text:
Wikiversity:Community Review/CR process discussion

Proposed changes to community review
This page is an experimental Community Review about Community Review. The experiment is pretty simple, and is based on methods borrowed from Wikipedia's ARBCOM.

The rules to this experiment are simple: rather than using threaded discussions, we'll have separate sections for each participant to make their statements in. Each participant may only add comments to their own section, and each person's section must have at most 700 words. Comments on other people's comments need to be made in the person's own section as well (try phrasing with "@this_guy, @that_guy, etc.", but within the 700 word limit including both statements and responses.

Statements can and should be edited and refined over the course of the discussion, so that the person who will eventually be in charge of closing the discussion will read the edited and refined versions rather than having to wade through everything from the initial gut feeling all the way to the final opinion (which may or may not be different).

Note that this introduction and explanation took less than 200 words.

1. Should all community reviews be run like this one?

2. Should there be a limit on the number of Community Reviews opened by any particular person during some particular time period?

3. Should we continue to transclude CRs from the main page, or just link to them?

4. Should community reviews require a "second witness" before they are initiated?

5. Should all current reviews be listed in sitenotice, Colloquium etc.?

6. Should reviews which are inactive for a period of time be closed?

 * Note: This page was copied from userspace. --mikeu talk 16:06, 9 February 2011 (UTC)
 * Note: Concrete resolutions related to a number of the topics discussed here are being considered for adoption at Community Review/CR process discussion/Resolutions. --SB_Johnny talk 14:52, 12 February 2011 (UTC)

Comments from Moulton
Wikiversity definitely needs a more dignified and functional process for feedback, self-governance, and dispute resolution.

It will come as no surprise to anyone that I favor a Social Contract Community Governance Model, with a Community Agreement that includes a Code of Scholarly Ethics and a functional Dispute Resolution Process.

@SBJ: I suppose my besmirched reputation precedes me.

@Mike: In Robert's Rules of Order, a Motion needs at least one "Second" to be placed on the agenda. Perhaps we need a requirement that a CR cannot be filed unless at least two or three people jointly file it.

@Abd: Your comments add up to over 1300 words. Thank you for not abusing the participants here with more verbiage than they have time, interest, or patience to attend to.

@SBJ: Regarding Jerques and Clerques — I'd prefer a solution based on a sincere commitment to higher ethical standards rather than one base on more bureaucracy.

Moulton

Comments from SB_Johnny
I'm opening this up to see if there's a better way of making CR's meaningful, useful, and satisfactory. CR seems badly broken right now, mostly because they've been used lately for personal agendas. I'd like to see them become a community resource rather than a "weapon".

Rejigging to follow the "response to each question" approach pioneered by Abd and Jtniell (and which I think is a good way forward):

1. This first point should probably be broken up for comments:

1a. Should community reviews use a non-threaded approach like it's been done on this page?
 * I'd say yes, as it seems to allow for concise statements.

1b. Should we try to organize the statements as short paragraphs to comment on each point brought up?
 * Again, I'd say yes, as it seems to allow for concise statements. The end goal should be to have a sense of the community's opinion, which would be far easier to divine when they're organized in this way.

1c. Assuming 1a and 1b, should we try to keep comments to 700 words (or an arbitrary limit along those lines)?
 * Again, I'd say yes, as it seems to allow for concise statements. We can always use the talk page for unabridged debate.

1d. Should additional questions for review be added when one participant raises it, and another thinks it's worthwhile to move to the top?
 * We've sort of organically fallen into that, and it seems a good practice, similar to "seconding".

1e. Should there be a limit on the number of questions considered during a particular community review?
 * I'd say yes, maybe 5 or 6. If there are more than that it becomes too non-specific, or perhaps worth more than one review.

2. I think #2 is probably unnecessary, if we adopt #4. However, see me comment on #3.

3. I think it's OK to transclude them, as long as we're not running too many of them at once. Perhaps we could transclude up to two of them (the two most active ones, maybe?), but more than that would be a bit much.

4. Yes.

5. On the Colloquium yes, but only as an announcement (as opposed to a parallel debate).

6. Not sure yet.

Actually, I think if we're going to move this to a regular CR, maybe it would be best to focus only on the structural part (question 1 and the "subquestions", and questions 2 and 4). It would be a lot easier to handle the other questions in a second CR after defining the basic structure.

@Jtniell on #6 and #4: maybe what's needed is a "clerk"?

Comments from LauraHale
I'm cool with non-threaded. I like the idea of doing something like Fan History's multiple perspectives and meatball wiki which basically allow users to insert their own, non-disrupted thoughts that are then later integrated into a more cohesive narrative. This actually feels more wiki like to me than threaded conversations. --LauraHale 22:48, 2 February 2011 (UTC)

Answer from Ottava
To number 3 "Should we continue to transclude CRs from the main page, or just link to them? " - Meta links them all by month filed. Ottava Rima (talk) 01:01, 3 February 2011 (UTC)

Proposal by Ottava Rima
Ban all use of terms derived from Robert's Rules of Order that aren't used by Wikiversity or the WMF projects. All of these statements about point of order, tabling, etc, detract from what a discussion is. Consensus is a compromised agreement based on satisfying the concerns of people. It is not a black and white decision and using pseudo-legal jargon takes away from that. Ottava Rima (talk) 21:04, 8 February 2011 (UTC)

Comments from Mu301
Re: #1 I'd say we should move this to WV:CR and give this process a try before deciding to use in other reviews. Overall, I think that we desperately need some change to the current methods of conducting CR, though I'm not sure what specific changes would be of most benefit. Re: #2 I would say so. If there really is an outstanding need for multiple reviews they can, of course, be opened by another member of the community. Having too many going at once with overlapping scope just confuses the issues. Re: #3 The transclude seems to be a good way to do things, though we do need to pay more attention to the level of section headers used. There are also some ideas here that we might want to consider. I would also like to see future reviews start with a discussion of the perceived problem, instead of a single solution being proposed when the review is created. Several of the recent reviews jumped too quickly into voting, imho. --mikeu talk 15:45, 3 February 2011 (UTC)
 * @Moulton: The idea that a review needs a "second" to proceed would improve the review process, imo. --mikeu talk 16:17, 3 February 2011 (UTC)

Comments from Abd
The original version of my comment is at . I intend to refactor this, to condense it, as the rest of the discussion here proceeds, so that it's my mature -- and far more concise -- comment. For now, consider it "preliminary discussion." --Abd 22:30, 3 February 2011 (UTC)

Some additional process comments and banter have been removed, see.

@SB_Johnny: @Abd: I'm sure you can say it in 700 words or less. Indeed I can. "It." Or, in a variation on my reply in Talk: "Bullsh it!" ---Abd 23:39, 3 February 2011 (UTC)

@Moulton. Really? Moi? Ah, you looked at my draft! Hey, if you don't like my comments, think they are too long, please don't read them! I agree with limits on the final version of each section, but not to any limit on what can be incorporated by reference. --Abd 23:39, 3 February 2011 (UTC)

The 700 word limit is less than half of what ArbComm allows in the filing and evidence pages, with no limit on the Workshop sections. (The Workshop is where the train wrecks mostly take place. Threaded discussion.) --Abd 23:43, 3 February 2011 (UTC)

5. Should all current reviews be listed in sitenotice, Colloquium etc.? No. Any user may raise any question, normally, at the Colloquium. However, only reviews that are approved as worthy of community attention, by an administrator, should be listed in the site notice. The issue of listing can be discussed on Talk for the Review (best) with a pointer from the Colloquium, or at Request custodian action, since a custodian action is required. (No involved custodian should list his or her own filing.)

6. Should reviews which are inactive for a period of time be closed? Closure for inactivity doesn't address concerns. However, where consensus is clear, individual review sections may be and often are closed. Other sections theoretically remain open. No specific time limit should be set. Anyone may close any discussion, including the whole thing, without a consensus, it's an ordinary edit, and if someone wants to reopen that, there are two ways to do so: revert the close or add a new section or discuss it on the attached Talk page. --Abd 16:48, 4 February 2011 (UTC)

Process defect
7 resolutions were developed by SB_Johnny and proposed with, without the agreement of the virtual committee discussing this CR, and this was placed in the site notice promptly. The proposed changes limit the number of resolutions to be presented to 7, therefore this was practically a close of the CR, proceeding to !vote, without discussion of the exact form of the questions, which is crucial. I'm not criticizing SBJ's attempt to crystallize consensus here, but CR must become a formal process, with process safeguards against domination by any individual. Including me, by the way. As proposed resolutions, fine. But the resolutions page was then listed in the site notice, without clear reference to the underlying CR. That's backwards! People !voting should have at least a glance at the CR itself before voting on resolutions coming out of it!

