text:
User:Egm6321.f09.team5/HW7

Problem Statement
Proof that $$ Q_{1}(x) = \frac{1}{2}x\log \frac{(1+x)}{(1-x)} - 1 $$

Solution
$$ Q_{1}(x) = \frac{1}{2}x \log \frac{(1+x)}{(1-x)} -1 $$

Given the Legendre Equation as follows:

$$ F = (1-x^{2})y^{''} - 2xy^{'} + n(n+1)y = 0 $$

And one homogeneous solution:

$$ P_{1}(x) = x $$

The Legendre Equation can be rearranged in the following manner:

$$ F = y^{''} - (\frac{2x}{1-x^{2}})y^{'} + \frac{n(n+1)}{1-x^{2}}y = 0 $$

Using the known homogeneous solution the following can be calculated:

$$ y = x = U_{1} $$

$$ y^{'} = 1 $$

$$ y^{''} = 0 $$

Using the undeterminate factor method the following can be written as the second homogeneous solution:

$$ U_{2} = U_{1} \int_{}^{x} \frac{1}{t^{2}} \exp ( \int_{}^{t} (x - (\frac{2s}{1-s^{2}}ds)dt $$

$$ U_{2} = U_{1} \int_{}^{x} \frac{1}{t^{2}} (1-t^{2})^{-1}dt $$

$$ U_{2} = U_{1} \int_{}^{x} \frac{1}{t^{2}} \frac{1}{(1-t^{2})}dt $$

$$ U_{2} = U_{1} \int_{}^{x} \frac{1}{t^{2}-t^{4}} dt $$

$$ U_{2} = x \left [ \frac{1}{2} \ln (\frac{t + t^{2}}{t-t^{2}}) \right ] = \frac{1}{2}x \ln(\frac{x+x^{2}}{x-x^{2}}) $$

$$ U_{2} = \frac{1}{2}x \log \frac{(1+x)}{(1-x)} -1 $$

Problem Statement
Use Equation 2 from page 37-1 to show that $$ Q_{n} \qquad $$ is even or odd,depending on "n"

Equation 2:

$$Q_n(x)=P_n(x)tanh^{-1}(x)-2 \sum_{j=1,3,5}^{J} \frac{2n-2j+1}{(2n-j+1)j}P_{n-j}(x)$$

$$J=1+2[\frac{n-1}{2}]$$

ODD: $$Q_0(x)=tanh^{-1}(x)$$

Solution
From Problem 10 in Homework#6, we know that $$P_n$$ is odd when n is odd ( $$n=2k+1$$ ), and even when n is even ($$n=2k$$).

We also know that $$tanh^{-1}(x)$$ is odd when n is even and even when n is odd.

So when n is odd $$P_n(x)tanh^{-1}(x)$$ is odd times even which equals odd, and when n is even $$P_n(x)tanh^{-1}(x)$$ is even times odd which is odd.

Regardless of n, both of the first terms yeild an odd value. The second term, containing $$P_{n-j}(x)$$ is even when n is odd, and odd when n is even. This subtracted by the odd first term will yield:

odd-odd=even when n is even

odd-even=odd when n is odd

$$Q_n(x)=odd$$ when n is odd $$Q_n(x)=even$$ when n is even

Problem Statement
Plot the Following:

$$ P_{0}, P_{1} , P_{2} , P_{3} , P_{4} $$

$$ Q_{0}, Q_{1} , Q_{2} , Q_{3} , Q_{4} $$

Solution
Plots of the Legendre Polynomial:

Plots of the Legendre Functions:

Problem Statement
Pg. 37-2.

What would be the result for

 =  ?

Solution
We know that when Legendre functions P_n and Q_n share the same indices they are opposite in terms of being odd or even functions. The product of and odd and even function is always odd.

Therefore:

$$  = \int_{-1}^{+1} [odd]dx$$

Based upon symmetry, the definite integral of an odd function centered about the origin must be equal to zero.

