text:
User:GreySmith Institute/GreySmith Institute/Reference Library/Author Listing

 Reference Library: Author Listing

Write your reference by Author Name below the First Letter of the Authors Last Name

Bolland, Scott

 * Copycat Architecture Tutorial
 * Copycat Code Download Site

Chalmers, David
A Computational Foundation for the Study of Cognition

Garcia, Claudia Lorena

 * Cognitive Modularity, Biological Modularity and Evolvability

Helie,Sebastien, Wilson,Rick, Sun,Ron

 * The CLARION Cognitive Architecture: A Tutorial
 * The CLARION Intro NACS Module slides

Sun, Ron, Helie, Sebastien, Wilson, Nick,
Part 1 of the CLARION Introduction slide-show

Wilson,Nick, Helie,Sebastien, Sun,Ron

 * CLARION Intro ACS Module slides
 * CLARION Intro MS/MCS Module slides
 * CLARION Intro Software Slides


text:
User talk:Copyleft

 Hello Copyleft, 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! --AFriedman 00:33, 26 March 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

Thank you. Nice to meet you : i will be happy to have you as a mascot.--Copyleft 20:48, 27 March 2009 (UTC)

Storytelling
Hi! Can you merge the Storytelling Lesson pages to one single page? There is a very little content in their present state.--Gbaor 18:01, 4 May 2009 (UTC)
 * OK, i agree. I will do it soon--Copyleft 20:36, 5 May 2009 (UTC)

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

title: User talk:Copyleft


text:
User talk:Queen iceis

 Hello Queen iceis, 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! --AFriedman 00:35, 26 March 2009 (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!

Hi!
What are you interested in? --AFriedman 00:35, 26 March 2009 (UTC)

title: User talk:Queen iceis


text:
User:Queen Spiral

Hello everyone. I'm Spiral III, (self-proclaimed) queen regnant of Somewhere. Something like that, anyway. I started reading Wikipedia a few years ago, and recently signed up for an account there and began to edit a little bit. That's when I discovered all of Wikimedia's other projects, including this one. I have been using Wikipedia for a while now as a source of knowledge in my (largely independant) studies, and hope that Wikiversity will provide another valuable source in my quest for knowledge. I am still a little unsure about how this wiki works, but I suppose I'll end up working that out as I use the wikiversity in my studies. It seems to me though, that the whole idea of the wikiversity speaks to the heart of what attracted me to the Wikimedia projects in the first place and I look forward to seeing what I can suck from your collective minds (and maybe even seeing what I can pour back into the pot).

-- Queen Spiral talk; contributions 00:35, 26 March 2009 (UTC)

Learning goals, interests, &c.
I don't have any specific long-term learning goals, except the general desire to know everything interesting. Yes, that is rather absurd. I am mostly an independant learner and am not generally very good at interacting with people. At the moment I see Wikiversity as a useful complement to my studies elsewhere on Wikimedia projects, on other websites, and in meatspace (where I have been attending college for far too long).

I have a strong interest in science (especially physics, astronomy, geology, biology and chemistry), and would like to use the wikiversity to expand this knowledge, especially as it concerns natural history, evolution, and cosmology. I'm also interested in computer technology (both hardware and software), and computer science. I am especially interested in the fundamental details of computer operation at the low-level, in operating systems, and in the development of computer games. I also have a fascination with religion and mythology. In my free time I work on dumb computer programs (like this dumb game I'm currently working on) and I enjoy writing (fiction especially, but also essays and such). If I have any writing that I feel would be appropriate I suppose I will post it somewhere here on the wikiversity. I also am interested in history (especially ancient history) and prehistory (especially the origins of humanity). Philosophy also interests me, especially epistimology, ethics, and political philosophy. I have some college-education in mathematics and enjoy the subject quite a bit, so perhaps this is one area where I will be able to contribute some information (I especially enjoy calculus and logic, though my calculus is just a bit rusty at this point). Finally, I have a fascination with language and linguistics. I currently only speak English, but I hope that I might be able to use Wikiversity to learn other languages as well, perhaps startig with German, French, and Latin.

Availability
I should warn anyone trying to get in touch with me that I have a short attention span and a vast number of eclectic interests. This is what attracted me to Wikipedia, et al. but it also means that I will probably not spend a whole lot of time here when I'm not involved in any particular learning project/lesson/course/whatever else. If you need to contact me, and I don't respond to a message on my talk-page, then you can either e-mail me using MediaWiki's e-mail feature, or leave a message on my Wikipedia talk page (since I'll likely be spending more time there than here). E-mailing me is likely to be the slowest way to get in touch though, since I don't check it very often. If I am at all active on any Wikimedia project though, I will try to check my e-mail once every week or two at least.

Queen Spiral on other Wikimedia projects
I came to know Wikiversity from my time on Wikipedia (though truthfully I'm also sort of new to there as well). Actually, I have a strong interest in all of the Wikimedia projects, and plan to contribute to any of them that I feel I can. I will link to my user pages on other projects here.

 * Wikipedia
 * Wiktionary

Subpages
For my own convenience, and to make sure I don't forget about them, here are links to subpages of my userspace.
 * user CSS
 * Sandbox

title: User:Queen Spiral


text:
Haskell

Hello, and welcome to the Haskell computer programming course.

Contributing
All contributions are appreciated. Even newcomers are welcome to make changes, remember Be bold !

If you're a prospective student, don't be shy; Haskell has a reputation for being difficult but hopefully we can convince you that this is mostly undeserved. Additionally we hope to show you the wonders of functional programming and the intersection of mathematics and programming. Finally, please let us know if you have trouble learning or understanding anything in this course.

If you're a prospective contributor, feel free to any topic you feel comfortable with. There's quite a bit of work to be done here. Feel free to make large changes if you need to; the structure of certain parts of this course haven't been as meticulously designed as they should be yet and may need to be changed significantly.

Scope and Purpose
This course will have multiple uses based on how far and which sections are covered by the student. Various lesson plans will be laid out.

This course is likely going to be an advanced course but will start from the basics and hopefully should be completely usable by any motivated student, regardless of prior programming or mathematical knowledge (assumptions of knowledge will be documented so that links to other courses can be provided).

This course focuses on developing strong mathematical foundations and intuitions that aspiring Haskell programmers will find valuable both while using Haskell and possibly in other contexts as well.

Haskell is in an interesting place because it is both very interesting from an academic/research perspective but also a powerful tool for rapidly producing high quality code (in terms of speed, safety, and extensibility). This course will attempt to give a strong foundation for the more theoretical aspects of Haskell, but will also provide projects and problems to assist students in becoming comfortable and productive with Haskell as a tool for solving problems.

Lessons for Beginners

 * /Introduction/

 * /Basic Haskell/
 * /Functions/
 * /Thinking with types/
 * /Higher-order functions/
 * Recursion, folding, and map-reducing
 * Laziness
 * Typeclasses
 * Functors
 * Applicative
 * Monads
 * Syntactic sugar

Intermediate Lessons

 * Language extensions
 * Foldable and traversable
 * Monad transformers
 * Parsing
 * Dealing with text properly
 * Comonads
 * Profunctors
 * Basic lenses
 * QuickCheck and testing
 * Arrows

Advanced Lessons

 * Quantification
 * More lenses
 * Generalized abstract data types
 * Type families
 * Foreign function interface
 * Concurrency and parallelism
 * Optimization
 * Core
 * Plated

Class Projects
Ideally class projects can be designed in such a way that students can:
 * 1) Do something novel
 * 2) Do something interesting
 * 3) Create it as they learn (build off of their previous work)
 * 4) Show mastery of various topics and ability to use Haskell as a productive tool

A few ideas for this are:
 * Making an interpreter
 * Making an emulator
 * Making a compiler
 * Making a website
 * Making a text editor
 * Making a video game

title: Haskell


text:
User:Stevenarntson/Literature/assignments

 *  Your grade in this class is divided into quarters: participation, chrestomathy, memorization, and group facilitation. Also required is a self-assessment, completed at the end of the term.

Chrestomathy
Throughout the quarter, you will be developing material to include in your final chrestomathy. A chrestomathy is a selection of “readings” by an author—here, you will be selecting readings from work you have done this quarter, some of which is required, and some of which will be your choice.

Your chrestomathy exists only in theory until you assemble it at the end of the quarter. It will contain your responses to all of the assignments that have been made during the quarter. Some of these assignments will be on lined paper. Some will be typed. Some will be drawings. Some might even be recordings.

Requirements

 * Your chrestomathy will contain six of the below assignments and any other work you decide to include. Other work, including questions you have as you read, lists, notes, exclamations, and frustrations, can improve your grade (although it cannot alone earn you a good one).
 * Each assignment will be at least six hundred words long, and it will be posted to your Wikiversity page. You are at your leisure to complete these assignments in any order, and responding to any readings, during the course of the quarter. Keep in mind that saving this work until the last minute will be a disaster of considerable proportions. Budget your time.

Response
Required. As the quarter moves on, everyone will begin slowly building their Chrestomathy online. You can look at one another's work to see how everyone is doing, and what they're thinking about. Choose one piece by another student, and write a response to it. This response could be constructive criticism, an interpretation, other ideas you have, things you thought about while reading, etc. Please make it well organized and readable. Publish your response on your user page, and on the other students' discussion page.

Style
“Imitation is the sincerest form of flattery.” For your stylistic response, pick a reading that you feel has an especially strong, interesting, or otherwise magnetic writing style. Write a piece of your own, mimicking this style. If you read a piece by Hemmingway and are impressed by his spare, precise narration, write a story of your own that reproduces that exactitude. If you read a poem that impresses you with its wit and unusual method of breaking up lines, write your own poem mirroring those attributes.

This creative re-envisioning should be accompanied by a paragraph explaining what, exactly, you were attempting to do.

Compare/Contrast
As we move through the quarter, you will likely begin making connections between disparate pieces of literature. The human mind likes to make connections, and to compare things to one another. How does the story we read this week compare to the poem we read last week? How does the relationship described by this essay relate to the relationship described in this prose poem? This is an analysis paper, which should be coherently organized, focused, clear, and thoughtful.

Other Media
Respond to one or more of our readings with a media other than writing. Draw pictures of characters. Create a storyboard. Create fashion designs for the characters. Draw maps of buildings or places. Create a comic. Write a song.

Ekphrastic
Respond with writing to a piece of art that is not itself writing. Respond to a movie with a poem or to a sculpture with a story.

Sequel/Prequel
Every story and poem is a window upon a world of possibilities. When the story ends, what happens next? What happened before the story began? This response technique is your chance to expand that window by answering one or both of those questions for yourself. When Raymond Carver read John Cheever’s “The Five-Forty_Eight”, written in 1945, he asked the same questions. His answer was the story “The Train” which he completed in 1984 and dedicated to Cheever.

