text:
User talk:Nkass886

Welcome
Hello Nkass886, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 03:03, 9 January 2008 (UTC)

title: User talk:Nkass886


text:
Portal:Participants/WikiProjects

Topic:Wikiversity

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

title: Portal:Participants/WikiProjects


text:
Portal:Participants/Categories

 * Participants
 * Wikiversitans
 * Wikimedians
 * Participant lists
 * Wiki participants

title: Portal:Participants/Categories


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Portal:Participants/Selected picture

Wikiversity Jack is an "honorary participant" at Wikiversity. At Wikiversity learning can be fun and allow active learners to explore their personal learning goals in a rich education-oriented environment. Wikiversity Jack is a symbol for free and fun learning. The "WikiversityJack" image took the place of the Wikiversity logo for a short time during Halloween of 2006. Other "special" users can be found here.

title: Portal:Participants/Selected picture


text:
Talk:Introduction to Computers/Introduction

hi, here is a helpfull hint. In some cases you do not need to bother resizing an image and uploading it here. For instance, Image:Columbia Supercomputer - NASA Advanced Supercomputing Facility.jpg is already available on Wikimedia so if you want to include a small version just use  (notice the |200px after the .jpg which sets the image to 200 pixels wide) to see the image in a page scaled down like the one at right. This does not work for all images. The Image:SPARCstation 1.jpg is on Wikipedia, but not on Commons so the upload is needed. This can be a bit confusing, so feel free to ask a question here and we will help show you an easier way to include images. I made some changes to this page to link to the images that are already available and deleted a few of the uploaded image that were not needed. Just ask here if you would like some help. --mikeu 04:25, 9 January 2008 (UTC)

errata for byte discussion?
the part "the number 00000001 is 8 bits long, and represents the letter A" isn't what I'm familiar with. If same as ascii code, 01000001 is an uppercase A. See.


text: Portal:Participants/Quotes

title: Portal:Participants/Quotes


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Portal:Participants/Selected biography

Wikimedian Demographics is a research project aimed at both understanding who contributes to Wikimedia projects (and why), as well as helping to allow the community's voice to be heard on subjects that affect its members.

title: Portal:Participants/Selected biography


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Template:Participants/Did you know

Did you know that the Wikimedia Foundation might switch from using the GFDL to using the similar Creative Commons atribution-sharealike license? See GFDL vs. CC.

title: Template:Participants/Did you know


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Portal:Participants/Participants topics

 * Introduction to Wikiversity - for first time visitors to Wikiversity
 * Intermediate Wikiversity - tips and tutorials to help make your editing more efficient and productive
 * Wikiversity (the rest of the story) - for advanced Wikiversity participants

title: Portal:Participants/Participants topics


text:
Portal:Participants/Participants news

Visit the Colloquium to learn the latest news.

title: Portal:Participants/Participants news


text: Portal:Participants/Things you can do

title: Portal:Participants/Things you can do


text:
Talk:History of China/Ancient China

http://en.wikiversity.org/w/index.php?title=SSHC-U1-ACH:_Ancient_China&action=history that pages content copied to here - --Remi 05:22, 9 January 2008 (UTC)

I would say -- MORE on the Warring States, as an anonymous student who never cared about China until the history and stories from that period.--24.60.202.41 01:54, 10 January 2009 (UTC)

title: Talk:History of China/Ancient China


text:
Talk:Remixing Çatalhöyük Project

copyright
Text on this page and related project pages is from. "Welcome to Remixing Çatalhöyük! We encourage you to explore this website, and share, download, remix, and republish the materials offered here. All of the resources in the Research Archive and many of the remixes are provided under Creative Commons NonCommercial Attribution 3.0 Licensing, which specifies that you may reuse the materials for any noncommercial purpose, so long as you credit the author/creator. Please credit content you use from the Research Archive in the following manner: ©Çatalhöyük Research Project. Research-oriented works should follow standard protocols for scholarly citations."

