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Wikiversity talk:Wikicredentials

" WIKICREDS "  A BOLD LIMITLESS VISION

An Educational Utopia shared by the World's populace through awarded n
Who makes the rules of accreditation?

Who defines what exactly accreditation is ?

Can accreditation be achieved, without spending  $40,000. and more?......

Hello Friends, Teachers and Fellow Students, My name is Gaon, and I firmly believe Wikiversity should include " WikiCredentials " ( WikiCreds ) upon the completion of Testing courses. This would inspire Millions around the world to learn and challenge our societies present accreditation system... and change our culture's perception of credentialism. It is time for freedom of thought to Flourish, where anyone can learn and be accredited, regardless of age, mental capacity, location, economic status or the inability to pay tuition. Wikiversity could rival and surpass the Best education available, If we have the desire and diligence to fulfill this Grand Vision........

it would be The Most Good for the Most People, Literally, Billions of people. Do we have what it takes to fulfill this expansive, innovative and BOLD endeavor? Kind regards, Intelligent Discussion Welcomed.

Sincerely Gaon Abhinava 20:42, 23 July 2011 (UTC)

 * "Accreditation" in the field of education, to mean anything, refers to the qualification of schools to award recognized degrees. Any school may award whatever certificates they choose, but that doesn't mean that these will be accepted by other institutions, employers, or regulatory bodies. "Accreditation" is awarded, not to individuals, but to schools, based on a review of their operating characteristics and qualifications. It's a difficult process to become an accredited institution. Accreditation is not awarded based on enthusiasm, it's the product of hard and effective work.

 * Wikiversity cannot award degrees because it has no degree program. However, there are accredited institutions offering courses at Wikiversity, but typically not for general credit. If you take the course through that institution, you may get credit according to their rules.

 * I'll make this brief: Wikiversity itself is not going to award credits toward a degree. It doesn't have and is not set up to build the necessary structures. We have enough trouble even deciding simple policies.

 * Independent organizations may exist or arise that will use Wikiversity courses as part of their program, but they will have to develop the necessary structures if they hope to issue recognized degrees. While it's not impossible to this without (much) money, I do not recommend holding your breath waiting for it. Free schools have been started. They normally fail within a few years. To create a free school that will survive will take much more than enthusiastically writing a few words on the Colloquium here, you will need to actually build the structures and the community to maintain them.

 * If, however, you really want to see this happen, as to Wikiversity, I suggest becoming familiar with this community and how it functions. Get involved. You have a great deal to learn, as well as to contribute. Communication starts with listening. --Abd 13:46, 25 July 2011 (UTC)

 * Thank you, I agree, and your reply is the exact info. we need to progress further, I will spend time learning/Contemplating/simplifying... and I will present a proposal at the appropriate time, and yes, I am aware that this will take more than Enthusiasm, it will take the orchestrational, synergistic formulations of collaborative strategy. Thanks again for your constructive mentality and knowledge.---Gaon Abhinava 01:07, 26 July 2011 (UTC)

The 1st Proposal
Greetings.

I would like to make this brief, but it is hard to make a big idea brief, I will Simplify, but there are many Factors.

Wikicredentials, in Simple Terms, is your virtual recorded proof, of High quality distance education, made available to the Populace of the Entire World, Through the Internet,

Very In-expensively.--Gaon Abhinava 01:53, 27 July 2011 (UTC)

Ok, wikiversity has discussed this before, Obviously, but will we Act on this obvious opportunity, before someone else does?

I'm going to be Blunt, If this idea is possible, would benefit Mankind, and is probably going to be started by someone in the world anyway....Why not Act now on these ideas and have a head start, being the global leader of distance education ? Wikicreds. Type Ideas may be a Future Trend.

It will be hard work, but we can do it, and have fun too.

We must research and Learn from History, the Various Educational Structures, their systems, Strengths and Weaknesses, Mimic the Actions of their Success, and Avoid their Failures. Applying our discoveries, to the Modern Educational System of Distance Learning.

We would need, designed Automated Software, to Create Testing Material, to meet the Demand of the Collective Student Body, along with other imaginative innovations, like Virtual Agents and Combinations of existing interactive software. Think fast, effective and stream-lined, it has to be, for millions of students.

I would like WikiCredentials to be Freely Given, but for the Vision of Wikicreds. to Work, ( in the beginning ) people may have to pay a little money, to Create Jobs for Teachers, and Administrators. Until the System Grows Exponentially... If we had at least 100 Thousand  STUDENTS, Each Paying $50. - $100., Per Semester, this would Generate an income of around $ 8 Million, every Semester, for our Budget. What if we had, 5 million Students?..... how about  1  Billion Students? The More Students we Enroll, The Less Tuition would be charged per Semester, what is 1 billion x $2.00 ? This means that tuition would Fluctuate according to school attendence.

We could also Partner with investors, or Face Book. etc...

The biggest point I want to make, is that Wikicredentials Could still be Earned at home, ( internet connect. ) ....while Sheltering in place, during an event such as an economic collapse, Massive inflation or natural disaster etc..All these scenarios are possible, look at modern facts of current reality.

People would still be getting educated, instead of sitting around basket-cased. This is thinking ahead.

We must Think Big, and Not impose the Hinderances of "Limitation" or "distortion" to our Thinking. There are Multiple Variations, Additions and simplifications, to these ideas.

Thanks, I would like to hear every question imaginable in regards to this, even Wikiversity itself is Built by asking Questions --Gaon Abhinava 01:15, 27 July 2011 (UTC)

 * There are two kinds of costs which would be recovered by fees, or which must be recovered through other means, such as donations. There are overhead costs, and per-student costs. The per-student costs in real programs probably exceeds, and may exceed greatly, the overhead costs. If you had a billion students, and you were providing them with something worthwhile in terms of a degree, those students require individual attention. The alternative would be a fully automated system, and that is a huge problem all its own. Yeah, with a fully automated system, the per-student cost might be quite low. $2, however, would hardly cover processing costs for the payments!
 * There are, again, two components to a degree program: providing the study materials and other access to education itself (including personal attention), and validating the student's participation and grasp of the material. Neither one of these lends itself well to automation. For starters, how does one verify that it was the student who read the material and not someone else, or perhaps the student had the page open, but never actually read it!
 * That can be addressed with testing, but, consider this: there are professional testing companies, and to gain certain kinds of licenses, you have to take these standardized tests, which are administered in sites all around the U.S., and I don't know about the rest of the world. A test might cost $100 or more to take. The companies make money, for sure, but they also have to provide not only the tests, but monitors to ensure that students personally take the test, having provided identification, and that nobody helped them with answers.
 * It can be done, sure. But it's a huge operation *in the real world,* not merely something on a web site! --Abd 20:58, 29 July 2011 (UTC)

Questions and Answers
 ( Q )

 * What does "credential" mean to you? What does "WikiCredential" mean to you? What do you consider to be the differences and similarities between "credential" and "WikiCredential"? -- dark lama  15:56, 23 July 2011 (UTC)
 * Wikicredentials would be the equivalent of Bachelors,Associates, Masters and Docters degrees, Along with Re-Certifications and continuing education amongst the many occupations that exist in the Global workforce.

 * The Similarities between Credentials and WikiCredentials = They are both Evidence or testimonials concerning one's right to credit, confidence, or authority.

 * The Differences Between Credentials and WikiCredentials =  WikiCreds are Free to earn by effort, Traditional Credentials cost thousands of dollars.
 * Gaon Abhinava 20:42, 23 July 2011 (UTC)
 * There is an incorrect idea. Traditional credentials don't necessarily "cost thousands of dollars." For example, I know a woman who just got certification in gifted education. She actually had two forms of qualification: she'd taken a certain number of credits, and that did cost money, but she also had assistance in paying it, in fact, she actually ended up with cash in her pocket, though it was loans. Those loans were subsidized, and, in fact, may end up being forgiven, depending on what she does with the education. And she wanted to take those classes, because they were being offered by experts in the field at a major university. Who paid the salaries of those experts!
 * Further, she could get the credential merely by passing the test, and while that test cost well over $100 to take, she applied for and received a low-income exemption, I think she paid far less.
 * But some credentials do, almost inherently, cost a lot of money. For example, we want physicians to be credentialled, and those programs are lengthy and rigorous. Huge resources are invested in the training of a physician. Now, if you are going to have surgery, would you want your physician to be "credentialed" by Wikiversity?
 * I'm not saying it is impossible, but I want you to grasp the enormity of the problem.
 * If you are going to hire an accountant, for your company, what kind of "credential" would you want to see? I can tell you what real company officers want. They want to see that the accountant graduated from an accredited program.
 * You haven't yet understood, perhaps, what accreditation is. Students aren't accredited, schools are. An accredited school can issue degrees that will be recognized. There are actually many different accrediting agencies, and they are regulated. It's very important for the public welfare that they be!
 * There are "diploma mills," colleges that give out degrees for cheap. Some of them not so cheap! But the degrees are next to worthless. There are fake "accreditation mills," accrediting agencies, often a diploma mill will start one up, or a number of diploma mills cooperating. Some "diploma mills" are actually legitimate schools, in some way or other. I've seen one school that was accused of being a diploma mill, that may even have been one, that was bought by an investor who seems to have cleaned it up, and won accreditation from a real agency.
 * This is the bottom line: no school accredits itself, except in terms of accepting completion of their own programs as a prerequisite for more advanced programs. Some major universities have what might be considered a cooperative, a regional accrediting agency that polices its members. There are problems with this, as one might imagine, but these are truly major schools, sensitive to their own reputations, so they don't allow things to get too far off course.
 * Wikiversity cannot make a decision to be "accredited." It could, perhaps, make a decision to seek accreditation, but it must have the programs in place first, with real students and real process. Genuine accrediting agencies don't issue full accreditation based only on plans. They have to have something to audit!
 * So how do schools get started? Well, it takes courage, on the part of the schools and of the students. A student who enrolls in a school and who does all the course work in a non-accredited program is risking that the program will not gain accreditation.

