text: 18th century European scholarly societies and academies/Akademie der Künste

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


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User talk:Le Doymo

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

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Irish Writers new page name
It seems that this page should be at Wikipedia and not Wikiversiy. Ottava Rima (talk) 14:10, 26 July 2010 (UTC)

title: User talk:Le Doymo


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User talk:M.abbas

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

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United Kingdom Law/Reform/Parliamentary Reform Bill

The Parliamentary Reform Bill was announced in the Queen's Speech on May 25, 2010. Nick Clegg is responsible for this bill.

The purpose of the Parliamentary Reform Bill is to "provide for a greater public say over how they are represented in Parliament, improve the reputation of Parliament and provide for more parliamentary control over the Government."

This Wiki Bill has been set up by Direct Democracy, a campaign co-founded by Douglas Carswell and Daniel Hannan. The bill has yet to be published and the green paper will be posted when it is published in due course. The text that is used for the bill below is taken from the Coalition's programme for government. .

The text from the Coalition's programme for government is in italics. Members of the public can propose additions and amendments to the text below. Please add your text below the italics with the date. You are also highly encouraged to join the debate about why and how certain text should be included (or excluded) from the Parliamentary Reform Bill.

About the Bill
The purpose of the Parliamentary Reform Bill is to give the public greater say over their representation in Parliament, improve parliamentary reputation within the UK, and allow for more parliamentary control and accountability over the Government. This will be achieved by the main elements of the bill. The benefits of the bill are: greater say in the electoral system, creating equal sized constituencies which allows for voting balance, reducing the cost of Parliament by reducing the size of the House of Commons, removing the right for the Prime Minister to dissolve Parliament, and making MPs accountable to the people who elected them. .

Contributing
Please be specific when adding suggestions text for the bill. A date and a note should be added when submitting new text below the italics text.

 Do not delete without consensus Please do NOT simply delete proposals from this page. Debate them instead.

Electoral Reform
''Put forth a Referendum Bill on electoral reform, which includes provision for the introduction of the Alternative Vote in the event of a positive result in the referendum, as well as for the creation of fewer and more equal sized constituencies. Whip both Parliamentary parties in both Houses to support a simple majority referendum on the Alternative Vote, without prejudice to the positions parties will take during such a referendum.''

Constituency Size
''Review boundary size and provide for equally sized boundaries of 130,000 voters each across the UK. This is to be completed by an elected Parliamentary committee and completed within the current sitting government.''

Fixed Term Parliaments
''Establish five-year fixed-term Parliaments. We will put a binding motion before the House of Commons stating that the next general election will be held on the first Thursday of May 2015. Following this motion, legislate to make provision for fixed-term Parliaments of five years. This legislation will also provide for dissolution if 55% or more of the House votes in favour.''

MP Recall
Put forth early legislation to introduce a power of recall, allowing voters to force a by-election where an MP is found to have engaged in serious wrongdoing and having had a petition calling for a by-election signed by 10% of his or her constituents.

Amendment 01/07/10: Right to recall of an MP should take place if 10% of voting eligible constituents request a recall regardless of wrongdoing.

Primary Elections
''Fund 200 all-postal primaries over this Parliament, targeted at seats which have not changed hands for many years. These funds will be allocated to all political parties with seats in Parliament that they take up, in proportion to their share of the total vote in the last general election.''

Elected Second Chamber
''Establish a committee to bring forward proposals for a wholly elected upper chamber on the basis of proportional representation. The committee will come forward with a draft motion by December 2010. It is likely that this will advocate single long terms of office. It is also likely that there will be a grandfathering system for current Peers. In the interim, Lords appointments will be made with the objective of creating a second chamber that is reflective of the share of the vote secured by the political parties in the last general election.''

Wright Committee Reforms
''Put forth the proposals of the Wright Committee for reform to the House of Commons in full – starting with the proposed committee for management of backbench business. A House Business Committee, to consider government business, will be established by the third year of the Parliament.''

Parliamentary Privilege and Perks
''Prevent the possible misuse of Parliamentary privilege by MPs accused of serious wrongdoing. We will cut the perks and bureaucracy associated with Parliament.''

MP Pensions
Consult with the Independent Parliamentary Standards Authority on how to move away from the generous final-salary pension system for MPs.

Citizen's Initiatives
''Ensure that any petition that secures 100,000 signatures will be eligible for formal debate in Parliament. The petition with the most signatures will enable members of the public to table a bill eligible to be voted on in Parliament.''

Public Reading Stage
Introduce a new ‘public reading stage’ for bills to give the public an opportunity to comment on proposed legislation online, and a dedicated ‘public reading day’ within a bill’s committee stage where those comments will be debated by the committee scrutinising the bill.

MPs with Disabilities
Introduce extra support for people with disabilities who want to become MPs, councillors or other elected officials.


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Talk:United Kingdom Law/Reform/Parliamentary Reform Bill

Residence of MP's
Could http://en.wikiversity.org/wiki/Great_Repeal_Bill#Constitutional_deregulation Item 8 be considered here?

Sfan00 IMG 17:08, 31 October 2011 (UTC)


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User talk:Malbosha

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:11, 26 July 2010 (UTC)

title: User talk:Malbosha


text:
18th century European scholarly societies and academies/Royal Humane Society

Summary
Name: Royal Humane Society

Aleternative Names: Royal Society for the recovery of persons apparently drowned, Institution for affording immediate Relief to Persons apparently dead, from drowning

Country: England

City: London

Founding Date: 1774

The Society was founded in 1774 by two doctors, William Hawes and Thomas Cogan. The doctors were attempting to promote the new medical technique of resuscitation which at the time was considered contreversial. The Society is now a charity organization that gives honorary awards for acts of bravery.


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18th century European scholarly societies and academies/Royal Lancashire Agricultural Society

Summary
Name: Royal Lancashire Agricultural Society

Alternative Names: Manchester and Liverpool Agricutlural Society; Royal Manchester, Liverpool and North Lancashire Agricultural Society

Country: England

City: Manchester (later Preston)

Founding Date: 1767

The society was founded in 1767 and possibly started the oldest Agricultural Show in England. The society ran these shows from town to town in the Lancashire area. The society is led by a council made of a diverse group of people ranging from farming experts to business professionals. The Young Farmers' and NFU Club are also recognized in the Council.


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18th century European scholarly societies and academies/Accademia delle Scienze dell'Istituto di Bologna

Overview
The Academy of Sciences of the Institute of Bologna was founded in March 13th, 1714. Beforehand, the Academy of the Restless was established in 1690 or 1691 by Eustachio Manfredi. As the Academy of Sciences of the Institute of Bologna was created, the Academy of the Restless just became a part of the new Academy. The academy was created to deal mostly with experimental, medical, physical and mathematical sciences.

A wide variety of ideals and famous people's work were studied in this academy such as,  Malpighi, Cartesio, Newton, Copernicus, and Galileo.

An important chemist by the name of Bartolomeo Beccari studied how to increase resistance to famine while being a part of the Academy. The academy was put on hold after the Napoleonic period in 1804 and then 1829 returned because of the a[sking of papal authorities. Many famous scientists attended the Academy ranging from Rizzoli, Righi, Cappellini, Calori, and Albertoni. Also the Academy had a movement to create a new class of moral science and this movement was led by Carducci and Pascoli.

The Academy is still around today and meets in the 16th century Palazzo Poggi. The Academy has two functions for today's world, keeping lecturers and PhDs up to date on information and popularize the Academy.


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Theory of Everything (From Scratch) Project

A “MATTERON” MADE BY Π (Introduction)
The universe is single. If you think there may be other universes, let’s ask a question. Can we “think” or “suggest” or contact in any way with other universes? If you already think or believe supported by some theory that they exist, then your answer is “yes”. Now if the nature of this contact is physical, they can be thought part of the single universe. If the contact is nonphysical, that leads to the question about the real “humanity nature”. This would be impossible if we are pure physical creation. If we “live” in between physical and some other nonphysical domain, we can argue that physics is only a sub domain in some metaphysics domain. We can think of any number of universes with corresponding “physics”. Now, from our point of view still we have a single universe. However it will be defined over the metaphysical domain we live in.

The universe is dynamic. In everyday life a lot of things may look static as interpreted by our natural senses. However looking broader or deeper or in other words abstracting-in or out nothing is static. General Relativity widely explains how things can be static to some observer. Using precise instruments instead of our senses we can “freeze”  things in almost any level to take the measurements. Actually the concept of measurement relies on having some “things” static. Look at measurement units “or standards”. They are all either directly or indirectly based on static “things” in some frame. Actual measurements are ratios. We compare something to another static something. We “humans” as observers need to find static things; otherwise we could have not developed any knowledge. So the physical universe we live in is dynamic.