--mikeu 07:05, 9 January 2008 (UTC)

 * The material has been dual-licenced under GFDL and CC-BY-SA for the purposes of Wikiversity - I've logged the confirmation email sent to OTRS. Cormaggio talk 09:33, 20 February 2008 (UTC)

title: Talk:Remixing Çatalhöyük Project


text:
Template:Wmdgs-politics-US-2008 presidential election-survey1

Usage:


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User talk:JolieEnigme

Welcome
Hello JolieEnigme, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 12:53, 9 January 2008 (UTC)

French Mentoring
Salut, Kristen. You are listed at the French stream as being a beginning student of French with prior French-language experience, who is interested in learning French at Wikiversity. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 08:58, 22 November 2008 (UTC)

title: User talk:JolieEnigme


text:
Wikimedian Demographics/2008 US Presidential elections

This subpage is for developing surveys and other discussions about 2008 US Presidential elections

Wmdgs-politics-US-2008 presidential election-survey1
This is the initial survey regarding the 2008 Presidential elections. To participate, add the following to your survey page (if that's a redlink, you're either not logged in or you should take the basic survey first):

Related surveys

 * (none suggested yet)

Requested additional questions:
Surveys have been requested for the topics listed below:
 * (none currently)

Surveys under construction
These surveys are under development:
 * (none currently)

Related topics in Wikimedian Demographics

 * (none suggested yet)

Related topics on Wikiversity

 * (none suggested yet)

Survey Announcement Forums
New surveys will be announced :

Wiki-based forums

 * (none suggested yet)

Mailinglist and IRC forums

 * (none suggested yet)

Talkpage mailer bots

 * (none suggested yet)

Other forums

 * (none suggested yet)


text: Category:WMDGS/Wikipedia/strongly supports ARBCOM


text: Category:WMDGS Participant/US 2008 presidential elections


text:
Wikiversity talk:Sandbox Server 0.5

Wikistats
Would it be possible to run Wikistats on the server? Would anyone be interested in helping to make this a learning project? --mikeu 15:50, 9 January 2008 (UTC)
 * Pardon me for not doing my homework....pages that describe computer projects are written in a code that is hard for me to penetrate. Does "wikistats" do something different from what is shown here? --JWS 16:12, 9 January 2008 (UTC)
 * The link I posted to Wikistats shows the computer program and instructions for generating the data for the link that you posted. Thanks for reminding me to look there.  Last time I checked (a few weeks ago) the page has not been updated since Sept. 2007, but now it includes through Nov. 2007.  My reason for suggesting this here is twofold.  One is to improve the updates so we can see more recent info.  I had thought that something was broken with the generating of the data.  I now suspect the problem might be related to database dumps.  See this line "2008-01-08 21:50:08 enwikiversity: dump aborted" here.  This suggest to me that the wikistats program has been trying to update the stats very recently, but for some reason failed.  The other reason for suggesting it here is as a learning project.  Learning how to debug problems which generate statistics data.  Perhaps I should back up a step and ask someone who knows more about the programming than you or I to look into why the database dumps are getting aborted and what is preventing the wikistats program from generating current statistics.  --mikeu 16:39, 9 January 2008 (UTC)
 * Good idea. A university should always be able to rebuild itself from scratch and need not ask for help. :)Hillgentleman|Talk 23:51, 9 January 2008 (UTC)

night sky live
I'd be interested in doing a learning project which is a collaboration between astronomy and computing. Take a look at The Night Sky Live project which uses "allsky cameras" to take images of the entire sky all night long. The images are then analyzed using this software and the data is made freely available for scientific and educational use.

I'll be installing a camera with a wide-field lens at ladd observatory this spring. What I propose is feeding these images to the sandbox server to analyze the data, and then use the results in a learning project here. The sandbox server could then store the data for use in lessons or serve the data as webpages. Possible topics include meteorology (cloud cover), detecting meteors and orbiting satellites, and possibly measuring brightness changes of variable stars.

Drop me a note if you're interested in this project or if you have any comments or suggestions. --mikeu 16:13, 9 January 2008 (UTC)

 * Info above copied to Sandbox Server/Mu301 where I will plan and document project. --mikeu 17:33, 9 January 2008 (UTC)

 * This project is now hosted on the sandbox server here. I'll be creating a learning project here soon, but for now see Sandbox Server/Mu301 for the status of the project.  --mikeu 15:15, 19 January 2008 (UTC)

question
Is requesting an account on the sandbox server to learn more about the sandbox server a valid reason to request an account on the server? --Remi 00:56, 3 February 2008 (UTC)

 * Interesting question. We should try to encourage this sort of learning, but I don't think that it is unreasonable to request (or perhaps even require) that someone pursuing this kind of learning come back to wikiversity and edit.  Perhaps document what they have learned and describe it on a page here, or at least on the sandbox server itself.  --mikeu talk 13:56, 8 March 2008 (UTC)

sandbox server link
The webpage at http://www.sandboxserver.org/ has a broken link to " v:Wikiversity:Colloquim discussion" which should point to Colloquium/archives/October_2007 --mikeu talk 03:09, 3 February 2008 (UTC)

title: Wikiversity talk:Sandbox Server 0.5


text:
User talk:Boatcaptain

Welcome
Hello Boatcaptain, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:33, 9 January 2008 (UTC)

title: User talk:Boatcaptain


text:
Wikimedian Demographics/Making Interpretations DynamicPageList

We're not sure yet how to interpret the data over the long term, but users can create interpretations using DynamicPageList, which is a MediaWiki feature available on Wikiversity.

