text:
Talk:NTEU discussion on TEQSA framework for standards in teaching and learning

Please submit comment or thoughts in relation to the discussion document here.

As noted there are a number of issues raised by the paper, many of which are noted in questions we have posed below. NTEU welcomes comments in relation to any number of these as well as responses to the questions posed by the paper.

Q1 Principles
Is there anything additional required in the proposed principles for TEQSA's approach to national teaching and learning standards? Are the proposed principles appropriate? See page 6 for the 7 principles. --NTEUWiki 05:13, 30 June 2011 (UTC)

Q2 Assessment
Benchmarking of assessment needs to be resourced and supported, as well as embedded in substantial assessment frameworks. --NTEUWiki 05:13, 30 June 2011 (UTC)

Q3 Teaching and learning
Teaching standards and learning standards are proposed as conceptually different but there is scope in the document to look more at the teaching side, especially formal background and qualifications of staff who conduct peer-reviews. Should these be treated as seperate concepts? --NTEUWiki 05:13, 30 June 2011 (UTC)

Teacher qualifications in universities are a problematic area and the following clips from a newsletter feature by Geoff Crisp (outgoing HERDSA President) are of interest:

The UK has been particularly proactive in having policies requiring completion of a PgCert as a condition of continuing academic employment. In Australia, most higher education institutions (HEIs) would have a mandatory professional development requirement for new academics and would provide access to a formal qualification equivalent to the UK PgCert, although only a small number of institutions have made completion of the PgCert a requirement for continuing employment.

… a number of countries have embraced the idea of mandatory professional development for new academics, including the Netherlands, Norway, Sweden, Japan and Sri Lanka; whereas other countries, such as the USA, have been reluctant to move down this path.

…a question still posed by senior administrators is whether there is a direct, causal correlation between academics completing a PgCert and the quality of their teaching? I am sure all universities that offer PgCerts can provide evidence that there is a positive correlation for their programs; the bigger question is how do we explain the high quality teaching delivered by a large number of academics who have never completed a PgCert? Completing a PgCert is no guarantee that high quality teaching will result, yet the majority of academics who do complete a PgCert will likely apply their new or affirmed learnings to their educational practices. Source: Crisp, G. (2010). Should a post graduate certificate in higher education learning and teaching be mandatory for academics? HERDSA news, 32(3), December 2010.

Q4 International and domestic developments
In the brief review of international and domestic developments, is the use of student satisfation/engagement and graduate surveys an appropriate tool to measure quality in teaching and learning? --NTEUWiki 05:13, 30 June 2011 (UTC)

The CEQ, Graduate Surveys have more national recognition but they tend to neglect the formative aspects of evaluation, especially in cohorts of undergraduate courses as they progress through their subjects/course. Formative evaluation is often neglected but can be the most valuable.

Q5 Australian Qualifications Framework
Are there likely to be problems in linking the Australian Qualifications Framework to Leaning outcomes and using these to provide a point of reference when accrediting qaulification within an education system? --NTEUWiki 05:13, 30 June 2011 (UTC)

Q6 External tests for generic skills
The Discussion paper notes the use of external tests for generic skills (such as the Graduate Skills Assessment (GSA)and the Collegiate Learning Assessment (CLA) in the USA) to determine quality in teaching and learning. Is this a practical measure for TEQSA to adopot as part of the standards? Is it likely to lead to ranking and game playing by institutions? --NTEUWiki 05:13, 30 June 2011 (UTC)

Q7 Measuring teaching quality
Are the measures proposed for determing teaching quality (The Teaching Standards Framework (TSF) project, Macquarie University's internal teaching standards framework, DEEWR's proposed Higher Education Performance Framework) appropriate for this task? --NTEUWiki 05:13, 30 June 2011 (UTC) Ranking and game playing is already deeply embedded in the system - even the names and categories of universities, Sandstone, Group of 8, ATN, gumtree universities etc. The idea of measuring each institution against its own stated objectives is a sound principle.

Q8 The peer reivew process
NTEU supports the peer review process. However, the paper asks if this is appropriate for teaching and learning, given that peer review is considered to usually focus on curriculum design and related teaching processes, and does not appear to be applied when assessing learning outcomes. It also contrasts external peer review to disciplinary peer review and raised the issue of transparency of process. --NTEUWiki 05:13, 30 June 2011 (UTC)

Peer review of teaching - as indeed peer review of refereed papers - can offer enormous value. In teaching, however, what qualifies one to be a peer-reviewer? Is it one's experience, qualifications, recognition in awards, supervisory experience, one who does PDRs etc? What frameworks will be used for peer review? There are ALTC resources and some universities already have this system embedded in their promotion structure so there are points for implementation.

Q9 Framework for national standards
Is the proposed framework for the construction of national teaching and learning standards appropriate? What difficulties are the likely to be in codifying higher education standards and is there are risk of setting the bar too low or that institutional diversity may be impacted upon? --NTEUWiki 05:13, 30 June 2011 (UTC)

Q10 Models for standards statements and descriptions
Are the proposed models for structuring standards statements and standard's descriptions appropriate? Is using student experience survey data to evaluate effective teaching and learning support an effective mechanism for this? Are common test instruments suitable to determine quality in teaching and learning? --NTEUWiki 05:13, 30 June 2011 (UTC)

Q11 External review of curricula
The Discussion paper notes (pg 20) that in relation to reviewing teaching standards that: There is a case to be made for the sector exploring how it might systematically expand existing practices of external review of curricula, beyond professional programs. People with appropriate expertise and experience might be recruited to review programs in their general discipline area. Such practice could make an important contribution to a national approach to teaching and learning standards.......The challenge for TEQSA lies in determining how to best utilise such practices for its role as the national regulator. If any such processes were mandated, rather than voluntary, they would need to be both cost-effective and efficient, for TEQSA and for institutions.

What should TEQSA's role be in reviewing the standards of Teaching and Learning? --NTEUWiki 05:13, 30 June 2011 (UTC)

Q12 Other issues
Is there any other issues that NTEU should consider in the context of this Review? --NTEUWiki 05:13, 30 June 2011 (UTC)

Some of the critical issues are the resourcing, staffing, support structures and the underpinning frameworks that will be used. Peer review, benchmarking of assessment etc are two areas that require staff relief and recognition.