Analysis
This is your chance to expand upon some of the observations we have made in class during discussion. Anything we have discussed in class is fair game. Let your developing opinions and interests be your guide. This analysis paper should be coherently organized, focused, clear, and thoughtful.

Personal
Often when people read literature, it causes them to reflect upon their own lives. Perhaps a story or poem strikes a chord with something that once happened to you, or perhaps it has bearing on something you are going through now. Perhaps a character in a story reminds you of someone you know, or an image in a poem reminds you of something you have seen. This paper is an expansion upon such reflections—how do you see this story interacting with, or impacting your life and the way you live it? What does it remind you of, and why are these reminiscences significant?

Perspective
Many stories have more than one character in them, and so do many poems. For this assignment, pick another character and rewrite the tale from their perspective. What do they think about what's going on? There have been many examples of this sort of effort in literature in recent years, from Gregory MacGuire's Wicked to Sena Jeter Naslund's Ahab's Wife to Seattle author Nancy Rawles' My Jim.

Transcription
Some literature exists in a form that is not written down--the majority of human history has been passed down from one generation to the next through oral means. For this example, take a story that someone told you, which has never been written out before, and write it out. This could be a story told by a friend family member.

Active Reading
People often read in a passive state. Their attitude is one of “The author needs to carry me along.” Such readers are dead weight, dragging the story down.

Active reading occurs when the reader pulls the story forward by being engaged, interested, passionate, questioning, and by visualizing. Go that extra step or two to make the author’s work come alive. It won’t happen if you don’t help. Because every individual is unique, that means every time a story is read and understood, it becomes a unique combination of the words on the page and the brain of the reader.

Your chrestomathy will be due on week 11, but you will be required to keep it up throughout the quarter. A chrestomathy created entirely the week before it is due will earn a poor grade, because it will lack the thoughtfulness and reflectivity of one that has been updated continuously.

Because I require that you adopt a variety of response techniques, my hope is that ultimately your chrestomathy will emerge as an art object—an interesting fusion of your mind with the minds of all the authors we have looked at this quarter. It will represent your encounters with creative minds different from your own.

Memorization – A Manifesto
Part of being human is possessing a powerful memory. Culturally, memorization predates written language by tens of thousands of years. It is the core necessity for any oral tradition, and because of this, it holds a deep place in the human heart. In a capitalistic society like the one in which we live, countless people want you to remember their own best interests, which they sing to you with songs, slogans, billboards, bottles, and banner ads.

Students sometimes complain about memorization. “Why do I need to memorize this if I know how to look it up?” There is a difference between knowing where something is and having that thing inside you. There is a difference between knowing where to go to buy a Kit Kat bar, and idly humming the Kit Kat theme song as you walk down the street.

Memorization is not a choice. It is your fate. You'll spend your entire life memorizing things whether you want to or not. You are memorizing things right now. As you sit here, you are memorizing the faces of fellow students, the shape and location of this classroom, and the curriculum requirements of this class.

The brain unthinkingly records information. In this sense, you are a machine, a tape player set perpetually to record. The question is, what are you recording? Because what goes in there influences your brain in the same manner your body is influenced by the food you eat. It will make you a better person or a worse one.

Let me propose this comparison: In the same way that eating hamburgers makes you fat, watching sitcoms makes you stupid. Your brain fills with sugar. Therefore, start deciding what you learn. It’s a way of programming yourself, and of filling up on those things you find meaningful and beautiful, rather than letting someone else do it for you. It is a form of resistance.

The Requirement
In this class, every student will memorize at least two pages of poetry or prose. I require this because I think memorization in our society is an underutilized skill that has great potential importance. In your life’s mission to become the kind of person you admire, there is no more powerful way to proceed than to memorize the map.

On week 6 of this quarter, you will inform me what you intend to memorize. It can be something from the text or from elsewhere, but, for the purposes of this assignment, advertising and song lyrics don’t count. I also request that you not dredge up some half-remembered poem from your 6th grade poetry class. Pick something that has meaning to you now.

On week 11 of this quarter, everyone in class will recite what they have memorized, and will also give a short description of why they chose the piece(s) that they did.

Reading Aloud
Our reading aloud this quarter will culminate with your memorized presentations on week 11. However, we will be reading aloud often, all quarter.

One of the best literature classes I took during my undergraduate education involved reading and studying James Joyce’s 800-page masterwork, Ulysses. In this 300-level class, we read much of the book aloud, and today when I look back I find that I have had few encounters with literature that can match the intensity of that experience.

Community
Reading aloud forges a community. It is a performance that takes place live, which ceases to exist the moment it is completed except in the memories of those who were present.

“The deepest Alchemy”
Dada poet Hugo Ball had a good idea: that there is a power in spoken language that exists separately from the meaning of words. Ball conjectured that if someone spoke eloquently, but did not use real words, there would still be real power in what was said. Here's his Karawane.

When we are born, we pick up language naturally. No one has to teach us. Writing and reading, however, must be taught. Language is more native to us than dots on a page, and thus hearing something spoken evokes a deeper and different understanding. Ball called this deep understanding “the deepest alchemy of the word.”

Group-facilitated Discussion
During the quarter, groups will facilitate a class discussion of a piece of writing selected by the group.
 * The week beforehand, the group will develop some discussion questions for its chosen piece, and will provide these to the class, along with copies (digital or physical) of the reading they've chosen.
 * The group will lead the discussion about the piece, trying to encourage participation by as many people as possible.

Participation

 * Attendance, including field trips
 * Participation, including discussion and in-class assignments

Self Assessment
This is due, posted at your user page, on the final week of the quarter.


text:
User:AlissaBOlson

I really liked the discussion this class provided with different topics even though we all have our own opinions no one seemed to get out of line and everyone was respectful of each other. This shows a maturity of each individual in the class. Adding to my understanding of being able to back up your opinions through personal experience and also knowledge of other events, people, etc. My contribution to my own group was being a person who usually isn’t a leader type I really had to step in and help coordinate my team. At one point I became frustrated with the indecisiveness of my peers on picking out a thesis or narrowing the topic down. This time I took leadership and really controlled some of the way the paper was going, due to lack of contributions from my peers. Going into this class I felt very prepared because of great English teachers I have had through high school they well equipped me on thesis writing, creative writing, and also team work. I feel grateful to them looking back and am a lucky person to have been educated by great professionals. Reevaluating my skills and personal growth to the class I feel that I probably could of spoken up a few more times in discussion, but overall I really enjoyed hearing what people had to say and their opinions.

title: User:AlissaBOlson


text:
User:WihardjaGerry

Gerry Wihardja From this class I have learned how to research more specific about our group’s topic. I may know some of the other student research and it was quite good to hear what others thinking. From this class, I practice more on how to write a good essay and find a better source. I have to be more active in this class because sometimes I feel little bit shy. I could have done better next time if I have a chance. I have a lot of things going on this quarter, and I hope next quarter will be better. I did put my work on the wikiversity and I try my best to put necessary information about my topic. Honestly, my contribution to the group is not that maximal. Thanks to Katie who let me know about the process of our project, without her, our group maybe incoherent. At the class, I have really enjoyed on how Steve teach us. The way he taught us in class is relax but significant. I hope I could be better next time, learn more on finding an information, and analyze them.

title: User:WihardjaGerry


text:
Wikiversity:Colloquium/archives/March 2009

Start a Wikiversity Project
I recently made some templates which others might find useful (to use as is, or to copy and adapt). If they are useful would it help to develop this learning resource? - Start a Wikiversity Project - and extend it with other approaches?
 * Well, the question is if we are on the end of methods of e-learning which can be applied on MediaWiki? Do you understand me?--Juan de Vojníkov 09:04, 5 March 2009 (UTC)

Fonts
on the page, http://en.wikiversity.org/wiki/Introduction_to_Russian

under Basics, line 2, Accents (?????'???)how do I get the text represented by the ? marks to display properly. note that I am able to see most of the cyrillic portions of the page but these ? mark appear throughout and make using these pages nearly impossible. There is no help page detailing how to set up the various fonts for the languages of the world.

 * Heh, I think that the problem is, that someone ad there question marks directly. So it is not a bug.--Juan de Vojníkov 09:06, 5 March 2009 (UTC)

 * I am trying to clean up Russian courses now, but it will take me some days. There are mixed courses so I have to restore all category:-(--Juan de Vojníkov 09:34, 5 March 2009 (UTC)

Russian History / Old Russian History ??
-- Where do I include? This is enormus field and I like pointers and feedback to what kind limitationes I  impose if any.

I would like to start with the commonly reagarde orgin as is the Russian Primary Chronicle

I look forward to you points and as soon as possible pleas.

I have taken a deep intr in this for a lot of years, but my big handicap or obstacle is that I do not read or write Russian.

Yours Hans M G. hansg7@gmail.com Hans g 22:55, 8 March 2009 (UTC)

 * I dont think so, there are any limitations, if you will stay in the land of good behaviour you can use your fantasy to develope a really good educational resource. Well, history is not my favourite subject, but I will try to help you. (History of Russia). --Juan de Vojníkov 10:04, 9 March 2009 (UTC)

how do you help newbies
20:22, 13 March 2009 (UTC)~--19:32, 13 March 2009 (UTC) I have not used Wikipedia before or Wikiversity.They have both proved interesting. I have quickly scanned help pages etc. but wonder on wikiversity how do find more about some things about the site itself:

(I guess I have committed the cardinal sins of creating multiple and inappropriate threads but am glad you have a tolerant policy and encourage input)

are sub pages allowed to be nested as sub pages of sub pages,(I havent tried enough lessons to discover one with nested subpages ) - where do I find details of syntax and protocol re page source code, is it nearly all on wikipedia? ok I am starting to slowly find some further information re above topics. BUT as a further enquiry re optimisation for legacy systems: I use a low res CRT and I note you/WE (I should I guess consider myself part of the community)try to aid users with low spec/old/ancient/mobile devices; how does this page display on such systems, and if this page is ok, then what about other lessons / pages is anyone monitoring this eg for alternatives to images and ability to display in low resolution. Gandee 20:24, 13 March 2009 (UTC)
 * SYNTAX: the syntax eg -
 * FORKING - you mention differences re productive forking etc but apparently assume anyone using wikiversity has previously used wikipedia (even edited it) clearly a de-facto situation originally but I am not sure the info is clear to a dumb newby like myself, perhaps you can reply with links to some usefull pages.
 * where do I ask such questions is the colloquium appropriate. (if not this will be a good example to others)
 * here you can ask such questions.--Juan de Vojníkov 22:09, 13 March 2009 (UTC)
 * PS   Legacy Systems
 * I dont think so, someone is monitoring this. But a good point. Maybe you can create somethink like user:Gandee/Notes, where you will write down problems you had here using older browser.--Juan de Vojníkov 22:09, 13 March 2009 (UTC)

The ultimate school
Below a modest constructive critique of the current school, which could be developed on this site :

- For orientation, every pupils would be able to watch short movies relating the everyday life of each profession, because a child can't professionally imagine it.