 * Careful deliberative process has rigorous protection for minority opinion, without allowing small minorities to disrupt the process. We should learn from it. It can take extra time, on-line, but the resulting increased consensus is well worth it. --Abd 16:40, 13 February 2011 (UTC)

Comments from Guido den Broeder

 * 1) Absolutely. I think a total of 700 words is still a lot and should make nobody uncomfortable. I, for one, don't expect ever needing more. Guido den Broeder 23:35, 8 February 2011 (UTC)
 * 2) A review where opinions may depend on the outcome of an already ongoing review should wait until the latter is closed. I have no objections to the opening of two or more unrelated reviews. Guido den Broeder 23:40, 8 February 2011 (UTC)
 * 3) Transclusions are confusing, especially to new users. They serve little purpose, so let's get rid of them. Guido den Broeder 23:43, 8 February 2011 (UTC)
 * 4) No. A second witness is very easy to produce and a possible lack of sincerity or the existence of ulterior motives may cloud the original issue. Guido den Broeder 23:48, 8 February 2011 (UTC)
 * 5) The colloquium. Also, involved parties should receive notice. Guido den Broeder 23:50, 8 February 2011 (UTC)
 * 6) Rather, there should be a maximum duration. We'd want to avoid a situation where someone purposely keeps a review open by editing the page every x days. Guido den Broeder 23:54, 8 February 2011 (UTC)

Comments from Jtneill
-- Jtneill - Talk - c 16:02, 4 February 2011 (UTC) -- Jtneill - Talk - c 13:47, 5 February 2011 (UTC)
 * Proposed changes to community review
 * 1) Should all community reviews should be run like this one?
 * 2) * Partly. Some aspects could be helpful, particularly requesting summative comments from contributors. But its harder to follow dialogue in the way that threaded discussion allows. So maybe have two sections in a CR - threaded discussions (could be on the talk page) followed by a more concise section for contributors' summative comments. I guess it's kind of like this already where there is discussion and then a proposal with summative comments and vote per user.
 * 3) Should there be a limit on the number of Community Reviews opened by any particular person during some particular time period?
 * 4) * No. It could be one way to encourage people to approach starting CRs more carefully and cautiously. However it may lead to even more large and unwieldy CRs because someone may seek to address multiple issues in a single review. I actually think smaller and more focused reviews have a greater chance of being more quickly and satisfactorily resolved, so would be hesitant to put a cap on the number of reviews initiated by users.
 * 5) Should we continue to transclude CRs from the main page, or just link to them?
 * 6) * Remove transclusion. Time's up on transluding - we need a cleaner WV:CR page which lists and links to current reviews.
 * 7) Should community reviews require a "second witness" before they are initiated?
 * 8) * Maybe. I think some more checks and balances are needed before initiating a review. Rather than a "second witness" perhaps we focus on making explicit minimum criteria for a CR - and if the criteria has not been met, the review is moved to a sub-page of the nominator.
 * 9) Should all current reviews be listed in sitenotice, Colloquium etc.?
 * 10) * The community should be informed. They generally were until recently, but the recent increase has made people hesitant to bombard sitenotice and to some extent Colloquium with constant CR reminders. If more checks and balances are applied, then perhaps CRs can continue to be announced. Perhaps a template providing a list of current CRs could be used to to help alert people about current CRs.
 * 11) Should reviews which are inactive for a period of time be closed?
 * 12) * Better monitoring needed. Its relatively easy to open a review; and much less easy to find mutually satisfying conclusions. Current reviews consist of several relatively dormant ones and a few which are active. Perhaps reviews can be listed on WV:CR in a sortable timetable with date of filing and most recent activity to give a dashboard indication of CR status.


text:
Wikiversity talk:Community Review/CR process discussion

Noticing consensus
I'm not seeing any disagreement with the proposition that a second should be required for a fully active CR. --Abd 21:45, 3 February 2011 (UTC)

Was this move to talk space appropriate?
Moulton wrote @Abd: Your comments add up to over 1300 words.)  Thank you, Moulton,.

Mu301 removed my entire section, placing the comments here in Talk. That's poor process, rather, if the section were too long, replacing it with a reference to talk would be more respectful. Better to make a reference to history, because culttering up talk with long comments also is a problem. By deleting the whole section, the contribution was effectively eliminated. It should be up to readers whether they want to read longer contributions or not, evidence subpages, etc. I know that both Mu301 and SBJ are allergic to long comments, but depth of comment is an important part of deliberative process. A long comment like mine should not be part of a "report," which is somewhat, as I see it, the goal of a user space committee CR. However, it's part of the process of getting to a report. I'll fix it. --Abd 22:20, 3 February 2011 (UTC)

 * Please try to follow the directions and keep your post within the limits. Thanks, Moulton. --SB_Johnny talk 22:23, 3 February 2011 (UTC)

 * (edit conflict with above) By the way, I didn't notice the section word limit in the header. Goes to show. Tunnel vision, sometimes, comes with age. Sorry. This word limit is more draconian than routine practice on Wikipedia, by the way. Clerks will refactor, as to limits, but will first allow the user to themselves refactor. --Abd 22:24, 3 February 2011 (UTC)

 * I suspect it's a limit most won't have to worry about (the WP arbcom limit is 500, not 700). Make sure to leave yourself room for replies, if you want to do that! --SB_Johnny talk 22:28, 3 February 2011 (UTC)

 * Bull. ArbComm divides a case into multiple pages, the filing section limit is 500 words, only to show that the case should be accepted. Then the evidence page allows 1000 words or even more, and there is no section limit on the Workshop page. Read my full response at --Abd 23:28, 3 February 2011 (UTC)

Just Collapse Him
Title: Just Collapse Him Artist: Montana Mouse Composer: John Lennon, Paul McCartney, and Barsoom Tork Associates YouTube: Come Together — The Beatles  Here come old Abd, he come wall-o-texting He got joo-joo eyeball, he one holy smoker He got words down to his knees Got to be a joker he just do what he please  He wear no shoeshine, he got toe-jam football He got monkey finger, he shoot coca-cola He say "I know you, you know me." One thing I can tell you is you got to be free Just collapse him right now, don't you see?  He bag production, he got walrus gumboot
 He got Moulton sidetracked, he one viral smacker
 He got feet down below his knee
 Bore you in his talk page, you can feel his disease
 Just collapse him right now, don't you see?

 He roller-coaster, he give frequent warning
 He got muddy water, he got wobbly kilter
 He go on and on and on, you see
 Got to love Cold Fusion 'cause it's so hard to see
 Just collapse him right now, don't you see?

 CopyClef 2011 John Lennon, Paul McCartney, and Barsoom Tork Associates.
 Resurrection Hackware. All songs abused.

The word limit and the purpose of the limit
Are there any tools that will easily report word count? Character count is easier, but ... it should be displayed characters, not total characters. One of the devices for layering comment, providing easy access to depth, is collapse. Speaking as one who has had to deal extensively with this issue! Links are also a lot of characters, in the full wikitext, but only a few characters in display.

The goal is coherence and easy access. The same characters as an almost literal wall of text and as formatted text with bolding of key sentences are of very different effect. Excessive text is its own "punishment," in the end, if people don't read it. I understand the need for limits, because excessive text in a section can make the page seem forbidding. But it's easy to handle with the technique I just demonstrated using page history, and that it's a complete section makes that easy. Please allow users some amount of time to refactor a long section, okay? --Abd 23:01, 3 February 2011 (UTC)

 * When I have a need to count words I copy and paste the plain readable text from the preview feature of the wv edit page to a text editor in another window and use the features of that editor to check word count. Many word processors include a word count or document statistics button in the menu. This eliminates counting of the text in an url or other wiki markup. Though in practice - most of the contributions are below half the limit, so there is not much of a need to bother. I doubt if anyone will care if someone hits ~710 or such, but please don't stuff text into collapse boxes on this page, that is very much not in the spirit of the experiment that we are conducting. Of course! Take your time to refactor a long section. We're in no real hurry, there are no deadlines before which you need to post your comments. If at any time you feel rushed, just post a note that you'd like some more time. As an aside, I thought that you made some great suggestions at Wikiversity_talk:Community_Review and I very much look forward to hearing which points you think are most important to consider for improving the process for future reviews. --mikeu talk 17:49, 4 February 2011 (UTC)
 * Thanks. Why not collapse boxes? What is the "spirit" that is defeated? A collapse box is a level up in visible importance from a reference to a subpage or to history. It's more convenient for the user who is interested, the text is already downloaded. If SBJ doesn't want users to use collapse boxes, it's his process at the moment, but he should put the instructions at the top, so that I or others don't waste time using stuff that will have to be changed. I'm assuming that a link to extended or original discussion is okay, nothing was said about that.
 * Yes, I'm now using a word processor now to count the words.
 * In normal deliberative process, as you hint, respect is extended to people to complete their comments, that's why "cloture" takes a supermajority, and in wiki process, time is required to collect consensus, a pile-in doesn't reflect it, for example. --Abd 18:07, 4 February 2011 (UTC)
 * Attention is a scarce resource. —Moulton 13:34, 5 February 2011 (UTC)
 * Indeed it is. Power over community attention is how oligarchies maintain authority. To move beyond that, without tossing the benefits of some level of trusted authority, has been my work for thirty years. I know how to manage polemic, but most of the time that's not what I'm doing. --Abd 14:48, 5 February 2011 (UTC)
 * "Managing" a scarce resource by squandering it is not my idea of a wise managerial practice. —Moulton 16:21, 9 February 2011 (UTC)
 * One more comment about collapse boxes. If a user puts material into a collapse box, the material shouldn't be necessary to make a point, only, perhaps, to substantiate it with evidence or detail. TANSTAAFL. If I put truly important assertions into collapse, I'd be suppressing my own points. Should a closer read what's in collapse? Not necessarily. The points should be clear without the collapsed material. But if a closer doubts the point being made, or if there is a conflict of claims, i.e., User A says, "This happened, evidence in collapse," and User B says, "No it didn't happen, there is no evidence," then maybe it's necessary to read the evidence, and to judge the further comments of A and B accordingly. However, if the situation has already been investigated by the closer, and the closer accepts that the statement of A is reasonable on the face, it may not be necessary to read it. A good close will find on all the evidence and relevant arguments, confirming or rejecting or analyzing, so that people know the basis for a decision. --Abd 18:16, 4 February 2011 (UTC)
 * I think adding longer bits to the talk page is better than collapse boxes... the boxes themselves are a bit distracting, but also bear in mind that more and more people are accessing things via devices other than traditional desktops and laptops (which still have to load the text even when it's collapsed). I'll upate my comment for this in a bit, but actually I think the talk page is much better for threaded discussion anyway (they serve that purpose on mainspace pages as well). --SB_Johnny talk 18:57, 4 February 2011 (UTC)

 * How about content-space is used to keep track of an issue and the evidence only, and the talk-space is used to discuss the issue and for proposing solutions? -- dark lama  19:23, 4 February 2011 (UTC)