Accreditation itself is not cheap. Those accrediting agencies have to pay staff, and investigators. --Abd 21:18, 29 July 2011 (UTC)

 * Would something like Wikimaster on wikieducator fit the bill?Leutha 17:00, 23 July 2011 (UTC)
 * Yes, Wikimasters can earn WikiCreds.... I see your point, Wikimasters have a virtual Certification, which is the same Idea I'm Getting at.--Gaon Abhinava 01:02, 25 July 2011 (UTC)
 * --Gaon Abhinava 20:42, 23 July 2011 (UTC)
 * Those credentials -- they are credentials -- are based on on-wiki work, and they are issued as a certification of proficiency in that work. That page has not been edited for six months. At last report, nobody had been certified at the two top levels, which are "under development." These credentials are "peer credentials." Certain kinds of peer credentials like this might have some value to someone trying to get a job. Probably not these credentials, but maybe. If the job you wanted involved editing MediaWiki wikis, maybe it would help. --Abd 22:06, 29 July 2011 (UTC)
 * Yes, I think the Wikimaster programme illustrates some of the problems, and the slow progress shows that people are often to caught up in other priorities to concentrate on it. Onthe other hand the glass is over half full with four out of the six levels working. We could transclude the material here, so that we have a parallel system of accreditation, and possibly negotiate mutual recognition. Wikimaster is limited to media-wiki skills, but that is also because it serves as a way of drawing people into developing wiki-based teaching material, and indeed for the higher levels it calls for actual course delivery. I also like the idea that to gain the higher levels you need to help other people - a form of sweat equity. I feel progress in this area might be a useful first step. I feel a modular approach is most appropiate if we are not to be completely daunted by tasks which are too expansive.Leutha 06:16, 30 July 2011 (UTC)
 * We should be clear. The Wikimaster program has nothing to do with accreditation, which would be about independent accrediting agencies recognizing a school as awarding certifications of merit, usable officially by governments and employers. Wikimaster is a system of peer recognition, and I'd agree that there might be some utility here, but the question would be what it means, i.e., does it have any practical effect on the project? Mixing that up with "Wikicredentials," which, as a proposal, seems intended to provide a wiki equivalent to accredited degree programs, is putting the cart way ahead of the horse.
 * For us to offer accreditation, we would need three things
 * Adequate course offerings to form the basis for a degree program
 * Testing of students for completion
 * Approval of an accrediting agency for our procedures.
 * All of this requires a "governmental structure," a method of making clear and effective decisions, efficiently, with a reliable and responsible deciding authority. The accrediting agency will demand this as a condition of accreditation. They care about how schools do things. A program might be perfect today, but what if changes tomorrow? Accrediting agencies cannot continuously monitor what the schools do, so they want to see stability and responsible authority. Whether or not this can be done at all on a WMF wiki is an open question.
 * However, if the goal is free (or, more likely, cheap, affordable) degree programs, there is a much easier way, that accords with the organizational theory I've developed. An independent "school" is organized for the purpose, and it can use Wikiversity courses and other courses, and develop whatever structure it needs for decision-making. This school would structure itself to meet the requirements of accrediting agencies. This could be done, and I believe that Wikiversity would cooperate with it. Note: there could be more than one such school, but the more there are, the less efficient they may be, because resources will be divided. This is natural; attempts to require that there be only one school are actually harmful. Rather, schools have a natural motive to cooperate, if they are united in goal. And if they differ in goal, this is diversity in action. May the best goals win. That's how free societies work!
 * The problem here is a naive proposal to make Wikiversity into the school offering degrees. I don't like to say that anything is impossible, but, let's say, this brings up so many obstacles to be overcome that I doubt this is how it could be accomplished. Wikiversity can help set up such a school, we can study the possibility, and, of course, anyone may establish courses here, and we will cooperate with the needs of genuine courses, by allowing some level of page control, for example. We merely need to do that in accordance with overall neutrality policy.
 * One school's "correct" course may be another's "stupid orthodox ignorance of the true state of the field" course. We have inclusive methods of handling controversy like this here. A school may point to a specific page for its course, that page being placed neutrally in a hierarchy, with a school representative or teacher being given effective admin privilege over that page and subpages. The overall presentation must be neutral. Individual pages here, particular those which don't dominate mainspace title position, don't have to be neutral, they may represent opinion, even fringe opinion, and original research is allowed and even encouraged. An instructor in a course in college is not required to source and prove every statement made in class, they have freedom of speech, an aspect of academic freedom. --Abd 17:39, 30 July 2011 (UTC)

Treatise : The Genius of Wikicredentials, Offered by Wikiversity.-- by Gaon Abhinava 21:05, 24 July 2011 (UTC)
Satisfy the World's hunger for Knowledge.

Students are oppressed with the burden of tuition, Wikicredentials can change that....We have everything we need to make it a reality. People around the World are Hungry for Accredited Education, to refuse the idea of Wikicredentials, is like pushing a wheelbarrow full of Bread, and refusing to give a starving man a Crumb, for his lack of money.

Moving to a positive note, In this Treatise, we will discuss The practical effectiveness of Wikicredentials, which would produce an Educational Utopia, as Wikiversity's Global Innovation, thus, tipping the wheel barrow of bread over, for the man to eat... and his family, and his neighbors.

Behold...this is the Genius of Wikicredentials.-- Gaon Abhinava 02:50, 24 July 2011 (UTC)
 * Who is pushing the "wheelbarrow full of bread and refusing to give a starving man a crumb?" Wouldn't I have to have the bread first before I could give it to someone? There are no accredited wikis, period. There are some accredited institutions which use wikis for part of their program. They are responsible for what they use and how they use it, responsible to their accrediting agency. --Abd 22:09, 29 July 2011 (UTC)

Questions... are The steps of the Stair Case of 'Knowledge'
 ( Q )

Is the withholding of Free Educational accreditation a form of Oppression for the Students who Cannot afford Tuition?

 ( A )

Maybe, maybe not, but they still can't afford tuition. Freedom of Education is a Human right, and I believe Free accreditation should be also. Wikicredentials could ensure that Poverty and economic recession will not effect an individual's opportunity to achieve an Accredited Education. It is no secret that This Idea will Advance the World For Good.

WikiCredentials would Promote Global Innovation, Co-Operation and Understanding between human cultures. Below are the comparisons of Reason that support Wikicredentials..--Gaon Abhinava 02:50, 24 July 2011 (UTC)

Advantages, Wikiversity Without accreditation
1) Less Pressure to meet educational demands and time lines for scores and accuracy, this way, fear of failure will not hinder a students learning.

( My Response : Scores and accuracy are the only way to track personal development, The Mind Advancing from "Level (1)" -to- "Level (2)".... And Wikicreds. could be Fully self-paced, Producing Less pressure and Less "fear of failure".... Fyi, It is impossible to be void of this fear, regardless.) --Gaon Abhinava 03:23, 24 July 2011 (UTC)

Dis-Advantages, Wikiversity Without accreditation
1)There is Less motivation to Learn, if there is No Award, and No Accreditation.

2) There would be Less People Learning.

3) It seems to be an Imposed Limitation on The Minds of STUDENTS to NOT give Credentials, or not reward their hard study. Given the fact that Goals, and personal Mind development, would both Increase with the student's Acheivement of WikiCredentials. Every Student's Mind Development would be progressive and measurable, this is obvious, and This freedom of education would produce Enormous Enthusiasm among students and teachers alike.

