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User:Cynnapier

E-portfolio for Social Psychology

Lecturer: James Neill

Due 1 November 2008

Topic One: Lecture 2-Social Self,
Tutorial 2 (Week 2)-Introduction

(29 July 08)

There seems to be some sort of evolutionary explanation for most of the things we do and that are part of our being. That is, the theories have some evolutionary point of view. It is therefore not surprising that even the social self can be reduced to some sort of purpose for survival. For example, whether or not we are born as a blank slate, we still have the potential to learn. That combined with biological factors taken into account, we survive until we can reproduce. This is where the selfish gene point of view comes into play; our “self” is used to ensure our genetics are passed on.

In reflecting on the social self in an e-portfolio, we are revealing things about ourselves such as our self-knowledge (self-concept), our behavioural self, and our public self. When we think of ourselves, in trying to describe who we are, there is no quick and easy way to do it. Everything we do, how, when, where, and why is because of who we are. Even the things we don’t do are because of the self, short of physical or mental challenges. The self can be loud and obvious or shy and subtle. I believe the self is flexible, and in addition to the things discussed in the lecture that define it, another descriptor would be useful. A person’s feeling of, or awareness of their general physical wellness can affect how a person feels about what they are capable of doing. This affects and controls their self-concepts, attitudes, self-beliefs, self-images, and confidence.

People are unknowingly self-centered. This is seen in social comparisons, reflected appraisal, spotlight effect, and the transparency effect in social feedback. Self-centeredness and selfishness also seem to be part of the self-reference effect and endowment effect. What ever the reason is that we value an item in our possession, we many times fail to reason that it will not have anywhere near the same value to someone else. Maybe some of the over-emphasis on our self is due to our competitive drives. We don’t share the same levels of competitiveness, but there does seem to be a desire to appear, to feel, or to be thought of at least as well as the next person. Unfortunately, over-obsessing in social comparisons could sometimes sabotage the reasons for it.

I dreaded the first tutorial for Social Psychology, as I pretty well did for all previous tutorials, but this one was refreshing. Having only known other students in passing or that somewhere along the way we had been in a class with each other, is about as far as knowing other students goes, at least for me. Being put into groups though, sort of gave everyone immediate identities. No small talk in numerous lectures or tutorials was necessary to draw conclusions about each other. We looked at the terms we use to describe ourselves and identified some of our social roles. The groupings resulted in plenty of diversity with a student from Australia, the Ukraine, Sri Lanka, Great Britain, and America. I found it interesting to watch people move towards the religious groups to which they belonged. I was a little surprised how it all turned out. The first to identify themselves were the atheists, then the agnostics, and next I think the Catholics, with one or two Buddhists, a protestant, and a few who identified as being general Christians. There was quite a variety, but interestingly, there were no Muslims. Some people were a little unsure about their political affiliation, and I definitely have a lot to learn in this area. We tried to define where a US Republican would fit in here. I do not consider myself a staunch; card carrying Republican, of the old days, even though I am registered as a Republican. Apparently, the US demographics for the two parties are shifting and the younger, more liberal Republicans (who are not quite Democrats) are now referred to as “Starbucks Republicans”. Democrats and Republicans have always seemed so far apart, it is hard to accept all that either stand for.

Most of the groupings in the tutorial were culturally constructed, changeable and cognitively influenced. Interestingly, the first group division was for eye colour, which other than the siblings and country of birth groups, was something that none of us had any real control over. We formed a line and looked where we fell when considering the Person-Situation Debate. Someone made a very good point that we are all people before the environment has a chance to act on us. I thought I was predictable as a person, but the more we talked, and the more I thought about it, it became clear that there was a very thin line between who we are and how we are affected by the situation. It was an exercise that revealed social identities and was conducted in such a way that no one’s self-esteem was damaged or belittled. Respect was shown for everyone.

Topic Two: Lecture 3-Social Thinking
(5 August 08)

Lecture 3, covered social thinking, attitudes, and influence and persuasion. The explanations for why we think the way we do and different theories about our behaviour, sound a bit like we could run on auto pilot and at times would have to be reprogrammed, not necessarily to learn something, but just to be able to understand it, or take in the information, as with the duplex mind. If we didn’t have schemas, scripts and stereotypes to rely on, our auto pilot, or automatic thinking would not be safe, efficient, or reliable.

The reasons behind why we think, and behave in the ways we do make us seem shallow. Not only are we physically lazy, but our brains get lazy too. It seems many of us are guilty of looking for a quick fix, or a short cut to many of the things we do in our daily routines. Further evidence of this is seen in the heuristics, errors and biases we use, due to the idea of the cognitive miser.

Since we are naturally curious, we want answers to why a person does what they do. We have even asked and figured out why we want to know “why”. We need to be, or feel in control and when we do not understand why, we do not feel in control. The attribution theory lends reason to why people behave the way they do either due to internal or external causes. Internal causes are biased, may not be anywhere near accurate and seem to involve negative thoughts about someone. While external causes may be true, they don’t usually involve harsh judgments of someone’s character.

Most of us do not like making mistakes, or to be proved wrong. If we have an attitude or certain belief about something and whether we notice or someone points out to us that our attitude and behaviour don’t match, we will try to find a way to gracefully explain the difference through the cognitive dissonance theory. Fortunately, many children who “thought” they didn’t like any vegetables, try them, like them, and start eating them, and form a new positive attitude about liking vegetable.

Topic Three: Lecture 4-Aggression,
Tutorial -4 (Week 4) Communication

(12 August 08)

For lack of a better description, I can only say shock horror was my reaction to watching the Ghosts of Rwanda during lecture 4. I was stunned at the lack of knowledge, or involvement I had in the genocide of 1993. I truly did not know the background of what all this was about or just how it came about. It is unbelievable that this sort of atrocity could go on in modern day times, or that anyone anywhere could believe they had the right to commit such crimes against humanity, and even more so that they actually did it. There was little regard for human life.

The video was shocking: the US claims of no friend, no interest, an no incentive in Rwanda; Madeleine Albright’s lack of concern or care; the United Nation’s Force Commander, Canadian General Dellaire’s abandonment by his own organization; the machete armed people of the streets; interviews; and the aftermath of the massacres. This was about more than the technicalities of words, definitions, and policy intervention. Sadly, the world never took it seriously, or cared…enough.

In the end, it came down to the colour of skin that determined whether people would live or die. When a white woman was recued from a large crowd, I just could not believe the path way made for her by the blacks. They just calmly let her pass through with a bag or something, so it seems. They must have already gone numb with fear and confusion, with no resentment left. Maybe they had just come to accept that white meant being saved, but being black meant they would not get to leave, and would not be protected. They had no belongings; they had only their lives left, and could lose them at any moment. It was ironic that the only American that stayed there in Rwanda during the hostile aggression was a white man, Carl Williams. Extreme harm was definitely the goal of the violence experienced in Rwanda. We do have an unimaginable capacity for evil and as far as another holocaust, we should never say never. When the video was over, it clearly affected the viewers, as we all filed out, practically speechless.

Chapter 9, in the text refer to external causes of aggression and the weapons effect tested both in the lab and outside the lab. In the latter situation, a confederate, truck driver stopped in traffic and purposely held up traffic to measure peoples’ aggressive responses. The scenario was that the truck driver either had a gun in a gun rack and bumper sticker with the word VENGENCE on it, or they had no gun in the gun rack and a sticker that said FRIEND, or they had no gun, no gun rack and no bumper sticker. The aggression of the motorists behind the truck was measured by their car horn honking. The more signs of aggression (e.g. gun, gun rack, VENGENCE bumper sticker) showing from the truck led to more horn honking. It is believed the duplex mind was involved. The text states that someone would be crazy to honk at a vehicle with a gun in a gun rack, and a VENGENCE bumper sticker. I think another thing to consider is that many people in the United States carry guns, not just because they are aggressive, but for protection. Perhaps though, the ones that honked their horns in this study were also aggressive and had quicker and easier access to smaller handguns (not in a gun rack) in their cars to protect themselves. Guns in the hands of the wrong people spell disaster.

The communication tutorial introduced us to relationship instructional exercises. We explored simple interpersonal communication models. In pairs we stood apart facing each other and moved closer and closer. Most people expressed being uncomfortable invading the personal space of the other person, or having their personal space invaded. We noted that as we moved closer and closer, it was more difficult to face each other straight on and started turning so that we were more side-to-side the closer we got, rather than still facing each other. The exercise with the same pair of people (maybe named Mine Field) was as challenging for the blindfolded person as for the one verbally communicating to them to navigate them from one end of the room to the other without bumping any of the “mines” in the pathway. In this channel of communication, body language, eye contact, stance, touch, and even proximity were of no use. Since 93% of person-to-person, face-to-face communication is non-verbal, the Mine Field navigation can present quite a challenge.

Topic Four: Lecture 5-Prejudice and Stereotypes
Tutorial Week 5 - Prejudice, Aggression, and Prosocial Behaviour

(19 August 08)

In one of Jane Elliott’s exercises in America, she emphatically states that racism and cultural bias is taught every day in favour of white people. Referring to the reinforcement of the position of power of white people, she notes with regards to education, the culturally biased text books, pictures on walls, history lessons, and even maps. Her statements, exercises and the issues she addressed were real eye-openers. It seems a shame and very naïve of someone to think that only their culture mattered and that because they didn’t know about or understand another’s culture, that it is unimportant. This attitude causes intolerant people to really miss out on the spice of life.

