7 days have passed. Privatemusings 06:03, 12 August 2010 (UTC)

Hoaxes on the English Wikipedia
See /hoaxes for further discussion

The linked thread is over at Wikipedia Review, and details various silly, and not-so-silly 'hoax' articles which have been inserted into wikipedia. I think a netural write up, with a small(ish) analysis of any changes / evolutions which might effect the likelihood of such articles in the future. I'd also hope for a little bit of 'meta' space to think about broader implications both of the 'hoax' articles, and of the process of learning from them.
 * Proposal - Neutral write up of some material detailed here

please raise concerns below please ask questions below
 * Support
 * 1) Privatemusings 23:58, 26 July 2010 (UTC)
 * Not a good idea
 * Please explain...
 * Please explain...

I've copied this above now that substantially more than 7 days have passed. Privatemusings 06:03, 12 August 2010 (UTC)

w:Wikipedia:Newbie_treatment_at_Criteria_for_speedy_deletion
See /Newbie treatment at Criteria for speedy deletion

This was an interesting project run on the english wikipedia - we'll take a look at;
 * strengths
 * weaknesses
 * outcomes

Privatemusings 01:27, 12 April 2010 (UTC)
 * Support
 * 1) Privatemusings 04:37, 12 April 2010 (UTC)
 * 2) excellent example, reveals benefits and dangers. Handle with care. --Abd 16:15, 13 April 2010 (UTC)

There being no objection within 7 days, the project page is opened at Wikimedia Ethics/Response testing on WMF projects/Newbie treatment at Criteria for speedy deletion --Abd 23:11, 21 April 2010 (UTC)

Proposals
If you'd like to raise a matter for consideration, please do so below, to give editors, the wider 'wikiversity' community, and any other stakeholders the chance to respond before potentially sensitive actions are discussed further.

Initially, let's start with a minimum 7 day period as a proposal, to allow pros cons, pitfalls and possible caveats to be examined / raised before analysis or discussion commences substantially. Following this period, we can see if there's consensus to move a topic up to the 'green light' area above, create a sub page, and kick off in earnest.

The August 2010 'Spam' research / attacks
see w:Wikipedia:Wikipedia_Signpost/2010-08-16/Spam_attacks for a brief write up. here are some further links (on the user talk page of the editor involved). A brief write up and discussion / analysis would be interesting.

Support

 * 1) Privatemusings 01:37, 19 August 2010 (UTC)

Parking spot for possible future proposals

 * The (negligible) effect of facebook 'let's vandalise wikipedia' groups
 * Concepts and principles of effective response testing - an academic examination

Not 'response testing' per se, but partially related interesting past happenings

 * Maurice_Jarre - where fake 'last words' were republished internationally. We could take a look at;
 * how wikipedia policies and editing practices were followed in this case
 * whether or not this was a damaging episode in any way, and if so, for whom Privatemusings 01:27, 12 April 2010 (UTC)

title: Response testing/WMF Projects