Underpinning a lot of this quality and standards thinking is the proposition that "if you can't measure it, you can't manage it" but teaching in its deepest sense is about an enduring impact on the thinking (behaviour?) of students far away down the track and ideally, in Wordsworth terms, something like long after the music in my heart I bore. Can that be measured? Some of the greatest teaching is about inspiring scholars, charismatic and well-loved professors etc Measurement and the idea of a liberal education, knowledge as an end in itself, is increasingly remote.

There is a real danger that the new TEQSA will arise, phoenix-like, only much more beaucratised, with an army of auditers and checkers, constituting an industry that one could happily send in to a car or air-craft factory to check on quality assurance.


text:
User:Celiaburns

Celia Burns My Digital Growth The Essay I cannot say for certain the first time I used a computer, but the earliest memory I have of using one involves me at a very young age sitting in my parents’ bedroom in front of a giant white Macintosh desktop computer while typing out my wish list to Santa on some basic word processor type thing, one letter at a time. The computer now plays a major role in the way I live my life, but it was not always so important to me. The computer started off as something I would occasionally hear, think, or talk about but was not originally something I sought out to use. Throughout the years, the computer, and subsequently the internet, became a more and more prevalent thing in my life, and many different people tried to teach me about the computer in many different ways. In the end, however, it was through direct experiences with the computer on my own time that shaped my digital literacy more than any formal instruction ever did. The computer was never something that I ever really wanted to use, it seemed to be the less efficient way of doing things, even things like research. I was seven years old and in the second grade when I used a computer to research. I had a project about recycling due and my dad drove me down to the Collins Hill Public Library and told me to use the computer to get the information I needed, despite me wanting to just use the encyclopedia and text research tools that I was familiar with. My dad assured me that the computer would have more information and would be better, but that was all the guidance I got. In this way, I was very much just "tossed in the deep end" so to speak. My dad told me that there was a way to find answers with the computer but did not tell me how. He sat me down, logged me in and walked off to go read some political biographies. I know that this was before Google, so I don't know for sure how I got my info or where I went, but I do know that I learned about composting and "recycling leaves" as I put it (I also remember this being the day I got my first very own library card). Netscape was the browser of choice at this time and they provided a very basic search engine. From then on out, if I wanted to do something, I found a way to do it on that giant, painstakingly slow, Macintosh. I believe that I was not the only person who learned how to first navigate a computer by just directly immersing themselves and just figuring it out as they go along. I was never really taught anything specific about how to use the internet, because my parents were still in the process of figuring a lot of that too. This lack of a formal teaching would have been fine if my school had followed up on this and provided some sort of lesson on how to search for what you want to know and then later compounded upon that lesson with lessons on how to know what sources you can trust. When I turned in my recycling project, I am fairly sure that I did not attach sources or anything like that, but my teacher did not bother to tell me that was something that was necessary. Instead, that first step was skipped all together and by the time I was taught how to determine what was trustworthy, Google had already been invented and was already a crucial part of both my research and general internet using lifestyle. Thank god for Google. When I got a little bit older different classes in elementary and middle school tried to teach me different skills, but I made the most progress outside the class room through social uses of my computer and internet. When I was in 5th grade, the computer skills they tried to teach us were more system oriented. Keyboard shortcuts and the beauty of the menu bar at the top of word documents was usually the focus of these classes with very little time thinking about teaching us about the internet. I learned how to navigate the internet in the most basic way possible and work a few different programs, but while in that classroom unmonitored, my mouse went directly to Oregon Trail, a computer game that was installed on all the computers in the lab because it was somehow deemed educational, despite the fact that we would actually learn about the Oregon Trail for another few years. Despite just being a computer game, Oregon Trail impacted the way I used a computer a lot more than one would think. Through Oregon Trail I learned about drop down menus, scroll bars, how to know something was clickable when the mouse cursor turned from an arrow to a hand and how to bring up other options through the right click option. As I started using the internet more, and not just CD-ROMs of games, I began to recognize some of these things on websites and I become more self-sufficient when using the computer. Not only did games like Oregon Trail and Cluefinders help me recognize when things could be done on the computer, they also built up a type of computer specific perseverance. There is always a way to accomplish what you want on the computer, sometimes you just have to go through a few different options and attempts. However there was quite a bit of time before I started using the internet in a way that I would just “be online.” Because of the whole “no one can use the phone when someone is online” thing, computer time in my household was limited to things that did not involve activating the dial-up, and mostly because I just really liked a bunch of different computer games. A similar thing happened a few years later when my middle school and high school tried to teach me how to type. There were different programs we had to complete and our teacher would turn off or screens and cover our hands to make sure we could type without looking at either. I always came close to failing that portion of the class, and get really worked up and say things like, “I hate typing, and I hate computers!” These were obvious lies, and I really wanted to be a better typist, but typing things like “the quick brown dog” over and over just did not motivate me to learn. Even as a freshman in high school, I was such a slow typist that if I had a very long paper (that I of course put off till the last minute) I would dictate it to my mom who was somehow a typing wizard. Then AIM became popular, I got a screen name and nightly chats with my friends turned out to be the best way for me to improve my typing, because talking about myself is always a great motivator. Later, when social networks came into play, I had a reason to be on the internet for longer periods of time and my typing continued to improve along with my familiarity with the internet. I always had to be difficult about the way I learned things. One major aspect of digital literacy that I just do not have is the ability to alternate between interfaces and be just fine. With the exception of that very first Macintosh, my family and I have only had PCs. When college came around and I needed a laptop, the cool commercials with Justin Long convinced me that I wanted a Mac. We went to Circuit City and I tested out a Mac, I freaked out. “Why are all the minimize/exit out buttons on the other side? Why is this so confusing?” The snotty sales representative told me I was probably better off with an interface I was familiar with. I was embarrassed. Even when I got my laptop home, I was resistant to some of the layout changes. The keyboard seemed somehow different, and I thought I would never ever be able to use a track pad as efficiently as I could use a mouse. Now, I find it odd to type on anything other than a laptop or a flat keyboard, and I get annoyed if I cannot use my thumb to scroll down a page in a track pad, and it has gotten to the point where the sound of clicking on a mouse or even the clickers on my laptop is bothersome because I can silently click on things with my track pad. I suppose the biggest part of being literate in the digital way is being able to adapt. If I had to switch over to a Mac, I would eventually figure out how everything works the same way I figured out how to navigate Google and type quickly; through direct immersion in it and frequent use and experience. The digital world is constantly changing, and people are constantly changing with it. My family used to have one computer sitting on a small desk in the corner of my parent’s bedroom. My family now has a room we just call “the computer room,” it’s essentially an office but because the main focus of that room is the computer, we just call it “the computer room” and there is one desktop and one laptop in that room at all times. Now, when left alone with a computer, I no longer play games about manifest destiny, math, or anything else educational, but I blog, tweet, and update all the time and all of those things are secretly changing the way I view technology just like Oregon Trail, Chip’s Challenge, and Math Blasters did back in the days of my childhood.