The universe is expanding. Measurements don’t tell us explicitly that the universe is expanding. It only shows that everything is moving away from us. Far starts and galaxies are moving away from the earth.

The universe started from a single point. Whether you agree with the Big Bang theories or any other theories about the starting of the universe, I don’t think anyone today can deny that the universe started from a single point. If you accept that the universe is single, dynamic and expanding its easy to see that it should have been started from a single point.

If the universe is single, dynamic and started from one point; there should be one “thing” to be preserved. If we think this “thing” is matter, we should define matter somehow. Arguments that suggest the need for some sort of “background” can easily be defeated. This suggested background is either made of “matter” or some other “matter”. Why the need for two different types of foreground and background matter? Actually this implies a lower level where both are made from the same “matter”. The question is: what this lowest level “matter” is? Any attempt to answer this question should consider at least the followings:

 * 1) Matter is neither “Energy” nor “Mass”. It’s the elementary phenomenon that is sometimes express or shows itself as energy and other times as mass.
 * 2) “Physics” is created by matter. While it’s widely accepted that physical laws “or physics in short” should be the same all over the universe and for all observers; the right question here is why? We normally say that a specific phenomenon “obeys” a specific physical low or in other words “follow some physical theory”. Why everything is following “physics”? If matter is the elementary “building block” for everything else it cannot be described by “physics”. What is “physics” anyhow? Physics is a “book” of laws. Those laws describe patterns. Physical laws are ratios just like measurements. A simple way to falsify a “said” physical law is to show “units” inconsistency in its mathematical form or otherwise there should be some equivalency in lower level. So physics in its deepest meaning is a way for comparison. If you have “nothing” or “one thing” you can’t have physics. However if you have so many of this “one thing” you have “physics” that can describe how these “one things” interact, but not how they are created in the first place. If matter “fragments” is all what we have to build the universe, all known and “waiting to be discovered” physics should be created by them.
 * 3) Physics is about numbers and geometry. Mathematics is the language based on numbers. While mathematical theory is complicated in some areas, it’s all build up from numbers. Numbers are building up from “Ones” and a single “Zero”. The number “Tow” is a “One” and another “One”. If you add yet another “One”, you can denote all of them together as “Three”. Physical laws can only be applied when we define some sort of geometry. If we agree that we can’t have physics without numbers “at least” and geometry, we can rephrase this as “physics is made by numbers and geometry”. If you can’t accept this last phrase just take the first phrase in this paragraph. The point here is we can develop the first “matter physics” using numbers and geometry. Any deeper questions about numbers or geometries can be discarded as non physical and thus out of scope for a physical theory.
 * 4) Pi “or π” is the connection point between numbers and geometry. While it’s not mysterious in geometry, it’s so mysterious in “numbers”. If we agree that numbers basically are integers and introducing fraction “or decimal point” is just arbitrary, any “true” or “original” number should be an integer in a numbering system of our choice. Can π be considered a number? I will leave this question open for now. Defining matter should remove this π mystery.
 * 5) Time and space “or spacetime” should be well redefined. While General Relativity works fine with 4 dimensional universe, some modern sub-particle theories requires more dimensions and didn’t succeed in solving all problems. This introduces some mystery into space and time concepts. It’s obvious that we cannot use General Relativity or any other elegant modern physical theory to build an elementary theory about matter. However we can use the deep concepts lay behind them to help. Creating “physics” should define and show how “Time” could be integrated in geometry regardless of mathematical representation. In other words the theory should answer the question: where “Time” comes from?


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Survey research and design in psychology/Admin/Evaluation

This section documents formal feedback, evaluation, and plans for improvement for the Survey research and design in psychology unit.

Informal feedback can be provided at any time by emailing or discussing with the unit convener.

 * /2018/
 * /2017/
 * /2016/
 * /2015/
 * /2014/
 * /2013/
 * /2012/
 * /2011/
 * /2010/


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User:M.abbas

My Name is Mohammed Abbas. I'm a Sudanese Citizen that was born in Cairo (1972).

title: User:M.abbas


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User:Egm6341.s10.team3.heejun/Meeting 20 transcript

 '''MTG 20: Tue. 16 Feb 10'''

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Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:59, 11 August 2010 (UTC)

[[media: Egm6341.s10.mtg20.djvu | Page 20-1]]
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Continue from [[media: Egm6341.s10.mtg19.djvu | Page 19-3]]

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 * $$ \displaystyle CT_{1}(n) := \underbrace{CT_{0}(n)}_{\color{blue}_{T_{0}(n)}} + a_{1}h^{2} $$
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 * $$ \displaystyle I = CT_{1}(n) + O(h^{4}) $$
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 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle CT_{2}(n) := CT_{1}(n) + a_{2} h^{\cancelto{\color{blue}{=\,4}}{2 \cdot 2}} $$
 * }
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 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle I = CT_{2}(n) + O( h^{\cancelto{\color{blue}{=\,6}}{2 \cdot 3}} ) $$
 * }.
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 * {| style="width:100%" border="0" align="left"

HW: Develop higher-order corrected Trapezoidal rule: $$ \displaystyle CT_{k}(n) = CT_{k-1}(n) + a_{k}h^{2 \cdot k} $$ Refer to HWs on [[media: Egm6341.s10.mtg6.djvu | Page 6-5]] and [[media: Egm6341.s10.mtg19.djvu | Page 19-2]] Find $$ \displaystyle I_{n} $$ using $$ \displaystyle CT_{1}, CT_{2}, CT_{3} $$ for n=2, 4, 8, 16,... until $$ \displaystyle I-I_{n} = O(10^{-16}) $$
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[[media: Egm6341.s10.mtg20.djvu | Page 20-2]]

Another application of theorem [[media: Egm6341.s10.mtg19.djvu | Page 19-3]]:

Periodic functions (HW [[media: Egm6341.s10.mtg18.djvu | Page 18-1]])

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

 * $$ \displaystyle f\,\, periodic\,\, on\,\, [a,b]\,\, \Leftrightarrow\,\, f_{(k)}(a) = f_{(k)}(b),\,\,\,\, k=0,1,2,... $$
 *   (1)
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 * }
 * }

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

 * $$ \displaystyle Clearly\,\, \color{red}{(1)}\,\, \color{black}{valid\,\, for\,\, k=2i-1,\,\,\,\, i.e.,\,\, odd\,\, number} $$
 * }.
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Theorem [[media: Egm6341.s10.mtg19.djvu | Page 19-3]]: $$ \displaystyle a_{i}=0\,\, \forall\,\, i $$

Theorem [[media: Egm6341.s10.mtg18.djvu | Page 18-2]] and [[media: Egm6341.s10.mtg18.djvu | Page 18-3]]: $$ \displaystyle E_{n}^{1}=0 $$

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

HW: The error in the higher order trapezoidal rule is given by, $$ \displaystyle E_n^{1} = \sum_{i=1}^{\infty}a_i \cdot h^{2i} $$ Demonstrate that for which n, the $$ \displaystyle E_{n}^{1}=0 $$ would be achieved?
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HW: Discuss Pros (primary positive aspects) and Cons (primary negative aspects): (1) Taylor series (2) Composite Trapezoidal rule (3) Composite Simpson rule (4) Romberg (Richardson) (5) $$ \displaystyle CT_{k}(n) $$
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[[media: Egm6341.s10.mtg20.djvu | Page 20-3]]

Proof of Theorem [[media: Egm6341.s10.mtg18.djvu | Page 18-2]] and [[media: Egm6341.s10.mtg19.djvu | Page 19-3]]:

$$ \displaystyle E_{n}^{1} = \underbrace{\int_{a}^{b}f(x)dx}_{\color{blue}_{I}} - \underbrace{T_{0}(n)}_{\color{blue}_{I_{n}}} $$


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User talk:Numiri/KinderCalculus/peel

Preserving some suggestions from other users:

Here are some analogies that Pi zero and Thenub314 and DavidCary came up with:
 * Matryoshka doll|Russian nesting dolls
 * present wrapping/unwrapping: A big bow around some wrapping paper, around a cardboard box, around two smaller cardboard boxes, one of which contains a big bag full of tiny little cellophane wrappers around candy-coated chocolates.
 * A small note, inside a manila folder, which is with several other manila folders and a writing pad inside another manila folder, which is with a similar manila folder inside a hanging file folder, which is hanging in a file drawer, and four drawers are in this filing cabinet.
 * food: I have several seeds in a orange segment, several segments in a peeled orange, the peeled orange covered in skin makes a raw orange, several raw oranges in a box of oranges, a box of oranges and many other random things in my refrigerator, and two refrigerators in my house.
 * letters and newspapers: I have several characters in a word, a bunch of words in a sentences, a few (often only one in a newspaper article) sentences in a paragraph, several paragraphs in a newspaper article or a personal message, many articles in a newspaper, often one newspaper and several personal messages in my mailbox; often several newspapers and a huge number of books inside a library.
 * bags and tents: I have a huge garbage bag that has been tightly rolled up and crammed into a small zip-lock bag; I have several zip-lock bags and other random stuff inside my backpack; we put a bunch of backpacks and other random things inside a large duffel-bag; the duffel-bag and sleeping bags (which contain pillows) and a few other items stay in the tent while we go hiking.
 * The squirrel runs up the trunk of the tree, then out a main branch, which divides into several major branches, then keeps running out past where they divide into minor branches, and then out past where they divide into thin limbs, then reaches out to the tip where a cluster of pecans hangs.
 * raindrops are drumming on the roof. They combine in a gutter; the water flowing in two gutters combines at one downpipe, and in the other two gutters combines at the other downpipe. The water flows out of the downpipes and across the yard, where it combines with water from other houses at the street. Further down the street, the water falls down the storm drain and combines with water from other streets and runs out into a little creek. The water from several creeks flows into a minor river, a few minor rivers flow into the big river, and at the great confluence two big rivers come together. Downstream from the great confluence, a few tiny creeks flow into the great river before it empties into the ocean.

Rename
(this discussion came from Wikijunior. After the discussion, it was decided that the content should move to wikiversity, where the audience are adults.)

 * This terminology is not going to fly with parents. In fact, it will be perceived as a betrayal of the trust that the Wikijunior site is asking parents to put in it.  Short, unconventional words are an interesting approach, but this is unacceptable.  A different short, unconventional word must be found here.  --Pi zero (talk) 11:34, 25 June 2010 (UTC)
 * On the face of it this does sound slightly sickening, but perhaps it would be smart to manufacture a certain degree of moral panic in order to generate publicity for the book? Recent Runes (talk) 18:01, 25 June 2010 (UTC)
 * There's nothing good about the publicity this would generate, for the book or for Wikijunior. If we wanted to kill Wikijunior, this would be a good start at it.  This specific term has to be changed, and some sort of adjustment must be made to the whole metaphor of which it is an element (removing clothing).  I'd like to see this book succeed, and I certainly want to see Wikijunior succeed; this is not compatible with those goals.  --Pi zero (talk) 20:04, 25 June 2010 (UTC)
 * I admit it does not really look age-appropriate or kid-friendly to me, and may even border on profanity according to our definition (words or images that could be considered offensive by typical Wikibooks readers). These may be subjective judgments, but I hope the author takes them into account. Perhaps unpacking or unwrapping a present would be a more suitable metaphor. Recent Runes (talk) 21:36, 25 June 2010 (UTC)

Hmmm, as an author and a parent, I never thought of it that way. Now that you mention it, I do see the point of your concern. I have 2 children and use this terminology with them, but no pedophile-like thoughts ever crossed my mind. Children draw a sense of power from being a part of a counter-culture. Subversion is a strong source of excitement for them and I thought this was a harmless way to harness it.

I don't suppose you'd agree to the noun form "perverse", whose dictionary.com entry reads   willfully determined or disposed to go counter to what is expected or desired; contrary.  characterized by or proceeding from such a determination or disposition: a perverse mood.  wayward or cantankerous.  persistent or obstinate in what is wrong.  turned away from or rejecting what is right, good, or proper; wicked or corrupt.

I do think "layer of clothing" is an appropriate analogy. All children can relate to the operational precedence in putting on, or removing a layer of clothing, such as the jacket- shirt->undershirt precedence. But if someone insists on underwear at the mention of children and removing clothing, I do see many Sponge Bob shows where the characters are underwear -- attire should not be a taboo subject. My children are aged 7 & 10 and I am comfortable with this operator precedence in dressing and arithmetic. I believe my moralities are still well placed. Would it make any difference if the diagrams are cartoon-ish like Sponge Bob instead of ascii art, just to put the analogy in better context?

As a last resort, if we cannot come to agreement, I can remove the book out from the children's section. In all seriousness though, I thank you for your alarm and hope you will consider my thoughts. Numiri (talk) 07:45, 27 June 2010 (UTC)

 * Your family life sounds perfectly innocent, but perhaps you could market-test your ideas by discussing them with teachers or other parents at your kids' school. They might bring a different perspective to the matter. Here is a link to some more dictionary definitions for you to consider. I think you will agree that some of the synonyms are quite alarming.

 * It seems to me that any teacher using related vocabulary would quickly become an object of suspicion or ridicule, or both. Recent Runes (talk) 10:33, 27 June 2010 (UTC)

Wow, the thesaurus entry is rather incriminating. For "perverse" thefreedictionary.com has no explicit references to anything sexual -- will that work? I will also ask teachers their thoughts when school is in session. If we cannot wait till September, I can move the book out of the children section. Thank you for your consideration. 67.181.48.20 (talk) 14:33, 27 June 2010 (UTC)

The Cambridge Advanced Learners' Dictionary defines 'pervert' as 'to change something so that it is not what it was or should be, or to influence someone in a harmful way'. Cheerful stuff. Kayau ( talk | email | contribs ) 14:39, 27 June 2010 (UTC)

 * Numiri, this book in any forum (I see transwiki to Wikiversity has been suggested) is not going to get a fair hearing unless it eliminates the layers-of-clothing metaphor. There's a lot of (justified) paranoia that this metaphor engages.  In order for your experimental approach to be judged on its educational merits, the layers-of-clothing metaphor would have to be changed to something else.  One idea was suggested earlier in this thread by Recent Runes; I'm sure there are others.  --Pi zero (talk) 16:21, 27 June 2010 (UTC)

 * I don't see any reason to change the layers-of-clothing metaphor. Most people wear clothes, what's wrong with that? With respect to "nudifying": That's just what solving for a variable is in this (good) metaphor. It is also part of everyday's life of most children. Talking about it might be a bit of a taboo for some children, which just makes it more interesting to. But since this is part of everyday's life there are no reasons to avoid this analogy here. Concerns about this are what you call them: "paranoia" (Merriam-Webster: 1 : a psychosis characterized by systematized delusions of persecution or grandeur usually without hallucinations; 2 : a tendency on the part of an individual or group toward excessive or irrational suspiciousness and distrustfulness of others). (This reminds me of people not using the German word "Unterkörper" (= subfield) because it also denotes the lower part of the body. That was probably the funniest story one of my math profs told.) --Martin Kraus (talk) 21:17, 27 June 2010 (UTC)

 * The causes behind the distrust are somewhat beside the point (though note my parenthetical oxymoronic adjective above), the point being that the book should take that distrust into account, given that the distrust exists. That's good marketing practice.  It might be possible to avoid triggering the distrust reflex with sufficiently agile choices of terms (though I'm skeptical), but the terms right now aren't getting the job done.  My sense is that a somewhat holistic solution is needed, rather than just piecemeal adjustments to individual words, even if the somewhat holistic solution were to involve retaining the metaphor (and, still skeptical).  --Pi zero (talk) 22:22, 27 June 2010 (UTC)

 * There is also distrust against eating meat of pigs, showing ones hair, etc. You cannot please everyone. No one else is going to finish this book other than Numiri; thus, the objective here is to come to an agreement about individual words. A plan for a "holistic" solution that pleases you is pointless, because it is unlikely that anyone would implement it. --Martin Kraus (talk) 10:49, 28 June 2010 (UTC)

 * You are (I trust, without realizing it) inventing hyperbolic positions to attribute to me. --Pi zero (talk) 12:59, 28 June 2010 (UTC)

I think "perverse" and "pervert" is unnecessarily strong. On the other hand, a title such as "peeling" or "reversing" is probably not interesting enough. What about "nudifying"? --Martin Kraus (talk) 19:42, 27 June 2010 (UTC)

 * Or it would be possible to invent totally new nonsense words in the style of Lewis Carrol or JK Rowling. As Wikibooks are supposed to be a collaborative activity not a personal web page, the fact that Numiri may already have used some terminology with his children should not prevent things being changed to improve the book. Recent Runes (talk) 20:46, 27 June 2010 (UTC)

 * It's a shame we can't expect kids in all relevant audiences to be familiar with babushka dolls. --Pi zero (talk) 22:39, 27 June 2010 (UTC)