This subject reminds me of an old movie I saw as a young child, starring Sidney Poitier, a black school teacher in a school (probably in London), and the white prejudiced high school students he taught. Seeing the movie again as an adult, with my children, it affects me differently today. My children can’t comprehend that not too long ago, people in America (among other places) had slaves and that they actually “owned” other human beings. In the US, during the time of slavery, it was the weak that were targeted. Often the minorities are targets, but this was not necessarily so in the case of plantations with sometimes large numbers of slaves as compared to the wealthy, white, owner of the plantation and the slaves. Being stolen from their own village, taken across the sea to a foreign country, separated from their family, unable to read, or sometimes speak English, and no financial resources, slaves were at their master’s mercy. They were kept weak and uneducated (few were fortunate enough to learn to read and/or write and had to do so in secrecy). Retaining power eliminates the fear of the loss of superiority. Making a conscious effort to be fair and equal in treatment of others sets a good example for young children who are “colour blind”, but the fact that the model would even have to make a conscious effort to be fair, is disingenuous.

Maybe life experiences increase tolerance for others who are different. I was on the receiving end of reverse racism in a store in Hawaii, owned and operated by immigrants whose country of origin will remain nameless. Interestingly and rather ironically, the store specialised only in western ware, as in cowboy and Native American leather goods and jewelry. I looked around a while and was quite happy to not be pestered by a sales person. After a while, still no one approached me, which was okay, as I didn’t want to buy anything. But when I did find something I wanted to ask about that was in the display case, no one would even acknowledge my presence. It was as if I was not there and very clear that I was the wrong race to be shopping in that particular store.

I lived in a town in Ohio in the US. It was a town started by people of the Quaker religion, in a well-know historical district popular for its involvement in the Underground Railroad (a secret movement by white people who helped slaves escape to Free states in the US). A trip to the cemetery was part of the historical tour in the town. I always thought that it was strange that even in a town where white people were helping black people escape slavery and find their freedom in the northern Free states, that there was still a section in the cemetery for the separate burial of black people and another area for white Quakers and other white people.

Someone said that even in death, the two races can’t be neighbours. This is an example of holding egalitarian values and negative feelings, as in aversive racism. Things have come a long way, but still have a long way to go. Until we are all perfect, the need to deflect our shortcomings will always exist and other out groups, races, or cultures will be the targets.

With regards to the upcoming presidential election in the US, it will be a historic and new day regardless of who wins the presidential election, as the president and vice-president team for both parties do not fit previous stereotypes for the president and vice president. I find it interesting the black folks in America refer to Obama as “black”, and the whites call him “bi-racial”. Many whites are concerned about whether he is white enough and blacks are critical of him for being too white. Either way, it will be a novel situation with Obama and his white male VP, or with McCain and Plain as the first white female VP in the White House.

Topic Five: Lecture 6 - Relationships,
Tutorial 4 (Week 10) - Cross-cultural Training

(23 September 08)

There is a difference between a want and a need and one of our basic needs is to belong. A strong word used in relationships is connection. The text refers to a sense of connection as a fan of a certain sports team. I think that certain television shows probably provide the connection for elderly people who find themselves lonely. Their children have moved on, and their circle of friends begins to dwindle. They may find their connection in a show, the news, or any irregular program.

Children often have a new best friend everyday. As adults, our friendships develop differently. They do take work and are valued. People who are good judges of character would probably not be fooled by ingratiation. People are usually open to forming new friendships. Maintaining a plutonic or a romantic relationship takes work. It is not one-sided and good friends, and partners cannot be taken for granted. This may be why we are so reluctant to end relationships, as compared to how easily we form them.

Those who look for similarity in the people they have relationships with tend to compartmentalize the social aspects of their life. They are high in self-monitoring and are probably less likely to maintain relationships as compared to people who are more interested in long-term relationships and feelings. One of the least surprising things, similar to the mere exposure effect, is that nearer we are to others and the more often we see them, the more the probability of a friendship developing increases.

Topic Six: Lecture 7 -Groups and Leadership
(30 September 08)

Groups need to have diversity. It provides networking capabilities and opportunities to specialise in certain areas, and the group benefits of role differentiation and division of labour. Diverse groups can still experience unity. Examples could be in the diversity would be with sports teams, or with teachers in a particular school. The optimal distinctiveness theory probably operates everywhere and in more than organised groups. People like to belong, but also like to retain some individuality. The optimal distinctiveness theory is an outlet for all people in either a situation where they want to stand out or blend in.

Working together as a group allows for far more to be accomplished than when individuals try to take on projects larger than they can handle. They may simply need skills that others in a would-be group would possess. Temporary groups of people sometimes feel less pride in the work they are doing and do not care about group or individual responsibility or accountability, and therefore don’t do the best they are capable of doing. Unfortunately this can be a reflection of the entire group if the person who is slacking is not identifiable. This is seen in groups of volunteers in cleanup crews. It is not the same as, but is similar to social loafing. If people with less power in groups try more to promote more harmony and peace within the group, this is probably exactly why they have less power. They would never want to make waves or upset any other group members. High authority people are not completely uncaring, but they realise they can’t please all the people all the time and therefore don’t try to. This is how they make being in power work for them. The world really would be a boring place if it lacked diversity in both groups and with individuals.

Topic Seven: Lecture 8 -Prosocial Behaviour
(7 October 08)

Prosocial behaviour is a voluntary action that is performed to benefit or help another individual or a group. It is a positive function of behaviour that contributes to relationships and is the opposite of antisocial behaviour which destroys relationships. The fact that there is usually a personal cost involved is a reminder of the saying that, “no good deed goes unpunished”. On the other hand though, there is usually some type of self-interest involved, which is why it must not be equated with altruism.

The question was asked in the lecture if people help mainly for selfish or altruistic reasons? I would like to think it is for altruistic reasons, and I do believe that is why some people help, some of time. Mostly though I think people help for any number of selfish reasons. Maybe it is because they owe someone a favour, or they don’t want to wish later that they would have helped, or they wanted to look good for helping, or maybe they were going to receive some sort of reward for helping. Regardless of how they helped or what they helped with, it was to get a reward or to avoid being looked upon negatively by others, or to avoid feelings of sadness later for not having helped. For those reasons, it seems that people are helpful, but selfish because their behaviour is in their own self-interest.

Topic Eight: Lecture 9 -Environmental Psychology
(15 October 08)

As people become more concerned with, aware of, and involved with our natural environment, they will enjoy it, preserve it, become more protective of, and appreciative of it. With the increase in concern for the environment in many areas, there will also be an increase in the need for specialists in the areas where the environment suffers. Some concerns are in the areas of water scarcity, water quality, soil loss, salination, and impacts of logging, and mining to name a few. After years of abuse and neglect by humans, we are starting to see the damage we are capable of doing to the environment. However, it’s never too late to change our attitudes about saving the environment. The affects we have on it and the affects it has on us travel a two-way street. Our environment has been resilient and good to us. We must consider long term effects on it and in turn how that will impact future generations, and how future generations will affect it. The indigenous Australians have an understanding of the natural environment as living, breathing, and capable of perception and feeling.

If, as Edward Wilson, an etymologist proposed, that if there is an instinctive affinity for nature due to human evolutionary theory, known as Biophilia hypothesis, then it seems there should also be a natural desire to protect it. A top social concern is the protection of the environment. What is particularly disturbing is that we are consuming more than the environment is naturally able to create, rather than population growth being the problem. There should be more control in the amount of landfill we allowed to produce. Recycling efforts could be better. More efforts should focus on recyclable items. More homes should be equipped with solar panels. New homes should meet stepped up environmental ratings. Sustainable homes should be made affordable.

title: User:Cynnapier


text:
User:Einstein~enwikiversity

Hi I'm Alby.

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

title: User:Einstein~enwikiversity


text:
User talk:Einstein~enwikiversity

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on 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! Jtneill - Talk - c 04:02, 27 August 2008 (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...

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Einstein. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Einstein~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

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

title: User talk:Einstein~enwikiversity


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Moodle/Philosophy

This page is a forking of http://docs.moodle.org/en/Philosophy (which is protected but is arguably in need of rewriting, e.g., with regard to reducing use of 1st and 2nd person, referencing, providing links, and improving neutral point of view.). Feel free to edit. -- Jtneill - Talk - c 04:45, 27 August 2008 (UTC)

The design and development of Moodle is guided by a "social constructionist pedagogy". This page attempts to unpack this concept in terms of four main, related concepts: constructivism, constructionism, social constructivism, and connnected and separate.

Constructivism
From a constructivist point of view, people actively construct new knowledge as they interact with their environments.

Everything you read, see, hear, feel, and touch is tested against your prior knowledge and if it is viable within your mental world, may form new knowledge you carry with you. Knowledge is strengthened if you can use it successfully in your wider environment. You are not just a memory bank passively absorbing information, nor can knowledge be "transmitted" to you just by reading something or listening to someone.

This is not to say you can't learn anything from reading a web page or watching a lecture, obviously you can, it's just pointing out that there is more interpretation going on than a transfer of information from one brain to another.

Constructionism
Constructionism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to more complex artifacts like a painting, a house or a software package.