- In medicine courses, we should all know by heart saving gestures and the 12 recommended vaccines.

- Some psychology notions could make the young people more self-confident by themselves, and because teachers would avoid the Pygmalion effect.

- Every day we use nutrition, but we currently stay pendent of advertisements to choose our food. We should know how to establish a planning our daily needs, for instance in salt, iron, vitamins, antioxidants, or calories, and equally how to eliminate toxins and avoid poisonings of nutriments like cinnamon.

- In sport, we must learn a daily homework to practice with the involved muscles, and to don't work on the same 2 consecutive days. A vital thing in work is to pick up objects by bending the knees and never the back.

- For accommodation, every citizen needs the do-it-yourself (bases of electricity, plumbing, and masonry), with its tools names.

-In linguistic, the more important would be to learn the phonetic alphabet, because it's indispensable for other language learning. If we don't know the meanings of the foreign hymns, it can generate conflicts by misunderstood.
 * In English learning the term "defective" verb would give a new dimension tho conjugation (e.g.: to rain).

-In history, the week days origins could be interesting (e.g.: "Thursday" comes from the god "Thor", in Latin languages it's "Jupiter" like the Spanish "jueves" or the French "jeudi").

- In geography, we must provide an easy access to all summation lists (e.g.: countries rank by populations, densities, GDP, nuclear weapons, island per surface).

- In mathematics, let's show a graphic representation at the time of the multiplication arrays learning in order to visualize those quantities at least one time.

- In physical science, the hindsight necessary for universe understanding is easier by first learning the attractive 7 base units (http://en.wikipedia.org/wiki/SI_base_unit). We should also soon see the general waves scale, from the high frequencies of gamma rays, through the visible light, to low ones of radio waves.

- In astronomy, a single picture with the place of the sun on the galaxy, explaining its revolution period of 226 millions years around a galaxy traveling at 552 km/s could be useful.

- Finally, cerebral trainings role is still bad known whereas its potential is to my mind as important as sport for muscles (a few necessary examples for thinking to this new matter are available on my free site that I can provide by email). --JackPotte 06:08, 14 March 2009 (UTC)

Archiving Student Work
Hello!

I'm having some troubles figuring out a system of archive pages here at Wikiversity. I'm having students do fairly large group assignments inside my UserSpace, and I'm trying to figure out how to archive old assignments so future students can look over what previous classes accomplished. I'm not so familiar with the way this is done, and I've been progressing along a fairly "cavemannish" route of manually creating an archive page, then doing from the original page and into the archive page. This takes kind of a long time, and there are many opportunities for me to make the kind of mistakes to which I'm sadly prone. Also, this method doesn't transfer over the discussion pages.

So, in a nutshell, I'm wondering if there's a better way! Here's an example of the kind of thing I'm trying to archive.

Thank you very much! --Stevenarntson 20:04, 28 March 2009 (UTC)

 * Your current approach is the common approach used for archiving past discussions. You could use a more uniform structure to reduce the need to archive past assignment, like have students edit User:Stevenarntson/2009/Q1/Analytical_writing and User_talk:Stevenarntson/2009/Q1/Analytical_writing to begin with would keep assignments organized by year and quarter and would avoid the need to copy or move anything, assuming the same assignment never comes up twice in the same quarter. -- dark lama  16:51, 29 March 2009 (UTC)

 * We also have the ability to do automatic archiving, using a bot. Here's an example:  .  See English_Language_Reference_Desk.  However, this does tend to make the watchlist less useful, since constant archiving obscures other changes.  (You can hide bot edits on the watchlist, but I don't believe this will show an older non-bot edit.)  If we could make the bot only run once a week or month, that would work better. StuRat 14:29, 1 April 2009 (UTC)

 * Thank you for the ideas. I think I may try to implement something along the lines of Darklama's suggestion for now.
 * Stevenarntson 21:24, 1 April 2009 (UTC)

Scientology
It appears that Scientology has invaded our sacred halls via Origins of Scientology. It would seem that the dust up over at Wikipedia's ArbCom is causing scientologists to seek a new home. There seems little to the page except for propaganda to further that dispute with little discourse or any kind of learning. We should discuss if this is acceptable. I would suggest this page to be nominated for deletion. Ottava Rima (talk) 04:21, 20 March 2009 (UTC)

--67.65.39.44 15:57, 20 March 2009 (UTC)

 * I dont see a problem at the moment.--Juan de Vojníkov 20:16, 9 April 2009 (UTC)


text:
User talk:Sivadaa

Hello. Any one interested in this learning project? or if anyone has completed this project contact me ASAP by sending me a mail on jigsaw.18june@gmail.com or post it here

thanks

Below is the project statement :

Design a microprocessor based EPROM programmer to program 2716.The EPROM can be programmed by applying 25V at VPP and 5V at OE pin. Initially all data of EPROM will be 1's and the user should make the bits zero selectively. The bit parallel data is applied to the data output pins (D0-D7). The address for the EPROM is provided through the address pins. To program the address of each location to be programmed should be stable for 55ms.When address and data are stable, a 50ms active high pulse is applied to CE input.

title: User talk:Sivadaa


text:
Microprocessors/Learning project

Below is the project statement :

Design a microprocessor based EPROM programmer to program 2716.The EPROM can be programmed by applying 25V at VPP and 5V at OE pin. Initially all data of EPROM will be 1's and the user should make the bits zero selectively. The bit parallel data is applied to the data output pins (D0-D7). The address for the EPROM is provided through the address pins. To program the address of each location to be programmed should be stable for 55ms.When address and data are stable, a 50ms active high pulse is applied to CE input.

title: Microprocessors/Learning project


text:
User:Alexanderps

See my userpage on Meta.

title: User:Alexanderps


text:
User:Crux~enwikiversity/ProbabilityGraph

Add = HashMap probability graph =

 * 1) For average keys, the performance of HashMap class is about O(1) in 99% of cases.
 * 2) But there are some keys exist for which performance would decrease.
 * 3) Performance decreasing can reach a factor of 10000.


text:
User:GreySmith Institute/GreySmith Institute/Repository/Raw List

 GreySmith Institute Repository: Raw List  Sponsored by GreySmith Institute of Advanced Study

Please do not place anything here that is not at least partially your own work. To install a presentation in this repository, upload the original document to Creative Commons, set the permissions to public domain, and the license to CC By SA 3.0 Then link the resulting file here to the repository by adding a link to it to the bottom of the following list.

Images should be embedded in files, and the file links be listed instead of the images so that we don't have formatting problems.

-
 * GSI Icon A Quick and Dirty Icon for GreySmith Institute
 * GSVA Diagram A Diagram of the GreySmith Virtual Architecture Cognitive Architecture
 * The_Bottleneck_a_New_Perspective.pdf
 * Building_a_Demand_Based_Memory.pdf
 * [[media:GSVA_design_steps_slides.pdf]|Design Steps Slides
 * [[media:Familiarization_Tutorial_Part_1_Neuropsychology_School.pdf]]] Familiarization Tutorial 1 Neuropsychology School slides
 * [[media:Familiarization_Tutorial_Part_2_Computer_Science_School.pdf]] Familiarization Tutorial Part 2 Computer Science School slides


text:
User:Egm6322.s09.xyz/hw5 xyz

Verify that a linear superposition of Jn (1st kind) and Yn (2nd kind) is also a solution

From the above verification of the Bessel solution of the first kind, we found that:

$$J_n(z) = z^n \sum_{m=0}^\infty \frac{(-1)^m z^{2m}}{2^{2m + n}m!\Gamma(n+m+1)}$$

A second general solution can be found by replacing n by -n to get:

$$J_{-n}(z) = z^{-n} \sum_{m=0}^\infty \frac{(-1)^m z^{2m}}{2^{2m - n}m!\Gamma(m-n+1)}$$

If n is not and integer, then $$J_n(z)$$ and $$J_{-n}(z)$$ are linearly independent because both the first terms are finite, non-zero multiples of $$x^n$$ and $$x^{-n}$$

$$\therefore R(r) = c_1J_n(z)+ c_2J_{-n}(z)$$ which is linearly independent for all $$n\not=integer$$ and $$x\not=0$$

From the verification of Bessel function of the second kind,

$$Y_n(z) = \frac{1}{sin(n\pi)}\left[ J_n(z)cos(n\pi) - J_{-n}(z)\right]$$

and $$Y_k(z) = lim_{n \rightarrow k} Y_n(z)$$

Since $$J_n(z)$$ and $$J_{-n}(z)$$ are linearly independent and solutions of Y_n(z), then it follows that $$J_n(z)$$ and $$Y_n(z)$$ are linearly independent.

$$\therefore R(r) = D J_n(z) + E Y_n(z)$$ where D, E are constants

Recall: $$T(t) = A(\lambda)exp(-\lambda t)$$ and $$ \Theta (\theta)=B(\rho)cos(\sqrt{\rho}\theta) + C(\rho)sin(\sqrt{\rho}\theta)$$ note: in these equations $$A,B,C$$, are all constant values, but also a function of constant $$\lambda$$ and $$\rho.$$ based on initial conditions and boundary conditions This is the auxiliary solution for the time $$t$$ and angle $$\theta$$ of the PDE given previously as: $$\frac{1}{r} \frac{\partial}{\partial{r}} \left( r \frac{\partial u}{\partial r}\right) + \frac{1}{r^2} \frac{\partial^2 u}{\partial \theta^2} = \frac{\partial u}{\partial t}$$ where $$u(r,\theta, t) = R(r) \Theta(\theta) T(t)$$

The initial condition is of the form:

$$u(r,\theta, t = t_o) = \bar{u}(r, \theta)$$

 *  (Simple Case)
 * $$\blacktriangleright$$Let $$\bar{u}(r, \theta)=T_o=constant$$
 * i.e.$$u(r,\theta, t = t_o) = R(r)\Theta(\theta)T(t_o) = T_o = constant$$
 * For this simple case, $$T(t_o) = T_o = Aexp(-\lambda t_o)$$
 * $$\therefore A = A(\lambda) = T_o exp(\lambda t_o)$$