A Linear Timeline/Collage that visually demonstrates the essay you just read/skimmed/laughed at can be seen here: http://www.vuvox.com/collage/detail/0429df69ad

A critical essay reflecting on how the original essay and the timeline coexist can be read here: https://docs.google.com/document/d/18XPecZijTtEfhE876xnlm_yY0G2277bLwqIxZiEzEbM/edit?hl=en_US&authkey=CJL5y8II

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

title: User:Celiaburns


text:
User:Mathonius

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I usually fight vandalism and spam here. Feel free to leave me a message on my talk page.

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es:Usuario:Mathonius

title: User:Mathonius


text:
User talk:Celiaburns

Keep this page! It clearly is about the past of technology through a personal experience. Please let it stay up. Celiaburns 04:22, 30 June 2011 (UTC)

title: User talk:Celiaburns


text:
User talk:JKWiki

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title: User talk:JKWiki


text:
Literature/1990/Bruner

 * http://books.google.com/books?id=YHt_M41uIuUC

Excerpts

 * The Proper Study of Man
 * I want to begin with the Cognitive Revolution as my point of departure. That revolution was intended to bring "mind" back into the human sciences after a long cold winter of objectivism.
 * ... that revolution has now been diverted into issues that are marginal to the impulse that brought it into being. Indeed, it has been technicalized in a manner that even undermines that original impulse. This is not to say that it has failed: far from it, for cognitive science must surely be among the leading growth shares on the academic bourse.
 * Some critics ... argue that the new cognitive science, the child of the revolution, has gained its technical successes at the price of dehumanizing the very concept of mind it had sought to reestablish in psychology, and that it has thereby estranged much of psychology from the other human sciences and the humanities.
 * I ... want to turn ... to a preliminary exploration of a renewed cognitive revolution -- a more interpretive approach to cognition concerned with "meaning-making," one that has been proliferating these last several years in anthropology, linguistics, philosophy, literary theory, psychology, and ... wherever one looks these days.
 * Now let me tell you ... what I and my friends thought the revolution was about back there in the late 1950s. It was ... an all-out effort to establish meaning as the central concept of psychology -- not stimuli and responses, not overtly observable behavior, not biological drives and their transformation, but meaning. It was not a revolution against behaviorism with the aim of transforming behaviorism into a better way of pursuing psychology by adding a little mentalism to it. [...] It was an altogether more profound revolution than that. Its aim was to discover and to describe formally the meanings that human beings created out of their encounters with the world, and then to propose hypotheses about what meaning-making processes were implicated. It focused upon the symbolic activities that human beings employed in constructing and in making sense not only of the world, but of themselves. Its aim was to prompt psychology to join forces with its sister interpretive disciplines in the humanities and in the social sciences. Indeed, beneath the surface of the more computationally oriented cognitive science, this is precisely what has been happening -- first slowly and now with increasing momentum.
 * I think it should be clear to you by now that we were not out to "reform" behaviorism, but to replace it. As my colleague George Miller put it some years later, "We nailed our new credo to the door, and waited to see what would happen. #|All went very well, so well, in fact, that in the end we may have been the victims of our success."6    #|It would make an absorbing essay in the intellectual history of the last quarter-century to trace what happened to the originating impulse of the cognitive revolution, how it became fractionated and technicalized. The full story had best been left to the intellectual historians. All we need note now are a few signposts along the way, just enough of them to give a sense of the intellectual terrain on which we were all marching. #|Very early on ... emphasis began shifting from "meaning" to "information," from the construction of meaning to the processing of information. These are profoundly different matters. The key factor in the shift was the introduction of computation as the ruling metaphor and of computability as a necessary criterion of a good theoretical model. #|Information is indifferent with respect to meaning. In computational terms, information comprises an already precoded message in the system. Meaning is preassigned to messages. It is not an outcome of computation nor is it relevant to computation save in the arbitrary sense of assignment.     Information processing inscribes messages at or fetches them from an address in memory on instructions from a central control unit, or it holds them temporarily in a buffer store, and then manipulates them in prescribed ways: it lists, orders, combines, compares precoded information. The system that does all of these things is blind with respect to whether what is stored is words from Shakespeare's sonnets or numbers from a random number table. #|According to classic information theory, a message is informative if it reduces alternative choices. (pp. 3-4, blue-colored by WV) Miller's view "All went very well" runs head-on into Bruner's view "Very early on ... emphasis began shifting from meaning to information." Yet both appear fatally false. All went very wrong indeed, shifting from "theory-thirsty" psychology to the dehumanizing automation and information theory (maybe attributable to MIT and Bell), until the start of AI winter (maybe attributable to MIT and CMU) around 1975 when every emphasis began shifting all of a sudden from information as signification in the database to information as significance or meaning in the user's mind, say, Polanyi's (1975)  Meaning Douglas's (1975)  Implicit Meanings Grice's (1975)  implicature Ricoeur's (1975)  metaphor Sperber's (1975) Rethinking Symbolism Putnam's (1975)  semantic externalism Fodor's (1975)  language of thought  and so on and on. All groundbreaking, undermining revolutions culminating in the emergence of  cognitive science to replace perplexed psychology and psycholinguitics. Miller insists on the "Cognitive Revolution" (perhaps his baptism) around 1957, which is cognitivist in fact. The difference of 1957 and 1975 is between heaven and earth, between the cognitivist vs. cognitive revolution. Perhaps, Cherry (1957) was the earliest detective of that fatal difference at the very epoch-making moment of Skinner (1957),  Chomsky (1957),  Russell (1957), etc. This year happened to see Western academics shocked by Sputnik 1 and their own poverty of science. Each began to blame other as evidenced in 1959 by Chomsky (1959),  Gellner (1959), Snow (1959), etc. DoD began to pour money into AI but mostly in vain, hence the AI winter afterwards. ARPANet was a resulting design for American advanced academics. It was globalized as the Internet since 1975 and made public as the World Wide Web since 1995 maybe in accordance with the cognitive (information) revolution stages marked by human-computer interaction upon nothing but cognitive or user-centered hypertext! Practically, that revolution revolves around information users who started rethinking the text as the main source of information in terms of context, subtext, intertext, and hypertext to the optimal and maximal effect of meaning. Never say to housewives in the market, "Information is indifferent...to meaning," based on the bad misnomer "information theory" most favored by the "East Pole" automatists and cognitivists. To say that is to say that communication is indifferent to meaning. The Cognitive Revolution there was the cognitivist revolution here in the "West Pole," hence the Divide! And, cognitive science may be a fork of the new human-centered design or rethinking of information science behind the veil. UCSD Center for Human Information Processing was one of the late 1970s revolutionaries along the West Pole and later became the mother of the first Department of Cognitive Science. U. Maryland of Ben Shneiderman was human-centered while most others along the East Pole remained dehumanizing hence reactionary. SMART Information Retrieval System of Harvard and Cornell, founded almost along the Harvard Center for Cognitive Studies at issue, was a symbol of automation and dehumanization. Harvard's Putnam's (1975) famous, if not notorious, dictum "Meanings just ain't in the head" set up semantic externalism. This is anti-subjective, anti-cognitive, dehumanizing together with Harvard's Quine's (1960) text-confined semantic holism. Putnam (1975) was timely resisting "that revolution ... intended to bring 'mind' back into the human sciences after a long cold winter of objectivism," as adopted from Bruner but adapted to the AI winter cum cognitive revolution proper since 1974. Perhaps worse therefore were MIT and CMU of "strong AI" fever, just doomed to the AI winter. Truly, many revolutionaries were fascinated by the analogy of cognitive vs. cognitivist (human vs. mechanical) information retrieval or recall from each memory. Back then, however, there occurred indeed a devastating revolt against SMART-like automated IR helplessly and hopelessly based on the "word magic" mindless of the mind definitely reputed long ago by Ogden & Richards (1923). They were explicitly or tacitly revisited by the revolutionaries, as suggested by the above list. Look into Belkin (1976)  in IS, which was definitely around the center of the earthquake, the eye of the unprecedented brain storm revolving cognitive. "It would make an absorbing essay in the intellectual history of the last quarter" of the last century indeed! The pragmatic over semantic hence cognitive revolution was revolving around making the implicit (sense or meaning in context) explicit, or revolving from yin to yang. Ironically, it submerged itself under the disguising, misguiding tip of the iceberg.