 * Well, maybe a hybrid of that... over the past day or so there's an "emergent property" coming up where people ask additional questions, and then other people add those questions to the top, and after that people seem to be making short responses to each question. I think that's maybe an unforeseen and very positive result of the word limit. --SB_Johnny talk 19:29, 4 February 2011 (UTC)
 * For prior discussion on the page size issues that SBJ mentions see: Guides for page creation? and Page size warning. --mikeu talk 19:34, 4 February 2011 (UTC)

 * "I understand the need for limits, because excessive text in a section can make the page seem forbidding" That was one of the motivations for why I wanted to try this experiment. I have a theory that we are not getting as much participation from the broader community as we could be getting, in part due to pages that "seem forbidding." In addition to excessive length I also think that structural issues have discouraged participation. It is still early but I am encouraged by the results so far.--mikeu talk 16:14, 9 February 2011 (UTC)

To get back on topic. How about 20 words per sentence and 5 sentences maximum response per question/issue? The limit is than relative to the number of questions/issues brought up. A fixed maximum may be ridiculously small if there are more than a few questions/issues to address. -- dark lama  23:21, 4 February 2011 (UTC)

 * Well, 2 things on that: first, keeping a limit on the number of topics in a particular review would help maintain better focus as well as give the review a finite goal for closure. Second, I think breaking it into a bunch of small limits would make it overly complicated, and also limit one's options on where to focus (for example, one person might want to make a longer statement about issue C and D, but shorter statements about A, B, and E). --SB_Johnny talk 14:57, 5 February 2011 (UTC)

 * Ideally, yes, a particular review is confined to a relatively small topic. This review is more like a brainstorming session, where a lot of ideas might be brought up, and, my opinion, this is better in user space with the user being an ad-hoc chair. I suggest running this like a committee, and the goal of this CR, in situ, is to come up with a report on CR problems and how to fix them. That report will be mentioned in further process. If consensus is clear on something, we (any one of us!) might implement it simply by editing Community Review. We do not need community review if we have consensus. Non-participants here retain their rights, but, if they disagree with what we do there, we should invite them to read the "committee report" and to add comments if anything is missing. We can reconsider. Consensus can change. What must be truly concise and clear would be the report, not necessarily the process that gets us there. The report will refer to the process as needed. It will not be on the same page, I assume. It will be a consensus document, i.e., we should, to the extent possible, all agree on what's in it. Given that a whole universe of arguments can be incorporated by reference, give that what will be reported is the consensus -- or attributed variety of opinion after discussion -- high consensus should be possible.

 * My own comments here, being refactored as needed, will ideally become my own report on the issues raised, after discussion. I will delete all the "process stuff," like the comment about who originated questions 5 and 6, though reference to it may remain in some form. --Abd 16:18, 5 February 2011 (UTC)

 * Are you suggesting that CRs should perhaps start in userspace and only "move over" when they've garnered interest? If so, that seems a very interesting idea.
 * Not sure what you mean by deleting though. --SB_Johnny talk 16:57, 5 February 2011 (UTC)
 * Yes, thanks. Start in user space. In fact, process possibility: user starts CR in own space, functions as default "chair." Can refactor, can request participants to stay away if the user, sole discretion, considers them disruptive. A user may invite specific participation, no harm in "canvassing" here. A user may announce such a CR and invite participation on the Colloquium. Such a user-controlled CR cannot make any decision for the community, as such, because of participation bias as a possibility, and because the user in control might be biased. When the user thinks it ready, the user may then propose a move to mainspace, perhaps even announcing this in the Colloquium. Another regular user must make the move. To place a notice in the site message takes an independent custodian concurring that the CR is worthy of wide attention. That's analogous to an assembly chair placing a committee report on the assembly agenda.
 * Many CRs, started this way, would never make it to the main CR space, and of those which do, only a few might be announced. If a genuine consensus forms in a CR, but no custodian is willing to put it in the site message, a consensus is still a consensus, if formed openly, out of individual control. We just saw a desysop based allegedly on a consensus formed in a CR that was not listed in the site message. (I claim that consensus wasn't shown there, but a 'crat decided that there was, which is how we make such decisions. If no 'crat would act on a CR, but it did, reasonably, show consensus, and after enough time -- two weeks was suggested at meta -- then a steward might act.)
 * So if a user starts a CR in CR space, that would be promptly moved to the user's space, until it gets a second. (Participation would not be considered a second, we will want an explicit certification.)
 * I believe that this is efficient, simple, clear, and safe. It is not censorship, it is, simply, orderly process. If a CR can't get a second, it's almost certainly frivolous. If it can't get a sysop to add it to the site message, it's very unlikely to represent community consensus. (all sysops?).
 * I do recommend that any desysop CR be placed in the site message, upon the approval of a custodian, and that this start the 7-day clock. Any CR moved to CR space should ultimately be closed, to the extent possible. The CR page should classify CRs as "seconded, active," and as "announced, active." Only active CRs should be listed. User space CRs should not be listed, but there might be a category linked on the CR page. So, hey, I'm starting User:Abd/Community Review/Abd. Open for business, to review my probationary custodianship and all the nasty stuff I supposedly did.... Thanks, folks. --Abd 17:30, 5 February 2011 (UTC)

 * "deleting" means that I'll delete my comments in my section, if they aren't relevant to the overall work, in the end, and needed for that. This flat-out doesn't work with threaded discussion, that's why this separate section format is such a good idea. Thanks. --Abd 17:30, 5 February 2011 (UTC)

 * I think most people can stay within my proposed limits without consideration for the limits, which is my intention 12. I think schools can be trusted to know more about this than us. Maybe those limits could be what to aim for, with some flexibility for going a little over. If someone has less to say about an issue or question than they aren't likely to exceed the limit. When someone has more to say, the same problems exist with any limit. I think any limits should be able to be reasonably judged by eye and not require software to double check. -- dark lama  19:55, 5 February 2011 (UTC)

If you use Firefox, try the Word Count Plus add-on. -- Jtneill - Talk - c 23:41, 4 February 2011 (UTC)

 * Cool, thanks! --SB_Johnny talk 14:57, 5 February 2011 (UTC)
 * Not compatible with Firefox 3.6.x, apparently. --Abd 16:23, 5 February 2011 (UTC)

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


text:
Wikiversity:Community Review Policy/Draft

Community Review is a process to review issues of contention at Wikiversity and find solutions through community consensus.

What steps are involved?
In addition to the steps outlined above, at least 3 other people must support the motion during the opening statement for a review to be valid.


text:
Matrices of binary remainders

Research Project: The object is: [a] to be able to distinguish a prime by what it is rather than by what it is not, using purely linear algebraic processes. [b] to be able to factorize a composite into its prime factors not by any trial and error procedure, but directly using linear algebra. This latter object [b] looks to be a very interesting practical problem.

This consists of plotting the amplitudes and arguments of the carefully labeled eigenvalues [zeros] and their corresponding characteristic vectors for each successive MATRIX OF BINARY REMAINDERS so providing an unsophisticated way of accessing the Prime Sequence and the complementary Composite Sequence of Uneven Non-primes. By that is understood: [3, 5, 7, 11, ... ] being the prime sequence and [1, 9, 15, 21, 25, 27, 33, 35, 39 ... ] being the composite sequence of non-prime uneven integers. Even integers cannot be represented as a matrices of binary remainders. Composites of the form: 2^{K}.C, where C comes from the sequence of uneven composites above and K is an integer: [1, 2, ... ] are of no interest in the present context.

The zeros of the eigenvalue equations [and the characteristic vectors and their norms] of the Matrices of Binary Remainders that represent prime numbers are expected to provide an immediate insight into the sequences of the prime and composite numbers.

Each matrix of binary remainders implicitly contains all the information about the interior structure of the uneven integer, prime or composite, that it represents. The coefficients of the descending powers of two, reading from left to right, are either minus unity or plus unity and are the binary remainders found as described below.

There are some immediate results: given that a composite lies between 2^{N} and 2^{N + 1} then the largest prime factor of [2^{N + 1} - 1], given that this uneven number is a composite, then the least composite or prime in this range that is [2^{N} + 1], cannot be a factor of the greatest uneven integer, [2^{N + 1} - 1]. For example, we have proved that thirty-three cannot be a divisor of sixty-three.

From this it follows that the prime factors of any composite between 2^{N} and 2^{N + 1} are less than 2^{N} + 1. These ideas are easily proved.

Proof: try dividing [2^{N + 1} - 1] by two [2]. The quotient is: 2^{N} - 1/2. Now if a number is divided in succession by [a], then by [b] where [b] is greater than [a], then the quotient upon division by [b] is lesser than the quotient upon division by [a]. The least prime factor of a composite: [2^{N + 1} - 1], for some value of N, is three [3]. Division by two gives a quotient of [2^{N} - 1/2], so division by three [3] gives a quotient of less than [2^{N} - 1/2]. Now, division of a composite by a prime factor of at least three [3] gives a quotient that is another uneven integer and this uneven integer has, in view of the above, to be less than [2^{N} + 1]. Consequently, the matrices representing the prime factors of any composite: C, such that: 2^{N} < C < 2^{N + 1} are singular and have fewer than [N + 1] characteristic vectors. This follows from the construction of M.B.R.'s that have at least two identical rows in the matrices that represent the prime factors of the composite C.

From the above results, it follows from the construction of Matrices of Binary Remainders that the M.B.R.'s that represent the prime factors of any composite in the range 2^{N} to 2^{N + 1} are singular and that their characteristic equations have fewer than [N + 1] roots [zeros], apart from some repeated values of zero.

From the above, characteristic vectors of the M.B.R.'s of the prime factors span a subspace of the space of dimension [N + 1}, spanned by the composite, [C] itself, where the composite satisfies the inequalities in the range: 2^{N} < C < 2^{N + 1}.

