text: User:Ha98574/Railroad/Korea/Gaeun Line

title: User:Ha98574/Railroad/Korea/Gaeun Line


text: User:Ha98574/Railroad/Korea/Gaeun Line/Template

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


text: User:Ha98574/Railroad/Korea/Korea Metropolian Subway Gaeun Line


text: User:Ha98574/Railroad/Korea/Korea Metropolian Subway Gaeun Line/Template


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Computer Animation/3D Animation

3D models are created by manipulating polygon meshes and molding them into objects, characters and scenes. 3D art is used in everything from print ads, Web sites, television, movies, video games and beyond.

So, what does it take to be a 3D artist? Well, obviously, you must have an eye for art. Most people who begin learning 3D have some kind of background in drawing and sketching. It's not unheard of for 3D studios to hire artists who have no experience in 3D, based solely on the strength of a pencil drawing portfolio. Sculptors, who were previously limited to animatronics and claymation (clay animation), also tend to make an easier transition to 3D.

Even if you don't have formal art training that goes beyond the few classes you took in high school or college you can still do great work in 3D.

A 3D Artist must have following qualities:

1. Patience. Many beginners unfairly compare themselves to established artists possessing years of experience. While it can be a great motivator and a valuable source of inspiration, 3D art is a diverse subject, requiring dedication and practice. Some say that 3D is like Go, the ancient game of strategy: it takes minutes to learn, but a lifetime to be master.

2. Detail. 3D artists tend to have a strong background in computers, compared to non-digital artists. Experience in computer programming is common in 3D circles, though not required. 3D artists need to have an eye for detail, be resourceful and self-sufficient.

3. Hard work. If you want something easy, pick up a pencil and paper and start drawing. 3D art isn't nearly as immediate with results. One can spend, hours, days, and even weeks perfecting a 3D model before ever moving onto texturing, animation or final renders. 3D art is unique in that it can require a broad array of skills, from drawing to acting, to successfully bring together a finished piece. The payoff is that 3D artist are perhaps the most sought-after creative workers.

4. Willingness to accept criticism. Eventually you'll feel motivated to submit your art for review by other artists. 3D artists can nitpick like no one else in the world, so be prepared to have even the slightest error pointed out to you in exacting detail - especially if you're attempting to create anything realistic. If you intend to work in a studio one day, your ability to accept criticism will be crucial to the overall success of the team.

Types of 3D Art As mentioned earlier, 3D is a broad subject, and a typical finished composition will be composed of several - perhaps dozens - of hours of work in an array of skills. What follows is an overview of the subjects you'll need to learn to be a well-rounded 3D artist.

Modeling. Modeling is the act of creating a 3D mesh, whether the end result is a bug-eyed alien or a teacup. How you get to that finished model depends largely on the methods that make the most sense to you.

Animation. Animation is the process of taking a 3D object and getting it to move. Animation comes in a few different flavors. There's keyframe animation, where the animator manipulates the objects on a frame-by-frame basis, similar to hand-drawn cartoons. Other methods of animation include placing objects on splines and setting them to follow the path of the curve, or importing motion capture data and applying it to a character rig. Another way to animate is to use your 3D application's built-in physics engines, such as when your scene requires that objects fall.

Texturing. Without some kind of texture art, everything will be variations of solid colors. The most common and accurate way to create a texture for a model is to "unwrap" the mesh (flatten it out) and paint over it in an application such as Photoshop. The final texture is then "wrapped" over the original mesh again. Depending on how a model is created, each section may have its own texture, i.e., a separate texture for hands, one for arms and one for the torso of a character, all made to blend together seamlessly.

Rendering. Rendering an image is typically the last step, and is perhaps the most important part. It's often overlooked by beginners, who are more focused on creating models and animating them. There are many aspects to creating a good final render of a scene, including attention to camera placement, lighting choices which may affect mood, shadows, reflections, transparency and the handling of special effects, such as fluids or grasses.

new page name

title: Computer Animation/3D Animation


text: User:Ha98574/Railroad/Korea/Gyeongwon Line


text: User:Ha98574/Railroad/Korea/Gyeongwon Line/Template


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Talk:Motivation and emotion/Book/2010/Emotion and culture

-- Jtneill - Talk - c 03:01, 14 December 2010 (UTC)


text:
The periodic table/Uranium

Quick Facts
Element Name: uranium atom

Symbol: U

Atomic Mass: 238.0289

Classification: Actinoids

Protons: 92

Electrons: 146

Neutrons: 92

Colour: silvery grey metallic. It can also be Yellow when it is in the form of Yellowcake

Discovery in: 1789

Person who Discovered: Martin Heinrich Klaproth

Density: 19.1 g·cm−3

Crystal Structure: orthorhombic

Melting Point: 1405.3 K, 1132.2 °C, 2070 °F

Boiling Point: 4404 K, 4131 °C, 7468 °F

Common Uses: Civilian Use is Nuclear Power; Military Use is Nuclear Weapons, Depleted Uranium is used for bullets and tank armour, estimation of earth's age.

title: The periodic table/Uranium


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User:Egm6321.f10.team4.Yoon/FPE

=Markov Process= Probability density of the process at any future instant is independent from the past values. Those ensemble have given past and present values,

Conditional probability density fuction at the future instant t1 is as follows and since ,in Markov process, the past arguments are independent from the future yields

For general case, x(t) is vector Markov process with n component. To derive Fokker Plank Equation, the Chapman-Kolmogorov Equation is required

=Chapman Kolomogorov Eqn= Consider a stochastic process x(t) that is composed with scalar x. The members have fixed values at each time,

constitute a sub-ensenble and each fractions of sub-ensemble

Thus the fraction

Fraction $$\displaystyle P(x_2,t_2|x_1,t_1)\delta x_2 $$ of the sub-ensemble have values in an element dx2 at x2 at time t2

For the above holds for any process, restricting to Markov process becomes, simplifying,

The above is still applicapable in Vector process. i.e) in two dimensional vector process($$\rho, \sigma$$)

=Derivation of FPE simplest case= Simplest case of FPE is Scalar process x(t) obtained by integrating a white noise $$\xi$$(t) White noise here will appear from various postulated properties in the ensuing development First, Langevin Eqn of the process is

Taking integral on the both side of the equation,

Since $$\xi(t)$$ consist of infinitesimal impulses, it must be interpreted w/ care

Substituting the Eq in to

note 1.$$\Delta i$$ i is statiscally independent of x(t) for $$t<\tau i$$ 2.x(t) is called " a process with independent increaments"

Recall Chapman-Kolmogov eqn, with omiting $$x_1<\tau i$$ and $$t_1<\tau i$$(Since the arguments are not essential)

let $$\displaystyle t_3=t+\delta t,t_2=t$$ Substituting and rewriting,

let $$\displaystyle z=x_3-x_2 $$

Note x3 determines Z when x2 is fixed. The probability that $$\displaystyle x(t+\delta t) $$ is in an element $$\displaystyle \delta x_3 $$ at $$\displaystyle x_3 $$ (given that x(t)=x2) is the same thing as the probability that the change during the interval $$\displaystyle \delta t $$ is in an element $$\displaystyle \delta z $$ at $$\displaystyle z$$ (given that x(t)=x2). if we designate the latter probability $$\displaystyle q(z,\delta|x_2,t)\delta z$$. we have

Since x2 si fixed,

Then, we can obtain

Confining the above to the simplest case, transition probability density is independent of the value x2, t becomes,

Returning to the main eqn, and taking the subscript off yields

Which implies, the probability that the system will be in a differential element at x at time t+dt is equal to how the prob changes from differential element at x-z at time t multiplied by transition probability of the change z, summed WRT all change values Z. When dt is small the prob that a large change z occurs is small, so that transition probability density q(z,dt) has appreciable magnitude only when z is near zero. Let's expend the both side of equation with Tayler series,

if (dt)^2 is neglected,

note 1. the first integral of a probability density is unity - canceled with the first term of LHS 2. the second integral is the mean of the transition probability density 3. the third integral represents the mean-square value of the change z 4. the integral after fourth integral are small to neglect compared to the third moment.

rewriting and simplifying,

When dt->0, the ratio $$\displaystyle \frac{\bar z^2 (\delta t)}{\delta t} $$ goes to a constant value b(parameter of the white noise)

if dt is increased by the addition of a sub-interval we expect the variance of z to increase linearly. Applying the above eqn, we obtain

title: User:Egm6321.f10.team4.Yoon/FPE


text:
Talk:Motivation and emotion/References

Motivation and Arousal
Hallo! Please, correct reference to Davydov et al.'s paper within the text of the chapter and in its reference section. The paper was published in 2007, but not in 2005. Thanks a lot for your work!