For example, you might read this page several times and still forget it by tomorrow - but if you were to try and explain these ideas to someone else in your own words, or produce a slideshow that explained these concepts, then I can guarantee you'd have a better understanding that is more integrated into your own ideas. This is why people take notes during lectures, even if they never read the notes again.

Social constructivism
Social constructivism extends constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this, one is learning all the time about how to be a part of that culture, on many levels.

A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some "knowledge" about carrying liquids. A more complex example is an online course - not only do the "shapes" of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group.

Connected and separate
This idea looks deeper into the motivations of individuals within a discussion:
 * Separate behaviour is when someone tries to remain 'objective' and 'factual', and tends to defend their own ideas using logic to find holes in their opponent's ideas.
 * Connected behaviour is a more empathic approach that accepts subjectivity, trying to listen and ask questions in an effort to understand the other point of view.
 * Constructed behaviour is when a person is sensitive to both of these approaches and is able to choose either of them as appropriate to the current situation.

In general, a healthy amount of connected behaviour within a learning community is a very powerful stimulant for learning, not only bringing people closer together but promoting deeper reflection and re-examination of their existing beliefs.

Conclusion
Consideration of these issues can help to focus on the experiences that would be best for learning from the learner's point of view, rather than just publishing and assessing the information you think they need to know. It can also help you realise how each participant in a course can be a teacher as well as a learner. Your job as a 'teacher' can change from being 'the source of knowledge' to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class.

Moodle doesn't force this style of behaviour, but this is what the designers believe that it is best at supporting. In future, as the technical infrastructure of Moodle stabilises, further improvements in pedagogical support will be a major direction for Moodle development.

title: Moodle/Philosophy


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Moodle/Participants

Participants

 * Jtneill - Talk 10:40, 23 March 2008 (UTC) | Moodle.org (Profile)

title: Moodle/Participants


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Template:Highlight

Usage

 * Handy for highlighting text yellow
 * A parameter could be added for changing the highlighting color
 * Example:  gives: BANG

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User talk:Cynnapier

Well done
Good job on setting up your account,. Let me know if I can do anything as you go along. 'Official' Wikiversity welcome below. -- Jtneill - Talk - c 07:56, 27 August 2008 (UTC)

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on 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! Jtneill - Talk - c 07:56, 27 August 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Conversion
The conversion from the Word doc seems pretty good. You may consider adding headings. -- Jtneill - Talk - c 21:47, 2 November 2008 (UTC)

Hello!
Hey, Was just looking through the portfolio and it is great. I have added some headings for you which if you don't want you can simply undo. Great job with all the material though! MandaG 02:23, 3 November 2008 (UTC)MandaG

title: User talk:Cynnapier


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User:Hillgentleman/biology-physics interaction

Let us consider the following hypothetical and highly simplified situation.

Let there be two planets "M" and "E". Planet "M" is rich in mineral and poor in carbon and oxygen. Intelligent life-forms on M have developed advanced physics and everybody knows radio-active decay; population is sparse, biology is poorly understood, and they have never worried about population growth.

Planet "E" is the opposite. It is rich in carbon and oxygen and poor in minerals. The ecosystem is very diverse; Intelligent life-forms on E have studied biology deeply; they know everything about population growth, climates, and balances; but they know very little about atomic physics.

Tomorrow a member from planet E and a member from planet M are to meet. (How) are they supposed to know (or learn) that radio-active decay and population growth are governed by (almost) the same equation and follow (almost) the same function?


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MANOVA

Use multivariate analysis of variance (MANOVA) when multiple DVs are correlated with one another, but not overly so.

If there is little correlation between DVs, use multiple univariate ANOVAs instead.

Unequal cell sizes and missing data are problematic for MANOVA.

Low power can mean a non-significant multivariate effect but one or more significant univariate Fs.

Repeated-measures MANOVA
Extension of MANOVA, e.g., involving:
 * 1) Multiple DVs (e.g., Social, Campus, and Teaching/Education Satisfaction)
 * 2) Multiple Occasions (e.g., 1st, 2nd, 3rd year)
 * 3) Any number of IVs (e.g., Gender)
 * 4) Of interest may be:
 * 5) Main effects between multiple DVs
 * 6) Main effects between the multiple occasions
 * 7) Main effects of IVs
 * 8) Interactions between IVs and the DVs.

title: MANOVA


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Discriminant function analysis

Discriminant function analysis involves the predicting of a categorical dependent variable by one or more continuous or binary independent variables. It is statistically the opposite of MANOVA. It is useful in determining whether a set of variables is effective in predicting category membership.

It is also a useful follow-up procedure to a MANOVA. Instead of doing a series of one-way ANOVAs, for ascertaining how the groups differ on the composite of dependent variables.

title: Discriminant function analysis


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Talk:Low-cost, tropical, private food production system

Dropping rice production
Another idea is the dropping of the rice production and associated products (eg ethanol, ...). This would allow a further simplification and is possible as soy contains many calories too. In addition, as soy has also much protein, all the food that is consumed will inmediattely serve to increase the people's muscular level aswell (protein is heavily used by the body for muscle-build)

Fraction 1 protein
Does anyone know fraction 1 protein; which can be made by making a paste from tabacco leaves ? It was invented by Shuh Sheen of the Kentucky University see here I was wondering about whether this crop may be used as an easy food source (contains high amounts of protein). This would physically strengthen population and tobacco is easy to grow in tropical/subtropical areas. Not sure whether tasty, ... dough. Also not completely sure about potential toxic substances (eg nicotine). Let me know.

African Hebrew Israelites
The The_African_Hebrew_Israelites_of_Jerusalem have a food prodcution/cultivation system for making tofu. A look there can be taken to see how they manage the processing of the soy (facilities, ...).


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Expanding your professional vocabulary

Welcome to a page meant for investigating terms that are used to discuss Child Development and Elementary Education. This page has been started to support pre-service teachers in a real-world foundational Child Development course.

Please Log in in the upper right-hand corner of this screen. Please use your first name and last initial as your username so I will know who you are.

Any field of study has vocabulary terms that are necessary for understanding ideas within the field. We will begin this wiki page by considering a number of terms that are often misunderstood. Some of the words we will put here have a specific meaning within the study of development, and some will just be words we run across that we want to be sure we are all understanding in the same way.

Please begin by adding your own personal definitions to 2 to 4 of the words below. By this I mean, do not go look them up yet. Think about what YOU know about these words. If you disagree with a classmate, or if you have something to add, PLEASE DO. At this point, don't make changes to your classmates' entries, just add your own comments. We will be adding more words throughout the semester.

You can't mess up this page. Go ahead and experiment.

Beginning Tuesday, September 9th, please begin to add definitions that you have looked up. Please tell us the source as well as the definition. Each of you is responsible for adding at least three definitions. If you would like to add a definition to a word that someone has already looked up, that's fine, as long as you use a different source. Obviously, some words have more than one definition, and it will be good to gather several different meanings, too.

''Hello class, I have added three new words from our latest reading assignments. Please let me know your definitions of these words. I am looking forward to your additions as well''.--Betsyl 03:03, 18 September 2008 (UTC)

A
Acceptence - a sense of belonging--Lisaz 19:40, 18 September 2008 (UTC)an agreeing either expressly or by conduct to the act or offer of another so that a contract is concluded and the parties become legally bound--Anitha R 22:23, 6 October 2008 (UTC)Merrian-Webster's

ACCOMMODATIONS: to make special arrangements to help.--Betsyl 01:59, 14 October 2008 (UTC) Def: The act of accommodating or the state of being accommodated (American Heritage Dictionary consandram)

"Achievement test" a test that assesses actual knowledgte and skill attainment. --Anitha R 01:20, 12 December 2008 (UTC)

adaptation - to change a behavior in response to a change in circumstances--Lisaz 20:49, 19 October 2008 (UTC) - I think it's when you try to conform to your surrounding in order to fit in.--AmyJ 03:23, 27 October 2008 (UTC) Def:Adjustment, agreement and flexibility.(ENCARTA Dictionary)--Betsyl 02:03, 29 October 2008 (UTC)

Adoption:- a process when an individual or couple takes responsibility/ raises a child that is not biologically theirs.