 * For anyone watching this discussion, it should be noted the name of the page was changed to perverse. The page was not moved so this discussion got accidentally hidden.  Then, I further complicated matters by deciding to be bold and try rewriting the section.  I chose archeology as a metaphor, where you can remove layers of dirt to get down to a bare bones noun (ie a variable).  So I am going to move this talk page to the talk page of dress to keep the page and its discussion together. Thenub314 (talk) 10:10, 28 June 2010 (UTC)

 * Archeology is a worse metaphor: most children wear clothes every day, they don't do that much archeology every day. Moreover, some children at that age might not even know what "archeology" is; are you going to explain it? Furthermore, layers of clothes are around things (like parentheses), while layers of dirt are only on top of each other. And you mixed the "dress" metaphor" with the archeology metaphor. All in all, the current page is a mess. Please undo your changes. --Martin Kraus (talk) 10:49, 28 June 2010 (UTC)

 * Well I don't think that children do Archeology every day, but the subject of Dinosaurs is sufficiently popular amongst children I thought the analogy might still resonate with them. If it were merely a matter of talking about removing a layer of clothing it might not be so troublesome, but in juxtaposition with phrases like "pervert" or "perverse" it takes on a creepy feeling.  I was being bold and trying to make an improvement and I can accept it if people think I failed.  On the other hand I don't really intend to put back material I find offensive.  I won't stand in anyone else's way if they undo my changes. It is as simple as editing the old page and saving followed by a page move.  If for some technical reason something needs to be deleted in order to make way for the move, it can be marked with a speedy and I or someone else will do it.  But (in my mind at least) there is a subtle connotation to self reverting that doesn't apply in this situation. Thenub314 (talk) 12:42, 28 June 2010 (UTC)

 * I agree with Thenub. Since an early age we're fed with stories with dinosaurs chasing little children and little children waking up and finding that they're dreaming. Later grownups tell us that professionals (they didn't say archaeologists since that's a big word) need to dig up layers of rock to find the dinosaur bones. When I was smaller (like, 3-4 years or so ago) I was really into dinosaurs too, as are most kids. Kayau ( talk | email | contribs ) 13:35, 28 June 2010 (UTC)

 * One would think the archeology analogy would be very uneven in how well it would work for different kids. It does seem likely that explaining archeology wouldn't work, as it would be trying to make one academic subject more accessible by analogizing it to another academic subject.

 * The page name is, indeed, mixing metaphors; whatever metaphor/analogy/what-have-you we do ultimately settle on, we'll want to be consistent about it. --Pi zero (talk) 14:21, 28 June 2010 (UTC)

 * Though I marvel at TheNub314's reformatted math expressions, I side with Martin Krause on the issue of archeology. Mathematical expressions have a complex multi-branched parse tree representing operator precedence.  Clothing can offer a more robust, though imperfect, metaphor than layers of dust.  If we think of a skier with multiple layers of clothing, his outer jumpsuit can be the root of the parse representing the operator "+" in the example below, then branching in 2 directions into a torso layer of clothing and a bottoms layer.  That parse tree would have the same structure as the expression
 * ( sweatervest * ( t-shirt * ( undershirt ) ) ) + ( trousers * ( longjohns / underwear ) )
 * It's not readily apparent how we would represent this parse structure in layers of dust. Numiri (talk) 06:32, 29 June 2010 (UTC)

I think the controversy may stem from who is talking to kids about the metaphor and not the metaphor itself. If we take the context of a stranger author talking to kids about removal of clothes, then I see how eyebrows can be legitimately raised. If we take the context of parents teaching their kids about dressing themselves, or a teacher explaining the proper order for layering clothing, then I think that everything is perfectly appropriate. So if we   redefine the audience of this book as parents and educators,  move it out of wikijunior because it is now a book for adults on how to teach children, and  propose that parents & teachers use clothing as a metaphor  then I think we can leave it to parents & teachers to frame that metaphor in the right context. Numiri (talk) 06:32, 29 June 2010 (UTC)
 * I am not so sure, it just comes across as inappropriate to needlessly have perverse, nude, and clothing removal in discussion for kids. We have to be able to find something kids can relate to that avoids this.  Since I have seemed to cause some turmoil by just implementing my last idea, I will just throw my next one out for consideration.  We might be rephrasing this in terms of opening presents. There are many complicated layers in this process (removing the wrapping, opening the box, taking out the tissue paper, removing the toys packaging before you finally get to the prize).  In the case of this page the prize would be knowing what y will equal.  One thing I like about this idea is that we can reference back to the previous section by pointing out the best way to get to the prize quickly is to use their  "laser/layer" vision to cut through the layers of wrapping.  I imagine kids might like the visual of using laser vision to cut through things. Thenub314 (talk) 10:08, 29 June 2010 (UTC)

 * Gift wrapping and unwrapping appears to be a good metaphor. --Martin Kraus (talk) 10:49, 29 June 2010 (UTC)

 * Thenub314, thank you for analogies. As far as I can remember, you are the only one offering substantive alternatives.  Believe me, I know how hard it is to come up with meaningful analogies having technical correctness, coherence, and humor & excitement.  I remember that it took me a long time to come up with the terms being discussed here.  Your previous "dress" initialism is indeed meaningful and coherent.
 * Gift wrapping does satisfy the technical criteria of the analogy. Though would it be contrived to say that a box contains 2 sister level boxes, as is needed when we want an operator node to have 2 branches representing its operand?  Another analogy could be a physical file system, or even a computer file system, with an outer folder containing multiple sibling-level inner folders.  This analogy is the most robust parse-tree analogy and easily demonstratable in front of an audience because the props are easy to come by.
 * Even more seriously, teaching math suffers great challenges: motivation, retention, and subject matter difficulty.  The analogy of clothing addresses motivation in a substantive way -- you should see the childrens' faces light up when you mention these subversive terms.  From the book's Preface:
 * Often with children, the silly becomes memorable and the subversive becomes exciting.
 * There is another term that I've used, have yet to write up, and hesitate to bring it up given the reception of clothing so far. But now that I've sufficiently cushioned it, the term is "blunderwear" -- referring to an underwear type blunder.  This term refers to the pitfall that students make when solving equations: they often operate on the inner layer while the outer layer is on, eg. in solving for y
 * (2+y)/5 = (x+3)/7 incorrectly becomes
 * y/5 = (x+3)/7 - 2 or
 * 2+y = (5*x+3)/7
 * The "blunderwear" also have another level of richness in that one can commit "outbound" blunderwear (the 1st error above) versus "inbound" blunderwear (the 2nd error above). Even the term "wedgie" have meaning here and they often have an hernia-inducing laugh about it.  I also have a cartoon of it and will try and post it soon. I would hate to lose this terminology set.  Cartoons abound where blushing characters have been "nudified" with only a fig leaf cover remaining, or reduced to their smiley-faced boxer shorts **all the time**.  No one raised an eyebrow.  Again, the issue is presenter and not content. Numiri (talk) 16:06, 29 June 2010 (UTC)

 * The clothing analogy is, I think, potentially even more subtle in its reception than just who the presenter is; details of exactly how it's presented (by whom) can make all the difference in whether it triggers that "creepy feeling" that Thenub referred to earlier (and, of course, once that feeling is triggered it's hard to turn off). I do take the point that a rich analogy, with lots of potential complexity on which to draw for comparisons, is valuable for this purpose, where the subject being approached through analogy has rich structure.  That very richness probably makes the clothing analogy more difficult to use without tripping over the subtle line, because the more one exploits the richness, the more opportunites one has to trip.

