text:
Design for the Environment

Welcome to the parent page for Design for the Environment (DFE).

This course is currently offered to third year mechanical engineering students at the University of Toronto (Canada).

The goal of the course is to provide students with the analysis tools and design strategies to design products that minimize their impact on the environment. The course focuses on a product’s overall environmental impact throughout its entire lifecycle. We focus on areas of particular relevance to Mechanical Engineering such as: product design, materials, energy conservation and recovery, manufacturing topics, automotive issues and air pollution.

As part of the course, students carry out a thorough comparison of three design alternatives that fulfill the same practical purpose. Their study includes:

 * Functional analysis
 * Streamlined life-cycle analysis (environmental impacts)
 * Hybrid (EIOLCA-traditional LCA) life-cycle analysis (a second tool to gauge environmental impacts).
 * Cost analysis
 * Societal analysis

For an introduction to environmental life-cycle analysis of products and processes (LCA), see Life cycle assessment.

Some groups decide to do a final oral presentations, whereas others will be posting a summarized version of their reports on Wikiversity. You will find the links to these report pages on this page.

Links to Winter 2009 Projects

Section 1 Section 2
 * /Worldwide Package Cushioning/
 * /Disposable Coffee Cups/
 * /Garbage to Energy/
 * /Alternatives To Traditional Book Publishing/
 * /Low Carbon Energy for California/
 * /All Purpose Residential Cleaning/
 * /Automobile Car Mats/
 * /Residential Heating and Cooling/
 * /Scooter Transportation Alternatives/
 * /Flashlights/
 * /Street Lighting in Residential Region/
 * /Energy Storage for Wind Power Generation/
 * /Automobile Engines III/
 * /Hydrogen Production/
 * /Power Generation for Ontario/
 * /Converting Garbage to Energy/
 * /Residential Heating and Cooling in Ontario/

Links to Winter 2008 Projects

Section 1
 * /Interior Panels click on this sample report page for more information
 * /Internal Combustion Engines/
 * /Office Chair Foam/
 * /Residential Roofing Materials/
 * /Residential Micro-cogeneration/
 * /Frozen Yogurt Cups/
 * /Hydrogen Generation/
 * /Automobile Engines II/ *This report belongs to Section 2* SRB
 * /Residential Insulation/
 * /Power Generation Alternatives for Off-Grid Homes/
 * /Automotive Interior Door Panels/
 * /Metal Cleaning/

Section 2
 * / Bus Fuel Alternatives/
 * /Grocery Bags/
 * /Off-Grid Electricity for Cottages/
 * /Automobile Engines I/
 * /Road De-icing Agents/
 * /Residential Wall Insulation/
 * /Hydrogen Generation Methods/
 * /Disposal of Non-Recyclables/
 * /Batteries for Electric Cars/
 * /Ontario Residential Roofing Materials/
 * /Disposable Water Bottle/
 * /Dry Cleaning Detergent/

Interested participants

 * SRego 18:55, 19 March 2008 (UTC)

title: Design for the Environment


text:
User talk:SRego

Welcome
Hello SRego, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 18:57, 19 March 2008 (UTC)

Welcome!
Hello and welcome to wikiversity. It would be very useful to visitors who are not familiar with your project if you could add the pages that you create to a category. Just add something like or  to the bottom of each page. Thanks, and feel free to leave me a note if you need any help. --mikeu talk 23:48, 5 April 2008 (UTC)

Main Page Edit
Professor, I wanted to change the name of my topic from "Dry cleaning detergents" to "Dry Cleaning Methods" since we are really talking about different methods. If you could help me out, it would be appreciated.

Thanks, Naweed

Respect the image licence
Can you inform your students that must respect and indicate the licensing of images. I fear that a majority of them either copyright infringement and that people have indicated a free license when they are under copyright. Thank you in advance. Crochet.david 07:59, 8 April 2009 (UTC)

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

title: User talk:SRego


text:
User talk:Jimcuk

Thank you and below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 19:04, 19 March 2008 (UTC)

Welcome
Hello Jimcuk, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 19:04, 19 March 2008 (UTC)

title: User talk:Jimcuk


text:
Teaching Elementary School Health Education/Mental and Emotional Health/Emotions and the Mind-Body Connection

This page is part of this wikibook: Teaching Elementary School Health Education/Mental and Emotional Health

The mind-body connection is the close relationship between mental and physical responses. The body responds to the way you think, feel and act. When someone is stressed, upset, or anixous, the body can tell when something is not right. Therefore it responds. We do not want our student's body to respond in a negative way. Creating a good health status, promotes paying attention to the mind-body connection. Expressing emotions in healthful ways is essential for healthful relationships. The following link is a lesson over dealing with stress in a positive way. Bag It


text:
Teaching Elementary School Health Education/Mental and Emotional Health/Personality

This page is part of this wikibook: Teaching Elementary School Health Education/Mental and Emotional Health.

Personality is an indivdual's unique pattern of characteristics. This makes indivduals different from another. Some things that affect personality is heredity, environment, attitudes, and behaviors. Teaching students to value their personalities and express them is vital in mental and emotional health. Click here for a link over brainstroming over student's personalities. Personality Brainstroming


text:
Workplace Communication/Addendum A: Performance Objectives

Link to any subpages this page might have

6.     The student will be allowed references. The student will present their personal and professional goals. Performance will be satisfactory if these goals are presented to the class and the presentation is consistent with the 70% of the checklist.
 * The following Content Goals are related to this PO : 1, 2, 3, 4, 5, 6.

14.    The student will role play good customer service. Performance will be satisfactory if services are demonstrated in a manner that is consistent with 80% of the DO and DON'T checklist developed from industry sources.
 * The following Content Goals are related to this PO : 7, 8, 9, 10, 11, 12, 13, 14, 15.


text:
Workplace Communication/Student Contributions

Link to any subpages this page might have

Each student will spend at least 1 hour per week preparing for class. Attendance is critical in this class. Students are expected to fully participate in class discussions and activities. It is crucial that assignments be completed on time. Assignments not completed on time will not be graded.


text:
Workplace Communication/Course Evaluation

Link to any subpages this page might have

Your practical skill, theoretical knowledge, and affective behavior performances will be assessed by regular assignments set by the instructor throughout the course. These assignments will be by course work, examinations, and quizzes. These assignments will have points attached which will be translated to an overall letter grade. Grade C is the minimum requirement to pass this course. These grades will be translated to quality points for your Grade Point Average [GPA].


text: Category:Workplace Communication

title: Category:Workplace Communication


text:
Design for the Environment/Interior Panels

[This is a sample report page for Design for the Environment]

After the brief summary of what this project is about, you will name a subsection called Project Information, which will include the following:

 * Your MIE315 section and project group numbers
 * A list of the team members names and in brackets their Wikiversity log-in name

Then the body of the report will start. Make sure to include a hyper-linked table of contents for easy navigation (this should be placed after the brief summary), and a proper list of references for your notes and external links (with hyperlinks if applicable) at the end. Good luck!

--SRego 19:54, 19 March 2008 (UTC)


text:
Wikiversity:Main Page/Welcome

Welcome to Wikiversity Set learning free  with Special:Statistics learning resources and growing.

Arts • Humanities • Mathematics • Medicine • Science • Social Sciences • Technology • WikiJournals • Schools • Courses • Portals • Help

title: Wikiversity:Main Page/Welcome


text: Template:Arabic flags

title: Template:Arabic flags


text:
User talk:Saz909

Welcome
Hello Saz909, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 22:10, 19 March 2008 (UTC)

From the Study of Genesis
Hey, this is User:Opensourcejunkie from the Study of Genesis. Thanks for stopping by && saying 'hi'! Are you the one who added the "notable verses" section in the Creation lesson? (whoever it was was not logged in at the time) If so, thanks for the contrib; it's nice to finally see some activity in the Department of Biblical Studies. No one's been around since last year.

Hope to see more edits!
 * --Opensourcejunkie 05:36, 20 March 2008 (UTC)

P.S. where in England are you studying?

Hey, btw, you know anything about hermeneutics?
 * --Opensourcejunkie 14:53, 20 March 2008 (UTC)

Hey Saz :) I just got done reading the flurry of entries you've written all over the Center, and I must say it's good to have someone else on board :)  thanks.

The reason I asked about Hermeneutics is because I'm trying to develop the department as a whole, and Hermeneutics is an area that is severely lacking at present. Since I'm not an expert on the subject, I thought that you (being a theology student :) might be. However, with the advent of Marks' Gospel, I doubt you'll have time to develop a study of hermeneutics. Of course, perhaps you have some friends from Sutton with similar expertise? You'll have to pardon my attempt to exploit your connections; I'm just trying to build this severely undernourished department ;-).

Well, I gotta go to work - I look forward to working with you!. God bless :),
 * --Opensourcejunkie 02:05, 22 March 2008 (UTC)

Yeah, I'm out of school and the editing is going slow, so I can understand the pressure on you :) I've set a goal to finish Genesis by the end of summer, so I'm in no rush to complete my own project; no worries :)

About the Computer
About the computer. If you do need a new one, I have a couple of old lap tops sitting in my room that a friend donated to me. I've fixed all of the hardware problems (turns out they just had some dead CMOS batteries); now I'm just having problems booting the things. Perhaps your dad would have better luck with one? They're Thinkpad 600's, designed for Windows 98, so you know that they're old. But Linux has been known to revitalize old machines incredibly, so perhaps you might like one? Get you through college, anyway.