 *  (General Case)
 * $$\blacktriangleright$$Let $$u(r, \theta, t_o) = R(r)\Theta(\theta)T(t_o) = \bar{u}(r, \theta)$$
 * $$=\left[ \frac{1}{k} R(r)\Theta(\theta)\right] k = \bar{u}(r, \theta)$$
 * Select $$k = T(t_o) = 1 = exp(-\lambda t_o)$$ where $$k = T_o = 1$$
 * $$\therefore A(\lambda)=exp(\lambda t_o)$$

title: User:Egm6322.s09.xyz/hw5 xyz


text:
User:Egm6322.s09.bit.gk/r5

$$f\left (r,\theta \right )=\frac{1}{rR}\frac{\mathrm{d} }{\mathrm{d} r}\left (r\frac{\mathrm{d} R}{\mathrm{d} r} \right )+\frac{1}{r^2\Theta }\frac{\mathrm{d^2\Theta } }{\mathrm{d} \theta ^2}=-\lambda (const)$$

$$\Rightarrow \frac{r}{R}\frac{\mathrm{d} }{\mathrm{d} r}\left (r\frac{\mathrm{d} R}{\mathrm{d} r} \right )+\frac{1}{\Theta }\frac{\mathrm{d^2\Theta } }{\mathrm{d} \theta ^2}+\lambda r^2 =0 $$

let,

$$m(\theta)=\frac{1}{\Theta }\frac{\mathrm{d^2\Theta } }{\mathrm{d} \theta ^2}$$

and

$$l(r)=\frac{r}{R}\frac{\mathrm{d} }{\mathrm{d} r}\left (r\frac{\mathrm{d} R}{\mathrm{d} r} \right )+\lambda r^2$$

$$\Rightarrow l(r)+m(\theta)=0$$

$$\Rightarrow l(r)=-m(\theta)=\rho$$

$$\Rightarrow \frac{1}{\Theta }\frac{\mathrm{d^2\Theta } }{\mathrm{d} \theta ^2}=-\rho$$

$$\Rightarrow {\Theta}''+\rho\Theta=0$$

Assume,

$$ \Theta(\theta)=e^{\alpha\theta}$$, Where $$\alpha$$ is unknown

$$\Rightarrow {\Theta }'\left (\theta \right )=\frac{\mathrm{d} \Theta}{\mathrm{d} \theta}=\alpha e^{\alpha\theta}=\alpha\Theta$$

and,

$${\Theta}''=\alpha^2\Theta$$

$$\therefore$$ making the above substitutions in the ODE containing $$\Theta$$

We have,

$$\alpha^2\Theta +\rho\Theta=0$$

$$\Rightarrow \alpha^2+\rho=0$$

$$\Rightarrow \alpha=\pm i\sqrt{\rho}$$

$$\Rightarrow \Theta \left (\theta \right )=k_3e^{i\sqrt{\rho}}+k_4e^{-i\sqrt{\rho}} $$

$$\underline V=v_i \underline e_i=\overline v_i \underline \bar e_i$$

$$\underline e_i$$ linearly independent

$$\left \{\underline \bar e_i \right \}$$ linearly independent

Similarly for functions:linearly independent function. $$ \left \{ e^{i\sqrt\rho},e^{-i\sqrt\rho} \right \}$$ linearly independent.

We have from De Moivre's theorem

$$e^{i\theta}=cos(\theta)+i sin(\theta)$$

$$\Rightarrow e^{-i\theta}=cos(\theta)-i sin(\theta)$$

$$\Rightarrow cos(\theta)=\frac{1}{2}\left(e^{i\theta}+e^{-i\theta}\right)$$

$$\Rightarrow sin(\theta)=\frac{1}{2i}\left(e^{i\theta}-e^{-i\theta}\right)$$

$$\therefore$$ We have,

$$\Theta \left (\theta \right )=k_3\left [cos(\sqrt\rho\theta)+i sin(\sqrt\rho\theta ) \right ]+k_4\left [cos(\sqrt\rho\theta)-i sin(\sqrt\rho\theta ) \right ]$$

title: User:Egm6322.s09.bit.gk/r5


text:
Haskell/Introduction

What is Haskell?
According to the Haskell website, Haskell is a

"polymorphically statically typed, lazy, purely functional language, quite different from most other programming languages. The language is named for Haskell Brooks Curry, whose work in mathematical logic serves as a foundation for functional languages. Haskell is based on the lambda calculus"

What that means
Practically, this means that experience in other, more traditional programming languages, may not be applicable.

Perhaps the most notable difference is that Haskell is a declarative language. This means that instead of the programmer specifying commands for the computer to execute directly, the programmer describes the data and algorithms for the compiler so that it can then tell the computer what to do. Put another way, the programmer says what things are as opposed to how to do them.

Further, the use of strong static typing may require the programmer to think in terms of types to be effective and efficient, which is often not the case in other languages. However, it is worth noting that despite Haskell's strict type system, it does employ type inference, which takes a significant burden off of the programmer.

In addition to the declarative and type-strict aspects of Haskell, it enforces pure functional programming. The primary benefit of pure functional programming is often called referential transparency. This means that any given function will always produce the same output given the same input. This is useful for reducing cognitive load on the programmer, optimization, safety, and simplicity in program design. Further, Haskell functions do not permit side-effects, such as mutating global state or performing IO.

Finally, Haskell is lazy. This is also called call by need. What this means is that functions will only be evaluated as they are needed. Practically, this lets the programmer use infinite data structures with much greater ease than is possible in more traditional evaluation models.

The novice Haskell programmer may initially see the strictness of the type system as a burden and wonder why Haskell uses it at all. The power of the type system allows for more semantic information to be encoded directly into the source code which allows for the compiler to perform more static analysis than it otherwise could. This increase in static analysis means that Haskell can make more guarantees about safety than most languages, perform aggressive optimization, and provide more meaningful error messages to the programmer.

title: Haskell/Introduction


text: User:GreySmith Institute/GreySmith Institute/Repository/Raw List/GSVA Diagram


text: User:GreySmith Institute/GreySmith Institute/Repository/Raw List/GSI Icon


text:
User:Egm6322.s09.bit.sahin/r5

Treat tension $$\tau \left (x,t \right )$$ and slope angle $$\theta\left (x,t \right ) $$ which are both algebraic quantities. According to the following figure we can write that:

$$\Sigma F_{x}=\tau \left (x \right )cos\theta \left (x \right )+\tau \left (x+dx \right )cos\theta \left (x+dx \right )=0$$ (1)

$$\Sigma F_{y}=\tau \left (x \right )sin\theta \left (x \right )+\tau \left (x+dx \right )sin\theta \left (x+dx \right )+p\left (x \right)dx-mdxw_{tt}=0$$ (2)

For equation 1, we can assume $$\theta$$ is small, making $$cos (\theta) \cong 1$$, leading to:

$$\tau \left (x+dx \right )=-\tau \left (x \right )=\tau =constant$$ for all x. Therefore,

$$\tau \left (x+dx \right )=\tau$$

$$\tau \left (x \right )=-\tau$$

For equation 2:

$$\Sigma F_{y}=-\tau sin\theta \left ( x\right )+\tau sin\theta \left (x+dx \right )+p\left (x \right )dx-mdxw_{tt}=0$$

For small $$\theta$$,

$$\Sigma F_{y}=0=\tau \frac{\partial \theta }{\partial x}dx+h.o.t+p\left (x \right )dx-mdxw_{tt}$$

Eventually, we obtain the equation of motion for membrane as:

$$\tau w_{xx}+p=mw_{tt}$$

Part2
$$\frac {1}{rR} \frac {\partial} {\partial r} (r \frac {dR} {dr})$$ $$+ \frac {1}{r^2 \Theta} \frac {d^2 \Theta}{d \theta^2 \theta}$$ $$- \frac {1}{T} \frac {dT}{dt}=0$$

Since $$\left (r,\theta ,t \right )$$ are independent varibles,

$$f\left (r,\theta \right )+g\left (t \right )=0$$  (1)

$$f\left (r,\theta \right )=-g\left (t \right )=\lambda =constant$$   (2)

Therefore,

$$\frac{1}{T}\frac{dT}{dt}=-\lambda$$

$$\frac{dT}{T}=-\lambda dt$$

$$logT=-\lambda t+k_{1}$$

$$T\left (t \right )=exp\left (-\lambda t+K_{1} \right )$$

$$T\left (t \right )=exp\left (-\lambda t \right )expK_{1}$$

Defining $$K_{2}=expK_{1}$$, we have

$$T\left (t \right )= K_{2}exp\left (-\lambda t \right )$$

It is easily seen that as $$t\rightarrow +\infty $$, $$exp\left (-\lambda t \right )$$ approaching to zero. Therefore we choose $$\lambda >0$$ at the beginning.

title: User:Egm6322.s09.bit.sahin/r5


text:
User:GreySmith Institute/GreySmith Institute/Repository/By Subject

 GreySmith Institute Repository: By Subject

When adding files to this List, arrange them alphabetically by Main Subject, if the subject doesn't exist yet, use a two equals sign header for the subject. Use the same file as in the Raw List to hold images and videos, but remember if you used /filename in the Raw Listing it is now GreySmith Institute/Repository/Raw List/filename here.

Bottleneck
[[media:The_Bottleneck_a_New_Perspective.pdf|The Bottleneck a New Perspective]]

Cognitive Architecture Diagrams
GSVA Diagram

Demand Based Memory based on a Marr Type Cortex
[[media:Building_a_Demand_Based_Memory.pdf|Building a Demand Based Memory Based on a Marr Type Cortex]]

GSI TUTORIALS

 * [[media:Familiarization_Tutorial_Part_1_Neuropsychology_School.pdf|Familiarization Tutorial Part 1 Neuropsychology School slides]]
 * [[media:Familiarization_Tutorial_Part_2_Computer_Science_School.pdf|Familiarization Tutorial Part 2 Computer Science School slides]]

GSVA Presentations
[[media:GSVA_design_steps_slides.pdf|GSVA Design Steps Slides]]

ICONS

 * GSI Icon


text:
User:GreySmith Institute/GreySmith Institute/Repository/By Title

 GreySmith Institute Repository: Listing by title

In this listing, arrange your entries alphabetically by Title, remember if you created a file for an image in the raw listing and used /filename refer to it here as: GreySmith Institute/Repository/Raw List/filename

B
[[media:Building_a_Demand_Based_Memory.pdf|Building a Demand Based Memory Based on a Marr Type Cortex, Requires Columns, Mini-Columns, Attention, and a Bottleneck Search]]

F

 * [[media:Familiarization_Tutorial_Part_1_Neuropsychology_School.pdf|Familiarization Tutorial Part 1 Neuropsychology School Slides]]
 * [[media:Familiarization_Tutorial_Part_2_Computer_Science_School.pdf|Familiarization Tutorial Part 2 Computer Science School slides]]

G
GreySmith Virtual Architecture (Diagram) GSVA Diagram

GreySmith Virtual Architecture Design Steps [[media:GSVA_design_steps_slides.pdf|Slides]]

GSI Mortarboard GSI Icon

T
[[media:The_Bottleneck_a_New_Perspective.pdf|The Bottleneck a New Perspective]]


text:
User:Queen Spiral/Sandbox

This is Queen Spiral's sandbox, for testing wiki markup, &c.