 * Folk Psychology as an Instrument of Culture
 * It simply will not do to reject the theoretical centrality of meaning for psychology on the grounds that it is "vague." Its vagueness was in the eye of yesterday's formalistic logician. We are beyond that now. (p. 65)

 * Entry into Meaning
 * I was particularly concerned to describe what I called "folk psychology".... I wanted to show how human beings, in interacting with one another, form a sense of the canonical and ordinary as a background against which to interpret and give narrative meaning to breaches in and deviations from "normal" states of the human conditions. Such narrative explications have the effect of framing the idiosyncratic in a "lifelike" fashion that can promote negotiation and avoid confrontational disruption and strife. I presented the case ... for a view of cultural meaning-making as a system concerned not solely with sense and reference but with "felicity conditions" -- the conditions by which differences in meaning can be resolved by invoking mitigating circumstances that account for divergent interpretations of "reality."    This method of negotiating and renegotiating meanings by mediation of narrative interpretation is, it seems to me, one of the crowning achievements of human development....
 * I propose to examine some of the ways in which the young human being achieves (or realizes) the power of narrative, the ability not only to mark what is culturally canonical but to account for deviations that can be incorporated in narrative. (p. 68)
 * I propose to discuss how quite young human beings "enter into meaning," how they learn to make sense, particularly narrative sense, of the world around them. (p.68)

Subpages

 * Literature/1990/Bruner/Preface

title: Literature/1990/Bruner


text:
Literature/1933/Korzybski

 * http://books.google.com/books?id=KN5gvaDwrGcC

Wikimedia

 * General Semantics

title: Literature/1933/Korzybski


text:
University of Florida/Egm6341/s11.team1.Gong/Mtg6

Mtg 6: Sun, 16 Jan 11

page6-1

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

 * style="width:95%" |
 * style="width:95%" |

Proof of Taylor series continued

Since

$$  \displaystyle \int_{x_0}^{x} {f}^{1}(t)dt=[ {f}^{0}(t)]_{t= {x}_{0}}^{t=x} $$     (1)
 *
 * }

$$  \displaystyle \Rightarrow \color{red}(e) \color{blue} p.5-3 $$

Int. by parts (1)

$$  \displaystyle \color{red}(2) \begin{cases} & \ \color{black} \int_{x_0}^{x} \color{blue}  \underset{u^{'}}{ \underbrace{1}} \underset{v}{ \underbrace{ \color{black}{{f}^{(1)}(t)} }} \color{black}dt= {[uv]}^{x}_{x_0}- \int_{}^{}{uv}^{'}   \\ & \ \color{black}=  {[tf^{(1)}{t}]}^{t=x}_{t=x_0}-  \color{blue}  \underset{ \alpha}{ \underbrace{ \color{black}{ \int_{x_0}^{x}tf^{(2)}dt} }} \\ & \  \color{black}= xf^{1}(x)-x_{0}f^{(1)}(x)0)- \color{blue} \alpha  \\ & \  \color{red}+ \color{blue} xf^{(1)}(x_0) \color{red}- \color{blue}xf^{(1)}(x_{0})\\ & \     \color{black} =\color{blue} \underset{ \int_{x_{0}}^{x}xf^{(2)}(t)dt=: \beta}{  \underbrace{\color{black}[xf^(1)(x)-xf^(1)(x_{0})] }} \color{black}+(x-x_{0}){f}^{(1)}(x_{0}) - \color{blue}   \alpha \end{cases}

$$

page6-2

Combine [ + β - α ] into a single int. use (2) p.6-1 in (2) p.5-3 :

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

 * style="width:95%" |
 * style="width:95%" |

$$  \displaystyle f(x)=f(x_{0})+ \frac{ {(x-x_{0})}^{ \color{blue} 1}}{ \color{blue}1! } {f}^{(1)}(x_{0})+ \color{blue} \underset{ \beta-\alpha}{ \underbrace{ \color{black} \int_{x_{0}}^{x}(x-t)f^{(2)}(t)dt }} $$