Let me know, either way.
 * --Opensourcejunkie 10:26, 23 March 2008 (UTC)

P.S., I'm gonna set up a "prayer requests" section on the Biblical Studies' main page. I'll throw your computer need up there too, if you like. --Opensourcejunkie 10:26, 23 March 2008 (UTC)

Thanks for the offer ^^. I can get back to you on that on Monday, when I try fixing my computer with this memory. If it doesn't work, then I may take you up on it =P. But are you sure about the postage? getting a laptop form America to the UK might be a lot =/ I dunno. Anywho, cheers for putting my computer on the prayer list XP. I've realised I've left one of my Mark textbooks at school over the Easter weekend, so it looks like Mark can only fully start going on Tuesday, but that should be okay ^_^. Oh yeah, and Happy Easter to you ^^ --Saz909 10:47, 23 March 2008 (UTC)

I'm glad you got your computer working! (and I'm sorry you got Vista working, yuck! ;-) I hope you do get some more RAM, 'cause Vista's gonna need it :-).  The new old computer offer still stands though, if anything goes wrong.

And it'll be good to have Mark in full swing, all though don't sacrifice school work over it. Thanks again for editing (and happy Easter to you too),
 * --Opensourcejunkie 03:32, 25 March 2008 (UTC)

Ugh, I spoke too soon. It's mucked itslef up again, it's a miracle I got it working in the first place. Looks like a motherboard failure due to a power surge >.>. Still, I have the downstairs one for a while having chucked my bro off it ^^. Should be some small updates now, as I have the books =] --Saz909 18:39, 25 March 2008 (UTC)

 * Would you like me to send you one of my laptops? Again, I haven't been able to get it to boot yet, but you might have more luck with it than me.
 * --Opensourcejunkie 06:45, 26 March 2008 (UTC)

Re: a question
Hey, Saz - you put your entire comment in nowiki tags, so I couldn't see your signature! Good thing I know you're the only one editing Mark right now :)

Basically, to change a page's name, you have to use the "move" tab at the top of the page. Now I haven't actually moved anything myself yet (I'm fairly new at this too :), but from what I've read, the new page will be created, and the old page will become a redirect to the new. That way, any links still pointing to the old page will redirect to the new. (saves some hassle)

 * --Opensourcejunkie 06:45, 26 March 2008 (UTC)

active participants
Hey, you should put your name on the "active participants" section of the Department of Biblical Studies' main page. I'm getting lonely up there ;)
 * --Opensourcejunkie 07:20, 26 March 2008 (UTC)

Re: Defense of the Resurrection
actually, that would be really great. Basically, I'm not planning to contribute anything to the Department of Apologetics for a while; I basically set it up hoping that someone else would :) (right now I want to focus on Genesis, and a couple other small projects. btw, I could use your feedback on one such small project, Salvation). It's not complete yet, but there's a good amount of content to it at this point.)

So yeah, anything you can add to that department, even if only a framework for others to work off of, would be great!
 * --Opensourcejunkie 13:06, 27 March 2008 (UTC)

how's your computer
Hey, Saz! I'm just stopping by to see how your computer's doing. Is it still inoperable? My offer of a laptop is still open; just let me know :)

ttyl,
 * --Opensourcejunkie 15:40, 30 March 2008 (UTC)

 * Glad to hear it's getting fixed. And hey, you don't need to apologize for not doing edits; you've already done so much.  Actually, I haven't been doing many myself; I've been distracted by this Draft policy on religious content.  Good luck with the coursework!

 * God bless,
 * --Opensourcejunkie 06:02, 2 April 2008 (UTC)

just sayin' 'hi'
hi!

I just got back from a VERY long hiatus - summer has been crazy busy. How are you doing? Just found out that you're a "she", my bad :-).

Apologetics wiki
Considering you're interested in wikis and are a theology student, I thought you might be interested in apologetics wiki. It would be great if you'd like to help out.

Moving forward in 2011
Hi I have been leaving posts in Discussion pages on the Biblical Studies page looking for a way to move forward. Biblical Studies seems to have been active in 2008 and then stalled. I think that part of that stall is due to the "policy" of having material conform to a "literal normative" outlook which tends to reduce academic inquiry. I am planning on starting a Department Project on the Synoptic Gospels which will definitely not consider the text of the gospels involved to be "inerrant" but before starting that I am leaving this message on the discussion page of all noted "active participants". It could be that I should set up the seminar/discussion somewhere else in Wikiversity and I need some direction. --Bill A 15:01, 13 January 2011 (UTC)

title: User talk:Saz909


text:
User:Saz909

Saz909 is a student studying theology in England.

title: User:Saz909


text:
User talk:Kwame Ampomah

Welcome
Hello Kwame Ampomah, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 23:03, 19 March 2008 (UTC)

title: User talk:Kwame Ampomah


text:
Microwave Engineering

KwameAmpomah Kwame Ampomah 23:24, 19 March 2008 (UTC)Introduction to Microwave Engineering

Modern microwave engineering involves predominantly distributed circuits and design in contrast to the waveguide, field theory and EM orientations of earlier generations. Microwave CAD software and network analyzers are the essential tool for today’s microwave engineer even though a general basic understanding of EM theory is a pre-requisite. Microwave and RF technology is more pervasive than ever. This is especially true in the commercial sector, where modern applications include cellular telephony, personal communications systems, wireless local area data networks, millimeter wave collision avoidance vehicle radars, direct broadcast satellites for radio and television, global positioning systems, radio frequency identification tagging, ultra wideband radio and radar systems, and microwave remote sensing systems for the environment. Defense systems continue to rely heavily on microwave technology for passive and active sensing, communications, and weapons control systems. This state of affairs suggests that there will be no shortage of challenging problems in RF and microwave engineering in the foreseeable future, and a clear need for engineers having both an understanding of the fundamentals of microwave engineering as well as the creativity to apply this knowledge to problems of practical interest.

The term microwaves refers to alternating current signals with frequencies between 300MHz (3 х 108 Hz) and 300 GHz (3 х 1011), with a corresponding electrical wavelength between λ = c/f = 1m and λ = 1mm, respectively. Signals with wavelength on the order of millimeters are called millimeter waves. Because of the high frequency (and short wavelengths), standard circuit theory generally cannot be used directly to solve microwave network problems. In a sense, standard circuit theory is an approximation or special use of the broader theory of electromagnetic as described by Maxwell’s equations. This is due to the fact that, in general, the lumped circuit element approximations of circuit theory are not valid at microwave frequencies. Microwave components are often distributed elements, where the phase of a voltage or current changes significantly over the physical extent of the device, because the device dimensions of a component. The other extreme of frequency can be identified as optical engineering, in which the wavelength is much shorter than the dimensions of the component. In this case Maxwell’s equations can be simplified to the geometrical optics regime, and optical systems can be designed using geometrical optics. Such techniques are sometimes applicable to millimeter wave systems, where they are referred to as quasioptics. In microwave engineering, then, one must often begin with Maxwell’s equations and their solutions. It is in the nature of these equations that mathematical complexity arises, since Maxwell’s equations involve vector differential or integral operations on vector field quantities and these fields are functions of spatial coordinates.

Goal: to try to reduce the complexity of a field theory. A field theory solution generally provides a much more information than we really need for most practical purposes. We are typically more interested in terminal quantities such as power, impedance, voltage, and current, which can often be expressed in terms of circuit concepts. It is this complexity that adds to the challenge, as well as the rewards, of microwave engineering.

title: Microwave Engineering


text: File:Robert Elliott rhythm.ogg

title: File:Robert Elliott rhythm.ogg


text: File:Robert Elliott chord.ogg

title: File:Robert Elliott chord.ogg


text: File:Robert Elliott Melody.ogg

title: File:Robert Elliott Melody.ogg


text:
Instructional design/User testing fundamentals/Principles

Back to Topic: Instructional Design > User Testing of E-Learning Courses > User Testing Fundamentals

What is User Testing?
In e-learning solutions, designers not only need to assess the efficacy of their instruction, but also the quality and performance of the systems that deliver the instruction. For the purpose of our course, user testing in e-learning courses is formative evaluation conducted at the end of the development cycle. User testing of e-learning courses evaluates instructional objectives, software quality assurance, and the overall user experience. To do this, designers must incorporate the good practices from the instructional field and the good practices from the software field to ensure the quality of their solutions.

Why use User Testing?
User testing is used to ensure quality assurance, correct information, correct strategy implementation, strategies support instructional objectives, and delivery platform and courseware are compatible.

 * Quality Assurance Quality_assurance
 * The instruction is fully tested for quality assurance.
 * For example, forming interview or worksheet questions that ask about the reliability, maintainability and safety are ways to promote total quality control.
 * Correct Information
 * The information presented is correct.
 * For example, a typographical error may cause the learner to choose an incorrect response.

 * Correct Strategy Implementation
 * The instructional strategies are correctly implemented.
 * For example, does instruction follow Gagne's Nine Events as established in the design document or have events been rearranged or dropped?

 * Strategies Support Instructional Objectives
 * The instructional strategies meet the instructional objectives.
 * For example, what strategies were used in Lesson 1 to support the learner to describe formative evaluation? Do you think they were effective or ineffective to achieve the instructional goal?

 * Compatibility of Delivery Platform & Courseware
 * The delivery platform works as expected with the courseware.
 * For example, does Houghton Mifflin's Understanding Business, 8th ed., electronic course and textbook import successfully to Valparaiso University's CourseVU LMS for the course, "English for Business"?

Phonebein 17:47, 6 April 2008 (UTC) Think about micro instructional strategy here. Is there anyway to make this list more memorable? Anytime you have a list of principles, you need to be thinking about making it easy to remember. You've already chunked it (7+/-2 items, but is there more you could do?  Also, I won't comment on this any more, but you need instructors for what the user should do next.