For example, to compare how many participants that Primarily edit Wikiversity use IRC regularly vs. those who don't use IRC regularly, you would use the following script:

Users who primarily edit on Wikiversity who use IRC regularly:  category=WMDGS/Primarily contributes to Wikiversity category=WMDGS/Regularly uses IRC order=descending ordermethod=lastedit

Users who primarily edit on Wikiversity who do not use IRC regularly:  category=WMDGS/Primarily contributes to Wikiversity notcategory=WMDGS/Regularly uses IRC order=descending ordermethod=lastedit

Which makes the following text appear on the page:

Users who primarily edit on Wikiversity who use IRC regularly:  category=WMDGS/Primarily contributes to Wikiversity category=WMDGS/Regularly uses IRC order=descending ordermethod=lastedit

Users who primarily edit on Wikiversity who do not use IRC regularly:  category=WMDGS/Primarily contributes to Wikiversity notcategory=WMDGS/Regularly uses IRC order=descending ordermethod=lastedit

You can compare any categories in this manner, using "category=" to get all pages in a category, or "notcategory=" to exclude all pages in a category. Copy and paste the script above and try it out on your interpretation page by changing the categories!


text:
SkyCam

The SkyCam project uses an automated camera system to periodically record images of the entire sky from dusk until dawn. These images will be incorporated into other learning projects that include real-time scientific data as dynamic curricular content. It is intended that this will be a resource for instructors that don't have access to astronomical equipment and will provide a richer learning experience for students working with the materials.

Possible topics to be covered include meteorology (cloud cover or haze), detecting transient phenomena (meteors or orbiting satellites), measuring sky brightness (to monitor light pollution), and possibly measuring light curves for brighter variable stars.

An all-sky camera has been installed on the roof of Ladd Observatory at the Department of Physics, Brown University. This project will document the setup, configuration and operation of the camera. It will also show examples of how these images could be used.

The image at the top of this page is an example of dynamic inclusion of content. A computer program automatically uploads a new image and updates the caption each night. Depending on the local weather the image could be overexposed due to thick cloud cover illuminated by city street lights or it might show stars. On rare occasions you might see a meteor. Visit again tomorrow to view a new image.

In all of these images: north is at right, west is at bottom, and the zenith is at center. The image covers a very wide view of the sky. It is similar to what you would see lying on the ground looking straight up.

Resources
Real-time webpages from which this project retrieves data:
 * Ladd Observatory: Sky Camera - Current SkyCam image updated every 5 minutes. (Only during the night, US eastern time zone.)
 * Ladd Observatory: Sky Brightness Monitor - Sky brightness meter graph updated every 2 minutes. (Only during the night, US eastern time zone.)

The data is automatically uploaded by a bot to these pages:

Subpages of this project:

Images files.

 * Wikiversity:File:Mu301test.jpg - see revision history of image file for current test.
 * Commons:File:Mu301test.jpg - see revision history of image file for 2016 test.

title: SkyCam


text: User:Bastique/Survey responses

title: User:Bastique/Survey responses


text:
Template:تطوير 0.4

ساعد في تطوير ويكي الجامعة! شاهد كيف يمكن لويكي الجامعة مساعدتك و كيف يمكنك مساعدة ويكي الجامعة.
 * تصفّح و أنشء محتوى...
 * إختر المساعدة محتوى مبرز للصفحة الرئيسية.
 * إذا لم تستطع إيجاد موضوع، يمكنك أن محتوى مطلوب.
 * مشاريع التعلّم شجّع التعلّم النشيط.
 * منظمة ويكي الجامعة
 * انشاء رابط من مشروع آخر لويكيميديا إلى ويكي الجامعة استخدم هذه البادئة: v: مثال: v:Wikiversity:الصفحة الرئيسية.

title: Template:تطوير 0.4


text:
Assistant teacher course/Instructors' guide

—On education (Über Pädagogik), Immanuel Kant

Introduction
Welcome to the Assistant teacher instructors' guide. The target audience of this text are high school pupils, college students and adults. Qualified high school pupils can help their schools to organize a local assistant teacher program but should receive some assistance from teachers. Participants of courses in pedagogy or psychology should be particularly qualified as instructors.