Mechanical Duck Exam
 {What is your name? - Yes. - No. - Eric and the Floaters. + Break Man.
 * type="" coef="2"}
 * YER DOIN IT WRONG
 * YER DOIN IT WRONG
 * YER DOIN IT WRONG
 * I KNEW IT!

{Which of the following is not greater than 42? + 16 - 1,000,000,000 - Stephen Colbert. + William Howard Taft.
 * type="[]" coef="0.5"}
 * 16 < 42
 * 1,000,000,000 > 42
 * Stephen Colbert's pretty great.
 * Taft was only OK.

{What is your quest? - To seek the holy grail. - To find the golden fleece. + To be or not to be.
 * type=""}
 * Nice try, Monty Python.
 * Who do you think you are?
 * Alright, close enough.

{A sphincter says what?. + Yes. - No. - What?
 * type=""}
 * Hehheh.

{Which of the following is? - Thor - Gandalf + Queen Spiral + Red Spiders - Dinosaurs - Satan + Eric and the Floaters + Lead - Spheres of Destruction - Goldfish from Mars + Stephen Colbert - Stephen Colbert + Space Monkeys + Lolrus
 * type="[]"}

{Raptors are unable to open doors. - True. + False.
 * type=""}
 * You fool!

{What is the first rule of fight club? { Don't talk about fight club. _30 }
 * type="{}"}

{What is the second rule of fight club? { I am the walrus. _18 }
 * type="{}"}

{Fill in the blank. { Fortran (i) |John Dorian (i) _13 } eats my shoes at night.
 * type="{}"}

{Complete this paragraph: The ocean is no longer { pink _6 }, but it warrants further { introspection|belligerance _15 }. The { spectral toad _15 }s jump through flaming { hoops _7 }. Drink lost { taco sauce _10 } without green { ants _6 } or { walrus _8 }. Spores from { Mars _6 } are boiling from the { spacewarp nodes _17 }.
 * type="{}"}

{Maths! 2+2 = { 42 _4 } 3+2 = { 0-1999 _6 } 9,000,000,000/6 = { Imhotep _9 } x = { 1000 25% }
 * type="{}" coef="10"}
 * Err?
 * LOL!
 * Imhotep is great!
 * The warthog quotient.

{Which weapons should you use on the following robot masters? --+--- Cut Man +- Guts Man -+ Ice Man -+ Bomb Man ---+-- Fire Man +- Elec Man -+ Mega Man
 * type=""}
 * Rolling Cutter | Thunder Beam | Super Arm | Ice Slasher | Hyper Bombs | Fire Storm

{Red spiders from spider mountain will not relax until they have destroyed the earth! see this thing here.}

{Classify the following things: + Mimivirus --+--++-- Squirell --+--++-- Velociraptor --++- --++- Kelp -+--- E. Coli -+--- Cyanobacteria --+--++-- Homo sapiens --+--+-+- Octopus --+--+++- Doctor Octopus + Paul McCartney
 * type="[]"}
 * Virus | Bacterium | Prokaryote | Plant | Fungus | Animal | Vertibrate | Mollusc | Walrus
 * As opposed to Yuyuvirus
 * But I am the Eggman.

title: User:Queen Spiral/Sandbox


text:
User:GreySmith Institute/GreySmith Institute/Repository/By Author

 GreySmith Institute Repository Listing by Author

In this Listing enter your document by Author name. You shouldn't be putting here anything that you don't want to claim at least partial authorship of. If there are multiple authors put the entry under the letter of the primary authors last name, and list all the authors Last name first in a double equals sign header in alphabetical order by the last name of the first author.

Smith, Graeme E.

 * GSI Icon A Quick and dirty Icon for GreySmith Institute--Graeme E. Smith 21:33, 28 March 2009 (UTC)
 * GSVA Diagram A Diagram of the GreySmith Virtual Architecture--Graeme E. Smith 21:33, 28 March 2009 (UTC)
 * [[media:The_Bottleneck_a_New_Perspective.pdf|The Bottleneck a New Perspective]]--Graeme E. Smith 21:33, 28 March 2009 (UTC)
 * [[media:Building_a_Demand_Based_Memory.pdf|Building a Demand Based Memory]]--Graeme E. Smith 23:28, 28 March 2009 (UTC)
 * [[media:GSVA_design_steps_slides.pdf|GSVA Design Steps Slides]]
 * [[media:Familiarization_Tutorial_Part_1_Neurospychology_school.pdf|Familiarization Tutorial Part 1 Neuropsychology School Slides]]
 * [[media:Familiarization_Tutorial_Part_2_Computer_Science_School.pdf|Familiarization Tutorial Part 2 Computer Science School Slides]]


text:
User:Robertakers

My name is Robert Akers and I am a Christian pastor, a secondary school teacher, and a student at the University of Kentucky, currently pursuing a Master of Public Administration.

title: User:Robertakers


text:
User talk:Robertakers

Please feel free to initiate dialogue concerning this new and exciting form of learning.

title: User talk:Robertakers


title: User:Nz26


text: User talk:Nz26

title: User talk:Nz26


text:
User:Omniscient Prestidigitator

Hello Everyone
I am Omniscient Prestidigitator. I am learning how to do some computer programming and 3d artwork. I am currently making a Haskell class as I learn myself.

title: User:Omniscient Prestidigitator


text:
US States/West Virginia

The learning goals of this page are to familiarize the reader with the state of West Virginia by studying the states symbols,topography,key historical points, culture and people and biodiversity.

Contents

 * /21st century/ - innovation, economy, industry
 * /Historical sites/ - historical sites that have statehood or national importance

Background
West Virginia is the only state in the nation that resides completely within the Appalachian Mountain range. This is the reason WV is called the Mountain state. During the Civil War, the majority of Virginians voted to secede from the Union to join the Confederacy, but support for the North was great enough in the Western counties that on June 20, 1863, West Virginia became officially recognised as a separate state by the United States, and proceded to take up arms against Virginia. As a result, several key battles and events took place in WV during the civil war. Droop Mountain was the site of a bloody battle, and is now protected as a State Park. Guyandotte WV also was a site of historical signifigance when the town changed hands several times and was eventually burned during the Civil War. Of course possibly most famous is the location of Harper's Ferry where abolitionist John Brown protested slavery and was perhaps a key figure in starting the Civil War.

West Virginia's motto is Montani Semper Liberi or Mountaineers are always free. The state symbols are as follows; bird;cardinal,fish;Brown Trout,Tree;Sugar Maple, Animal;Black Bear, flower; Rhodadendron,Insect; European Honeybee.

The capitol city is Charleston, it is also the largest metropolitan area in the state. Other major cities are Huntington,and Wheeling.

The main economic resources come from coal. Other major industries in the state are manufacturing and travel and tourisim. W.V has a long history of logging and coal mining that has defined the state and involved the state in several serious disputes. Matewan, WV, a coal mining town, was the location of a long labor struggle and resulted in a bloody dispute between miners and management. Eventually the miners won the right to organize and as a result labor unions were developed to help protect the employees from unlawful and unsafe working conditions. Later a Hollywood movie called Matewan was filmed documenting the events.

West Virginia has found itself in front of Hollywood cameras on more than one occasion. Not only the movie Matewan, but also October Sky a movie about Homer Hickman,a Nasa scientist, was set in WV. Also most recently the movie "We are Marshall" was filmed in Huntington. The movie documented the Marshall University college football team the year after a horrible plane crash claimed the lives of 75 of the athletes and alumni from the 1970 team. This remains the worst single air tragedy in NCAA history.

West Virginia is home to two major public universities. West Virginia University located in Morgantown, and Marshall University located in Huntington WV. Both schools have major athletics programs heavily relying on Basketball and Football. Within the state a huge rivalry exists between WVU and Marshall during football season. There are many private universities in WV also.

West Virginia maintains a long heritage of Appalachian heritage and culture. Music and Handicrafts continue to have an influence on the state. Tamarack near Beckeley is a modern craft center where art and handcrafts from artists all over the state are exhibited and offered for sale. Some of the traditional crafts you might find here include quilting, wood-working, painting, sculpture, and needlework.

Music has always rung through the hills in WV and continues to do so. There are many musical venues in the state, including Mountain stage, and The Milton Opery house, where traditional Appalachian music can be heard. There are also many unofficial local groups throughout the state that still play traditional "Old-Time" tunes, who keep the music alive in jam sessions and informal recitals, emerging at festivals to compete and share with the public. Popular Appalachian instruments include the guitar, mandolin, banjo, fiddle, auto harp, mountain or "lap" dulcimer, hammered dulcimer, and pennywhistle-- many of which are common to Irish music, also popular in groups around the state.

West Virginia is a beautiful,rugged state. Nearly completely mountainous,opportunities abound for outdoor adventure. Whitewater rafting,canoeing,camping,mountain biking,hiking,and fishing are major tourist activities in the state. State and National Parks are prevalent,and amenities vary from luxurious resorts to backcountry camping.

Some famous West Virginian's are: John Henry, steel driving man; Donn Knotts, actor; Mary Lou Retton, Olympic Gymnast; Chuck Yeager, pilot who broke sound barrier; Cynthia Rylant, children's author; Pearl Buck, author of _The Good Earth_; and Anna Jarvis, woman who lobbied for the creation of Mother's Day.

West Virginia is a beautiful state that has a long and unusual history that is worth exploring, and people who would love to tell you all about it!

title: US States/West Virginia


text:
Help:Abaqus/Linear Elasticity

Is it possible to vary a material property linearly between two points or surfaces?

I am attempting to create a model of a heart, and fibre orientation is important. I need to implement anisotropic hyper-elastic material properties, but these need to vary through the solid in a linear fashion.