--Gaon Abhinava 03:23, 24 July 2011 (UTC)
 * Consider this proposal, Gaon: You establish a certificate-granting institution. It will cost you a little money, but you can use the bread in your wheelbarrow, or you can solicit donations. When a student here completes a course, you will send them a certification, a credential, a "diploma." You can probably get the fancy paper for less than a dollar a certificate, and you would have mailing costs, you could charge a small fee to issue the credential. How about that?
 * If that wouldn't do what you want, I'd suggest you look at exactly why!
 * Seriously, done right, this could work. But what would "done right" mean? --Abd 22:16, 29 July 2011 (UTC)

Advantages, WikiCredentials Offered by Wikiversity.
1) Anyone with sustained Internet access can earn the Equivalent of an associates, bachelors etc...

2)The world may be become a difficult place in the future, to try and physically go to college by way of transportation. Wikicredentials would make earning an educational degree easier in the events of " sheltering in place "  and  " lack of tuition ". etc...

3) The students and Teachers at Wikiversity could closely moniter and edit the educational material, making sure it is accurate and promotes the well being of students. ( free from malicious, historical information distortion, or manipulation ) This would make Wikicredentials and Wikiversity more appealing, and more Attended by the mass populace of humans.

4) Your own personal Wikicreds. Can be Fully customizable, and Fully Self-paced upon your request, Based upon your Preference, Interests and Mental Capacity. This gives you more Freedom, to choose what you want to learn.--Gaon Abhinava 03:23, 24 July 2011 (UTC)

Dis-advantages, WikiCredentials Offered by Wikiversity.
1) It may take away the profits from colleges and Institutions, being that they are very expensive and Wikicredentials are Free to earn......

( This is Dis-advantages for Them, Not the students, Wikiversity could be an educational Utopia, Conveniently Saving Students Time and Thousands of Dollars, obviously Wikicreds. will have great economic effect, among other effects. )--Gaon Abhinava 03:23, 24 July 2011 (UTC)
 * Okay, a modest proposal. We will give away free automobiles. Really, everyone wants and needs transportation. We could save the planet by only giving away green-technology cars, perhaps solar-powered. This is obviously better than the existing system, but, of course, it will take away the profits of the corporations that presently make cars and sell them for thousands of dollars. Think how much money people will save! That money will be available to improve people's lives, the whole world will benefit. Right?
 * Now, which is easier, to build a car or to build an educational system? Which will take more work? --Abd 22:22, 29 July 2011 (UTC)

Questions
What limitations or Rules are in place that would prevent Wikicredentials?

Why are they in place?

Why Not have Wikicredentials? --Gaon Abhinava 00:13, 25 July 2011 (UTC)

 * I do not think it is a matter of any rules preventing this, but rather the amount of work required to bring it in to being.Leutha 21:07, 29 July 2011 (UTC)
 * Precisely. We don't have developed wikieducation yet, just some pieces of it, much less a process that could even begin to grant credentials. It's not that it is against the rules, exactly. It's not that it's impossible. It's that the gap between the idea and the reality is so far that putting much effort into what WikiCredentials would look like is way premature.
 * Here is what could be done immediately, and which will be done, I expect: develop systems for efficient wiki decision-making that will rapidly maximize genuine consensus so that they will function effectively within the standard operational rules of WMF wikis. (If you can find or create consensus, almost anything is possible.) Any credentialing system will require solid and reliable decision-making.
 * My opinion is that a credentialing system, to work, will need to operate independently. It will be responsible to the accrediting agency, it will need its own funding, etc. Probably it will be a nonprofit corporation, but it will work in collaboration with the community here, as well as that on other wikis and educational resources, including, perhaps, Wikieducator. --Abd 22:31, 29 July 2011 (UTC)

To be Concluded...

__________________________________________________________________________________________________ The Wikicredentials Logo: The Wheel Barrow of Bread tipped over, for the Man to eat

" Experience is the Father of all knowledge, Self-expression the mother, and Philosophy their grandchild. "--Gaon Abhinava 02:04, 26 July 2011 (UTC)

title: Wikiversity talk:Wikicredentials


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User talk:FlaviusWiki

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Peer review in higher education

This resource and notes are about peer review of academic staff work in higher education. Feel free to contribute.

title: Peer review in higher education


text:
Talk:Python Concepts/Resources

Please change the lessons to use python 3.

title: Talk:Python Concepts/Resources


text: User:Palmerml

title: User:Palmerml


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User talk:Palmerml

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User talk:Jdcollins13

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User talk:AlijeHamiti

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User talk:DMacks

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Your comment on Talk:First aid techniques
Why not fix it? If you need help, ask on my Talk page. --Abd 21:22, 25 July 2011 (UTC)
 * No time...came across it while checking out a large pile of fantasies and outright false material by the same editor. I'm not on wikiversity enough to know the standards for deletion and standards of verifiability, but from spot-checking that page needs to be nuked and redone from scratch by someone with time and ability to read sources. DMacks 21:45, 25 July 2011 (UTC)

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Portal:Spanish/Grammar

These are useful Spanish grammar reviews

title: Portal:Spanish/Grammar


text:
Portal:Spanish/Vocabulary

Useful Vocabulary Subjects

 * Spanish ordinal numbers

title: Portal:Spanish/Vocabulary


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Spanish/Verbs/A

 * ../almorzar/
 * ../amar/
 * ../ampliar/
 * ../andar/
 * ../animar/

title: Spanish/Verbs/A


text:
Spanish/Verbs/B

 * ../beber/
 * ../bailar/
 * ../bañarse/

title: Spanish/Verbs/B


text: Spanish/Verbs/beber

title: Spanish/Verbs/beber


text: Spanish/Verbs/almorzar

title: Spanish/Verbs/almorzar


text: Spanish/Verbs/amar

title: Spanish/Verbs/amar


text:
Category:Spanish/Verbs

Spanish Verbs

title: Category:Spanish/Verbs


text:
Spanish/Verbs/C

 * ../cambiar/
 * ../caminar/
 * ../comer/

title: Spanish/Verbs/C


text: Spanish/Verbs/cambiar

title: Spanish/Verbs/cambiar


text:
Spanish/Verbs/D

 * ../dar/
 * ../deber/
 * ../decir/
 * ../describir/
 * ../desayunarse/
 * ../destruir/
 * ../dibujar/
 * ../dormir/

title: Spanish/Verbs/D


text:
Spanish/Verbs/E

 * ../escribir/
 * ../escojer/

title: Spanish/Verbs/E


text: Spanish/Verbs/escribir

title: Spanish/Verbs/escribir


text: Spanish/Verbs/dar

title: Spanish/Verbs/dar


text:
User talk:Labarga

 Hello Labarga, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:42, 25 July 2011 (UTC)

title: User talk:Labarga


text:
User talk:Adamrce

 Hello Adamrce, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:45, 25 July 2011 (UTC)

title: User talk:Adamrce


text:
User talk:Nessa~enwikiversity

 Hello Nessa, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:46, 25 July 2011 (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 Nessa. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nessa~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 23:40, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Nessa~enwikiversity


text:
User talk:Kdammers

 Hello Kdammers, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:47, 25 July 2011 (UTC)

title: User talk:Kdammers


text:
User talk:Civillian34

 Hello Civillian34, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:47, 25 July 2011 (UTC)

title: User talk:Civillian34


text:
User talk:Thesslstore

Welcome, but ... your user name and user page
Seem inappropriate for Wikiversity. Wikiversity is for educational resources, and what amounts to an article on a company is out of place here. However, an individual from your company may create an account here and may disclose employment on the user page, but pages here shouldn't just be promoting the company. Your employees, with their own accounts, may create related educational resources, or whatever, for educational purpose, and should, indeed, disclose any possible conflict of interest, and listing an employer web site on the user page of an active user seems okay to me. This account should probably be renamed to an account that is for an individual who has access to it, or it should be blocked.

You would be very welcome to create educational resources, especially on fields where you have expertise.

I'm tagging the user page for deletion. I'm dropping the wikitext in history here in case the user page gets deleted before you can recover it, should you need it. Thanks for understanding, let me know if I can be of assistance. --Abd 22:58, 25 July 2011 (UTC)

Wikitext for your user page
is at. --Abd 23:08, 25 July 2011 (UTC)

title: User talk:Thesslstore


text: Spanish/Verbs/ampliar

title: Spanish/Verbs/ampliar


text:
Template:Spanish/VerbPage

< Return to Spanish Verbs

A quick note about verbs

 * How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
 * The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
 * The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
 * If you don't know which mood to use, just use indicative!

Definition
-

Present Tense (indicative)
-

Preterite Tense (indicative)
-

Imperfect Tense (indicative)
-

Conditional Tense (indicative)
-

Future Tense (indicative)
-

Present Subjunctive
-

Past Subjunctive (also called imperfect subjunctive)
-

Affirmative Imperative (positive commands)
-

Negative Imperative (negative commands)
-

Special Uses
-

Idiomatic Expressions
-

title: Template:Spanish/VerbPage


text: Spanish/Verbs/andar

title: Spanish/Verbs/andar


text: Spanish/Verbs/animar

title: Spanish/Verbs/animar


text: Spanish/Verbs/bailar

title: Spanish/Verbs/bailar


text:
User:OpenScientist/Panton Papers/Data sharing requirements

Contributions to this page are licensed CC-BY

About
This section is auxiliary to the drafting and will be deleted before submission.

