text:
Engineering Experience 4: Design a Small Solar Vehicle/Nl/Team PM5

Team Helios

Dit is de wikipagina van team Helios. Zoals reeds vermeld in de inleiding op de hoofdpagina van het EE4 project is het de bedoeling om een wagentje te ontwerpen dat op zonne-eneregie voortbeweegt. Op het einde van het semester vindt er een race plaats om te bepalen welk team van de hogeschool GroepT het beste wagentje ontworpen heeft.

Teamleden
Prabhjot Kaur

Thys Wouter

Vanooteghem Pieter

Versteden Mart-Joren

Allacker Neil

Bruynseels Stijn

Geyskens Pieter

Hamers Wout

Evolutie van het project
In de subsecties die volgen worden de verschillende delen van het project opgesomd. Op die manier tracht het team een beeld te schetsen van hoe de vooruitgang geboekt wordt en op welk tempo dit gebeurd.

Vergaderingen
In dit onderdeel zijn de wekelijkse vergaderingen terug te vinden die het team onderneemt. Op deze manier kan een buitenstaander niet alleen een blik krijgen op wie waarmee precies bezig is binnen het team maar ook welke afspraken er verder van toepassing zijn.
 * Vergadering 1
 * Vergadering 2
 * Vergadering 3
 * Vergadering 4
 * Vergadering 5
 * Vergadering 6
 * Vergadering 7

Blog
In dit gedeelte volgt een blog die naast de vergaderingen een snelle blik geeft op het reilen en zeilen binnen het team

Week 1 en 2
Deze week zijn we onderverdeeld in teams, vanaf heden weten we dus met wie we in het team zitten. Aangezien het een mengeling is van studenten uit 2 groepen namen we tijd om elkaar te leren kennen. Als je in teams werkt is het belangrijk elkaar toch enigzins te kennen. Nadat we kennis hadden gemaakt was het direct tijd voor de eerste deadline. We moesten 4 documenten indienen tegen het einde van week 2, dus hebben we het werk wat onderverdeeld in kleinere teams. Ook een teamnaam en een logo moest bedacht worden. We zijn op de naam 'Helios' gekomen, dit is de Griekse zonnegod. Dit leek ons een goede naam omdat we namelijk een kleine zonnewagen moeten bouwen. Voor het logo stelde Wouter zich kandidaat en hij heeft eigenhandig ons logo getekend.

Week 3
In week 2 hebben we een seminarie gekregen over overbrengingen van motoren en onze opdracht tegen week 3 is een ideale overbrenginsverhouding te berekenen. Ook kregen we in week 2 ons zonnepaneel en onze motor en hebben we al een U/I-karakteristiek moeten opmaken voor ons zonnepaneel. Met de overbrengingsverhouding hebben we nog wat moeite: Het probleem hierbij is dat we een te grote waarde voor de overbrenginsverhouding uitkomen, de waarde ligt rond de 24, terwijl het in de praktijk rond de 10 moet liggen. De oorzaak hiervan moet nog deze week onderzocht worden, zodat we tegen volgende week drie mogelijke waardes voor de overbrenginsverhoudingen hebben. Deze week hebben we ook al eens nagedacht over het ontwerp van onze zonnewagen. Hier hebben we weer verschillende onderdelen van de wagen verdeeld in kleinere teams zodat we in week 4 alles kunnen samenleggen en kijken hoe we tot de beste zonnewagen kunnen komen.

Week 4
We hebben deze week ontdekt dat de fout bij onze gear ratio ligt aan het feit dat we de stroom gebruikte die het zonnepaneel leverde onder invloed van de lamp maar de waarde die dankzij de zon haalbaar is ligt hoger. Aan de hand van deze gegevens kunnen we tegen volgende meeting de juiste gear ratio berekenen. Deze week zijn we ook begonnen met Simulink, dit is een computerprogramma waarmee we onze zonnewegan aan allerhande tests kunnen onderwerpen. We moeten nu dus onze zonnewagen simuleren op de computer zodat we verschillende factoren kunnen onderzoeken.

Week 5
Deze week hebben we het ontwerp van onze wagen gemaakt en hebben we de belangrijkste beslissingen genomen omtrent de structuur en materialen van het wagentje (zie ontwerpverslag). Ook de juiste gear ratio is nu berekend. Deze week zijn we ook al gevorderd met Simulink. Tegen volgende week vrijdag moeten we nog onze simulink afwerken, het ontwerpverslag schrijven en een sankey-diagram tekenen. Dit zijn dus de drie grote taken die we in week 6 zullen afmaken.

Week 6
Deze week hebben we gewerkt aan de documenten van Case 1, deze moeten vrijdagavond ingediend worden. Ook moeten we een peer assessment invullen. Dit dient om in te schatten of iedereen van de groep evenveel meewerkt aan ons project.

Week 7
Deze week zijn we begonnen met het bouwen van onze zonnewagen. Hiervoor hebben we de benodigde materialen aangekocht. Hiermee kunnen we dan de basis van onze wagen bouwen zodat deze in week 9 af gaat zijn. Ook aan de documenten van Case 2 gaan we beginnen werken deze week.

Week 9

 * dinsdag 26-04: In de voormiddag spraken we af op de parking gelegen tussen groept en de tiensestraat om de test te doen hoe ver ons wagentje van de helling rolde. Verder slaagden we er hier ook in om de rolweerstandscoëfficiënt te bepalen. In de namiddag gingen Mart-Joren, Pieter, Neil en Wouter nogmaals naar fablab terwijl de rest van het team begon aan de andere aspecten van case 2. In Fablab ging het niet zo vlot door afwezigheid van een goede begeleider ter plekke. Er werd afgesproken om de dag daarop terug te gaan aangezien we de bouw deze week nog af willen hebben.

 * woensdag 27-04: In de namiddag gingen Wouter, Pieter V. en Mart-Joren terug naar fablab. Er werd hard doorgewerkt, een volledig nieuw frame werd uit gelaserd, met al de juiste afmetingen. In Solid Edge werd de volledige wagen getekend wat wel wat tijd vraagt. Daarna werd alles in inkscape gezet om het laseren mogelijk te maken. Ook werden er nog extra stukjes in 3D afgeprint om de tandwielen goed te kunnen bevestigen. Er werd ook een constructie getekend om later in plexiglas te laseren en het zonnepaneel mee vast te zetten. Dit konden we nog niet doen omdat er zeer veel volk aan het aanschuiven was voor de Lasercutter. Maar dit gaan we normaal donderdagochtend doen, zodat de wagen afgewerkt kan worden. Omdat we zolang moesten aanschuiven hebben we de wagen ook een kleurtje gegeven.

 * Donderdag 28-04: 's Morgens stonden we als eerste in fablab om het vele volk voor te zijn en konden onmiddellijk onze plexiglazenonderdelen uitsnijden. Hierdoor konden we aan de slag met de motor en konden we de tandwielen monteren. Gezien daar zeer kleine stukjes plexiglas voor nodig waren. Nadat dit gebeurt was werden alle onderdelen stuk voor stuk in elkaar gepuzzeld en vast gelijmd. Met de nodige kleine probleempjes. Nadat ook dit gedaan was konden we aan de constructie beginnen die het zonnepaneel zou ondersteunen. Dit was het moeilijkste werkje van de dag, omdat hier allerlei onvoorziene omstandigheden optraden. Vanaf dat dit gedaan was was de wagen klaar, alleen het zonnepaneel zelf moet nog bevestigd worden. We konden geen echte testrit doen omdat er geen zon te bespeuren viel. Wel deden we een kleine test met de batterij van onze GSM en de wagen reed zoals het moest. Op naar de race!

Week 10
Deze week was het zover, de dag van de race was aangebroken. Dinsdagnamiddag moesten we naar het Martelarenplein gaan om onze wagen te laten racen tegen al de andere teams. Toen we voor de race begon een kleine testrit maakte zag het er goed uit we gingen vooruit, we gingen zelfs snel vooruit. uiteindelijk hebben we de halve finale niet gehaald omdat we een halve seconde te traag waren, wat we natuurlijk wel jammer vonden. We waren wel allemaal blij met onze prestatie.

De race is niet het enigste wat we hebben gedaan, we hebben ook nog verdergewerkt aan Case II. We zijn begonnen aan het marktonderzoek en de belasting van de as is ook al onderzocht geweest. Hieraan moeten we nu de komende weken nog goed doorwerken.

Week 11
- Op de meeting met de coach werd duidelijk dat er nog veel werk te verrichten was tegen vrijdag, dan is er immers de deadline voor case 2. Aan alle taken was wel reeds een begin gelegd maar vanaf dinsdag werd duidelijk dat we de gear ratio van ons team een versnelling hoger moesten schakelen.
 * Dinsdag 10-05:

-Neil en Prabhjot namen de deeltaak van de dimensionering van de aangedreven as op zich. Dit omvatte onder meer de bepaling van maximale afschuifspanning, buiging en torsie in de as. Na enkele foute pogingen keerden we terug naar de coach met enkele vragen en besloten er met die kennis de volgende dag opnieuw aan te werken.