Definition: Adoption is the act of legally placing a child with a parent or parents other than those they were born to. An adoption order has the effect of severing parental responsibilities and rights of the original parent(s) and transferring those responsibilities and rights to the adoptive parent(s). (en.wikipedia.org/wiki/Adoption)

Annotate- to give a comment or suggestion, or to make notes about

Definition: to make or furnish critical or explanatory notes or comments. (merriam-webster.com)

Androgens- Chapt. 5-- chemical released in males during puberty.--Betsyl 02:19, 8 October 2008 (UTC) DEF:a natural or artificial male sex hormone responsible for the development of male sexual characteristics. Testosterone and androsterone are androgens.(Encarta Dictionary)--Betsyl 01:44, 14 October 2008 (UTC)

"Analogical problem solving" taking a solution strategy from one problem and applying it to other relevant problems. --Anitha R 01:14, 12 December 2008 (UTC)

"Aptitude test" a test that assesses an individual's potential to learn a specialixed activity. --Anitha R 01:14, 12 December 2008 (UTC)

Arbitrary- random, unsupported, or on impulse

Definition: determined by will or caprice: selected at random (Merriam-Webster dictionary LisaZ)

Assimilation - to make changes in one's behavior to conform to a norm of a group--Lisaz 20:49, 19 October 2008 (UTC) - to change in order to be like everyone around you.--AmyJ 03:23, 27 October 2008 (UTC) Assimilation is the process by which individuals from one cultural group merge, or "blend," into a second group. --Anitha R 02:41, 29 October 2008 (UTC)< www.merriam-webster.com

Attributions(chapter 11) explaining behaviors.--Betsyl 19:33, 15 November 2008 (UTC)

"Attention-deficit hyperactivity disorder (ADHD)"- A childhood disorder that involves inattention, impulsivity, and excessive motor activity. --Anitha R 01:14, 12 December 2008 (UTC) Nihal

C
CARDINALITY: Maybe it means, quanity of numbers in a set/ got to do with math.--Betsyl 01:59, 14 October 2008 (UTC) Def: A principle specifying that the last word in a counting sequence indicates the quanity of items in a set.(Child Development Book --209.215.27.212 21:09, 19 October 2008 (UTC)

CAPACITY-FILLEDBetsyl 20:27, 6 November 2008 (UTC)Def:the maximum amount that can be held or taken in(Encarta DIC)--Betsyl 22:34, 4 December 2008 (UTC)

Child- an adolescent -- anyone under the age of 18--someone of small stature, someone who needs to be taken care of - someone who cannot take care of themselves

Definition: a young person between the period of infancy and youth (Merriam-Webster dictionary LisaZ)

A child is a young human being between birth and puberty; a boy or girl. The legal definition of "child" generally refers to a minor, otherwise known as a person younger than the age of majority. "Child" may also describe a relationship with a parent or authority figure, or signify group membership in a clan, tribe, or religion; it can also signify being strongly affected by a specific time, place, or circumstance, as in "a child of nature" or "a child of the Sixties." (en.wikipedia.org/wiki/Child)

Child- A person between birth and puberty http://www.thefreedictionary.com/child --Betsyl 14:05, 9 September 2008 (UTC) Definition: baby or infant, boy or girl, son or daughter, product. (Webster's Dictionary)--Anitha R 15:10, 19 September 2008 (UTC)

Cite- name a source, giving authors credit for their work

Definition:To quote as an authority or example or as proof. (Webster's II New Riverside Dictionary)--[(User:Anithar)]

Cognitive - learning, thinking--Lisaz 21:29, 27 September 2008 (UTC) brain functions, Thinking--Betsyl 23:45, 30 September 2008 (UTC) DEF:relating to the process of acquiring knowledge by the use of reasoning, intuition, or perception.(Encarta Dictionary)--Betsyl 01:44, 14 October 2008 (UTC)

"Cognitive inhibition" the ability to control internal and external distracting stimuli, thereby ensuring that working memory is not cluttered with irrelevant information.--Anitha R 01:14, 12 December 2008 (UTC)

"control deficiency" the inability to execute a mental strategy effectively.--Anitha R 01:14, 12 December 2008 (UTC)

COMPLIANCE-(Chapter 12)one obeying commands.--Betsyl 19:33, 15 November 2008 (UTC) Def of Compliance; the state or act of conforming with or agreeing to do something.--Betsyl 22:34, 4 December 2008 (UTC)

Context-words in a sentence-determine the meaning of a word by using other word in a sentence - word that helps you figure out the definition

Definition:The circumstances in which an event occurs; A setting; (American Heritage Dictionary)

CORRELATION HAVING THE SAME THINGS IN COMMON.

"Creativity" the ability to produce work that is original yet appropriate-something that others have not thought of but that is useful in some way. --Anitha R 01:14, 12 December 2008 (UTC)

Culture- beliefs, traditions, how someone is raised, customs, arts

Definition: a particular form or stage of civilization (Merriam-Webster Dictionary LisaZ)

Culture- The totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought. http://www.thefreedictionary.com/child --Betsyl 14:05, 9 September 2008 (UTC)

Control- to have power over something or someone.--Betsyl 21:23, 17 September 2008 (UTC) DEF:to exercise power or authority over something such as a business or nation.http://www.thefreedictionary.com/child--Betsyl 01:44, 14 October 2008 (UTC)

Curriculum- Standard Course of Study, what needs to be taught, state requirements

Definition:A course of study offered by a school. (Webster's II New Riverside Dictionary)-- --Anitha R 17:35, 17 September 2008 (UTC) Definition:the subjects taught at an educational institution.(Encarta Dictionary).

D
Develop/Development -- The way someone/thing changes- how things evolve, how things progress

Definition:To elabortate or enlarge. (Webster's II New Riverside Dictionary)--[(User:Anithar)]

Discipline - punishment/bring under control, steps taken to punish one for bad behavior- how you handle a situation

Definition:training, acceptance of control, system of rules. (Webster's Dictionary)--Anitha R 15:10, 19 September 2008 (UTC)

Domain- my specific space, my territory, my area

Definition: a sphere of knowledge, influence or activity. (merriam-webster.com) Definition:the scope of a subject(Encarta Dictionary).shhere or control. (Webster's Dictionary)--Anitha R 15:10, 19 September 2008 (UTC)

Dynamic- level of intensity or just a level of a certain something

Definition: 1. Of or relating to energy or to certain objects. 2. Marked by continuous cahnge or activity. 3. Marked by intensity and vigor; forceful. (The American Heritage dictionary 3rd edition)

Diagnosis-investigation or analysis of the cause or nature of a condition, situation, or problem --Anitha R 02:23, 29 September 2008 (UTC) Def:Identification of illness.(ENCARTA DICTIONARY)--Betsyl 02:10, 29 October 2008 (UTC)

A medical procedure that identifies a particlar illness.--Betsyl 01:44, 14 October 2008 (UTC)

E
Elaboration-to expand something in detail --Anitha R 02:46, 29 October 2008 (UTC)

Empathy-understanding others.--Betsyl 21:23, 17 September 2008 (UTC) the action of understanding--Anitha R 02:26, 29 September 2008 (UTC)empathy. (2008). In Merriam-Webster Online Dictionary.

Education- What is learned, a learning process, knowledge, the key to success

Definition: Education encompasses both the teaching and learning of knowledge, proper conduct, and technical competency. It thus focuses on the cultivation of skills, trades or professions, as well as mental, moral & aesthetic development. (en.wikipedia.org/wiki/Education ) The act or process of educating or being educated(American Heritage Dictionary)--Anitha R 02:12, 19 September 2008 (UTC)The process of educationg or of being educated. (Webster's II Dictionary)Anithar

egocentrism - making judgements about things based on only your views and experiences --Lisaz 20:49, 19 October 2008 (UTC)-- someone that 's self-centered (consandram) Definition: concerned or overly concerned with the self (Merriam-Webster Dictionary)--Lisaz 01:48, 29 October 2008 (UTC) concerned with the individual rather than society--Anitha R 02:46, 29 October 2008 (UTC)Merriam-Webster Dictionary

Emergent literacy- Young children's active efforts to construct literacy knowledge through informal experiences.--Anitha R 02:54, 29 October 2008 (UTC)

EMOTION(chapt 10) The way a person feels or the way a person expresses themself.--Betsyl 19:33, 15 November 2008 (UTC) Def:a strong feeling about somebody or something.--Betsyl 22:34, 4 December 2008 (UTC)

ethics - a belieg system that someone adheres to when determining right and wrong--Lisaz 04:47, 15 November 2008 (UTC) Def:the study of moral standards and how they affect conduct(encarta dic.)--Betsyl 22:34, 4 December 2008 (UTC)

Evidence - Proof of someone's actions, facts

Definition: 1. The data on which a conclusion or judgement can be established. 2. Something indicative; an outward sign. 3. The statements and material objects admissible as testimony in a court of law.(The American Heritage dictionary 3rd edition)

Evolution- Changing (Change over a period of time -AmyJ)

Definition: 1. A gradual process in which something changes into a different and usually more complex form. 2. Biol. 2.a The theory that groups of organisms change with passage of time, mainly as a result of natural selection, so that descendants differ morphologically and physiologically from their ancestors. b. The historical development of related group of organisms; phylogeny. 3. Math. The extraction of a root of a quanity. (The American Heritage dictionary 3rd edition)

F
Family: your closest loved ones/loved ones who are there for you for nurture and support whom you will be around throughout your life.