Dimitry 10:51, 7 April 2011 (UTC)

Cognition, Affect, and Learning
Because the core of this particular reference is a mathematical model, I'd be interested in hosting a discussion that would make the ideas more accessible to those who are having any trouble following the mathematical reasoning. Caprice 18:29, 9 December 2010 (UTC)

Caprice 18:29, 9 December 2010 (UTC)

title: Talk:Motivation and emotion/References


text: User:Adcomcorp

title: User:Adcomcorp


text:
1 Timothy (CCL)/Week 5

Assignments

 * Read 1 Timothy 2:1-3:16

title: 1 Timothy (CCL)/Week 5


text:
1 Timothy (CCL)/Week 6

Assignments

 * Read 1 Timothy 4:1-16

title: 1 Timothy (CCL)/Week 6


text:
1 Timothy (CCL)/Week 7

Assignments

 * Read 1 Timothy 5:1-6:10

title: 1 Timothy (CCL)/Week 7


text:
1 Timothy (CCL)/Week 8

Assignments

 * Read 1 Timothy 6:11-16

title: 1 Timothy (CCL)/Week 8


text:
1 Timothy (CCL)/Week 9

Assignments

 * El principio es dios y asta el final es el aquel que no ocupo a ser cosas banas y justo y misericordioso y el sabe la verdad no ocupa mentiras el sabe lo mas importante y lo que pasa crees que ésto termina así dios es grande Jehová es mi pastor y con el nada me faltara

title: 1 Timothy (CCL)/Week 9


text:
1 Timothy (CCL)/Week 10

Assignments

 * Read 1 Timothy 6:20-21

title: 1 Timothy (CCL)/Week 10


text:
User talk:Adcomcorp

 Hello Adcomcorp, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 01:06, 10 December 2010 (UTC)

title: User talk:Adcomcorp


text:
User talk:Dschwen

 Hello Dschwen, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 01:08, 10 December 2010 (UTC)

title: User talk:Dschwen


text:
Journal:A Wikimedia Australia proposal

This page has been created as a workspace for my learning about, and a journal about the progress of, a proposal process for Wikimedia Australia. Succeed or fail, I hope it may be informative both in general terms in regard to putting a proposal together, and specifically how navigations of the WMAU (Wikimedia Australia) processes work out for me :-)

I include a 'project participants' section below, because collaboration / feedback on this process is most welcome from anyone at all, and it would be appreciated if you could note whether or not you have a connection to Australia, or are a WMAU Member. Thanks!

Participation
sign up below as willing to be involved, as a question asker, answerer, with specialised expertise, or on any basis
 * Privatemusings 03:04, 10 December 2010 (UTC)

The 'Proposals Process'
Details of the current proposals process for WMAU are here, and you can see which proposals have been accepted here - hopefully mine can make it there eventually :-)

The Big Idea
I want to create an 'IndividualWiki' or 'PersonalWiki' tool - which I suppose could also be called a 'GroupWiki' tool :-) Here's the why and how in a nutshell;

This tool will allow, intuitively, quickly and easily, the creation of a fenced wiki environment, seeded with articles, and / or categories of articles, and / or preselected groups of articles. The 'owner' of this fenced wiki environment would have full control over the range of user rights associated with MediaWiki, so could easily setup the registered editing of a subset of articles by, for example, students in a class, year group, or school.

Essentially, the process should be as simple as applying for an account, receiving credentials for the account, possibly resulting in the creation of a MediaWiki instance, and then following a series of straight forward paths to 'seeding' the wiki (ie. choosing what content, from what project, to import) - early technical discussions indicate that this may involve some development work on MediaWiki's import and export functions.

I would envisage WMAU providing hosting for these accounts as part of a small, trial programme, though obviously there is potential for partnership with other hosting providers should there be demand.

Some present needs for / benefits of such a tool include;

 * A PersonalWiki for tertiary sectors such as University departments might encourage expert review of open source material

 * Parents may prefer to create PersonalWikis for their children, as a way of getting to know the wiki environment safely

 * Existing wiki editors who specialise in content creation have often complained that open wiki dynamics are not conducive to content development, such users could use a GroupWiki to co-ordinate their efforts and manage their work in any way they choose

 * It is, in my view, inappropriate for organisations with duties of care, such as schools, to sanction the use of open wiki environments, such as the WMF projects by minors. Adult culture and content, and the lack of necessary child protection policies and practices, contribute to this issue.

 * Great potential for learning within the study both of wiki content and dynamics, not necessarily enhanced in an open wiki environment.

Timescale
I'd like to get these ideas sufficiently clear by mid Jan to be able to have a home on the WMAU wiki, with a view to getting some kind of working system up and running by March / April. I think it will remain important to me to get something actually working and 'out there' - though obviously good intentions aren't necessarily the only requirement ;-)

title: Journal:A Wikimedia Australia proposal


text:
Talk:Journal:A Wikimedia Australia proposal

because I've just created what I think is called a 'faux namespace' - I'll drop a note in at the Colloquium just to check that everything's ok with this :-) Privatemusings 03:05, 10 December 2010 (UTC)


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User:Solstag/Trust transitivity in social networks

These are a comments on a paper by my friend Tiago P. Peixoto, the full article can be downloaded from arXiv.

This is not a review, but a few notes I want to share with him. Though it clearly deserves one.

Style and typos

 * Page 1, first paragraph
 * "We then apply the concepts introduced to investigate in the detail the PGP web of trust, which is possibly the best “real” example of a trust propagation system, which is also completely accessible for investigation."

This reads awkwardly because of a misused "the" and a doubly unnecessary double "which". I'd suggest:
 * "We then apply the concepts introduced to investigate in the detail the PGP web of trust, which is possibly the best “real” example of a trust propagation system, which is also completely accessible for investigation."

This page has three different uses for the letter $$w$$: as weight, as a different weigh and as a vertex. It would definitely increase readability if they were different letters.
 * Page 2, general

Perhaps Imothep should be spelled Imhotep? There is no reference to Imothep in the English or German Wikipedias.
 * Page 2, Fig 1.

 * Page 2, zeroth paragraph
 * in $$\exp\{ \sum_{ \{e_i\} }{ \ln c_{e_i} } \}$$

The expression $$\ln c_{e_i}$$ should be $$w_{e_i}$$.

The $$s$$ in all variants of $$\rho_s$$ is missing, from the beginning of this paragraph down to Equation 13. With all the different distributions named $$\rho$$, the missing $$s$$ can be a major source of confusion.
 * Page 4, second paragraph

$$\rho_c(s)$$ should be $$\rho_c(c)$$.
 * Page 5, equation 19


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User:Diagramma Della Verita

User:Diagramma Della Verita

'''[http://en.wikiversity.org/w/index.php?title=User_talk:Diagramma_Della_Verita&action=edit&section=new Questions about my edits and contributions? ]''' Leave a message on my talk page.

title: User:Diagramma Della Verita


text:
User:Jimmy Pitt

 Unified login: Jimmy Pitt is the unique login of this user for all public Wikimedia projects.

title: User:Jimmy Pitt


text:
Unix Data Manipulation

Unix Data Manipulation - Introduction

Who is this course for?
This course is for anyone who sometimes needs to manipulate Unix data files – that is to say files in plain text format – without needing all the power of a spreadsheet or database. It is for someone who does not necessarily know much Unix but is comfortable with typing less at the command line to view file and moving around with cd, maybe piping grep to less to see just some lines of a file. For some elements of the course it will be an advantage to know some programming but not much: everything we do can be explained.

Why do this course?
Besides learning that you can do quite a lot of useful data cleansing, manipulation and simple reporting from the command line, this course will improve your general confidence in using Unix. I refer below to two text files which can be downloaded from the ISD training resources website.

title: Unix Data Manipulation


text:
Unix Data Manipulation/Dispalying File Contents

Displaying file contents
Check the contents of your files with less or head. This will give you a clue to their format. We will start with a comma delimited file called results.csv. Each line has the following structure

Surname,	Maths_score, English_score, History_score

There are four fields separated by commas. This is a very common file type and easy to work with, but it has a disadvantage - you may have text fields that contain commas as data. In those cases it is easiest to use another character as a field delimiter when you create the data (you may be able to do this for example with Excel - if you cannot you may have to do some clever data munging).