(1)
 *
 * }

HW*2.1: 1) Do integration by parts on last term (integration) of (1) to reveal 3 more terms in Taylor series, i.e. ,

$$  \displaystyle \frac{ {x- {x}_{0}}^{2}}{2!} {f}^{(2)}( {x}_{0})+ \frac{ {x- {x}_{0}}^{3}}{3!} {f}^{(3)}( {x}_{0})+ \frac{ {x- {x}_{0}}^{4}}{4!} {f}^{(4)}( {x}_{0}) $$

plus remainder2)Use IMVT to expression remainder in terms of f(s)(ξ) for s belong[x0,x]3) Assume(3)&(4)p.3-3 correct, do intergration by parts once more

page6-3

to verify(3)&(4) p.3-3 for (n+1) expansionwith R(n+2)(x)
4) UseIMVT on(4) p.3-3to show(5)p.3-3

HW*2.2:$$f(x)=sinx, x\in[0, \pi]$$ Constrast Taylor Series of f(.) around

$$  \displaystyle \begin{cases} & \ {x}_{0}= \frac{ \pi}{4} \ \color{blue} S10 \\ & \ {x}_{0}= \frac{3 \pi}{4} \ \color{blue} S11 \end{cases} $$ for n = 0,1,2,...,10

Plot these series (for each n) Find (estimate) max $$ \left|{R}_{n+1}(x=\frac{3 \pi}{4}) \right|$$

$${\color{red}(5)} {\color{blue}p.3-3} \Rightarrow \left|{R}_{n+1}(x=\frac{3 \pi}{4}) \right| \leqq \frac{{x-{x}_{0}}^{n+1}}{(n+1)!}{\color{blue}(\alpha)}$$

page6-4

$${\color{blue} \alpha}=max \left|{f}^{(n+1)}(t) \right| $$

$$\color{blue} \underset{\leqq 1 (f(x)=sinx)}{ \underbrace{ \color{black} t \in [{x}_{0},x]}}$$

Note:Motivation for pf of Taylor series expansion. (similar technique will be used)

 * higher order analysis of Trap. rule (not in A.)
 * Richardson extrap.
 * clenshaw-Cwetis quadrature
 * chebyshew poly (orthog.) Recent devel. using chebyshew poly to solveL2_ODE_VC (Linear 2nd order ODE with varying coefficient ) combine of symbolics + numericsReference : Trefethen's chebfun.

page6-5

$${\color{blue}\underline{Note:}} \ $$

$${\color{red} \underset{Quadrilateral}{ \underbrace{\color{blue}rature=}}{\color{black} Num. \ int.}}$$

$${\underline{Greeks}}:\ Meas. \ area$$

$${\color{red} \underset{Cube}{ \underbrace{\color{blue}ture}}}$$

$$Vol. \ = \sum \ Cubes$$

Num. Int. Using Taylor Series cont'd

$$I_{n}= \int_{0}^{1}f_{n}(x)dx=\int_{0}^{1}$$

{\color{blue} \underset{f_{n}(x)=P_{n}(x)}{ \underbrace{\color{black}dx}}}

$$ \overset{=} \sum_{j=1}^{n}\frac{1}{j!j}$$

$${\color{red}(2)} \underset{ \xi \in [0,x]}{f(x)-f_{n}(x)}=R_{n+1}(x)=\frac{(x-0)^{n+1}}{x(n+1)!}exp(\xi)$$


text: File:Charles 2011 06 30 11 09 07.pdf

title: File:Charles 2011 06 30 11 09 07.pdf


text: File:Rodbourn-Burgers- Theta-Implicit derivation.pdf


text: User:Iwfx

title: User:Iwfx


text:
Limits To Growth/world agricultural production

World Agricultural Production

This page presents production of the 20 most important food and agricultural commodities (ranked by economic value) worldwide for the the year 2008. Data is from the FAOSTAT database: http://faostat.fao.org/site/339/default.aspx

In 2010 World grain production reached 2,213 million tons with consumption at 2,238 million tons. Cropland of 689 million hectares was planted for this production.


text:
User:NTEUWiki

Q1 Is there anything additional required in the proposed principles for TEQSA's approach to national teaching and learning standards? Are the proposed principles appropriate?

Principle no 7 states that 'Experts will play a key role in the development and application of teaching and learning standards by TEQSA'. Who are these experts and are they representative of the full spectrum of universities in the sector. The NTEU and professional associations such as HERDSA and ASCILITE are substantial stakeholder groups and this is covered by principle 3 but the term 'experts' can mean the best higher education thinkers in the nation but can also become a club that is itself a tight community.

title: User:NTEUWiki


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User talk:NTEUWiki

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 22:54, 30 June 2011 (UTC)

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User talk:Joshfitz999

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text:
Society and Environment learning journey

Introduction This is an experimental learning initiative designed to support, enhance and document the learning journey of BEd students studying a second year unit of Society and Environment (Introduction). [This site is unofficial. There will be an official wiki housed within the university's online learning platform.]

Fieldwork planning and evaluation
Task description: For this assignment you evaluate fieldwork planning for society and environment curriculum that you will have developed collaboratively as part of the learning sequence for this unit. It is expected that the planning will relate to key disciplines such as history and geography as well as the interdisciplinary areas of civics and citizenship education. Thus, Assignment 2 consists of:

1. A copy of an artefact selected by your team to illustrate some aspect of the fieldsite selected as the basis of the assignment. fieldwork plans for children’s learning as developed during the semester;

2. An individual written evaluation of your team’s fieldwork plans and planning documents (1200 words in length)

3. References

4. Appendix (consisting of selected copies of your team’s shared fieldwork plans for children’s learning as developed during the semester along with feedback received in the online forum. Paste each of the sections indicated above into your assignment template. Evaluate your fieldwork planning and communication of it, in relation to the literature for the unit as well as any comment received on relevant sections of MyLO. You may draw upon insights from Assignment 1 also.

During the semester on campus and online students will be designated to teams for the purpose ESH260 Unit Outline Version: 04-11 14 of fieldwork planning. Each team will develop fieldwork plans and artefact/s to upload to in a designated section of MyLO. Planning artefacts developed by each team may be uploaded for comment as they evolve through the unit. This information has the potential to be valuable for everyone working in this unit.Each member of the team is responsible for keeping their own records of any artefact developed and posted to MyLO as well as any comments posted to this site as feedback from peers. Further guidance will be offered at web conferences and other discussion sessions such as face to face and discussion board feedback.

Assessment Criteria
1. Synthesis of ideas from wide-ranging and appropriate inquiry;

2. Justification of fieldwork planning and pedagogical and curricular decision making;

3. Evaluation of society and environment pedagogies and curricula;

4. Communication: academic, English writing conventions, terminology and referencing (APA guidelines).

Tutorial 8
Wiki space

 * Learning how to use your group wiki space.