The course has phases, which are represented by pages, and units, which are represented by sections. A derived course can recommend its own order of phases or units; the three week schedule is merely the default order and time schedule.

Instructors and authors of derived courses should read the Manual of style. Reading the Teachers' handbook is recommended.

Citizenship education
Citizenship education is a strong focus of the Wikiversity assistant teacher program. The responsible work as an assistant teacher is expected to be beneficial for many typical citizenship education competence expectancies. The governance of the assistant teacher effort in a school is expected to be useful to train understanding for and implementation of democratic procedures.

Preparing material
Each course unit has an information box that should refer to material in need of preparation. Further material that may be suitable may be attached to the course phase (the whole page) as a "Literature" section. Shorter Wikibooks and other short resources deemed relevant enough can be added to a binder and be given to each participant. Participants should be able to extend the binder with their own notes and concept ideas so that it can become more useful for the following book project.

Handouts may have to be printed or reviewed (possibly edited) and printed to prepare a course phase. Instructors can sometimes choose from the available material and may have to select the material considered most appropriate or sufficient. Material referred to may be part of another Wikimedia Foundation project and may be modified independently of the Wikiversity assistant teacher program and according to the policies of the hosting project.

The Wikiversity assistant teacher program does not assume that participants have access to computers during the course. Computers don't seem to add anything to discussions and working groups but provide much opportunity for distraction, which has the potential to disrupt the ambience of a well-made entertainment program during a summer camp.

Planning the schedule
The course suggests a schedule of three weeks and which phases should be completed in which week but there is no detailed daily schedule. The reason is that the instructors should plan their own daily schedule themselves. A certain degree of planning helps to make the instructors more involved in the topic and to make the course more their own work. An interspersed entertainment program with more need for preparation should promote this view. It is also recommended to evaluate the optional course units and to rearrange and modify the course as appropriate.

Entertainment program
In a summer camp an entertainment program can complement the assistant teacher course in two ways: To make the course a more memorable event and to allow psychological training in a more relaxed context.

—Epistulae morales ad Lucilium 106, Seneca

Philosophical workshops
Philosophical workshops are part of the entertainment program because philosophy is not (yet) a mandatory part of the assistant teacher program. Even if an optional course unit should cover philosophy in future it is recommended to keep informal, voluntary and entertaining philosophical workshops as a part of the entertainment program. In part this is meant to promote the view of learning as fun.

Philosophical workshops can also discuss fallacies.

 * $Proposals for philosophical workshops$ [[Image:00%.svg]]

Psychological workshops
Psychological workshop can be mixed with philosophical workshops and discuss, among other things, cognitive biases.

 * $Proposals for psychological workshops$ [[Image:00%.svg]]

Social games
Cooperative and social games can contribute to the entertainment value of a summer camp (or summer school) and at the same time allow socializing and socialization.


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Template:Make a portal/TabsTop

{| width="100%" cellspacing="0" cellpadding="0" valign="top" border="0" |

Usage
See the instructions at Make a portal.

title: Template:Make a portal/TabsTop


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Wikiversity talk:Babel

Babel coding
I'm a native Swedish spaker and I consider myself a quite ok English speaker. I also speak basic Spanish. How do I code this with Babel? Is it even possible? I thought a Babel box would look good at my site. /Edvin
 * As I see on your user page you fixed this already yourself - great.
 * Future participants can e.g. get in these categories (look at the source code, read the meta page) more info how to proceed: Category:User en Category:User es Erkan Yilmaz uses the Chat (try) 13:16, 24 August 2008 (UTC)

template error
The current Babel template for Wikiversity generates a wikilink to an empty category that has since been deleted twice (log below), " ." It looks like someone attempted to fix this error by redirecting the empty category to the correct page " " instead, but this redirect was then deleted by, so that the template is still displaying a redlink. Either the redirect should be put back in place, or the template needs to be fixed to link to the correct category page. Nicole Sharp (discuss • contribs) 22:33, 30 January 2018 (UTC)