- Wout heeft de deeltaak van het ontwerpverslag op zich genomen. Hij heeft dit gemaakt met aanvullend fotomateriaal van het zonnewagentje. Dit kan je vanaf nu ook bekijken op onze wiki onder de titel 'ontwerpverslag 2'

- Na de berekeningen nog eens door te nemen, is de dimensionering van de as nu af. Prabhjot zal hier een mooi uitgewerkt document van maken dat zal ingescand worden en voor vrijdag wordt geüpload op de wiki. We zullen morgen wel nog eens de coach consulteren om zeker te zijn of de berekeningen nu volledig kloppen.
 * Woensdag 11-05:

- Vandaag hebben Wout, Pieter G en Stijn zich bezig gehouden met alle documenten in orde te maken. Morgenavond moeten alle documenten doorgestuurd of online gezet worden.
 * Donderdag 12-05

Deadline 1
Voor deze deadline moesten volgende documenten ingeleverd worden:
 * WBS
 * Gant Chartt
 * Plan van Aanpak
 * Samenwerkingscontract

Al deze documenten werden op vrijdag 18/02 gepost via toledo, het was echter nog niet mogelijk om deze hier meteen te posten aangezien een gebruiker daar een bepaalde tijd op Wikiversity voor moet aangemeld zijn. De week erna was dit het geval, zodat lezers nu gewoon op de link kunnen klikken van het document dat ze wensen in te kijken.

Materialen
We hebben ervoor gekozen om ons frame uit hout te maken. De reden hiervoor is dat hout zeer licht is, makkelijk te bewerken is, toch stevig is en ook redelijk goedkoop is. Bij andere materialen zoals aluminium zijn er altijd wel nadelen zoals kostprijs, moeilijk te bewerken,... . Hout was volgens ons de beste keuze omdat dit het minste nadelen had. Van alle houtsoorten bleken vurenhout en grenen ons de beste opties. Ze zijn zowel licht, stevig, makkelijk te bewerken, en goedkoop. Welke van de 2 we gaan kiezen hangt af van prijs en beschikbaarheid in de winkel.

Voor de wielen gaan we gebruik maken van kleine cd-rom schijven. Deze hebben standaard een straal van 4 cm maar dit kunnen we nog aanpassen. We hebben voor deze wielen gekozen omdat rubberen wielen teveel wrijving geven op de rubberen weg die we gaan moeten gebruiken. Eventueel kan de straal van de wielen nog aangepast worden met de lasercutter in Fablab.

De assen gaan standaard metalen assen zijn. Deze worden dan met rollagers in het hout bevestigd om de wrijving in te perken.

Vorm
Voor de vorm hebben we gekozen voor een driehoek. Zoals je op bijgevoegde schets kan zien werken we met een T-profiel, op de dwarsbalk gaan we ons zonnepaneel bevestigen, vooraan op deze balk komen 2 kleinere wielen. Achteraan op de andere balk komen 2 grotere wielen en hier wordt ook onze motor op gezet, we werken dus met achterwielaandrijving. Door deze ontwerpkeuze blijft de auto heel laag, wat voor weinig luchtweerstand zorgt, en dus een aerodynamisch voordeel moet opleveren. Het paneel wordt vooraan op een systeem geplaatst zodat dit van 0 tot 90 graden kan variëren. Dit wordt gerealiseerd door een ijzeren staaf te veranderen van positie op het frame. Zo kunnen we het paneel in alle omstandigheden in juiste hoek naar de zon richten om zo een ideaal rendement te behalen. Onderaan worden zowel vooraan als achteraan 2 kleine wieltjes horizontaal bevestigd die tegen het L-profiel moeten rollen. Op die manier blijft ten alle tijden op zijn baan.

Technische Tekening
Er is een technische tekening van het ontwerp van ons SSV gemaakt. De tekeningen werden gemaakt in Solid Edge. De afmetingen zijn nog maar voorlopig en kunnen altijd nog worden aangepast, rekening houdend met het gewicht en de sterkte van het wagentje.

Omdat we de gear ratio nu kennen, zijn de tekeningen nog eens herbekeken. Volgens de berekeningen zullen we een klein tandwieltje op een heel groot tandwiel moeten plaatsen, om plaats te besparen gaan we dus met meerdere tandwielen werken. Omdat er dan meerdere tandwielen op 1 as komen hebben we enkele aanpassingen gedaan aan het frame van ons VCC. Het was eerst de bedoeling alle tandwielen langs één kant van het frame vast te maken. Hieraan zijn enkele nadelen: de tandwielen zouden niet in het midden van de as aangrijpen, maar ergens opzij aan de as, als er meerdere tandwielen op één as komen te staan, komen er ook problemen om de tandwielen allemaal vast te maken aan de zijkant van het frame. De tandwielen zouden ook weg van het frame komen te staan (omdat er nu 2 tandwielen op één as komen) wat ook voor grotere krachten zorgt.

De oplossing is om een gleuf te maken in het midden van het frame (zie tekening)en 2 tandwielen langs de binnenkant van het frame te plaatsen. Op die manier grijpen de tandwielen aan in het midden van de as. De breedte van het frame is ook verdubbeld omwille van de stevigheid, de gleuf zal ons wagentje minder stevig maken.

Door ons bezoek aan het Fablab hebben we ons laten inspireren om nog eens een ander ontwerp te maken voor ons SSV,het basis idee van de T-vorm blijft, ook zal de manier van werken met de tandwielen hetzelfde blijven. Hetgeen wel veranderd is, is dat het frame niet meer uit één massieve blok hout zal bestaan, maar nu met verschillende onderdelen in elkaar zal geplakt worden. Het voordeel hiervan is vooral dat we op die manier al onze onderdelen kunnen laten lasersnijden in het Fablab, dit had met een massieve blok hout niet gegaan om dat de lasercutter maar één centimeter diep kan snijden. Een ander voordeel van met de lasersnijder te werken is ook dat die heel nauwkeurig werkt.

Een laatste kleine aanpassing is dat de T-vorm iets aerodynamischer geworden is, dit bevordert ook de sterkte van het frame.

Op de tekening van het nieuwe ontwerp is het frame te zien, op deze tekening is wel nog geen systeem aangebracht om het zonnepaneel vast te maken, maar dit zal wellicht op dezelfde manier gebeuren als bij het eerste ontwerp.

Ontwerpverslag 2
In ontwerpverslag I kon je al een begin lezen van de constructie van onze zonnewagen. Dit was echter niet nauwkeurig genoeg en ook nog niet definitief. Daarom volgt in het volgende verslag een nauwkeurige beschrijving van hoe we onze wagen hebben gebouwd en waarom we dit net op deze manier hebben gedaan. Het verslag is onderverdeeld in materialen, constructie en vorm.

Documenten
Hier vind je een samenvattende file van alle documenten die we in de oriënterings- en analysefase hebben gemaakt.

Website
via volgende link kan je op onze website gaan kijken naar de promotie van onze zonnewagen!

http://users.groept.be/pi/pieter.geyskens/site


text:
General knowledge

The intention of this set of courses is to give to you the set of knowledge which would make you "educated". The courses are not about in depth knowledge, but about important concepts about nature, society and arts which every educated person should know.

Natural sciences
Natural science is the term used to apply to the non artificial sciences. Often used to describe only the environmental sciences, but for the purpose of this article it will be used to refer to all the natural sciences. This is a very broad and diverse topic, but this will cover the basics.
 * Earth science
 * Basic physics
 * The biological sciences
 * Basic astronomy
 * Chemistry

Society
Simply put, society is any large group of people who live together, usually ruled by the same people or in the same situation to one another. Members of a society often have similar beliefs, morally, religiously or politically, and benefit one another while simultaneously depending on each other.

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

title: General knowledge


text:
SPIR608 Political Simulations and Gaming/2011/Sex Slaves

Stabbing The principle of the game is to get yourself (because your a prostitute) out of the institution. The game has a maximum of five players but there are six different scenario cards. You can keep the scenario secret or tell other players in order to form an alliance. Each scenario card will explain how to get out of prostitution and eventually win the game. Remember the game is intentionally difficult because unfortunately for the real life victims of this game, many never escape. This game is a simulation of the world of prostitution, pacifically south Asia; therefore the scenarios have been adapted from Louise Brown's (2000) research. Brown, L., 2000. Sex Slaves: The Trafficking of Women in Asia. London: Viagro Press documentry on sex slaves Siddharth, K., 2009. Sex trafficking: inside the business of modern slavery. New York: Columbia 	University Press Scenarios
 * 1) You recruit from your village another girl who will take your place in the industry
 * 2) Run away
 * 3) Having a son that looks after you and buys you out of the industry
 * 4) Becoming a madam
 * 5) A special client buys you out
 * 6) You die
 * 7) You becoming your own manager no pimp giving you autonomy over your clients

Each girl has a different debt to the industry you must go round the board and acquire the money amongst over thing to secure your liberty.


text: SPIR608 Political Simulations and Gaming/2011/Oligarchs


text:
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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 Ramesh25. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ramesh25~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.