This document serves to draft an article on       Data sharing requirements by major research funders (and possibly journals) as part of the Panton Papers series to be published in BMC research notes as commentary. See http://science.okfnpad.org/PantonPapers for overview on the initiative, and http://okfnpad.org/sciencewg-PPcasestudies for case studies related to the Panton Principles. For news on the matter, see http://friendfeed.com/data-publishing and http://friendfeed.com/opendata.

Author guidelines
This section is auxiliary to the drafting and will be deleted before submission.

 * Generic for BMC Research Notes: http://www.biomedcentral.com/bmcresnotes/ifora/

"article type 'commentary' [..]. It's fairly flexible other than needing an unstructured abstract (about 100 words) and a Discussion - as the main text - broken into subheadings if desired. See Vince Smith's piece on data publication for an example, http://www.biomedcentral.com/1756-0500/2/113."
 * Specific for the Panton Papers series (from email):

Authors
Daniel Mietchen and Herbert Grüttemeier and Claudia Koltzenburg
 * further contributors welcome

For background, see Herbert's presentation at http://www.ape2011.eu/html/full_programm_2.html which covers funders: http://river-valley.tv/helping-to-ride-a-look-at-data-sharing-and-access-policies/. Journal policies are possibly to be covered in a separate article. See also Heather Piwowar: "A few inventories list the data-sharing policies of funders [25], [26] and journals [1], [27], and some work has been done to correlate policy strength with outcome [2], [28]."

Abstract
Data sharing is central to the scientific endeavour, and in the electronic age, it can be achieved in multiple ways. Statements about data sharing thus increasingly form an intrinsic part of grant applications, funding reports and manuscript submissions. In this article, a snapshot of applicable policies of major research funders as well as a number of journals shall be discussed, both at an individual level and from the perspectives of available tools or infrastructures, and of science as a whole.

Background

 * Kinds of data ==> refer to separate article
 * Kinds of data sharing mechanisms ==> refer to separate article
 * Historic outline of data sharing ==> refer to separate article?
 * Data sharing requirements by journals ==> refer to separate article?

Kinds of research funders

 * Discipline-specific vs. cross-disciplinary
 * Institutional vs. societal
 * Local/regional vs. national vs. international
 * Small vs. large
 * Public vs. private
 * Grants vs. fellowships/ awards
 * Public peer review vs. non-public peer review
 * Nothing to be reported on the former.

Kinds of research journals

 * Discipline-specific vs. cross-disciplinary
 * Non-data-focussed fields vs. data-intensive fields
 * Institutional vs. societal
 * For-profit journals vs. not-for-profit (non-profit) journals
 * Local/regional vs. national vs. international
 * Small vs. large
 * OA vs. non-OA
 * Data journals vs. traditional journals
 * Public peer review vs. non-public peer review
 * Impact guesstimation peer review vs. technical soundness peer review

Non-journal "outlets" for scientific data

 * CKAN (?)
 * Github (?)

Historic outline of data sharing requirements
Some historical fix points:
 * Brahe/ Kepler
 * Anagrams used by da Vinci, Galileo, Newton and others
 * Soviet Russian scientific culture (?)

Kinds of current data sharing recommendations/ requirements
Here, it would be good to always have an example where the practice under consideration is recommended and one where it is mandatory. Won't always be available, but we can try.

Open issues

 * outlined in http://dataconservancy.org/sites/default/files/Data%20Issues%20in%20the%20Life%20Sciences%20White%20Paper.pdf ; data sharing policies in Table 2 (p. 21)

Discussion
Many of the recent data sharing policies established by funders refer to, and take over the ideas of, the OECD Principles and Guidelines for Access to Research Data from Public Funding, released in 2007. This is not surprising as “giving guidance to institutions in need of policies” was one of OECD’s objectives in this initiative. The Principles stress the return on public investments and the enhancement of value, but also recall that “The public science systems of OECD member countries are based on the principle of openness and the free exchange of ideas, information and knowledge”. They also say that “More specifically, improved access to, and sharing of, data: - Reinforces open scientific inquiry; - Encourages diversity of analysis and opinion; - Promotes new research; - Makes possible the testing of new or alternative hypotheses and methods of analysis; - Supports studies on data collection methods and measurement; - Facilitates the education of new researchers; - Enables the exploration of topics not envisioned by the initial investigators; - Permits the creation of new data sets when data from multiple sources are combined.” Funders seem particularly sensible to the last aspects. In its Principles for the Handling of Research Data, the Alliance of German Science Organisations introduces its Principles for the Handling of Research Data by stating that “Quality-assured research data are a cornerstone of scientific knowledge and, independent of the purpose for which they were originally obtained, can often serve as the basis for further research. This applies especially to the aggregation of data from various sources for combined utilization.” Such aggregation takes advantage of the increasing opportunities offered by the new ICTs, but the degree of aggregation depends heavily on the degree of openness, which is one of the reasons, obviously recognized by funders, to consider technology as a driver for broader sharing and wider access. However, as far as such further utilization, beyond the initial purposes, is concerned, data sharing policies meet the reluctance of researchers whose views may be extremely opposite, for various reasons: potential misuse of data, legal uncertainty, loss of credit and intellectual capital, burdensome data management tasks.
 * Kinds of current data sharing recommendations/ requirements
 * The OECD reference

Conclusions
The focus in discussions of data sharing has moved from whether to how. Funders, institutions and journals have a special responsibility in guiding this process, and some of them are indeed taking good steps in this direction, although the reusability of the shared data needs more attention.

International

 * EU
 * ESF
 * HFSP
 * Gates Foundation

National

 * NIH
 * Wellcome
 * CNRS
 * INRIA
 * DFG

Regional

 * Catalonia?

Institutional

 * Howard Hugues
 * Harvard
 * Max Planck
 * Helmholtz
 * Wikimedia Foundation

Resources

 * BioSharing list of data sharing policies
 * For some relevant references, see http://oa.helmholtz.de/index.php?id=300#c1772


text:
User:EGM6341.s11.team1.Chiu/Mtg18

Mtg 18: Fri, 11 Feb 11

[[media: Nm1.s11.mtg18.djvu| page18-1]]

More accurate error estimate of Simpson's rule (Simple)

 * nm1.s11.Mtg18.pg1.fig1.svg

 * {| style="width:100%" border="0"

$$ E_{2}= \int^{ \color{blue}b}_{ \color{blue}a} \left( f-f^{ \color{red}L}_{2} \right)dx = \underbrace{ \alpha_{1}}_{ \color{red}>0} + \underbrace{ \alpha_{2}}_{ \color{blue}<0} \ $$
 * style="width:95%" |
 * style="width:95%" |
 * }

=> Cancellation of areas

=> making $$ \color{blue} E_{2} \ $$ even smaller than [[media: Nm1.s11.mtg17.djvu| (1) page17-3]]

=>Simpson integration exactly $$ \color{blue} \forall p \in \mathbb{P}_{3} \ $$ (of degree $$ \leq \ $$ 3)

confer A. p.256 End More accurate error estimate of Simpson's rule

[[media: Nm1.s11.mtg18.djvu| page18-2]]

 * {| style="width:100%" border="0"

 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |

HW*4.1:

 * {| style="width:100%" border="0"

$$ [a,b]=[0,1]{ \color{blue}s10}=[-2,1]{ \color{blue}s11} \ $$
 * style="width:95%" |
 * style="width:95%" |
 * }

 * {| style="width:100%" border="0"

$$ f \left( x \right)=P_{3} \left( x \right)=c_{0}+c_{1}x^{1}+c_{2}x^{2}+c_{3}x^{3}= \sum^{3}_{i=0}c_{i}x^{i} \qquad {\color{red}cubic} \ $$
 * style="width:95%" |
 * style="width:95%" |
 * }

 * {| style="width:100%" border="0"

$$ c_{0}=1, c_{1}=3, c_{2}=-9, c_{3}=12 \ $$
 * style="width:95%" |
 * style="width:95%" |
 * }

 * {| style="width:100%" border="0"

Find $$ \underset{\color{blue} \underset{exact}{\uparrow}}I, \underset{\color{blue} \underset{Simple \ Simpson}{\uparrow}}{I_{2}} \ $$
 * style="width:95%" |
 * style="width:95%" |
 * }
 * }

 * {| style="width:35%" border="0"

Theorem: Simple Simpson's Rule (SSET)
 * style="width:92%; padding:10px; border:2px solid #FF0000" |
 * style="width:92%; padding:10px; border:2px solid #FF0000" |

 * {| style="width:100%" border="0"

$$ E_{2}= \frac{- \left(b-a \right)^{5}}{2880}f^{(4)} \left( \xi \right), \xi \in [a,b] \ $$
 * style="width:95%" |
 * style="width:95%" |
 * }

 * {| style="width:100%" border="0"

$$ =-\frac{h^{5}}{90}f^{(4)} \left( \xi \right), h:= \frac{b-a}{2} \ $$
 * style="width:95%" |
 * style="width:95%" |
 * }
 * }

Reference:

1) A. p.257, proof based on divided differential.