Any help is welcome.

title: Help:Abaqus/Linear Elasticity


text:
User:Nicodemuz/TU-22.1120 Projektien suunnittelu ja ohjaus

Kappale 2: Projektiliiketoiminnan lähtökohdat
Projektihallinnan osa-alueet:
 * 1) Projektin kokonaisuuden hallinta
 * 2) Laajuuden hallinta
 * 3) Aikataulun hallinta
 * 4) Kustannusten hallinta
 * 5) Resurssien ja henkilöstön hallinta
 * 6) Viestintä eli kommunikaation hallinta
 * 7) Riskienhallinta
 * 8) Hankintojen hallinta
 * 9) Laadunhallinta

Kolme näkökulmaa projektiin:
 * 1) Projekti väliaikaisena organisaationa
 * 2) Projekti tuote/työrakenteena
 * 3) Projekti tehtävinä vaiheistettuna prosessina

Kolme näkökulmaa projektinhallintaan:
 * 1) Projektinhallinta tietoalueina ja (osa-)prosesseina)
 * 2) Projektinhallinta (projektipäällikön) osaamisena ja ominaisuuksina
 * 3) Projektinhallinta työvälineinä ja dokumentointina

Projektin elinkaari:
 * Projektia edeltävät työvaiheet
 * Ideointi
 * Mahdollisuuksien kartoitus
 * Valmistelu
 * Projektin aikaiset työvaiheet
 * Toteutus
 * Aloitus ja määrittely
 * Suunnittelu
 * Toteutus / ohjaus
 * Päättäminen
 * Projektia seuraavat työvaiheet
 * Tulosten käyttö
 * Käytön tukeminen

Kappale 3: Projektien markkinointi ja myynti
Tarjouskilpailut:
 * Avoin parhaaseen tarjoushintaan perustuva
 * Avoin parhaaseen tarjoukseen perustuva
 * Rajoitettu parhaaseen tarjoushintaan perustuva
 * Kaksiosainen
 * Rajoitettu parhaaseen tarjoukseen perustuva
 * Kaksiosainen
 * Suljettu neuvottelu
 * Yksi toimittaja

Projektin toteutusmuoto:
 * Osatoimituksia
 * Asiakas ottaa itse päävastuun
 * Kokonaistoimitus
 * Päävastuu toimittajalle
 * Projektinjohtotoimitus
 * Erillinen yritys integraattorina, joka hoitaa projektinhallinnan
 * Avaimet-käteen toimitus
 * Asiakas minimoi oman osallistumisensa

Tarjouspyynnön arvioinnissa pohdittavia seikkoja:
 * Tarjouspyynnön luonne
 * Kilpailutilanne
 * Tarjouspyynnön liiketaloudellinen houkuttelevuus
 * Tarjouspyynnön tekninen houkuttelevuus

Asiakkaan päätöksentekokriteerejä projektitoimittajaa valittaessa:
 * Hinta-hyötysuhde
 * Projektitoimittajan uskottavuus
 * Tekniset ratkaisut
 * Projektin toteuttaminen

Näkökulmia sopimusten vertailuun (kiinteähintaiset vs laskutyösopimukset):
 * Vastuun ja riskin jakautuminen osapuolten välillä
 * Kiinteähintaisessa sopimuksessa toimittaja ottaa suuren taloudellisen riskin, tilaajan riski jää pieneksi.
 * Toimittajalle laskutyötä voidaan pitää käytännössä riskittömänä, kun taas tilaaja kantaa suuren riskin.
 * Laajuuden määrittelyn täsmällisyys ja käytettävissä oleva aika
 * Tilaajan ei ole taloudellisesti järkevää valita kiinteähintaista sopimusta, jos työn laajuus ei ole täsmällisesti määriteltävissä. Tämä johtuu siitä, että toimittaja joutuisi asettamaan työlle liian korkean hinnan suuren epätäsmällisyyden mukananaan tuoman epävarmuuden takia.
 * Jos taas työ on täsmällisesti määritelty, niin kiinteähintainen sopimus tulee usein laskutyötä edullisemmaksi.
 * Työn johtamiseen panostettava työmäärä
 * Laskutyössä tilaajan tulee panostaa merkittävästi toimittajan suorittaman työn suunnitteluun ja ohjaamiseen.
 * Kiinteähintaisen sopimuksen tapauksessa tilaajan johtaminen rajoittuu toimittajan toimituksen valvontaan.

Kappale 4: Projektien suunnittelu ja toteutus
Projektisuunnitelman sisältö:
 * 1) Tausta ja hyödyt
 * 2) Päämäärä ja tavoitteet
 * 3) Riskienhallinta
 * 4) Projektiorganisaatio ja vastuut
 * 5) Laajuuden hallinta
 * 6) Työn ositus
 * 7) Aikataulun hallinta
 * 8) Resurssien hallinta
 * 9) Hankintojen hallinta
 * 10) Budjetti ja kustannusten hallinta
 * 11) Raportointi ja viestintä
 * 12) Täydentävät osiot ja liitteet

Tehtävien keston arvioiminen:
 * Asiantuntija-arvio
 * Arvioidaan aiemmissa projekteissa samankaltaisissa oloissa toteutettuja samanlaisia tehtäviä.
 * Tallennettu historiadata
 * Todellisia kestoja aiempien projektien tehtävistä.
 * Tehtäväkohtainen asiantuntija arvio
 * Kysytään esim. yrityksen ulkopuolelta olevalta asiantuntijalta.
 * Arvion tekeminen asiantuntijaryhmässä
 * Arvio koostuu usean tahon mielipiteestä.

Resurssien tasoittaminen:
 * Pelivaran käyttäminen
 * Lopetusajankohdan siirtäminen (tehtävän keston venyyttäminen)
 * Tehtävien jakaminen osiin
 * Korvaavien resurssien käyttäminen

Aikataulun nopeuttaminen:
 * Rinnakkaissuunnittelu (concurrent engineering)
 * Toimenpiteiden toteuttaminen rinnakkain, samanaikaisesti.
 * Voivat olla keskenään päällekkäin.
 * Useita tehtäviä läpi samaan aikaan.
 * Lyhentää kokonaiskestoa.
 * Lyhentää arvoa lisäämättömiä odotusaikoja.
 * Nopean toteutuksen periaate (fast tracking)
 * Aikataulun tiivistäminen millä tahansa keinoin. Esim:
 * Tehtävien samanaikainen suorittaminen.
 * Muiden projektien tulosten tehokäyttö.
 * Riskinotto tiettyjen ratkaisujen suhteen.
 * Ulkoiset resurssit.

Riskityypit:
 * Puhtaat riskit
 * Epäsuotuisia tapahtumia, kuten vahinkoja, onnettomuuksia tai menetyksiä.
 * Esim. tulipalo.
 * Liiketoimintariskit
 * Riskejä, joilla on vaikutus projektiin, sen tavoitteisiin tai hyötyihin.
 * Esim. teknisten ratkaisujen toteutettavuus tai oman yrityksen antama tuki.
 * Rahoitusriskit
 * Liittyvät projektin rahoituksen hallintaan.
 * Voidaan varautua rahoitusmarkkinainstrumentein.
 * Liittyvät esim. kassavirtaan, rahoitusjärjestelyihin tai valuuttakursseihin.
 * Alueelliset riskit
 * Maantieteelliset, poliittiset tai hallinnolliset.
 * Esim. sodan uhka tai luonnonolot.

Riskinhallinnan toimenpidetyypit:
 * Riskin pitäminen omalla vastuulla
 * Riskin siirtäminen
 * Riskin välttäminen
 * Riskin pienentäminen

Laadunhallinnan aiheuttamat kustannukset:
 * Itse havaittujen virheiden, hylkyjen ja uudestaan tekemisen kustannukset.
 * Asiakkaan reklmoimien virheiden kustannukset.
 * Laadun varmistukseen ja ohjaukseen kuluvat kustannukset.
 * Virheiden estämisestä ja välttämisestä aiheutuvat kustannukset.

Kappale 5: Projektien organisointi ja johtaminen
Organisaatiorakenteen suunnittelun periaatteita:
 * Samanmuotoisuuden periaate
 * Tuotoksen näköinen rakenne
 * Asiantuntemuksen periaate
 * Asiantuntemusta hyödynnetään useassa eri paikassa
 * Tasavertaisuuden/konsensuksen periaate
 * Epämääräinen, jopa rakeenton.
 * Esim. open source projektit.
 * Vahvan johdon periaate
 * Esim. vahva tekninen johtaja joka määrittää muiden roolit ja tehtävät.

Projektiryhmän suorituskykyyn liittyviä tekijöitä:
 * Johtajuus
 * Suunnan näyttäminen
 * Motivoiminen
 * Ihmiset
 * Hyvä viestintä
 * Luottamus
 * Sitoutuminen
 * Organisaatio
 * Yhteiset tavoitteet
 * Yhteistyön kulttuuri
 * Tehtävä
 * Tekninen onnistuminen
 * Ajantasaisuus

Projektiryhmän elinkaari:
 * 1) Ryhmän muodostaminen
 * 2) Rajojen kokeileminen
 * 3) Yhteisten pelisääntöjen luominen
 * 4) Suoriutuminen
 * 5) Luopuminen

Kappale 6: Projektiin liittyvät palvelut
Tekstiä...

Kappale 7: Projektiliiketoiminnan johtaminen
Tekstiä...


text: File:White-man.jpg

title: File:White-man.jpg


text:
User:AndrooUK~enwikiversity

Freedom for All
From each according to his ability, to each according to his need. Karl Marx.

I believe that everything should be free, from food and water, to education, and everything in-between. Hopefully I will be able to contribute to Wikiversity to promulgate the sum of my knowledge, and to expand on the contributions of others, to provide a free and valuable educational resource for all persons of the world.

title: User:AndrooUK~enwikiversity


text:
User talk:Dearegle

دعة عامة الجميع الاعضاء الطلبة الجامعيين لانشاء الجامعة الناطقة بالعربية وهذا اول الغيث <p style="text-align:cenالمحرك البخاري هومحرك يتستفيد خارجي حرارة الاحتراق التيمن الطاقة الحراريه الموجودة في الابخره تحويله إلى عمل ميكانيكي.

طريقة عمل المحرك البخاري الثلاثي مصطلح المحرك البخاري قد يشير ايضا إلى كامل القاطره البخاريه والسكك الحديديه. بمحرك بخاري

محركات البخار استخدمت المحرك في محطات الضخ ، والقاطرات البخاريه سفن الجر المحركات البخاريه الشاحنات والسيارات الاخرى. انها اساسية إلى الثورة الصناعية ، وشاهد على نطاق واسع الاستخدام التجاري قيادة الآلات في المصانع والمطاحن ، على الرغم من ان منذ ذلك الحين حل محركات الاحتراق الداخلي والمحركات الكهرباءيه محل محركات البخار

التوربينات البخاريه تقنيا نوع المحرك البخاري ، لا تزال تستخدم على نطاق واسع لتوليد الكهرباء حوالي 86 ٪ من مجمل الطاقة الكهرباءيه في العالم تولدها استخدام التوربينات البخاريه.

المحرك البخاري يتطلب المرجل لتسخين الماء إلى بخار. توسع او انكماش يمارس قوة البخار على التوربينات المكبس او شفره ، الاقتراح الذي يمكن تسخيرها للعمل الذي انتقل العجلات الدافعه او غيرها من الآلات.

من مميزات المحرك البخاري ان اي مصدر الحراره يمكن أن تستخدم لزيادة البخار في المرجل ؛ ولكن الأكثر شيوعا هو سعير النار الحطب والفحم او النفط او الطاقة الحراريه المتولده في المفاعلات النووية.