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title: User talk:Ramesh25~enwikiversity


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User talk:Wouter~enwikiversity

 Hello Wouter, 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! --Leutha 15:35, 18 February 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Wouter. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Wouter~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 23:48, 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) 06:25, 19 April 2015 (UTC)

title: User talk:Wouter~enwikiversity


text:
User talk:Mickey Vallee

 Hello Mickey Vallee, 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! --Leutha 15:35, 18 February 2011 (UTC)

title: User talk:Mickey Vallee


text:
User talk:Robin.neujens

 Hello Robin.neujens, 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! --Leutha 15:36, 18 February 2011 (UTC)

Copyright problems on photos
Hello. There is a problem with one or more files you have uploaded. Every file you upload must have a clear statement of the copyright position. If you took the photos yourself, add PD-self if you are placing it unreservedly in the public domain. If you wish to retain minimal rights, add Cc-by-sa-3.0. If you did not take the photo, please add an explanation of why it can be hosted here. I am afraid that if you do not do this, the file wil be deleted. Let me know if you have any problems.--Collingwood (talk) 20:59, 5 July 2012 (UTC)

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The following files are missing copyright and/or license information:
 * File:Case SSV part 1.pdf
 * File:Case SSV part 2.pdf
 * File:Enterprising.pdf
 * File:Log book Jeff.pdf
 * File:Log book Maarten.pdf
 * File:Log book Robin.pdf
 * File:Log book Shen Jiaxi.pdf
 * File:Log book Tian Jianlei.pdf
 * File:Log book Wang Yu.pdf
 * File:Meeting Report nr. 1.pdf
 * File:Meeting Report nr. 2.pdf
 * File:Meeting Report nr. 3.pdf
 * File:Meeting Report nr. 4.pdf
 * File:Meeting Report nr. 5.pdf
 * File:Meeting Report nr. 6.pdf
 * File:Process Report final.pdf
 * File:SSV1.png
 * File:SSV2.png
 * File:SSV-frame.jpg
 * File:SSV-iso.jpg
 * File:Team Apollo simulation-report (Final).pdf
 * File:Temporary Process report.pdf
 * File:WholeSSV.jpg

MaintenanceBot (discuss • contribs) 03:51, 11 November 2013 (UTC)

title: User talk:Robin.neujens


text:
Engineering Experience 4: Design a Small Solar Vehicle/Team PM11

Plan van aanpak Inleiding

GroepT geeft de studenten van de tweede studiefase met het EE4-project de opdracht om een kleine zonnewagen te bouwen. Deze Small Solar Vehicle moet uiteindelijk deelnemen aan een race. De volledige opdracht steunt op drie peilers: Engineering, Enterprising en Educating. Om dit project in goede banen te leiden stellen we dit Plan Van Aanpak op. Het team wordt bijgestaan door Dhr. Peter Slaets. Het team kan voor inlichtingen bij hem terecht. Alle documenten die moeten voldoen aan een deadline worden naar hem doorgestuurd. We krijgen ook feedback van hem. Teamnaam en Samenstelling

Het team kiest voor de naam Heliodrive. De leden zijn: Niels Vandeput Maxime Petitjean Thomas Van Stee Mathias Servranckx Alexandre Peeters Jurgen Petré Ellen D’hooghe Brecht Pellens

Aanpak

1.	Algemeen

We komen elke dinsdag om 14 u samen op de voorziene tijdsblok in het uurrooster om dan de stand van zaken te bespreken en aan de wagen te werken. Indien men niet aanwezig kan zijn, laat men dit op tijd weten aan de projectleider. Waarschijnlijk spreken we ook nog af op andere tijdstippen.

2.	Beginfase In week 1 worden algemene afspraken gemaakt. Het team kiest een teamnaam, de eerste versie van de Gantt-chart, de WBS en een eerste klein vergaderverslag wordt opgesteld. Dit Plan Van Aanpak zelf en het samenwerkingscontract worden ook gemaakt tijdens deze fase.

3.	Ontwikkelingsfase Deze fase gaat in principe van start in week 2. Vanaf week 2 worden er ook nog enkele seminaries gegeven die ons de nodige kennis moeten verschaffen om het project tot een goed eind te brengen. We proberen de planning van de Gantt-chart te volgen, aangezien hierin ook de gegeven deadlines zijn aangegeven. Het team wil gestructureerd en duidelijk werken. We proberen altijd enkele dagen voor een deadline het werk af te hebben. Zo hebben we tijd om alles voldoende na te kijken en van de eerste keer zonder al te veel fouten te werken. Het team wil een wagentje maken dat sterk kan meedingen in de race. We zullen een grondige studie maken over materialen om een zo stevig en licht mogelijk frame te creëren. Het team beoogt in eerste plaats niet de prijs van Most Innovative of Most Beautiful Vehicle, maar hierover kan gedurende het project nog verandering optreden. We willen immers in eerste plaats een snel en functioneel wagentje. We willen het wagentje al snel af hebben zodat we genoeg kunnen testen. Wanneer de tests grondig verlopen en het wagentje recht rijdt, kan een richtingsbediening vermeden worden. Daarnaast zal het team de andere opdrachten niet uit het oog verliezen. Minimum wekelijks zal de Wiki worden aangepast. Wekelijks zal een vergaderverslag worden gepost. Er zal ook op tijd worden gewerkt aan het design-verslag en het proces-verslag. De Case SSV2, Case Simulink en het marktonderzoek voor een kleine Umicar worden ook grondig gemaakt, aangezien deze een groot aandeel hebben in het Enterprising en Engineering-aspect. Er vindt een eerste Peer Assessment plaats in week 6, waarbij de teamleden feedback krijgen. Deze wordt wel niet geëvalueerd.

4.	Eindfase en evaluatie In de laatste fase vindt de race plaats. Twee wagentjes nemen het telkens tegen elkaar op, de beste gaat door. De af te leggen baan bestaat uit een recht stuk met een helling. Het team maakt een volledig eindverslag wat in deze fase wordt vervolledigd en afgegeven. Een tweede Peer Assessment wordt georganiseerd in week11, deze wordt wel geëvalueerd. Een individuele test vindt plaats in week 13.


text:
User talk:Sn79337

 Hello Sn79337, 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) 16:34, 18 February 2011 (UTC)

title: User talk:Sn79337


text:
User:SB Johnny/Killerchihuahua and Moulton

This page is for Moulton to ask questions of KillerChihuahua (KC for short) regarding her part in his being blocked on the English Wikipedia several years ago, and likewise for KC to ask questions of Moulton regarding his own actions. Aside from the two of them (and me, SB_Johnny), anyone else reading along shouldn't post here, but you can use the talk page if you really must comment.

Please keep both the questions and answers as brief and direct as possible. Please avoid hyperbole or statements that would even loosely invoke Godwin's Law. Assume good faith, and when discussing either one another or other parties, please abide by the Foundation's resolution regarding BLP.

 * Thank you, SBJ. My first question to KC is whether she has reviewed my presentation to her here and is prepared to respond to it at this time.  —Moulton 17:13, 18 February 2011 (UTC)
 * Moulton, I think asking a question about a complicated narrative you've put together goes against the spirit of simplicity and brevity I'm trying to maintain here in my role as a mediator. Perhaps a much simpler and direct question such as "Why did you block me?", or "What focused your attention on me?" would be a better start. --SB_Johnny talk 18:57, 19 February 2011 (UTC)
 * Please briefly specify what your grievances against me are and what you want to see as a result of this. Specify them here, please; there is a reason for a dedicated page. KillerChihuahua 12:49, 19 February 2011 (UTC)

Grievance and Desired Outcome
I have a long list of grievances, as they compounded over 3 1/2 years, but it begins with this initial grievance and desired outcome:

By Restorative Justice, I mean I want the damage repaired. I don't want anyone punished. I simply want people to become better educated. The damage that I want repaired is the damage to the standing and reputations of those who were the subject of unjust character assassination in the pages of Wikipedia, Meta, and Wikiversity. I also desire to see Wikiversity repair the damage to the smooth functioning of the learning process for all participants who come to Wikiversity as scholars who sincerely wish to learn.

Moulton 05:59, 21 February 2011 (UTC)

 * Your grievance, as stated, is inaccurate. The ban was a community ban which has been upheld multiple times. Your link is to the Rfc which led to the block, with input from multiple editors - it was endorsed by fourteen. The result of that Rfc was your block. It was placed on ANI for review at the time of block and there were zero objections. You requested review on your user page and unblock was declined. Your block was removed for participation in ArbCom, then reinstated twice by two different admins. submitted to legal, back on ANI, etc etc ad nauseum. This is not the action of a single editor, but a community block which has withstood many reviews. I have already addressed the phrasing I used at that time. Lacking a time machine, I cannot rephrase, so your repeated harping on this is pointless. Let me be clear: I can NOT rephrase. Not will not; can not. Discussion is pointless, since I lack the ability to change the verbiage used at that time.
 * Your outcome, as phrased, is incomprehensible to me. It has absolutely nothing to do with your supposed grievance, but with alleged character assassination to multiple unnamed people. Please be specific. "damage to the standing and reputation of those who" - what damage? Who are "those"? What character assassination? Are you claiming I, personally, committed such acts? You have made this wild charge in the past, but never provided a shred of evidence. If you wish this charge to be even discussed seriously, you must be specific and provide links to difs of edits I made which you think fit this description. KillerChihuahua 17:21, 22 February 2011 (UTC)

Hi KC. Thanks for taking the time to respond. While my "original plan" was to just set some guidelines and let you two talk, a conversation I had with Moulton a little while ago has made me think that I might need to be a bit more hands-on. With that in mind, a couple quick questions for now: Again, thanks. I'm pretty sure I know the answers here, but Moulton also thinks he knows the answers, but we don't think the same thing on some of them :-). --SB_Johnny  talk 20:36, 22 February 2011 (UTC)
 * What do you think Moulton's desired outcome is?
 * What brought the RfC to your attention? Were you pinged?
 * Why did you decide to forego bringing it to the sanctions noticeboard?

