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User:NathanOConnor/Sport Ethics Still an Issue

Growing up in Australia means growing up in a sporting culture which is why its considered normal to be encouraged into playing sport. But when does sport become a game of hatred, abuse, violence and pushing for success? Ethics in sport has always been a big issue to deal with as its one area, which can never fully be controlled. Every participant in sport, regardless of the role, has a right to be treated with respect, dignity and fairness, and to participate in an environment that is enjoyable and safe. Harassment, abuse and other forms of inappropriate behavior in sport deny participants these rights. This article explores the concept of ethics in sport and how it is still evident in sport today. It will look at the relationship of business, sport and politics and how they are working as one to recognize that ethics still plays a role in today’s sporting environment and also on how they can combat these issues in the future.

Australia is working together from politics, business and sports areas to beat the issue of ethics however it is going to be an ongoing battle to overcome.

Introduction
Ethics in sport has always been a big issue to deal with as its one area, which can never fully be controlled. Every participant in sport, regardless of the role, has a right to be treated with respect, dignity and fairness, and to participate in an environment that is enjoyable and safe. Harassment, abuse and other forms of inappropriate behavior in sport deny participants these rights.

In the last decade alone we have seen incidents splashed all over the media where sporting stars have been the focus of indecent sexual behaviors such as the 2004 NRL Bulldogs rape scandal, and religious sledges when Bryce Gibbs of the NRL West tigers attacked Ben Hannant of the NRL Bulldogs over his beliefs as a Mormon. With issues like this still very evident in sport it makes you wonder what is in fact put in place to protect us.

The purpose of this essay is to explore how business, sport and politics work together to try and eliminate these issues that are still present in the sporting world today and also highlight that ethics in sport is still very much a big issue to be dealt with.

This paper will firstly focus on a research project commissioned by the Australian Sports Commission (ASC) and conducted by Colmar Brunton Social Research in April 2010, that identifies ethical and integrity issues within Australian sport, providing a better understanding of the incidence, prevalence and impact of these issues in the Australian sports system.

Than follow on with how the ASC along with that Australian Government define certain ethical issues as discrimination and sexual harassment. Also with the use of two examples in NRL show that these ethical behaviours still exist in Australian sport today.

Lastly it will focus on how the ASC along with sporting businesses are trying to combat these issues in sport.

Research Report
The research project, commissioned by the Australian Sports Commission (ASC) and conducted by Colmar Brunton Social Research in April 2010, identifies ethical and integrity issues within Australian sport, providing a better understanding of the incidence, prevalence and impact of these issues in the Australian sports system.

The priority issues around ethics and integrity within Australian sport were identified as going beyond the spirit of the game, verbal abuse and athletes being pushed too hard by coaches and parents.

The survey outlines the findings of a web survey of over 3700 players, coaches, officials and administrators at local, state and national levels. Survey respondents were predominantly from grassroots community sport and were surveyed on issues including abuse and violence, inequity and harassment, and antisocial behaviors and attitudes.

Key findings revealed that during the past 12 months:
 * 87 per cent of officials surveyed had experienced or seen athletes being pushed too hard by coaches or parents
 * 80 per cent of administration staff surveyed had experienced or seen sledging and negative coaching behaviors and practices
 * 76 per cent of players surveyed had experienced or seen the issue of ‘going beyond the spirit of the game’.

This report shows that ethical issues are still evident even to the point of them occurring at grass roots level sports, when children should be out enjoying the game they are playing not being involved in negative behaviour and actions.

Fortunately as this research report was done to help identify issues in Australian sport, Minister for Sport Mark Arbib stated, “The findings of the Ethics in Sport report are a key part of developing a National Integrity in Sport Strategy”. The Australian Sports Commission will lead the development of this strategy in consultation with sporting organisations. It will seek to ensure athletes; coaches, officials, volunteers and spectators participate in a responsible and safe manner.

Discrimination
Discrimination in this context means treating someone unfairly because they happen to belong to a particular group of people because of their race, colour, national and ethnic origin, descent and ethnic or ethno-religious background.

The Racial Discriminations Act 1975 Cwlth (RDA) makes racial discrimination unlawful in Australia. The RDA aims to ensure freedom and equality of all human rights regardless of race, colour, national and ethnic origin, descent, ethnic or ethno-religious background. It is also racial discrimination if you are treated unfairly because of the race of your relatives, friends or work colleagues.

The Racial Hatred Act 1995 Cwlth extends the coverage of the Racial Discrimination Act to allow people to complain about racially offensive or abusive behaviour. The act aims to strike a balance between two valued rights: the right to communicate freely and the right to live free from vilification.

There is also legislation in place in every state and territory making discrimination and harassment in relation to a person’s race, colour, national and ethnic origin, descent, ethnic or ethno-religious background unlawful.

Even with this stated as law it is still evident that discrimination occurs in sport. One major example is that in National Rugby League (NRL) with discrimination occurring due to a player’s religious belief. An article from the Sydney Morning Herald states that ‘NRL will investigate the matter of Bryce Gibbs of the West Tigers alleged religious slur towards Bulldogs Prop Ben Hannant. The Bulldogs prop was seething after the game and Canterbury trainer Fred Ciraldo had to separate Hannant and his opposing prop Gibbs after their verbal battle continued after the siren’.

Its pathetic to think that our role models as sporting heroes still degrade themselves to the extent of sledging an opposing player in the hope that they can influence their performance. What message is that sending our younger athletes and makes you wonder how much of this is actually behaviour is happening behind the scenes and what are organizations doing to stop this?

Sexual Harassment
The law recognises and prohibits sexual harassment. According to the Sex Discrimination Act 1983 Cwlth,
 * ''“… A person sexually harasses another person (the “person harassed”) if:
 * The person makes an unwelcome sexual advance, or an unwelcome request for sexual favours, to the person harassed; or
 * Engages in other unwelcome conduct of a sexual nature in relation to the person harassed;
 * … In circumstances in which a reasonable person, having regard to all the circumstances, would have anticipated that the person harassed would be offended, humiliated or intimidated.”
 * The Act explains that “conduct of a sexual nature” includes making a statement of a sexual nature to a person, or in the presence of a person, whether the statement is made orally or in writing.”

Harassment takes many forms: some are unlawful and some are not. However, all harassment is undesirable and will most certainly breach organizational polices and codes of conduct. - Consequently it must be prevented and managed.

Behaviour such as unwanted sexual comments or abuse, unwanted sexual suggestions, offensive gestures and unwanted sexual contact can be interpreted as sexual harassment. Sexual harassment is a massive issue in sport and so in society, an example in sport that not only affected the players but the business regarding sexual harassment was that in 2004 when the Canterbury Bulldogs were said to have raped a young woman. An article in the age stated that 6 NRL players from the bulldogs are being investigated for gang raping a 20-year-old girl in Coffs harbor.

This incident brought up many issues with what the sport in Australia was coming to. And the biggest question was what are the government and the sporting organization going to do to combat this issue from happening again?

Strategies
The ASC along with the entire sporting industry have developed, The Essence of Australian Sport code of conduct that provides four guiding principles that lead to appropriate behaviour: fairness, respect, responsibility and safety.

Our society expects high standards of behaviour from all people involved in sport and it is vital these expectations are met and the integrity of sport maintained.

The Essence of Australian Sport is a template that has been developed to reflect and uphold these principles and assist in retaining the integrity and enjoyable aspects of sport. It also outlines the standard of behaviour expected of those involved (athletes, coaches, officials, parents, spectators, officials, administrators) and to assist in providing a positive and enjoyable sporting experience for everyone.

The Essence of Australian Sport code of behaviour may be adopted in its entirety or, preferably, adapted by sports to suit their own needs and circumstances. The Essence of Australian Sport code of behaviour will replace the various codes of behavior/conduct/ethics that the Australian Sports Commission previously developed, with the exception of the Junior Sport Codes of Behaviour, which is suitable for those organisations that principally deal with children and young people. By consistently enforcing their codes of behaviour, organisations will assist in providing safe and appropriate environments and quality services to their members, stakeholders and customers.