The matrices: H, square of order [N + 1] defined below, only exist for primes and composites in the above range, and not for the matrices of this order that represent the prime factors. This is because M.B.R's of order [N + 1] by [N + 1] that represent integers that are less than 2^{N} are singular, having at least two identical rows that always include the last row.

There is an isomorphism of the intersection of two vector spaces to the null space of the matrix produced by adjoining the columns of the two sets of vectors constituting the two intersecting vector spaces. This is a very useful theorem. The truth of this statement which is indicated for the present context, but is quite general, is as follows:

A vector in a space may be defined in terms of a linear combination of basis vectors. Given:

[α[1], ... α[K + 1]] is a basis for one vector space and [β[K + 2], ... β[K + N + 3] for another vector space, where the column vectors: α[1], ... β[K + N + 3] have [N + 1] components.

Then, if we can write: x[1].α[1] + ... + x[K + 1].α[K + 1] = x[K + 2].β[K + 2] + ... + x[K + N + 3].β[K + N + 3]

, then the left side and the right side of this equation each represent the same vector that is in the intersection of the spaces spanned by each set of basis vectors. The right side of the above equation is now transposed to the left, giving:

x[1].α[1] + .... x[K + 1].α[K + 1] - x[K + 2].β[K + 2] - ... - x[K + N + 3]β[K + N + 3] = [0]

and the symbol: [0] means the column vector having [N + 1] components, each of value zero.

It follows that the column vector [written as a row]
 * [x[1], ... x[K + 1], - x[K + 2], ... - [K + N + 3]] is in the null space of the matrix produced by adjoining the two sets of column vectors that constitute the two basis sets of the two intersecting vector spaces.

To find the basis of the space of intersection, all that is needed is to find the unknowns: [x[1], ... x[K + 1]] and the unknowns: [x[K + 2], ... x[K + N + 3]]from the adjoined matrix and multiply out the linear combinations of the respective basis sets by the respective set of unknowns that have been found by solving the homogeneous equation. This isomorphism theorem is perfectly general to linear algebra.

The purpose of taking [K + 1] vectors in the first basis and [N + 1] vectors in the second basis is to have the inequality: K < N and have a composite, C satisfying the inequality: 2^{N} < C < 2^{N + 1}. Then if a prime factor, P of C satisfies the inequality: 2^{K} < P < 2^{K + 1}, the prime factor can be represented as a [K + 1] by [K + 1] non-singular matrix of binary remainders, but more pertinently can be represented as an: [N + 1] by [N + 1] singular [B.R.E.] matrix having fewer than [N + 1] proper characteristic vectors, just [K + 1]. This means that the vector space spanned by the [K + 1] characteristic vectors of the B.R.E. representing the prime factor, P is a proper subspace of the [N + 1] characteristic vectors spanning the [N + 1] dimension space, of the B.R.E. representing the composite, C.

In the study of these abstract vector spaces, the prime factors of a composite might just come out in the wash.

Certainly much more could be learned about the prime sequence since each prime number is represented now by a set of characteristic vectors in a hyperspace. There are in fact an infinite number of sets of characteristic vectors that represent the prime sequence, depending on the order: [N + 1] of the largest matrix used to represent the prime sequence up to the largest prime, set by the order of this matrix. For example: the primes: 7919 and 7927 satisfy the inequality:

2^{12} < 7919, 7927, < 2^{13}

so that every prime from three up to to last prime in the above interval could be represented by sets of characteristic column vectors each having thirteen components.

The simplest examples are for the composites: Q = 9, having two identical prime factors and Q = 15, the least composite to have distinct prime factors.

For example, the least composite having distinct prime factors, fifteen [15] is represented by the matrix:

8     4      2       1        8    - 4      2       1         8    - 4    - 2       1        8    - 4    - 2     - 1

This is the smallest matrix that can represent the number fifteen.

The number three [3] is representable by the matrix:

8     - 4       - 2      1      8      - 4       - 2    - 1      8      - 4       - 2    - 1      8      - 4       - 2    - 1

The number five [5] is representable by the matrix:

8     - 4        2     - 1      8      - 4      - 2       1      8      - 4      - 2     - 1      8      - 4      - 2     - 1

The above matrices representing the prime factors three and five are of larger order than the minimum required to represent these numbers. This is so that a proper comparison can be made with the matrix representing the number fifteen. An inspection of the eigenvalues and characteristic vectors of the matrices of the same order [four by four] as above, that represent the numbers three and five and comparison with the eigenvalues and characteristic vectors of the above matrix representing fifteen may reveal the factorization of the number fifteen. If this proves to be the case, then in principle any composite of any finite magnitude could be resolved into its prime factors purely by the processes of linear algebra. A question arises as to whether the characteristic vectors are orthogonal or not. If not, then the characteristic vectors can be made orthogonal by the Gram-Schmidt algorithm.

An outline of the process to find these matrices is as follows: An example of such a matrix is: D[4, 11] uniquely representing the number 21. Writing the row: [21, 11, 5, 3, 1] as a column in explicit binary, the matrix of binary digits B[4, 11] is

16      0       4       0       1      0       8       0       2       1      0       0       4       0       1      0       0       0       2       1      0       0       0       0       1

Noting the diagonal pattern.

The corresponding matrix of binary remainders D[4, 11] is:

16       8      - 4       2       - 1    16      - 8        4     - 2         1    16      - 8      - 4       2       - 1    16      - 8      - 4     - 2         1    16      - 8      - 4     - 2       - 1

Again, noting the diagonal pattern. The sums of the elements of the corresponding rows of the matrices above, are the same. The assertion is that any uneven integer can be uniquely represented by a non-singular matrix of binary digits: B[N, n] having [N + 1] rows and [N + 1] columns and a non-singular dual matrix D[N, n] having [N + 1] rows and [N + 1] columns, the latter containing no elements of value zero, as in the latter matrix in the above example. The uneven integer: Q[N, n] = [2.n - 1], n = 1, 2, ... where Q[N, n] satisfies the inequalities: 2**{N} < Q[N, n] < 2**{N + 1} is such a number. The lower limit on [n] is given by 2.n[minimum] - 1 = 2**{N} + 1 and the upper limit on [n] is given by 2.n[maximum] - 1 = 2**{N + 1} - 1, to be consistent with the inequalities above. [It is better to define an uneven integer as: Q[N, n] = [2.n - 1] because then the integer: [n] is the ordinal in which the integer: Q[N, n] occurs rather than setting: Q[N, n] = [2.n + 1] The the lower and upper limits of the integer [n] in the above inequalities are different when the expression: [2.n + 1 is used. Subsequent to Q[N, n], the remaining rows of the above matrices are given by iteration of: Q[N - 1] = 1/2[Q[n, N] - [i]**{1 + Q[n, N]}]

Imaginary [i] satisfies: [i]**{2} = - 1. counting down to: Q[0] = 1/2[Q[1] - [i]**{1 + Q[1]}],

Invariably, Q[1] = 3 and Q[0] = 1. The general remainder: r[j - 1] = [i]**{1 + Q[j]} Q[N] is identifiable with Q[N, n].

Each row is in explicit binary [having the powers of two in place]. The general matrix of binary digits B[N, n] is easily found from the pattern produced by iteration. The general matrix of binary remainders derived below, can easily be found by writing Q[N, n] = 2**{N} + b[N - 1].2**{N - 1} + ... + b[k].2**{k} + ... + b[0] The terms on the right of the above equation gives the elements of the first row of the matrix: B[N, n]. Thus b[1, 1] = 2**{N}, b[1, 2] = b[N - 1].2**{N - 1}, ... b[1, N] = b[1].2**{1}, b[1, [N + 1]] = 1. By inspection of an example, Q[N - 1] = 2**{N - 1] + b[N - 1].2**{N - 2} + ... + b[2].2**{1} + 1 The elements of the second row of B[N, n] are: b[2, 1] = 0, b[2, 2] = 2**{N - 1}, b[2, 3] = b[N - 1].2**{N - 2}, b[2, N] = b[2].2**{1}, b[2, [N + 1]] = 1 The pattern is seen by inspection of a simple example of a binary digit matrix as B[4, 11] above, looking at lines of elements parallel to the principal diagonal. Finally since Q[0] = 1, the elements of the last row of B[n, N] are: bN + 1], 1] = 0, ... b[N + 1], N = 0, bN + 1], [N + 1 = 1. The binary coefficient: b[N] = 1, the most significant digit and b[0] = 1 since Q[N, n] is uneven. Using the formula connecting the binary digits to the binary remainders: b[k] = [1/2].[r[N - k] + 1]

and substituting for b[k] into the above expression for Q[N, n] gives Q[N, n] in terms of its remainders. Each term of this new equation becomes an element of the first row of D[N, n]. Note that r[N] = 1 corresponding to b[0] = 1 and r[0] = 1 corresponding to b[N] = 1. The remaining rows of D[N, n] are found from the pattern indicated by elements in lines parallel to the principal diagonal elements taken from a simple case for example. Only the remainders: r[1], ... r[N - 1] vary in the interval: 2**{N} to 2**{N + 1}. Q[N, n] in terms of its remainders is:

Q[N, n] = 2**{N} + 2**{N - 1} + r[1].2**{N - 2} + ... + r[N - 1] Q[N - 1] in terms of its remainders is:

Q[N - 1] = 2**{N} - 2**{N - 1} + 2**{N - 2} + r[1].2**{N - 3} + ... + r[N - 2]

The two above equations establish the pattern for the matrix D[N, n]

and the last row of D[N, n] is given by:

Q[0] = 2**{N} - 2**{N - 1} - 2**{N - 2} - ... - 1

The elements d[i, j] of D[n, N] are: d[1, 1] = 2**{N}, d[1, 2] = 2**{N - 1}, d[1, 3] = r[1].2**{N - 3}, ... d[1, [N + 1]] = r[N - 1] d[2, 1] = 2**{N}, d[2, 2] = - 2**{N - 1}, d[2, 3] = 2**{N - 2}, d[2, 4] = r[1].2**{N - 3}, ... d[2, [N + 1]] = r[N - 2] and following the pattern, dN + 1], 1] = 2**{N}, d[[N + 1], 2] = - 2**{N - 1}, ... d[[N + 1], [N + 1 = - 1

Evidently, the rules of linear algebra are applicable to the matrices B[N, n] and to its dual D[N, n]. [Dual in the sense that the algebraic sum of a row of D is the same as the algebraic sum of the corresponding row of B.]