Definition: Family denotes a group of people affiliated by consanguinity, affinity, and co-residence. Although the concept of consanguinity originally referred to relations by "blood," many anthropologists have argued that one must understand the notion of "blood" metaphorically, and that many societies understand 'family' through other concepts rather than through genetic distance. (en.wikipedia.org/wiki/Family)

Friendship-close relationship with another--Betsyl 21:23, 17 September 2008 (UTC)--Anitha R 02:12, 19 September 2008 (UTC)someone your close too--Anitha R 02:12, 19 September 2008 (UTC)Anitha R DEFa relationship between two or more people who are friends.(www.thefreedictionary.com)--Betsyl 01:59, 14 October 2008 (UTC)

Fact - something that is true, truth (Something that has been proven to be the absolute truth-Ashley Bos)-can be proven

Definition: Generally, a fact is defined as something that is true, something that actually exists, or something that can be verified according to an established standard of evaluation.[1][2] There is a range of other uses, depending on the context. For example, fact may be argued under authority of a specific pedagogy, such as scientific facts or historical facts. Rhetorical assertion of fact is often forwarded without an implied or express basis of authority. (en.wikipedia.org/wiki/Fact) Information presented as objectively real. (American Heritage Dictionary)

Fact- Knowledge or information based on real occurrences: http://www.thefreedictionary.com/child --Betsyl 14:05, 9 September 2008 (UTC)

an event known to have happened or something known to have existed; an assertion that can be proved. The most important term with which a private investigator must become familiar. (www.mangrum-pi.com/glossaryOfTerms.php)

G
Guess - To try, to predict the answer or outcome, to attempt

Definition:To make a judgment (about) on the basis of insuficient evidence. (Webster's II New Riverside Dictionary)--[(User:Anithar)]--Anitha R 02:12, 19 September 2008 (UTC)

H
"Healthy"-enjoying health and vigor of body, mind, or spirit--Anitha R 02:23, 29 September 2008 (UTC) to be free of illness.--Betsyl 01:44, 14 October 2008 (UTC) DEF:in good physical or mental condition.(http://www.thefreedictionary.com)--Betsyl 01:44, 14 October 2008 (UTC)

Hypothesis - theory (An educated guess-Ashley Bos), what someone thinks the outcome will be Defintion:a tentative explanation for a phenomenon.Encarta Dictionary).

Definition: A theory based on fact, put forth for further testing. (Webster's Standard Dictionary)

I
Inclusion - to allow a person to take part in activity of a group.--Lisaz 19:40, 18 September 2008 (UTC)

To include all into a get group. --Betsyl 23:59, 28 September 2008 (UTC)

DEF:he addition of somebody or something to, or the presence of somebody or something in, a group or mixture.(http://www.thefreedictionary.com)--Betsyl 01:44, 14 October 2008 (UTC)

Influence - ability to cause an effect on someone or something--Lisaz 21:29, 27 September 2008 (UTC)

Trying to get others to understand your way of thinking.-- Betsyl 23:59, 28 September 2008 (UTC) Defthe power that somebody has to affect other people's thinking or actions by means of argument, example, or force of personality.(http://www.thefreedictionary.com) --Betsyl 01:44, 14 October 2008 (UTC)

Intelligence - is the way in which we process and apply what we learn and know.--AmyJ 23:14, 13 October 2008 (UTC) - capacity to learn and apply information and concepts--Lisaz 20:52, 19 October 2008 (UTC) Definition: ability to learn and understand or to deal with new or trying situations (Merriam-Webster Dictionary--Lisaz 04:47, 15 November 2008 (UTC))

K
Knowledge:The information one knows

Definition: expertise, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject, what is known in a particular field or in total (en.wikipedia.org/wiki/Knowledge) AmandaB

M
mainstream - the normal or usual way to do something--Lisaz 19:40, 18 September 2008 (UTC)--Anitha R 02:12, 19 September 2008 (UTC)The chief direction or trend of an action or line of thought. (Wesbter'sII Dictionary)

Malnutrition- Faulty nutrition due to inadequate or unbalanced intake of nutrients or their impaired assimilation or utilization. ( Webster's Dictionary) Bobbie D

Metacognition:-

Definition: refers to awareness and understanding of various aspects of thought. (Child Development(7th edition)by: Laura E. Berk pg. 296)~ AmandaB

Method - a way in which you do certain things, a process and/or technique Definition: Definition: A sa way of doing something or carrying something ouystematic procedure; orderliness in manner or mode. (Webster's Standard Dictionary)

MEMORY STORED INFORMATION..--Betsyl 20:27, 6 November 2008 (UTC) Memory the act of remembering; recollection--Consandram 01:55, 8 November 2008 (UTC)The American Heritage dictionary

N
Normal --Anything accepted by majority of society- the usual way

Definition: the usual condition, level or quantity; someone of average intelligence (Merriam-Webster dictionary LisaZ)--Anitha R 02:14, 29 September 2008 (UTC)occurring naturally normal. (2008). In Merriam-Webster Online Dictionary.

O
Obesity- being over weight Definition:Obesity is a condition in which the natural energy reserve, stored in the fatty tissue of humans and other mammals, is increased to a point where it is associated with certain health conditions or increased mortality. (en.wikipedia.org/wiki/Obesity) ~AmandaB~

A body weight greater than 20 percent over the average for the child's age, sex, and physical build. (Child Development(7th edition)by: Laura E. Berk pg. 193)

Observe - to watch or oversee, to study ones actions, to watch something without interferring Definition: watching something attentively.Encarta Dictionary).to come to realize or know especially through consideration of noted facts--Anitha R 02:14, 29 September 2008 (UTC)observe. (2008). In Merriam-Webster Online Dictionary.

Definition: To notice or view, especially carefully or with attention to detail; To follow the custom, practice, or rules (especially of a religion.); To comment on something; to make an observation (en.wiktionary.org/wiki/observe)

Ordinality-Order relationships between quantities. --Anitha R 02:54, 29 October 2008 (UTC)

Opinion - what you think personally/not necessarily a fact (Your outlook on something, but may not be another persons-Ashley Bos); an individuals point of view on a subject, personal feelings that aren't necessarily true Definition: personal view, estimation, body of generally held views. Definition: A judgement based on special knowledge and given by an expert (American Heritage Dictionary)

P
Paradigm- an example of something, a system Definition:an example serving as a model; pattern.(Dictionary.com) Definition:a written representation of the letter "r"

plasticity - able to be changed or molded--Lisaz 01:48, 29 October 2008 (UTC) - capable of being shaped or formed.-The American Heritage dictionary, 3rd edition.--AmyJ 22:16, 1 November 2008 (UTC)

play - an enjoyable activity--Lisaz 19:40, 18 September 2008 (UTC) the conduct, course, or action of a game --Anitha R 02:14, 29 September 2008 (UTC)play. (2008). In Merriam-Webster Online Dictionary.

Poverty- the state of one with insufficient resources.--Anitha R 22:06, 6 October 2008 (UTC)Merriam-Webster Online Dictionary.

Polices-a definite course or method of action selected from among alternatives and in light of given conditions to guide and determine present and future decisions --Anitha R 22:06, 6 October 2008 (UTC)Merriam-Webster Online Dictionary.

Puberty- When young people go through a physical change. Definition: refers to the process of physical changes by which a child's body becomes an adult body capable of reproduction. (http://en.wikipedia.org/wiki/Puberty) ~AmandaB~

R
Reflect- to look back on something,memories,- remember, to look at something in an anaylitcal way

Definition: To mirror; to cast back an image. ( Webster's Standard Dictionary)

Reliable- Dependable, something or someone you can count on

Definition:that may be relied on; dependable in achievement, accuracy, honesty, etc.: reliable information.(Dictionary.com)suitable or fit to be relied on--Anitha R 02:14, 29 September 2008 (UTC)reliable. (2008). In Merriam-Webster Online Dictionary.

Research - to investigate facts, (To look up information to prove a point-Ashley Bos)

Definition:diligent and systematic inquiry or investigation into a subject in order to discover or revise facts, theories, applications (Dictionary.com)

S
Science- the inside look at something or dissecting of something ,study of the earth; the natural and physical study of the earth i.e. botany, zoology, earth/environmental, physics, chemistry

Definition: 1. a branch of knowledge; what is known concerning a subject. 2. natural science, as physics or chemistry. 3. special skill

Scientific method - a system used to prove whether a hypothesis is true or false; a method used to test a hypothesis

Definition:the rules and methods for the pursuit of knowledge involving the finding and stating of a problem, the collection of facts through observation and experiment, and the making and testing of ideas that need to be proven right or wrong(merriam-webster dictionary)--Lisaz 01:03, 5 October 2008 (UTC)

Sociability- inclined to prefer company; Friendly; Characterized by friendly conversation. (Webster's Dictionary) Bobbie D

Stereotype - labeling a person or group by the traits that are assumed to be possesed by that group--Lisaz 01:03, 5 October 2008 (UTC)

Definition: an idea that many people haveabout a thing or group and that may often untrue or only partially true (merriam-webster dictionary)--Lisaz 01:03, 5 October 2008 (UTC)

1. A conventional, oversimplified conception, opinion, or image. 2. One regarded as embodying or conforming to a set image or type. American Heritage dictionary -AmyJ October 6, 2008 --AmyJ 00:17, 7 October 2008 (UTC)

T
TALENT: ones ability to do something really well.--Betsyl 02:01, 14 October 2008 (UTC) Def: Someone with an exceptional ability. (Encarta Dic)--Betsyl 02:03, 29 October 2008 (UTC)

Teacher- one who teaches or instructs; one whose business or occupation is to instruct others. (Webster's Dictionary) Bobbie D'''

Theory--Something someone believes to be true, however not necessarily true, idea, ones personal thoughts

Definition: analysis of a set of facts in their relation to one another. (merriam-webster.com)

Tradition - something handed down, something you do each year for a specific date or occasion, Something inherited from family that usually isn't wrote down Definition: the handing down of customs, practices, doctrines, etc.; something so handed down.