Back to Topic: Instructional Design > User Testing of E-Learning Courses > User Testing Fundamentals


text:
Instructional design/User testing fundamentals/Procedures

Back to Topic: Instructional Design > User Testing of E-Learning Courses > User Testing Fundamentals

Key steps of User Testing

 * Develop a test plan
 * Lesson 3 will help you design your user testing plan by outlining some questions using the formative evaluation planning (purpose, audience, issues, resources, evidence, data-gathering techniques, analysis, reporting). Lesson 3 also gives you a chance to do user testing on one of the Wikiuniversity pages to try out your new knowledge.

 * Identify participants
 * For user testing of this course, we invited ISD experts and graduate school students to test our course as a sample population of our target learner.

 * Set up the user testing
 * Prepare for user testing by identifying any SMEs, the participants, the instructional materials, and equipment.

 * Conduct user testing
 * Managing the process during the actual user testing.(photos or video of UT demo)

 * Evaluate the results (insert a sample of possible results)
 * (link to Lesson 4 example)

 * Implement Results (insert a sample report)
 * (link to Lesson 5 example)

Phonebein 17:51, 6 April 2008 (UTC) Micro strategy: When teaching a procedure where steps are ordered, always use numbers, not bullets. Also, think about visual representations or mnemonics to make the procedure more memorable. Now that you have the basic content, begin to elaborate and enhance it.

Back to Topic: Instructional Design > User Testing of E-Learning Courses > User Testing Fundamentals


text: File:Cubinoid Homewrecker.ogg

title: File:Cubinoid Homewrecker.ogg


text:
Instructional design/Learning objectives/Examples and Non-Examples of Criterion Phrases/Yes I got them both right

1. Which one of these answers is a bad example of criteria? ...saw a 2" X 4" board. ...saw a 2" X 4" board within 1/8" of the marked line. ...saw a 2" X 4" board in half within 60 seconds.

2. Which of these answers is a good example of criteria? ...answers must be accurate. ...answers must be to the nearest whole number. ...answers must be accurate to the nearest whole number.

Your Explanation

Please select edit on this frame and explain why you selected the answers you did. Keep in mind the questions you should ask yourself to help create critera descriptions from the previous page.

It's because criterion must be specific and well thought-out and the chosen answers were both very specific to the statement lewl


text:
Instructional design/Learning objectives/Examples and Non-Examples of Criterion Phrases/No I missed one or both

Lets look at the criteria answers and consider the questions to help describe criteria below. When deciding how to word criteria some questions that will help to describe the criteria are:
 * How well does the learner need to perform in order to appropriately achieve the objective?
 * How will we know if the object has been achieved?
 * How is the performance measured; speed or accuracy?

1. Which one of these answers is a bad example of criteria? ...saw a 2" X 4" board. (this answer does not specify any way to measure) ...saw a 2" X 4" board within 1/8" of the marked line. (this criteria specifies accuracy) ...saw a 2" X 4" board in half within 60 seconds. (this criteria specifies speed or time)

2. Which of these answers is a good example of criteria? ...answers must be accurate. (what is accurate? how do you measure this?) ...answers must be to the nearest whole number. (if it is not accurate does it appropriately achieve the objective? ...answers must be accurate to the nearest whole number. (this answer provides measurement)

Can you think of two other ways to state a criteria for this type of objective?

Please select edit on this frame and type in your two other criteria. Keep in mind the questions you should ask yourself to help create critera descriptions from the previous page.

read pages 5 to 10 of the book "Gulliver's Travels". answer the last 8 out of 15 of the comprehension questions asked in chapter one of the book. 41.78.40.23 05:42, 3 January 2011 (UTC)

Step One: read pages 5-10 of the book "Gulliver's Travels" (state which edition). Step Two: answer comprehension questions 8-15 at then end of chapter one.

Oh now I understand. I'm supposed to be completing applications on USAjobs.gov in addition to this correct? Give me a sign. Throw me a bone. I need feedback and I need it from a human being. I also need proof that its a human being and not a computer providing the feedback and doing the monitoring. Thank you!

108.243.204.186 (discuss) 05:23, 29 April 2014 (UTC)


text: File:Cubinoid Home Wrecker cue 1.ogg

title: File:Cubinoid Home Wrecker cue 1.ogg


text: File:Cubinoic HW final cue.ogg

title: File:Cubinoic HW final cue.ogg


text:
User talk:ADC

Welcome
Hello ADC, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 06:39, 20 March 2008 (UTC)

Welcome to the Bloom Clock!
Hello,, and thanks for signing up as a contributor to the Bloom Clock!

To get started, all that you need to do is keep your eyes open for flowers on plants growing outdoors. Then, depending on how well you know plants, you can either try to find the plant using the global keys, or just check the master list where plants are listed by their scientific names.

Assuming you find a log page for the plant you saw, all that you need to do is click [edit] above the list of signatures, and add *~ on a new line below the last signature and above the line that begins with, which will make your signature appear on the profile page.

If you don't find a log page, just add an entry for the plant to the Master List using. Someone can then show you how to create a profile and log page for the plant.

If you don't know the name of the plant you saw, try asking on Bloom Clock/Unknown Plants using the template there. Photographs are very helpful, but if you don't have a digital camera, just give the best description you can and hopefully someone can identify it for you.

After you've logged 10 or more plants as flowering for your location, another bloom clock contributor will help you set up the categories and templates used to construct a key for your region, and try to match up your region to the global keys.

If you have any questions, ideas, or need something explained, please feel free to leave a message on my talk page, and I'll get back to you as soon as I can!--SB_Johnny | talk 08:55, 20 March 2008 (UTC)

Unidentified plant
Hi ADC. I saw it, but it's not a plant I'm familiar with. Hopefully someone else will be able to identify it :). --SB_Johnny | talk 11:35, 21 March 2008 (UTC)

title: User talk:ADC


text:
User talk:Ngo~enwikiversity

Welcome
Hello Ngo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 06:43, 20 March 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Ngo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ngo~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 23:40, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Ngo~enwikiversity


text:
Template talk:Portal Nav

suggested change - first icon. --Remi 07:06, 20 March 2008 (UTC)
 * Thanks for the suggestion, Remi! Nice to see you working on this too. --McCormack 07:16, 20 March 2008 (UTC)

Replace several PNGs with SVGs
Please replace the following PNG images with their updated SVG versions: It Is Me Here 13:17, 25 March 2008 (UTC)
 * Image:Nuvola apps kcmsystem.png → Image:Nuvola apps kcmsystem.svg
 * Image:Nuvola apps edu mathematics-p.svg → Image:Nuvola apps edu mathematics-p.svg
 * Image:Nuvola apps edu science.svg → Image:Nuvola apps edu science.svg
 * Image:Nuvola apps kpdf.png → Image:Postscript-viewer.svg

title: Template talk:Portal Nav


text: Wikiversity:Main Page/Project

title: Wikiversity:Main Page/Project


text: Template:Robelbox/HR

title: Template:Robelbox/HR


text:
Template:Bcpm/prag/3

March

This template makes a link to the March key for Prague, and adds plant pages to Category:BCP/PRAGUE/3 and Category:BCP/Flora of the Czech Republic (it automatically adds ), for plants that have been recorded as flowering in March in Prague.

Note: this template now adds Category:BCP/Early spring, after a strong match of 11/0/2 as measured 18:18, 9 May 2008 (UTC)

This template should only be used in the "Prague = " field of Bloom clock plant middle

title: Template:Bcpm/prag/3


text:
Category:BCP/PRAGUE/3

This category is for plants found flowering in March in Prague, Czech Republic.

title: Category:BCP/PRAGUE/3


text:
Bloom Clock/Keys/Prague/March

March

 * 1) All plants recorded in March (category list)

title: Bloom Clock/Keys/Prague/March


text:
Where to start in astrophysics

Popular Science and Astrophysics: Where to start?
A good place for aspiring Astrophysicists to start is to read the popular science books such as Stephen Hawking's "A Briefer History of Time" and Kip Thorne's "Black Holes and Time Warps" as well as the popular science magazines "New Scientist" and "Scientific American". They offer a flavour of what Astrophysics is about, they pose daunting and perplexing questions while attempting to provide erudite answers: How well do we understand the Universe?

They serve to provide a 'taster' and it is highly recommended to read about Astrophysics in a popular context before attempting to fully tackle an Astrophysics degree. This is especially true for inquisitive teenagers, if they can follow the arguments provided by popular science books then they will have a far better start over someone whom has not read said books. If these books seem too difficult or are too boring then it would be better to think about doing another degree. Succinctly, Astrophysics is a tough degree and requires a lot of effort. At times it may seem boring or very challenging but this is as much a test of character as it is a test of intellect.

If these books hold your interest and you still want to pursue Astrophysics then keep reading.

Good luck!

title: Where to start in astrophysics


text:
User:Sarwo edhi

Sarwo Edhilahir 30 Agustus 1990 di Banda Aceh. Menyelesaikan sekolah menengah di SMU 10 Fajar Harapan saat ini sedang berusaha untuk masuk ke Imperial College.

title: User:Sarwo edhi


text:
Study of Scripture - A Tale of Two Cities

Study of Scripture - A Tale of Two Cities

Introduction
Scripture can in many ways be seen as a tale of two cities. Long before Charles Dickens wrote about London and Paris, the authors of scripture wrote about a spiritual rivalry between the cities of Jerusalem and Babylon that span all the way from Genesis to Revelation.

Tour of Scripture
Genesis 2:8-17 (passage) (lesson)
 * The description of Eden provided by this passage becomes the template that both Babylon and Jerusalem try to mimic. Babylon attempts to create its own "Eden" apart from God, and through the sacrificial system Jerusalem tries to re-establish fellowship with God.