When we view the file with less we see

ADAMS,55,63,65

ALI,52,46,35

BAGAL,51,58,55

BENJAMIN,59,70,68

BLAKEMORE,56,38,40

BUCHAN,45,62,59

CHULANI,63,69,69

CLARK,52,64,65

DALE,50,55,52

DE SOUZA,44,60,62

DENCIK,57,67,65

DOBLE,64,56,65

DRURY,50,50,49

EL-DANA,62,59,60

FREEMAN,52,58,62

FROGGATT,39,57,59

GEORGARA,56,52,50

JAN,62,63,59

JENNER,56,67,65

JUNCO,48,57,55

LEFKARITIS,53,56,59

LUKKA,58,59,55

MILNER,53,62,58

MIYAJI,58,66,60

NICHOLSON,55,55,58

PATEL,60,59,54

PEIRIS,60,52,55

RAMANI,42,43,40

ROSEN,54,55,54

ROWLANDS,47,50,48

{ What command displays the first five lines of a file? { head -5 }
 * type="{}"}


text:
Talk:Motivation and emotion/Book/2010/Motivation and goal setting

-- Jtneill - Talk - c 03:57, 24 January 2011 (UTC)


text:
Motivation and emotion/Textbook/Motivation and emotion/Animals/Supplementary information

Perspectives on animal training methods for entertainment, work or pleasure
Animals can be trained to do incredible things, the video is of monkeys trained to work in a Japanese restaurant [], a testament to animal intelligence! Using a combination of operant and classical conditioning, circus trainers and wild animal trainers can get amazing results.Knowledge of animal psychology and classical and operant training methods have revealed such excellent results, they should be embraced in any animal training regime.

The biggest advantage of understanding the concepts of reinforcement, conditioning, animal instincts and animal psychology can give a trainer a distinct advantage over other trainers. Dog training techniques incorporating response reward techniques like clicker training have been shown to be very effective. This could be partly due to the dog’s perception of a human as part of the pack suggesting that dogs recognize humans as larger predators. It has been shown that dogs will react to human body postures and will look to humans for guidance (Braem & Mills, 2010) when given a cue by the handler. The fact that dogs are perceptive to body language is important since it is a method of interspecies communication.

The study also found that other factors decreased obedience in dogs, such as lack of attention on the handler and when the handler wore sunglasses, (Braem & Mills, 2010) giving a strong indication that dogs “read” humans eyes as well as body language. Another interesting finding was that obedience decreased when the dog was given additional verbal information, suggesting the dog was a little confused. Some dogs commonly used for security, protection and attack work:[] Dogs and cats alike will respond well to clicker training (McGreevy, 2007).

Big cats do better with positive reinforcement schedules using meat and aversive stimuli to reduce unwanted behaviour which they are taught as cubs, such as a short sharp clap followed by a short punch on the nose if they get rough (McGreevy, 2007). Clicker training can also work with horses and other prey animals, but there must be a trusting bond to begin with otherwise there could be issues of fear to deal with. As initially demonstrated by Pavlov and more recently modern dog trainers, dogs are easily motivated by food. A “sit” command or “come” command is easily taught when the dog is immediately rewarded with a small piece of tasty food. Dolphins and marine mammals are also effectively trained using the clicker training method (McGreevy & Boakes, 2007). Clicker training is generally used to train Dolphins,(McGreevy, 2004) and domestic animals such as dogs and horses can be successfully trained with the clicker. In her book “You can train your horse to do anything!” author Shawna Karrasch discusses her past experience of clicker training marine mammals when she worked at Sea World in San Diego.

She discusses the value of clicker (and target training) based on a reward-reinforcement system, where you work with animals you cannot control by physical means such as ropes and so on. Clicker training is also used by dog trainer Karen Pryor who published a book titled “Don’t Shoot the Dog” which explains her clicker training methods and another trainer, Alexandra Kurland has also published books on clicker training for horses. The basic principles of clicker training are explained in the video.[] The basic principles are based on when the desired behaviour occurs, the clicker is used then the reward (food treat) is immediately given, the clicker is a secondary reinforcer. The animal begins to associate the sound of the clicker with the reward due to the pairing the stimulus with the reinforcement. This can then build to more complex behaviours being taught. To get more information on clicker training see the recommended reading section.

To be successful in training prey animals on the other hand, a different approach is recommended. Horses are quite often blamed for "naughty" behaviours such as those in the following videos. What many people don't consider when training and riding them is that they are prey animals and as such, they will react to things that predators won't. An example is that due to the equine instinct to flee from fear, they will often react to something a human knows is harmless such as a plastic bag flapping in the wind. What is not considered is that in the horse's mind, the bag is perceived as a threat and he must run first and think later as instinct tells him to. Here are some videos showing examples of typical problems many horse owners face. There is no need to view the entire videos to get the idea, it is more of a demonstration of the speed, sometimes without warning that a horse will react and the obvious advantage of strength they have over humans.

The first video is a horse pulling back for seemingly no reason, note the speed of reaction with no apparent warning[]The second video of a horse not overly willing to get on a float[]and a more difficult customer[].Someone's idea of a solution - although they have not taken into account the potential danger and risk of injury to both horse and human. Not only that she couldn't out-muscle the horse should he be unwilling to get on, but once he's on, to tie him up to the chest-bar of the float, she doesn't realize that should he panic a pull back, he could wreck himself, the float and her! The flaws of such mechanical equipment should be obvious but many still believe these types of solutions are effective.[] Here is what happens when they want out![] and other classic issues owners face. The opposite of that is of a training method using positive reinforcement to trick train horses.[]

Many modern horse trainers are called horse whisperers due to their seemingly mysterious techniques of communicating to horses as that depicted in the movie of the same name starring Robert Redford. It would be extremely beneficial for individuals who have anything to do with horses, be it in a professional sense or recreational sense to understand the basics of horse behaviour. Horse psychology is explained in many publications, some of them listed in the recommended reading list. Advocates of natural horsemanship methods effectively use horse psychology as part of their training systems as they understand what motivates horses and they understand how to effectively apply the appropriate operant and classical conditioning techniques. Examples of what they can achieve are amazing, many videos on the internet demonstrate not only what the trainers can do, but what their students can do once they learn the secrets.

Horse training methods have changed considerably over the years and harsh methods of restraint are losing popularity. Dr. Jim McCall tells how horse breakers worked in the old days (McCall, 1988). He describes a mustang who was caught, tied securely to a solid post, blindfolded and had a leg tied up just so the rider could get the saddle on. Then once the horse was saddled, the rider jumped on, took off the blindfold and released the horse which then started to buck as hard as he could to get the rider off. After a while the horse gave up due to sheer exhaustion and was considered "broke".The problem with this old style of force is that it is extremely stressful for the horse and most average horse owners cannot or do not wish to ride bucking broncos.

Modern horse trainers/clinicians practicing "Natural Horsemanship" have been recently popularized. They all understand what motivates prey animals otherwise they wouldn't be so successful. Pat Parelli is one who has been known to tame the wildest of horses with gentle methods and gives bridle-less riding demonstrations, even on mules. Mules have a reputation of being stubborn, he obviously understands what motivates them. Stacey Westfall trains horses for the specialized sport of reining and Monty Roberts is an expert on liberty. Buck Brannaman and Mark Rashid are also successful trainers.

As Robert Miller (Miller, 1999) proposes, horses can be motivated by control of their movement. They are also motivated to flee from that perceived as dangerous and they have a rapid response or reaction time. This is the instinct of a prey animal, it must be faster than a predator or the prey animal will get eaten. (Miller, 1999) Horses are great learners and respond readily to behaviour shaping techniques and they have superior memory – they don’t forget anything (Barakat & McCluskey, 2009). This is important for trainers to be aware of as they will learn and remember everything the handler has taught them, good or bad.

Other horse trainers understand these concepts outlined and use them to motivate horses to do incredible things. Only one of them however, has also incorporated the horse’s “personality” into its training program. They have come up with solutions based on the horse’s extroversion or introversion, right brained or left brained behaviour based on what symptoms the horse presents at the time. An example of a “right brain extrovert” would be that of a horse that outwardly displays negative behaviour (bucking, bolting or rearing etc.) when it is reacting from fear (right brain behaviour). Left brain behaviour is suggested as that when a horse is calm and “thinking” about a situation, he may lick his lips during this process.

Pat Parelli outlines this program in his book “Natural Horsemanship” and information on the horse's personality is on the Parelli website. The basic outline is that the philosophy is based on gaining respect (dominance hierarchy) through control of movement (impulsion) and only when those are mastered to ask for flexion (softness in the bridle and in the body). Dominance hierarchy from the human puts them in an alpha or herd leader position in the horse’s mind due to utilizing the natural hierarchy horses have, (Barakat & McCluskey, 2008).