2) S&M (Suli & Meyers) p.205, proof similar to that of LIET.

End Reference

[[media: Nm1.s11.mtg18.djvu| page18-3]]

Remember:

If $$ f \in \mathbb{P}_{3} \ $$ (polynomial of degree $$ \leq \ $$ 3)

 * {| style="width:100%" border="0"

$$  \displaystyle \Rightarrow f^{(4)} \equiv 0 \Rightarrow E_{2}=0 $$     (1)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Simple Simpson integration exactly polynomial in $$ \mathbb{P}_{3} \ $$

Proof: (Simple technique in LIET proof) End Remember

Shift origin of $$ x \ $$ to $$ x_{1} \ $$: Transfer of variant

 * {| style="width:100%" border="0"

$$  \displaystyle x(t)=x_{1}+ht,\ t \in [a,b] $$     (2)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

 * {| style="width:100%" border="0"

$$  \displaystyle h:= \frac{(b-a)}{2} $$
 * style="width:95%" |
 * style="width:95%" |
 * }

 * {| style="width:100%" border="0"

$$  \displaystyle \left.\begin{matrix} t=0, \ x(0)=x_{1} \\ t=+1, \ x(1)=x_{1}+h=x_{2} \\ t=-1, \ x(-1)=x_{0} \end{matrix}\right\} $$     (3)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

 * {| style="width:100%" border="0"

$$  \displaystyle E_{2}= I-I_{2}= \underbrace{\frac{b-a}{2}}_{ \color{blue} h}e(1) \underset{ \color{red}\underset{(4)}{\uparrow}}= {\color{blue}h}e(1) $$
 * style="width:95%" |
 * style="width:95%" |
 * }

 * {| style="width:100%" border="0"

$$  \displaystyle e(t): \underset{ \color{red}\underset{(5)}{\uparrow}}= \int^{+t}_{-t} \underbrace{f(x(t))}_{ \color{blue} F(t)}dt- \underbrace{\frac{t}{3}[F(-t)+4F(0)+F(t)]}_{ {\color{red} (2)} \ { \color{blue} p.7-4}} $$
 * style="width:95%" |
 * style="width:95%" |
 * }

[[media: Nm1.s11.mtg18.djvu| page18-4]]

 * {| style="width:100%" border="0"

$$  \displaystyle { \color{red} (2)} \ { \color{blue} p.18-3:} \ dx=h \ dt $$ (1)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

 * {| style="width:100%" border="0"

$$  \displaystyle \Rightarrow E_{2}=h \ e(1) $$     (2)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

title: User:EGM6341.s11.team1.Chiu/Mtg18


title: File:Nm1.s11.Mtg18.pg1.fig1.svg


text:
User:Default 101

I am here to devote my time and effort in the development, organization and structure of WikiVersity. I am excited to be apart of these initial stages of development and will help with whatever I can. While I am no master at one topic (which is why I refrain from contributing exact knowledge to learn from), I have a general versatile knowledge of many topics. I do, however, have a well developed ability to keep information organized. So this will be my effort here at WikiVersity, to sort out the mess of pages, projects, and categories that have been started, but not finished. In the end I hope to have helped develop an easy to follow WikiVerisity structure, with established general topic pages, and ongoing development of the specific classes and learning projects.

-Default-

introduction

title: User:Default 101


text:
The History of the Paralympic Movement in Australia/Media coverage

International Paralympic Committee
the announcement of the project has been picked up far and wide, including on the IPC’s regular newsletter to NPCs and the IPC website: http://www.paralympic.org/export/sites/default/Media_Centre/News/Newsflash/2011_14.pdf (See page 2) http://www.paralympic.org/Media_Centre/News/General_News/2011_07_21_a.html

Northside Chronical, Canberra Aug 2011
http://ucniss-hopau.blogspot.com/2011/08/northside-chronical-canberra-news-story.html

Wikipedia Signpost
Nov 2011 http://en.wikipedia.org/wiki/Wikipedia:Wikipedia_Signpost/2011-11-21/News_and_notes - under the title “Autowikiography”

Wikimedia Foundation Outreach GLAM Australia reports
Dec 2011 http://outreach.wikimedia.org/wiki/GLAM/Newsletter/December_2011/Contents/Australia_and_New_Zealand_report

Nov 2011 http://outreach.wikimedia.org/wiki/GLAM/Newsletter/November_2011/Contents/Australia_report

Oct 2011 http://outreach.wikimedia.org/wiki/GLAM/Newsletter/October_2011/Contents/Australia_report


title: File:CORDIC.VHDL.1.A.20110726.pdf


text: Talk:Introduction to templates

title: Talk:Introduction to templates


title: File:EGM6341.s11.cavalcanti.L5f1.svg


title: File:EGM6341.s11.cavalcanti.L7f1.svg


text:
User:Achilleous

political science undergrad.

title: User:Achilleous


text:
User:Jtneill/Presentations/Some recent outdoor education research

Title: Some recent research: Outdoor education's health impact, green exercise, and viewing of natural images

Conference: 17th National Outdoor Education Conference, 16-18 Jan, 2012, University of Canberra, Australia

Presenters: James Neill, Graham Mackay, Wendy Hughes, Brent Holgate, and Nicole Rytir University of Canberra

Bio: James is an Assistant Professor in the Centre for Applied Psychology at the University of Canberra, Graham, Wendy, and Brent were 4th year Honours students at the time of these studies

Bio images:

Abstract: This session will overview and discuss four recent Honours in Psychology student theses (2008-2011) which focus on outdoor education's impact on health indicators (such as exercise and diet) (Hughes, 2010), naturalness as a predictor of green exercise effects on mood, anxiety and stress (Mackay, 2008; Holgate, 2010), and the psychological effect of viewing of digitally-presented natural and artificial images (Rytir, 2011). These studies were supervised by James Neill who will chair short presentations and discussion about each study, with an emphasis on the relevance of these studies to outdoor education.

Session type: Seminar

Space and equipment type: Tutorial room or lecture theatre, data projector

Optimum number of participants: any (min. 5 - up to room size)

Optimum duration: 90 minutes (min. 60 - max. 120)


text:
User:Jtneill/Presentations/Developing free and open source outdoor education resources

Title: Developing free and open source outdoor education resources

Conference: 17th National Outdoor Education Conference, 16-18 Jan, 2012, University of Canberra, Australia

Presenters: Leigh Blackall, James Neill, University of Canberra

Bio: James and Leigh share a passion for the outdoors and for free and open sharing of resources. They are Assistant Professors in the Faculty of Health at the University of Canberra

Bio images:

Abstract: The internet has empowered cultures of collaborative knowledge-development and offers opportunities for outdoor educators to reinvigorate and enhance experiential learning within their programs. People openly sharing information, collaboratively developing programs, and documenting their work and experiences, have amassed a large quantity of information and resources that are useful to the outdoor educator and people learning through outdoor experiences. This presentation will follow the path of an outdoor educator planning and developing an outdoor experiential learning program, based on principles of self-sufficiency, simplicity, experiential comprehensiveness, and ethical principles of freedom and openness. Watch as your presenters draw from this vast pool of knowledge and learning, and contribute back to it. Topics include creating and maintaining equipment, documenting area and trip information, using multimedia, and other innovative ideas for free and open experiential learning in the outdoors.

Session type: Theory-based, indoor

Space and equipment type: Tutorial room with data projector or Lecture theatre

Optimum number of participants: any (up to room size)

Optimum duration: 60 minutes (min. 45 - max. 90)


text:
Greater Access Choice and Flexibility: Learning at University of Canberra

Mobile version

This project is for the development of a strategy paper for the University of Canberra on “Greater Access Choice and Flexibility - Forging linkages between the university and its diverse communities”.

The Deputy Vice Chancellor of Education has indicated this paper will be an extremely important contribution to the University as it maps our strategy for teaching and learning for 2011-2016. The paper will be formally presented to the University Education Committee in October 2011 for endorsement, with the deadline for our work being 26 September 2011. We have considerable scope to shape this strategy though our final paper should be in a similar format and style to the strategy papers for the university's four other signature themes.