 * 12:05, 25 April 2016 Marshallsumter (discuss | contribs) deleted page Category:Babel - Users by language (Empty category: content was: "#REDIRECT Category:Users by language Category:Proposed deletions")
 * 08:14, 13 December 2012 Collingwood (discuss | contribs) deleted page Category:Babel - Users by language (Empty category: content was: "delete|Category:Users_by_language Category:Users")

title: Wikiversity talk:Babel


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Template:Make a portal/Tab1

Usage
See the instructions at Make a portal.

title: Template:Make a portal/Tab1


text:
Template:Make a portal/Tab2

Usage
See the instructions at Make a portal.

title: Template:Make a portal/Tab2


text:
User:Dank55/Useful Robots

Content moved to Useful_robots. - Dan Dank55 19:25, 10 January 2008 (UTC)

title: User:Dank55/Useful Robots


text:
Assistant teacher course/Psychology and metacognition

Segregation
An assistant teacher program at a school employs the office of assistant teacher as learning motivation for all pupils but a side-effect can be a motivation for segregation. Assistant teachers could, for instance, be called strivers by some of their peers and assistant teachers might feel superior to their peers for no better reason than their office. Bad reasons for segregation exist on both sides. The assistant teachers, as pedagogues and causers, could see it as their obligation to lessen the problem.

An effect of a successful assistant teacher effort should be that the assistant teachers are positive role models, not artificial negative role models (e.g. strivers) and that the assistant teachers understand the responsibility of their office and feel no need to appear superior due to their office. The positive role model of the assistant teacher is meant to displace the abundance of insufficient or negative role models pupils more usually provide to their peers.

The office of assistant teacher can provide a motivation for dispute. This motivation can be used for the beneficial effect to teach dispute resolution and a constructive culture of criticism.

While the potential for segregation is an inevitable side-effect of an assistant teacher effort it exaggerates a segregation effect between good and less good pupils that may exist in a class anyway. The exaggerated effect can help pupils to devise counter-measures which may be beneficial beyond the exaggerated challenge.

Psychology of pupils
A possible psychological effect is that a pupil could view the exclusive attention of an assistant teacher (given to an especially bothersome pupil) as a desirable situation, even when sent to the back of the room for separation. This way a pupil would be guided to provoke the exclusive attention of an assistant teacher.

If very proficient pupils are allowed to leave the class for assistant teacher duty, library work or advanced courses the effect on other pupils is likely to be beneficial. In terms of big-fish-little-pond effect and assimilation effect the less good pupils in a class can receive additional motivation through the occasional absence of more proficient peers but can receive at the same time the additional motivation of a higher level of proficiency in their social environment. The higher level of proficiency of the assistant teachers should not contribute to either effect because the assistant teachers aren't competitors for the attention of a teacher.

The answer to what an assistant teacher can do can be found in the test itself, because an assistant teacher can ask questions about an exercise. An instructor can help along by asking "What does this text do? What am I doing just now?" Raising a hand is, of course, not the problem; an assistant teacher just shouldn't waste the lecturer's time if that can be avoided.

Metacognition
The participants should previously have conducted a Sally-Anne test. Some questions in the course unit Segregation and other units already required a degree of metacognition; this unit aims to go further and to make the pupils think more abstractly about metacognition.

An important observation is that understanding can refer to relations between knowledge that has been understood but which a pupil may not have deduced himself. The intellectual capacity includes the ability of a pupil to deduce previously unknown relations of knowledge himself.


text:
Template:Make a portal/Tab3

Usage
See the instructions at Make a portal.

title: Template:Make a portal/Tab3


text:
Template:Make a portal/TabsBottom

|}

Usage
See the instructions at Make a portal.