 * The present wrapping/unwrapping analogy, which has a lot going for it in positive associations, seems fairly simple (though I may be underestimating its potential). That's why I thought of Russian nesting dolls, which do have a significant number of levels of nesting; unfortunately they aren't very complex in their relationships either, and of course aren't as widely known (I know about them mostly because my mother has an old one that she used to keep on her office bookshelf).  I suppose Russian nesting dolls would work better with infinite recursion anyway, as I was always sort of frustrated when I got to the innermost doll and couldn't just keep going.  --Pi zero (talk) 17:12, 29 June 2010 (UTC)

 * Pi zero, I am not aware that Babushka dolls can have sister-dolls at the same level and therefore cannot represent more robust structures. Also, I in completely agreement with your statement that
 * details of exactly how it's presented (by whom) can make all the difference in whether it triggers that "creepy feeling"
 * That's why I am making a retraction by saying that KinderCalculus should not be read by children and should be moved to Wikiversity where educators decide exactly how it's presented. Furthermore, the way it's written now, it's more of a teacher's guide than a text book for children.  Numiri (talk) 20:15, 29 June 2010 (UTC)

title: User talk:Numiri/KinderCalculus/peel


text:
User talk:Lgonfa15

 Hello Lgonfa15, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Lgonfa15


text:
User talk:Moladijo

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

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title: User talk:Moladijo


text:
User talk:Phunkology

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

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title: User talk:Phunkology


text:
18th century European scholarly societies and academies/Royal institution of great britain

Summary
Name of Society: Royal Instituion of Great Britain

Country: England

City: London

Active Dates: ca. 1799-Present

The Royal Institution of Great Britain was founded in March of 1799. The goals of the society were to introduce new technologies and to teach science to the general public. Some of the founding members included George Finch, Samuel Glasse, and Thomas Bernard.


text:
18th century European scholarly societies and academies/Literary and Antiquarian Society of Perth

Summary
Name of Society: Literary and Antiquarian Society of Perth

Other Names: Antiquarian Society of Perth

Country: England

City: Perth

Active Dates: ca. 1784-1914

The Antiquarian Society of Perth was formed in 1784 by Reverends James Scott, Adam Peebles,J D Mcgregor,and J Duff. The society was formed for research and the collection of antiques of that time. The Literary and Antiquarian Society of Perth was disbanded in 1914 when it sold its collection and building to the Perth Town Council.


text:
User:Perry5360

Theresa

I am a new user of wiki, wish me luck!!!

title: User:Perry5360


text:
18th century European scholarly societies and academies/Board of Agriculture, England 1793

Summary
Name of Society: Board of Agriculture

Alternate Name(s): Old Board of Agriculture, The Board of Agriculture and Internal Improvement

Country: England

Active Dates: 1793-1822

The Board of Agriculture in England in 1793 was started by Sir John Sinclair. The society was largely unsuccessful but led to the formation of better organizations down the road. The society was formed in troubled times and was not as organized or efficient as it needed to be. Despite its downfalls it did give farmers confidence in an uneasy economy although most spent their time criticizing the society rather than following.


text:
18th century European scholarly societies and academies/Philosophical Society of Edinburgh

Summary
Name of Society: Philosophical Society of Edinburgh

Alternate Names: Society for the Improvement of Medical Knowledge, Edinburgh Society for improving Arts and Sciences and Particularly Natural Knowledge

Country: Scottland

City: Edinburgh

Active Dates: 1731-1782

The Philosophical Society of Edinburgh was founded in 1731 to improve medical knowledge. The society published five volumes of its Medical Essays and Observations before it was suggested to be expanded to comprise literature and philosophy. With the addition of literature and philosophy came a new name and three volumes of Essays and Observations, Physical and Literary. Towards the end of the society's existence there was a strong push for a more permenent society. This wish was granted with the creation of the Royal Society of Edinburgh.


text:
18th century European scholarly societies and academies/Society of civil engineers

Summary
Society Name: Society of Civil Engineers

Country: England

City: London

Active Dates: 1771-present

The society was founded by a group of engineers who dined together. They did this in order to better aquaint themselves to avoid any possible hostility when dealing with each other in a public setting. After the death of one of its founders, Smeaton, in 1793 the group renewed itself. With its renewal came a new goal to promote and communicate advances in engineering to all public and private civil engineers.


text:
User:JWSchmidt/Music and learning

In this learn by doing project, we will each explore our own musical interests while collaborating to document the ways that music stimulates learning.

Related reading

 * Ideas about informal learning - making music relevant
 * Ways of making education more interesting for children
 * Wikiversity the Movie

Activities

 * Collaboratively write a song.
 * Title: "But, Usr. JWS" (spoken as "user Jay-dubs")
 * Inspiration "But, Mr. Adams" - 1776
 * Participants:
 * User:Beetlebaum as Mr. Adams
 * User:Moulton as Mr. Jefferson
 * you? please join this project!

Declaration of Independence
Usr. JWS, I say you should liberate us To your scientific mind and doggedness we defer

JWS: Is that so? Well, every time I try to free us They simply censored censored upon us I'm a censored censored censored, you know that, sir

Others: Yes, we know.

JWS: Usr. Moulton, dear Usr. Moulton I've only been censored 41 days, approximately I still romp through Cupid's Grove with agility But Wikimedia must escape educational perversity

Others: Perversity, perversity, perversity!

Moulton: Usr. JWS, damn you Usr. JWS You're called a censored, that cannot be denied That censored forbids using names congenially Censored is driving censored censored censored!

Others: Censored, Censored, we may see the censored again!

Audience responses
What can be learned from reaction to the song?
 * This is a subject for community review.

Resources
Additional Wikiversity community members are invited to participate in this learning project.

Possible invitations for:
 * Benjamin Franklin - Barsoom Tork?
 * Roger Sherman - Albatross?
 * Robert Livingston - Gastrin Bombesin?

Related resources

 * Declaration of Independence
 * Community Review/JWSchmidt 2010
 * The Declaration of Indignation
 * We will not submit

title: User:JWSchmidt/Music and learning


text:
18th century European scholarly societies and academies/Bath and West of England Society

Summary
Name of Society: Bath and West of England Society

Alternate Name: Bath Society

Country: England

City: Bath

Active Dates: 1777-present

The Bath and West of England Society was formed in the fall of 1777. A group of men formed a society for the encouragement of agriculture, arts, manufactures, and commerce. Twenty-two men attended the first meeting including Edmund Rack, William Matthews, and Dr. Falconer. The goals of the society were to promote the good of the community by encouraging industry and the birth of new ideas. In essence the idea was to bring in ideas from the rest of the kingdom to the western counties and to form new ideas to improve the community.


text:
User talk:Cykick

 Hello Cykick, 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.
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title: User talk:Cykick


text:
User talk:Mattparr6

 Hello Mattparr6, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Mattparr6


text:
18th century European scholarly societies and academies/Peterborough Gentlemen's Society

Name of Society: Peterborough Gentleman's Society

Alternate Name(s): Peterborough Book Society (starting 1820)

Country: England

City: Peterborough

Active dates: 1730 - 1899

The Peterborough Gentlemen's society, known sometimes as the Peterborough Book society after 1820, was founded by Reverend Timothy Neve. This societes' mission statement was 'improvement of literature and promotion of friendship and good neighbourhood'. They began as some what of a book club but once they started meeting less and less regularly after 1760 and began focusing on buying for the society books they became a kind of lending library, hence how they got their alternative name in 1820. They helped establish a library in Peterborough before they had low membership troubles near the end of the 19th century. Eventually these membership troubles became too much and the society broke apart with all of the books being transfered into the public library system.


text:
Patriotische Gesellschaft von 1765/Patriotic Society of 1765

Overview
Founded in 1765 to help create native cities and also to help promote human development towards the common good. Also the Patriotic Society performed only charitable purposes such as providing for the disadvantaged groups. Some tasks that the Patriotic Society wanted to achieve through its humanitarian ideas:
 * Advancement of Science
 * Adult Education; Provide lectures, exhibition, concerts, and any other means
 * Care for the people by welfare, youth development, and age care
 * Scholarships and prizes for students
 * Tolerance of cultures and other international ideas


text:
18th century European scholarly societies and academies/Royal Society for the Encouragement of Arts, Manufactures, and Commerce

Name of Society: Royal Society for the Encouragement of Arts, Manufactures, and Commerce

Alternate Name(s): The RSA

Country: England

City: London

Active dates: 1754 - Present Day

The Royal Society for the Encouragement of Arts, Manufactures, and Commerce was established in 1754 by a man named William Shipley. Not only did the RSA sometimes hold contests in which people were able to win prizes for their newest and most inventive creations, including new forms of machinery or new agricultural ideas but they are also responsible for hosting Britain's first contemporary art show. This society was very much about sharing new ideas and spreading them so that future generations could benefit and building upon them leading us into the future. In 1847 the RSA was granted a Royal Charter and still are a functional society in present day. The RSA has seen many famous members such as Charles Dickens, Benjamin Franklin, and Karl Marx just to list a few.


text:
18th century European scholarly societies and academies/Netherlands Society for Industry & Trade

Summary
Name of Society: Netherlands Society for Industry & Trade

Country: Netherlands

City: Amsterdam

Years Active: 1777 - present

The company is a large organization with approximately 4500 members and a small professional office in The Hague.

Resources
De Maatschappij


text:
18th century European scholarly societies and academies/Physical Society of Utrecht

Summary
Name of Society: Physical Society of Utrecht

Country: Netherlands

City: Utrecht

Years Active: 1777 - Present

The Physics Society is an association whose purpose is "The interest in the study of physics and its history to promote."