As a result:

$$  =  = 0$$

Problem Statement
Pg. 37-2 and 37-3

$$ \int_{-1}^{+1} [ (1-x^{2})L_{n}^{'} ]^{'}dx + n(n+1) \int_{-1}^{+1}L_{n}L_{m}dx = 0 $$

Integrate the first term to obtain a simplified expression.

Solution
$$\alpha= \int_{-1}^{+1} [ (1-x^{2})L_{n}^{'} ]^{'}dx $$

Use integration by parts:

$$ \int udv = uv - \int vdu $$

Where:

$$u=L_m$$

$$du=L_m^{'}dx$$

$$dv=[(1-x^{2})L_{n}^{'}]^{'}dx$$

$$v=(1-x^{2})L_{n}^{'}$$

$$\alpha=L_m(1-x^{2})L_{n}^{'}-\int (1-x^{2})L_{n}^{'}L_m^{'}dx$$

Evaluating from -1 to +1 makes the "uv" term equal to zero, so we are left with:

$$\alpha= -\int_{-1}^{+1} (1-x^{2})L_{n}^{'}L_{m}^{'}dx $$

Problem Statement
Pg 38-2.

Use Equation (2) and (3) in (1) to find $$ (rpq)^{2} $$

$$ (rpq)^{2} = \sum_{i=1}^{3} (x_{Q}^{i} - x_{P}^{i})^{2}   \qquad  $$ EQUATION 1

EQUATION 2

$$ x_{P}^{1} = r_{P} \cos \theta_{P} \cos \phi_{P} $$

$$ x_{P}^{2} = r_{P} \cos \theta_{P} \sin \phi_{P} $$

$$ x_{P}^{3} = r_{P} \sin \theta_{P} $$

EQUATION 3

$$ x_{Q}^{1} = r_{Q} \cos \theta_{Q} \cos \phi_{Q} $$

$$ x_{Q}^{2} = r_{Q} \cos \theta_{Q} \sin \phi_{Q} $$

$$ x_{Q}^{3} = r_{Q} \sin \theta_{Q} $$

Solution
$$ (rpq)^{2} = (X_{Q}^{1} - X_{P}^{1})^{2} + (X_{Q}^{2} - X_{P}^{2})^{2} + (X_{Q}^{3} - X_{P}^{3})^{2} $$

$$ = (r_{Q} \cos \theta_{Q} \cos \phi_{Q} - r_{Q} \cos \theta_{Q} \cos \phi_{Q})^{2} + (r_{Q} \cos \theta_{Q} \sin \phi_{Q} - r_{P} \cos \theta_{P} \sin \phi_{P})^{2} + (r_{Q} \sin \theta_{Q} - r_{P} \sin \theta_{P})^{2} $$

$$ = r_{Q}^{2} (\cos^{2} \theta_{Q} \cos^{2} \phi_{Q} + \cos^{2} \theta_{Q} \sin^{2} \phi_{Q} + \sin^{2}\theta_{Q}) + r_{P}^{2} (\cos^{2} \theta_{P} \cos^{2} \phi_{P} + \cos^{2} \theta_{P} \sin^{2} \phi_{P} + \sin^{2}\theta_{P}) - 2r_{Q}r_{P} (\cos \theta_{Q} \cos \phi_{Q} \cos \theta_{P} \cos \phi_{Q} + \cos \theta_{Q} \sin \phi_{Q} \cos \theta{p} \sin \phi_{P} + \sin \theta_{Q} \sin \theta_{P}) $$

Where the terms inside the parentheses of the third term will be called $$ \cos \gamma$$

The following result is then obtained:

$$= r_{Q}^{2} ( \cos^{2}\theta_{Q} + \sin^{2} \theta_{Q}) + r_{P}^{2} (\cos^{2} \theta_{P} + \sin^{2} \theta_{P}) - 2r_{Q}r_{P} \cos \gamma $$