Another initiative The Australian Sports Commission's has developed is the Harassment-Free Sport (HFS) strategy, which assists the sports industry address discrimination, abuse and other inappropriate behaviours by helping sports to create safe, respectful and harassment-free sport environments. The Australian Sports Commission began developing the HFS strategy in 1996 in response to increased litigation in relation to discrimination, harassment and abuse in sport; increased media attention given to the issue; growing concerns that sport may not be aware of and/or meeting its legal and ethical obligations and Government legislation. The strategy is constantly evolving in response to new or amended government legislation and requirements, insurance requirements, community expectations and issues raised by sporting organisations.

Conclusion
In conclusion every participant in sport, regardless of the role, has a right to be treated with respect, dignity and fairness, and to participate in an environment that is enjoyable and safe. Harassment, abuse and other forms of inappropriate behavior in sport deny participants these rights. Ethics in sport is still a massive issue to be dealt with, it will ever be an evolving issue as we can see from the examples above that is it still evident in today’s sporting environment. However the ASC and sporting industry are doing everything they can to help prevent these issues from arising with the implementation of the Essence of Australian Sport code of conduct and the Harassment-Free Sport (HFS) strategy. Australia is working together from politics, business and sports areas to beat the issue of ethics however it is going to be an ongoing battle to overcome.

Presentation
http://www.archive.org/details/SportEthicsStillAnIssue To locate any reference used within this presentation go to the bottom of this page.


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User:Mitchell.A.King/The growth and development of a once amateur sport: The effects of globalization and the political struggles rugby union faces

The information that is provided will explore how the games values have changed over the years, with particular focus on the political problems rugby union has been presented with over the years, and how the code is treated as a business. Rugby union began as an amateur sport and was initially only played by the upper middle class however over the years the code has developed into an international game. Some believe the sport has become a business, but this is only one aspect of the code. The sport is believed to bring divided nations together, one such example is in Ireland where they are divided in politics, religion and social class. A number of 'traditionalists' believe the current situation of the sport is not a good one, and the sport has moved away from its traditional values. This article will look at this shift in values and how it is not a negative move just an example of evolution. Rugby union being treated like a business will be explored with particular focus on the Rugby World Cup.

Presentation
A video presentation is placed on this page summarising this topic. The presentation is a slideshow with pictures and audio.

Traditional Values of the Code
Rugby Union was introduced in England as an amateur sport during the 1870s and was traditionally played by the upper middle class. The values were focused on gentlemanliness, leisure, loyalty and decency (Allison, 1998). The main goal of rugby union was to create a competitive environment and remain exclusive to private schools (Skinner, Stewart & Edwards, 2003). It was believed that if money were to be brought into the equation, paying its players, administrative staff and officials the amateur ethos and their values would be destroyed.

The Ferrier Letter: Changing the Face of Rugby Union
The first sign of conflict between the ‘traditionalists’ (those who wanted to keep rugby’s amateur status) and the expansionists (those who wanted it to become professional) was in 1893 at the RFU general meeting. The pubic school elite opposed any form of professionalisation of the sport making this rule part of the constitution (Thomas, 1997).

However, the signing of the Ferrier letter in 1995 resulted in the establishment of the Australian union and rival leagues such as World Rugby Corporation from being formed (Dabscheck,1998). This agreement secured players services for a 95 per cent share of the revenue created from broadcasting rights. However the code was thrown into political turmoil in the United Kingdom as the struggle for power between national and international organisations began (Thomas, 1997).

The transition from rugby union being based around its traditional values to it becoming a product should not be viewed as a negative shift as there are a number of benefits to not only the code but to the wider community. These benefits along with the shift in values will be discussed further in this article.

Conflict Within the Code
In 1995 the IRB announced that there was no longer any prohibition placed on the wages for players, staff or officials. (Thomas, 1997) believed this change to have caught the four ‘home unions’ of the British Isles off guard and threw clubs into disarray. This prompted the Rugby Football Union in England to give their clubs a year to adapt to the new changes.

The leading clubs felt they had lost control of the sports competitive structure, sponsorship deals and the distribution of funding to the RFU (Thomas, 1997). There was also debate over player ownership and contractual issues that threatened a ‘club-country’ split. The RFU then:

 * “stressed the need to ’deconflict’ wherever possible within the organisation of the open game, any marriage between traditional values and organizational forms, and the commercial imperatives of professionalism, as quickly appreciated by a group of leading clubs, was bound to be difficult if not impossible.” – (Thomas, 1997)

The conflicts within the code resulted in a truce being called at the end of the 1996 season, as it was important to show the stability of the code to attract sponsorship deals and audiences.

However, post 1996 rugby union is considered a major threat to other rival codes due to its ‘purchasing power’ and ‘national and international networks’ (RFL, 1996). The consolidation of the code has resulted in divided nations being brought together. (Tuck, 2003) believes that this is evident across all nations but one particular example is especially evident in Ireland, where rugby union has created a ‘national identity’. It is thought that rugby union transcends all dividing factors in Ireland such as, politics, religion and social class division. Nevertheless, this belief is not what rugby union was founded on and segregation of class was one of the traditional values.

The 2011 RWC was tainted by unfair treatment of minnow nations by the International Rugby Board IRB the English team admitted to cheating by switching balls during games, were not fined, it was dealt with internally and those guilty were expelled from the tournament. However minnow nations were fined for using mouth guards produced by a company that were not official sponsors of the tournament. This simply shows the RWC is a money grabbing force with little respect for traditional values that focus towards fair play and professionalism.

Sport Tourism
The growth of sport tourism for rugby events has been rapid (Hinch & Higham, 2001) and is a result of the sport becoming professional. Ritchie & Adair (2004) suggests that domestic rugby competitions, such as the Super 15 Rugby is a small-scale event compared to ‘mega’ events such as the rugby world cup. It is believed that small-scale events attract the same benefits as the larger events however, do not attract the same negative effects. Ritchie & Adair (2004) believe that political drive is a negative impact of large-scale events resulting in a poor quality of life for the host community.

The Rugby World Cup (RWC)
The financial and economic impact of the RWC 2011 was estimated to be substantial and according to a fact sheet published by the IRB the tournament was expected to generate over half a billion dollars for the New Zealand economy. In a separate report published by the IRB it was stated that since the 1995 RWC the events revenue surplus has increased every tournament since it began (£17.6m, £47m, £64.3m and £122.4m respectively). The surplus generated by the RWC is utilized in some of the following ways:

 * Payment of development grants to member unions and regional associations
 * Assist with the delivery of global educational programs such as rugby ready
 * Payment of rugby officials
 * Code promotion through the use of media (television, internet, electronic publications)

Benefits and Disadvantages of the RWC
The RWC not only benefits the host country and the IRB financially, but it also provides job opportunities to the wider community, allowing individuals to become financially stable.

However, a major draw back of such an event is that minnow nations are not financially able to compete in the bidding process making the opportunity for them to host the event impossible. Jennings (1996) links the bidding process with political corruption suggesting that nations are often required to serve personal interests of the board members.

Moreover, minnow nations do not have the infrastructure to host such a large scale event. A number of host nations have had to remodel their city to be able to cope with the demands of a RWC (Jones, 2001), which minnow nations would not be able to afford. The simple fact that the IRB take all the money from television rights, sponsorship deals and advertising rights during the RWC leaves host nations in debt and the only income from the event comes from ticket sales.

This places a restriction on countries that are able to compete for the hosting rights, and only financially and politically powerful countries are able to host such an event. This restricts the growth and development of minnow nations, such as Samoa, both in terms of rugby and as a country.

This greed of the IRB has resulted in the NZRU threatening to withdraw from the 2015 RWC unless a more financially viable option for the host nation is put in place (Lord, 2011).