title: Template:Make a portal/TabsBottom


text:
Wikiversity:Import/Wikibooks deletion log

 * 02:23, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Workshop on Fundamentals of Systems Modelling" ? (moved to Wikiversity) (Restore)
 * 02:23, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-who is who in the philosophy department" ? (moved to Wikiversity) (Restore)
 * 02:23, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-philosophy message board" ? (moved to Wikiversity) (Restore)
 * 02:23, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-draft policy discussion:Should research be allowed, integral or prohibited on Wikiversity assets?" ? (moved to Wikiversity) (Restore)
 * 02:23, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Wireless networks" ? (moved to Wikiversity) (Restore)
 * 02:23, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Translation practice course" ? (moved to Wikiversity) (Restore)
 * 02:22, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Thought-Experimental Principles of Relativity" ? (moved to Wikiversity) (Restore)
 * 02:22, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Thermodynamics/Thermal Properties Of Matter" ? (moved to Wikiversity) (Restore)
 * 02:22, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Thermodynamics/The Second Law of Thermodynamics" ? (moved to Wikiversity) (Restore)
 * 02:22, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Thermodynamics/The First Law Of Thermodynamics" ? (moved to Wikiversity) (Restore)
 * 02:22, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Thermodynamics/Temperature And Heat" ? (moved to Wikiversity) (Restore)
 * 02:22, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Thermodynamics and Equilibrium" ? (moved to Wikiversity) (Restore)
 * 02:21, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Thermodynamics" ? (moved to Wikiversity) (Restore)
 * 02:21, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Study Group For Relativity:Proof of Antiparticles" ? (moved to Wikiversity) (Restore)
 * 02:21, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Study Group For Relativity" ? (moved to Wikiversity) (Restore)
 * 02:21, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Student advising" ? (moved to Wikiversity) (Restore)
 * 02:21, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-String Theory" ? (moved to Wikiversity) (Restore)
 * 02:21, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Stellar Evolution" ? (moved to Wikiversity) (Restore)
 * 02:20, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Statistics for Science" ? (moved to Wikiversity) (Restore)
 * 02:20, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Statistics 302" ? (moved to Wikiversity) (Restore)
 * 02:20, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Statistics 101/Still confused?" ? (moved to Wikiversity) (Restore)
 * 02:20, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Statistics 101/A Totally Confusing Problem that Shows how Difficult it is to Conquer Intuition/The Answer is Here" ? (moved to Wikiversity) (Restore)
 * 02:20, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Statistics 101/A Totally Confusing Problem that Shows how Difficult it is to Conquer Intuition" ? (moved to Wikiversity) (Restore)
 * 02:20, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Statistics 101" ? (moved to Wikiversity) (Restore)
 * 02:19, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Special Relativity" ? (moved to Wikiversity) (Restore)
 * 02:19, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Some ideas about Wikiversity" ? (moved to Wikiversity) (Restore)
 * 02:19, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Social and Political Philosophy" ? (moved to Wikiversity) (Restore)
 * 02:19, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-Social Sciences" ? (moved to Wikiversity) (Restore)
 * 02:19, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-School of Videogame Design" ? (moved to Wikiversity) (Restore)
 * 02:19, January 10, 2008 Mike.lifeguard (Talk | contribs | block) deleted "Wikiversity-School of Veterinary Medicine" ? (moved to Wikiversity) (Restore)
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Template:Wmdgs-makesurveyquestion-2

This template creates a survey question, currently allowing for 2 answers. (such as a yes or no question)

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Materials Science and Engineering/Doctoral review questions/Daily Discussion Topics/01092008

GMR

 * in situ process
 * cobalt can oxidize and deteriorate
 * use sputtering to directly deposit alumina
 * a thin film corresponds to a small crystal size
 * there are surface energy terms

Heat Dissipation

 * $$E=\int VI dt$$
 * $$E = 0\;$$ - out of phase
 * $$E \ne 0$$ - in phase

Graphite and Diamond
Why is one phase stable?
 * Size of the atom
 * extra shell of electrons

Carbon and Silicon

The outer electron orbitals of silicon (half filled subshell holding up to eight electrons) are of the same structure as in carbon and the two elements are very similar chemically.

Why is there not a similar structure of graphite in the case of silicon?

Hybridisation and Molecular Orbital Theory
Although the language and pictures arising from Hybridisation Theory, more widely known as Valence Bond Theory, remain widespread in synthetic organic chemistry, this qualitative analysis of bonding has been largely superseded by molecular orbital theory in other branches of chemistry. For example, inorganic chemistry texts have all but abandoned instruction of hybridisation, except as a historical footnote. One specific problem with hybridisation is that it incorrectly predicts the photoelectron spectra of many molecules, including such fundamental species such as methane and water. From a pedagogical perspective, hybridisation approach tends to over-emphasize localisation of bonding electrons and does not effectively embrace molecular symmetry as does MO Theory.

Molecular orbital (MO) theory uses a linear combination of atomic orbitals to form molecular orbitals which cover the whole molecule. These are often divided into bonding orbitals, anti-bonding orbitals, and non-bonding orbitals. Molecular orbitals are further divided according to the types of atomic orbitals combining to form a bond. These orbitals are results of electron-nucleus interactions that are caused by the fundamental force of electromagnetism. Chemical substances will form a bond if their orbitals become lower in energy when they interact with each other. Different chemical bonds are distinguished that differ by electron cloud shape and by energy levels.