The non-singularity of the matrix B[N, n] is self-evident since B[N, n] has zero elements below the principal diagonal, exclusively and non-zero elements on the principal diagonal. Consequently, the determinant: |B[N, n]| is non-zero and therefore equivalently, the matrix B[N, n] is non-singular.

The proof that the matrix D[N, n] is non-singular is very straight forward. First taking the above matrix D[4, 11] as an example: Row [1] of |D| is row [1] of the transformed determinant |D|. That is row [1] is unchanged in the determinant: |D[4, 11]|. Next, Row [4], the last but one row of the matrix D has its elements multiplied by - 1 and these are added to the elements of the fifth and last row, row [5] so giving the following transformed row [5] of the determinant |D|:

0       0         0        0        - 2

Next, the elements of row [3] of the matrix D are multiplied by - 1 and these are added to the corresponding elements of row [4] of the [original] matrix D. This gives the transformed row [4] of the determinant: |D|:

0        0         0      - 4          2

Next, the elements of row [2] are multiplied by - 1 and added to the corresponding elements of row [3] [of the original] matrix |D|. This gives the transformed row [3] of the determinant |D|:

0        0       - 8        4        - 2

Finally in this example, the elements of row [1] of the matrix D are multiplied by - 1 and are added to the corresponding elements of row [2] [of the original] matrix D. These become the elements of the transformed row [2] of the determinant |D|:

0      - 16        8      - 4          2

And the first of the matrix D was unchanged giving the first row of the determinant |D|.

Writing out the rows of the determinant |D| in the proper order, we have:

16         8         - 4         2       - 1        0       - 16           8       - 4         2        0          0         - 8         4       - 2        0          0           0       - 4         2        0          0           0         0       - 2 The transformed determinant |D| is evidently non-zero by the same argument that applied to the determinant of the matrix |B| and consequently the matrix: D[4, 11] is non-singular.

General proof of the non-singularity of the matrix of binary remainders: D[N, n] The very same process as for D[4, 11] applied to the general matrix D[N, n] leaves the first row of the transformed determinant |D[N, n]| unchanged as before. Row [N] of the matrix elements of D[N, n] is multiplied by - 1 and added to the last row, row [N + 1] of the corresponding elements of D[N, n] giving the last row, row [N + 1] of the transformed determinant |D[N, n]| which is:

0    0     0    ...  0  ...   - 2,

there being N zero elements followed by the element [N + 1, N + 1] in the last row and last column of |D|. Next, row [N - 1] is multiplied by - 1 and added to row [N] of [the original] matrix D[N, n]. This process is continued until row [1], multiplied by - 1 is added to row [2] [of the original] matrix D. We are left with a determinant |D[N, n]| where the [N + 1] entries on the principal diagonal are non-zero and every entry below the principal diagonal is zero. The determinant |D| is non-zero in value and therefore the matrix D[N, n] is non-singular.

The process of proving the non-singularity of D[N, n] leads to a much simplified form of the determinant: |D[N, n, x| of the eigenvalue matrix equation: D.X = λ.X facilitating the derivation of the characteristic equation. Example [1] The first non-degenerate eigenvalue determinant is for Q[1, 2] = 3 This is: |D[1, 2, x]| = |[2 - x]  1        | |  2     [- 1 - x] | Adding minus one times row one to row two gives:

|D[1, 2, x]| = | [2 - x]   1      | |   x     [- 2 - x]|

Example [2] Q[4, 16] = 31 The process of adding the negative of the row above a particular row to that row is repeated as above in Example [1]. The primitive form of the determinant of: D[4, 16] is:

|  16       [- 8 - x]        4            2          1     | |  16        - 8          [- 4 - x]       2          1     | |  16        - 8           - 4         [- 2 - x]     1     | |  16        - 8           - 4          - 2       [- 1 - x]|
 * D[4, 16, x]]| = |[16 - x]      8             4            2          1     |

The determinant: |D[4, 16, x]| becomes: |[16 - x]     8           4          2          1    | |   x     [- 16 - x]      0          0          0    | |   0         x        [- 8 - x]     0          0    | |   0         0           x       [- 4 - x]     0    | |   0         0           0          x      [- 2 - x]|

The procedure for finding the simplest form of the determinant characteristic equation as in Example [2] above from the primitive form of the matrix: D[N, n, x] can be reversed by starting from unaltered row 1 and finally adding the negative of row [N} to row [N + 1]. Setting x = 0 in the simplest form of the determinant evidently proves the non-singularity of the matrix: D[4, 16] and likewise in the general case of the matrix: D[N, n]. ........

A matrix H can be defined that transforms B into D, thus:

H.B = D

This implies that H = D.[B**{ - 1}] and B = H**{ - 1}.D and H**{ - 1} = B.D**{ - 1}.

An example of the matrix H is H[4, 16] representing Q[4, 16] = 31 This matrix is: 1      0      0       0      0                      1     - 2      2       0      0                     1     - 2      0       2      0                     1     - 2      0       0      2                     1     - 2      0       0      0

having three zeros on the principal diagonal, yet non-singular. This required first finding [B[4, 16]]**{ - 1}], found by solving twenty-five very simple equations for the elements of the inverse matrix and finding D[4, 16]. The matrices of transition, H of the examples worked out, have one real eigenvalue unity [1] and the remaining complex eigenvalues lie on a circle, center the origin and radius two units. Presently, there are no results for the eigenvalues of H**{ - 1} for any instances. The research consists in finding and plotting the eigenvalues labelled according to the Q[N, n] to which they relate and finding the norms of the corresponding characteristic vectors of the matrix of binary digits B[N, n] and the matrix of binary remainders D[N, n] and other related matrices such as: B.D.B**{ - 1}, D.B.D**{ - 1}, H and H**{ - 1} etc. and interpreting the results. The amplitudes [moduli] of the complex eigenvalues and their multiplicities if such exist of the above matrices may have significance in the present context. Much insight can be gained by working on matrices of the least orders. such as: B[1, 2], D[1, 2] representing Q[[1, 2] = 3

That is B[1, 2] is 2   1 and D[1, 2] is 2    1 0   1                2  - 1

The eigenvalue equation for D[1, 2] is: x**{2} - x - 4 = 0 The zeros of D[N, n] may be generally designated as: x[N, n, 1], ... x[N, n, [N + 1]] since the eigenvalue equation of D[N, n] is of degree: [N + 1]. In the case of D[1, 2], x[1, 2, 1] = 2.561552813 and x[1, 2, 2] = - 1.561552813

The matrix B[2, 3] is 4   0    1 and D[2, 3] is 4     2   - 1 0   2    1                4   - 2     1                      0    0    1                4   - 2   - 1

The eigenvalue equation for D[2, 3] is: x**{3} - x**{2} - 12.x - 32 = 0 The eigenvalues for D[2, 3] are: x[3, 2, 1] =  4.842584649 x[3, 2, 2] = - 1.921292324 + 1.707828222.i                                x[3, 2, 3] = - 1.921292324 - 1.707828222.i

The matrix B[2, 4] is 4  2   1  and D[2, 4] is 4    2    1 0  2   1                 4  - 2    1                      0   0   1                 4  - 2  - 1

The eigenvalue equation for D[2, 4] is: x**{3} - x**{2} - 20.x - 32 = 0 The eigenvalues for D[2, 4] are: x[4, 2, 1] =  5.595924581 x[4, 2, 2] = - 2.29796229 + 0.6616771461.i                                x[4, 2, 3] = - 2.29796229 - 0.6616771461.i

The eigenvalues of B[N, n] are mathematically trivial but not necessarily, the norms of the corresponding characteristic vectors. The Dual Matrices of Binary Remainders have been found in every instance to be non-singular as proved above, that is the matrices are invertible and the reciprocal matrices can be found. The non-singularity of B[N, n] was self evident. The research consists in finding and plotting the labelled [Am. labeled] eigenvalues particularly and the characteristic vectors, principally of the the Dual Matrices of Binary Remainders and relating these to the uneven integers that are represented by the matrices. The cases of N = 2 and at most N = 4 can be worked out on paper, just about. Realistically, for the case of N = 5 and beyond, computer programs are needed to expedite the research.SHAWWPG19410425 (talk) 18:48, 8 June 2012 (U.T.C.)SHAWWPG19410425 (talk) 21:59, 1 June 2012 (U.T.C.)SHAWWPG19410425 (talk) 21:51, 20 December 2012 (U.T.C.)