Parelli utilizes this natural leadership in the horse’s mind by playing what he calls “the seven games”. The games are designed to challenge dominance based on games horses play with each other. Once the seven games are mastered, the ultimate relationship with the horse can be acquired. The seven games incorporate habituation (J. J. Cooper, 1998) known to be effective by getting the horse accustomed to frightening stimuli by frequent exposure, sensitization and desensitization techniques, flooding and approach retreat (successive approximation) techniques as these techniques build trust and reduce fear. Once fear is reduced the horse’s movement is controlled, either in the round pen or by ground schooling. The round pen techniques are used by many trainers, the most famous being Monty Roberts. The concept is that of sending the horse around the round pen until it starts to want to stop (it is tiring or needing air), then when the horse looks at the person, the person immediately takes the pressure off and walks away. As shown earlier, some animals are motivated by being left alone the horse is one of them. After a few times doing this the horse eventually will follow the handler since the handler has at no time hurt or harmed the horse, but provided him with comfort. Going back to the drive reduction theory, the horse needs air and needs to stop to reduce the drive for air, if he has to do it by being close to the human he becomes highly motivated. Since the drive for air is a need, it becomes more powerful than his desire to be far from the human. It has an extremely powerful reinforcing effect. The secondary factor is that the movement of the horse has been controlled. Once the horse follows the human which is against its very nature (it’s easy to get a dog to follow you but not a horse) then it builds confidence and trust. This aspect of giving the horse a cue to stand still or move at a given time has an extremely powerful effect as it causes the horse to perceive the human as a leader (Miller, 2007).

To develop the horse further using motivational techniques, teaching the horse to move away or yield to pressure is important from a safety perspective. Understanding the importance of this would prevent such instances like pulling back when tied, which is a normal reaction a horse will do when he feels trapped. His instinct is to remove or pull away from that which will restrain him from flight, as restraint from flight could mean death. The restriction of flight and the resultant hormones excreted as a flight response can also manifest itself in other ways such as self–mutilation in extreme cases (Mclean & McLean, 2005). The important thing is that horses cannot learn when their flight response takes over so this must be addressed first.

By using desensitization and sensitization techniques a horse can learn to accept being saddled, bridled, tied up and have its feet picked up. (Miller, 1999) He also discusses methods where drive reduction modify behaviour, citing the example of water deprivation (in controlled ways only) to where the horse needs water badly enough it will motivate the hard to catch horse to be caught. This is a much more gentle method than forcing the horse against its will by tying up its legs and forcing it to submit by breaking its spirit as Dr. Jim McCall outlined as the old traditional method of horse breaking (McCall, 1988). An understanding the motivational factors can help shape behaviour.

Circus trainers such as Circus Knie also recognize the importance of positive reinforcement by food rewards. They use stallions in their act that they constantly reward with tidbits throughout their training program (Miller, 1999). The last and probably the biggest motivator of them all for horses is that of comfort and discomfort, this is mental as well as physical. (Miller, 1999)Getting a horse onto a horse float is probably the most difficult thing to motivate a horse to do apart from laying him down at liberty, as both represent danger and flight restriction. It could be said that the horse perceives the float as a “cave on wheels where predators such as bears lurk”. Horses are normally extremely fearful of floats since they are not only extremely confined spaces, they also move under a horse’s feet. Stables also confine horses and it could be suggested that due to a stable being an unnatural environment for a horse, it causes unnecessary stress and it has been associated with the development of displaced or stereotypical behaviours such as crib biting or weaving (Heleski, Shelle, Nielsen, & Zanella, 2002).

Many trainers “punish” horses for unwillingness to load (or anything else deemed as bad behaviour). Many traditional methods incorporate punishment even though it is not perceived as such and is often through ignorance of understanding the four concepts of reinforcement and prey animal psychology. Punishment is an ineffective method of training horses because all it does is make the horse more fearful and the horse cannot associate the punishment with the behaviour (J. J. Cooper, 1998). Punishment has no positive reinforcement and the horse cannot learn the desired behaviour (McCall, 1988).

Pat Parelli has mastered the art of training horse to load in horse floats so well they load at liberty. He uses operant and classical conditioning, drive reduction, aversive and appetitive techniques and the seven games of controlling the horse’s movement. He may not use the same terminology as scientists but the concepts are the same. He will first get the horse to where it will move in all directions obediently (while on line with a halter and lead rope) then he will build challenges into the schedule by driving or sending them over scary things like tarpaulins and see-saw type bridges. This allows the horse time to learn and become confident in the leadership of the handler. Horses learn and develop habits through consistency (Mclean & McLean, 2005), the horse becomes calm through consistent training as its environment is predictable.

The main difference between Parelli’s method and traditional methods is that Parelli will never lead the horse in or shut it in immediately when it gets in there. He will drive or send it in preceded by first sending it across the tailgate until such a time that it become comfortable and confident (just like walking over the bridge or see-saw). He will allow the horse to rest (reward) once he has sent it from one side to the other. Sending the horse from one side to the other and allowing it to stop frequently also allows the horse to think and get confident. Because he is not forcing the horse in and is using successive approximation techniques allowing the horse to build confidence near the float and on the tailgate, it is very effective.

The final challenge he gives the horse is to “find the comfort spot” in the float. He uses aversive training outside the float and allows the horse to rest every time it even looks like it wants to go in, or pokes its head in. The horse learns by consequence that it only finds a reward (rest) when it looks like it is trying to go in.

Over time, the horse gains confidence and learns it is not getting comfort outside the float so it eventually makes the decision to go in on its own. Once in there, Parelli does not shut it in. Shutting the horse in at this stage of training may frighten the horse at a critical point and could destroy any confidence or trust the horse has gained. Instead, Parelli just allows the horse to rest for as long as possible until it catches its air again and stress levels come back down. The relaxation time in the float reinforces the desired behaviour as the horse becomes comfortable in it and the horse is always given a choice, this is a very effective method. Parelli also does not put a time frame on a session, just keeps persistently and patiently wait for the horse to make the right choice. This very effective method is outlined in his video series available at Parelli.com. Why do animals suddenly attack their owners? It must be remembered for any animal trainer when dealing with big cats and large marine mammals that they are by their very nature, predators. If they feel they can't escape, they may well attack their handler with a moment's notice. They could perceive the handler as being lower in the pack or pride as dominance from the human is momentarily challenged and lost.
 * /Why do these things happen?/
 * http://articles.cnn.com/2003-10-04/entertainment/roy.attacked_1_roy-horn-siegfried-roy-white-tiger?_s=PM:SHOWBIZ
 * http://www.dailytelegraph.com.au/news/nsw-act/horrified-mum-watches-sea-lion-attack-boy/story-e6freuzi-1225914033716
 * http://www.dailytelegraph.com.au/news/world/dramatic-moment-lion-attacks-trainer/story-e6frev00-1225916244093

Prey animals such as elephants have been known to kill humans they felt threatened by and it could all come back to their initial training. It is possible they were trained using force, it is possible the handlers really didn't have an in depth understanding of motivational reinforcement techniques and kind training methods. There is no excuse for cruelty of this sort.
 * http://www.animalsaustralia.org/media/videos.php?vid=circus-cruelty WARNING- MAY BE DISTRESSING TO SOME VIEWERS, VIEW WITH CAUTION.

 * /Animal training and welfare/

Welfare should always be considered for any animal related industry. It has been suggested that emotional stress affects animals physiologically and if they live in an environment contrary to their natural environment,therefore they can become even more stressed. The housing and comfort of the animal is paramount. Consideration of space requirements and an enriched environment in a captive situation can provide them with things that mentally stimulate them. A holistic approach should always be taken and training methods should never use force or harsh punishment. Understanding the concepts of reinforcement and classical and operant conditioning should be an integral requirement for any animal owner, regardless of what the animal is used for. There is no longer any excuse for the old harsh training methods to achieve positive outcomes when more modern methods have been shown to be far more effective.