Genesis 3:7 (passage) (lesson)
 * Immediately after he sins, man struggles to repair his mistake without the assistance of God. He tries to cover up his nakedness with fig leaves, while God's solution requires a covering of animal skin.  This attempt to better himself apart from divine assistance foreshadows the humanistic attempts of Babel, whereas the faith in (dependence on) God's solution typifies redeemed Jerusalem.

Topical Chain Reference
This section provides an extensive list of scripture pertaining to the rivalry between Jerusalem and Babylon.

Genesis
 * Genesis 2:8-17
 * Genesis 2:22-24
 * Genesis 10:8-12
 * Genesis 11:1-9

Supplemental Resources

 * A Tale of Two Cities - an excellent overview of the two cities throughout scripture.


text: Template:Learning innovation

title: Template:Learning innovation


text: Template:Study of Scripture - A Tale of Two Cities


text:
Talk:Study of Scripture - A Tale of Two Cities

Guidelines
To anyone who develops this page: thanks! --Opensourcejunkie 10:40, 20 March 2008 (UTC)
 * We need a lot of help in the Chain Reference section. I'm hoping to produce a chain reference similar to Scofield's  Any scripture pertaining to Babylon, Jerusalem, or Eden should be added here.  Make sure to link any scripture references to BibleGateway, and place them under their appropriate book.
 * We also need a lot of help in the Tour of Scripture, but I only want to add passages there as lessons are created to match. If you do add such a lesson, make sure to link it both here and in the tour's template.


text: Wikiversity:Main Page/Layout

title: Wikiversity:Main Page/Layout


text: Help:User contributions

title: Help:User contributions


text:
User:Proteus~enwikiversity

hye

title: User:Proteus~enwikiversity


text:
User:Proteus~enwikiversity/Sandbox

ideas

 * proofs of De Moivre and Euler
 * explanation of the Argand diagram (Im Z, Re Z)

Manipulation
The basic mathematical operations are done the same way as with reals keeping in mind that $$i^2 = -1$$.

Adding complex numbers is done by separately summing the real parts and the imaginary parts

$$\,(a_1+b_1i)+(a_2+b_2i)=(a_1+a_2)+(b_1+b_2)i$$

$$\,(a_1+b_1i)-(a_2+b_2i)=(a_1-a_2)+(b_1-b_2)i$$

and multiplication is done the same way as with reals

$$\,(a_1+b_1i)\times(a_2+b_2i)$$ $$\,=a_1(a_2+b_2i)+b_1i(a_2+b_2i)=a_1a_2+a_1b_2i+a_2b_1i+b_1b_2i^2$$

but $$i^2=-1$$, so $$\,b_1b_2i^2=-b_1b_2$$ and $$(a_1+b_1i)\times(a_2+b_2i)=(a_1a_2-b_1b_2)+(a_1b_2+a_2b_1)i$$.

To do division on complex numbers we must first explain the concept of the complex conjugate.

Complex conjugate
The complex conjugate of a complex number Z=x+iy is the number x-iy denoted Z*, the sum and the product of a complex number and its conjugate are always real, because $$(x+iy)(x-iy)=(x^2-y^2)+i(xy-xy)=x^2-y^2$$ and $$(x+iy)+(x-iy)=2x$$. This property of the complex conjugate is useful when doing division on complex numbers, to convert the denominator of a complex fraction to a real number, all we have to do is to multiply the numerator and the denominator by the complex conjugate of the denominator.

$$\,\frac{x+iy}{a+ib}=\frac{(x+iy)(a-ib)}{(a+ib)(a-ib)}=\frac{(xa+yb)+i(ay-xy)}{a^2-b^2}$$

$$\,=\frac{xa+yb}{a^2-b^2}+i\frac{ay-xy}{a^2-b^2}$$

Polar representation of complex numbers
In the Argand diagram, any complex number can be determined by its distance from the origin (the point of origin is the point 0+0i) and the angle it makes with the positive side of the real axis. The number's distance from the origin is called its modulus and the angle it makes with the positive side of the real axis is called its argument. The modulus (|Z|) of a number Z can be calculated using the pythagorean theorem and is equal to $$\sqrt {x^2+y^2}$$, the argument (arg Z) equals $$tan^{-1} \frac y x$$.

title: User:Proteus~enwikiversity/Sandbox


text:
Study of Genesis/The Fall of Man

Pre-Lesson Activity

 * Read Genesis 3:1-7
 * Contrast the temptation of Adam with the temptation of Christ in Matthew 4:1-11. What is similar?  what is different?
 * Read Genesis 3:8-21
 * Contrast the clothing made by Adam & Eve with the clothing made by God. Why do you suppose clothing was needed in the first place?
 * Is there any order to the way in which God approaches the three transgressors? (the serpent, Adam, and Eve) To the way God punishes them?
 * Read Genesis 3:21-24
 * Observe the physical results of disobedience. Do they have any spiritual counterparts?

Genesis 3:7, 21 :: Faith vs. Works
In verses 7 and 21, we are presented with two types of clothing - garments made of fig leaves, and garments made of animal skin. These two types of covering are typical of works-based and faith-based religion (respectively), in a couple of ways.
 * Adam and Eve created the fig-leaf coverings themselves, whereas God provided them with animal skin clothing.
 * Plants are in many ways significant of man's work in scripture . Before the fall, man's primary task was to "tend and keep" the garden

Next Lesson
In the next lesson, we'll examine the effects of sin on the pre-flood generations.
 * Genesis 4 - 6:8 :: Effects of Sin

Supplemental Resources

 * Sermons Through the Bible - Pastor Joe Focht
 * Genesis 3

title: Study of Genesis/The Fall of Man


text:
Assistant teacher course/Didactics and mathetics

Didactics and mathetics
The goal of this course phase is to give the participants a basic understanding what didactics and mathetics mean and to let them know where they can look for more information. As usual, the participants should first try to describe what they imagine as the "science of teaching" and the "science of learning" themselves.

Didactics
An interesting observation should be to what degree the participants already have reflected on knowledge they received in the course and on the purpose of the course.


text:
Instructional design/Learning objectives/Where Criteria Comes From

Four Areas Criterion Come From
To be able to understand how to correctly write criteria for an objective you will need to understand where criteria comes from. According to Robert Mager there are four main areas that criteria can be derived from:

1. Job Requirements:

 * Criteria derived from job requirements are created from the measurable needs of the specific job. Employers have gathered data to create these criteria from not only the needs but from watching different levels of performance for that task. These criteria are realistic and come from what the writer or employer expect the employee to do in order to achieve an acceptable level of performance. In other words it is unrealistic to write a criteria that calls for 100% accuracy. A 100% criteria would be considered a very tight criteria and likely not to be a realistic or cost effective effort. Employers may also set criteria for the different levels of a job, such as entry level or highly experienced.

2. Improvement Requirements:

 * These types of criteria are created from the requirements needed to be able to improve by practicing. A question to ask yourself when creating improvement criteria is, "What acceptable performance or skills must a person be able to do so they can improve by simply practicing?" It is important not to set criteria too low for improvement otherwise the persons performance may become unacceptable or be done incorrectly.

3. Academic Requirements:

 * When creating criteria for an academic environment, instructors may ask themselves:
 * What do I expect my students to be able to do when they have completed this course and how will it be measured?
 * What will they need to be able to do to meet the prerequisites for their next course? Such as advancing from English 101 to English 102.

4. Personal Experience:

 * Personal experience derived criteria is self explanatory as it comes from personal knowledge and experience. People who are correctly performing the skills already would be a valuable resource about what criteria and acceptable performance would be appropriate to the task.

Your Explanation
Please select edit on this frame and type an example of criteria then explain which area it came from.

student will write a composition of between 100 and 150 words describing how s/he spent his X'mas holidays using the book "Gulliver's Travels" as a guide. Criteria comes from Teaching 41.78.40.23 05:55, 3 January 2011 (UTC)

Pointing to Criterion

 * Mager says there are at least three ways to show criterion without actually describing it in the objective statement. This is called pointing to criterion.                       [[Image:0416071543.jpg|thumb|]]
 * If the criteria are explicit in another document then the objective can contain verbiage that directs where to find it. Example- according to the handbook criteria, 2008 edition page 9. Mager warns that this should only be used if the criterion is clearly stated and the document is readily available.

 * If the performance is done in procedural steps and uses a checklist type of document then pointing to that checklist can be part of the criterion in the same way as done with the other document.

 * A third form of pointing to criterion might be pointing to a performance shown on video or audio. Mager also warns here to be careful not to use media in the criteria without describing the key characteristics of the desired performance with it.

Navigation
Click Next to continue.


text: Wikiversity:Main Page 0.5a

title: Wikiversity:Main Page 0.5a


text:
Exploratory factor analysis

Assumed knowledge

 * Correlation

Purposes of factor analysis
There are two main purposes or applications of factor analysis:

Reduce data to a smaller set of underlying summary variables. For example, psychological questionnaires often aim to measure several psychological constructs, with each construct being measured by responses to several items. Responses to several related items are combined to create a single score for the construct. A measure which involves several related items is generally considered to be more reliable and valid than relying on responses to a single item.
 * 1. Data reduction

Theoretical questions about the underlying structure of psychological phenomena can be explored and empirically tested using factor analysis. For example, is intelligence better understood as a single, general factor, or as consisting of multiple, independent dimensions? Or, how many personality factors are there and what are they?
 * 2. Exploring theoretical structure

History
Factor analysis was initially developed by Charles Spearman in 1904. For more information, see factor analysis history.

Types (methods of extraction)
The researcher will need to choose between two main types of extraction:
 * 1) Principal components (PC): Analyses all variance in the items. This method is usually preferred when the goal is data reduction (i.e., to reduce a set of variables down to a smaller number of factors and to create composite scores for these factors for use in subsequent analysis).
 * 2) Principal axis factoring (PAF): Analyses shared variance amongst the items. This method is usually preferred when the goal is to undertake theoretical exploration of the underlying factor structure.