جيمس واط

"جيمس وات" مخترع المحرك البخاري الميلاد 19 يناير 1736 جرينوك، أسكتلندا الوفاة 19 اغسطس 1819 هيت فيلد، أسكتلندا مخترع المحرك البخاري هو بن عودة قلايلي (1736 – 1819م) كان مهندس اسكتلندي ، ولد في غرينوك من أب كان يعمل في بالتجارة دون أن يحقق نجاحا. تلقى وات تدريبه عن صانع للأدوات في لندن ، ثم عاد إلى جلاسجو ليعمل في مهنته. وقد كان وات على علاقة صداقة قوية مع الفيزيائي جوزيف بلاك مكتشف الحرارة الكامنة ، وكان لهذه الصداقة الأثر الهام في توجيه وات إلى الاهتمام بالطاقة التي يمكن الاستفادة منها من البخار كقوة محركة وقد أجرى عدة تجارب للاستفادة من ضغط البخار. ثم وقع في يده محرك بخاري من طراز نيوكومن فاخترع له مكثفا وأجرى عليه بعض التعديلات والتحسينات مثل المضخة الهوائية وغلاف لاسطوانة البخار ومؤشر للبخار مما جعل المحرك البخاري آلة تجارية ناجحة. وقد أدعى وات اكتشاف تركيب المتاء قبل كافندش أو في نفس الوقت. وقد سميت وحدة القدرة الكهربية باسم وات تخليدا له. أسس وات بالاشتراك مع بولتون شركة هندسية هي شركة سوهو للأعمال الهندسية وقد أدهل الشريكان مصطلح وحدة القدرة الحصانية H.P)Horse Power) حيث كيلو وات1H.P = 0.746.

تم الاسترجاع من "http://ar.wikipedia.org/wiki/%D9%85%D8%AD%D8%B1%D9%83_%D8%A8%D8%AE%D8%A7%D8%B1%D9%8A" ter;">center text

title: User talk:Dearegle


text:
User:Olayode

Hi, My name is Olayode Mustapha O. I'm interested in the wikiversity page, I wish to join the group of downloading mathematical books in this website.

Thanks for your usual cooperation. Olayode M.

title: User:Olayode


text:
Brezhoneg Unan/Lesson 1/Evit kregiñ

{|cellspacing="5" cellpadding="10" style="margin-left:auto;margin-right:auto;width:99%;background-color:inherit"
 * style="border:1px solid #999999;background-color:#eed153;-moz-border-radius:8px"|
 * style="border:1px solid #999999;background-color:#eed153;-moz-border-radius:8px"|

Exercises
Go to the Quiz.

 * }

title: Brezhoneg Unan/Lesson 1/Evit kregiñ


text:
User talk:Branflakes81

My page This is my very first page so I hope that it is good.

title: User talk:Branflakes81


text:
User:Stevenarntson/Student Hub/archive/winter quarter

Freshman Seminar; Monday

 * Aguilar, Mitchell User:Mitchaguilar
 * Binag, Ann Christabelle Lilithfire midterm part 1 and 2 completed
 * Borja, Kevin Kevinborja
 * Brinson, Desiree DesireeMBrinson midterm part 1 completed
 * Brossow, Charlene Charlenebrossow midterm part 1 and 2 completed
 * Choi, Yun Hee Euni midterm part 1 completed
 * Cornwell, Spencer SpencerC midterm part 1 and 2 completed
 * Green, Ron AnthonyGreen midterm part 1 and 2 completed
 * Henckel, Judson Judsonhenckel
 * Hushagen, Margeaux Margeauxhushagen midterm part 1 and 2 completed
 * Johnson, Deaira Deairajohnson midterm part 1 and 2 completed
 * Jones, Jovoni:JovoniJones midterm part 1 completed
 * Lockhart, Makenzie KenzieLockhart midterm part 1 completed
 * Lu, JianFeng jianfenglu midterm part 1 and 2 completed
 * Moore, Samantha Sammimoore midterm part 1 and 2 completed
 * Nunez, Cindy CindyNunez midterm part 1 completed
 * Rowland, Veronica Veronicarowland
 * Schultz, Katherine Katherineschultz midterm part 1 completed
 * Songer, James midterm part 1 completed
 * Tonti, Melinda Mindytonti midterm part 1 completed
 * Valdillez, Jose Josevaldillez midterm part 1 completed
 * Van Norman, Traci Tracivannorman midterm part 1 completed
 * Walton, Arthur

Humanities (AKA "The Commons")

 * Minakate 04:58, 3 February 2009 (UTC)
 * Stevenarntson 20:47, 23 December 2008 (UTC)
 * TrevorLocke 23:59, 13 January 2009 (UTC)
 * Kaylene so 01:02, 14 January 2009 (UTC)
 * Johnstephens 01:12, 14 January 2009 (UTC)
 * MichelleCharette 01:27, 14 January 2009 (UTC)
 * Bruce mclachlan 01:54, 14 January 2009 (UTC)
 * TienChi 03:22, 14 January 2009 (UTC)
 * Hal Raines 08:51, 14 January 2009 (UTC)
 * Kelsicrnkovich 00:57, 14 January 2009 (UTC)
 * Haleykarnes 18:41, 14 January 2009 (UTC)
 * Nellroversi-deal 21:17, 14 January 2009 (UTC)
 * CourtneyRhem 00:18, 15 January 2009 (UTC)
 * Leah Smith 20:07, 15 January 2009 (UTC)
 * Chadcrutchfield 19:03, 15 January 2009 (UTC)
 * Willkempfer 00:21, 16 January 2009 (UTC)
 * RyonRenskers 01:29, 16 January 2009 (UTC)
 * Liusiwei 06:01, 19 January 2009 (UTC)
 * Nathan Skewis 21:01, 19 January 2009 (UTC)
 * NateJenkins 03:52, 20 January 2009 (UTC)
 * Nickteran 05:43, 20 January 2009 (UTC)
 * Joshuahashman 06:39, 20 January 2009 (UTC)
 * BrianTourville 08:34, 20 January 2009 (UTC)
 * Frederickfuruc 21:48, 20 January 2009
 * User:DesireeMBrinson 22:43, 26 January 2009 (UTC)
 * Josephlee
 * Vannrayan 08:51, 27 January 2009 (UTC)

Analytical Writing

 * Stevenarntson 20:47, 23 December 2008 (UTC)
 * KadenceEnglehardt 21:52, 14 January 2009 (UTC)
 * Davedoumis 23:14, 14 January 2009 (UTC)
 * Aaronmorris 01:10, 15 January 2009 (UTC)
 * MilesDompier 10:32, 17 January 2009 (UTC)
 * Gabrielstinchfield 23:20, 18 January 2009 (UTC)
 * AndrewChing 01:53, 21 January 2009 (UTC)
 * KatieManske 03:02, 21 January 2009 (UTC)
 * Dougduin 05:24, 21 January 2009 (UTC)
 * Cadieblaser 06:22, 21 January 2009 (UTC)
 * Lindra Chunadi 11:10, 21 January 2009 (UTC)
 * Adamslater 08:44, 21 January 2009 (UTC)
 * Ehrenwill 19:23, 21 January 2009 (UTC)
 * Samanthabuxton 03:18, 23 January 2009 (UTC)
 * Luc M. 22:28, 27 January 2009 (UTC)
 * AndreaLaCoste-Hines 11:06, 28 January 2009 (UTC)
 * Candidojose candido
 * C cammel 0428
 * BrettDurnell 09:36, 11 March 2009 (UTC)
 * CamilleFunk

English Composition

 * Stevenarntson 20:47, 23 December 2008 (UTC)
 * TroyThompson 18:12, 15 January 2009 (UTC)
 * Ryannatividad 18:16, 15 January 2009 (UTC)
 * Amberrisinger 18:19, 15 January 2009 (UTC)
 * Arte Walton 18:25, 15 January 2009 (UTC)
 * Colinfergusonrichardward 19:22, 15 January 2009 (UTC)
 * AmberBumpus 19:36, 15 January 2009 (UTC)
 * Oliviaberghorn 23:27, 15 January 2009 (UTC)
 * Sanciatron 23:55, 15 January 2009 (UTC)
 * TrevorLocke 02:49, 16 January 2009 (UTC)
 * Carlberry 22:38, 16 January 2009 (UTC)]
 * IsraelMedrano 22:02, 17 January 2009 (UTC)
 * AmberClements 17:27, 18 January 2009 (UTC)
 * BrynWatnoski 07:43, 19 January 2009 (UTC)
 * TracyBarnes 00:28, 22 January 2009 (UTC)
 * Amberrisinger 15:02, 22 January 2009 (UTC)
 * Helena H 17:49, 22 January 2009 (UTC)
 * Paulpark 18:44, 29 January 2009 (UTC)
 * Roulstone 8:07, 3 February 2009 (UTC)
 * KattGoberTriesThisAgain
 * Blakeedwards

Freshman Seminar; Thursday

 * Brown, Robert
 * Colombatto, Danielle DanielleColombatto
 * Guth, Anna AnnaGuth midterm part 1 completed
 * Hernandez, Daniel Danielhernandez midterm part 1 completed
 * Hillegas, Brittany Hillegasbrittany1 midterm part 1 completed
 * Jenkins, Dominique dominiquejenkins
 * Kempfer, Will Willkempfermidterm part 1 completed
 * Kerls, Christopher chris kerls midterm part 1 completed
 * Lee, Kevin Kevinlee midterm part 1 completed
 * Little-Cardoso, Jonathan JohnCardoso
 * Lugo, Andrea LugoAndrea
 * Mahon, Paul
 * Martinez, Daniel danilmartinez midterm part 1 completed
 * Nelson, Brent BrentNelson midterm part 1 completed
 * Nong, Sopheth SophethNong midterm part 1 completed
 * Nzi, Allegra Allegranzi midterm part 1 completed
 * Reinke, Aaron Aaron Reinke midterm part 1 completed
 * Reyla, Joohn Johnreyla midterm part 1 completed
 * Rhyns, Whitney WhitneyRhyns
 * Russel, Kyle Kyle Russell
 * Tachet, Erika ErikaTachet
 * Tuinenga, Evan Evan2nenga
 * Tuitupou, Tevita Tevita Tuitupou midterm part 1 completed
 * Whitmore, Isaiah Isaiah Whitmore midterm part 1 completed
 * Tristanrasmussen


text:
User:Stevenarntson/group spaces/Archive/English Composition

All group members: sign (" ")at the top of your group page!