SHAWWPG19410425 00:51, 3 February 2011 (U.T.C.)SHAWWPG19410425 01:11, 3 February 2011 (U.T.C.)SHAWWPG19410425 13:31, 3 February 2011 (UTC)SHAWWPG19410425 17:22, 5 February 2011 (UTC)SHAWWPG19410425 19:31, 5 February 2011 (UTC)SHAWWPG19410425 12:57, 6 February 2011 (UTC)SHAWWPG19410425 11:59, 7 February 2011 (UTC)SHAWWPG19410425 12:04, 7 February 2011 (UTC)SHAWWPG19410425 10:06, 3 March 2011 (UTC)SHAWWPG19410425 12:38, 19 March 2011 (UTC)SHAWWPG19410425 21:43, 27 March 2011 (UTC)SHAWWPG19410425 14:47, 31 March 2011 (UTC)SHAWWPG19410425 18:50, 31 March 2011 (UTC)SHAWWPG19410425 11:47, 5 April 2011 (UTC)SHAWWPG19410425 (talk) 19:01, 20 December 2012 (U.T.C.)SHAWWPG19410425 (talk) 21:51, 20 December 2012 (U.T.C.)SHAWWPG19410425 (talk) 12:33, 9 January 2013 (U.T.C.) β

title: Matrices of binary remainders


title: File:Fe1.s11.mtg15.djvu


title: File:Nm1.s11.mtg15.djvu


text:
Talk:University of Canberra/RCC2010/Conversations behind wikis

Could someone add identifiers to the names in this document? e.g., who is Gruen Nation, Mark, Bob, Andrew, etc.? -- Llywrch 02:08, 3 February 2011 (UTC)

 * Filled in a few of the gaps that I could. I didn't attend this session to know.  (And I didn't take pics of it. :/ )  Yes We Canberra is a political skit show in Australia. --LauraHale 03:41, 3 February 2011 (UTC)


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 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 05:40, 3 February 2011 (UTC)

title: User talk:Nareshgvp


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

Doelstellingen
Het centrale thema van het Engineering Experience 4 - project is “Make stuff work”. Het team ontwerpt en bouwt een “Small Solar Vehicle”(SSV) rekening houdend met een budget. Ieder team krijgt hiervoor een zonnepaneel en een motor ter beschikking. Deze wagen wordt ook onderworpen aan een reeks testen en zijn gedrag wordt voorspeld, enerzijds met behulp van handmatige berekeningen, anderzijds met behulp van simulatiesoftware. Als afsluiter wordt er een “solar-race” georganiseerd waaraan ieder team met hun SSV zal deelnemen. Bovendien vallen er punten te rapen in een aantal bijkomende nevenklassementen. In een tweede luik voert het team een kritische analyse uit op het SSV en de bestaande Umicar, een racewagen op zonne-energie gebouwd door masterstudenten van Groep T. De analyse gebeurt in de vakdomeinen: aërodynamica, dynamica, sterkteleer, materiaalkunde, wiskunde, energie. Daarnaast dient het team een strategisch marketingplan op te stellen voor een waarheidsgetrouw miniatuurmodel van de “Umicar”.

foto's

 * enkele sfeerbeelden van de race (mei 2011).
 * verkiezing van de schoonheids- en innovativiteitsprijs
 * enkele sfeerbeelden van de race (mei 2013).

Links en referenties
Each project/lesson/activity may have a suggested reading selection.
 * The original tour for newcomers
 * Hoe een pagina editeren ?
 * Getting started with Simulink
 * English version

Hoorcolleges

 * Seminarie 1 (week 1): Inleiding
 * Seminarie 2 (week 2): Presentatie over zonnepaneel en DC-motor
 * Seminarie 3 (week 3): Presentatie over overbrengingsverhouding en racestrategie
 * Seminarie 4 (week 4): Presentatie over Matlab-Simulink
 * Seminarie 5 (week 5): Fablab

Groepen 2014

 * / 2014: Team AM1 /
 * / 2014: Team AM2 /
 * / 2014: Team AM3 /
 * / 2014: Team AM4 /
 * / 2014: Team AM5 /
 * / 2014: Team AM6 /
 * / 2014: Team PM1 /
 * / 2014: Team PM2 /
 * / 2014: Team PM3 /
 * / 2014: Team PM4 /
 * / 2014: Team PM5 /
 * / 2014: Team PM6 /
 * / 2014: Team PM7 /
 * / 2014: Team PM8 /
 * / 2014: Team PM9 /
 * / 2014: Team PM10 /
 * / 2014: Team PM11 /

Groepen 2013

 * / 2013: Team AM1 /
 * / 2013: Team AM2 /
 * / 2013: Team AM3 /
 * / 2013: Team AM4 /
 * / 2013: Team AM5 /
 * / 2013: Team AM6 /
 * / 2013: Team AM7 /
 * / 2013: Team AM8 /
 * / 2013: Team AM9 /
 * / 2013: Team AM10 /
 * / 2013: Team AM11 /
 * / 2013: Team AM12 /
 * / 2013: Team AM13 /
 * / 2013: Team AM14 /
 * / 2013: Team PM1 /
 * / 2013: Team PM5 /
 * / 2013: Team PM6 /
 * / 2013: Team PM7 /
 * 2013: Team PM8
 * / 2013: Team PM9 /
 * / 2013: Team PM10 /
 * / 2013: Team PM11 /
 * / 2013: Team PM12 /
 * / 2013: Team PM13 /
 * / 2013: Team PM14 /
 * / 2013: Team PM15 /
 * / 2013: Team PM16 /
 * / 2013: Team PM17 /

Groepen 2012

 * / 2012: Team AM1 /
 * / 2012: Team AM2 /
 * / 2012: Team AM3 /
 * / 2012: Team AM4 /
 * / 2012: Team AM5 /
 * / 2012: Team AM6 /
 * / 2012: Team AM7 /
 * / 2012: Team PM1 /
 * / 2012: Team PM2 /
 * / 2012: Team PM3 /
 * / 2012: Team PM4 /
 * / 2012: Team PM5 /
 * / 2012: Team PM6 /
 * / 2012: Team PM7 /
 * / 2012: Team PM8 /
 * / 2012: Team PM9 /

Groepen 2011

 * 2011: Team AM1
 * 2011: Team AM2
 * 2011: Team AM3
 * 2011: Team AM4
 * 2011: Team AM5
 * 2011: Team AM6
 * 2011: Team AM7
 * 2011: Team PM1
 * 2011: Team PM2
 * 2011: Team PM3
 * 2011: Team PM4
 * 2011: Team PM5
 * 2011: Team PM6
 * 2011: Team PM7


text: Template:Fraction

title: Template:Fraction


text:
SU(2)

 * The following is modified from SU(2).

In mathematics, the special unitary group of degree n, denoted SU(n), is the group of n×n unitary matrices with determinant 1. The group operation is that of matrix multiplication. The special unitary group is a subgroup of the unitary group U(n), consisting of all n×n unitary matrices, which is itself a subgroup of the general linear group GL(n, C).

The SU(n) groups find wide application in the Standard Model of particle physics, especially SU(2) in the electroweak interaction and SU(3) in QCD.

The simplest case, SU(1), is the trivial group, having only a single element. The group SU(2) is isomorphic to the group of quaternions of absolute value 1, and is thus diffeomorphic to the 3-sphere. Since unit quaternions can be used to represent rotations in 3-dimensional space (up to sign), we have a surjective homomorphism from SU(2) to the rotation group SO(3) whose kernel is $$\{+I, -I\}$$.

Properties
The special unitary group SU(n) is a real matrix Lie group of dimension n2− 1. Topologically, it is compact and simply connected. Algebraically, it is a simple Lie group (meaning its Lie algebra is simple; see below). The center of SU(n) is isomorphic to the cyclic group Zn. Its outer automorphism group, for n ≥ 3, is Z2, while the outer automorphism group of SU(2) is the trivial group.

The SU(n) algebra is generated by n2 operators, which satisfy the commutator relationship (for i,j,k,l = 1, 2, ..., n)

 * $$\left [ \hat{O}_{ij}, \hat{O}_{kl} \right ] = \delta_{jk} \hat{O}_{il} - \delta_{il} \hat{O}_{kj}.$$

Additionally, the operator

 * $$\hat{N} = \sum_{i=1}^n \hat{O}_{ii}$$

satisfies

 * $$\left [ \hat{N}, \hat{O}_{ij} \right ] = 0$$

which implies that the number of independent generators of SU(n) is n2-1.

Generators
In general the infinitesimal generators of SU(n), T, are represented as traceless hermitian matrices. I.e:

 * $$\operatorname{tr}(T_a) = 0 \,$$

and
 * $$ T_a = T_a^\dagger. \,$$

Fundamental representation
In the defining or fundamental representation the generators are represented by n×n matrices where:
 * $$T_a T_b = \frac{1}{2n}\delta_{ab}I_n + \frac{1}{2}\sum_{c=1}^{n^2 -1}{(if_{abc} + d_{abc}) T_c} \,$$
 * where the f are the structure constants and are antisymmetric in all indices, whilst the d are symmetric in all indices.

As a consequence:
 * $$\left[T_a, T_b\right]_+ = \frac{1}{n}\delta_{ab} I_n+ \sum_{c=1}^{n^2 -1}{d_{abc} T_c} \,$$
 * $$\left[T_a, T_b \right]_- = i \sum_{c=1}^{n^2 -1}{f_{abc} T_c}. \,$$

We also have
 * $$\sum_{c,e=1}^{n^2 -1}d_{ace}d_{bce}= \frac{n^2-4}{n}\delta_{ab} \,$$

as a normalization convention.

Adjoint representation
In the adjoint representation the generators are represented by $$(n^2-1)$$ $$n$$×$$n$$ matrices whose elements are defined by the structure constants:
 * $$ (T_a)_{jk} = -if_{ajk}. \,$$

SU(2)

 * $$\operatorname{SU}_2(\mathbb{C})$$ and $$\mathfrak{su}_2(\mathbb{C})$$

A general matrix element of $$\operatorname{SU}_2(\mathbb{C})$$ takes the form

 * $$U =

\begin{pmatrix} \alpha&-\overline{\beta}\\ \beta&\overline{\alpha} \end{pmatrix}$$

where $$\alpha,\beta\in\mathbb{C}$$ such that $$|\alpha|^2 + |\beta|^2 = 1$$. We can consider the following map $$\varphi : \mathbb{C}^2 \to \operatorname{M}(2,\mathbb{C})$$, (where $$\operatorname{M}(2,\mathbb{C})$$ denotes the set of 2 by 2 complex matrices), defined in the obvious way by

\varphi(\alpha,\beta) = \begin{pmatrix} \alpha&-\overline{\beta}\\ \beta&\overline{\alpha} \end{pmatrix}. $$

By considering $$\mathbb{C}^2$$ diffeomorphic to $$\mathbb{R}^4$$ and $$\operatorname{M}(2,\mathbb{C})$$ diffeomorphic to $$\mathbb{R}^8$$ we can see that $$\varphi$$ is an injective real linear map and hence an embedding. Now considering the restriction of $$\varphi$$ to the 3-sphere, denoted $$S^3$$, we can see that this is an embedding of the 3-sphere onto a compact submanifold of $$\operatorname{M}(2,\mathbb{C})$$. However it is also clear that $$\varphi(S^3) = \operatorname{SU}_2(\mathbb{C})$$. Therefore as a manifold we have $$S^3$$ is diffeomorphic to $$\operatorname{SU}_2(\mathbb{C})$$ and so $$\operatorname{SU}_2(\mathbb{C})$$ is a compact, connected Lie group.