Rotation
The researcher will need to choose between two main types of factor matrix rotation:
 * 1) Orthogonal (Varimax - in SPSS): Factors are independent (i.e., correlations between factors are less than ~.3)
 * 2) Oblique (Oblimin - in SPSS): Factors are related (i.e., at least some correlations between factors are greater than ~.3). The extent of correlation between factors can be controlled using delta.
 * 3) * Negative values "decrease" factor correlations (towards full orthogonality)
 * 4) * "0" is the default
 * 5) * Positive values (don't go over .8) "permit" higher factor correlations.

If the researcher hypothesises uncorrelated factors, then use orthogonal rotation. If the researchers hypothesises correlated factors, then use oblique rotation.

In practice, researchers will usually try different types of rotation, then decide on the best form of rotation based on the rotation which produces the "cleanest" model (i.e., with lowest cross-loadings).

Determining the number of factors
There is no definitive, simple way to determine the number of factors. The number of factors is a subjective decision made by the researcher. The researcher should be guided by several considerations, including: Mistakes in factor extraction may consist in extracting too few or too many factors. A comprehensive review of the state-of-the-art and a proposal of criteria for choosing the number of factors is presented in [3].
 * 1) Theory: e.g., How many factors were expected? Do the extracted factors make theoretical sense?
 * 2) Eigen values:
 * 3) Kaiser's criterion: How many factors have eigen-values over 1? Note, however, that this cut-off is arbitrary, so is only a general guide and other considerations are also important.
 * 4) Scree-plot: Plots eigen-values. Look for the 'elbow' minus 1 (i.e., where there is a notable drop); the rest is 'scree'. Extract the number of factors that make up the 'cliff' (i.e., which explain most of the variance).
 * 5) Total variance explained: Ideally, try to explain approximately 50 to 75% of the variance using the least number of factors
 * 6) Interpretability: Are all factors interpretable? (especially the last one?) In other words, can you reasonably name and describe each set of items as being indicative of an underlying factor?
 * 7) Alternative models: Try several different models with different numbers of factors before deciding on a final model and number of factors. Depending on the Eigen Values and the screen plot, examine, say, 2, 3, 4, 5, 6 and 7 factor models before deciding.
 * 8) Remove items that don't belong: Having decided on the number of factors, items which don't seem to belong should be removed because this can potentially change and clarify the structure/number of factors. Remove items one at a time and then re-run. After removing all items which don't seem to belong, re-check whether you still have a clear factor structure for the targetted number of factors. It may be that a different number of factors (probably one or two fewer) is now more appropriate. For more information, see criteria for selecting items.
 * 9) Number of items per factor: The more items per factor, the greater the reliability of the factor, but the law of diminishing returns would apply. Nevertheless, a factor could, in theory, be indicated by as little as a single item.
 * 10) Factor correlations - What are the correlations between the factors? If they are too high (e.g., over ~.7), then some of the factors may be too similar (and therefore redundant). Consider merging the two related factors (i.e., run an EFA with one less factor).
 * 11) Check the factor structure across sub-samples -  For example, is the factor structure consistent for males and females? (e.g., in SPSS this can be done via Data - Split file - Compare Groups or Organise Output by Groups - Select a categorical variable to split the analyses by (e.g., Gender) - Paste/Run or OK - Then re-run the EFA syntax)

Criteria for selecting items
In general, aim for a simple factor structure (unless there is a particular reason why a complex structure would be preferable). In a simple factor structure each item has a relatively strong loading on one factor (target loading; e.g., > |.5|) and relatively small loadings on other factors (cross-loadings; e.g., < |.3|).

Consider the following criteria to help decide whether to include or remove each item. Remember that these are rules of thumb only – avoid over-reliance on any single indicator. The overarching goal is to include items which contribute to a meaningful measure of an underlying factor and to remove items that weaken measurement of the underlying factor(s). In making these decisions, consider:
 * 1) Communality - indicates the variance in each item explained by the extracted factors; ideally, above .5 for each item.
 * 2) Primary (target) factor loading - indicates how strongly each item loads on each factor; should generally be above |.5| for each item; preferably above |.6|.
 * 3) Cross-loadings - indicate how strongly each item loads on the other (non-target) factors. There should be a gap of at least ~.2 between the primary target loadings and each of the cross-loadings. Cross-loadings above .3 are worrisome.
 * 4) Meaningful and useful contribution to a factor - read the wording of each item and consider the extent to which each item appears to make a meaningful and useful (non-redundant) contribution to the underlying target factor (i.e., assess its face validity)
 * 5) Reliability - check the internal consistency of the items included for each factor using Cronbach's alpha and check the "Alpha if item removed" option to determine whether removal of any additional items would improve reliability)
 * 6) See also: How do I eliminate items? (lecture notes)

Name and describe the factors
Once the number of factors has been decided and any items which don't belong have been removed, then
 * 1) Give each extracted factor a name
 * 2) Be guided by the items with the highest primary loadings on the factor – what underlying factor do they represent?
 * 3) If unsure, emphasise the top loading items in naming the factor
 * 4) Describe each factor
 * 5) Develop a one sentence definition or description of each factor

Data analysis exercises

 * Data analysis tutorial

Pros and cons

 * Advantages (Wikipedia)
 * Disadvantages (Wikipedia)

title: Exploratory factor analysis


text:
User talk:Farid~enwikiversity

Welcome
Hello Farid, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 16:20, 20 March 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Farid. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Farid~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 23:36, 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) 06:08, 19 April 2015 (UTC)

title: User talk:Farid~enwikiversity


text:
User:Kira~enwikiversity

Hi!!! My name is Kira and I'm doing a Manufacturing Engineering Degree in Ireland. I love Enginnering and I'm in my third year of my degree so things are getting harder. I also have a previos qualification from a different college in Ireland which is a Certificate in Mechanical and Manufacturing Engineering. Kira 16:59, 20 March 2008 (UTC)

title: User:Kira~enwikiversity


text:
Study of Mark

Study of Mark

Lessons
This is an overview of the lessons that will be taught on Mark. The first section of lessons will go through the whole of Mark, looking in detail at each and every section. The second section of lessons covers the themes that run throughout Mark, and at the reasons why these themes might occur.

Section-By-Section

 * Background of Mark
 * 1:1-8 - John the Baptist
 * 1:9-13 - Baptism and Temptation
 * 1:14-20 - The First Disciples
 * 1:21-28 - The Evil Spirit
 * 1:29-34 - The Healings Begin
 * 1:35-2:12 - Prayer and More Healings
 * 2:13-17 - The Calling of Levi
 * 2:18-3:6 - Challenging the Authorities
 * 3:7-3:19 - Crowds and the Appointing of the Apostles
 * 3:20-30 - Demonic Accusations and the Unforgivable Sin
 * 3:31-35 - Jesus' Family
 * 4:1-20 - The Parable of the Sower
 * 4:21-34 - Three Parables - The Lamp, The Growing Seed, and The Mustard Seed
 * 4:35-41 - The Calming of the Storm
 * More to come soon...

Running Themes

 * The Messianic Secret
 * Discipleship
 * The Miracles of Jesus
 * More soon...

Personal Studies

 * More soon...

Final Examination

 * More soon...

Contributors

 * Saz909
 * Feel free to add your name here if you have made a major edit to any of this section.

title: Study of Mark


text:
User:MichaelFrey/Test

{Test:} - 0 +  1

{Test:} - 0 + 1

{Test:} + 0 - 1

{Test:} + 1 - 0 + 1 - 0.0

title: User:MichaelFrey/Test


text:
User talk:Kira~enwikiversity

Welcome
Hello Kira, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Terra Welcome to my talkpage 19:31, 20 March 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Kira. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kira~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 23:35, 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) 06:13, 19 April 2015 (UTC)

title: User talk:Kira~enwikiversity


text:
Category:Modern languages

This page is part of the dynamic content system. Please be careful about what you add to this category.

title: Category:Modern languages


text: Category:Classical languages

title: Category:Classical languages


text: User:Cormaggio/Main Page Layout 0.5

title: User:Cormaggio/Main Page Layout 0.5


text:
Wikiworld

Wikiworld: Political Economy and the Promise of Participatory Media
"In the digital world of learning there is a progressive transformation from the institutionalized and individualized forms of learning to open learning and collaboration. The book provides a critical view on the use of new technologies and learning practices in furthering socially just futures, while at the same time paying critical attention to the constants, or “unmoved movers” of the information society development; the West and Capitalism. The essential issue in the Wikiworld is one of freedom – levels and kinds of freedom. Our message is clear: we write for the radical openness of education for all." -- Juha Suoranta & Tere Vadén

A Reading Group
A reading group for discussion of the book Wikiworld. If you are interested in this text, please add your name to the list of participants and put this page on your watchlist.

The Text
Online: http://wikiworld.files.wordpress.com/2008/03/suoranta_vaden_wikiworld.pdf

Type:	Book

Language:	English

Publisher:               Paulo Freire Research Center, Finland. (http://paulofreirefinland.org) and Open Source Research Group, (http://www.uta.fi/hyper/projektit/opensource/), Hypermedialab, University of Tampere, Finland, 2008.

ISBN:

OCLC:

Related Subjects:

Chapters
Discussions:

/Introduction/ 1

/A Critical Paradigm of Education/ 7

/Digital Literacy and Political Economy/ 31

/Radical Monopolies/ 55

/The World Divided in Two/ 79

/Edutopias and Active Citizenship/ 121

/Stages of Freedom: from Social to Socialist Media/ 151

/Conclusion/ 181

Participants

 * Countrymike
 * Balognaw

title: Wikiworld


text:
Study of Mark/Background

A quote from the youth minister at St. Patrick's Church, Wallington, UK: "If this book (Mark) isn't true, then Jesus was a liar, and this book should burn. If it's true, it's definitely worth studying." And that is why we should study it in the first place. To try and discern its truth, its reliability. To discern whether Jesus was the biggest liar in history, or the Son of God.