All For the Development of the Game
The IRB may be accused of being an organisation driven by greed, however the development of rugby requires funding and the funding come from the governing board. For a sport to grow it is important to attract young athletes and produce an attitude of life-long participation in sport. The IRB are guilty of moving the game away from traditional values, however it has resulted in a global expansion of the code and increased participation at all levels. The money made by the IRB filters down to a local level assisting with development. The continual expansion of the game would not be possible if continuous money is not put back into the code.

Conclusion
Rugby union will get left behind by competing codes if the code is not treated like a business. The clubs at local, national and international level still have their values and beliefs, they are just new-age values. It is important to understand that at all levels of the game, the new age clubs have a number of different aspects. All clubs (even if amateur) typically need some sort of sponsorship, and in current society money is required to be able to get a club up and running. This may be a move away from the traditional values that rugby was built upon, however everything evolves and this is the way sport is heading, if you have a passion for rugby union, you will love it no matter what.

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


text: User:Atice 01

title: User:Atice 01


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User talk:Atice 01

 Hello Atice 01, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 04:03, 16 September 2011 (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?

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 04:03, 16 September 2011 (UTC) Atice 01 04:34, 18 September 2011 (UTC)

title: User talk:Atice 01


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User:Marshallsumter/Attribution and copyright policy

Attribution or credit means to let everyone know where a piece of knowledge, even as small as a "least publishable unit", is from.

Notation
To help with definitions, their meanings and intents, there is the learning resource theory of definitionl.

Notation: Let the letters "Def." indicate that a definition is following.

Least publishable unit
A "least publishable unit" (LPU) is an older expression for the smallest possible fact that has been determined to be a fact that just might be publishable, and has not as yet been published.

LPUs seem to be everywhere yet each one probably has an originator who may have included it in a published context somewhere. When one occurs in a text without attribution to an earlier source, the author including it usually gets the credit, and the honor, of introducing that little fact to everyone.

Some LPUs require extensive research and exploration to determine what they are and prove that they are. The phrase "dominant group" initially appears to be an LPU. Its earliest origin on Wikipedia is not known.

Plagiarism
Here's a simple example: from Edmond Halley, "In 1718 he discovered the proper motion of the "fixed" stars by comparing his astrometric measurements with those given in Ptolemy's Almagest." A least publishable unit is that Halley had a copy of the Almagest available to him that he compared his efforts to. While it makes sense considering his position at the University of Oxford, he'd have access, but how did anyone know that he made this comparison? This little tiny fact (hopefully) has no attribution or citation. Okay, maybe the fact is in the PUBLIC DOMAIN. I don't care. I want to know who found that out or where that little fact came from. While it may not be plagiarism that no citation for this little fact is given (I think it may be), I may have to search high and low to find out. Worse, let's say someone just found this out by reviewing an old handwritten note left in the University of Oxford archives that Halley really did this. Who ever found this out has had a part of his/her soul stolen and appropriated by whomever put this in the article without a citation. Not a big deal - Yes it is!

"If you have referred material from the writings of earlier scholars, please be bold enough to give the reference. Not doing so is plagiarism - an academic sin which must be avoided at all costs." "The act of stealing from the writings of another person and passing the material off as one’s own is a form of intellectual property theft. In other words, plagiarism is an act of fraud. It involves both stealing someone else’s work and pretending that this is to be one’s own and, lying about it afterward."

“Plagiarism is the act of using the words of another without giving the originator credit.” Yes, but more importantly is the phrase "put it into your own words". Briefly this means some kind of factual synonymy. Beautiful! But, the 'synonymizer' didn't determine the fact, the apparent originator who put it in the literature did. "Within these quotes is a short sentence that may contain a fact, even a little tiny inconspicuous fact."[1] Let's say the quotes were left off, who cares why, but the citation [1] is still there. Credit has been given! No plagiarism. It's better with the quotes there but in the past and in some disciplines quotes are forbidden, but the citation is not. What about the synonymy "put it in your own words". Not an excuse to uncite anything. I don't care whether the synonymizer understands the fact or not. I want to know where the synonymizer got it from. And, the person who determined that fact is going to want to know why the cite was left off.

Some authors, editors, writers, article creators "think that changing the words is sufficient to avoid plagiarism." So they leave off the citation. Wrong!

"Plagiarism also can be an unintentional or accidental [act] when there is careless omission of citations and failure in using quotation marks".

Everyone makes mistakes too! But, here's the important part. Let's say someone writes 100 sentences that should have an attribution or citation after them or within them somewhere and misses one. Is that plagiarism? Well, for that one sentence, yes. But, the other 99 are cited. The rule of thumb is "beyond reasonable doubt", that's better than 98% certainty. So is it beyond reasonable doubt that the author who wrote those 100 sentences is not plagiarizing. Yes! Should we shoot the author for that one - no! But if you find it let the author know so it can be cited. If you don't, you could be considered an accessory after the fact. In addition, give the author the benefit of the doubt (assume good faith, AGF). It's not only the good thing to do, in many countries it's the law - to do anything else may be a serious crime! When the author is no longer with Wikipedia, Wikiversity, or other Wikimedia resources, then it's up to you. You found it, please have the courage to fix it (be bold). At the other extreme is to put the whole page up for deletion (AfD) on Wikipedia, (RfD) on Wikiversity, where each Wikimedia resource may have its own version.

Copyright violation
“One of the least understood laws that affects or potentially affects perhaps 90% of the school teachers in the country is the Copyright Act.” “The primary violations are of two types: illegal copying and illegal display or performance.” “Illegal copying occurs when public educators copy music, poetry, literature, current news articles, and computer software without permission of the copyright holder.”

Often a copyright notice will say "whole or in part", so how much is that? Whole is the easy one. So don't copy the whole thing without permission, unless it's been proven to be in the PUBLIC DOMAIN. Even when it is I still like to give credit with a Credit: line, as for images. There are arguments pro and con about copyright and payment. Usually there's an initial lump sum, salary, or wage, sometimes followed by a royalty, say 5% for each individual reuse of the whole thing, or for a neat part design the assembly line manufacture of which is being used on automobiles. But not forever with every penny you have.

What about the 'part' part? Usually, that refers to one page of many. Of course, if the entire thing is one page, then copying it is a violation without consent, when it's copyrighted. But, sentences that are cited with or without quotes are a part. Here again I use the "beyond reasonable doubt" principle. Let's say an article has 10,000 words and I quote 150 in ten sentences either all together or scattered about. And, I cite them. The part used is less than 2%. Is it a copyright violation? I say no. It's Fair Use. Even more than that is something most don't think about. I'm citing the source. The usual argument is that by taking any small part I've lowered the value of the creator's work. No, what I've done is increase the value of the creator's work. Because anyone who reads what I've written knows where it came from and can check it out. Every time that happens, the original and its creator have their value increased. From an author's perspective, the worst that can happen is no one reads what you've written any more. Now that's zero value or even negative value. It's just a journal on a shelf, now in microfiche, or in a memory chip somewhere, maybe.

It has been written that “any work can be reduced to plagiarism if enough research is done.” Paraphrasing this regarding copyright, 'any work can be reduced to copyright violation if enough research is done.' This is where the nebulous concepts of 'fair' and 'reasonable'; hence, fair use, come in. Also, within fair use is the idea of "likely to be replaceable by public domain material." This is better providing the PUBLIC DOMAIN text serves the exact same purposes. If it does not, then the referenced source should remain.

Wikipedia and to a lesser extent Wikiversity have an added problem as I see it. Free use suggests that someone eager to make a profit can take anything from these websites with almost no cost and become billionaires. Maybe not! Each such commercial user had better have someone perform due diligence just in case. Do the wikis have a responsibility to profiters or non-profiters to ensure that whatever they take from the wikis is free? Perhaps; hence, the rules in use. Prefer to do no harm and strive for the better good. Unpaid, unsolicited contributory efforts are covered by the 'good samaritan' principle. Does that mean someone won't try to take the contributor to court and take their every dime? No, it means that if they try, the contributor can counter sue them and hopefully win, and collect lawyers fees from them. And the contributor should! But wikimedia will be sued! There is a legal way to separate wikimedia from contributor's efforts and for the contributor to go after the suer.