Recommended reading
Bostock, Frank Charles. The training of Wild Animals. ISBN 978-1-60386-190-8

Bruce, G. How to Click with your Horse. ISBN 978-0-646-52515-0

Deutsch, R. The Click That Does The Trick:Trick Training Your Bird The Clicker Way ISBN 0-96110-7499

Eicher, S & Weiland, E. Freddie Knie ISBN 3-440-06672-X (Printed in German)

Heidenreich, B. Good bird: a guide to solving behavioral problems in companion birds. ISBN 0-96110-7499

Johnson, M. Clicker training for birds. ISBN 0-96110-7499

Karrasch, Shawna & Vinton. You can train your horse to do anything! ISBN 1-872119-27-1

Kurland, A. The Click that Teaches. ISBN 0-97040-65-0-9

McCall, Dr. Jim. Influencing Horse Behaviour, a natural approach to training. ISBN 0-931866-37-5

McGreevy, Paul. Equine Behaviour, a guide for veterinarians and equine scientists. ISBN 0-7020-2634-4

McGreevy, Paul & Boakes, Robert. Carrots and Sticks, principles of animal training. ISBN 0-521-68691-1

Miller, Dr. Robert. Understanding the ancient secrets of the Horse's mind. ISBN 0-929346-65-3

Miller, Dr. Robert. Imprint training of the Newborn Foal. ISBN 0-911647-22-8

Mills, D & Nankervis, K. Equine Behaviour: Principles and Practice. ISBN 978-0-632-04878-6

Parelli, P. Natural Horsemanship. ISBN 0-911647-27-9

Pavlich, Leslie. Clicker Training: Colt Starting the Natural Horse. ISBN 978-1-4196-8475-3

Powell, R; Symbaluck, D & MacDonald, S. Introduction to Learning and Behaviour. ISBN 0-534-63451-6

Pryor, K. Don't shoot the Dog! ISBN 1-86054-238-7

Pryor, K. Reaching the animal mind: clicker training and what it teaches us about all animals ISBN 978-0743297769

 * ../Links of interest/


text:
User:Christine (WMF)

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. -- Margaret Mead

Who I Am
I work in Reader Relations for the Wikimedia Foundation. I have a background in online community management, and am currently a Master's candidate at San Jose State University in Applied anthropology. My thesis topic revolves around stakeholder relations in Web 2.0, using LiveJournal as my fieldsite. I am analyzing how communications occur, how they break down, and where the failures in communication occur. I hope to use this information to be able to assist organizations with interfacing better with their online communities; not seeing them as simple consumers to be sold a product to, but instead as partners and true stakeholders in their operations.

My volunteer account is Kethryvis, which I use sporadically usually on small edits on interesting subjects that generally have nothing to do with my scholarly interests. It's what keeps me sane.

I also have an alternate account, Kheff in order to see what the registration process is like for new editors. This account will make few, if any, edits and will be abandoned once this research is complete.

If you'd like to find me on IRC, I hang out under the nick ChristineM. Very original, I know.

You can email me with any questions or comments to readerswikimedia.org

What I'm Thinking About
I'm thinking about how to make the new editor process easier. I'm fairly new at editing myself, and it's rather daunting. There's an awful lot to wade through. There's gotta be an easier way! (one of my mantras)

I'm thinking about the line between WMF staff and Wiki-volunteers. Where they cross, where they clash, where they come together. Hey wait, that sounds familiar.

I'm thinking about all the on-Wiki and off-Wiki reading I need to do to get up to speed!

title: User:Christine (WMF)


text:
User talk:Christine (WMF)

 Hello Christine (WMF), 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 21:56, 10 December 2010 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Christine (WMF)


text:
User talk:Hugetim

 Hello Hugetim, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:32, 10 December 2010 (UTC)

title: User talk:Hugetim


text:
Talk:Motivation and emotion/Textbook/Emotion/Emotional expression

-- Jtneill - Talk - c 10:03, 14 December 2010 (UTC)


text:
Talk:Motivation and emotion/Textbook/Motivation/Dieting

-- Jtneill - Talk - c 06:10, 14 December 2010 (UTC)


text:
Unified computation

Unified computation is the math or computational trick of the Qcomp ie the quantum computer. The connection between quantum computing and the unification of physics is the main topic. The topic is unified computation a subject fit for applied mathematical research. It makes use of the fact that the likelihood of observing all of the states of a system is one forcing the natural log likelihood to zero and thereby the information entropy to zero. The energy of the system in physics is not nessisarily zero interms of the entropy of the system. Following this logic the heat capacity of the system is nonzero given a fixed volume for the universe. The same can be said of a fixed space-time volume. This is the case of assuming the universe is a black body radiator. Assuming all of this is true is the logic in building a quantum computer that there is a unified mathematics consistent with natural mechanisms such that the quantum computer can be created.

title: Unified computation


text:
Category:HLA CWD Alleles

Common and Well Documented Alleles : Catalogue of HLA alleles that are well documented and represented in various reference populations.

They are classified in two groups : Levels 1 and 2. Levels 3, 4 and 5 describe alleles not included in the CWD catalogue.

 * HLA CWD Level 1 : Alleles with unquestionable data to support their presence throughout the populations of the world. There is universal agreement about these alleles.
 * HLA CWD Level 2 : Alleles with questionable data to support their presence in any population. They are rare alleles with various degrees of prevalence documentation. Nevertheless they are included in the CWD catalogue.
 * HLA CWD Level 3 : Alleles previously considered for inclusion in the CWD catalogue, now found to be very questionable due to lack of data or poor quality data. These alleles require further prevalence studies. They are proposed to be excluded from the CWD catalogue unless evidence is provided to keep them.
 * HLA CWD Level 4 : Alleles without convincing confirmation and without data to support their existence. There is universal agreement about the identification of these alleles being provisional and unreliable. The list of alleles included here for this level is not comprehensive, just those alleles with some interesting peculiarity are mentioned.
 * HLA CWD Level 5 : Allele names deleted from the IMGT database. Not included here.

title: Category:HLA CWD Alleles


text:
User:PCano/HLA CWD Level 1

Alleles with unquestionable data to support their presence throughout the populations of the world. There is universal agreement about these alleles.

PCano 18:06, 14 December 2010 (UTC)

title: User:PCano/HLA CWD Level 1


text:
User:PCano/HLA CWD Level 2

Alleles with questionable data to support their presence in any population. They are rare alleles with various degrees of prevalence documentation. Nevertheless they are included in the CWD catalogue.

title: User:PCano/HLA CWD Level 2


text:
User:PCano/HLA CWD Level 3

Alleles previously considered for inclusion in the CWD catalogue, now found to be very questionable due to lack of data or poor quality data. These alleles require further prevalence studies. They are proposed to be excluded from the CWD catalogue unless evidence is provided to keep them.

title: User:PCano/HLA CWD Level 3


text:
User talk:PCano

 Hello PCano, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 03:15, 11 December 2010 (UTC)

HLA-A*..., etc.
Wikiversity is an open learning project (not a webhost). Are these pages open for everyone to contribute to? What are they about? --SB_Johnny talk 20:39, 13 December 2010 (UTC)

HLA CWD
I understand that this Wikiversity business is for everybody to contribute, and I expect that everybody feels free to do so. Nevertheless, HLA is a technical topic and only those with expertise in the subject should make an attempt to edit or change the information.

The HLA system is the genetic system involved in histocompatibility, that is, how compatible two subjects are to donate and receive organs in transplantation.

As you can see this is a serious subject and I hope people treat this resource with respect and do not vandalise it.

This is an experiment in using the Wikimedia tools in a serious scientific and clinical application.

PCano 19:15, 14 December 2010 (UTC)

 * Ah, sounds good. One good way to keep it organized is to use a main page with sub-pages so that outside observers will see it as a unit and understand what it's about.
 * We can't make any guarantees about vandalism, but we'll try to keep an eye out for it. --SB_Johnny talk 11:20, 15 December 2010 (UTC)

 * I agree with SB_Johnny. I suggest using sub-pages structure for this as well as a top level page name that is clearer about its scope because pages should be useful also to people that want to learn about the subject, not just to experts who already know all of this. Based on what you wrote above, "Organ transplant compatibility" might be a good top-level page name to use to help attract a scientific and clinical audience, and anyone that wishes to learn about organ transplant compatibility. -- dark lama  13:32, 15 December 2010 (UTC)

 * Also agree with sub-pages. PCano, I wonder is there a "hierarchical" structure that could suit the organisation of these pages? Bloom clock might be a relevant example. -- Jtneill - Talk - c 23:00, 15 December 2010 (UTC)

 * I don't see how any of this fits on Wikiversity if it is, at best, a tiny copy and paste from another website already documenting such things. All this is doing is creating huge swathes of pages with little use. Maybe Wikispecies would be better. Ottava Rima (talk) 23:10, 15 December 2010 (UTC)