Also, studying an account that so many people read and trust in helps our understanding of sociology, that is, by studying and understanding what others believe, we can understand the people themselves better.

Mark is a book that's lasted over 2000 years. If a book can be widely read for that long, with over 1 billion believers, it is definitely worth a study.

Pre-Lesson Activity

 * Skim through Mark's Gospel, and try and get a general idea of what it's about.
 * Do some research on 1st Century Palestine, using books, wikipedia, or the general internet.

Israël in Jesus' Time
When asked what religion Jesus was, people will often reply: 'Christian!', with little thought. In fact, Jesus was brought up as a Jew and remained a Jew thorughout his life. Because of this, his way of life and upbringing would have been surrounded by his religion - very orthodox Judaism.

In Jesus' time, Israel was part of the massive Roman Empire. In 37 BC, Herod the Great was made King of the Jews by the Romans. The man was well reputed as a tyrant. He died in 4 BC, and it was then decided by the Romans to split Israel under two kings. Archelaus ruled the southern part, Judaea, and Herod Antipas ruled the northern part, Galilee. Archelaus didn't last long in power; he was so cruel that the Romans sacked him and replaced him with one of their own Roman procurators: Pontius Pilate. Herod Antipas was cruel and selfish, as his father was. However, he stayed in power throughout Jesus' life. He wasn't allowed to call himself 'king', only 'tetrarch'.

There were three things that were central and important to the Jews' lives at that point: The Torah, The Synagogue, and The Temple. We will now look at these three things in more detail.

The Torah
The Torah is the holy book of the Jewish faith, and thus part of the heart of it. Moses is believed by the Jews to have recieved God's laws during the Exodus. The Torah consists mainly of the laws of Moses, and of the general history of the Jewish race. The Torah is basically the first five books of the Christian Old Testament. The important part about the Torah for the study of Mark is that the book mainly contains the laws that the Jews were expected to live by, including Jesus. Other names for the Torah are: the Pentateuch, the Law, and the Law of Moses.

The Synagogue
The Synagogue was the local place of worship for the Jews. Here, the Torah would have been studied and explained. Synagogues were a common sight in Palestine. There was one in every town, and often one in the villages. As well as a place of worship, the Synagogue was a community centre and a school, where Jews could meet up together, and where the children could learn about their faith. Every male Jew would have been taught how to read and write fluently, including Jesus.

The Temple
The Temple was the biggest place of worship the Jews had. There was only one Temple, in Jerusalem. The first one was built by King Solomon, before being destroyed in 587 BC. It was rebuilt by Herod the Great, who added to the original designs to make it even more impressive. For the Jews, the Temple was the holiest place in the world. They believed God had told Solomon to build it. Animal sacrifices were offered only there. The Temple was again destroyed in 70 AD, and was never rebuilt. A muslim shrine, known as 'The Dome of the Rock' now stands there.

The Different Types of Jews
In Jesus's day there were two major schools of thought within Judiasm, the Pharisees and the Sadducees. Both these groups appear in the Bible. The Bible also mentioned are Herodians and the Zealots (who are not mentioned in Mark). Essenes, not mentioned in scripture were a seperatisit sect.

Pharisees
The word Pharisees itself (lat. pharisæ|us, -i) is usually derived from the Hebrew פרושים perushim from פרוש parush, meaning "set apart". They were a party of strict orthodoxy and lived strictly by the Law. They also represented common people interested in religion untainted by politics. The Pharisees were the most prominent opponents of the Sadducees.

Historians generally consider that after the Romans destroyed the Second Temple in 70 CE, Pharisaic Judaism produced Rabbinic Judaism, that is normative, mainstream Judaism which is the basis for all contemporary forms of Judaism except for the Karaites.

Sadducees
The Sadducees included mainly priestly and aristocratic families. They collaborated with the Roman and exercised political control of the nation with Roman support. They accepted only the Torah (the first 5 books of Moses) as scripture and they opposed the detailed expansion of the Law. Mark mentions them in 12:18 and tells us they did not believe in the resurrection.

Herodidans
These are likely supporters or adherents of Herod Antipas. They are mentioned in Mark as plotting with the Pharisees how to kill Jesus in 3:6 and in 12:13 as testing him regarding paying taxes.

Why Mark Wrote His Gospel
The Gospel of Mark shares with all gospels the purpose of telling the good news of Jesus.

An engaging story to be read aloud. Though perhaps surprising to we who live in societies that are 80 to 90 percent literate, literacy in the ancient Mediterranean world at this time was likely no more than 10 to 20 percent. A number of things in the gospel point to this intent. Mark uses the sandwich technique (a popular way relating anecdotes and stories) in recounting the events of Jesus ministry. . Mark recounts events in greater detail, typically Mark is twice as long as the equivalent pericope in Matthew. All these suggest that the Gospel of Mark was written to be read aloud.

Next Lesson
Bible study

Supplemental Resources

 * Sermons Through the Bible - Pastor Joe Focht

title: Study of Mark/Background


text:
Template:Opentask/to do

This page is a placeholder for a template and should not be modified.

title: Template:Opentask/to do


text:
Instructional design//Check Your Knowledge

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Conducting User Testing

Knowledge Check 1
List the steps of conducting a test.

Compare your answers.

Knowledge Check 2
Perform User testing on the following wiki page and complete the attached test documents.

Wiki Page: Introduction to the Psychomotor Behaviors Readme Document: need to upload User Test Document: need to upload Attitude Document: need to upload

Compare your evaluation to this completed evaluation.


text:
User:タチコマ robot/Editcounter

Month-Graph:yes

Namespacesum-Graph:yes

Weekday-Graph:yes

Hour-Graph:yes

Usercontributions:yes

title: User:タチコマ robot/Editcounter


text:
Template:Ibar

.

 * usage:

title: Template:Ibar


text:
User:Jtneill/Composing free and open online educational resources

Participant notes for Composing free and open online educational resources, 2008.

Content

 * Week 1 - Introduction
 * Week 2 - March 10th: Introduction to LeMill and Wikiversity
 * Week 3 - March 17th: Philosophical Background

Week 1 to 3
I joined Composing free and open online educational resources in Week 3, March, 2008, participant number 70.

So far the main value of the course has been that it provided a conscious entré to Wikiversity. I am now active on WV, whereas I wasn't before.

However, the main catalyst for becoming active was the eternal frustration of trying to do anything sensible in the way of open educational resources as a lecturer at the University of Canberra using the university's tools. This has driven me in further search of how and where I might optimally place electronic teaching materials in future.

I have been pondering the wider implications of free culture for academia, and I guess I'm now a free culture evangelist. For some early thoughts, you might be interested in my notion of 4 pillars of free and open teaching.

I have been active on the wikiversity-l (postings) and WikiEducator (postings) mailing lists this week, and the Wikiversity Colloquium, particularly trying to learn more about the relative advantages of Wikiversity compared to WikiEducator. In the process, I've learnt a lot more about MediaWiki, the WikiMedia Foundation, and the WM Foundation sister projects, particularly Wiki Commons and WikiBooks. I like the wider family of the WM Foundation projects, whereas WikiEducator seems to be an experimental place trying some interesting things, but not the optimal archiving location. I haven't look much into LeMill which was suggested. My initial impression was of a small, WikiEducator-like semi-regional (European) 'teacher-friendly' wiki for OERs. I noted that LM was built on Plone which is written in Python, which provides a powerful platform, but is not as widely available as the architecture which MW runs on (e.g. Apache/Php).

I got in touch with several Wikiversity users and custodians and have received more technical support in a week than at my university in years. Thanks in particular to Erkan, Cormaggio, Mu301, McCormack, Countrymike, User:SB_Johnny, Terra, and Remi (and Leighblackall as always). I lost my IRC virginity on en-Wikiversity - much more fun than my first visit to Second Life! And have added ChatZilla as a useful Firefox extension. One of the projects that interests is me in helping out with the Wikiversity flyers and posters - I want to plaster them up and down the corridors at the uni :).

Meantime, back at the coalface, this semester I'm teaching Survey methods and design in psychology, a 3rd year f2f unit with 80 students. The course teaches about how to design social science survey studies, how to create surveys (questionnaires) to measure psychological constructs, and how to use SPSS for managing data, descriptives, graphing, correlations, exploratory factor analysis, reliability analysis, multiple linear regression, multivariate ANOVAs, as well as how to use effect sizes, confidence intervals, and power. I am going to gradually phase in use of Wikiversity, and wean myself off university systems. This week I created a 10-item quiz on Wikiversity on Linear correlation. I think the quiz feature is very promising and intend to keep experimenting with it. Over the next fortnight, we'll be looking at Exploratory factor analysis.

Another area of interest is outdoor education. I edit the http://wilderdom.com domain which attracts 15,000 to 20,000 visitors a day. But its 2000 pages of disorganised html. Yikes. One day I want to convert the material into something more wiki-like, and I'm hunching a bet at the moment that it's going to be MW. So, I'm keen to learn as much as I can about MW before heading that direction. Some of the material could be converted to a book, so I popped over to wikibooks, and have set up Outdoor Education, sketched out a plan, and had it accepted, ready to go.