I'm not seeing how my trying to guess Moulton's thoughts is going to be in any way helpful. Let him speak for himself; if he cannot mange clarity and brevity then we can ask him until we are certain his meaning is clear to us. But a guessing game would be counter productive. KillerChihuahua 16:34, 28 February 2011 (UTC)

 * KillerChihuahua, I am unclear on what your objectives are here. Could you briefly and clearly state what your objectives are here at Wikiversity in general and in this mediation process in particular.  Specifically, are you here for collaborative learning and joint problem-solving?  If not, please clarify what you are here for.  —Moulton 14:36, 1 March 2011 (UTC)
 * As stated at the top of this page: This page is for Moulton to ask questions of KillerChihuahua (KC for short) regarding her part in his being blocked on the English Wikipedia several years ago, and likewise for KC to ask questions of Moulton regarding his own actions I have no interest in discussing anything further with you. Please confine yourself to the subject at hand, and refrain from scope creep. KillerChihuahua 20:25, 1 March 2011 (UTC)


text: File:Layered Channel Flow.png

title: File:Layered Channel Flow.png


text:
User:EGM6341.S11.team5.cavalcanti/HW3

= Problem 5 - Proof of expression of the error, $$e^{(n+1)}(x)$$ = From (meeting 16 page 3)

Given
Expression of the error such that: $$\displaystyle e^{(n+1)}(x)=f^{(n+1)}(x)-0$$.

Find
Show that: $$\displaystyle e^{(n+1)}(x)=f^{(n+1)}(x)$$.

Solution
''' We solved this problem on our own. '''

The error for the Lagrange Interpolation can be found using: $$e^{L}_{n}(x)=f(x)-f_{n}(x)$$ For simplicity, we will rewrite the equation as follows: $$\displaystyle e(x)=f(x)-f_{n}(x)$$ Taking the first derivative, $$e^{(1)}(x)=f^{(1)}(x)-f_{n}^{1}(x)$$ Taking the derivative again, $$e^{(2)}(x)=f^{(2)}(x)-f_{n}^{2}(x)$$ . . . Similarly, $$e^{(n)}(x)=f^{(n)}(x)-f_{n}^{1}(x)$$ $$e^{(n+1)}(x)=f^{(n+1)}(x)-f_{n}^{n+1}(x)$$ We know that $$f_{n}(x)$$ is a polynomial of degree n,So $$f_{n}^{(n+1)}=0$$.
 * {| style="width:100%" border="0" align="left"

 * style="width:50%; padding:10px; border:2px solid #8888aa" align="center" |
 * style="width:50%; padding:10px; border:2px solid #8888aa" align="center" |

$$\therefore e^{(n+1)}(x)=f^{(n+1)}(x)$$

 * }
 * }
 * }

Author and proof-reader
[Author] cavalcanti

[Proof-reader] Raghunathan

title: User:EGM6341.S11.team5.cavalcanti/HW3


text:
User:EGM6341.S11.team5.cavalcanti/HW4

= Problem 2 - = From (meeting 16 page 3)

Solution
''' We solved this problem on our own. '''

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

 * style="width:50%; padding:10px; border:2px solid #8888aa" align="center" |
 * style="width:50%; padding:10px; border:2px solid #8888aa" align="center" |

 * }
 * }
 * }

Author and proof-reader
[Author] [Proof-reader] =Problem 8=

title: User:EGM6341.S11.team5.cavalcanti/HW4


text:
User:Charles Jeffrey Danoff/books

 * Pediapress book I edited: http://pediapress.com/books/show/c452a0bd142c657677b7def92162e2/

title: User:Charles Jeffrey Danoff/books


text:
Paideia High School/To Kill a Mockingbird

To Kill a Mockingbird is a Paideia Unit Plan. These guidelines address teachers for the purpose of guiding instruction. See Paideia Learning Plan for the student's point of view.

Column One
Column One teaching and learning should make up about 10% to 15% of the total scheduled instructional time. It is didactic in nature and uses teacher lectures, text books or other didactic instructional materials, and questioning appropriate to this mode of education. Teaching in this mode encompasses of three facets: Exoridium, Interpretation, and Erudition.

Exordium
The Exordium is the teacher's didactic introduction to the work that is the subject of a Paideia Unit Plan. This introduction consists of both an oral and physical (or electronic) presentation of the work. For longer works, the teacher may limit the oral presentation to key parts of the work. The teacher should read texts live distinctly, accurately, and intelligently. Other works should be orally presented similarly as appropriate to the type of work. In addition, the teacher should provide high quality audio and video recordings of works if possible. Students should have a consumable print copy of the work both electronically and in hard-copy if possible.

Oral Presentation

 * Read Chapters 1 and 2 aloud in class. Students continue to read independently from this point as a concession to the length of the work. Students will most likely question "scuppernongs" in the text. See the picture in the erudition section.
 * youtube audio of ' 'To Kill a Mockingbird' 'This audio is divided up by chapters--the link leads to Chapter One, subsequent chapters are also available.

Written Presentation

 *
 *
 *

Interpretation
Textual Interpretation refers to the teacher's didactic analysis of a written work in terms of the four major questions a demanding reader should ask of a text. Using the term work instead of book, these questions are: (1) What is the text about as a whole? (2) What is being said in detail, and how? (3) Is the text true, in whole or part? and (4) What of it? The Exordium begins to answer the first question because it introduces the whole text both orally and in writing (although the oral presentation may be limited in the case of longer works). It is in the Interpretation stage of Column One instruction that the teacher didactically begins to thoroughly unlock the second question. The third and fourth questions are relevant to Interpretation, but question two receives most of the teacher's attention. It is only when the student begins Column Two activities that a fuller grasp of questions three and four begins to mature in the student's mind. Consistent with the purpose of Column One instruction, the teacher is simply introducing elements of proper interpretation for the student to build on during Column Two and Column Three learning.

These questions can be appropriately modified for analysis of a work in science, mathematics, or the fine arts. Analysis of these types of works proceeds in a manner analagous to that of a text. Inasmuch as imaginative literature can be considered a work of fine art, the analogies drawn in Adler's and Van Doren's How to Read a Book can serve as a guide to other types of works too.

Interpretation of  or
In textual interpretation, the teacher didactically presents the author's key terms in the stage of Interpretation of Words and Terms. In addition, the teacher anticipates unfamiliar general vocabulary. These words and terms are given didactically, either orally or in writing, or both, but the task of interpreting is a Column Two skill of learning that the teacher must coach. Consequently, the purpose of this Column One stage is merely to point out key terms and potentially unfamiliar terms. The student must learn how to interpret. Again, this planning can be adapted to other kinds of works.

Interpretation of Key Terms
The key terms are those few words or phrases the author uses in unique, special, or important ways. . In the Column Two stage, students are coached both to find these key terms and to "unlock" them on their own. This skill is essential to analytical reading. In this Column One stage, however, the teacher points out a list of such terms. Students should understand that this listing is not necessarily exhaustive. In addition, the teacher provides students with a handful of these terms worked out in detail for consideration; it should consist of about three to five terms.
 * In Chapter 7, page 79 in the Grand Central publishers 50th anniversary edition, follow Atticus's directions and delete the adjectives, to get the sense of the Egyptians. This is also a good place to revisit the unreliability of the first person narrator, and Scout's particular challenges. "Children are excellent observers, poor interpreters."
 *
 *

General Vocabulary
The teacher may anticipate general unfamiliar vocabulary and point out the more difficult words either orally or in writing or both. However, defining words using context, a dictionary, or a knowlegable friend or adult (including the teacher) is a Column Two skill that must be coached. Teachers must help students build good habits of knowing the meanings of words. Dictionaries, in both electronic and book form must be available, and students must be taught how to use them. They must also be taught how to ask for definitions--a perfectly acceptible life skill commonly used by demanding readers!

 *
 *
 *

Note: If the teacher points out words in anticipation of their potential difficulty, this should be done in context by giving citations or electronically highlighting the words.

Interpretation of Sentences
One point of didactic interpretation at the level of interpreting sentences is to use grammar to get at the author's meaning. As with interpreting words and terms, this level of interpretation is also a Column Two skill that must be coached. Consequently, at the Column One didactic level, a teacher should choose a handful of the most difficult sentences in the text for demonstration. The teacher will always unlock the grammar of a few important and more difficult sentences for students independent of whether these sentences are key premeses to an argument. As appropriate to the text, a teacher should also consider demonstrating the grammar of sentences that work together as propositions in the author's most important arguments.

Another important point is to demonstrate the meter and prosody in both poetry and prose texts. This aim is in great danger of being completely overlooked or forgotten in a world where oral reading is not nearly as common as it once was. Nevertheless, great speechs often succeed in part because the author understands prosody. Lincoln's Gettysburg Address and King's I Have a Dream serve as striking examples. The teacher should select sentences or versus to demonstrate both meter and rhythm.

 * I could feel the walls of a pink cotton penitentiary closing in around me: use of imagery encapsulating her relationship with Aunt Alexandra, and Alexandra's expectations and goals for her. Use of both imagery and alliteration.
 * :
 * :
 * :

Interpretation of Passages
At the level of passages, the full trivium (grammar, logic, and rhetoric) come into play. First, a teacher should choose one or two of the author's most important arguments for a demonstration of how to use logic as a key to interpreting a text. Next, the teacher should select several passages to demonstrate how they conform (or not) to rhetorical, poetical, and sylistic rules. These rules, of course, must be didactically taught as prerequisites to interpretation of texts.