Short quotation
Here the word 'short' means something less than quoting the full written work. "[T]he right of quotation and criticism ... is a basic prerequisite of any journalist's or scientist's works." "This right should also be effectively protected under the conditions of DRM [Digital Rights Management] and access to the relevant information should not be prevented by technical measures."

"According to Copyright Law of the United States: ... Short quotations of a copyrighted publication may be reproduced without permission in books, articles, and other publications. This is often interpreted as fewer than 250 words (in total) from a book-length work or less than 5% of a journal article." Just to illustrate: all of the quotes from More total 160 words of a total of 5704; i.e., 2.81%. While this is above my preferred less than 2% rule, it is below the 285 words of the 5% rule indicated.

"[T]he French copyright act recognise[s] a right of short quotation". But, "the complete representation of a protected work [is] not covered by the right to make short quotations."

An older ruling by the Landgericht Berlin (District Court) in 1960 indicated that there are "statutory exceptions for quotation" with respect to copyright law. But, "the German Copyright Act [does] not allow quoting protected works in their integrity in the press." "[A]n integral reproduction of caricatures must be allowed under special circumstances, such as political debates, where the possibility to quote the political adversary is necessary."

From the German Constitutional Court back in 1978, of the legislator, "He shall bring into just equation and balance the constitutionally guaranteed requirement of a reasonable use of the creative accomplishment and the interests of the general public worthy of protection". This statement is to provide guidance for resolving conflicts "between the individual proprietary interests and the general cultural, social and political interests arising in the digital environment."

"Considering that DRM systems will most probably affect the general conditions of intellectual freedom in democratic societies this issue is too important to be left to the industry to determine." The Supreme Court of Austria "the (OGH) on 3 October 2000" noted "the exception for the use of copyright protected works in quotations." in the Austrian Copyright Act.

Over on Wikiquote are several quotation guidelines (unreferenced):
 * 1) Length of quotes - "a maximum of 250 words per quote", that's about 20-25 lines from a journal article,
 * 2) Books - "[a] recommended maximum of five lines of prose or eight lines of poetry for every ten pages of a book not in the public domain. This is equal to about 1.25% of the total content of a book."
 * 3) "Adding unsourced quotes to articles will be reverted." - plagiarism!

On Harper & Row v. Nation Enterprises/Dissent Brennan are many excellent points regarding use of quotations (Fair Use) by Supreme Court Justice Brennan. Also, Harper & Row v. Nation Enterprises/Opinion of the Court contains a few additional, albeit limited points. The case was actually focused on using quotes prior to original publication as a violation of copyright, but the justices took the opportunity to clarify the fair use issue to some extent.

Policy and law
All of the following points are at present opinion only.

"True copyright violation is a matter of policy".

 * 1) Within the boundaries of the United States of America, excepting ambassadorial stations, no entity, corporate, non-profit, or otherwise, can legislate (make policy) against the Constitution, Bill of Rights, constitutional legislative law, or case law.
 * 2) Standard operating procedures (SOPs), statements of policy (SoPs), or other similar internal policies cannot contradict, suggest, or appear to suggest contradiction to point 1 above. They are considered legal documents that indicate entity compliance with stated laws.

Calumny
From the article Defamation: "Defamation—also called calumny, vilification, traducement, slander (for transitory statements), and libel (for written, broadcast, or otherwise published words)—is the communication of a statement that makes a claim, expressly stated or implied to be factual, that may give an individual, business, product, group, government, or nation a negative image. It is usually a requirement that this claim be false and that the publication is communicated to someone other than the person defamed (the claimant). False:
 * Ron Hankin, Navigating the Legal Minefield of Private Investigations: A Career-Saving Guide for Private Investigators, Detectives, And Security Police, Looseleaf Law Publications, 2008, p. 59. "There are five essential elements to defamation: (1) The accusation is false; and (2) it impeaches the subject's character; and (3) it is published to a third person; and (4) it damages the reputation of the subject; and (5) that the accusation is done intentionally or with fault such as wanton disregard of facts."
 * Roger LeRoy Miller, Gaylord A. Jentz, Business Law Today: The Essentials, Cengage Learning, 2007, p. 115. "In other words, making a negative statement about another person is not defamation unless the statement is false and represents something as a fact (for example, 'Vladik cheats on his taxes') rather than a personal opinion (for example, 'Vladik is a jerk')."
 * Michael G. Parkinson, L. Marie Parkinson, Law for advertising, broadcasting, journalism, and public relations, Routledge, 2006, p. 273. "Simplifying a very complicated decision, the court said that because the plaintiff must prove a statement is false in order to win an action in defamation, it is impossible to win an action in defamation if the statement, by its very nature, cannot be proven false."
 * Edward Lee Lamoureux, Steven L. Baron, Claire Stewart, Intellectual property law and interactive media: free for a fee, Peter Lang, 2009, p. 190. "A statement can only be defamatory if it is false; therefore true statements of fact about others, regardless of the damage rendered, are not defamatory (although such comments might represent other sorts of privacy or hate speech violations). Defamation may occur when one party (the eventual defendant if a case goes forward) writes or says something that is false about a second party (plaintiff) such that some third party "receives" the communication, and the communication of false information damages the plaintiff". "

Libel
From the article Defamation: "[L]ibel refers to any other form of communication such as written words or images. Most jurisdictions allow legal actions, civil and/or criminal, to deter various kinds of defamation and retaliate against groundless criticism."

From the article Defamation: "False light laws are "intended primarily to protect the plaintiff's mental or emotional well-being." If a publication of information is false, then a tort of defamation might have occurred. If that communication is not technically false but is still misleading, then a tort of false light might have occurred. "

From the article Defamation: "In most civil law jurisdictions, defamation is dealt with as a crime rather than a tort. "

From the article Defamation: "Libel is defined as defamation by written or printed words, pictures, or in any form other than by spoken words or gestures. The law of libel originated in the 17th century in England. With the growth of publication came the growth of libel and development of the tort of libel. "

From the article Defamation: "There are several ways a person must go about proving that libel has taken place. For example, in the United States, the person first must prove that the statement was false. Second, that person must prove that the statement caused harm. And, third, they must prove that the statement was made without adequate research into the truthfulness of the statement. These steps are for an ordinary citizen."

Usurpation
If "warranted neither by the letter nor by the spirit of the supreme law of the land and is, therefore, rank usurpation."

From Ultra vires: "Under constitutional law, particularly in Canada and the United States, constitutions give federal and provincial or state governments various powers. To go outside those powers would be ultra vires".

Consensus and majority rule:

While usually majority or plurality rule is acceptable, it cannot violate point 1 above. Nor can any majority, plurality, or consensus determination force any group, minority, or individual against point 1.

Written expression in defense of civil or individual liberties guaranteed by point 1 above cannot be abridged by majority, plurality, consensus, group, minority, or individual.


text:
User talk:G Singh

 Hello G Singh, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:G Singh


text:
User:Fab4187/enes100/Ham

Team Page: BH^2

Write problem statement
Design and build a low power transceiver matching antenna.

//This is a change. Originally the intent was to boost the power output a wireless router.//

Assign Task1
Assign tasks.

Begin research on methods to increase the power of a wireless router. Visit "hacker" websites to see what apporaches have been taken in the past and attempt to improve on these.

//changed focus to designing and building a transceiver and matching antenna//

Compare actual work done to Task1

 * During week 0 the team consisted of only two members because one member had to leave early. The remaining members agreed to take an off the shelf wireless router and attempt to boost the output power.

 * Research was done that led to the discovery of firmware updates that would boost the power of older Linksys routers.