MO theory provides a global, delocalized perspective on chemical bonding. For example, in the MO theory for hypervalent molecules, it is no longer necessary to invoke a major role for d-orbitals. In MO theory, any electron in a molecule may be found anywhere in the molecule, since quantum conditions allow electrons to travel under the influence of an arbitrarily large number of nuclei, so long as permitted by certain quantum rules. Although in MO theory some molecular orbitals may hold electrons which are more localized between specific pairs of molecular atoms, other orbitals may hold electrons which are spread more uniformly over the molecule. Thus, overall, bonding (and electrons) are far more delocalized (spread out) in MO theory, than is implied in VB theory. This makes MO theory more useful for the description of extended systems.

Allotrope
Allotropy (Gr. allos, other, and tropos, manner) is a behavior exhibited by certain chemical elements: these elements can exist in two or more different forms, known as allotropes of that element. In each different allotrope, the element's atoms are bonded together in a different manner. Allotropes are different structural modifications of an element.[1]

For example, the element carbon has two common allotropes: diamond, where the carbon atoms are bonded together in a tetrahedral lattice arrangement, and graphite, where the carbon atoms are bonded together in sheets of a hexagonal lattice.

Note that allotropy refers only to different forms of an element within the same phase or state of matter (i.e. different solid, liquid or gas forms) - the changes of state between solid, liquid and gas in themselves are not considered allotropy. For some elements, allotropes have different molecular formulae which can persist in different phases - for example, the two allotropes of oxygen (dioxygen, O2 and ozone, O3), can both exist in the solid, liquid and gaseous states. Conversely, some elements do not maintain distinct allotropes in different phases: for example phosphorus has numerous solid allotropes, which all revert to the same P4 form when melted to the liquid state.

Allotropes can exhibit quite different physical properties and chemical behaviours. The change between allotropic forms is triggered by the same forces that affect other structures, i.e. pressure, light, and temperature. Therefore the stability of the particular allotropes depends on particular conditions. For instance, iron changes from a body-centered cubic structure (ferrite) to a face-centered cubic structure (austenite) above 906 °C, and tin undergoes a transformation known as tin pest from a metallic phase to a semiconductor phase below 13.2 °C.

Ferromagnetic Domains

Several types of energy are included in the theory of domain structure of ferromagnetic materials. These include the exchange energy,$$f_{ex}$$, anisotropy energy,$$f_K$$, magnetoelastic energy,$$f_{me}$$, and magnetostatic energy, $$f_{mag}$$. Below are equations of energy density with regard to a cubic crystal.

$$f_{ex} = JS^2 \sum_{i>j} \psi_{ij}^2$$ $$f_K = K_1 \left (\alpha_1^2 \alpha_2^2 + \alpha_2^2 \alpha_3^2 + \alpha_3^2 \alpha_1^2 \right )$$ $$f_{me} = \frac{3}{2} \lambda T \sin^2 \theta$$ $$f_{mag}=-\frac{1}{2} \mathbf{H} \cdot \mathbf{I} \mbox{ (self-energy)}$$
 * $$J\;$$: exchange energy integral
 * $$\phi\;$$: angle between the directions of neighboring spins, $$\mathbf{S}$$
 * $$K_1\;$$: anisotropy energy constant
 * $$\alpha_1, \alpha_2, \alpha_3\;$$: direction cosines of magnetization vector referred to the crystal axes
 * $$\lambda\;$$:isotropic magnetostriction
 * $$\theta\;$$: angle between the tension, $$T$$ and the magnetization


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All of these Wikibooks pages had been marked as "imported to Wikiversity". --JWSchmidt 02:56, 10 January 2008 (UTC)


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Assistant teacher course/Organization

Coopetition
Should assistant teachers form several groups and allow coopetition between groups? What aspects could be competitive and what aspects could be cooperative? To try out the effect the group should be split into two independent groups, each developing its own model for coopetition. Each group has its own instructor and can work alone but the groups should be encouraged to exchange ideas.

Some observations that can be made are that competition can make the work more interesting and challenging and thus provide motivation. Cooperation can allow the assistant teachers to learn from each other and to join forces, if necessary. The relation between teachers and assistant teachers can benefit because assistant teachers are free to join the group that best represents their attitude, the teachers can react more specific to the written program and code of conduct of a group.

Allowing new assistant teachers to form their own groups can help to avoid reactance and other forms of rejection. This way new assistant teachers can both rebel against the established order of things and follow the assistant teacher role model as they choose to understand it.