Signature themes
This paper focuses on the first of five themes: Greater access, choice and flexibility for student learning. UC's
 * 1) Student access, choice and flexibility: Forging linkages between the university and its diverse student communities
 * 2) Work Integrated Learning: Forging linkages between education and work
 * 3) Interdisciplinary study: Forging linkages between disciplines and courses
 * 4) Research-led education: Forging linkages between research and teaching
 * 5) Intercultural student and staff capability: Forging linkages between cultures

The greater access, choice, and flexibility theme has been pursued during the 2008-2012 5-year strategic plan. The following statements accompany the first theme:

 * "The University community values "education as a transformative experience for all people irrespective of their origins, age and circumstance to be used for the public good", (Values Strategic Plan 2008-12). The University wishes to provide a great student experience appropriate to the age, background and circumstances of a diverse student population, (Step 15 Strategic Plan 2008-12). Online and blended learning has been targeted by the University in the Winter Term with a new Learning Management System (Moodle), streaming and podcasting availability, a teaching commons and a student learning commons also introduced. A new Admissions Strategy was developed for 2009 with a new entry and access strategies and a new pathways scheme. New entry and access strategies include a regional bonus scheme, principal's recommendations, a gap year scheme and a new Canberra Award."

The Bradley Report into higher education options in the ACT
The Bradley Report is a significant, and recently released document that will necessarily influence the directions and frameworks of this project. Below is a quote from page 16 that indicates strong support for a social justice perspective, and the innovative practices that can derive from that.

 * "Effectively Canberra Institute of Technology is now and the new dual sector university is likely to remain over the medium term the sole Australian Capital Territory (ACT) provider of publicly funded preparatory and other access programs for the severely educationally disadvantaged. This means that the responsibility to the ACT’s most disadvantaged will be profound and a much more significant responsibility for this university than it is in most other dual sector universities. But that is, too, a chance to consider whether this responsibility and point of difference could be established as a point of strength. Certainly, one of the questions which should be addressed during the planning phase is whether the new institution’s unique profile and responsibility for access to educational opportunities could mean there is an argument for all staff with expertise in this form of educational provision, whether at VET or Higher Education level, coming together in a separate and specialized organizational unit. Such a grouping could be a powerful base for innovation in practice and for research and development. National policy and national need requires new solutions and programs to improve access and success for the educationally disadvantaged. This new institution would be uniquely placed to be a leader in this critical area."

Remarks from the community
As a first step, we are soliciting remarks on "access, choice and flexibility - forging linkages between the university and its diverse communities", from the wider community. This could include, but would not be limited to:
 * Staff and students of UC
 * Staff and students from schools in the region
 * Community groups, particularly those engaged in educative activities
 * Businesses, professionals, and corporations
 * Local government from the region
 * Individuals with an opinion or experience to share

Please add your voice to the discussion page, we will extract specific suggestions on a strategic direction and place them below, or you can add them directly.

Strategy suggestions
The following suggestions have been either entered here directly, or have emerged from discussion on the discussion page:

 * "Given the time frame of 3-5 years, and the sector wide changes that we are expecting within 1 year, it is unrealistic to use this strategy document to make significant change proposals for the university as a whole - even though many would argue that such change is needed. Instead, I suggest that we be conservative in the main, building on the work done in the 2008-2012 period, but this time we provide enabling clauses that the innovative and energetic practitioners among us can exploit. These practitioners need more freedom and flexibility to test their ideas, they need unusual types of support, and they need the space to develop proof for their concepts over the next 3-5 years. These people's ideas may not be possible in the current framework of hierarchy, centralisation, performance measures, and funding, but they may none-the-less be extremely valuable innovations. So these clauses need to turn walls into port holes. This strategy suggestion is to value the edges, the small corners, the fringe, for the research and development work they do, and to ensure the University has mechanisms and proactive processes that can recognise their work, and absorb their innovations into the wider mainstream. In taking this approach over the next 3-5 years, the university will develop a diverse range of stories and experiences to draw on when they attempt to develop a strategy for the post 2015 period." Leighblackall 09:39, 27 July 2011 (UTC)

 * "I would suggest to draw on the efforts of people and organisations who have been thinking about these issues for a while: they're not particularly easy. To sum up, I think the innovations that Leigh Blackall talks about [above] could be "incubated" by strategic partners who are coming from outside of the University.  Now is probably not the time for shameless self-promotion, but if you're interested in following up you know where to find me!" Arided 09:18, 31 July 2011 (UTC)

 * Based on notes from a meeting with CIT ACE:
 * Alumni becomes a "target market"
 * The Alumni, and any presently enrolled students would be surveyed, indicating that UC would like to encourage participation from all past students in its continuing education program (along the lines of the ACE program). In the survey UC should pose that it is considering a broad offering of personal development, enrichment and recreational opportunities.
 * At the same time the faculties are asked what they could contribute to the continuing education program (possibly linked with the open education program).
 * Audit UC facilities and equipment to see what is available to for use in the program
 * Take the feedback from the survey and sell the program back into the Alumni, the presently enrolled, as well as the wider community.


text:
User:EGM6341.s11.team1.Chiu/Mtg24

Mtg 24: Fri, 25 Feb 11

[[media: Nm1.s11.mtg24.djvu| page24-1]]

More on Cauchy distribution (probability density function [[media: Nm1.s11.mtg23.djvu| page23-2]])

Application: Single-slit diffraction, Max Born (Born-Cauchy rule): Probability interpretation of light

 * nm1.s11.Mtg24.pg1.fig1.svg

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$$ \color{blue}\theta = \ $$ random variant with uniform probability density function, and varies from $$ -\frac{\pi}{2} \ $$ to $$ \frac{\pi}{2} \ $$.
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$$ \color{blue}f_{\theta} (\theta) = \ $$ probability density function for $$ \theta \ $$
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 * nm1.s11.Mtg24.pg1.fig2.svg

[[media: Nm1.s11.mtg24.djvu| page24-2]]

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$$ \color{blue}x= \ $$ random variant with probability density function $$f_{x}(x) \ $$ to be determined from $$f_{\theta}(\theta) \ $$
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Probability for    $$ \displaystyle \ \theta < \Theta = \mathbb{P} (\theta < \Theta)= \int^{\Theta}_{- \infty} f_{\theta}(t) dt $$ (1)
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Probability for    $$ \displaystyle \ x < X = \mathbb{P} (x < X)= \int^{X}_{- \infty} f_{x}(t) dt $$ (2)
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$$ \mathbb{P} (\theta < \Theta) \ \overset{=} \  \mathbb{P} (x < X) \ $$
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$$ x \ \overset{=} \ d \tan \theta \ $$ and $$ X \ \overset{=} \ d \tan \theta \ $$
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$$ \Rightarrow dx=d(1+ \tan^{2} \theta)d \theta \ $$
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$$ { \color{red}(3)} \Rightarrow \int^{\Theta}_{- \infty}f_{\theta}(\theta)d \theta \ = \ \int^{X}_{- \infty}f_{x}(x)dx \ $$
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$$ \Rightarrow \underbrace{f_{\theta}(\theta)}_{{ \color{blue} \frac{1}{\pi}} \ { \color{red} constant}}d \theta \ = \ f_{x}(x)\underbrace{dx}_{ \color{blue} d(1+\tan^{2}\theta)d\theta} \ $$
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$$ \Rightarrow f_{x}(x)= \frac{1}{\pi d(1+ \underbrace{\tan^{2}\theta}_{ \color{blue} ( \frac{x}{d})^{2}} }) \ $$
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[[media: Nm1.s11.mtg24.djvu| page24-3]]

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$$  \displaystyle f_{x}(x)= \frac{d}{\pi(d^{2}+x^{2})} $$     Cauchy Distribution
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Reference: Lemons, Introdution to stochastic processes in physics, 2002, p.26, p.29. Simulation: AI Access site
 * nm1.s11.Mtg24.pg3.fig1.svg

[[media: Nm1.s11.mtg24.djvu| page24-4]] The Mean jumps around, and takes on large(extreme) values
 * nm1.s11.Mtg24.pg4.fig1.svg

[[media: Nm1.s11.mtg24.djvu| page24-5]] Even though histogram of events converges to Cauchy Distribution, the Mean continues to jump around, and takes on extreme values (heavy tails)
 * nm1.s11.Mtg24.pg5.fig1.svg

title: User:EGM6341.s11.team1.Chiu/Mtg24


text:
User:EGM6341.s11.team1.Chiu/Mtg26

Mtg 26: Wed, 2 Mar 11

[[media: Nm1.s11.mtg26.djvu| page26-1]]

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HW5.2: [[media: Nm1.s11.mtg25.djvu| page25-3]] continued

2) find equilibrated point as

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$$ \displaystyle \lim_{k \to \infty } \mathbf x_{k+1}=\lim_{k \to \infty } \mathbf F^{k+1} \mathbf x_{0}=: \hat{\mathbf x} $$
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Plot $$\left.\begin{matrix} \hat{\mathbf x} \ as \ { \color{red} big \ red \ dot} \\ \mathbf x_{ \color{red} 0} \ as \ { \color{red} big} \ { \color{blue} blue} \ { \color{red} dot} \end{matrix}\right\} \ $$ in same plot for $$ \left \{ \mathbf x_{j}, j=1,2, \cdots \right \} \ $$ small dots
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3) Gaussian random noise :

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Let $$ \mathbf G =\begin{Bmatrix} 1 \\ 1 \end{Bmatrix}_{ \color{red} 2\times 1} \ { \color{blue} \alpha}$$, thus $$ \mathbf w_{k+1}=\left \{ w_{k+1} \right \}_{ \color{red} 1 \times 1} \ $$. Use matlab randn to generate $$ \left \{ w_{j}, j=0,1,2, \cdots \right \} \ $$.
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Plot $$ \left \{ \mathbf x_{j}, j= \underset{ \color{blue} \underset{big \ blue \ dot}{\uparrow}} 0, \underbrace{1,2, \cdots}_{small \ dots} \right \} \ $$ for $$ { \color{blue} \alpha}= 0.5,1,2 \ $$.
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4) Cauchy random noise : Same as 3) but with Cauchy. Hint: Find a matlab command to generate $$ \left \{ \theta_{j}, j=0,1, \cdots \right \} \ $$ in single-slit diffraction.