 * In preparation for this project a Linksys WRT54G router was purchased.

This week our team has shifted its focus. We will build a transceiver of an un-dertermined frequency range. A matching long-wire antenna will be constructed to match the frequency of the transceiver built.

Week1 Narrative
This week we shifted our focus from trying to boost the output power of a wireless radio to designing and building a transceiver and matching antenna. Each team member introduced themselves and gave a little background information on their strengths and weaknesses. We also agreed on the task that each person will work on over the next few weeks.

My focus was to research the legalities of owning and operating a transceiver radio along with its matching antenna. I discovered that the Federal Communications Commission (FCC) requires anyone transmitting within certain air bands to posses a license. In order to be authorized to transmit in certain bands you must be licensed. Licenses can be obtained by passing test administered through local radio clubs for a nominal fee. There are also limitations to the amount of power you can transmit legally. These rules are designed to others and to guarantee uninterrupted service of products sharing the frequency spectrum. Further information can be obtained by visiting the FCCs website.

In order for us to legally test our radio, the operator must be licensed. One of our team members must be certified before we finalize the project. One of us will focus on studying for the test. If we can't agree on who will take the test we can obtain the services of a licensed operator during testing phase. The call sign of the licensed operator is KB3VEJ.

I visited a local Radio Shack to purchase some of the raw material need to construct a transceiver and matching long-wire antenna. Unfortunately Radio Shack did not have any of the materials I was looking for. During the upcoming week I will visit local amateur radio stores to see what they offer.

The actual size of the antenna (wavelength) we build is dependent on the transmission frequency. The length of the antenna (λ) is determined by dividing the speed of light (c) by the operating frequency (f) of the radio.

 * wavelength = (speed of light/operating frequency)

 * Many calculators exist to assists with the calculations Frequency Wavelength Calculator

The antenna length is critical for safe operation. A frequency mismatch can cause damage to the radio.

The high of the antenna should not interfere with wires or the safety of pedestrians.

Collected information on local amateur radio clubs in the immediate area.
 * Columbia Amateur Radio Club
 * Davidsonville Amateur Radio Club
 * Facebook Page For Anne Arundel County Amateur Radio Club

Training for the amateur radio tests are offered by the Anne Arundel County Amateur Radio Club:
 * Training Schedule

License Information
 * License Exams

Assign Task2

 * Do more research on conductors and insulators. What is their role in antenna design.

 * Research radio wave propagation.

 * Determine antenna placement. Which way must the antenna face to ensure optimal reception/transmission distance.  Where should the antenna be placed for optimal reception/transmission.  What impact do structures, natural and man made, have on the antenna placement and design.

 * Attend the Columbia, MD amateur radio club festival on 02 October 2011. Visit the CARAFest website for flyer.

 * Convince team to attend the Davidsonville Radio Fall Fest on October 16, 2011.
 * Information on upcoming RadioFallFest
 * Pictures from last year's Radio Fest

 * Make an attempt to pass the amateur radio test.

 * Visit local amateur radio stores and meet with the business owners to research the most inexpensive methods to build antennas and transceiver.

 * Visit the Amateur radio clubs and interview its members to gather input for our radio and antenna design.

 * Continue to research the design of a long wire antenna.

 * Gather materials to construct antenna and transceiver.

Compare actual work done to Task2
I did not get a chance to accomplish all the things I set out to do. Helping setup the Columbia Amateur Radio Association Festival (CARAFest) set me back. However, I would not consider this a failure. What I learned at the CARAFest outweighs what I was not able to accomplish during the week. I will push several tasks to either week three or four. These are listed in the Assign Task 3 section.

During the week we had to iron out several issues highlighted below.

Topics to discuss with team this evening (26 Sep 2011)

 * Notes from notebook //Resolved//.
 * Visit HAMFEST in Columbia //Resolved//
 * Visit Local clubs //Pending//
 * Commit to design of radio by Wednesday 28 Feb 2011. We might find all the parts we need at the HAMFEST this Saturday  //Resolved//.
 * Transfer antenna design to AutoCad //Pending//.
 * Sheet metal work for radio case. Who has access to sheet metal press?  //Dsiregard//
 * Need to obtain at a minimum a technician class license to legally test the radio we will build. We have other options.  Bring in a licensed operator to perform the final test or test the radio inside a Faraday cage  //Pending//.

Week2 Narrative

 * Early in the design phase of our radio we identified that we would need a licensed operator to make any live transmissions. The FCC has imposed restrictions on transmitting throughout the frequency spectrum.  These restrictions are in place to protect individuals right to uninterrupted service while using their electronic devices.  In order to transmit in a particular frequency band you must have an amateur license.

 * Early in the week I focused on looking for information on how to obtain an amateur license. While searching for license information I ran across several sites that provide sample questions.  I eventually found websites of local amateur radio clubs that can be of great assistance in pushing this project forward.

 * I started to study radio wave propagation, but found this topic to be to large of a task to handle this week. I will push the bulk of this research to week three or four.  Some of the things I learned are that horizontally polarized antennas are less likely to pickup interference.  Vertically polarized antennas are more prone to pickup interference and are limited to a length of 3.05 meters.

 * There is an abundant amount of information on FCC amateur radio licenses. The easiest license to obtain, and the one that will fill our requirements is the FCC technician class amateur radio license.  The technician class license gives you permission to transmit in all UHF/VHF amateur bands above 30 MHz.  General Information on the FCCs technician class license can be found at the American Radio Relay League's ARRL website.

 * The technician class exam consists of 35 questions pulled from a pool of questions. The questions can be found at the ARRL's website.

 * Michael Burkhardt (W8MHB) runs a good website that offers online practice tests. It can be found at W8MHB's.  I took the practice test for the technician class license and scored a 63% which is a failing score.  I needed to score a 74.2% to pass.  Not bad for a first attempt.  With a little practice I should be able to pass.

 * There is a decent study guide online that can be accessed for free sponsored by KB6NU. It is dated July 2010 and it will give you an idea what to study.

 * I made a trip to Radio Shack last week hoping to get some advice and maybe pickup a radio kit and some antenna parts. Unfortunately Radio Shack is no longer the store I remember.  They were not able to answer any of my questions.  They were more interested in selling me a cell phone than helping me find what I needed.  This is no a knock on the employees, just a sign of changing times.

 * In order to to get the answers I needed I felt I needed to go to a store dedicated to selling radio equipment to amateur radio operators. A search on the internet led me to a store in Laurel.  The store's website is www.larcmd.org.  This site is also the website for the Laurel Amateur Radio Club.

 * My failed trip to Radio Shack led me to discover local amateur radio clubs such as the one in Columbia. It was a matter of luck that the Columbia Amateur Radio Association (CARA) was sponsoring a "HAMFest on October 02, 2011 at the Howard County Fairgrounds.  I convinced our team to attend this event.  There was much we could learn in one place.  See attached flier below:

 * I contacted a representative of CARA for their permission to distribute and post their flier. What happened next was unexpected.  A couple of CARA members contacted me and offered equipment for our studies.  They also requested help setting up for the festival.  This was the opportunity we needed to conduct informal interviews with members of the club.

 * Our point of contact with the club ended up being the Vice President of the club, David Prestel. David is a systems engineer who has a background in electrical engineering.  He explained the basics how radio waves travel through space and gave us a run down of the how a radio works.  He spoke of other topics of interest.  Mainly of interest was a scholarship program for members of the amateur radio community.  This scholarship may be the catalyst for Howard Community College establishing an amateur radio club of their own.

 * David volunteered to come speak at the engineering club and discuss the role of amateur radio in society, how to obtain licenses, and list some key contributions of engineers who happened to get their start in amateur radio. He will also try to bring an engineer to the club who was involved in the development of the Mercury probe.

 * This Wednesday we need to pick up radio and radio components from CARA for the club (working and non-working). Hopefully we will have space to store everything.