V
Valid - has been proven beforehand and is then considered true, not out of date, proven correct Definition: 1. well supported by fact; sound; just 2. legally effective or binding

variable - changeable--Lisaz 21:29, 27 September 2008 (UTC)

Verify - to prove true, check into proof, to confirm

Definition: to establish truth accuracy or reality (Merriam-Webster dictionary)

title: Expanding your professional vocabulary


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Factorial ANOVA

 involves inferential testing of mean differences involving two or more between-subject independent variables and a single dependent variable.

title: Factorial ANOVA


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User:Dineshjk

Hi I am Dr. Dinesh J. Karia. I did my Ph.D. in Mathematics in the field of Topological Algebras. I have been working with the Department of Mathematics, Sardar Patel University Vallabh Vidyanagar, Gujarat, India for more than two decades. I believe in the philosophy of free services to the society at large by those who have some stuff. With this in my mind I like to contribute to this site. I am also contributing to Gujarati Wiktionary, ગુજરાતી વિકિપીડિયા, Wikiversity and taking advantage of other wikipedia projects.

Notice
Again some write up

title: User:Dineshjk


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User talk:Dineshjk

 Hello Dineshjk, 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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 12:59, 27 August 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Dear Jack,

Thanks for your welcome message. Surely I will bank on you if I need any assistance. First come first, I am just taking a quick tour of Wikiversity.

Dineshjk 13:14, 28 August 2008 (UTC)

title: User talk:Dineshjk


text:
Mixed-design ANOVA

The mixed-model design ANOVA gets its name because there are two types of variables involved, that is at least one:
 * between-subjects variable
 * within-subjects variable

Design
The mixed-design ANOVA model (also known as Split-plot ANOVA (SPANOVA)) tests for mean differences between two or more independent groups while subjecting participants to repeated measures. Thus, there is at least one between-subjects variable and at least one within-subjects variable.

For example, are there differences in males' and females' happiness on weekdays and weekends?
 * 1) Gender (male or female) is the between-subjects variable
 * 2) Happiness Day (weekday or weekend) is the within-subjects variable
 * 3) Of interest are the main effects for Gender and Happiness Day, and the Gender-Happiness Day interaction effect.
 * 4) This could be described as a 2 x (2) mixed-design ANOVA

More mixed-design ANOVA research scenarios

The results are interest in a two-variable mixed-design ANOVA are:
 * 1) Main effect for the within-subject variable
 * 2) Main effect for the between-subject variable
 * 3) Interaction between the within- and between-subject variable

Assumption testing

 * 1) Design:
 * 2) One or more within-subject variables e.g., day (weekday and weekend)
 * 3) One or more between-subject variables e.g., gender
 * 4) Sample size - ideally, at least 20 cases per cell
 * 5) Normality - Distribution of the DV (e.g., pulse rate) for each cell is normal
 * 6) Independence: Each participants' responses are sampled independently from each other participants' responses (e.g., this can be satisfied by random selection).
 * 7) Homogeneity of variance: Cells have similar variances.
 * 8) Sphericity: Population variances of the repeated measurements are equal and the population correlations among all pairs of measures are equal. Tested by Mauchly's. Violation increases Type I error rate. If violated, interpret adjusted results (e.g., Greenhouse-Geisser).
 * 9) Homogeneity of inter-correlations: Tested by Box's M: "The assumption ... is that the vector of the dependent variables follow a multivariate normal distribution, and the variance-covariance matrices are equal across the cells formed by the between-subjects effects." (SPSS 14 Help - Tutorial)
 * 10) See also these lecture slides

title: Mixed-design ANOVA


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User:Gastrin Bombesin

Dummy account to prevent retroactive impersonation. I have scrambled the password.

title: User:Gastrin Bombesin


text: Template:POV

title: Template:POV


text:
Template:POV/doc

Do not use this template unless there is an ongoing dispute. For suspected POV issues which are not disputed, consider the POV-check template instead. See NPOV dispute for more info.

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ANCOVA

ANCOVA stands for analysis of covariance. ANCOVA allows comparison of means for different groups, while controlling for the effect of one of other variables which are correlated with the DV. ANCOVA adjusts the group means, based on covariate, and then compares these adjusted means across groups.

Learning resources

 * ANCOVA (Tutorial - Basic)
 * ANCOVA (Tutorial - Advanced)

Wikipedia

 * Analysis of covariance

External

 * Analysis of Covariance (ANCOVA)

title: ANCOVA


text:
Advanced ANOVA/Useful things

Calculators

 * 1) Cohensd.xls
 * 2) Power.xls
 * 3) Z table / calculator

Other

 * 1) Greek alphabet
 * 2) Inferential statistics decision-making tree
 * 3) Multiple comparisons (Wikipedia)

title: Advanced ANOVA/Useful things


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User:JWSchmidt/Blog/27 August 2008

Wikipedia studies Back before the Wikiversity project was approve, I was interested in the idea that growth of the Wikiversity community would depend to a large extent on constructive relations with older Wikimedia sister projects, particularly Wikipedia.

"Wikiversity should start its growth by making use of Wikipedia editors as its first "students". What are the critical learning needs of Wikipedia editors? Wikipedia is in the process of trying to produce more authoritative articles. To do this, Wikipedia editors need to participate in community efforts to research topics and distill their research into well-referenced Wikipedia articles. Wikiversity's first priority should be to establish links between Wikipedia articles and Wikiversity pages that will be the sites of community-driven research projects. Every Wikipedia article can be supported by Wikiversity pages that list sources of information and critically evaluate[s] that information. Wikiversity can produce interactive "learning modules" that teach Wikipedia editors how to find information sources for particular types of topics, critically evaluate sources, and produce Wikipedia articles that cite the sources of all information." (source, 8 November 2005)

On 21 June 2006 I started a page called Wikiversity and Wikipedia services, a page for development of the idea that Wikiversity can provide "services" for the Wikipedia community such as study projects that would find references for Wikipedia articles and evaluate their quality. With this version on 18 April 2007, I started a content development project called Topic:Wikipedia studies. I did this because of a disgruntled Wikipedian who had come to Wikiversity with lingering complaints and questions about Wikipedia. At first the "Wikipedia studies" project was just a home for Wikipedia Wikiprojects, a page I started because many Wikiversity participants did not seem to be familiar with this important "invention" of the Wikipedia community. User:ArturZ could not be motivated to actually edit within the "Wikipedia studies" project.

I became aware of User:Moulton on or about 4 August 2008, even though he came to Wikiversity on 9 July 2008. When I first saw Ethical Management of the English Language Wikipedia I linked it to the existing Wikipedia studies content development project.

I have a long standing interest in "Wikipedia studies", an interest that I may have first expressed on my Wikipedia user page. I have generally found Wikipedia's policy discussions to be heavily contaminated by editors who clearly do not have the best interests of Wikipedia in their hearts. Frankly, I'm amazed to the extent that the Wikipedia community has been able to resist the bad-faith efforts of editors who seek to ruin Wikipedia's policies. However, I think it would be easy to improve Wikipedia, but as others have noted, it is too easy for trolls to prevent such positive change. Thus, improvement of Wikipedia is rather slow.

Can the Wikipedia studies project at Wikiversity contribute to improvement of Wikipedia? If so, I think we need to find ways of taking action. For example, Wikiversity participants in "Wikipedia studies" could write a weekly column for the Wikipedia Signpost. Such a column could discuss Wikipedia problems such as its problems with biographies of living persons. We now have a page at Wikiversity for exploring this topic.

Wikiversity has had several Wikipedians start editing here after being banned from Wikipedia. The pattern seems to be that Wikipedia administrators then take offense at the idea of banned Wikipedians editing a Wikipedia sister project. These Wikipedia administrators have arrived here with the expectation that they can continue to bully and harass banned Wikipedians who edit at Wikiversity. I vote for changing the slogan to "Wikiversity is not Wikipedia" (and while we are at it, change the motto to "Learning the wiki way"). Too many Wikipedian's can only think in terms of Wikipedia when they think about "wiki" websites, and Wikiversity must come as quite a shock to those narrow thinkers. In my experience, the banned Wikipedians who start editing Wikiversity are not vandals. They are people who somehow do not fit in well with Wikipedia's narrow mission. Wikiversity is a much more interesting project with a much broader mission. I hope we can continue to make use of the talents of good editors who have been thrown out of Wikipedia. I think Wikiversity should start a project designed to actively recruit wiki editors who become frustrated by the limitations of Wikipedia.

Update
I previously proposed some changes that would help prevent the introduction of bogus claims into Wikipedia articles about living people. In April 2009 there was a resolution from the Wikimedia Foundation about the need for accurate information in Biographies of Living Persons (BLPs). There is now finally a baby step in the direction of change in the English language Wikipedia: Jimmy Wales On Wikipedia's New Editing Policy. My hope is that additional changes will be made in the future. --JWSchmidt 22:09, 26 August 2009 (UTC)

 * See Pending changes

title: User:JWSchmidt/Blog/27 August 2008


text:
User talk:JWSchmidt/Blog/27 August 2008

Last paragraph, 5th sentence : "In my experience, the banned Wikipedians who start editing Wikiversity are vandals," I think you mistyped. I don't think any of the banned editors editing here (except for some of the Reference Desk exiles) actually vandalized anything, and the Reference Desk exiles were just angry about something. Salmon of Doubt 15:15, 27 August 2008 (UTC)

title: User talk:JWSchmidt/Blog/27 August 2008


text:
Centre for Neuroscience Media and Society/Centres/Austria

Austrian Neuroscience Association

Department of Neurology Medical University Innsbruck


text:
Mahalanobis' distance

Mahalanobis' distance (MD) is a statistical measure of the extent to which cases are multivariate outliers, based on a chi-square distribution, assessed using p < .001.