Resources
Physical Society of Utrecht


text:
User talk:Amalanni

 Hello Amalanni, 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.
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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 03:56, 27 July 2010 (UTC)

title: User talk:Amalanni


text:
User talk:Athompson0614

 Hello Athompson0614, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 03:57, 27 July 2010 (UTC)

great work so far
Please take a moment to introduce yourself on your userpage! 24.91.152.135 04:46, 27 July 2010 (UTC)

title: User talk:Athompson0614


text:
18th century European scholarly societies and academies/Royal Zeeland Society of Sciences

Summary
Name of Society: Royal Zeeland Society of Sciences

Country: Netherlands

City: Vissingen

Years Active: 1769 - Present

Aims the study of arts and sciences in promoting Zeeland by maintaining and expanding its extensive museum collections, organization of scientific meetings, lectures, and excursions and issuing publications.

Resources
Het Koninklijk Zeeuwsch


text:
18th century European scholarly societies and academies/Academy of Agriculture of France

Summary
Name of Society: Academy of Agriculture of France

Country: France

City: Paris

Years Active: 1761 - Present

The Academy of Agriculture of France is a direct descendent of the Agricultural Society of the Generalital de Paris, founded in 1761 by Louis XV.

Resources
Académie d'Agriculture de France


text:
18th century European scholarly societies and academies/Academy of Stanislas

Summary
Name of Society: Academy of Stanislas

Country: France

City: Naney

Years Active: 1750 - Present

The edict was the foundation that created simultaneously in the city a public library. His articles have been granted by the king a year later.

Resources
Name


title: File:Ucrcc2010.jpg


text:
User:Charles Jeffrey Danoff/Heading for a Learner-Centered Textbook

''This essay was written for my class L539: Language Foundations for ESL/EFL Teachers. I believe I did a poor job of writing, but posted it as an experiment. Please feel free to edit at will and/or raise comments or concerns in the discussion page. The original version of this document is available here.''

HEADING FOR A LEARNER- CENTERED TEXTBOOK

Charles Jeffrey Danoff

Indiana University

American Headway from Oxford University Press is a textbook designed for students learning English. This paper will critique the effectiveness of Chapter 2 "The way we live". The paper begins outlining the stated aims of the textbook, then gives examples of how those aims are achieved while evaluating them, explores its underlying assumptions and concludes with some suggestions.

Aims

The aims of the chapter are spelled out right under its title on page ten:

* Present tenses - 5 questions

* have - 1 question

* Collocation - daily life - 3 questions

* Making conversation - 7 questions

Note: Counting the "Starter" on page 10 as one question, there are 18 in the chapter.

Beyond those explicit aims, the chapter questions focus on speaking, writing and listening English. Excluding one unclear (asks students to go to another page) query the breakdown in focus is as follows:

* 9 Writing questions

* 7 Speaking questions

* 3 Listening questions

Some questions involve two skills at once, and I counted them in one for each category. Listening questions had to involve some textbook based recording. The obvious exception is reading. There are no questions that focus on students honing their reading skills. There is not a lot of prose for students to read. Question 1 on page ten does have some short paragraphs, but they are not testing the students ability to read and comprehend, they test the student's knowledge of the present tense and their ability to match.

Another aim of the chapter is to develop student's awareness of the cultures of the countries that speak English natively.

Questions to Achieve the Aims and their Success or Failure

Present

The first present tense question on page ten is a simple exercise where the students are asked to match the correct word with a blank one in a sentence. To figure out the answer the students needs to either know the syntactical rules or understand what the meanings of the sentence and the words. For example, "This country ___ wine and wool-it has more than 60 million sheep!" The choices are exports, enjoy, immigrants and huge. Either the student can figure that enjoy and huge do not work because the word has to end in "-s" and then deduce its not immigrants because the word must be a verb, so it has to be exports; or, they could simply deduce it has to be exports, because its clearly the only word that logically fits.

I believe that in this question its too easy for students to find the answer logically, without actually practicing the present tense at all. Therefore, I find this question ineffective.

Another present tense question on page twelve is also quite simple. Question three practices the present continuous by having students talk with a partner about two things "Are you ..." and "Is she/he ...". A model is given "I'm sitting down and I'm working very hard. My teacher's laughing!" The students are to follow the model and then insert different verbs pertaining to themselves. This question is too obvious, the ways in which students can or could be using the present continuous. Its their only option, I think it might be more effective for

have

There is a question about "have" on page twelve. Question two asks the student to ask a partner whether they have or do not have things like a cell phone or credit card. It also has them speak about what others have, "sister/brother have a boyfriend/girlfriend?" Like the ones above I believe this is far too easy.

Collocation - daily life

On page thirteen there is a vocabulary section all about daily life. The first two questions are about collocation, having the students first match like verbs and nouns "have / breakfast" and then match those pairs with the correct room in the house "Kitchen, Bathroom, Living room, Bedroom". Scaffolding that knowledge students then use that information to write about their daily life. I find these questions to be really successful, especially, because they build naturally. They start off easy and then the students use what they have learned in a more difficult way.

Making conversation

There are multiple points where students should try to make conversation. I believe the best comes in question 4 of the Daily life Vocabulary section on page thirteen. Students are asked to "Describe your favorite room to a partner." It gives them a lot more freedom with what to say and challenges them to think unlike most of the rest of the chapter, which has fairly straightforward conversational questions like number 6 on page 13 which models questions students should ask, which likely will cause them to only ask those questions.

Writing

The writing questions vary from one word answers (question 1 on page 10), to writing sentences (question 4 on page 12) writing short paragraphs (question 3 on page 13). All of them give the students a strong model to base their writing on, making it easy for the students to know how to answer and not having them think too much.

Speaking

The speaking questions give students opportunities to use different parts of speech in directed ways, to have short conversations. Some are simple phrases like question 3 on page 12, while others like question 4 on page 13 have them using speech to try and gain information in a complex way. Overall and this question in particular make the speaking questions superior to the writing ones, because the students have more freedom.

Listening

I do not have access to the tapes, so I it is difficult evaluate the listening portions of the chapter, but my guess is they would be very similar to the written examples in the text and the conversations would follow the mold of what other questions try to get the students saying.

Culture

I find the cultural aspect of the chapter to be quite silly and ineffective because it tries to be too general. The Starter question on is nice because it lets students learn specifically about each country, but beyond that most of the cultural information is really general and un-engaging. The pictures on page twelve in particular are not specific and add nothing to the other parts of the text.

Underlying Assumptions

I feel this chapter is mostly organized on the underlying assumption of textbook-centered learning, similar to a teacher-centered classroom. Some of it is more student-centered, as Anton describes occurring in the classroom allowing students to "engage in negotiation with their teachers" (1999, p. 315). This is similar to what happens in the textbook with activities like the four Vocabulary questions on page 13. They start by getting the students familiar with the vocabulary in a reduced way (questions 1 and 2), directing them and then allowing them freedom to use it (questions 3 and 4) in a way that challenges them to think. This roughly follows the scaffolding metaphor Wood, Bruner & Ross (1976, as cited in Anton 2004, p. 305) created.

I feel this is far superior to most of the chapter which is textbook-centered allowing very little student freedom like all the questions on page 12 that force the students to only use the language in a way the teacher has directed. This leads to a lack of engagement like the teacher-centered classroom (Anton 1999 p. 315).

Conclusion

To improve, the chapter should engaged the students more. To do that, I believe this chapter should try to be more specific in its aims and cultural content, while giving the students more freedom. Instead of trying to explicitly address four aims as stated on page ten, just have one. This will make it easier for the students to be aware of and take ownership over what they are learning. Similarly, instead of exploring the cultures of many different countries as a context for the chapter, just focus on one in more depth, I believe this would be yield far more interesting topics. Finally, the whole chapter should follow the question model from page 13 that scaffolds in a learner-centered way instead of just having it at the end.

References

American Headway. Oxford University Press.

Anton, M. (1999). The discourse of a learner-centered classroom: Sociocultural perspectives on teacher-learner interaction in the second-language classroom. The Modern Language Journal, 83 (3), 303 – 318.

Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry, 17, 89 – 100.


text:
18th century European scholarly societies and academies/Society for Philosophical Experiments and Conversations

Name of Society: Society for Philosophical Experiments and Conversations

Alternate Name(s): N/A

Country: England

City: London

Active dates: 1794 - 1796

The Society for Philosophical Experiments and Conversations was a society that began near the end of the 18th century in London. This society was started by Bryan Higgins, who was a chemist and a physican who had a chemistry school in Greece. This society wasn't conducted like typical societies but, was more like a lecture. One lecturer would stand in front of the assembly and teach the society different things about chemistry, philosophy, and things of that nature. There were several different accounts left from these lectures called "Minutes." The group disbanded in 1796 after only two years the reason behind this is believed to be the main lecturer was forced to return to his life's work.