 * Eventually if HCC establishes their own amateur radio club an receives permission to erect antennas members of CARA will be on hand to assist.

 * I tried to draw a basic design of what I envision my antenna to look like. Unfortunately AutoDesk and AutoCad are more complicated than I expected. I can spend a full week just learning the basic commands needed to make a simple drawing of an antenna.  I need to find reference material and set aside some time to learn AutoDesk this week.

 * I plan on making a simple dipole antenna. The length of the antenna will depend the frequency we will transmit on.  I found a very good tutorial that shows to make a simple dipole antenna.

 * During the week JH brought in a transceiver (Radio Shack walkie talkies) that we could take apart to identify key components. I helped dissemble an analog radio to look inside.  I identified key components such as resistors, capacitors, transformers, etc.  Power was applied to both radios and an attempt establish communications between radio was made.  Unfortunately to much current was applied to one of the radios, damaging it, and ending the test abruptly

 * Pictures courtesy of JH:

 * Link to pictures taken by RH:

 * The website Explain That Stuff! gives a brief explanation of how an analog radio works and describes some of the internal components. I will focus on these components over the next couple weeks.

 * During my search I cam across a link to the National Electronics Museum's (NEM) website. At the museum they have exhibits of how things work.  They have a magnetism exhibit and Doppler effect exhibit.  There are many more exhibits in the museum, but these two have the most value towards the HAM project.  The other exhibits provide a brief history of the development of electronics.  I recommend the engineering club schedule a field trip to the museum and arrange for a guided tour.  Visit the National Electronics Museum website for more information.  To see pictures of some of the exhibits go to the museum's website.

 * I also visited NSA's National Cryptologic Museum website. The museum looks like a great place to go for students working on radar, cryptology, or computing projects.  It doesn't look like they offer much for the HAM project.  Visit the National Cryptologic Museum's website for more information.

Week2 Peer Review

 * See team members discuss page for comments.

Assign Task3
Task are listed in priority order

 * Gather equipment donated by Columbia Amateur Radio Association (CARA)
 * Setup a date to have David Prestel (VP of CARA) stop by and give a presentation on amateur radio to the engineering club.
 * Continue to study for Amateur Radio test.
 * Assist team members with the construction of Foxhole radio.
 * Erect Antenna.
 * Learn AutoDesk or AutoCad.
 * Use software package to draw antenna design. Drawing will depend on my ability to learn drafting software.  May push to week four.
 * Do more research on conductors and insulators. What is their role in antenna design.
 * Research radio wave propagation.
 * Determine antenna placement. Which way must the antenna face to ensure optimal reception/transmission distance. Where should the antenna be placed for optimal reception/transmission. What impact do structures, natural and man made, have on the antenna placement and design.
 * Make an attempt to pass the amateur radio test.
 * Visit local amateur radio stores and meet with the business owners to research the most inexpensive methods to build antennas and transceiver.
 * Continue to research the design of a long wire antenna.

Compare actual work done to Task3

 * I was able to resolve many of the tasks set forth for this week with the help of team. This week I assumed more of a management role and helped motivate the team to begin presenting their individual work to the class.  Many of the tasks I planned to accomplish this week were redistributed and assigned to different team members.

 * I am not going dedicate any time to AutoCAD for the remainder of this project. I would have liked to have had more time to learn AutoCAD, but there are more important task that I need to work on to push this project forward.  Any drawings that are needed for this project will be passed on to another member of our team who has experience with AutoCAD.

 * I have not attempted to take the FCC technician class amateur radio license test. I will try to fit it in the future.  I have made arrangements to have a licensed operator available at the time of testing.

 * I decided not to visit stores that are dedicated to selling amateur radio gear this week. I will remove this trip from things to do, because of the relationship that has been established with the Columbia Amateur Radio Association.
 * The Jove antenna was not setup this week, because we were short one team member on the day we planned to setup the antenna.

 * I am in the initial stages of Radio Wave theory. I will save most of my research for the last week of the projectt

Week3 Narrative

 * A major problem we identified was the failure to present our progress to the class. For a team that was working as hard as ours was, our efforts were gong unnoticed.  Every time we achieved a milestone we failed to discuss it with the class.  This was definitely the team's weakest link and needed addressing.

 * I spent most of last week planning and developing strategies to push the team's project forward.  I briefed the team and made written recommendations on what should be briefed to the class.   So far the team has responded well and our presentations are improving.  Individual team members are becoming more comfortable briefing their progress.  I consider this the biggest success so far.

 * This weekend I attended the Columbia Amateur Radio Association's (CARA) festival at the Howard County Fairgrounds. I was able to meet several engineers and establish a friendship with the Vice President of CARA, Dave Prestel.  Dave Prestel, is a Systems Engineer with a background in electrical engineering. Dave promised to donate study materials, electronics components, radios, and other products to the engineering club.  These items will be picked up during the week.

 * I briefed the class on everything that happened this weekend at the CARAFest.

 * Dave offered to come speak to the engineering club and possibly bring an engineer that was involved in the launch of the mercury probe. No date has been set yet.

 * Dave also made me aware of educational scholarships that are to the amateur radio community. This scholarship information was given to the engineering club faculty advisor and presented to the class.  Hopefully the scholarship information will make it into the Howard Community Scholarship pool.  The scholarship program may be the catalyst to setting up a amateur radio club at HCC.

 * The study materials received from Dave can be used as a study guide for the technician class exam. This information combined with the pool of questions from Amateur Associations Radio Leagues should be plenty to pass the technician class exam.  Links to these sites can be found in week three of this page.  The tutorial can be found on team member JH's Wiki page, specifically the section titled Week3 Narrative.

Much of my research on radio wave theory has come from these sites:

 * Radio Wave Propagation

 * WikiPage on Antenna Theory

 * Radio Wave Propagation Sunspot Cycle Information

 * Tactical Radio Communications Techniques

 * I have a lot more work to do to grasp this subject. The theory is quite complicated to say the least.

Week3 Peer Review
See Discuss page for comments

Assign Task4

 * Present our progress to the class daily.
 * Present the FoxHole Radio (FHR) to the class this Wednesday
 * Setup Jove antenna.
 * Which way must the antenna face to ensure optimal reception/transmission distance? Where the antenna should be placed for optimal reception/transmission. What impact do structures, natural and manmade, have on the antenna placement and design?
 * Setup dipole antenna behind the engineering room. A tentative location has been selected.
 * Find out what is the role of conductors and insulators in antenna design?
 * Research radio wave propagation theory. This is a very complicated subject.
 * Finish "team done" page.
 * Have Dave Prestel speak to the engineering club

Compare actual work done to Task4

 * This week I was not present for the first part of the Wednesday class. As a result our team failed to present status of the foxhole radio and the overall progress of our team.  I plan on briefing the class on the results of the first four weeks of our project this Wednesday.  I will also discuss our goals for this project.

 * I am pushing all work related to radio wave propagation and antenna setup to the next project cycle. Since I will continue to work on the same project and with the same people I can work on these tasks at any point next month.

 * Radio component theory research is assigned to another team member. I will research this topic if time allows for it.

 * Hopefully Dave Prestel (VP of Cara) will have time to talk to the club this week. Another team member and I are waiting for his response.

Week4 Narrative

 * This week was spent mostly preparing the team's final report. Before I could contribute to the team final report I had to go back and review all the work we've done this cycle.  After reviewing the teams individual pages and notebooks, I was very happy with the progress we've made.  I felt is was necessary go over what we've accomplished before I could contribute to the final report.

 * I spent quite a bit of time discussing with my team how we would approach writing our final report. I met with team member JH this Saturday (15 Oct 2011) for about 5 hours to work on our team's final report.  We should have it done by Sunday (16 Oct 2011)..

 * I developed a decision tree that highlighted key decision points during the design of our radio. The file consists of six pages.

 * I also created a spreadsheet that tracks all the time invested by each team member. I will create a Google doc for next project and have each team member update their own hours weekly.