Coopetition means that the assistant teachers can join different groups, for instance one group per class, groups with slightly different concepts, groups that represent subjects or departments, groups with eponymous role models or a combination thereof.

Governance
The ideas for governance the participants develop can help them to improve their system later on. After the participants have understood what can be done and how a good assistant teacher effort should work the goal is, however, to develop a much less perfect system in order to allow later assistant teachers or pupils to reform the system.

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Assistant teacher course/Pedagogy and parent education

Work with individual pupils
Work with a single pupil could be seen as a luxury but there can be situations where an assistant teacher has sufficient time for a single pupil. Being able to teach a single pupil for a while should be seen as a desirable situation and justify preparatory work to allow this. In the direct dialog with a single pupil experience with parent education concepts may turn out to be useful for an assistant teacher.

The participants should learn pedagogical patterns from the Wikibooks Parent Education Course Writer's Guide or related literature. The Wikibooks Parent Education Course Writer's Guide can be added to a binder with background information given to every pupil or it can be distributed as a handout.

The following patterns may be especially important for assistant teachers:
 * Active listening
 * I-messages
 * IRIS strategy

Knowledge of the following anti-patterns is very likely to help assistant teachers to avoid problems:
 * You-message
 * Positive feedback
 * Functional social behavior

Group work
The pedagogical supervision of the class is mostly the responsibility of the teacher and the teacher should educate the assistant teachers about specific goals during preparatory meetings. Assistant teachers need to understand how to interact with the class and what to avoid. Besides being a role model an assistant teacher may have to show behaviors that differ from that of a disciplined pupil and should be able to understand the pedagogical requirements of the class.

An assistant teacher can join a pupil, engage in a muted discussion with the pupil and escort the pupil to the back of the room, if necessary. In difficult cases an assistant teacher can also escort a pupil outside class in order to stop repeating disturbances in class. The assistant teacher should get up and gesture to the pupil to follow but avoid any loud dispute in class. If necessary the teacher will have to notice the incident and order the pupil to follow the assistant teacher. A second assistant teacher may be send along to help with a rebellious pupil.

Outside class an assistant teacher can Work_with_individual_pupils@work with an individual pupil, calm down the pupil, if necessary, and try to determine what the problem is. (See also: The assistant teacher role model)

Pedagogical supervision can also mean to notice and to remember behavior patterns.

Behavior that has to be documented is disruptive or extremly inattentive behavior or behavior that goes against school policy. The academic aptitude of a pupil deserves attention if a pupil appears to be overchallenged or unchallenged by the given exercises. A pupil may also make remarks about the difficulty of homework or similar remarks. An assistant teacher can document such remarks if they appear significant enough and the state of the homework or other exercises confirms the view. If grades for social behavior are determined an assistant teacher may have to document more but this is outside the scope of this course unit.

Literature

 * Parent Education Course Writer's Guide (Wikibooks)


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This template is a companion to Template:Using Wikiversity, and shares the task of keeping newcomers orientated as they delve through pages which familiarise them with Wikiversity. This template is more introduction-orientated than the other one, concentrating on what Wikiversity is/is not, its culture, mission, policies and so on. It is intended to be placed on any pages which introduce people to Wikiversity. --McCormack 09:46, 10 January 2008 (UTC)

Prominence and aesthetics: this is deliberately intended to be a conspicuous and large template, not a small fold-away at the bottom of the page. Newcomers need big, bold orientation aids which stand out boldly on the pages they visit and enable them to jump quickly through all the pages they might need. Things like the images are an essential part of this, because they announce loudly to the newcomer: "look - this is the same helpful navigation aid you had on the last page you were on". --McCormack 09:48, 10 January 2008 (UTC)

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About this template
I created this template as a companion to Template:About Wikiversity and Template:Using Wikiversity, which explains its appearance. After creating the first two for newcomers, I reckoned that administrators were really lacking their own navigation sidebar. It seemed to me that I wasn't the only custodian who was having difficulty remembering by heart all the weird and wonderful pages we had for administering Wikiversity. --McCormack 14:34, 10 January 2008 (UTC)

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Requesting edit
Please remove Activity bars from this navigation template. These templates have literally never been used on any article, and I've marked their page as historical.

Consider removing Barnstars and Userboxes as well, as those pages aren't relevant to site administration. Omphalographer (discuss • contribs) 06:05, 27 November 2022 (UTC)

 * ✅ -- Dave Braunschweig (discuss • contribs) 02:19, 28 November 2022 (UTC)

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