 * Commencing the collaboration that will form the basis of your individual assignments.

 * Looking at other groups' wiki spaces to see different ways of using the space.

Assessment task

 * Analyse the assessment task and the grading criteria. Brainstorm it. Create series of thematic headings.

Fieldwork Planning

 * K/W/L brainstorm (What do we Know already/Want to know/need to Learn)

 * A look at planning templates

 * UBD

 * Reynolds p.39
 * Marsh P 229

 * What is the place of "policies and procedures" in AT2?

Curriculum links
http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_History.pdf http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_sose_yr5.pdf
 * Shape of the Australian Curriculum: History, May 2009, National Curriculum Board
 * Queensland Essential Learnings - History Yr 5

Learning strategies

 * Understanding learning aims
 * Sharing criteria
 * Feedback
 * Self assessment
 * Questioning

Why develop a wiki?
Constructivist learning theories suggest that students actively construct their own knowledge. And in assessing the answers to these questions we would query the: clarity; accuracy; precision; relevance; depth; breadth; logic; fairness.
 * In considering the merit of developing a wiki page within the subject we could apply Elder and Paul's critical thinking process - in which case we would critically assess:
 * 1) goals and purpose of the wiki page in the unit
 * 2) questions that lead to the proposal
 * 3) information, data and experience gleaned
 * 4) inferences and conclusions made
 * 5) concepts and ideas evoked
 * 6) assumptions
 * 7) implications and consequences
 * 8) viewpoints and perspectives.

Other subsections to create

 * My mind map on Society and Environment
 * A tutor's journey
 * Suggested tutorial format
 * 1) Overview of learning objectives for the tutorial
 * 2) Unpack the lecture - students discuss their understandings
 * 3) What are our big questions?
 * 4) Technical concepts
 * 5) Self and peer assessment of work to date
 * 6) Self assessment of confidence and uncertainty with the lecture/tutorial content
 * 7) End of tutorial students' review


text:
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User talk:Wurlitzer~enwikiversity

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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! --Gaidheal1 13:12, 1 July 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.

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Renamed
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title: User talk:Wurlitzer~enwikiversity


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User talk:Sherridane

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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! --Gaidheal1 13:13, 1 July 2011 (UTC)

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I am trying to create material to help new comers to wikiversity. I notice that you do not really know what the user page is for. Please see Help:User page for some information. I would be grateful for any feedback about what would be helpful on my talk page.Leutha 12:21, 3 July 2011 (UTC)

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User talk:Iwfx

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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! --Gaidheal1 13:15, 1 July 2011 (UTC)

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User:Paul.bray8

So it is here that I finally begin to prepare for University level statistics.  The concept being that after tackling a bachelor of behavioural science (Psychology) I will move on to a postgraduate doctorate in Medicine. All things being equal. Maths has never been my strong suit... So it is here that I hope to grasp the fundamentals before diving headlong into statistics. The idea is that with this behind me I will be able to sustain the HD average... So here goes Paul.bray8 13:53, 1 July 2011 (UTC)

title: User:Paul.bray8


text:
User:Timmiferty

The best tactic to accessorize your car is with a Car stereo
Accessorizing your car together with the ideal car accessories, significant good quality car radio and car speakers don't suggest to be high-priced. Recently, vehicles are certainly not only employed for transportation. It could actually be also a medium of knowledge and pleasure. While that you are driving, you are able to nevertheless get updated with all the newest happenings with your society. You really don't need to end over, all it's important to do may be to flip in your car radio and in no time, you will get the latest knowledge.

Now cars and trucks are no lengthier chosen purely for transportation. It could be a meeting spot for hang out, soothing, and bonding with friends and family. You're able to sing, jive, and dance within your car aided by the assistance of one's car radio, car stereo, and car speakers. Apart from its principal intent in transportation, it could be considered a medium of communication considering you will get current thru car radio.

Additionally, it might also be an avenue of pleasure. It is possible to chill out and unwind within your car by listening to heartwarming music out of your car stereo. Subsequent for your home, your car could be your spa and dwelling destination. Thus, decide to buy the ones in accordance to your choice of shade, size, and structure. Also, look at the inner home on the car radio and car speakers. You need to see to it that they are compatible and straightforward to work with. Over all, beneficial music good quality have to be set into consideration. You have got to look at its price tag. Most desirable car components really don't mean to become extravagant. Actually, you can get superior top quality car radio and car speakers in the realistic selling price. It does not might need for being highly-priced, what issues most is the sturdiness of this products put into use that defines its good quality.

With this particular car stereo you are able to relish lifestyle even while travelling. In relation to car stereo and audio, with soothing result on the new music inside your car, you can actually express your feelings and emotions. You're able to cry or chuckle, jive and sing within your car when playing some songs. Indeed, car radio and car speakers are actually acquiring renowned car accessories. Also, you're able to personalize your car by setting up car radio, car stereo, and car speakers.

title: User:Timmiferty


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User:Dirt Diver

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Hello World! STSC 15:06, 1 July 2011 (UTC)

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text:
User:Teles

m:user:Teles

title: User:Teles


text:
International Law/Statehood and personality

The international personality of an entity means that it has rights but as well duties which are exclusive to the personalities or it can bring international claims in order to claim those rights. In the globalized world nowadays, states are not considered the only actors which have legal personality. Nowadays many other actors possess such. However, the right to be bound with international personality starts from the state. As a result we can distinguish between two groups:
 * Full International Legal Personality e.g. States
 * Limited International Legal Personality

State
The state is considered the central actor of international law. This is because only states can be party before the International Court of Justice (ICJ), and only state can decide to rise an issue on the behalf of a national against another state. However, the national has no right to oppose such intervention in the case. So once your country decides to get involved in the case, you have no say.

The definition of a State can be found in the. In summary state is defined as:
 * 1) Having a territory - what matters is that the state has influence on it, it can be disputed (borders can be UNDEFINED);
 * 2) Permanent population - there is no minimum population required;
 * 3) Formal government - even if there is no effective government, the state is still a state e.g. Somalia
 * 4) Capacity to engage in international relations - it depends not only on state itself, but on whether other states recognize its capacity to engage in international relations e.g. Kosovo.