 * }

[[media: Nm1.s11.mtg26.djvu| page26-2]]

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HW5.3: Cauchy heavy tails

Quartile points: $$ Q_{1}, Q_{2}, Q_{3} \ $$

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$$ \mathbb{P}(x<Q_{ \color{red}1})={ \color{red}0.25}= \int^{Q_{ \color{red}1}}_{-\infty} \underbrace{f(x)}_{ \color{blue} pdf} dx= \underset{ \color{blue} \underset{cdf}{\uparrow}} F(Q_{ \color{red}1}) \ $$
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$$ \mathbb{P}(x<Q_{ \color{red}3})={ \color{red}0.75}= \int^{Q_{ \color{red}3}}_{-\infty} \underbrace{f(x)}_{ \color{blue} pdf} dx= \underset{ \color{blue} \underset{cdf}{\uparrow}} F(Q_{ \color{red}3}) \ $$
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Cauchy probability density function = $$ C(x_{0}, \gamma):= \frac{ \gamma}{ \pi [ \gamma^{2}+(x-x_{0})^{ \color{red} 2}]} \ $$
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Gauss (normal) probability density function = $$ N( \mu, \sigma)= \frac{1}{\sigma \sqrt{2\pi}}exp \left[ \frac{{ \color{red}-}(x-\mu)^{2}}{2\sigma^{2}} \right] \ $$
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$$ \left.\begin{matrix} {\color{blue}1)} Find \ \left \{ Q_{1}, Q_{3} \right \} \ for \ { \color{blue} C(x_{0}, \gamma)} \\ {\color{blue}2)} Find \ \left \{ Q_{1}, Q_{3} \right \} \ for \ { \color{blue} N( \mu, \sigma)} \end{matrix}\right\} \ $$ Hint: See WA.
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Newton-Raphson-Simpson: $$ F(Q)=0 \ $$

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$$ Q^{(k+1)} \underset{ \underset{{ \color{red} (1)} \ { \color{blue} p.26-3}}{\uparrow}}= Q^{(k)}- \underbrace{\frac{F(Q^{(k)})}{F{ \color{red}'}(Q^{(k)})}}_{ \color{blue} f(Q^{(k)})} { \color{blue}\to} { \color{red} \hat{Q}} \ $$  as $$ \color{blue} k \to \infty \ $$
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 * }

[[media: Nm1.s11.mtg26.djvu| page26-3]]

 * nm1.s11.Mtg26.pg3.fig1.svg$$ \frac{F(Q^{(k)})}{Q^{(k)}-Q^{(k+1)}} \underset{ \color{red} \underset{(1)}{\uparrow}}= \frac{F {\color{red}'} (Q^{(k)})}{1}\ $$

3) Let $$ x_{0}= \mu= 0 \ $$ and $$ \gamma^{ \color{blue} C}=1 \ $$. Find $$ \sigma^{ \color{red} 1} \ $$ at $$ \gamma^{ \color{blue} G}={ \color{red}1} \ $$,

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$$ \gamma^{ \color{blue} C}= \ $$ half width of $$ C(x_{0}, \gamma^{ \color{blue} C}) \ $$
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$$ \gamma^{ \color{blue} G}= \ $$ half width of $$ N( \mu, \sigma) \ $$
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Plot $$ C(0,1) \ $$ and $$ N(0, \sigma^{ \color{red} 1}) \ $$
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 * }

4) Find $$ \left \{ Q_{1}^{ \color{blue}C}, Q_{3}^{ \color{blue}C} \right \} \ $$ for $$ C(x_{0}, \gamma) \ $$ and $$ C(0,1) \ $$

 * {| style="width:100%" border="0"

$$ \ \left \{ Q_{1}^{ \color{blue}G}, Q_{3}^{ \color{blue}G} \right \} \ $$ for $$ N( \mu, \sigma) \ $$ and $$ N(0,\sigma^{ \color{red}1}) \ $$
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 * }

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Plot $$ \left.\begin{matrix} \ \left \{ Q_{1}^{ \color{blue}C}, Q_{3}^{ \color{blue}C} \right \} \ for \ C(0,1) \\ \ \ \left \{ Q_{1}^{ \color{blue}G}, Q_{3}^{ \color{blue}G} \right \} \ for \ N(0,\sigma^{ \color{red}1}) \end{matrix}\right\} \ $$ on same plot. Comment on results.
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[[media: Nm1.s11.mtg26.djvu| page26-4]]

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HW*5.1:[[media: Nm1.s11.mtg23.djvu| page23-4]] continued

3) Periodic functions ( IMPORTANT: Chebyshev Clenshaw-Curtis)

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$$ I= \int^{2\pi}_{0}exp \left [ cos x \right ] dx \ $$ s10
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$$ I= \int^{2\pi}_{0}exp \left [ \color{blue} sin x \right ] dx \ $$ s11
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$$ f(x)=exp \left [ \cos x \right ] \ $$ s10
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(from s10 HW3 Team3)

much better than $$ \color{blue} \theta(h^{ \color{red}2}) \ $$ composite trapezoidal, $$ \color{blue} \theta(h^{ \color{red}4}) \ $$ composite simpson

Composite Trapezoidal Rule beats Composite Simpson's Rule for periodic functions.

 * }

title: User:EGM6341.s11.team1.Chiu/Mtg26


text:
User talk:Monding

--Monding 02:41, 27 July 2011 (UTC)ŔÁÝ

title: User talk:Monding


text: User:Gurleenjeet

title: User:Gurleenjeet


text:
University of Florida/Egm6341/s11.team1.Gong/Mtg20

Mtg 20: Wed, 16 Feb 11

 * nm1.s11.Mtg20.pg1.fig1.svg

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page20-1

Pf of SSET p.19-3 cont'd

$${\color{red}(1)}{\color{blue}p.19-3 \ Rolle's \ thm} \ \Rightarrow \ \exists \  \varsigma_{1} \in \  ] \ 0,1 \ [ \ st \ G^{\color{blue}(1)( \varsigma_{1})}  \overset{=}0$$

$$Now \ G^{(1)}(0) \ \overset{=}0 \ {\color{red}why ?}$$

$${\color{red}(1)} \ {\color{blue}p.19-1:} \ G^{(1)}(t)\overset{=}e^{(1)}(t)-5t^{4}e(1)$$

$${\color{red}(5)} {\color{blue}p.18-3:} \ e(t)=A(t)-{A}^{L}_{2}(t) \ {\color{red}(4)}$$

$$ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ e^{(1)}(t)=A^{(1)}-{A}^{L{\color{red}(1)}}_{2}(t) \ {\color{red}(5)}$$

page20-2

$$A(t)= \int_{+t}^{-t} -=\int_{k}^{-t} -+\int_{t}^{k}-$$

$$A^{(1)} \overset{=}F(-t)+F(t)$$

$$k\in{\color{red}]}-t,t{\color{red}[} \ ({\color{red}k is constant})$$

(4)p.20-1& (5)p.18-3:

$$A^{L{\color{red}(1)}}_{2}(t)\overset{=} \frac{1}{3}[F(-t)+4F(0)+F(t)]+\frac{t}{3}[F^{(1)}(-t)+F^{(1)}(t)$$

(5) p.20-1:

$$e^{(1)}(0)=A^{(1)}(0)-A^{L(1)}_{2}(0)=2F(0)-[2F(0)+0]=0 \ {\color{red}(3)}$$

$${\color{red}(3) \ and \ (3)}{\color{blue}p.20-1} \Rightarrow{\color{red}(2)}{\color{blue}p.20-1}$$