Now considering the Lie algebra $$\mathfrak{su}_2(\mathbb{C})$$, a general element takes the form

U' = \begin{pmatrix} ix & -\overline{\beta}\\ \beta & -ix \end{pmatrix} $$

where $$x \in \mathbb{R}$$ and $$\beta \in \mathbb{C}$$. It is easily verified that matrices of this form have trace zero and are antihermitian. The Lie algebra is then generated by the following matrices

u_1 = \begin{pmatrix} 0 & i\\ i & 0 \end{pmatrix} \qquad u_2 = \begin{pmatrix} 0 & -1\\ 1 & 0 \end{pmatrix} \qquad u_3 = \begin{pmatrix} i & 0\\ 0 & -i \end{pmatrix} $$

which are easily seen to have the form of the general element specified above. These satisfy the relations $$u_3u_2 = -u_2u_3 = -u_1$$ and $$u_2u_1 = -u_1u_2 = -u_3$$. The commutator bracket is therefore specified by

[u_3,u_1]=2u_2, \qquad [u_1,u_2] = 2u_3, \qquad [u_2,u_3] = 2u_1. $$

The above generators are related to the Pauli matrices by $$u_1 = i\sigma_1$$, $$u_2 = -i\sigma_2$$ and $$u_3 = i\sigma_3$$.

SU(3)
The generators of $$\mathfrak{su}$$(3), T, in the defining representation, are:
 * $$T_a = \frac{\lambda_a }{2}.\,$$

where $$\lambda \,$$, the Gell-Mann matrices, are the SU(3) analog of the Pauli matrices for SU(2):

 * {| border="0" cellpadding="5" cellspacing="0"

 * $$\lambda_1 = \begin{pmatrix} 0 & 1 & 0 \\ 1 & 0 & 0 \\ 0 & 0 & 0 \end{pmatrix}$$
 * $$\lambda_2 = \begin{pmatrix} 0 & -i & 0 \\ i & 0 & 0 \\ 0 & 0 & 0 \end{pmatrix}$$
 * $$\lambda_3 = \begin{pmatrix} 1 & 0 & 0 \\ 0 & -1 & 0 \\ 0 & 0 & 0 \end{pmatrix}$$
 * $$\lambda_4 = \begin{pmatrix} 0 & 0 & 1 \\ 0 & 0 & 0 \\ 1 & 0 & 0 \end{pmatrix}$$
 * $$\lambda_5 = \begin{pmatrix} 0 & 0 & -i \\ 0 & 0 & 0 \\ i & 0 & 0 \end{pmatrix}$$
 * $$\lambda_6 = \begin{pmatrix} 0 & 0 & 0 \\ 0 & 0 & 1 \\ 0 & 1 & 0 \end{pmatrix}$$
 * $$\lambda_7 = \begin{pmatrix} 0 & 0 & 0 \\ 0 & 0 & -i \\ 0 & i & 0 \end{pmatrix}$$
 * $$\lambda_8 = \frac{1}{\sqrt{3}} \begin{pmatrix} 1 & 0 & 0 \\ 0 & 1 & 0 \\ 0 & 0 & -2 \end{pmatrix}.$$
 * }
 * $$\lambda_8 = \frac{1}{\sqrt{3}} \begin{pmatrix} 1 & 0 & 0 \\ 0 & 1 & 0 \\ 0 & 0 & -2 \end{pmatrix}.$$
 * }
 * }

Note that they are all traceless Hermitian matrices as required.

These obey the relations
 * $$\left[T_a, T_b \right] = i \sum_{c=1}^8{f_{abc} T_c} \,$$

where the f are the structure constants, as previously defined, and have values given by
 * $$f_{123} = 1 \,$$
 * $$f_{147} = -f_{156} = f_{246} = f_{257} = f_{345} = -f_{367} = \frac{1}{2} \,$$
 * $$f_{458} = f_{678} = \frac{\sqrt{3}}{2}, \,$$

and all other $$f_{abc}$$ not related to these by permutation are zero.

The d take the values:
 * $$d_{118} = d_{228} = d_{338} = -d_{888} = \frac{1}{\sqrt{3}} \,$$
 * $$d_{448} = d_{558} = d_{668} = d_{778} = -\frac{1}{2\sqrt{3}} \,$$
 * $$d_{146} = d_{157} = -d_{247} = d_{256} = d_{344} = d_{355} = -d_{366} = -d_{377} = \frac{1}{2}. \,$$

Lie algebra
The Lie algebra corresponding to SU(n) is denoted by $$\mathfrak{su}(n)$$. Its standard mathematical representation consists of the traceless antihermitian $$n \times n$$ complex matrices, with the regular commutator as Lie bracket. A factor $$i$$ is often inserted by particle physicists, so that all matrices become Hermitian. This is simply a different, more convenient, representation of the same real Lie algebra. Note that $$\mathfrak{su}(n)$$ is a Lie algebra over $$\mathbb{R}$$.

For example, the following antihermitian matrices used in quantum mechanics form a basis for $$\mathfrak{su}(2)$$ over $$\mathbb{R}$$:
 * $$i\sigma_x = \begin{bmatrix} 0 & i \\ i & 0 \end{bmatrix}$$
 * $$i\sigma_y = \begin{bmatrix} 0 & 1 \\ -1 & 0 \end{bmatrix}$$
 * $$i\sigma_z = \begin{bmatrix} i & 0 \\ 0 & -i \end{bmatrix}$$

(where $$i$$ is the imaginary unit.)

This representation is often used in quantum mechanics (see Pauli matrices and Gell-Mann matrices), to represent the spin of fundamental particles such as electrons. They also serve as unit vectors for the description of our 3 spatial dimensions in quantum relativity.

Note that the product of any two different generators is another generator, and that the generators anticommute. Together with the identity matrix (times $$i$$),
 * $$ i I_2 = \begin{bmatrix} i & 0 \\ 0 & i \end{bmatrix}$$

these are also generators of the Lie algebra $$\mathfrak{u}(2)$$.

Here it depends of course on the problem whether one works finally, as in non-relativistic quantum mechanics, with 2-spinors; or, as in the relativistic Dirac theory, one needs an extension to 4-spinors; or in mathematics even to Clifford algebras.

Note: make clearer the fact that under matrix multiplication (which is anticommutative in this case), we generate the Clifford algebra $$\mathrm{Cl}_3$$, whereas you generate the Lie algebra $$\mathfrak{su}(2)$$ with commutator brackets instead.

Back to general $$\mathrm{SU}(n)$$:

If we choose an (arbitrary) particular basis, then the subspace of traceless diagonal $$n \times n$$ matrices with imaginary entries forms an $$n - 1$$ dimensional Cartan subalgebra.

Complexify the Lie algebra, so that any traceless $$n \times n$$ matrix is now allowed. The weight eigenvectors are the Cartan subalgebra itself and the matrices with only one nonzero entry which is off diagonal. Even though the Cartan subalgebra $$\mathrm{h}$$ is only $$n - 1$$ dimensional, to simplify calculations, it is often convenient to introduce an auxiliary element, the unit matrix which commutes with everything else (which should not be thought of as an element of the Lie algebra!) for the purpose of computing weights and that only. So, we have a basis where the $$i$$th basis vector is the matrix with $$1$$ on the $$i$$th diagonal entry and zero elsewhere. Weights would then be given by $$n$$ coordinates and the sum over all $$n$$ coordinates has to be zero (because the unit matrix is only auxiliary).

So, $$\mathrm{SU}(n)$$ has a rank of $$n - 1$$ and its Dynkin diagram is given by $$A_{n - 1}$$, a chain of $$n - 1$$ vertices.

Its root system consists of $$n(n - 1)$$ roots spanning a $$n - 1$$ Euclidean space. Here, we use $$n$$ redundant coordinates instead of $$n - 1$$ to emphasize the symmetries of the root system (the $$n$$ coordinates have to add up to zero). In other words, we are embedding this $$n - 1$$ dimensional vector space in an $$n$$-dimensional one. Then, the roots consists of all the $$n(n - 1)$$ permutations of $$(1, -1, 0, \dots, 0)$$. The construction given two paragraphs ago explains why. A choice of simple roots is
 * $$(1, -1, 0, \dots, 0),\ $$
 * $$(0, 1, -1, \dots, 0),\ $$
 * …,
 * $$(0, 0, 0, \dots, 1, -1).\ $$

Its Cartan matrix is
 * $$ \begin{pmatrix} 2 & -1 & 0 & \dots & 0 \\-1 &  2 & -1 & \dots & 0 \\ 0 & -1 &  2 & \dots &  0 \\ \vdots & \vdots & \vdots & \ddots & \vdots \\ 0 & 0 & 0 & \dots & 2 \end{pmatrix}.\ $$

Its Weyl group or Coxeter group is the symmetric group $$S_n$$, the symmetry group of the $$(n - 1)$$-simplex.