Week4 Peer Review
See each team member's individual page for comments. Comments can be seen by clicking on the team member's discuss tab.
 * Comments for JH
 * Comments for RH

Complete Project Page
I provided input to the the HAM project final report. Visit the BH^2 HAM Team Page to see the final results.

Start Next Project Week0 activities

 * This week I took the time to create the new team page and my individual page.

 * Get to know new team members.

 * I also created a list of basic goals I have set for myself that hopefully will coincide with the overall goal of the Apps team. These goals can be seen by viewing my new individual page.

 * Links to next project's individual page and team page:
 * FAB Individual page
 * HAMV2 team page

title: User:Fab4187/enes100/Ham


text:
User:Fab4187

Links to Class pages:

 * Class Book
 * Enes 100
 * G.E. Projects
 * G.E. Project Forms
 * Teachers Grp page (Learning)|

Links to Wiki Main pages:

 * Wiki-Books
 * Wiki-Media
 * Wiki-Pedia
 * Wiki-Versity
 * Pics/Vids Upload

Link to User Pages within wiki pages:

 * User Books
 * User Media
 * User Pedia

title: User:Fab4187


text:
User talk:Mato

You may contact me at the English Wikipedia here.

title: User talk:Mato


text:
Literature/2011/Barbour

 * http://books.google.com/books?id=AMzoUs54Q5kC

title: Literature/2011/Barbour


text:
User:Egm6936.f11

EGM 6936 Seminar, Fall 2011

Prof. Loc Vu-Quoc

University of Florida

 Licensing info ,  Interesting news

= Topics on multiscale simulations =

Discussions on Atomistic Field Theory (AFT)

Coarse-grained MD simulation

Concurrent atomistic continuum formulation

= Important links =

Writing tools

Other courses

Time: New York time, full screen Stopwatch full screen

title: User:Egm6936.f11


text:
User talk:Masterwriter~enwikiversity

Spam
Someone seems to have been abusing your user talk page as a free WWW hosting service for xyr autobiography. I've fixed it for you. Uncle G 08:20, 17 February 2012 (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 Masterwriter. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Masterwriter~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.

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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) 06:15, 19 April 2015 (UTC)

title: User talk:Masterwriter~enwikiversity


text:
Literature/1996/Slaughter

 * http://books.google.com/books?id=if-z0yI6itUC

Excerpts

 * The term 'critical' is often misunderstood [...]. However, it does not simply mean 'to criticize'. Nor does it signify a negative or derivative stance. It is not threatening and should not be construed as such. Rather, it signifies a range of methods and tools through which we may look 'beneath the surface' of social reality in order to realize the full potential of futures work. Critical futures study does recognize the partiality of traditions, cognitive frameworks and ways of knowing. It is therefore possibile to problematize aspects of the existing social and economic order and to explore some of their contradictions. (p. 139)

Wikimedia

 * Richard Slaughter

title: Literature/1996/Slaughter


text:
User talk:Egm6936.f11

 Hello Egm6936.f11, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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User talk:Telpardec

 Hello Telpardec, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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User talk:Duke and Dutch

 Hello Duke and Dutch, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Duke and Dutch


text:
User talk:Celery~enwikiversity

 Hello Celery, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 15:55, 16 September 2011 (UTC)

Blocked
You have been blocked from editing for link spamming Wikiversity. Please note that spamming links is considered vandalism. If you wish to make useful contributions, you may come back if the block is set for a limited period of time or by requesting an unblock. If you are unblocked, you are expected to abide by the Policies of Wikiversity. - This notice was added by Ottava Rima 03:53, 17 September 2011, with a defective signature. Note by Abd (discuss • contribs) 22:55, 27 December 2013 (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 Celery. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Celery~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 23:29, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Celery~enwikiversity


text:
User talk:Fjmt11

 Hello Fjmt11, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 15:55, 16 September 2011 (UTC)

title: User talk:Fjmt11


text:
User talk:Deng~enwikiversity

 Hello Deng, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 15:56, 16 September 2011 (UTC)

Blocked
You have been blocked from editing for link spamming Wikiversity. Please note that spamming links is considered vandalism. If you wish to make useful contributions, you may come back if the block is set for a limited period of time or by requesting an unblock. If you are unblocked, you are expected to abide by the Policies of Wikiversity. - This notice was added by Ottava Rima 03:53, 17 September 2011]], with a defective signature. Note by Abd (discuss • contribs) 22:41, 27 December 2013 (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 Deng. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Deng~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:Deng~enwikiversity


text:
User:Egm6936.f11.qiandeng

writting tools

Heading text
Topic 1 Discussion on Atomistic Field Theory (AFT)
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$$  \displaystyle \eta :=  \left(      \frac{\nu^3}{\epsilon}   \right)^{1/4} $$     (1)
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This is $$\phi$$in HTML display,$$\displaystyle \phi$$in PNGdisplay,$$\phi \,$$using \,

hello !, hello !, hello ! start a new line ___a new line

Topic 1
topic 1

title: User:Egm6936.f11.qiandeng


text:
User:Egm6936.f11.qiandeng/topic 1

Discussion on Atomistic Field Theory (AFT)

title: User:Egm6936.f11.qiandeng/topic 1


text:
User:Egm6936.f11.qiandeng/topic

back to main page = Discussion on Atomistic Field Theory (AFT)=

Local density function
Atomistic Field Theory is a generalized continuum theory. As shown in the following picture, each material point is treated as an infinitesimal point in classical continuum mechanics; in the later developed micromorphic theory, the material point is not longer an infinitesimal rigid point but a deformable particle; AFT views a crystalline material as a continuous collection of lattice points, while embedded within each point is a group of discrete atoms.

The atomic position is decomposed into lattice position and the relative internal position:

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$$ \displaystyle
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{{\mathbf {R}}^{k\alpha }}={{\mathbf{R}}^{k}}+\Delta {{\mathbf{r}}^{k\alpha }}

$$     (1)
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where $${{\mathbf{R}}^{k\alpha }}$$ is the position of the $$\displaystyle \alpha -th$$ atom in the $$\displaystyle {k-th}$$ unit cell, $${{\mathbf{R}}^{k}}$$ is the position of the $$\displaystyle {k-th}$$ unit cell, and $$\Delta {{\mathbf{r}}^{k\alpha }}$$ is the relative position between the $$\displaystyle \alpha -th$$ atom and the centre of the $$\displaystyle {k-th}$$ unit cell. The correspondence of this decomposition in the physical space is:

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$$ \displaystyle
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\mathbf{z}=\mathbf{x}+\mathbf{y}

$$     (2)
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where $$\mathbf{z, x, y}$$ are the counterparts of $${{\mathbf{R}}^{k\alpha }}$$, $${{\mathbf{R}}^{k}}$$ and $$\Delta {{\mathbf{r}}^{k\alpha }}$$ , respectively.