Recognition of State
A) Problems - To which entities does the law of self-determination can be applied? In context of the colonial States, the right of self-determination rule was major. However, the Court upholds the principle of territorial integrity of the States. - The recognition of a State is one act, so it cannot be changed

Recognition of Government
A government can be recognized by other states. There are two types of recognition:
 * 1)  - the government in question is well-established and the entity has all characteristics of sovereignty. If the state is de jure then it has all diplomatic capacities.
 * 2)  - gives the government sovereignty but the entity is left with certain reservations because it doesn't have 100% recognition.

How do we express recognition?
It is important to question the government if the regime has come to power with unconstitutional methods There are two theories of recognition: 1) Constitutive theory - the act of recognition which establishes the new state and determines the legal personality of the new regime 2) The Declaratory theory - it does not consider the recognition as an important factor. Only the already exsiting circumstances matter, which are the causual variables for making the state a (recognizable)

Recognition has a retroactive effect. State has the full power to decide if it gives a recognition of another actor or not. In general states recognize other entities if they met the conditions of the Montevideo Convention.

International Organizations
In international law an international organizations is seen as an actor that is made up by an agreement between several States as its main members:
 * Global Organizations
 * Closed Organizations

However, the international personality is to some extent. The international personaliy is defined by the constitution of each organization. However, the international organization can be established on states if only states allowed that.

The UN: Under Article 104 "such legal capacity may be necessary for the exercise of its functions and fulfilment of its purpose". The UN is thus not granted with international personality but it still enjoys one by another convention. International Court stated that the aim of UN (to promote peace and security) can only be achieved if it has international personality. This claim can be seen in the case of "Reparations for Injuries suffered in the Service of the United Nations" (International Court of Justice, Advisory opinion, 11 april 1949") As it was showed in the case UN has the legal personality because it is affirmed in its tasks, and it is almost viewed as a state and it can raise issues as a state.

Individuals
Those are not a possessors of personalities, as we already saw tht the state has the powers to raise an international personality of national;s. However, some cases like: Pirates Hijacking Terrorist groups Sabotage Drug Trafficing Acts against diplomats are all considered innternational personality

Non-state actors
Locus standi - Refers to demonstrate to the court a sufficient connection with the case in order to participate in it.

Holy See - is one actor that has no permenant population but still enjoys limited international personality and it is permanent observer of the UN.


text:
User:Tingtring

Astound with the Performance of the Car Audio
It is extremely wise to own this kicker car audio in capable to realize an improved top quality of new music and sound. This kicker car audio is presently tested and demonstrated that it may give 100 percent satisfaction for each of the drivers available who're enthusiastic in music. For them, this kicker car audio is quite very good and it will actually worn out your worries and troubles although driving. Should you unique a little car then you can get several modest sized car subwoofers to choose from and on the other hand, if you happen to very own an incredible car then certainly the size don't matter by any means. You can get any and may fix it using your audio player for the finest audio impact. Car subwoofers became one of essentially the most standard car equipment, which at this time are used by hundreds of thousands to entertain passengers. Hence, in order to avoid these events, it really is significantly better to possess a car audio on your own car.

You will discover lots of important things that you may do to limit fees and even now obtain the perfect car audio electronics procedure. That is definitely why as a way for you to appreciate a stereo system with exceptional high quality, you should commit a while in searching for the most effective car audio electronics and this begins with some investigate on the net or catalogues. Have this car audio and it will in no way fail you in supplying high-quality seems. The car subwoofers are one among quite possibly the most efficient audio enhancement devices that you may integrate into your car’s audio model. This machine may also be found embedded in household audio techniques likewise. The essential function of this unit is to always greatly enhance the sound level of quality of the audio method by adding bass. Most cars arrive outfitted using a standard sound strategy which won't incorporate the subwoofer and so is incapable of reproducing bass frequencies to include towards the listening knowledge. It will be imperative you decide on the right car audio or else you will have an excruciating headache the subsequent time you move from your car and this won't be only as a consequence of the traffic, pollution and honking all all around you. Watch out, decide on the right for you personally!

title: User:Tingtring


title: File:LMS.1.A.Overview.20110701.pdf


text:
User:Ssbriseno~enwikiversity/common.js

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text:
User:Ijon

My name is Asaf Bartov. I like to learn things. I like to share what I know.

I work for the Wikimedia Foundation.

title: User:Ijon


text:
User talk:Ijon

 Hello Ijon, 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! --Gaidheal1 01:07, 2 July 2011 (UTC)

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

Winning the War on Terror uncontextualized
What do I need to do to provide context consistent with Wikiversity rules for "Winning the War on Terror" and other articles I've written? How can I find information about said rules?

In particular, what about putting this under "Effective defense", not DavidMCEddy?

In October 2014, I created an article on "Effective defense". In November 2015, I created one on "Effective defense and ISIL" and linked both under "Category:Freedom and abundance". At that time, I created "Category:Effective defense", and assigned that category to both. On 13 May 2016, User:Thierry613 deleted that category, because there were only two articles in it. (See the revision history of Effective defense.)

When I told Theirry613 that I had intended to write other articles under that category, I was told I could recreate it when I had other articles to put in it. On 16 December 2016, I created "Winning the War on Terror", which you just moved. I would have put it under "Category:Effective defense", but that article had already been deleted, and I didn't know if three articles would be enough for a category, so I didn't recreate that category at that time. I have, however, placed all under, which is a common theme in most of my contributions to Wikiversity.

What do you suggest?

By the way, in December 2016, I created thirteen articles, assigning each to. May 10, 2017, User:Green Giant officially identified the main People's Agenda article as a "resource page", and moved the thirteen individual pages "were renamed to become subpages of the central page."

Thanks, DavidMCEddy (discuss • contribs) 12:43, 3 June 2017 (UTC)
 * Hello, Mr. DavidMCEddy. I don't see why you are asking this of me in particular: I am not active in Wikiversity and cannot answer your questions.  I suggest you use the common community space Wikiversity:Colloquium to get active Wikiversity contributors, versed in this project's policy, to address your questions.  Cheers! Ijon (discuss • contribs) 23:19, 3 July 2017 (UTC)

title: User talk:Ijon


text:
Category:Resources last modified in July 2011

For the most recently edited pages.


text:
User:Reza1615/common.js

mw.loader.load('http://meta.wikimedia.org/w/index.php?title=User:reza1615/global.js&action=raw&ctype=text/javascript');

title: User:Reza1615/common.js


text:
Template:Empty category

__EXPECTUNUSEDCATEGORY__

title: Template:Empty category


text:
Template:Empty category/doc

This is the template.