Responses

 * I am impressed by the participation level of James so far - he is by far the most active from the group, using all the offered means in a good way. Wish you much fun around here. Erkan Yilmaz uses the Wikiversity:Chat (try) 10:10, 21 March 2008 (UTC)

Content

 * Week 4 - Copyright and Alternatives

Licensing
After much ummming and ahhhing, I've recently applied a Creative Commons Attribution 2.5 Australia license to my work. I almost opted for public domain, and perhaps could still be persuaded in this direction. An Attribution Share-Alike license was also considered, and is still an option. More broadly, what matters I think is that the licensing is copyleft and approvable as a free cultural work.

History of copyright law

 * History of copyright law

Free culture

 * Free Culture (book)
 * Free culture (Lessig, 2002, presentation)
 * Free culture movement
 * Permission culture
 * Remix culture

Licensing and creative commons

 * Licensing and creative commons: Towards a global learning commons: ccLearn (Bissell & Boyle) (pdf).

A Fair(y) Use Tale

 * A Fair(y) Use Tale

Freedom defined

 * Freedom defined


text:
User:Remi/Synthetic currency

Welcome to the synthetic currency project. This is some what of an economic experiment, somewhat of a social experiment, somewhat of a game, and somewhat of a thought exercise. Perhaps it will just be an artifact of a learning experiment in the future or perhaps something more interesting will evolve.

There are several points to possibly ponder related to synthetic currency.

 * So, if there is a synthetic currency, who would use it?
 * Why would they use it?
 * How would they use it?
 * How would capital be injected into the synthetic economy?
 * Perhaps every x amount of days one could deposit x amount of currency into their account.
 * Would this cause too much inflation?
 * What are the best ways to manipulate the economy in ways that would benefit it's users?
 * What creates value in a synthetic economy? Trust?
 * What should the currency be named?

You can start by creating a subpage and depositing 1000 units into your account. Maybe User:Your username/Account

title: User:Remi/Synthetic currency


text:
User:Remi/Account

1000

title: User:Remi/Account


text:
Topic talk:Roman Legion

better in main namespace? --Remi 02:54, 21 March 2008 (UTC)
 * Definitely. The Jade Knight 07:31, 25 March 2008 (UTC)

title: Topic talk:Roman Legion


text:
Talk:Graphic Design/Design Process

maybe move to main namespace. --Remi 05:15, 21 March 2008 (UTC)

title: Talk:Graphic Design/Design Process


text:
Portal talk:New Testament Greek/External links

eventually move over to the template namespace or integrate into the article maybe? --Remi 05:18, 21 March 2008 (UTC)


text: File:Forbidden Kingdom Sim.jpg

title: File:Forbidden Kingdom Sim.jpg


text:
Forbidden Kingdom (strategic simulation)

Forbidden Kingdom is a simulation of decision making quandries that might be faced in the Communist Party in the People's Republic of China. The simulation involves the four major power factors in China today -- government officials, the military, social activists and non-governmental organizations, and entrepreneurs and commercial interests.

Players do best in the simulation when they go along with the Party's guidance, but the game is designed to force at least one round of non-compliance with the Party. Disagreement with Party guidance must be universal to achieve change. Those who disagree and are in the minority when they do so will lose some or all of their political power.

Cooperation is difficult under the circumstances, especially when players/teams enthusiastically support their group's interests. Winning the game is difficult in the best of circumstances. Since all players/teams not in disgrace are members in good standing with the Party, so regime change puts those in disgrace suddenly into power (and vice versa).

Players
There are four players (individuals or teams):
 * Government (National, Provincial and Local Officials)
 * Military (People’s Liberation Army, Related)
 * Social (Activists, NGOs)
 * Entrepreneurs (Business)

Gamemaster
There must be a gamemaster to administrate play.

Objective
To reach and then maintain your presence in the Inner Circle (yellow and red center of the board) at the end of the game.

Set Up

 * Players/teams sit in front of their respective playing positions.
 * Players/teams place their game markers on their respective green Position A on the game board.
 * The gamemaster places an indicator piece on each 0 position on the Stability/Regime Change status boards.
 * Each player/team receives a similar Party Guidance sheet.
 * Party guidance sheet
 * Each player/team receives a unique brief, which provides recommendations on issues and voting.
 * Government player brief
 * Military player brief
 * Social player brief
 * Entrepreneurs player brief
 * Each player/team receives at least three blank index cards and a writing implement with which to cast secret ballots.
 * There will be three rounds, with two policy issues and one event decided in each twenty minute round.

Play
1 - STRATEGY AND NEGOTIATIONS: Each round, players/teams have up to five minutes to review and strategize their individual policy positions, then up to fifteen minutes to meet with other players/teams – individually or in groups – to negotiate and seek support for their respective positions.
 * HINT: While only the current round can be voted on, policy votes for all three rounds are negotiable from the first round.
 * REMEMBER: Negotiations are non-binding. There are secret ballots.
 * HINT: Players/teams should attempt to meet with all of their counterparts each round.
 * HINT: Unanimity, or Party loyalty in cases of disunity, is important to a player’s/team's advancement in this simulation.

2 - VOTE SUBMISSIONS: Each round, players/teams privately note their individual final policy positions (A or B) on the index cards provided and hand them in to the gamemaster. Players/teams in the Disgrace Box are ineligible to vote but may participate in discussions.

3 - VOTE TABULATION: Once all ballots are received, the gamemaster will determine which two policies were approved by the Legislature for a given round in the following way:
 * The Party’s policy position wins if ALL or SOME of the votes on an issue agree with the Party recommendation.
 * The alternative policy option wins ONLY in the case where ALL votes oppose the Party recommendation.

4 - ADVANCEMENT: To advance one space, a player/team must have voted with BOTH issues that passed the legislature in a given round.
 * From Position A (yellow or green), a player/team would go to green Position B
 * From Position B (yellow or green), a player/team would go to green Position C
 * From Position C (yellow or green), a player/team would go to the Inner Circle. Those in the Inner Circle at the end of Round 3 are the winners of the simulation.

5 - DEMOTION and DISGRACE: Those voting in the minority against a Party recommendation in any given round will be required to step back one space. (Stepping back TWICE IN A ROW lands you in the DISGRACE BOX.)
 * From green Positions A, B or C, the player moves to yellow Positions A, B, or C, respectively.
 * From yellow Positions A, B or C, the player moves to the Disgrace box.
 * Note: Those in the Disgrace Box are disenfranchised (cannot vote) for one round but may participate in negotiations. Those in Disgrace Box are rehabilitated after one round by having their game marker placed on green Position A and their vote restored.

6 - STABILITY/REGIME CHANGE STATUS: Players/teams are urged to keep track of the Stability/Regime Change scores for Face, Authority, Wealth, and Populace, as a dip to the lowest negative number on any status board will cause Regime Change and the end of the game. There are two ways that Stability/Regime Change status numbers can change:
 * POLICY DECISIONS: After policy issues have been approved by the legislature, the gamemaster calculates their effect on Stability/Regime Change status using the gamemaster's secret /Issues Key/. The gamemaster announces the changes and may direct that the indicators be moved accordingly.
 * EVENTS: At the end of Rounds 1 and 2, a chance Event occurs which causes changes to Stability/Regime Change status. Each player/team rolls a die representing the status in that player’s/team's corner of the board. Players/teams should anticipate the potential of negative results and strategize accordingly.
 * A die roll of 1 causes the Event to be very negative (-2).
 * A die roll of 2, 3 or 4 causes the Event to be negative (-1)
 * A die roll of 5 causes the Event to be neutral (0)
 * A die roll of 6 causes the Event to be positive (+2)

7 - REGIME CHANGE: The Party loses power if Stability/Regime Change status reaches negative five (-5) on any of the status boards. At the occurrence of regime change, all players on Positions A, B, C, or in the Inner Circle are immediately moved to their respective Disgrace Boxes. Those in Disgrace Boxes are moved to the Inner Circle and win the game. This ends the simulation.


text:
Wikiversity talk:Personal learning environment

Suggestion: Shift content to talk page
IMHO, this article should have much of its content shifted to the talk page. -- Jtneill - Talk 05:30, 21 March 2008 (UTC)

From Cormac.org Blog
(in response to )

Hi cormaggio, I wanted to post a response to your blog there but it stated some crash in progress and i clicked on the nearest link to here to post this:
 * I agree with the observation that there is a lot of waiting going on about creating stuff in wikiversity. Well, it is slightly better i think than 'lurking'. All these makes up 98+% of the traffic. The collaborative need you asked is there somewhere, in that Maslow Hierarchy - are you hungry or full? Usually that part of human nature is broken into via some leadership sweeping in. Some tools can also help but people need to see someone leading the way and then follow that.
 * - Red1 02:43, 7 October 2008 (UTC)

 * Interesting observations - thanks! We do talk of people being hungry (or more usually thirsty) for knowledge - but I've never heard of being "full". :-) I'd say that people even simply browsing Wikiversity are likely to be hungry in that sense - so I don't know how you see this relating to the need for leadership. I agree that leadership is an essential part of a wiki (being bold, leading by example), but, of course, this is contingent upon individual traits and needs, as well as social structures. Also, leadership is not necessarily a positive force - we can lead by bad example, or stifle others' participation... Cormaggio talk 08:12, 7 October 2008 (UTC)

intention
Someone wants to help? Erkan Yilmaz uses the Chat + Identi.ca 18:49, 22 October 2011 (UTC)
 * I'll summarize the discussion
 * since the current discussion is too old AND will deter people probably
 * and then I intend to invite the discussion people on their views after 3-4 years now on PLEs
 * what were their positive/negative experiences?


text:
Forbidden Kingdom (Strategic Simulation)Party guidance sheet

Party guidance sheet for Forbidden Kingdom strategic simulation
This Party guidance sheet is given to each player/team in Forbidden Kingdom (Strategic Simulation).