Generalized special unitary group
For a field F, the generalized special unitary group over F, SU(p,q;F), is the group of all linear transformations of determinant 1 of a vector space of rank n = p + q  over F which leave invariant a nondegenerate, Hermitian form of signature (p, q). This group is often referred to as the special unitary group of signature p q over F. The field F can be replaced by a commutative ring, in which case the vector space is replaced by a free module.

Specifically, fix a Hermitian matrix A of signature p q in GL(n,R), then all

 * $$M \in SU(p,q,R)$$

satisfy

 * $$M^{*} A M = A \,$$

 * $$\det M = 1. \,$$

Often one will see the notation $$SU_{p,q}$$ without reference to a ring or field, in this case the ring or field being referred to is C and this gives one of the classical Lie groups. The standard choice for A when F = C is

A = \begin{bmatrix} 0 & 0 & i \\ 0 & I_{n-2} & 0 \\ -i & 0 & 0 \end{bmatrix}. $$ However there may be better choices for A for certain dimensions which exhibit more behaviour under restriction to subrings of C.

Example
A very important example of this type of group is the Picard modular group SU(2,1;Z[i]) which acts (projectively) on complex hyperbolic space of degree two, in the same way that SL(2,Z) acts (projectively) on real hyperbolic space of dimension two. In 2003 Gábor Francsics and Peter Lax computed a fundamental domain for the action of this group on $$HC^2$$, see. Another example is SU(1,1;C) which is isomorphic to SL(2,R).

Important subgroups
In physics the special unitary group is used to represent bosonic symmetries. In theories of symmetry breaking it is important to be able to find the subgroups of the special unitary group. Subgroups of SU(n) that are important in GUT physics are, for p>1, n-p>1:

SU(n) \supset SU(p)\times SU(n-p) \times U(1). $$ For completeness there are also the orthogonal and symplectic subgroups:

SU(n) \supset O(n) $$

SU(2n) \supset USp(2n). $$ Since the rank of SU(n) is n-1 and of U(1) is 1, a useful check is that the sum of the ranks of the subgroups is less than or equal to the rank of the original group. SU(n) is a subgroup of various other lie groups:

SO(2n) \supset SU(n) $$

USp(2n) \supset SU(n) $$

Spin(4) = SU(2) \times SU(2) $$ (see Spin group)

E_6 \supset SU(6) $$

E_7 \supset SU(8) $$

G_2 \supset SU(3) $$ (see Simple Lie groups for E6, E7, and G2). There are also the identities SU(4)=Spin(6), SU(2)=Spin(3)=USp(2) and U(1)=Spin(2)=SO(2).

One should finally mention that SU(2) is the double covering group of SO(3), a relation that plays an important role in the theory of rotations of 2-spinors in non-relativistic quantum mechanics.

title: SU(2)


text: How going open with Moodle can save staff time


text: Category:Template

title: Category:Template


text: Category:Formatting template

title: Category:Formatting template


text: Template:Title

title: Template:Title


text:
User talk:Kirstengonz

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 13:01, 3 February 2011 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

Welcome to Motivation and Emotion
Hi Kirsten - Welcome aboard! Let me know the nature of your intended participation e.g., are you hoping to be an on-campus Semester 2, 2011 student - or a far-flung online wiki participant? Sincerely, James. -- Jtneill - Talk - c 13:01, 3 February 2011 (UTC)

title: User talk:Kirstengonz


text:
Innovation and Entrepreneurship

Introduction
Welcome to the collaborative learning portal on ‘Web Resources and Social Media tools For Teaching Innovation and Entrepreneurship’. The objectives of this portal is,
 * 1) To create an exclusive and extensive collection of free and open online resources for educators in the field of innovation and entrepreneurship.
 * 2) To provide learning resources on various social media tools that can be used for teaching creatively.
 * 3) To serve as a platform for sharing creative activities and teaching techniques practiced by educators
 * 4) To disseminate the findings and outcomes from the CAL4INO (Creative Activities in Learning For Innovation) project for the benefit of everyone.

This page contains information on selected social media tools and recommendations on how to use them efficiently in teaching. It will also contain case-studies and teaching resources published in social media that can be taken into use by any teacher at any given time. Practical teaching cases and case examples on the application of different web 2.0 tools for teaching the essential topics under entrepreneurship will be included. Information and links to groups of innovators, entrepreneurs and angel investors which exist in the contemporary social networks are also included.

 * /Tools/
 * /Resources/
 * /Links/
 * /Case Examples/

This page provides links to a treasury of teaching resources that are scattered on the internet that could be used by teachers of innovation and entrepreneurship. This also attempts to serve as a handy and quick reference tool for learning contemporary topics under the field of entrepreneurship. In short, this page integrates the vast resources for teaching innovation and entrepreneurship omnipresent in the world of web 2.0 under a universal umbrella for united learning.

 * /Open Educational Resources/
 * /Open Web Sources/
 * /Online Interest Groups/
 * /Entrepreneurial Websites/
 * /Videos/

This is a foundation for a ‘creative network’ which links creative professionals promoting innovation and entrepreneurship. It will also serve as a platform for sharing creative ways/activities practiced by educators for teaching innovation and entrepreneurship. Games, resources and interesting techniques that could be used for creative teaching are shared in this page by interested experts. The profiles of creative educators interested in gathering a community of practice for developing creative teaching techniques are shared here.

 * /Creative Games/
 * /Experts/

This learning portal is created by Laurea University of Applied Sciences in Finland. The portal aims to serve as a useful and perpetual deliverable for the EACEA - LLP project `CAL4INO ´ (Creative Activities in Learning For Innovation) in which Laurea University of Applied Sciences is a partner.

The collaborative portal will operate without boundaries and aims to act as a ‘knowledge network’ for educators and enthusiasts serving in the field of innovation and entrepreneurship. This portal invites educators and academicians around the world to collaborate and co-create towards a unified mission of creating learning resources that are beneficial to millions of scholars and educators alike.

title: Innovation and Entrepreneurship


text:
Talk:Mobile learning

Is any one currently developing this course? --Yish 13:50, 3 February 2011 (UTC)
 * Welcome, Yish! It looks pretty much abandoned - http://en.wikiversity.org/w/index.php?title=Mobile_learning&action=history Feel free to keep developing. Sincerely, James -- Jtneill - Talk - c 13:57, 3 February 2011 (UTC)

title: Talk:Mobile learning


text:
User:Yish~enwikiversity

http://www.yishaymor.org/

Teaching fellow at the Technologies in Education unit, the Faculty of Education, University of Haifa. Honorary research fellow at the London Knowledge Lab.

title: User:Yish~enwikiversity


text:
User talk:Yish~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 13:57, 3 February 2011 (UTC)

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

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 Yish. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Yish~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:25, 19 April 2015 (UTC)

title: User talk:Yish~enwikiversity


text:
Mobile learning/references

http://www.bibsonomy.org/tag/mlearning

title: Mobile learning/references


text:
User talk:Dses5505

 Hello Dses5505, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 14:13, 3 February 2011 (UTC)

title: User talk:Dses5505


text:
User talk:Ideawell36

 Hello Ideawell36, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 14:13, 3 February 2011 (UTC)

title: User talk:Ideawell36


text:
User talk:Revan Malak

Game design
Hi,

You are listed as a participant in School:Game design, but you haven't been around for a while. Are you still interested? Regards, Guido den Broeder 15:31, 3 February 2011 (UTC)

title: User talk:Revan Malak


text:
User:Nelvada

Hello everybody, Recover me. You can message me. --Nelvada 15:51, 3 February 2011 (UTC)Nelvada

title: User:Nelvada


text:
User:Judydoudy

My name is User:Newseerr/List of president of Maybeury Elementary School and soccer

title: User:Judydoudy


text:
User talk:Denyse Mello

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 18:04, 3 February 2011 (UTC)

Your editing experiment
Thank you for experimenting with Wikiversity. Your test was recorded, and it has been reverted or removed. Please use the sandbox for further testing. You may wish to learn more about what Wikiversity is to help you contribute. If you haven't done it yet, consider registering if you are keen on our project. --” TeleS (T M @ C G) 14:43, 4 February 2011 (UTC)

title: User talk:Denyse Mello


text:
User talk:U5180803

 Hello U5180803, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 18:04, 3 February 2011 (UTC)

File Tagging File:3w0lvhonu.jpg
Thanks for uploading File:3w0lvhonu.jpg. I notice the image page currently doesn't specify who created the content, so the copyright status is unclear. If you have not created this media yourself then you need to argue that we have the right to use the media on Wikiversity (see copyright tagging below). If you have not created the media yourself then you should also specify where you found it, i.e., in most cases link to the website where you got it, and the terms of use for content from that page. If the content is a derivative of a copyrighted work, you need to supply the names and a license of the original authors as well.

If the media also doesn't have a copyright tag, then you must also add one. If you created/took the picture, audio, or video then you can use to release it under the multilicense GFDL plus Creative Commons Attribution-ShareAlike All-version license or PD-self to release it into the public domain. See commons:Commons:Copyright tags for the full list of copyright tags that you can use.

Note that any unsourced and untagged images may be deleted one month after they have been uploaded. If you have uploaded other media, please check that you have specified their source and copyright tagged them, too. You can find all your uploads using the Gallery tool. Thank you. ShakespeareFan00 (discuss • contribs) 14:29, 5 April 2016 (UTC)

title: User talk:U5180803


text:
User talk:Judydoudy

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 18:04, 3 February 2011 (UTC)

title: User talk:Judydoudy


text:
User talk:SpaniardGR

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 21:03, 3 February 2011 (UTC)

Communication
Well I'm not very interested in IRC channels, but the talk pages work just fine!Leutha 21:03, 3 February 2011 (UTC)

title: User talk:SpaniardGR


text:
Category:Egm6341.s11.team4

Egm6341.s11.team4 category!

title: Category:Egm6341.s11.team4