 * This is not just a copy-and-paste exercise, it will include data not available anywhere else, like linkage disequilibrium, allele distribution in different populations, problems in identifying alleles and in categorising the sequence, etc, as well as implication in matching patients and donors for transplantation. Besides, it will open the door for people to collaborate and share information in a new way in this field. It will take some time to develop. I am planning to present the possibility of using Wikimedia tools for this purpose at a meeting in Prague in May 2011. The abstract for the meeting is due in January. I will post it here for reference. I do not anticipate this project will be going full speed until next Summer. PCano 23:37, 15 December 2010 (UTC)

 * In regard to using sub-pages, I am already using a hierarchical structure with categories and subcategories to keep things organised. The starting point in this hierarchy is: "http://en.wikiversity.org/wiki/Category:HLA_CWD_Alleles" What are sub-pages? How would they be better than categories? PCano 23:50, 15 December 2010 (UTC)

 * A subpage contains a "/" in its name and shares a common root name. If you were to use Organ transplant compatibility as a main page for this work, Organ transplant compatibility/Verified alleles would be a subpage for example. Pages in a category are not necessarily part of the same work, nor necessarily have the same aims or focus. The subpage structure is used when pages have a strong dependency on each other or share a common focus. Subpages are also a way to break up a large resource into smaller more manageable pages. Resources that don't use subpages could be considered independent works in which other resources could potentially be used interchangeably with it, used in place of, or in combination with other resources to learn about a topic. Use of subpages is somewhat equivalent to using staples, a book binder. or some other method to tie pages together and let people know those specific pages are intended to be read together, while the alternative is a bit like giving out handouts on a single sheet of paper. -- dark lama  00:49, 16 December 2010 (UTC)

 * See also Subpages. DL - your explanation above could be added to this page? -- Jtneill - Talk - c 00:50, 16 December 2010 (UTC)
 * There are other reasons to use subpages which may or may not apply here. Notice, above, a Wikiversity user is concerned about whether or not this resource belongs on Wikiversity. If there is a top level page that explains the topic and links it and fits it into the rest of the Wikiversity structure, then the subpages, which is what you have been creating, are easily seen and understood in context. Original research is allowed on Wikiversity, but it is easier, as well, to allow this on subpages wherever controversy might arise. A top level mainspace page should clearly identify where in the overall educational structure a particular page fits. Subpages may even come down to individual student essays, etc., as part of a class, tests, etc.
 * I want to make it very clear that all or almost all of the users commenting here are most interested in helping you establish this resource and in your demonstration, and consider your efforts more than welcome. However, to maximize consensus and minimize problems, we are suggesting the use of subpage structure. It's really just a matter of renaming pages and creating a top-level page that serves as an introduction and index to the rest. That is also done on Wikibooks, which might eventually be the best destination for your work. It's fine that it start here, and work can easily be ported back and forth between here and Wikibooks, but original researtch, if that is what is involved, belongs here, not there. It can be a little fuzzy.
 * I also want to express my confidence that this resource is safe on Wikiversity, given those who are attempting to help you here.
 * For this topic, it seems that "ownership" of the pages by the author, to some degree, may be valuable. There might be a template for that, but ownership is, in any case, much more acceptable in subpages than in a top-level page. The community will support appropriate ownership, particularly for experts, as it seems you are. A professor for a course may determine course materials. However, the professor may not take over an entire topic in the university catalog.... WikiMedia Foundation policy requires overall neutrality, which ownership can conflict with. Here, we interpret neutrality as allowing particular pages to express a point of view or opinion or original research, and manage neutrality by ensuring that controversy may be identified and placed in apposition where necessary. I'll be happy to assist in this to the extent you permit. --Abd 03:47, 16 December 2010 (UTC)
 * One more comment. Wikipedia, the largest WMF wiki, does not allow subpages in mainspace. I personally think this was an error, proceeding from some kind of assumption that a flat structure was "encyclopedic." Given the Wikipedia lack of subspace structure in mainspace, categories are the main way of organizing pages. Wikiversity, however, allows subpages in every namespace, to my knowledge, and you can see an example of an approach to using subpages for ever-increasing detail, as well as for presenting controversial positions or research projects, etc., at Cold fusion and the subpages linked from there. This is a very controversial topic, and if the top-level resource is biased in some way, or even simply alleged to be biased, it must be open to editing by any community participant -- any registered editor, at least, and perhaps even IP editors. Otherwise WV has become other than neutral. However, some of the subpages are the research of identified authors. (Or, if necessary, the author(s) will be identified.) To allow them to be altered contrary to author permission creates some obvious problems. We are not Wikipedia, and what you wish to do would be impossible and unwelcome on Wikipedia. Here, I am confident, you may create what you envision and we are only suggesting that categories are not optimal for this, you may do it more directly and more accessibly.
 * Further, you need not actually make the shift yourself. I'll be happy to do it for you when I have some spare time, and I believe that others would also help. Your job at this point is to gather the material, which is difficult compared to reorganizing per subpage structure. This is Wikiversity, where expertise is highly valued, and, increasingly, well-protected. (Among those commenting here, so far, are two active bureaucrats, the highest local level of privilege, and another custodian, and your experiment here is greatly appreciated. --Abd 03:47, 16 December 2010 (UTC)

 * Thank you so much for your help. It seems that using subpages involves renaming pages already created. Editing a page does not allow you to modify the name, does it? Is there a way to modify the name of a page? By the way, how do you delete a page already created? Thank you again for your help. PCano 18:24, 16 December 2010 (UTC)
 * Look at the top right of a page near where the edit link is. You should see [[File:Vector skin - page not in the watchlist.png]] and [[File:MediaWiki Vector skin action arrow.png]]. If you move the mouse cursor over [[File:MediaWiki Vector skin action arrow.png]] you should see a move option which can be used to rename pages. Add reasons for the request to the top of the page you wish to have deleted. -- dark lama  18:50, 16 December 2010 (UTC)
 * I can see the star, but not the triangle with the options. PCano 20:38, 16 December 2010 (UTC)
 * I see. The triangle with the 'move' option is available with normal pages, but not with 'Category' pages'. Is that correct? So the 'Category' pages cannot be renamed. PCano 20:50, 16 December 2010 (UTC)
 * Yes you are correct, categories cannot be renamed. You have to update any pages that use a category to use a different name and request deletion of the old category. -- dark lama  23:47, 16 December 2010 (UTC)
 * This is because categories were not intended to hold (much) content..... --Abd 03:21, 17 December 2010 (UTC)
 * Well, I see the advantages of subpages, nevertheless categories and subcategories seem to me more appropriate for some projects. The one I am trying to put together is one of them. With subpages you see the parent page, but not the children, unless you manually create a link yourself; with subcategories you see both the parent and all the children. With subpages the only way you have to reorganise things is to change the name of the page, with categories it is very easy, just changing the category in the body of the page. This project will require a lot of reorganisation, actually this is one of the main purposes of it: to agree on how to classify HLA alleles. In addition, subpages produce long page names that include their hierarchy, while the use of categories makes the hierarchical structure less conspicuous and page names much cleaner. If you haven't any major objections I will use subpages for the background information, but for the alleles themselves I would like to keep using categories. The main page is 'Transplantation', which was already created, even if it was not actually used. PCano 19:33, 17 December 2010 (UTC)
 * You are thinking either/or, when what may be best is "both." And there is something you should know about subpage names. for example, here /Subpage and /Subpage/ display as /Subpage and /Subpage/ respectively. These both point to the same subpage, i.e., User talk:PCano/Subpage.