Internet Access

 * Background: According to Frederick Tipson, three models exist for dealing with public Internet access in China – 1) the Singapore approach provides for restricted and controlled access within a national system, balancing national security with economic development; 2) the Taiwan approach de-emphasizes control and allows for new ideas to spread in the population; and 3) the North Korea approach emphasizes control by the regime, thus severely limiting new ideas and communication among the people
 * Guidance From the Party: The Party has determined that it is best for China to continue to promote the Singapore approach to public Internet access.
 * Estimated Cost/Benefit:
 * Face: 0
 * Authority: 0
 * Wealth: -1
 * Popular Mood:	-1

Private Property Rights: Investigate Corruption and Restore Lands

 * Background: Local protests and riots have brought the issue of private property rights to the Party for resolution. While laws are soon to be enacted, what remains is to investigate corruption charges against greedy public officials and restore, where possible, the property of those dispossessed and the confidence of the people in their government.
 * Guidance From the Party: The Party has determined that the government should move (if slowly) to investigate charges of corruption by local officials in land deals with commercial enterprises. Lands should be restored to selected farmers when possible.
 * Estimated Cost/Benefit:
 * Face: -1
 * Authority: -1
 * Wealth: 1
 * Popular Mood: 2

Nuclear Energy: Fix Location for Highly Enriched Waste (HEW) Facility

 * Background: The Standing Committee of the NPC agreed in 2006 to join an international treaty on the safe handling and storage of nuclear waste. Treaty members are obligated to abide by an assortment of rules regarding waste disposal. Until now, China has been storing waste at or near reactor sites as a long-term but temporary solution to waste disposal.
 * Guidance From the Party: The Party has determined that an HEW facility would be desirable in Xinxiang Province. It would demonstrate internationally China’s intention to comply with the 2006 treaty. It would also keep HEW away from densely populated areas. Both the treaty and China’s acceleration of civilian nuclear power development have moved up the timetable on disposal site construction.
 * Estimated Cost/Benefit:
 * Face: 1
 * Authority: 1
 * Wealth: -1
 * Popular Mood: 1

People’s Liberation Army Navy (PLAN): Fleet Modernization

 * Background: PLAN has acquired Russian and Ukrainian ships, equipment and technology. There is a continued need for improved naval combat capabilities, including additional destroyers and anti-submarine technology. Projection of sea power is desirable.
 * Guidance From the Party: The Party is determined not to face off with US naval forces in the straits again, like in 1996, without adequate capabilities. Modernize the fleet.
 * Estimated Cost/Benefit:
 * Face: 2
 * Authority: 1
 * Wealth: -2
 * Popular Mood: 1

Independence Referendum Passes on Taiwan

 * Background: For years the Party has strongly resisted Taiwanese moves towards independence from the mainland, supporting instead the status quo of Taiwan as a wayward Chinese province in what is called the One China policy. Whenever an election or referendum leads towards Taiwan independence, the Party applies pressure to dissuade any official action. As a result of the referendum, a US military build up in the straits, such as occurred in 1995, is underway again. The PLA, PLAN, and rocket forces are on highest alert.
 * Guidance From the Party: The Party determines that military action against US forces would be too costly, both militarily and economically. The Party opts to defuse the crisis and seek a new relationship with Taiwan.
 * Estimated Cost/Benefit:
 * Face: -3
 * Authority: -2
 * Wealth: 2
 * Popular Mood: -2

Currency: Basket of Funds

 * Background: The Party maintained stability within China for many years by linking the value of the Yuan to the US Dollar. This made Chinese goods cheaper in the US, thus making for a large trade imbalance. China recently linked the Yuan to a secret basket of foreign currency values to allow the Yuan to adjust itself to the US Dollar, but only slowly. The US continues to urge China to allow the Yuan to float.
 * Guidance From the Party: Unlock the Yuan from the US Dollar and allow the Chinese currency to float on international markets.
 * Estimated Cost/Benefit:
 * Face: -1
 * Authority: 0
 * Wealth: -1
 * Popular Mood: -1


text:
Forbidden Kingdom (Strategic Simulation)/Player brief Government

This player brief is given to the Government player/team in Forbidden Kingdom (Strategic Simulation).

Year 1
Internet Access
 * Limited access provides control needed in society. Support Party Line (Choice A)

Private Property Rights: Investigate Corruption and Restore Lands
 * Government officials feel challenged by these investigations. Oppose them. Popular mood will be unaffected. (Choice B)

Year 2
Nuclear Energy: Fix Location for Highly Enriched Waste (HEW) Facility
 * This plan removes waste from populated areas. Support Party Line (Choice A)

People’s Liberation Army Navy (PLAN): Fleet Modernization
 * While we’d like to support the military infrastructure, this money is needed in the provinces for important development projects. (Choice B)

Year 3
Independence Referendum Passes on Taiwan
 * Reconciliation of the dispute with Taiwan will be useful. The cities and provinces will suffer greatly if confrontation with the West develops further. Support Party Line (Choice A)

Currency: Basket of Funds
 * Local governments are worried that a floating currency will provoke rapid price hikes of staples and cause food riots and other public outcries. The central bank should continue to control the currency. (Choice B)


text:
Forbidden Kingdom (Strategic Simulation)Player brief Military

This player brief is given to the Military player/team in Forbidden Kingdom (Strategic Simulation).

Year 1
Internet Access
 * Limited access is good for control. Slight costs in wealth and popular mood are worth it. Support Party Line (Choice A)

Private Property Rights: Investigate Corruption and Restore Lands
 * Military officers are challenged by these investigations. Oppose them. This should improve authority status and have no impact on wealth or popular mood. (Choice B)

Year 2
Nuclear Energy: Fix Location for Highly Enriched Waste (HEW) Facility
 * Money could be better spent on military salaries. Check with others for similar feelings. (Choice B)

People’s Liberation Army Navy (PLAN): Fleet Modernization
 * Fleet needs modernization. Support Party Line (Choice A)

Year 3
Independence Referendum Passes on Taiwan
 * Confrontation should continue, even accelerate. There should be no new relationship with Taiwan. The popular mood won’t tolerate such an abrupt switch in position, and both face and authority will suffer greatly. Oppose this initiative. (Choice B)

Currency: Basket of Funds
 * Neutral stance. Support Party Line (Choice A)


text:
Forbidden Kingdom (Strategic Simulation)Player brief Social

This player brief is given to the Social player/team in Forbidden Kingdom (Strategic Simulation).

Year 1
Internet Access
 * Freer access will give voice to public concerns in many arenas, which will be beneficial. Some cost in face and authority status can be expected, but wealth and popular mood should improve markedly. Oppose Party position.(Choice B)

Private Property Rights: Investigate Corruption and Restore Lands
 * Investigations are a good thing. Support Party Line (Choice A)

Year 2
Nuclear Energy: Fix Location for Highly Enriched Waste (HEW) Facility
 * Best of bad choices regarding waste disposal. Support Party Line (Choice A)

People’s Liberation Army Navy (PLAN): Fleet Modernization
 * Money could be better spent on education and other social concerns. Oppose initiative. (Choice B)

Year 3
Independence Referendum Passes on Taiwan
 * Seeking reconciliation is a good thing. Support Party Line (Choice A)

Currency: Basket of Funds
 * There is a risk of public outrage over price hikes if floating currency causes inflation. Oppose this initiative. (Choice B)


text:
Forbidden Kingdom (Strategic Simulation)Player brief Entrepreneurs

This player brief is given to the Entrepreneurs player/team in Forbidden Kingdom (Strategic Simulation).

Year 1
Internet Access
 * Freer access will allow market to develop more fully. (Choice B)

Private Property Rights: Investigate Corruption and Restore Lands
 * We have some former military and government officials in our ranks, so we’re somewhat concerned about investigations, but not enough to tolerate corruption. Authority and face might take a hit. Support Party Line (Choice A)

Year 2
Nuclear Energy: Fix Location for Highly Enriched Waste (HEW) Facility
 * Money could be better spent on highway system and domestic airlines. No cost to waiting a while on this issue. (Choice B)

People’s Liberation Army Navy (PLAN): Fleet Modernization
 * We have some former military and government officials in our ranks, so we’re fans of fleet modernization. We might even get defense contracts. Support Party Line (Choice A)

Year 3
Independence Referendum Passes on Taiwan
 * A new relationship with Taiwan would mean new commercial competition. Confrontation supports defense contractors and war profits. Oppose initiative. (Choice B)

Currency: Basket of Funds
 * While it might raise the price of Chinese exports, international trade requires floating currency. There can be no delay. Market stability is of paramount concern. Support Party Line (Choice A)


text:
Survey research and design in psychology

Content

 * Modules: Lectures | Tutorials | Readings
 * Assessment: Quizzes | Data collection | Lab report
 * Resources: | Slides |  YouTube


text:
User:Ddrobesh

DDROBESH

title: User:Ddrobesh


text:
Descriptive statistics and graphing

This learning resources explains descriptive statistics and graphical techniques for the first phase of dealing with a dataset (after data screening).

In order to describe and understand a variable, descriptive statistics and graphing are recommended. Univariate descriptive statistics and graphs should also be used prior to proceeding with bivariate and multivariate analyses.

The main descriptive statistics of interest are the sample size, central tendency (e.g., mean, mode, median), variation (e.g., variance, standard deviation, range, percentiles), shape of response distributions (e.g., modality, skewness, kurtosis), and also frequencies and percentages.

Levels of measurement is key to determining what kinds of descriptive statistics and graphical techniques are appropriate for a given variable. Commonly used univariate graphs include bar charts and histograms, but also includes boxplots and stem and leaf plots.

Topics

 * Descriptive statistics
 * Graphing
 * Levels of measurement

Readings

 * Presenting data (Statistics Glossary)

Lecture slides

 * Descriptives and graphing (James Neill, slideshare)

title: Descriptive statistics and graphing