 * <Argument>: <demonstration of both the grammar of the sentences comprising premeses and of the concluding proposition along with the logic of the argument followed by an explanation of how the arguments help to unravel the author's meaning>
 * <Passage Illustrating Rhetorical Rules>: <demonstration of the rhetorical rules and their value in the success of the author's purpose>

 * Rich texture of background in setting the scene and creating a world: The passage concerning Mr. Avery in Chapter 6. After students have read chapters 4 to 6, read this passage aloud to the class. Explain the function of the passage in the story. It does not advance the plot particularly, but it does provide a textured background to the story. It makes the world in which these characters exist real, and in some senses emphasizes that this is a children's eye view of that world. A comparison to the film "Avatar" is helpful. One of the things people loved about that film was that the details of the scenes and backgrounds were so textured and vivid that the fantasy world it presented seemed real.

 * Implied meaning that moves the story forward: Read pages 201-207 aloud. This is the scene from the end of Chapter 15 in which the children get between Atticus and the lynch mob. They need some help and explication to understand what's really going on here. Continue on into the beginning of Chapter 16, with the implication, "Jem heard me." What he hears isn't clear until the end of the section--that she's crying. Also point out the juxtaposition she is making, between Atticus facing down the mad dog and Atticus facing down the mob--emotional resonance and loss of innocence.

Erudition
Erudition refers to all manner of background information assumed by or necessary to understanding or fully appreciating the text.

<Note that these categories are presented alphabetically for ease of organization>

Anthropological References

 * <information relevant to anthropological issues and discoveries--include citations--delete if not used>

Antiquarian References

 * <information about references to things no longer commonly understood because of their situation in ages past--include citations--delete if not used>

Archaeological References

 * <information about details related to archaeological discoveries--include citations--delete if not used>

Biographical References

 * <information about the author--always include>
 * <information about other textual references to important people--include citations--delete if not used>

Cultural References
Scuppernongs are a particular type of large green grape that grow in the southern states. In the bottom picture the large green grapes are scuppernongs.

The Ku Klux Klan is a white supremacist group that developed in the American South after the Civil War. They are particularly anti-Black, but share an almost equal animosity for Catholics, Jews, and any other group that they feel is outside the white, anglo-saxon protestant demographic.

http://en.wikipedia.org/wiki/Ku_Klux_Klan

Ethical References

 * <information and links to ethical references--include citations--delete if not used>

Geographical References

 * <links to relevant maps--delete if not used>
 * <information relevant to geographical references--include citations--delete if not used>

Historical References

 * <information and links to historical references--include citations--delete if not used>

Mathematical References

 * <information and links to mathematical references--include citations--delete if not used>

Political References

 * <information and links to political references--include citations--delete if not used>

Religious References

 * <information and links to religious references--include citations--delete if not used>

Scientific References

 * <information and links to scientific references--include citations--delete if not used>

Column Two
Column Two teaching consists of coaching. This mode of instruction aims at helping students to form habitual skills in the language, scientific, and fine arts. Thus, a teacher must correct students as they practice listening, speaking, reading, writing, observing with the senses unaided, observing with the aid of scientific apparatus, measuring, estimating, calculating, and exercising dexterity in the musical and visual arts. Each of these arts in turn rely upon the aquisition of fine and gross motor, imagination, and memory skills. These rules for developing Paideia Unit Plans address teachers. For their counterpart written for students, see Paideia Learning Plan.

Column Two learning comprises 65% to 75% of scheduled learning time. It's chief charactaristic is student activity. Students must be practicing some skill or skills while the teacher corrects him or her. While athletic coaching is an obvious example of this type of instruction, debate coaching, directing a drama, art instruction, and piano lessons also represent coaching. In order to coach well, a teacher must have a repertoire of activities carefully designed to exercised desired skills. Additionally, the teacher must have a clear idea of how to correct the skills as students practice them to ensure their habitual formation.

Mnuemonic Skills
<consider this category for every unit>

Listening Skills

 * <links to additional quality recordings--include citations--delete if not used>
 * <information relevant to listening for grammatical, logical, rhetorical, poetical, and stylistic elements of the work--include citations--delete if not used>

Speaking Skills

 * <imitation of quality oral readings--should be a part of every unit>
 * <recitations from memory--should be some part of every unit>
 * <oral presentations of written work--should be a part of most units>
 * <class discussions--should be a part of every unit>
 * <recitation of the rules of reading from Adler's and Van Doren's How to Read a Book or similar rules>

Reading Skills
The questions below were designed to help with the identification of the main parts of the story and some implications of events that will speak to later events:
 * <read hard-copy with a pencil in hand--always!>
 * <marking up a text both with a pencil and electronically>
 * <reading through the work as a whole as taught in Adler's and Van Doren's How to Read a Book>
 * <For this narrative work, the first read through is acceptably supplemented or replaced by listening to the book on tape.>
 * With a large work of this type, students will need help focusing on the plot, and in particular decoding the subtlety of the language. This is very Southern, and the expression is often quite indirect. Our very Northern students need help noticing the implications inherent in the descriptions and dialogue.

To Kill a Mockingbird Ch. 1, 2, 3 Literal Comprehension Questions

1.	Tell the story of what happened to her father’s first clients:

2.	Why did the author include that anecdote?

3.	As a reader, you can’t believe everything you are told by Scout and Jem. Which of the two do you think is more reliable, and why?

4.	Describe the events of Scout’s first day of school:

5.	What is Miss Caroline so upset about, when she discovers Scout can do it, and why?

6.	Walter Cunningham and Burris Ewell are both boys from Maycomb, who we meet on Scout’s first day of school.

What is similar about the boys? What are the differences between them?

Similarities:

Differences:

7.	What deal do Scout and Atticus make in regards to going to school?

To Kill a Mockingbird Ch 4-6 Comprehension Questions 1.	How does Scout end up in the Radley yard?

2.	Why does Scout feel guilty about acting out the story of the Radley family for the games she and Jem and Dill play in the yard?

3.	What is Jem's reasoning when he says it’s OK to continue to play the Radley game?

4.	In chapter five, Scout questions Miss Maudie about “Boo” Arthur Radley.

In that explanation, Miss Maudie says: “. . .sometimes the Bible in the hand of one man is worse than a whiskey bottle in the hand of—oh, of your father.”

Skip back to the beginning of the conversation, and read this statement in context, then explain what Miss Maudie means by this statement.

5.	What does Atticus tell the children when he catches them trying to give Boo Radley a note on the end of a fishing pole?

6.	Why are the three children so obsessed with Boo Radley?

7.	Why does Jem have to go back and get his trousers at the end of Chapter 6?

To Kill a Mockingbird Chapters 7-9 Questions

1.	What do the children find in the knothole of the tree on the Radley lot?

2.	What happens to the knot hole?

3.	Frequently throughout the story, Scout doesn’t understand her brother’s actions. Speculate, based on what has happened in the story so far—at the end of chapter 7, why does Jem stand on the front porch and cry?

4.	Why does Scout think the world is ending?

5.	To what does Mr. Avery attribute the unusual change in the weather?

6.	Why does Atticus roust the children out of bed in the middle of the night?

7.	Why doesn’t Scout fight with Cecil Jacobs?

8.	Describe Scout’s relationship with her Aunt Alexandra.

9.	Why does she say her Uncle Jack isn’t fair?

10.	What is the case Atticus is taking on that is causing so much talk and upset?

To Kill A Mockingbird Ch 10 and 11 Comprehension Questions

1.	According to Miss Maudie, why is it a sin to kill a mockingbird? (Explain the meaning in your own words, don’t just quote.)

2.	At the beginning of chapter ten, Scout as narrator is discussing a dissatisfaction she and Jem have with Atticus. What is it?

3.	On page 124, Calpurnia runs to the Radley’s front door and knocks. Scout observes that, “She’s supposed to go around in back.” Explain the significance of that comment.

4.	Why is it so important that they shoot the dog, Tim Johnson?

5.	What talent does it turn out Atticus has, unbeknownst to his children?

6.	When does Scout think her father is “the bravest man who ever lived”?

7.	What does Mrs. Dubose say that sends Jem over the edge?

8.	What does Jem do to Mrs. Dubose?

9.	What is Jem’s punishment?

10.	Why did Atticus say he would have had Jem spend the time with Mrs. Dubose even if Jem hadn’t gotten in trouble?

11.	What was the significance of the final gift Mrs. Dubose sent to Jem?

To Kill A Mockingbird Ch 12 and 13

1.	What goes wrong with Scout’s summer at the beginning of chapter 12?

2.	Why does Calpurnia take Scout and Jem with her to her church?

3.	What was unusual about the way people sang hymns in Calpurnia’s church, and why did they do it that way?

4.	Who is waiting for them when they get home from church?

5.	How does Aunt Alexandra seem to define “fine folk”?

6.	How has Scout learned to define “fine folk”?

7.	What is the point of conflict between Alexandra and Atticus that leads Atticus to come into Scout’s room and try to talk to her about their family?