 * Further, if you use subpages, every page becomes part of a hierarchy that is explicit in the page name, and this will help Recent Changes patrollers identify the page and detect and remove vandalism. Changes to a category with an obscure name are not so easy to understand. There is little problem allowing you to more or less "own" a set of subpages you have created. There is much more problem with allowing you to control a set of top-level pages. A page hierarchy can be transferred with no fuss to another wiki, and your book may eventually end up at Wikibooks.
 * Basically, you have found a way to use categories that imitates, in a way, subpages; however, the software was not designed for this; that you cannot "move" a category to a new name is an example. Categories were not designed to be used for content, but only as "tabs" or identifiers for content. As I noted, I don't want to see your valuable time wasted fixing the existing structure, and I'm happy to assist with converting what you have to a subpage version. And categories can still be used, appropriately. I'm not sure that I understand all that you are doing, in fact, I'm sure I don't. Understand, though, that we want hierarchical structure to be readily visible. It does not need to clutter up the names, as you thought, and, in any case, when you link to a page you can make that appear however you like. For example, I can display User talk:Abd as Meddling Bozo who will try to help but may get it wrong the first time. Or I can very quickly make it display this way: Abd with the "pipe trick." Just a | symbol after the page name. The slash is totally cool for subpage names, and that makes the whole structure portable, i.e., you could rename a page and the page references move with it. (You still have to rename the subpages, but that's easier than having to rename all the references -- and I think there is a command accessible to admins to rename an entire hierarchy in one action.)
 * At this point, I suggest you create a top-level resource, a mainspace page that describes and links to the whole work you are attempting, outlining it (and you can start by pointing, at least, to the top-level category). Right now, your "top level" category is a category that is not linked from anywhere (as a wikilink), so it shows up as unused. Unused categories get deleted, rather routinely. Let your top-level resource explain what you are doing, so that anyone can understand it. When we see that, we can then assist better. (Or leave you alone better! Remember, this is a wiki, and lots of people get involved.) Categories may indeed be useful as part of this.
 * In case you don't know it, you can link to a category without making the page part of the category. So Category:HLA CWD Alleles or HLA CWD Alleles both link to the category without becoming part of it: this is done with a colon preceding the pagename, the second then has a pipe after the pagename to suppress "Category." If I put the link without the initial colon there, you would then see your Talk page as part of the category, which you don't want.
 * Meanwhile, I'd like you to think about what you are doing with all these pages to the All Pages list for Wikiversity. You have created a vast list of incomprehensible page names. If they were under an intelligible page name as a prefix, i.e., if they were subpages, they would all be immediately recognizable. Our attention was brought to this by a user who may have been confused by the page names and unusual content. (There may also be some issues with copyright here, but one problem at a time! I don't know if you have addressed copyright issues with the images you are using on your pages.... Probably before you put a huge amount of effort in, further, you should make sure that we are all on the same page, so to speak, about copyright. Did you address this above? I'm not sure and have to move on to something else now.) --Abd 21:05, 17 December 2010 (UTC)
 * Abd, you're wrong on two counts. First of all, no one really "owns" the content hosted here on Wikiversity, except of course by way of attribution. As stated at the bottom of each page whenever you open the editing menu, if you had decided to notice, is some fine print stating "If you do not want your writing to be edited and redistributed at will, then do not submit it here. If you did not write this yourself, it must be available under terms consistent with the Terms of Use, and you agree to follow any relevant licensing requirements." Doing otherwise destroys the collaborative atmosphere and the wiki principle of open editing, and a page cannot be improved if it is only written by one self-proclaimed "expert" on the subject. Secondly, Wikipedia should not have subpages in the mainspace, and for good reason; there are plenty of articles on Wikipedia which make use of the slash function in their naming conventions. The article on the famous TV programme Nip\Tuck, for example, is in no way related to the verb Nip at all, and should therefore not be classified as a subpage of said latter article. TeleComNasSprVen 05:04, 27 December 2010 (UTC)

 * Categories are like keywords, attributes, tag lines, or indexes. They are meant to associate pages with short descriptive identifiers useful for classifying and searching for pages. With categories you cannot change the layout, how pages are listed, or group related pages together under a heading longer than a single letter. You could use on a page to get all the pages beginning with a given prefix too, if layout and how pages are listed or grouped aren't important. -- dark  lama  21:38, 17 December 2010 (UTC)

 * I must apologise because now I realise that I should've asked for permission before I started with this project. I assumed that this business of Wikimedia was open for people to share information. Now I see that there is some supervision, which I think is good. So maybe you can tell me how to proceed before I continue. First, I would like to clarify some points, though. It is not true that the categories I have created are not linked from anywhere. And I have already created, as I indicated above, a top level main page, its name is 'Transplantation'. Everything I have done can be accessed from there. And I am using subpages in this process. I am only using categories to classify HLA alleles, and I believe I am using then appropriately. They may look weird, but they are not for those interested in this subject, and for that reason I created them. Regarding the names of the pages I have created, they are as unintelligible as any scientific name of entities one is not familiar with, like the scientific names of flowers or plants, that seem all to me like names of nuns in a medieval monastery. The names of the pages I have created are the official names of the HLA alleles and each of them has a link to the official site where you can verify this. So at this point I would appreciate if you can answer these questions: 1) Must I convert all the pages I have created to subpages in a hierarchical fashion up to the main page 'Transplantation' in order for me to be allowed to use the resources here? 2) Can I use the page 'Transplantation' as the main page? 3) What kind of clearance do I need to proceed with this project? PCano 23:48, 17 December 2010 (UTC)
 * Well, it is the purpose of the WMF to host all kinds of different information on each of their separate projects, but we should be careful about what kind of information that we could give. For example, we would not want false information regarding the existence, daily habits, excessive details, or relevance thereof of flying purple hippos and other imaginary fantastical creatures. If you'd like an introduction, you can visit Introduction or What is Wikiversity? TeleComNasSprVen 05:04, 27 December 2010 (UTC)

(← unindent) You don't really need "clearance" for it ;-). As for moving the pages and recategorizing, it's probably easier to ask User:Mu301 for some robotic assistance rather than doing it by hand. --SB_Johnny talk 00:06, 18 December 2010 (UTC)

 * 1) No. 2) Yes. 3) You don't need permission or clearance to start projects at Wikiversity. Wikiversity does have some rules people are generally expected to follow. Wikiversity is a community, people in the community sometimes also share common expectations that are like rules, not all of which are necessarily documented. In the case of categories, I think there are some expectations that are common to most of the Wikimedia projects. See Categorization and Overcategorization for some possible insights into what expectations you might be encountering. -- dark lama  01:05, 18 December 2010 (UTC)
 * Thanks, DarkLama. PCano, we are all working together to assist you in creating a vibrant and effective learning resource. Above, I stated that your top-level category was not linked from anywhere. That was an error.
 * I do recommend using subpages instead of having a huge series of top-level pages, and it looks to me like your lowest-level pages (which are now the top-level pages) might be even more than one level beneath the top -- but now that you are thinking about page structure, I'd not make a move until you've had more opportunity to consider this.
 * Wikiversity has not at all been consistent about this and you will find lots of isolated top-level pages. Wikiversity is, however, not an encyclopedia but is intended as a collection of learning resources. If there were a course that specialized in some medieval monastery, in the catalog of the university offering the course, it would be titled under that monastery or some similar subject name, and then the pages underneath could cover each nun, for example, or similar topic. Category classification, however, could be applied to each nun, who might fit more than one category. (And that can be done regardless of where the page sits.) Wikipedia runs into constant problems over notability due to the flat structure, and pages are frequently deleted or creators must defend them at Articles for Deletion, a waste of time. On Wikipedia, a page on a single allele would probably never be allowed, unless it, by itself, became specially notable for some reason, with ample independent reliable source establishing its importance. That someone or something is listed in some reference isn't adequate. I could make a case that something that could not be a page on Wikipedia should not be a top-level page here (but I don't want to propose a rigid standard), and many of our isolated pages really might better be organized so that a "class" can use them.
 * Would you have a "class" or a "book" on a single allele? What you have is like a dictionary or encyclopedia of alleles, right?
 * Yes, your page Transplantation could be a top-level page. That's a bit too broad, though, don't you think? I suggest thinking of Wikibooks, see how they organize things, it is similar to us, and, in fact, Wikiversity started at Wikibooks, and I think your work is headed there, it is probably quite adequately sourced. Here, we don't need to worry about that, so this is a very good place to start.
 * I don't want you to think you have to do a huge amount of work to redo what you did. Many hands make short work. As pages are moved, redirects are automatically created so that a reference to the old page still finds the new position. I'm not sure that there is enough work that 'bot assistance will be required, mostly it would be a matter of creating pages equivalent to the categories you have. It might be easier to do than to describe. I just don't want to touch your pages without your permission!
 * This is a wiki, and anything done can be undone, quickly. If I were so foolish as to make a hundred bad edits in trying to fix your hierarchy, it could be undone in much less time, they would stand out in my contributions history, and rollback could be used to undo it all much more quickly than I took to do it. It's one click per revision!
 * I want to emphasize that you did nothing wrong in starting your resource without "permission." However, you can do, I believe, something even better through interaction and consultation with the rest of the community, and, with broader community participation -- as appropriate! --, your project here will be easier to build and maintain. It could then, when ready, be moved to Wikibooks or possibly to Wikisource; the latter might be even better than Wikibooks if the text is intended to be stable. --Abd 02:10, 18 December 2010 (UTC)
 * I am beginning to understand what all of you have been trying to tell me. You can tell I am new with all this. It never occurred to me that creating pages indiscriminately would cause any problem. Now I think I see how it could. It is clear that somehow using subpages is the only way to go to prevent the problems you have mentioned. I just don't like how everything depends on the page name. If you want to organise things with subpages, a page for lions should be named: 'Kingdom Animalia/Phylum Cordate/Subphilum Vertebrata/Class Mammalia/order Carnivora/Suborder Felifornia/Superfamily Feloidea/Family Felidae/Subfamily Pantherinae/Genus Panthera/Species Panthera leo'. The same organisation can be accomplished much more efficiently using categories just by naming the page 'Species Panthera leo' and adding in the page the invisible code . You can hide the prefix when you refer to a page, but I don't think you can hide it from the title when the page is displayed, or when a master page displays all its dependencies, can you? What about using a subpage system for control and to address the problems mentioned, while keeping the categories to organise things? Would it be possible for me to use two  top-level pages, 'Transplantation' to provide background information and 'HLA' to keep things under control? Would that be acceptable? In that case I could rename the pages 'HLA/A*01:01:01:01' instead of 'HLA-A*01:01:01:01'. I see that creating numerous top-level pages is a problem, and I am willing to correct it, but regarding how I have been using categories, I am afraid I cannot see what is wrong with it.  PCano 08:16, 18 December 2010 (UTC)