 * panda workshop week 6
 * Budapest workshop week 6
 * garden gnome workshop week 7
 * Haiti workshop week 7
 * S/sonics workshop week 8
 * the legendary workshop week 8


text:
User:Stevenarntson/group spaces/Archive/English Composition/group 1

 * Sanciatron 23:52, 15 January 2009 (UTC)]
 * Carlberry 03:27, 21 January 2009 (UTC)]
 * IsraelMedrano 01:37, 23 January 2009 (UTC)]

summary
Our group was originally going to focus on the giant panda, however we broadened our research to cover both the giant panda and the red panda. We have written a research paper about the habitat, appetite and description of the red panda. We also have poems and a short story that are well worth reading.

reflective assessment

 * 1) good: We were able to keep in communication with everyone in the group throughout the quarter.
 * bad: One of our group members left early on.
 * 1) future strategies: It would have been good to get most of the work done early on, and leave the remaining time for correction.

Research
IMG]http://i25.photobucket.com/albums/c68/Shankbotch/im_RedPanda.jpg[/IMG

Red Panda video

Although the red panda is not as well known as the giant panda it was actually the first animal to be given the name panda. The first written record of the red panda occurs in a 13th century Chou dynasty scroll. A man by the name of Thomas Hardwick introduced the red panda to the Europeans approximately forty-eight years before giant panda was introduced to the west. It is a favorite pet of India’s Prime Minister, Jawaharlal Nehru. Thomas Hardwick originally gave it the name “Wah” because of the sound it projected through its loud call, but he also mentioned the local name for it, Poonya. This was eventually anglicized to panda. Other names the red panda goes by include: Bear-cat, Bright Panda, Cat-Bear, Common Panda, Firefox, and Lesser Panda. The panda's fur is used to make hats and clothing. In the Yunnan province, a hat made of red panda fur is highly sought after by newlyweds. These hats were regarded as a talisman for a happy marriage in the past.

Much smaller than a giant panda, they are about 42 inches long including their tails. They can weight between 7 and 14 pounds and their soft fur covers their entire body, even their feet. Not only do their tails help them balance while they climb trees, they also are used to warm themselves in the winter. Their red and white markings blend in with the red mosses and white lichens that grow on the trees in which they inhabit. They become more vibrant in the winter because their coats will redden and thicken. There are two subspecies of red pandas. The living range of the Ailurus Fulgens extends from Nepal through Northeastern India, Bhutan and into China, while the Aiturus Fulgens Styani can only be found in China. Being very solitary animals, red pandas spend most of their lives on their own, except for the mating period and the time when a mother and her young are together.

Mating occurs during the winter, usually between early June and mid March. There is a gestation period of about 134 days, after which litters of 1 to 4 young are born. Female red pandas give birth mainly in June. The young stay in the nest for about 90 days and stay close to their mother until the next mating season. They reach their adult size at about 12 months old. Red pandas have been bred with some reliability in zoo's throughout North America, Europe, and Asia. However, reduced genetic diversity in zoos has led to high levels of infant mortality. There have been new studies on red pandas that measure their hormones and their sperm's ability to be frozen. Traditionally reducing inbreeding has involved moving individuals from one zoo to another to spread valuable genes. In the future, sperm samples may be transported, or even stored, to help maintain genetic diversity.

Red pandas are good climbers and spend most of their time in the trees, except when foraging. They live in cool temperature bamboo forests in Sichuan and Vunnan provinces, in China, in the Himalayas, and in Myanmar. The altitude of these forests ranges from 5000 ft to 15,700 ft above sea level. The approximate area of a red panda’s habitat in China is 14,000 sq ft. Because they share much of their habitat and food selection with the giant panda, they are suffering the same massive population drops due to habitat destruction. There has been a 40 percent decrease in the red panda population over the past 50 years.

resources

 * AP. "China Is Said to Arrest 203 for Panda Poaching." The New York Times. 5 Feb 2009 .

 * Bies, LeeAnn. "Ailuropoda melanoleuca." animaldiversity. 5 Feb 2009 .

 * "Giant Panda" WWF. 5 Feb 2009 .

 * S., Pai. "Panda bear pictures, information, facts, trivia." Indianchild. 4 Feb 2009 .

fiction
PANDA The morning fog lingered low at the feet of the bamboo. The pale green morning had not yet been broken into by shards of sunlight from over the top of the mountains. Everything was calm, too quite, too still. The poacher was there.

Stepping through the floor of fog one step at a time, the poacher stealthily searched for his hunt. His hat, moronic in it's way of "camouflage" smelled so strongly of garlic and meat that even another human being could smell it from 10 feet away...but not all the animals had hid at the scent of the poacher... but One followed ever so stealthier.

The animal bore black sleeves on its arms and legs, and upon his monstrous face she had black circles around her eyes, black lips, black ears, and a black nose, all around her ginormous white torso. They call her and her kind, Giant Panda. Sanciatron 01:43, 4 February 2009 (UTC)

Panda was very hungry and always was unless she was sleeping. She couldn't wait any longer. Her tongue glided across her sharp teeth as she went for her breakfast. She swung, and SNAP! CRACK! UMPH!!!!! MUNCH MUNCH! The bamboo was extra delicious when it was chilled and crisp by the cool morning. Oh, the poacher was whacked in the back of the head as Panda swung the bamboo around with her to eat in a comfortable upright sitting position.

As he lay there, his gaze fell upon his cold hearted murderer. She was so evil, all she cared about in that moment was bamboo. He thought of his children, his home, garlic. As the sun came beaming in, darkness swept his eyes, right after he saw a cub nestle beside his mother in their home of bamboo forest.

END Sanciatron 07:44, 12 February 2009 (UTC)

Pinju The Red Panda

Once upon an enchanted forest a new creature was born into existence. His name was Pinju the red panda, the first of his kind. He was fairly small with redish brown fur, black arms, little black eyes, and an identity issue.

All of the other animals in the forest were so confused by little Pinju. Elephant would ask, "Are you sure you're not a little bear?" Quail would ask, "Are you sure you're not a cat?" and tiger would say "you just look like a fox."

Poor poor aggravated Pinju the red panda. Being the only one at the time, it was hard for him to always be questioned like that. He yearned for uniquness, something to set him apart from bears and cats. He just wanted to be well known as red panda. Soon there would be more red pandas and beiing the first, he felt it was his duty to fix this issue of being plain.

One day Pinju fasted a sharp bone to his snout with a blade of long grass. He felt different and dangerous, but when he tried to use his horn on a tree, it fell off. On another day, he made wings out of leaves, but was crushed when he still had to climb trees to get to the top.

"WHY? why am i so plain?!? SO PLAIN that i could pass as a bear, a fox, AND a cat? sigh...."

"Hello down there." it was crow.

"Hi crow...what do you want?"

"Oh it's not about what I want, it's about what YOU want, and i know how you can get it." crows eyes narrowed on Pinju as she let her words sink into his skull. Pinju hesitated though. for crows are very mischievous.

"How then? How do i get what i want?"

"The magic steam up high by the mountain. All you have to do is drop a lotus flower into the stream and wait til it flows out of sight. Then a voice will ask you what you desire."

"What did you get?" Pinju asked.

"HAHA. Maybe after you get yours I'll tell you mine." and with that, crow flew out of sight.

Pinju walked along the forest floor, stopping to eat bamboo every now and then. He thought about what to ask the steam spirit if he got to choose his new characteristics. He thought about tusks and horns until finally he could smell the stream not far ahead. It was nearly nightfall. Pinju quickly found a lotus and tossed it in the steam. He watched as it flew gracefully all the way down until it disappeared...and then he heard it.

"What do you desire most, red panda of the enchanted forest?" The steam spirit's voice was cool and moved like water, almost whispery.

"I desire to be unique. Not so plain that i am mistaked for a bear, cat, or fox." said Pinju, hope swelling inside of him.

"Know that if i grant you this, you pay a price. For this, you and your kind to come will all live lives of solitude. How bdaly do you desire this now?"

"I still do." Said pinju, and it was done.

"When you awake tomorrow morning, you shall be changed. The voice disapeared and the natural sound of the stream was in the air again.

When Pinju awoke the next morning he ran to the nearest pond to look at himself. There was white fur like a mask on his face, his tail was longer and had white stripes. "This tail will be great for balance up in the trees! And my mask is so handsome!"

Just then, another red panda came into the world. She looked like Pinju, he thought she was beautiful. He went to say hello to her, but just as quickly as she came, she was gone, and he was alone again, reminding him of what he had to pay to look beautiful.

"So you got what you wanted." said crow.

"Yeah i guess so. What did you get, and for what price?" asked Pinju again.

"I desired to always know where treasure is. The price was my voice. I cannot sing beautiful songs like all the other birds..."

Pinju left to climb trees in his new life. This is why when we see red pandas in the wild they are usually alone.

the end. Sanciatron 05:18, 19 March 2009 (UTC)

<>'s poem
i couldn't blink because he told me to the shrink he asked "what do you see?" i told him "something new." he took a drink poison i assumed the papers held no hue just black blots "i see parts of me." "interesting." he loomed i wanted to blink "don't blink you're not supposed to" ...he's in my head "now tell me, what do you see?" I told him, " a womb". "A WOMB?" he stared at the dots "what else do you see?" i didn't want to say panda bear the shrink always hates what i think so i lied, "a pear". "good, i'm beginning to get through to you" the hour was up, i left in a blink the thought of pandas untouched and free

IsraelMedrano's poem
Panda Bear’s are nature’s best friend

Panda Bears are nature’s best friend Their cute and cuddly figure makes people want to keep them as pets, Their big round bellies are filled with happiness Their fur could warm a mother’s heart Their big round eyes glow like the night sky Their paws soft as a teddy bear Their teeth sharp as knives could tear through plants Pandas eat a lot of bamboo They take care of their fur without the use of shampoo Pandas are nice, but eat little mice While their hopes of survival are continuing to slim They are beautiful and to some people, they are spiritual creatures And we should keep them until the very end That’s why Panda Bears are nature’s best friend IsraelMedrano 02:15, 5 February 2009 (UTC)

Carlberry's poem
The View of a Panda The silver reflection on the pond suggested a Second dimension As the Panda drew water from it's Silky, metallic, preserved surface A seemingly endless thirst Unquenched Silence A noise... A shift in the calm Something was different Something was watching Someone was... Then it was gone It had vanished Scared by... Something or Someone Or nothing The surface of the pond returned to peace

renga #1
Beneath the surface Over the bright moonlight sky Stood the Red Panda

Looking ferocious and proud Scouting for bamboo to eat

Suddenly he found bamboo He ran to the bamboo tree Then he heard a snap!

A bear trap had caught his legs The creature was trembling

He tried to break free But realized it was no use He fell to the ground

Knowing it would be the last bamboo The panda would ever see

renga #2
Forever walking Majestically marching Forever panda

Forever, he is marching Still in search of another

When he finally Stops to get some needed rest Sound of another

Has been lonely for so long Some companionship desired

The faint sound grows cold Something is strange, different The panda turns, runs

A shot is fired from afar But the panda is long gone