8.	How does that talk end?

To Kill A Mockingbird Ch 14 and 15 Comprehension Questions

1.	When Aunt Alexandra realizes that Scout and Jem went to Calpurnia’s church, what does she press Atticus to do?

2.	Why do Jem and Scout get into a knock down drag out brawl in Chapter 14?

3.	What do they children find under Scout’s bed?

4.	Why did Dill run away?

5.	Why were the neighbor men gathered to talk to Atticus in the front yard?

6.	Why does Atticus go downtown on Sunday night?

7.	Who do the children see confronting Atticus at the courthouse?

8.	Why are those men at the courthouse?

9.	Why does Scout jump into the circle of the discussion?

10.	Why do the men leave?

To Kill A Mockingbird Ch 16 & 17 Comprehension Questions

1.	Why are so many people coming into town from all over on this day?

2.	Why does Miss Maudie say Atticus might subpoena Miss Stephanie?

3.	On page 218, as Scout is working her way into the courthouse to observe the trial, she overhears the following piece of dialogue:

“Lemme tell you somethin’ now, Billy,” a third said, “you know the court appointed him to defend this nigger.”

“Yeah, but Atticus aims the defend him. That’s what I don’t like about it.”

Scout finds this confusing. Explain it to her.

4.	Where in the courthouse do the children end up sitting?

5.	What point does Atticus seem to be making about no one calling the doctor to see Mayella?

6.	What is the one anomalous feature in the Ewell yard, as described by Scout?

7.	Why does Reverend Sykes tell Jem to take Scout home?

8.	What did Atticus ask Mr. Ewell to demonstrate for the court?

9.	What was the point of proving that Mr. Ewell is left handed?

To Kill A Mockingbird Ch 18 & 19 Comprehension Questions

1.	What is Mayella afraid of?

2.	What does Atticus do that makes Mayella think he is mocking her?

3.	Describe Mayella’s life, as revealed by Atticus’s questioning:

4.	Who is the defense’s only witness?

5.	What does Tom Robinson say happened?

6.	Whose story do you find more believable?

7.	Why do you find that story more credible?

To Kill A Mockingbird Ch 20 & 21 Comprehension Questions

On the top of page 269, Mr. Dolphus Raymond says, “Things haven’t caught up with that one’s instinct yet. Let him get a little older and he won’t get sick and cry. Maybe things’ll strike him as being—not quite right, say, but he won’t cry, not when he gets a few years on him.”

1.	Who is he talking about?

2.	What does he mean by this?

3.	Is the process he’s describing a good one or a bad one? Why?

4.	What does Atticus say Mayella’s “guilt” is?

5.	What reasons does Atticus give the jury as to why they should acquit Tom Robinson?

6.	In what way does Atticus contend all men should be equal?

7.	What does Atticus give the children permission to come back for?

8.	What hint does Scout have about the jury’s verdict?

9.	What do the people in the colored balcony do when Atticus walks out of the courtroom?

To Kill A Mockingbird Ch 22, 23, 24 Comprehension Questions

1.	Why does Jem cry?

2.	What leads Alexandra to worry that Atticus is getting bitter?

3.	What does Calpurnia find in the kitchen the morning after the trial?

4.	Why is it there?

5.	What does Bob Ewell do to Atticus at the end of Chapter 22?

6.	What is Atticus’s response?

7.	What standard does Atticus say he thinks a prosecutor should have to meet to get the death penalty?

8.	What has Jem determined makes “fine folks” or “background”?

9.	What is the difference between the way Miss Maudie questions Scout and the way Miss Stephanie questions Scout at the missionary tea?

10.	What is Miss Maudie saying when she asks, “His food doesn’t stick going down, does it?”

11.	How does Miss Maudie define “background”?

12.	What happens to Tom Robinson?

To Kill A Mockingbird Ch 25, 26, and 27 Comprehension Questions

1.	On page 323, Scout is pondering how Tom’s death can be a miscarriage of justice, when he’d received due process of law all the way through, then she understands. What is her explanation?

2.	What conflict of attitudes in Miss Gates confuses Scout?

3.	Why does Jem get so angry at Scout at the end of Chapter 26?

4.	Who does Bob Ewell blame when he loses his job?

5.	Why really did Bob Ewell lose his job?

6.	How does Atticus explain the reason Mr. Ewell has a permanent grudge against the people associated with the trial?

7.	Why did the ladies in Maycomb organize a Halloween event at the school?

8.	What part is Scout scheduled to play in the pageant?

To Kill A Mockingbird Ch 28, 29, 30, and 31 Comprehension Questions

1.	What do Scout and Jem hear near the Radley place on their way to the school for the Halloween pageant?

2.	What happened to Scout’s part of the pageant?

3.	Why do they yell at Cecil Jacobs on the way back home from the Halloween pageant?

4.	Why does Scout have such confused impressions of what is happening when she and Jem are attacked?

5.	What question does Scout keep asking everyone?

6.	Who attacked the children?

7.	How did Scout’s costume save her life?

8.	Who saved Jem and Scout?

9.	Why does Heck Tate insist the Bob Ewell fell on his own knife?

Writing Skills

 * <Choose phrases from text and express them in different ways>
 * <Reconstruct a previously disarranged passage from the text>
 * <Compose verses or lines in imitation of the author>
 * <Change a passage or poem of one kind into another kind>
 * <Imitate a passage>
 * <Write a composition imitating the author>
 * <Translate sentences or passages into Latin or another language>

Column Three
Basic Narrative Information

List the characters: (on the board, as students generate them) Divide them into primary and secondary characters.

Possibly discuss which ones made it into the movie and which didn’t, and why—as related to how primary or secondary they are.

A protagonist (from the Greek πρωταγωνιστής protagonistes, "one who plays the first part, chief actor") is the main character (the central or primary personal figure) of a narrative, around whom the events of the narrative's plot revolve.

Another way of putting it is: The main character is the person that the story is ABOUT. (Place both of these definitions on the board.)

[Narrator—the person telling the story. This is sometimes a character, sometimes not.]

Who is the main character in this novel? Why?

Courage

Mrs. Dubose

The character of Mrs. Dubose excerpts on pp 132-133, 135, 145-146 Have students read passages aloud.

What is Mrs. Dubose like as a person?

Atticus’ definition of courage pp. 147-149

Do you agree with this definition?

Why or why not?

Was Mrs. Dubose brave?

If yes, does this modify your opinion of her character? Why or why not?

Atticus

By his own definition on page 149, is Atticus brave? Why or why not? Give specific examples to support the point.

Possible places to look and analyze:	p. 133-134 “the bravest man who ever lived”

On page 281, Scout once again has a vivid memory of the day her father shot the rabid dog. What point is the author making with that comparison?

Page 283 “lonely walk down the aisle”

Title

Significance of the title—Why is it a sin to kill a mockingbird? (Because they bring goodness/beauty into the world, and do no harm)

Mockingbird references:

119 “. . . sin to kill a mockingbird,” and Miss Maudie explains

281 All the doors are shut “and the mockingbirds were still” as the dog comes down the street

323 Mr. Underwood’s editorial where he equates killing a cripple with hunters kills songbirds

342 High above us in the darkness a solitary mocker sang out his repertoire in blissful unawareness of whose tree he sat in. ..

370 Well, it’d be sort of like shootin’ a mockingbird, wouldn’t it?

Who are the Mockingbirds—which ones get killed, and which ones don’t?

What causes or facilitates the “sin” in each case?

Final Question

Is this a great novel? Why or why not?

If you were Scout, would you want Atticus for your father? Why or why not?

Harper Lee showed her feistiness in her 1966 letter to the editor in response to the attempts of a Richmond, Virginia area school board to ban To Kill a Mockingbird on the grounds that a novel dealing with rape was "immoral literature": “	Recently I have received echoes down this way of the Hanover County School Board's activities, and what I've heard makes me wonder if any of its members can read. Surely it is plain to the simplest intelligence that “To Kill a Mockingbird” spells out in words of seldom more than two syllables a code of honor and conduct, Christian in its ethic, that is the heritage of all Southerners. To hear that the novel is "immoral" has made me count the years between now and 1984, for I have yet to come across a better example of doublethink. I feel, however, that the problem is one of illiteracy, not Marxism. Therefore I enclose a small contribution to the Beadle Bumble Fund that I hope will be used to enroll the Hanover County School Board in any first grade of its choice.

Why might the school board have considered To Kill a Mockingbird "immoral literature"? What other factors, besides the fact of a rape in the story, might contribute to this assessment of "immoral" in regards to the novel?

Were they justified in that opinion?


text:
User talk:Shashank.ashtikar

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 20:44, 18 February 2011 (UTC)

title: User talk:Shashank.ashtikar


text:
User talk:Alexdanielle1992

 Hello Alexdanielle1992, 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) 21:03, 18 February 2011 (UTC)

title: User talk:Alexdanielle1992


text:
Talk:Psycholinguistics/Language and Arithmetic

Introduction
You write this well, with an obvious thesis of why both language and math should be studied together, but when making your specific points, particularly in reference to the studies cited the information was not presented as clearly as it could have been. Try using more straight forward sentences and easier language to start people off; otherwise they may be startled by the technical terms and skip on to another article. For example: the sentence “and training on number facts generalized with new facts that were comparable to those that were learned” was principally difficult to understand.

Language
The description of the brain areas involved is clean and informative, but there is confusion as to where your citations refer. In some areas the relevant fact precedes the citation and in others it seems to follow it. I’m sure this will be cleared up once they’re all hyperlinked though.

Arithmetic
The first paragraph was really well done! It had a clear explanation with two resources to back up the same theory. The second paragraph again, with a few word errors, was well done. You presented both sides of the research and came to a conclusion in a valid manner. This could be my error (maybe only I’m not getting it), but unfortunately, I didn’t quite understand your third paragraph; it seemed to introduce new information suddenly, hastily, and with little explanation. I would suggest trying to word it in a way that makes it feel more connected to the previous information given. Finally, a little fiddling had to be done with some of the wording to get your point across, but other than that the information seemed complete.