The critical chi-square values for 2 to 10 degrees of freedom at a critical alpha of .001 are shown below.

A maximum MD larger than the critical chi-square value for df = k (the number of predictor variables in the model) at a critical alpha value of .001 indicates the presence of one or more multivariate outliers.

For df > 10, refer to a chi-square table (Google search).

title: Mahalanobis' distance


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Centre for Neuroscience Media and Society/Centres/Romania

Timisoara Department of Neurology


text:
Centre for Neuroscience Media and Society/Centres/Cyprus

Cyprus Institute of Neurology and Genetics


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Centre for Neuroscience Media and Society/Centres/Finland

 * Brain Research Society of Finland
 * Finnish Neurological Society

 * Finnish Graduate School in Neuroscience
 * Neuroscience Center, University of Helsinki
 * of Neuroscience and Neurology, University of Kuopio
 * Neurologiasäätiö Suomen Aivosäätiö-hanke


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Centre for Neuroscience Media and Society/Centres/Slovenia

Slovenian Neuroscience Association


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Centre for Neuroscience Media and Society/Centres/Czech Republic

Czech Neuroscience Society

 * Charles University in Prague
 * Institute of Experimental Medicine Academy of Sciences of the Czech Republic


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User:SterkeBak

I wanna find something I've wanted all along

Somewhere I belong

title: User:SterkeBak


text:
Centre for Neuroscience Media and Society/Centres/Croatia

Croatian Society for Neuroscience

 * Croatian Institute for Brain Research, School of Medicine University of Zagreb, Croatia
 * Cognitive Science, University of Zagreb


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Centre for Neuroscience Media and Society/Centres/Denmark

Danish Society for Neuroscience

 * Graduate Centre for Neuroscience, University of Copenhagen
 * Graduate School on Sense Organs, Nerve Systems, Behaviour, and Communication, University of Southern Denmark


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User talk:SterkeBak

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on 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! Jtneill - Talk - c 17:17, 27 August 2008 (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:SterkeBak


text:
Centre for Neuroscience Media and Society/Centres/Estonia

 * Faculty of Medicine, University of Tartu


text:
User talk:Eninac

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on 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! -- DarkMage 17:26, 27 August 2008 (UTC)

title: User talk:Eninac


title: User:Intelligent9876522~enwikiversity


text:
User talk:Intelligent9876522~enwikiversity

 Hello Intelligent9876522, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on 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! -- DarkMage 17:43, 27 August 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Intelligent9876522. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Intelligent9876522~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

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


text:
User talk:Dark Mage/Archive

2008

 * September 2008
 * August 2008

title: User talk:Dark Mage/Archive


text:
Topic talk:Demography

http://www.guardian.co.uk/world/2008/aug/27/population.eu Emesee 17:58, 27 August 2008 (UTC)

title: Topic talk:Demography


text: Wikiversity:How to archive a talk page

title: Wikiversity:How to archive a talk page


text:
Neurosociety Media Centre/Centres/Germany

See also Geman Graduate Schools of Neuroscience and the German Neuroscience Society

 * School of Mathematics, Informatics and Natural Sciences, RWTH Aachen University, Germany

 * Bernstein Center for Computational Neuroscience Berlin

 * Bernstein Center for Computational Neuroscience, AL Uni Freiburg

 * Bernstein Center for Computational Neuroscience, Munich see also www.bccn-muenchen.de

 * Theoretical and Computational Neuroscience, Bernstein Center for Computational Neuroscience (BCCN), Göttingen

 * University of Bremen, Institute for Theoretical Neurophysics and Center for Complex Systems and Visualisation

 * Medical Neurosciences, Charité Berlin see also http://www.neuroscience-berlin.de

 * DFG Research Training Group, Charíté Universitätsmedizin Berlin

 * Heinrich-Heine-Universität, Düsseldorf, Institut für Neuro- und Sinnesphysiologie.

 * Freie Universität Berlin

 * Interdisciplinary Neuroscience, University of Frankfurt

 * Spemann Graduate School of Biology and Medicine, University of Freiburg

 * Alzheimer Graduate School, Georg August University Goettingen

 * Neuroscience Graduate School, Johannes Gutenberg University Mainz

 * Berlin School of Mind and Brain, Humboldt University Berlin

 * Neuroscience, University of Magdeburg

 * Helmholtz International Research School 'Molecular Neurobiology', Max Delbrück Center for Molecular Medicine

 * Neuroscience Early Stage Research Training, Max Planck Institute for Biophysical Chemistry, Goettingen

 * NEUREST, Max Planck Institute for Biophysical Chemistry, Goettingen

 * Max-Planck Research School, Georg August University Goettingen

 * Humboldt University Berlin

 * Neuroscience, Ludwig Maximilians University Munich Großhadern

 * Cognitive Psychology, Ludwig Maximilians University Muenchen

 * Graduate School of Systemic Neurosciences, Ludwig Maximilians University Munich

 * Helmholtz International Research School 'Molecular Neurobiology', Max Delbrück Center for Molecular Medicine

 * Max Planck Institute in Tübingen

 * Max-Planck-Institute of Cognitive Neuroscience In Leipzig.

 * Max-Planck-Institut für Strömungsforschung in Göttingen Research groups in neural networks, nonlinear dynamics, neuroscience.

 * Otto von Guericke Universität Magdeburg

 * Clinical and Experimental Neuroscience, University of Regensburg

 * Ruhr-Universität Bochum, Institut für Neuroinformatik

 * Translational neuroscience, Ruprecht Karls Universität Heidelberg

 * International Graduate School of Neuroscience, Ruhr-Universität Bochum

 * International Max Planck Research School for Molecular and Cellular Life Sciences

 * NeuroAct, Philipps University Marburg

 * Medical Life Science and Technology, Technical University Munich

 * Neuroscience, University of Tübingen
 * Graduate School for Cellular and Molecular Neuroscience, University of Tübingen
 * University of Tübingen

 * Center for Systems Neuroscience, Veterinary School Hannover, Medical School Hannover, University of Hannover, University of Music and Drama Hannover


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Neurosociety Media Centre/Centres/Austria

See also Austrian Neuroscience Association

 * Department of Neurology, Medical University Innsbruck
 * Medical University of Vienna
 * Centre for Brain Research, Medical University of Vienna
 * Research Institute of Molecular Pathology, Vienna


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Neurosociety Media Centre/Centres/Belgium

See also Belgian Society for Neuroscience

Flanders French speaking
 * Artificial Intelligence Laboratory at Vrije Universiteit Brussel
 * Bioimaging lab, University of Antwerp
 * Computational Neuroscience Research Group
 * Laboratorium voor Neuro- en Psychofysiologie
 * Laboratorium voor Vergelijkende Endocrinologie
 * Laboratory of Cell Pharmacology
 * Laboratory of Developmental Genetics Independent Research Group
 * Laboratory of Neurogenetics
 * Laboratory of Neuronal Cell Biology
 * Medical image and signal processing
 * Molecular Genetics Department
 * MR Research Centre
 * Katholieke Universiteit Leuven Department of Neurosciences
 * Research Unit Neuro-Psychoanalysis
 * Theoretical neurobiology
 * Vision lab
 * Vlaams Interuniversitair Instituut voor Biotechnologie
 * Centre de Neurobiologie Cellulaire et Moléculaire
 * Cyclotron Research Centre
 * Département de Psychologie (Neuropharmacologie du comportement)
 * Institut de Recherche Interdisciplinaire en Biologie Humaine et Moléculaire
 * Laboratoire de Morphologie Fonctionnelle et Evolutive
 * Laboratoire de Neurophysiologie (NEFY)
 * Laboratory of Neurophysiology
 * NMR and Molecular Imaging Laboratory
 * Théorie des Circuits et Traitement du Signal Lab
 * Unité de Neuropsychologie Cognitive
 * Unité de recherche en physiologie moléculaire
 * Unité de Recherches en Neuroendocrinologie du Comportement


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Neurosociety Media Centre/Centres/Bulgaria