The link between the local density function in physical space of any measurable dynamics function $$\mathbf{A}(\mathbf{r,p})$$ in phase space is established as

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$$ \displaystyle \begin{align} & \mathbf{a}(\mathbf{z},t)=\sum\limits_{k=1}^{N}{\sum\limits_{\xi =1}^{n} – A\left( \mathbf{r}(t)\mathbf{,p}(t) \right)\delta ({{\mathbf{R}}^{k\xi }}}-\mathbf{z}) \\ & \text{         }=\sum\limits_{k=1}^{N}{\sum\limits_{\xi =1}^{n} – A\left( \mathbf{r}(t)\mathbf{,p}(t) \right)\delta ({{\mathbf{R}}^{k}}+\Delta {{\mathbf{r}}^{k\xi }}}-\mathbf{x}-\mathbf{y}) \\ & \text{         }=\mathbf{a}(\mathbf{x},\mathbf{y},t) \\ \end{align}$$ (3)
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where N is the number of lattice cells and n is the number of atoms within a lattice cell; $$\mathbf{a}(\mathbf{x},\mathbf{y},t)$$ or $$\mathbf{a}(\mathbf{z},t)$$ is the local density function corresponds to $$\mathbf{A}(\mathbf{r,p})$$; $$\delta (\cdot )$$ is the localization function which can be a Dirac $$\alpha$$-function or a distribution of weighting function and has a unit of inverse volume. Note that the function $$\mathbf{a}(\mathbf{x},\mathbf{y},t)$$ is continuous for both x and y. The cell-averaged continuously distributed local density function is defined as:

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$$ \displaystyle \begin{align} & \bar{a}(\mathbf{x},t)=\int_{V(\mathbf{x})}{\sum\limits_{k=1}^{N}{\sum\limits_{\xi =1}^{n}{a(\mathbf{x},\mathbf{y},t)dy}}}/V(\mathbf{x}) \\ & \text{         }=\int_{V(\mathbf{x})}{\sum\limits_{k=1}^{N}{\sum\limits_{\xi =1}^{n}{A\left( \mathbf{r}(t)\mathbf{,p}(t) \right)\delta ({{\mathbf{R}}^{k}}+\Delta {{\mathbf{r}}^{k\xi }}-\mathbf{x}-\mathbf{y})}}d\mathbf{y}}/V(\mathbf{x}) \\ & \text{         }=\int_{V(\mathbf{x})}{\sum\limits_{k=1}^{N}{\sum\limits_{\xi =1}^{n}{A\left( \mathbf{r}(t)\mathbf{,p}(t) \right)\delta ({{\mathbf{R}}^{k}}+\Delta {{\mathbf{r}}^{k\xi }}-\mathbf{x}-\mathbf{y})}}d\mathbf{y}}\delta ({{\mathbf{R}}^{k}}-\mathbf{x}) \\ & \text{         }=\int_{V(\mathbf{x})}{d\mathbf{y}\sum\limits_{k=1}^{N}{\sum\limits_{\xi =1}^{n}{A\left( \mathbf{r}(t)\mathbf{,p}(t) \right)\delta ({{\mathbf{R}}^{k}}-\mathbf{x})\delta (\Delta {{\mathbf{r}}^{k\xi }}-\mathbf{y})}}} \\ \end{align}$$ (4)
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In the above equation, $$V(\mathbf{x})$$ is the volume of the lattice cell that is located at spatial place x. The condition $$1/V(\mathbf{x})=\sum\limits_{k=1}^{N}{\delta ({{\mathbf{R}}^{k}}-\mathbf{x})}$$ is derived from the conditions:

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$$ \displaystyle \int\limits_{V}{\delta ({{\mathbf{R}}^{k}}-\mathbf{x})d\mathbf{x}}=1\text{  (}k =1, 2, 3, ...N\text{)} $$     (5)
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Discussion on $$\displaystyle\delta$$ -funciont
For $$\delta\,$$ -funciont:

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$$ \displaystyle \delta (x-y)=\left\{ \begin{matrix} 1\text{  if   }x=y  \\ 0\text{  if   }x\ne y  \\ \end{matrix} \right.$$ (6)
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Since:

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$$ \displaystyle a+b=c+d \mbox{ and  } a=c \qquad\Rightarrow\qquad a=c \mbox{  and  } b=d $$     (7)
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 *
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So we have:

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$$ \displaystyle \mathbf\delta [(a+b)-(c+d)]\delta (a-c)\qquad\Rightarrow\qquad \mathbf\delta (a-c)\delta (b-d) $$     (8)
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For this reason, we can write the term

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

$$ \displaystyle \delta ({{\mathbf{R}}^{k}}+\Delta {{\mathbf{r}}^{k\xi }}-\mathbf{x}-\mathbf{y})\delta ({{\mathbf{R}}^{k}}-\mathbf{x}) $$     (9)
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into

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

$$ \displaystyle \delta ({{\mathbf{R}}^{k}}-\mathbf{x})\delta (\Delta {{\mathbf{r}}^{k\xi }}-\mathbf{y})$$ (10)
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Density function
Professor Loc Vu-Quoc suggested the following way to derive the average density function $$a(\mathbf{z},t)\,$$ over an arbitrary volume.

For an arbitrary volume V, the mapping of a quantity $$A(\mathbf{r},t)\,$$ from $$(\mathbf{r},t)\,$$ space to $$(\mathbf{z},t)\,$$ space is:

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$$ \displaystyle A(\mathbf{z},t)=\int_{V}{A(\mathbf{r},t)w(\mathbf{r},z)d\mathbf{r}} $$     (11)
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where $$\int_{V}{w(\mathbf{r},\mathbf{z})d\mathbf{r}}=1$$

Then the average density of this quantity over the volume V is defined as:

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$$ \displaystyle a(\mathbf{z},t)=\frac{A(\mathbf{z},t)}=\frac{1}\int_{V}{A(\mathbf{r},t)w(\mathbf{r},\mathbf{z})d\mathbf{r}} $$     (12)
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Checking dimensions:

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$$ \displaystyle [w(\mathbf{z},\mathbf{r})]=\frac{1}{[V]}\Rightarrow [A(\mathbf{z},t)]=\frac{[A(\mathbf{r},t)][V]}{[V]}=[A(\mathbf{r},t)] $$     (13)
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$$ \displaystyle [a(z,t)]=\frac{[A(\mathbf{z},t)]}{[V]}=\frac{[A(\mathbf{r},t)]}{[V]} $$     (14)
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 *
 * }

A useful special case of the above density is the unit cell average density:

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

$$ \displaystyle\begin{align} & {{a}^{k}}(\mathbf{z},t)=\frac{A(\mathbf{z},t)}=\frac{1}\int_{A(\mathbf{r},t)w(\mathbf{r},\mathbf{z})d\mathbf{r}} \\ & \text{          }=\frac{1}\sum\limits_{\alpha =1}^{A({{\mathbf{r}}^{\alpha }},t)w({{\mathbf{r}}^{\alpha }},\mathbf{z})\Delta V_{k}^{\alpha }} \\ & \text{          }=\sum\limits_{\alpha =1}^{A({{\mathbf{r}}^{\alpha }},t)w({{\mathbf{r}}^{\alpha }},\mathbf{z})\frac{\Delta V_{k}^{\alpha }}} \\ \end{align} $$     (15)
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 *
 * }

where $${{a}^{k}}(\mathbf{z},t)\,$$ is the cell average density of $$A(\mathbf{r},t)\,$$, $$ V^{k}\,$$ is the volume of an unit cell, $$ N_{}^\alpha\,$$ is the number of atoms in an unit cell, and $$\Delta V_{k}^{\alpha }\;$$ is the volume of the α-th atom in the k-th unit cell.

Obviously, the dimension of $${{a}^{k}}(\mathbf{z},t)\,$$ is $$\frac{[A(\mathbf{r},t)]}{[V]}\,$$

title: User:Egm6936.f11.qiandeng/topic


text:
User:Ablomme2125/enes100/poppit

Each week, on their own wiki page, students should fill out the following form.

Give instructor top 3 project choice list
Typically the instructor picks teams. Students send the instructor their top 3 choices. The project choices are typically those found at Category:General_Engineering_Projects. The instructor tries to put students in the project of their choice. Put your top three choices here after they are used to assign you to this project. Create a link to the project root and to where your team will be working.

problem statement
There are a few ways that im looking into so that in the game of Poppit you will only be left minimum baloons, causing you to beat the game. Which ways are the most effective in winning the game of poppit?

Assign Task1
Tasks are typically done over the weekend. They are documented during the week, presented during the week and the next weekends work is negotiated during the week. Week 0 is the week that task 1 is negotiated. Record your individual task here. Plan on working on it during the weekend between week0 and week1.

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.

Compare actual work done to Task2
Rationalize differences

Week2 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

Week4 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:Ablomme2125/enes100/poppit