Communal Cognitive Resources
At first glance, I would say that you clearly know what you want to say, and have the information to do so, but are having difficulty getting your point across. This section is having the same difficulty as the introduction; the wording is too technical and needs some fleshing out for those who are naïve to the subject. For example, what are ‘approximations’? The first two paragraphs could easily be crunched into one as well, because a lot of it is just repetition of the study parameters. Either that or I’m confused enough about this that I think two studies are one. So if that’s the case I would suggest clarification for differentiation between the two studies. In general, this section is hard to read; if there is any way possible to make it easier for people, go for it. Also, it was hard to keep track of all the brain areas, so it might be useful to remind people of what a particular brain area does when comparing it to another one later.

The Triple Code Model
I can understand why you put the explanation of the model first, as it seemed important for the following text, but the entire time I was reading this section I was just wondering what the number sense and numerosity were; so maybe make a tiny explanation of these at some point previous, without giving away the meat of the next section. Otherwise, it was good.

The Number Sense and Numerosity
I never saw an explicit explanation of what number sense was; is it the same as numerosity? Make sure to define all your terms.

Numerosity
There was a bit of a problem here with using technical terms again, but otherwise it was well put together as a support to the early development of numerosity.

Social and Cultural Contexts
The first paragraph was fine, but the second paragraph has no reference to mathematical ability. I can understand that you may have wanted to demonstrate that upbringing has a huge impact on language and therefore mathematical ability, but the case with Genie works only as an introduction into this idea, you need to solidify it with evidence for such an impact on arithmetic as well. The third paragraph was great!

Contemporary Research
These were some great studies, but there were very few. I know it’s difficult to find research in this area, but maybe try to find a few others to reinforce this research or demonstrate novel ideas. The only other thing I could suggest would be to add a conclusion at the end of the whole sha-bang! Otherwise it would end on a flat note

Note*
I’ve emailed some suggested grammatical and language flow corrections for your pleasure to review and decide whether to use or not. Highlights are areas of change, and anything in quotations is a suggested or added word.

Kfraser 21:55, 18 February 2011 (UTC)


title: File:Fe1.s11.mtg21.djvu


title: File:Nm1.s11.mtg21.djvu


text:
Talk:Sociolinguistics/Ebonics

There is a small issue...
You really did a great job, as the work is really organised and not racist in any way, but there is a small issue: while in Verbal markers it says that BEEN specifies the recent past, in Marking the past it says that it refers to remote past. What does it really refer to?

rdn34 19:24, 17 May 2015 (UTC)

Great job
One of the things that first caught my eye about your chapter was the organization; I think that you did an excellent job laying out your information in a fashion that was easy to read and followed the standard wikiversity layout. I also love your use of figures and examples. As someone who is new to the study of Ebonics, the visual presentation really helped clarify some aspects of the subject. In regards to the subject headings, if you could perhaps find a way to link some of the subheadings (i.e. slang, general word and phrases, etc...) back to the content box it may make the navigation of the chapter a little easier. That way if someone wanted to just read about a specific subject they could click the outline link as opposed to having to search for it in the chapter. Also, don’t forget to link your citations to your references.

At one point in both the introduction and components of ebonics you refer to the origin of the of the word “ebonics.” I think that it may only be necessary to mention it once as it becomes a little redundant. Perhaps include the name origin in the section where it would work as the best transition to your topic (maybe use it right before the phonology section?)?

The section on slang is very informative, but a little difficult to parse at first. It may be beneficial to integrate the examples into the paragraph, or refer to them in a different way [ex: The following examples illustrate the way in which individuals describe an enjoyable event, place, person or thing, (example 1) and the way one is greeted (example 2)]. You could even turn the example names in the paragraph into links to the examples that follow, just to show that they are in fact connected. Otherwise, great job!

When discussing verbal markers, you at one point say “(see Appendix A).” I think that creating a link onto that “(See Appendix A)” might be very helpful to get the reader to the information quicker.

You seem to do an excellent job at presenting the information without placing any interpretation on the subject material. This is not only fantastic but also highly important for the chapter because I know that Dr. Newman wanted us to report the facts on the topic and not our opinions. With a topic such as Ebonics it would be very easy to instill some sort of personal analysis on the subject, but you report the information in a very concise and easy to read manner.

I would try if at all possible to not cite the textbook in your wikiversity chapter, as I know that Dr. Newman specified that he wanted us to use other sources. One thing that I found very useful when looking up my own references was to see which studies Jay referenced, and look them up through psycinfo. Once I looked up those studies I examined their reference sections to see what kind of sources those studies used and which ones were most common within the literature. The ones that were most apparent in the literature tended to be some of the more influential and important studies on the subject. I’m not quite sure that the literature is like on your topic, but it might be worth a shot just to be on the safe side. That being said, I think that you make good use of your references.

Samantha Arseneau 23:21, 18 February 2011 (UTC)

title: Talk:Sociolinguistics/Ebonics


text:
User:Thesmug

HELLO!

title: User:Thesmug


text:
User:Dawsonre0903

Ray Dawson

Jobs I hold or have held

* Senior GMP Training Professional * Senior Engineering and Technology Trainer

Web Page

* http://raysmuse.blogspot.com/

I like riding motorcycles, four-wheelers, and being in the mountains.

I have a crazy black lab named Minnie.

title: User:Dawsonre0903


text:
User talk:Dawsonre0903

 Hello Dawsonre0903, 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.
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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) 01:40, 19 February 2011 (UTC)

title: User talk:Dawsonre0903


text:
User talk:Thesmug

 Hello Thesmug, 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) 01:40, 19 February 2011 (UTC)

title: User talk:Thesmug


text:
User:Techexplo/In-class Work/Class Term 1, 2010

=Archive of Class Homework for Term 1, 2010= /January 24, 2010/ /April 4, 2010/


text:
User:Techexplo/In-class Work/Class Term 1, 2010/January 24, 2010

January 24, 2010
Work: Taking Van Wyk's Functionality Grid, each student takes either Matter, Energy or Information and fills in the other three items below.
 * I want you to use items different than what were listed in class
 * Use web resources like Google, DMOZ and other sources
 * I want you to fill in for Process, Transport and Store
 * I want you to link to the topic that explains about the technology
 * I want a subcategory that goes into more specific detail on a technology and also link back to a definition for this page (example, listing "Cell Repair Machine" under "Nanotechnology")

Functionality Grid
Test link


text:
User:Techexplo/In-class Work/Class Term 1, 2010/April 4, 2010

As a class, develop a marketing plan advertising SUIC on the web.

Decide on the best use of the following web services:
 * Adsense
 * Adwords
 * Linkedin
 * Wikipedia and other Wiki Services

Write your findings below this:

Wikipedia
  Nowadays internet becomes a part of daily life, people access through internet to do many kind of activities such as chatting, purchasing online, find information about everything that they want to know and so on. Thus, doing marketing on internet nowadays is very popular. As we know that Wikipedia is a kind of free encyclopedia that provided varieties of information that people want to know and anyone can add on, change information freely and also anyone can develop their own page on Wikipedia to promote their organization even themselves as well and it is for free. Wikipedia is a project under the Wikimedia foundation and in this foundation also has other wiki projects such as Wikiquote, Wikibooks, Wikisource, Meta Wiki, Wikinews.(Link to see logo at )   To do marketing on Wikipedia it is the different way from other internet media. On wiki it might not call the marketing or advertising directly but it is a kind of giving information about organization and put the links in the relate topics or more deeper details as well as add on VDO and some pictures to be as an information of the organization.   Silpakorn University International Collage (SUIC) on Wikipedia, First of all, setting a target group of SUIC which is student or lecturer or anyone who need detail from SUIC they can search from search engine or direct to Wikipedia website.
 * On the page we will put all of information about university such as history, faculties, major and so on. All of topics information will put together in the brief content so people can click on the topics contentthat they need to get information and it will pass through that topic immediately.
 * On the page we will have “see also” that will provide a lot more link website that relate to SUIC.

 * Also we can add on pictures, logo of university, location map, contact details on the right side box on the web page include with VDO of University, news and events of SUIC in that time.

 To do the marketing on Wikipedia it is benefits to organization as a following:  Actually, Wikipedia do not provide a real part of advertisement, banners, for example. It might not good for advertising of SUIC but it is a good page for finding information and linking to the sources of knowledge learning. So Wikipedia could be one of alternative to do the free marketing on internet.   '''Korakoch Traithongyoo ID: 52502301 '''
 * On this Wikipedia page we can link to other projects of wiki or we call as Wikipedia's sister projects such as Wiktionary, Wikibooks, Wikiquote, Wikisource, Wikinews, Wikiversity . So people can access the link to get more information not only to give the information of SUIC but to be as a fully of knowledge provider sources in this page too.
 * • It free to set up the page and use the space to give information as much as u can.
 * • The information will be checked and changed freely; anyone can add more information or update news and events all the time.
 * • No cost but it is come up with a kind of donation, if organization want to support wiki’s project,they can donation.