 * Page names are important because its the first thing people see when looking for works. Who you want to educate and what you want to educate them on are important considerations for deciding what project name to use and how to structure the project. If you wanted to educate people on the animal kingdom, these people are not likely to know the kingdom classification, so your example wouldn't necessarily be good name to use. If you wanted to go into great detail on each animals place in the animal kingdom, you could very well need to use such a large structure, although using "Animal Kingdom/" and providing the structure at "Animal Kingdom" with links to the individual subpage could make maintaining the structure easier without having to frequently rename pages should a change in the structure be desired.
 * If the project was just about lions, "Lions" would probably make a better project name than "Species Panthera leo". I doubt people wanting to learn about lions, if they came across "Species Panthera leo", would know this work is related to what they wanted to learn.
 * When it comes to classification, might be used for both the "Lions" project and "Animal Kingdom/Lions".
 * You can hide the prefix from links you add yourself (Haematopoietic Stem Cells). Dependency listings are usually manually maintained. A good structure usually manages to avoid a need to rename and restructure pages frequently.
 * We aren't trying to tell you how to subpage this project or what the subpage names should be. What is important here is ensuring learners will find this project and understand what they are looking at if they happen to come across the project name. Would the people you want to educate know what "HLA" means, or what "A*01:01:01:01" means? Yes, you can use two or more top level pages, the important thing here is to be clear on each page what the project is about, how top-level pages are related, and what connections do the top-level pages have with each other. A project that is divided into smaller sub-project sometimes uses multiple top level pages to give each sub-project a degree of separation and independence.
 * Does this explanation by any chance help also to explain where you might be going wrong with the use of categories? If you still need things to be explained further let me know. -- dark lama  14:39, 18 December 2010 (UTC)
 * Moving a lot of the articles to subpages under a single top page is a good idea, so that it is not so spread out and a disconnected and unidentical set of loose information. But first, the top page must explain the purpose of the subpages as well as contain information relevant on the subject matter, and it seems this project is in desperate need of improvement. We can help. TeleComNasSprVen 05:04, 27 December 2010 (UTC)
 * And you have already helped me substantially, and I am grateful for it. In regard to the despair and the need for improvement, please let me know what are its shortcomings. Remember that this is something I was planning to develop over the next few months with other people to be introduced in May 2011 to the general scientific community in this field, as I explained above. As for 'information relevant on the subject matter', I have already included significant background information and I will add more to it soon. In January 2011 I will include the abstract to be presented at the 2011 EFI Meeting that will introduce and explain the purpose of this project. Even if the text of the abstract cannot be made public quite yet, I will give enough information about this project for people to know what we are up to. PCano 14:42, 27 December 2010 (UTC)

Nice use of Special:AllPages
Nice use of Special:AllPages to list your HLA subpages. I suggest you put that on a subpage, though. It makes the HLA page itself too large, unnecessarily. I'd do it but I fully want to respect your control of this resource. If you need any help, please don't hesitate to ask, I'm now a temporary custodian and can do things like delete those unneeded redirects created when you moved all those pages. You may also email me at any time through the Wikiverisity interface. Thanks for working on your project here.

I'll delete the redirects, if that's okay, assuming they are not needed. I prefer to ask you before doing this, because I don't want to look at each one to see "what links here." Easily a lot more work! I will tag one of them for speedy deletion, but won't start deleting for a bit. --Abd 13:58, 19 January 2011 (UTC)

 * I think 'redirects' are the pages I had marked to be deleted. Is that correct? Yes, go ahead and remove them, please. Do you think the 'HLA' page is too large? It just has a brief section with some definitions, a 'See also' section and the list of subpages. You are suggesting to create a subpage to list all the 'HLA' subpages, aren't you? That would list itself, wouldn't it? Could you tell me how to contact you? How does the Wikiversity interface work in that regard? I appreciate your help. PCano 16:40, 19 January 2011 (UTC)
 * Actually, none of the redirects were marked to be deleted. But I'll delete them. Yes, I think the page is too large, but it's certainly not an emergency. There are several possible solutions. Yes, if it's a subpage of HLA, it would list itself. That listing, however, will not show as a blue link, but as bold text. Harmless. --Abd 16:46, 19 January 2011 (UTC)
 * Why doesn't the subpage 'HLA/Scientific Literature' and other subpages show in the list of subpages? Just the alleles themselves show, which is good, but how does it work? PCano
 * Actally the subpage 'HLA/DRB1*04:14' is not listed either. Why? Is there a limit in the number of subpages that can be listed with the command 'Special:PrefixIndex/HLA/'? PCano 16:58, 19 January 2011 (UTC)
 * Generally, yes, there's a limit to how many pages the Special:PrefixIndex page can show at any one time. There is, however, a link to show additional pages at the top right corner of the screen when viewing the special page; you should see it or something like "All pages | Next page (HLA/DRB1*04:14)" in very small font (I don't know why it's in small font, but it is). TeleComNasSprVen 22:02, 19 January 2011 (UTC)

Request custodian action
Hi - just drawing your attention to this discussion - and hoping you may be able to contribute? -- Jtneill - Talk - c 12:47, 8 May 2011 (UTC)
 * I appreciate the work you are doing -- keep it up. I hope you will update us all on the overall progress of your work as well; a short comment every few days on your own userpage would be most valuable.  174.63.86.33 15:35, 11 July 2011 (UTC)

Double redirects you created
When you move a page again, this creates a double redirect. I.e, you move A -> B, then B -> C. The redirect from A will not work. To fix this, edit A to point to C.

You can see all double redirects at Special:DoubleRedirects. You can also check a page with "What links here" in the Toolbox (should be on the left of your screen if you are using the default skin). If there are no links to a redirect page, you may wish to request that it be deleted. With the example above, you might want to have A and B deleted, it depends on whether or not they are linked from anywhere.

To request the deletion of an unused redirect, add

to the page. Thanks. --Abd 23:33, 16 October 2011 (UTC)

Page
You made an useless page that is named HLA/DRB4*01:03:01:01 which I will request deletion. (Reply on my talk page about anything) ---Draubb

title: User talk:PCano


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Talk:Motivation and emotion/Textbook/Motivation/Social inhibition

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Talk:Motivation and emotion/Textbook/Motivation/Mate-seeking behaviour

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where is v 18.0 is eta-squared (not partial eta-squared) computed?

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Talk:Motivation and emotion/Textbook/Emotion/Psychopathy

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User:Jeffnelson1973/Books/IntroC

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Talk:Motivation and emotion/Textbook/Emotion/Theories/Cognitive

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Dufo Wikipedia  Deutsch            Wikipedia   English

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Talk:Motivation and emotion/Textbook/Motivation/Self-discipline

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text: User:Lincolncooper

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Talk:Motivation and emotion/Book/2010/Promiscuity motivation

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text:
Talk:Motivation and emotion/Textbook/Motivation/Gender differences in sexual motivation

-- Jtneill - Talk - c 14:22, 12 December 2010 (UTC)


text:
Talk:Motivation and emotion/Book/2010/Happiness

-- Jtneill - Talk - c 14:43, 12 December 2010 (UTC)

-- Jtneill - Talk - c 04:01, 14 December 2010 (UTC)


text:
Talk:Motivation and emotion/Textbook/Emotion/Mood

-- Jtneill - Talk - c 15:11, 12 December 2010 (UTC)

-- Jtneill - Talk - c 12:37, 14 December 2010 (UTC)