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The Origin

Let’s look now at our possibilities. If the universe is created from a single point, what we have is only this point. We will denote it the “Origin” and will be written with capital O. having the Origin, we can never talk about anything outside this Origin. All our physical experience is coming from inside. So, what really we have here? The answer is: “One” which is a number denoting “inside the Origin”. The Origin has some “attributes” that will evolve later but meanwhile all of them are valued as “Zeros”. No physics yet, however the point is the most basic geometry. Asking questions like: from where this point comes from or what “cause” it to evolve to the universe we are familiar with can’t be answered here. We know that there was this Origin and “something” happened to it that give the universe its nature. The right question is: what happened to the Origin? Rather than how it happened or who or what cause it to happen. If we agree that the point is a true geometry, it should have dimensions. Since all the point inner attributes are “zero”, we can say that it has zero dimensions. If we are sure that this Origin point had been break the only possibility to break it is by increasing its dimensions. Note that one dimensional geometry resemble a line, however in our case with the Origin we cannot talk about a “normal” line that is composed from several points. Think about a point exposed to huge tension. Still it’s a point, but has one dimension. Before this the Origin can be safely thought of as a static point. Now this one dimension point should try to return to the original static state. Am I introducing any power here? Yes, and we cannot ask about it. We don’t have physics yet? Maybe we have. It’s not our intension or direction to measure this power. We don’t have any measurement units. We have nothing static to use as a base. All we know is that: application of this power to the Origin is the main cause that finally yields to the universe. We use the word “power” here only as estimate, since we can never be sure what it was. We will conclude that the Origin is trying to go back to the static point state.

If there is no way to go back to the static state “which is true given that we are here now in a huge universe”, what are the other possibilities for this tiny geometry to “be” in less tense state? We have four possibilities: to expand as whole; to split or divide into connected geometries, to spin or “move” or to expand into more dimensions. Maybe it will be useful now to introduce an example: think about a little girl blowing “soap” to generate bubbles from her toy. The case with Origin is so different however we want some hints to evaluate our possibilities. In the soap bubbles case: first it’s one 3D “three dimensional” bubble, then it expands as whole, then split to smaller bubbles that tend to be closer and all the time the bubbles move around themselves, each other and a virtual center. Let’s now assume the same actions order for the Origin.

The Origin will first be expanded as whole in one dimension. This will not have any sense if it’s the only thing that happened. From where did numbers, geometry and physics evolve? We will assume now the Origin introduced a second dimension “expanded in 2D”. Note that we can assume spinning or movement too. We can’t talk about speed or any other feature of this movement here. All we know is that it’s a try to go back to static state and it was not enough. What a point expanded in tow dimensions should look like? A quick answer will be a “circle”. Should this tiny circle be like normal circles? Can we use π to make our calculations? How precise should be the value of π that will be used? Dead end! Let’s be brave and search for a way to get the exact π value (if any). Another issue here: when we say 2D what coordinate system we use here? The answer is simply: we don’t know. Since we are talking about the original geometry; we are constructing the coordinate system itself. The geometry is creating a coordinate system and expands over it. The only important attribute is dimensions “independence”.

Giving exact value for π is actually a very old problem. So many criteria were used to estimate the value of π. Some of them are pure mathematical, some are pure geometrical and few use mathematical expressions with hidden “or embedded” geometrical features. What is the most promising criterion to give the ultimate value? I will propose the very old criterion using the most modern technologies and methods. That is draw and measure. We need to draw bigger circles and measure using smaller units both the circumference C and the radios r. then substitute the measured values in the circumference equation.

Let r be the circle radius, R=2r and C be the circle Circumference

$$C = \pi R.$$

Or

$$\pi = \frac{C}{R}$$

The biggest circle should touch the universe boundaries, and the smallest measuring unit is the basic unit of Matter which we are trying to describe here. Impossible! In fact no; we can still look at the universe exactly at the point when the first “Matteron” was created or evolved. We will have a good shot to calculate π exactly. But what about our Origin circle? Since we are not sure it looks like any other circle or not and at the same time the circle is our best estimation, let’s try to calculate π. To do so, let’s look at any circle diminishing to a point. What is supposed to happen just near the point state will look like our case with the Origin. Since we are seeking the value of π lets write down the following limit expression:

Limit (1): $$\lim_{R\rightarrow 0} \pi = \lim_{R\rightarrow 0} \frac{C}{R}.$$

For the first instance we can say that when R approach zero the limit should approach ∞. How big is ∞ anyhow? The answer is another mystery. A closer look, we can see that when R gets smaller, C also gets smaller. We have an idea about the value of π; we use the limit to get more précised value. So ∞ or a big number is not the right answer. Another good point here is why we use R instead of C to evaluate the limit? We already know that R < C hold true for all circles. So R will reach zero before C. lets now draw our circle inside a square. Since the Origin geometry is created and dominated by the circle, the square will start to collapse into an identical circle at some stage. We can evaluate the value of π just before the square stops to be a “normal” square. We can see here the square area which holds to be greater that the circle area will approach the value of the circle area beyond that stage.

Let A(Square) be the square area, A be the circle area.

$$A(Square) = R^2$$

$$A = \frac{\pi R^2}{2}$$

$$\pi = \frac{2A}{R^2}$$

Limit (2): $$\lim_{R\rightarrow 0} \pi = 2 \lim_{R\rightarrow 0} \frac{A}{R^2}.$$

Since A can be substituted by R2, it can be easily seen that π is approaching 2. What happened beyond that stage give rise to a fraction part greater than 1 that should be multiplied by 2 to evaluate π.

Lets now introduce another dimension to our spinning tiny Origin. We will have 3D expanded point. Following the same approach using a cube and a sphere we can write:

Let V be the Sphere volume

Limit (3): $$\lim_{R\rightarrow 0} \pi = 3 \lim_{R\rightarrow 0} \frac{V}{R^3}.$$

π value is approaching 3. Now looking back at Limit (1) we can see that π approach 1. Note that always the limit gives rise to the fraction part which is greater than 1. Note also that the value of π integer part is exactly the number of dimensions used. Returning back to our Origin geometry, adding more dimensions is theoretically working to reduce the tense. However we know that in our Only One available universe π value is a little greater than 3. Since we eliminate any chance for fractions because we are working on the level that “numbers” are born and a fractional dimension at this level will break the dimensions independency; this measured fraction in π as we know it should have come from somewhere else.

The Origin at this stage is a tiny 3D geometry that is spinning and still not close to stability. The last action that happened is slicing or “dividing”. The origin sliced to huge number of “near” similar pieces that are all connected together. Whether you call it Big Bang or you find any other theory to calculate exactly how all those pieces come, I think it is less important. Did we ask any question about how the Origin expanded from 1 into more dimensions? This is the same thing. We don’t have any meaning for “Time” just before the slicing; “Time” is created by slicing. So what is “Time”? What is “distance” in the first place? There is a famous statement referred to Einstein. He said that “Time is what we can measure by a clock and Distance is what we can measure with a Ruler”. Even if we neglect the hard questions and take Einstein definitions, we need to define the “clock” and the “ruler” which is hard too. First: measurement needs static bases. Even if you think about Relativity to eliminate the need for ultimate static base, you will still need “mass” and “energy” to be well defined first. Second: since the universe is a huge interconnected network of spinning matterons, any measurement tool will be connected to the measurement subject. Those questions will be discussed later.

To conclude this section: we have defined the Matteron in a reasonable way. We proved that π is not a constant number. Rather it’s a measurement ratio that can tell us so much about the meaning of time and how big and old our universe is.

title: The Origin


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text:
18th century European scholarly societies and academies/Society of Physicians in London

Name of Society: Society of Physicians in London

Alternate Name(s): Society of London Physicians

Country: England

City: London

Active dates: 1754 - 1793

The Society of Physicians in London existed in the mid 18th century from 1754 to 1793. A physician, John Clephane, is credited with the creation of this particular society. This society was a way for London Physicians to meet together and discuss their case work. This society was an important stepping stone in the course of medical history because it gave physicians an opportunity to all discuss the same case and work out possible causes and solutions of many of the diseases and health concerns they were encountering. It also helped publish a lot of their case studies to better educate future physicians. The Society of Physicians in London's biggest contribution to the medical field however was that a lot of key members from this society went on to help establish to Medical Society of London in 1773.


text:
18th century European scholarly societies and academies/Society of Improvers in the Knowledge of Agriculture in Scotland

Name of Society: Society of Improvers in the Knowledge of Agriculture in Scotland

Alternate Name(s): N/A

Country: Scotland

City: Edinburgh

Active dates: 1723 - 1745

The Society of Improvers in the Knowledge of Agriculture in Scotland was a group that came into existence in 1723 and disbanded around 1745. One of the first known members of this group was a man by the name of Robert Maxwell. This society mainly busied itself with spreading knowledge that allowed farmers in Scotland to better their agricultural practices and to make them better farmers over all. Not many publications were released by this society however and Maxwell in later years switched his attention over to a different society, Edinburgh Society for the Encouragement of Arts, Sciences, Manufactures, and Agriculture, which over time took the place of his original society, The Society of Improvers in the Knowledge of Agriculture in Scotland. By 1745 the roughly twenty year life span of this society had ended.