LinkedIn
  LinkedIn is the social network website focusing on connecting the professionals to exchange individual expertise information for creating the business value. It is the professional network of trusted contacts that give an advantage in career. LinkedIn exists to help people make better use of their professional network and help the people you trust in return. The mission is to connect the world’s professionals to make them more productive and successful. According to the latest facts, LinkedIn has over 60 million members in over 200 countries and territories around the world. Half of LinkedIn’s members are outside the U.S. Executives from all Fortune 500 companies are LinkedIn members.   There are two major types of advertising in LinkedIn website: these are “LinkedIn Advertising Sales” and “LinkedIn Direct Ads”. The LinkedIn Advertising Sales connect with the members through rich display advertising, and the LinkedIn Direct Ads that is suitable for small to medium advertisers looking for deeply targeted text ads.

 In order to put the effective commercial advertising of SUIC (Silpakorn University International College) on the LinkedIn web, the University should setup the plan as per the steps as follows:

 Defining the Target Customers Most audiences in the LinkedIn Website are in the professional sectors, and should have a rich experience in business field, some of them may also looking for further study in the higher degree.

 Choosing the Type of Advertising The SUIC should post the advertising by using a “LinkedIn advertising Sales” The advertising banner looks attractive with the Name, Slogan, Logo with the direct link to the University Website. This type of advertising will create the credibility to the SUIC among the audiences.

 Setting Up the Budget The budget is approximately 25,000 Dollar more depends on the size of advertising, data storage space, animations, flash, etc.

 Creation of Advertising Contents and Strategy The graphic content should contain SUIC Name, Slogan, Logo, together with logo of world-recognized partners such as Accor Group Hotels, and Birmingham University, etc. for image building and reference. The purpose of this advertising is to build the brand awareness. LinkedIn also provides the poll for direct response from the audiences. SUIC may set up the question like “What programs of further study are you being interested”. The university may send the SUIC update news through the mailing list of the audiences who click on the poll.

 Tracking and monitoring for attaining the best benefits

 After advertising the SUIC on the web, the benefits should be as follows:

 '''Kannika Saensomboonsuk ID: 52502302 '''

 * Create a brand awareness, and credibility of SUIC among the people in professional sectors.
 * Receive the data from the poll making by the professionals who have the real experience in the business life, and the data collection are useful the development of the academic program to suit with the global career markets.
 * The future opportunity for the admission of more students and expansion of teaching programs.

AdWord

 Google is a search engine which can create a powerful advertisement tool. Adword is a channel for internet marketing by Google. Adword is Pay Per Click (PPC) Advertising in which advertisers (i.e. you) pay for visitors on a Cost Per Click (CPC) basis. That is, advertisers only pay when a Web searcher actually clicks on a link and visits their Web site. PPC advertising is different than "traditional" online advertising, where advertisers pay according to how many times their ad is displayed. With Pay Per Click Adverting, an ad can be displayed many times, but the advertiser pays nothing unless a Web searcher actually clicks on the ad. When done correctly, PPC Advertising can produce highly targeted traffic -- the most sought-after and valuable entity on the Web.
 Call it the evolution of the "traditional" search engine. Pay Per Click Search Engines allow advertisers to sign up and bid on specific keywords -- keywords that are relevant to the particular products and/or services available on their Web site. Advertisers bid for priority location in the search results of these relevent keywords. The order in which listings for a particular keyword are displayed is determined by the amount of these bids.
 Depending on the specific PPC Search Engine and also on the demand for a specific keyword, the CPC for that specific keyword can be as little as $0.01 or as much as a few dollars. When a Web searcher types in that keyword, that advertiser's listing will be ranked according to the amount bidded, compared with all other bids on that keyword. But regardless of how many times the listing appears, that advertiser only pays when a searcher actually clicks on their listing and visits their Web site.

 The step to set up your Advertisement link to your web page is following:-
 The strenght of Adword as an online marketing tool

 Eventhough the website said their are not minimum payment but there is set up fee. The cost can calculate inyour own country currentcy and there sre many method of payment such as bank transfer, online credit card, etc. The set up cost include :- Activation fee             200THB(5$) Cost per Click (CPC)      0.35THB(0.01$) Cost per Impression(CPM)    10THB(0.25$)

 From the Search Engine page of Google Silapakorn University can reach the prospec student all over the world with minimum cost and controlable. The advertisement classify your Ad. by using the word on search engine. Then SUIC can use "International Unniversity", "Asia Study", "Master degree in Thailand"etc. In selected the link word issue, Google has a program to help customer and also the bidding word program.

 Beside Likeing the SUIC Web site with Adword on Google. Slipakorn University International College need to have efficient webpage and assistant sevice to support the advertisment traffic.

 * Set up an account
 * Define your keywords
 * Copywriting your ads
 * Track the results
 * Reach your target market
 * Pay per click
 * Reach the world wide customer
 * Budget controllable

AdSense

 Google AdSense is Google service for web owner to gain revenue by put the code from their google account on the website.That code will be link the related advertisement with your web content from Google. The advertisement from Google include has text, picture, and variety of sizees. You can choose or custome the advertisement according to your preference. Google advertisement come from AdWord service in the Google and the revenue is count on CPC or CPM. Beside the pay per click for Advertisement fee, you also can get revenue from introducing Google application on your web page such as Google Apps, Google check out,and etc.

 How to set up AdSense?
 Google AdSense set up spot on your web page

 AdSense is a useful channel to get the revenue back from Google. In the case of SUIC, the college might put serch box for the student to explore other web page from Google on their site as well. This can increase the convenience of the web visiter to use SUIC as a browser.

 Virin ekkasittipol ID: 52502304
 * Set account with Google
 * AdSense set up
 * Get Advance Report for total earning
 * Get Payment
 * No more than 3 spots of Advertisement unit
 * No more than 3 spot of Link unit
 * No more than 2 spot of Search Box
 * No more than 3 Referrals and the referal couldn't repeat

--Techexplo 02:24, 28 March 2010 (UTC)


text:
User:Techexplo/Case Study 3

=Case Study 3= Feb 6, 2011

'''You as selling premium cable TV Subscription packages on UBC. Shop around for a open source customer relations packages that will help market upgrade to current customer.'''

SugarCRM
SugarCRM is an open-source software-solution vendor which produces the Sugar Customer Relationship Management (CRM) system. Sugar allows us to monitor market trends and key customer accounts based on real time data. This has allowed us to refine our business strategy continuously to better meet our customers' needs.

SugarCRM is Open Soure Software to make Sale force automation, it is information systems that enhance comfort and convenience with a team of sales, such as record data of people in the audience, the conversion of prospects into customers or reminder for Contact customers or prospects, etc. In addition, sales data can be then sent to the Sales Market Research. To analyze sales data to be used for further marketing strategies.

Sugar CRM Open Source for a work function will be divided according to the roles of users as follows.

 * Sales Module is used to help and facilitate the sales work, such as the IMF's target, the notification of appointments with clients.

 * Support Module that make up a record of problems in the Product of customers and solution approach. And tracking corrective actions with different Issues.

Hipergate
Hipergate is an open source web base application suite with intranet CRM, sales automation, email marketing, content management, a bug tracker, a project manager, groupware, a calendar, forums, file sharing, and directory services. It is based on Java /JSP for PostgreSQL, Oracle, and SQL Server.

It's mission is to cover a full range of technical requirements in any organization. All applications are addresses from Internet Explorer, without needing any other additional software in the client computer. This suite is multi-company capable, and can be used in a single company, a corporate group or working as an ASP solution capable of serving an unlimited quantity of single customers.

What makes hipergate unique?

•	It is completely free. •	It is the only Open Source application with such a wide functional coverage. •	Runs on multiple databases and operating systems •	Has a unitary conceptual design and implementation. •	Is adequate for being used by Application Service Providers. •	Supports multiple languages. •	Has a professional services support network. •	Is well documented.

In this case, we can use Hipergate for selling premium cable TV Subscription packages on UBC by selling via E-shopping in the Website with give customer the Information, Catalogs and the payment processing.

Compiere
Compiere Inc. offers a complete ERP (Enterprise Resource Planning) and CRM application with support for marketing and sales, human resources, inventory control and more. There is even a full business-accounting package, something often seen in open-source software. Compiere received a $6 million injection of venture capital in June 2006. Compiere is written in Java, JavaScript and PL/SQL, and it is compatible with JDBC and Oracle databases.

Compiere Inc. is a computer systems software, CRM software with ERP systems included in the same compiere Inc. computer software, open source software has functions supported. Corporate and enterprise computer systems consisting Spears 6 system is the key.

 * 1) Partner Relationship Management System (Partner Management).
 * 2) The successor price to pay (Requisition to Pay).
 * 3) Systems Customer Relationship Management (Customer Management).
 * 4) System bid to keep cash (Quote to Cash).
 * 5) Supply Chain Management (Supply Chain Management).
 * 6) Analytics system performance (Performance Analysis).

In addition, compiere Inc. also includes a computer system are many facilities such as the system stores on the Web (Web Store). Audio All Formats systems are working together successfully. Homogeneous computer systems compiere Inc. software open-source software was designed to weaken the refinement features to adapt to particular individual users without compromising any computer capable. Compiere Inc. able to work in all languages and can be customized to work business in many ways. Characteristics that do well in various countries around the world for computer compiere Inc. suitable for small Business - to - medium (SME).

title: User:Techexplo/Case Study 3


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Talk:Teaching EFL Listening via FUN WITH ENGLISH Books/7A

to-do

 * Draw inspiration for this resource from the JHS Englipedia One World 1 page. --Charles Jeffrey Danoff 05:41, 19 February 2011 (UTC)