It can be placed at the top of any category page for which it is normal that it sometimes is empty. This is typical for some maintenance, tracking and clean-up categories.

Experience has shown that people sometimes delete those categories, thinking they are no longer in use.

This template is also intended to be used to prevent these categories from being listed at Database reports/Empty categories.

title: Template:Empty category/doc


text:
Template:Other category header templates

Other category header templates

 * Namespaces
 * Main: Double category· Lists category· Set category· Stub category· Parent-only stub category· Regional stub category
 * File: File template notice· Media template notice
 * Help: Help category
 * Portal: Portal category
 * Template: Template category
 * User: User category· Sockpuppet category

 * Maintenance
 * All included
 * Container category
 * Category diffuse
 * Distinguished subcategory
 * Empty category
 * Recent changes category
 * Redirect category
 * Very large
 * Wikiversity category


text: Template:Stub category

title: Template:Stub category


text:
Template:Stub category/doc

Usage
For example:

will show:

The category type parameter inserts additional text between the phrases "This category is for" and "stub articles relating to ...", so using biographical will give "This category is for biographical stub articles relating to ...".

There is also an optional parameter WikiProject which links to a relevant WikiProject page. For example:

will show:

Missing parameters
Certain cases of incorrect usage are tracked via Category:Stub categories needing attention. These are:
 * the newstub parameter is blank or absent;
 * the category parameter is blank or absent.

title: Template:Stub category/doc


text: Template:Wikiversity category

title: Template:Wikiversity category


text:
Template:Wikiversity category/doc

Usage
This template should be used at the top of categories that are needed for Wikipedia administrative purposes, but are not part of the encyclopedia itself, for example Category:Wikiversity administration.

Adding  will produce a message similar to Container category and add the page to Category:Container categories if the page is the category namespace. Categorising into Category:Container categories is disabled in Category:Container categories itself with.

Adding  to the template will hide the category, produce a message similar to Hidden category and add the page to Category:Hidden categories if the page is the category namespace.

Adding  to the template will produce a message similar to Tracking category and add the page to Category:Tracking categories if the page is the category namespace. Categorising into Category:Tracking categories is disabled in Category:Tracking categories itself and Category:Contents with.

Adding  will add a new paragraph under the tracking category message. Replace "text" with a short description of the tracking category. (A longer description can be entered after the parameters or outside this template.)

Text entered after the parameters will appear below the message box under the heading Description:.

Example
produces:

title: Template:Wikiversity category/doc


text: Template:Help category

title: Template:Help category


text:
Template:Help category/doc

This template is intended to be used at the top of categories that belong to the Wikiversity project (for example Category:Wikiversity administration).

title: Template:Help category/doc


text: Template:Portal category

title: Template:Portal category


text:
Template:Portal category/doc

This template is intended to be used at the top of categories used for pages belonging to the portal namespace (for example Category:Portals, see also Avoid self-references).

title: Template:Portal category/doc


text:
User:MacMed

m:w:en:user:MacMed

title: User:MacMed


text:
User:Bencmq

w:m:user:Bencmq

title: User:Bencmq


text:
User talk:Paul.bray8

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Measurements

 * Nominal (Named) Types of pie served in resturaunt - Choc, Banana cream, pecan, apple... etc (Just a list)
 * Ordinal (Ordered nominals) Items ranked in order 1st 2nd 3rd... etc (No standard intervals - no add'n or subt'n)
 * Interval (Ordinals with a standard scale) Temperature °C (Has an arbitary 0 point with standard units (+-<>))
 * Ratio   (Intervals with a fixed 0 point) Pizza consumed, water used in flushing toilets
 * --Paul.bray8 05:28, 2 July 2011 (UTC)

title: User talk:Paul.bray8


text: User:Mrmatiko

title: User:Mrmatiko


text:
Category:Resources with disclosures

__HIDDENCAT__

Resources in this category have POV disclosures. You can use disclosure to add a resource to this category.

title: Category:Resources with disclosures


text:
User talk:PeterAllen

Warning
With this edit you added a link to an inappropriate commercial site, to a Wikiversity page, I have reverted it. If you believe this link is legitimate, please discuss this here. Otherwise continued efforts to add the link may result in the blacklisting of that domain, possibly globally (i.e., preventing links from any WMF wiki). Thanks. --Abd 20:50, 2 July 2011 (UTC)

title: User talk:PeterAllen


text:
User talk:JoshMorrison

Warning
With this set of edits you added a link to an inappropriate commercial site, to a Wikiversity page, I have reverted it. If you believe this link is legitimate, please discuss this here or on User talk:Abd. Otherwise continued efforts to add the links may result in the blacklisting of those domains, possibly globally (i.e., preventing links from any WMF wiki). Thanks. --Abd 20:50, 2 July 2011 (UTC)

title: User talk:JoshMorrison


text:
User talk:EstebanMolina

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title: User talk:EstebanMolina


text:
User talk:Prosh

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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! --Abd 01:01, 3 July 2011 (UTC)

title: User talk:Prosh


text:
User talk:Arigid

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title: User talk:Arigid


text:
User talk:Mrmatiko

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title: User talk:Mrmatiko


text:
User talk:Ssbriseno~enwikiversity

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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 Ssbriseno. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ssbriseno~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 00:03, 18 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) 06:23, 19 April 2015 (UTC)

title: User talk:Ssbriseno~enwikiversity


text:
User talk:Mucca01191

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title: User talk:Mucca01191


text:
User talk:Geektech02

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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! --Abd 01:16, 3 July 2011 (UTC)

Chris Murray
I've tagged this page for deletion because it is not an educational resource, this is not an encyclopedia. However, if you want to keep that page, you could remove the deletion tag from it and move it into your user space, just use the Move command and prefix User:Geektech02/ in front of the name. Ask me on User talk:Abd if you need help. --Abd 01:16, 3 July 2011 (UTC)

title: User talk:Geektech02


text:
User talk:STSC

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title: User talk:STSC


text:
User talk:S1868837

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User talk:Tingtring

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title: User talk:Tingtring


text:
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Abigor
You'd be welcome here, Abigor, just be nice, okay? --Abd 01:22, 3 July 2011 (UTC)

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text:
User talk:Timmiferty

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User talk:Jp07

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User talk:Dirt Diver

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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! --Abd 01:24, 3 July 2011 (UTC)

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User talk:Marianeicu

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 * 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! --Abd 01:25, 3 July 2011 (UTC)

title: User talk:Marianeicu