See also Bulgarian Academy of Sciences Neuroscience Information Centre

 * Bulgarian Academy of Sciences Institute of Biophysics, Institute of Physiology and the Laboratory of Psychophysiology & Neuropsychology
 * Central and Eastern European Center for Cognitive Science, New Bulgarian University
 * Pleven Medical University
 * Medical University
 * Sofia Medical University
 * Stara Zagora Medical University Trakia
 * Medical University


text:
Neurosociety Media Centre/Centres/Croatia

Croatian Society for Neuroscience

 * Croatian Institute for Brain Research, School of Medicine University of Zagreb, Croatia
 * Cognitive Science, University of Zagreb
 * IBRO in Croatia


text:
Neurosociety Media Centre/Centres/Cyprus

 * Department of Psychology, University of Cyprus
 * Cyprus Neuroscience & Technology Institute, Nicosia
 * Nicosia General Hospital
 * Cyprus Institute of Neurology & Genetics


text:
Neurosociety Media Centre/Centres/Czech Republic

Czech Neuroscience Society

 * Charles University in Prague
 * Institute of Experimental Medicine Academy of Sciences of the Czech Republic


text:
Neurosociety Media Centre/Centres/Denmark

Danish Society for Neuroscience

 * Graduate Centre for Neuroscience, University of Copenhagen
 * Graduate School on Sense Organs, Nerve Systems, Behaviour, and Communication, University of Southern Denmark


text:
Neurosociety Media Centre/Centres/Estonia

 * Faculty of Medicine, University of Tartu


text:
Neurosociety Media Centre/Centres/Finland

 * Brain Research Society of Finland
 * Finnish Neurological Society

 * Finnish Graduate School in Neuroscience
 * Neuroscience Center, University of Helsinki
 * Department of Neuroscience and Neurology, University of Kuopio
 * Neurologiasäätiö Suomen Aivosäätiö-hanke


text:
Neurosociety Media Centre/Centres/France

 * Institut Alfred Fessard Centre National de la Recherche Scientifique (CNRS), (A number of Neuroscience units)

 * Universite Bordeaux 1

 * Universite Bordeaux 2

 * Molecular Onirology lab (Sleep Research) Université Claude Bernard (Lyon)

 * University of Nice Sophia Antipolis

 * Ecole Normale Supérieure de Paris

 * Pierre & Marie Curie University Ecole Normale Supérieure


text:
Neurosociety Media Centre/Centres/Greece

Hellenic Society for Neuroscience

 * Faculty of Medicine, National and Kapodistrian University of Athens
 * Department of Neuroscience and Sensory Organs, University of Crete, see also http://brain-mind.med.uoc.gr/
 * Foundation of Research and Technology, Hellas
 * Faculty of Medicine, University of Patras, Patras, Greece
 * University of Patras


text:
User talk:Shannonhart

Hello, welcome around here. I hope we can help you succeed in your learning goals in education. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 18:27, 27 August 2008 (UTC)

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on 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! Erkan Yilmaz uses the Chat (try) 18:27, 27 August 2008 (UTC)

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

title: User talk:Shannonhart


text:
Neurosociety Media Centre/Centres/Hungary

 * Hungarian Neuroscience Society

 * Cognitive Science and Knowledge Technology, Budapest University of Technology and Economics
 * Neuroscience and Human Biology, Eötvös Loránd University, Faculty of Sciences
 * Physiology and Neurobiology, University of Debrecen
 * Institute of Experimental Medicine, Hungarian Academy of Sciences
 * Szentagothai Janos School of Neuroscience, Semmelweis University


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Neurosociety Media Centre/Centres/United Kingdom

 * Institute of Medical Sciences, University of Aberdeen

 * Mental Health Research and Development Unit, University of Bath

 * Division of Neuroscience, University of Birmingham

 * Neuroscience group, Brighton and Sussex Medical School

 * Bristol Neuroscience

 * Centre for Cognition and Neuroimaging, Brunel University

 * Cambridge Neuroscience

 * Wolfson Brain Imaging Centre, University of Cambridge

 * Cardiff Neuroscience Centre

 * Cardiff University Brain and Repair Imaging Centre, Cardiff

 * Cognitive Neuroscience Research Unit City University in London

 * Neurosciences Institute, University of Dundee

 * Cognitive Neuroscience Research Unit, Durham University

 * Edinburgh Neuroscience

 * SFC Brain Imaging Research Centre, University of Edinburgh

 * Edinburgh Centre for Neuro-Oncology

 * Exeter Neuroscience Consortium, University of Exeter

 * Neuroscience & Biomedical Systems, University of Glasgow

 * Mackay Institute of Communication and Neuroscience, Keele University

 * Centre for Cognitive Neuroscience and Cognitive Systems, University of Kent

 * FMRIB Centre, University of Oxford

 * Institute of Cognitive Neuroscience, UCL

 * Institute of Neurology, UCL

 * Wellcome Trust Centre for Neuroimaging, UCL

 * Neuroscience at Kings College

 * Neuroscience Research Institute, University of Manchester

 * Institute of Neuroscience, Newcastle University

 * Nottingham institute of Neuroscience

 * Centre for Theoretical and Computational Neuroscience, Plymouth University

 * Neuro-oncological Cancer Unit Royal Marsden

 * Southampton Neuroscience group

 * Institute of Behavioural and Neural Science, University of St Andrews

 * Centre for Cognitive and Computational Neuroscience (CCCN)

 * Trinity College Institute of Neuroscience

 * Wales Institute of Cognitive Neuroscience (WICN)


text:
User talk:Theodora~enwikiversity

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on 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! -- DarkMage 18:39, 27 August 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Theodora. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Theodora~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:Theodora~enwikiversity


text:
Neurosociety Media Centre/Centres/Europe/Ireland

See also Neuroscience Ireland
 * International Centre for Neurotherapeutics, Dublin City University
 * Conway Institute of Biomolecular & Biomedical Research, University College Dublin
 * Biosciences Institute, University College Cork
 * Institute of Neuroscience, Trinity College Institute of Neuroscience
 * Neuropharmacology at the Department of Pharmacology and Therapeutics, NUI Galway
 * Royal College of Surgeons Research Institute


text:
Neurosociety Media Centre/Centres/Italy

See also Società Italiana di Neuroscienze

 * Neuroscienze, Università Politecnica delle Marche, Ancona
 * Cognitive Neuroscience, Alma Mater Studiorum, University of Bologna
 * Neurophysiology, Alma Mater Studiorum University of Bologna
 * Institute of Biomedical Technologies - Italian National Research Council, Milano
 * CNR Institute for Neuroscience, University of Milano
 * School of Molecular Medicine, Neuroscience, San Raffaele Vita Salute University, Milano
 * Molecular Medicine,	University of Naples
 * Cognitive Neuroplasticity and Rehabilitation,	University Sapienza, Rome
 * Psychobiology and Psychopharmacology	University Sapienza	Rome
 * Cognitive Neuroscience, SISSA International School for Advanced Studies, Trieste
 * Neurobiology, International School for Advanced Studies, Trieste
 * Brain Centre for Neuroscience, University of Trieste
 * Neuroscience, Università degli Studi di Torino
 * Department of Morphological and Biomedical Sciences Università di Verona

title: Neurosociety Media Centre/Centres/Italy


text:
Neurosociety Media Centre/Centres/Poland

 * Polish Neuroscience Society

 * The Nencki Institute of Experimental Biology
 * Jagiellonian University, Medical College
 * Medical University of Lodz, Poland
 * Institute of Pharmacology, Polish Academy of Sciences
 * Medical Research Centre, Polish Academy of Sciences
 * Medical University Silesia, Katowice
 * Warsaw Medical University


text:
Neurosociety Media Centre/Centres/Romania

 * Societatea Nationala de Neurostiinte (National Neurosciences Society of Romania)

 * Physiology and Biophysics, University of Bucharest
 * Alexandru Obregia Hospital, Bucharest
 * Neuroscience Research Group, Carol Davila University of Medicine and Pharmacy, Bucharest
 * Victor Babes Institute of Pathology & Biomedical Science, Bucharest
 * Basic Neuroscience Research Unit, Cluj Napoca, Babes-Bolyai University
 * Emergency Clinical Hospital, Craiova


text:
Neurosociety Media Centre/Centres/Slovenia

See also Slovenian Neuroscience Association

 * Idrija Psychiatric Hospital
 * University Medical Centre Ljubljana
 * Division of Neurology, University Medical Centre Ljubljana
 * Jožef Stefan Institute, Ljubljana
 * Children's Hospital, Ljubljana
 * University College of Health Studies, University of Ljubljana
 * Department of Psychology, Faculty of Arts, University of Ljubljana
 * Institute of Medical Sciences, The Scientific Research Centre of SASA, Ljubljana
 * Psychiatric Hospital Begunje
 * LNPR, Institute of Pathophysiology, Zaloška


text:
Neurosociety Media Centre/Centres/Latvia

 * Faculty of Medicine, University of Latvia
 * Latvia State University
 * Latvian Institute of Organic Synthesis
 * Riga Stradins Univ
 * Riga Stradins University Hospital
 * State Public Health Agency
 * Riga Technical University


text:
Neurosociety Media Centre/Centres/Lithuania

 * Kaunas Medical Academy Kaunas University of Medicine
 * Siauliai University
 * Vilnius Univ and Vilnius University Hospital


text:
Neurosociety Media Centre/Centres/Luxembourg

 * Ctr Rech Publ Sante, Lab Biol Mol Anal Gen & Modelisat
 * Ctr Hosp Luxembourg, Dept Neurosci
 * Educ Measurements & Appl Cognit Sci Unit, Universite du Luxembourg
 * Ctr Hosp Emile Mayrisch, Serv Neurol, Esch Sur Alzette


text:
Neurosociety Media Centre/Centres/Malta

 * Univ Malta, Dept Syst & Control Engn
 * Univ Malta, Mol Genet Lab, Dept Physiol & Biochem
 * Univ Malta, Dept Anat Genet & Cell Biol, Msida
 * Univ Malta, Dept Clin Pharmacol & Therapeut, Msida
 * Zammit Clapp Hospital, St. Julians
 * St Lukes Hosp, Guardamangia

title: Neurosociety Media Centre/Centres/Malta