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User talk:Flash man999

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User talk:Patyparra

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User:Patyparra

I am Patrícia Parra Ferreira dos Santos, a brazilian public servant that works with e-learning. I have an special interest in governments regulation. I preffer to chat in portuguese, but I understand English very well. When I have more time I will post many information about the brazilian e-learning regulation.

title: User:Patyparra


text:
User:Rangerfan94

Parameters [edit]

* Spanish

Help-browser.svg 	This user is a student of the Language Division.

title: User:Rangerfan94


text:
User talk:Rangerfan94

Welcome!
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text:
User:Nakamoto/About Kyle

Kyle T. Nakamoto Postdoctoral Researcher

EDUCATION

California State University Los Angeles	B.A. 1993-1999	Experimental Psych. / Classical Music

University of California Irvine	Ph.D.	       1999-2005	Cognitive Science

MRC-Institute of Hearing Research(postdoc)	2005-2008	Auditory Neurophysiology

Northeastern Ohio Univ. College of Medicine (postdoc)	2009	       Auditory Neuroanatomy

Memberships in professional societies:

Society for Neuroscience

Association for Research in Otolaryngology

American Physiologyical Society

B. Publications

Research Papers:

Zhang J, Nakamoto KT, and Kitzes LM. Binaural interaction revisited in the cat primary auditory cortex. J Neurophysiol 91: 101-117, 2004.

Nakamoto KT, Zhang J, and Kitzes LM. Response patterns along an isofrequency contour in cat primary auditory cortex (AI) to stimuli varying in average and interaural levels. J Neurophysiol 91: 118-135, 2004.

Zhang J, Nakamoto KT, and Kitzes LM. Modulation of level response areas and stimulus selectivity of neurons in cat primary auditory cortex. J Neurophysiol 94: 2263-2274, 2005.

Nakamoto KT, Zhang J, and Kitzes LM. Temporal nonlinearity during recovery from sequential inhibition by neurons in the cat primary auditory cortex. J Neurophysiol 95: 1897-1907, 2006.

Palmer AR, Hall DA, Sumner C, Barrett DJ, Jones S, Nakamoto K, and Moore DR. Some investigations into non-passive listening. Hear Res 229: 148-157, 2007.

Nakamoto KT, Jones SJ, and Palmer AR. Descending projections from auditory cortex modulate sensitivity in the midbrain to cues for spatial position. J Neurophysiol 99: 2347-2356, 2008.

Zhang J, Nakamoto KT, and Kitzes LM. Responses of neurons in the cat primary auditory cortex to sequential sounds. Neuroscience 161: 578-588, 2009.

Nakamoto KT, Shackleton TM, and Palmer AR. Responses in the Inferior Colliculus of the Guinea Pig to Concurrent harmonic series and the effect of Inactivation of Descending Controls. J Neurophysiol 2050-2061, 2010.

Nakamoto KT, Shackleton TM, and Palmer AR. Corticofugal control of binaural temporal integration in the inferior colliculus of the guinea pig. (in review).

Nakamoto K, and Palmer AR. The ability of primary auditory cortex (AI) cells, in the guinea pig, to follow amplitude modulated stimuli is affected by interaural level differences (in preparation).

Nakamoto KT, Shackleton TM, and Palmer AR. Corticofugal control of auditory object integration. (in preparation).

Abstracts:

Nakamoto KT, and Perrott DR. Detection of dynamic interaural phase differences and dynamic interaural intensity differences. In: Western Psychological Association Los Angeles, California, USA: 1999a.

Nakamoto KT, and Perrott DR. Discrimination of Dynamic Interaural Phase Differences at Different Azimuths. In: Western Psychological Association Los Angeles, California, USA: 1999b.

Nakamoto KT, Smith RL, and Berg BG. Modeling the temporal response of auditory nerve fibers with a leaky integrator. Acoustical Society of America, Chicago, Illinois, USA: 2000.

Nakamoto K, and Kitzes LM. Response patterns along an isofrequency contour in cat primary auditory cortex to fixed-frequency stimuli varying in average and interaural level. . In: Association for Research in Otolaryngology MidWinter Meeting. St. Petersburg Beach, Florida, USA: 2001.

Zhang J, Nakamoto KT, and Kitzes LM. Responses of cat primary auditory cortical neurons to sequential pure tones. In: Neuroscience. Orlando, Florida, USA: 2002.

Nakamoto KT, Zhang J, and Kitzes LM. Relationship among the topography of monaural responses and various binaural responses to stimulus level in the primary auditory cortex of the cat. In: Neuroscience. New Orleans, Louisiana, USA: 2003.

Kitzes LM, Nakamoto K, and zhang J. Proximity Trumps Stimulus Level in Cortical Masking. In: Association for Research in Otolaryngolog MidWinter Meeting. New Orleans, Louisiana, USA: 2005.

Nakamoto KT, and Palmer AR. The ability of primary auditory cortex (AI) cells, in the guinea pig, to follow amplitude modulated stimuli is affected by interaural level differences. In: Auditory Cortex. Grantham, Nottinghamshire, UK: 2006a.

Wallace MN, Nakamoto KT, Bailey JMS, and Palmer AR. Columnar responses in the two core areas of guinea pig auditory cortex. In: Auditory Cortex. Grantham, Nottinghamshire, UK: 2006.

Nakamoto KT, and Palmer AR. The effect of cortical cooling on ILD functions in the inferior colliculus neurons in the guinea pig. In: British Society of Audiology Short Papers Meeting. Cambridege, UK: 2006b.

Nakamoto K, and Palmer AR. Cooling Auditory Cortex Alters the Interaural Level Difference Sensitivity of Neurons in the Inferior Colliculus. In: Association for Research in Otolaryngolog MidWinter Meeting. Denver, CO, USA: 2007.

Nakamoto KT, Shackleton TM, and Palmer AR. Cortical cooling alters Inferior Colliculus responses to harmonic complexes. In: British Society of Audiology Short Papers Meeting. London, UK: 2007.

Nakamoto KT, Shackleton TM, and Palmer AR. The Corticofugal System to the Inferior Colliculus Separately Modulates the Responses to Inputs from the Two Ears In: Association for Research in Otolaryngology MidWinter Meeting. Phoenix, Arizaon, USA: 2008a.

Nakamoto KT, Shackleton TM, and Palmer AR. The ILD of spatially distinct concurrent sounds is represented in the temporal response of IC neurons in the guinea pig In: British Society of Audiology Short Papers Meeting. Newcastle, UK: 2008b.

Nakamoto K, Shackleton TM, and Palmer AR. How are Concurrent Stimuli with Different Spatial Location Encoded in the Inferior Colliculus. In: Association for Research in Otolaryngolog MidWinter Meeting Baltimore, Maryland, USA: 2009.

title: User:Nakamoto/About Kyle


text:
Auditory Cortical Evolution

Humans have developed an advanced method of communication, speech. This project aims to understand the basic anatomical, physiological, and molecular changes that have occurred in the auditory system across a range of species in order to better understand the unique features of the human auditory system that underlay speech perception. The initial aim of the project will center around the organization of the auditory cortex of mice, bats, guinea pigs, ferrets, cats, macaques and humans.

Research
Research Proposal

Progress Record

Overview
.

Recommended Coursework
Comparative Neuroscience

Other Materials

 * The Symbolic Species by Terrence Deacon
 * Human Genetic Uniqueness Project

title: Auditory Cortical Evolution


text:
Auditory Cortical Evolution/Proposal

Aim 1

Comparisons of cortical areas, cortical layers, and neurotransmitters of mice, bats, guinea pigs, cats, macaques and humans.

Aim 2 Comparison of activity patterns across the auditory cortex in response to spatial sounds and communication vocalizations. This will involve the analysis of data using voltage sensitive dyes in mice, bats, guinea pigs, cats, and macaques. This will involve comparisons of fMRI data in macaques and humans.

title: Auditory Cortical Evolution/Proposal


text:
User talk:Laligamn

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 03:19, 28 July 2010 (UTC)

title: User talk:Laligamn