Recall:

$$G^{(1)}( \xi_{1})=0 \ {\color{red}(1)}{\color{blue}p.20-1}$$

$$G^{(1)}( 0)=0 \ {\color{red}(2)}{\color{blue}p.20-1}$$

 * nm1.s11.Mtg20.pg2.fig1.svg

page20-3

$$Rolle's theorem \Rightarrow \ \forall\xi_{2}\in]0,\xi_{1}[ st \ \ G^{(2)}(\xi_{2})=0 \ {\color{red}(1)}$$

$$Again, \ G^{(2)}(0)\overset{=}0 \ {\color{blue}HW^{*}4.3}$$

$${\color{red}(1) \ and \ (2)} \ Rolle's theorem \ \Rightarrow \ \forall\xi_{3}\in]0,\xi_{2}[ \ G^{(2)}(\xi_{2})=0 \ st \ \ G^{(3)}(\xi_{3})\overset{=}0$$

$${\color{red}(1)}{\color{blue}p.19-1:} \ G^{(3)}(t)\oversete^{(3)}(t)-{\color{red} \underset{(\xi)(4)(3)}{ \underbrace}}e(1)$$

$$e^{(3)}(t) \underset{=}-\frac{t}{3}[F^{(3)}(t)-F^{(3)}(-t)] \ {\color{red}(5)}$$

$$G^{(3)}(\xi_{3})=-\frac{\xi_{3}}{3}{\color{green} \overset{Apply \ DMVT}{ \overbrace}}-60(\xi_{3})^{2}e(1) \underset{ \overset{=}}0 $$

$$ \underset{ \overset{=}}-\frac{\xi_{3}}{3}[{\color{blue} \underset{\xi_{3}-(-\xi_{3})}{ \underbrace{\color{black}2\xi_{3}}}}F^{(4)}(\xi_{4})]-60(\xi_{3})^{2}e(1) \ \xi_{4}\in \ ]-\xi_{3},\xi_{3}[$$
 * }


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text:
User:Jtneill/Presentations/Developing free and open source resources

Title: Developing free and open source resources

Conference: TBA

Presenters: Leigh Blackall, James Neill, University of Canberra

Bio: James and Leigh share a passion for free and open sharing of resources. They are Assistant Professors in the Faculty of Health at the University of Canberra

Bio images:

Abstract: Rapid developments in the internet have facilitated new ways of collaborative knowledge-development and sharing. Fields which contribute to the knowledge commons tend to gain much from the knowledge commons. This presentation and computer lab workshop will teach participants where and how to locate free and open resources, including text, images, and multimedia, as well as how to contribute and share free and open source resources with others and the world. This will include discussion of copyright and creative commons.

Session type: Workshop

Space and equipment type: Computer lab with data projector

Optimum number of participants: 15 (min. 15 - max. 25)

Optimum duration: 90-120 minutes


text: User talk:Varnent

title: User talk:Varnent


text:
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text:
Talk:Strategic Studies Topics

we shoul make rotc a school unsigned comment by Wikio 05:51, 28 July 2011, noted by Abd 22:55, 29 July 2011 (UTC)

title: Talk:Strategic Studies Topics


text:
Literature/1972/Lorenz

 * http://eapsweb.mit.edu/research/Lorenz/Butterfly_1972.pdf

Description

 * American Association for the Advancement of Science, 139th Meeting
 * Subject : "Predictability: Does the Flap of a Butterfly's Wings in Brazil Set Off a Tornado in Texas?"
 * Author : Edward N. Lorenz, Sc.D. Professor of Meteorology
 * Address : Massachusetts Institute of Technology Cambridge, Mass. 02139
 * Time : 10:10 a.m., December 29, 1972
 * Place : Sheraton Park Hotel, Wilmington Room
 * Program : AAAS Section on Environmental Sciences New Approaches to Global Weather: GARP (The Global Atmospheric Research Program)
 * Convention Address : Sheraton Park Hotel

Excerpts
Regardless of what any theoretical study may imply, conclusive proof that good day-to-day forecasts can be made at a range of two weeks or more would be afforded by any valid demonstration that any particular forecasting scheme generally yields good results at that range. To the best of our knowledge, no such demonstration has ever been offered. Of course, even pure guesses will be correct a certain percentage of the time.

Returning now the the question as originally posed, we notice some additional points not yet considered. First of all, the influence of a single butterfly is not only a fine detail -- it is confined to a small volume. Some of the numerical methods which seem to be well adapted for examining the intensification of errors care not suitable for studying the dispersion of errors from restricted to unrestricted regions. One hypothesis, unconfirmed, is that the influence of a butterfly's wings will spread in turbulent air, but on in calm air.

A second point is that Brazil and Texas lie in opposite hemispheres. The dynamical properties of the tropical atmosphere differ considerably from those of the atmosphere in temperate and polar latitudes. It is almost as if the tropical atmosphere were a different fluid. It seems entirely possible that an error might be able to spread many thousands of miles within the temperate latitudes of either hemisphere, while yet being unable to cross the equator.

We must therefore leave our original question unanswered for a few more years, even while affirming our faith in the instability of the atmosphere. Meanwhile, today's errors in weather forecasting cannot be blamed entirely nor even primarily upon the finer structure of weather patterns. They arise mainly from our failure to observe even the coarser structure with near completeness, our somewhat incomplete knowledge of the governing physical principles, and the inevitable approximations which must be introduced in formulating these principles as procedures which the human brain or the computer can carry out. These shortcomings cannot be entirely eliminated, but they can be greatly reduced by an expanded observing systems and intensive research. It is to the ultimate purpose of making not exact forecasts but the best forecasts which the atmosphere is willing to have us make that the Global Atmospheric Research Program is dedicated.

Wikimedia

 * Lorenz attractor

Chronology

 * Strogatz, Steven H. (1994). Nonlinear Systems and Chaos. Perseus publishing.
 * Frøyland, J. & K. H. Alfsen (1984). "Lyapunov-exponent Spectra for the Lorenz Model". Phys. Rev. A 29 (5): 2928-2931.
 * Grassberger, P. & I. Procaccia (1983). "Measuring the Strangeness of Strange Attractors". Physica D 9 (1-2): 189-208.
 * Knobloch, Edgar (1981). "Chaos in the Segmented Disc Dynamo". Physics Letters A 82 (9): 439-440.
 * Lorenz, Edward Norton (1976). "Nondeterministic Theories of Climate Change." Quaternary Research. Vol.6
 * Haken, H. (1975). "Analogy between Higher Instabilities in Fluids and Lasers." Physics Letters A 53 (1): 77-78.
 * Edward N. Lorenz (1969). "Atmospheric Predictability as Revealed by Naturally Occurring Analogues." Journal of the Atmospheric Sciences 26: 636-646.
 * Edward Norton Lorenz Publications
 * http://eapsweb.mit.edu/research/Lorenz/publications.htm
 * Edward Norton Lorenz Publications
 * http://eapsweb.mit.edu/research/Lorenz/publications.htm

title: Literature/1972/Lorenz


text:
Literature/1999/Goldenfeld

 * http://guava.physics.uiuc.edu/~nigel/articles/complexity.html

Authors

 * Goldenfeld, Nigel
 * Leo P. Kadanoff

Abstract
The complexity of the world is contrasted with the simplicity of the basic laws of physics. In recent years, considerable study has been devoted to systems which exhibit complex outcomes. This experience has not given us any new laws of physics, but instead has given us a set of lessons about appropriate ways of approaching complex systems.

Excerpts

 * Nature can produce complex structures, even in simple situations, and some simple laws, even in complex situations.
 * Use the right level of description to catch the phenomena of interest. Don't model bulldozers with quarks.
 * So every good model starts from a question. The modeler should aways pick the right level of detail to answer the question.

Wikimedia

 * Complex systems

Chronology

 * Colander, D. (2000). The Complexity Vision and the Teaching of Economics. E. Elgar, Northampton, Massachusetts.
 * Cilliers, P. (1998). Complexity and Postmodernism: Understanding Complex Systems. London: Routledge.
 * Prigogine, I. (1997). The End of Certainty, New York: The Free Press.
 * Bak, Per (1996). How Nature Works: The Science of Self-Organized Criticality. New York: Copernicus.
 * Bale, L.S. (1995). Gregory Bateson, Cybernetics and the Social/Behavioral Sciences. http://www.narberthpa.com/Bale/lsbale_dop/cybernet.htm
 * Kauffman, Stuart A. (1995). At Home in the Universe. Oxford University Press.
 * Kauffman, Stuart A. (1993). The Origin of Order. Oxford University Press,
 * Hayek, Friedrich (1978), "The Results of Human Action but Not of Human Design," in: New Studies in Philosophy, Politics, Economics, Chicago: University of Chicago Press. pp. 96-105.
 * Nicolis, G. & I. Prigogine (1977). Self-Organization in Nonequilibrium Systems. New York: John Wiley.
 * Nicolis, G. & I. Prigogine (1977). Self-Organization in Nonequilibrium Systems. New York: John Wiley.

title: Literature/1999/Goldenfeld