Problem Statement
From Pg. 38-4 use Equations 4 and 5 to obtain Equations 6 and 7 from Pg. 38-3

Equation 4 from 38-4:

$$(x+y)^4=\sum_{k=0}^\infty [\begin{matrix} r \\ k \end{matrix}]x^{r-k}y^k $$

Equation 5 from 38-4:

$$[\begin{matrix} r \\ k \end{matrix}]=\frac{r(r-1)...(r-k+1)}{k!}$$

Equation 6 from 38-3:

$$(1-x)^{-\frac{1}{2}}=\sum_{i=0}^\infty \alpha_ix^i$$

Equation 7 from 38-3:

$$\alpha_i=\frac{1*3*...*(2i-1)}{2*4*...*(2i)} $$

Solution
Combining Equation 4 and 5:

$$(x+y)^4=\sum_{k=0}^\infty \frac{r(r-1)...(r-k+1)}{k!}x^{r-k}y^k $$

If $$r=-\frac{1}{2}$$

Then $$(x+y)^4=\sum_{k=0}^\infty \frac{(-\frac{1}{2})(-\frac{3}{2})...(\frac{1}{2}-k)}{k!}x^{-\frac{1}{2}-k}y^k $$

Because of the factors in the numerator, which correspond to k, we can move a $$2^k$$ to the denominator, and we can rearrange terms to eliminate the y terms and use this format: $$(1-x)^{r}=\sum_{k=0}^\infty [\begin{matrix} r \\ k \end{matrix}]x^k$$ to get:

$$(1-x)^{-\frac{1}{2}}=\sum_{k=0}^\infty \frac{(1)(3)...(2k-1)}{2^kk!}x^{k} $$

Setting k=i and expanding $$2^ii!$$ we get

$$(1-x)^{-\frac{1}{2}}=\sum_{i=0}^\infty \frac{(1)(3)...(2i-1)}{(2)(4)...(2i)}x^{i} $$

Setting

$$\alpha_i=\frac{1*3*...*(2i-1)}{2*4*...*(2i)} $$

We get

$$(1-x)^{-\frac{1}{2}}=\sum_{i=0}^\infty \alpha_ix^i$$

Problem Statement
Pg. 39-2 Continue the power series development to find P3,P4,P5 and compare the results to those obtained by Equations 6 and 7 from Pg. 31-3

$$P_0(\mu)=\alpha_0=1$$

$$P_1(\mu)=2\mu \alpha_1=\mu$$

$$P_2(\mu)=\frac{1}{2}(3\mu^2 -1)$$

Solution
We can use these equations to find the polynomials:

$$A(\mu, p) = 1-2\mu p + p^2$$

$$(1-x)^{-\frac{1}{2}}=\sum_{i=0}^\infty \alpha_ix^i$$

$$\frac{1}{\sqrt{A(\mu, p)}}=\sum_{i=0}^\infty \alpha_i(2\mu p - p^2)^i$$

$$\frac{1}{\sqrt{A(\mu, p)}}=\alpha_0+\alpha_1(2\mu p -p^2)+\alpha_2(2\mu p -p^2)^2+\alpha_3(2\mu p -p^2)^3+\alpha_4(2\mu p -p^2)^4+\alpha_5(2\mu p -p^2)^5...$$

$$\alpha_0=1$$, $$\alpha_1=\frac{1}{2}$$, $$\alpha_2=\frac{3}{8}$$, $$\alpha_3=\frac{5}{16}$$, $$\alpha_4=\frac{35}{128}$$, $$\alpha_5=\frac{63}{256}$$

$$\alpha_0(2\mu p -p^2)^0 = \alpha_1(2\mu p -p^2)^0 $$

$$\alpha_1(2\mu p -p^2)^1 = \alpha_1(2\mu p -p^2)^1 $$

$$\alpha_2(2\mu p -p^2)^2 = \alpha_2(p^4-4 p^3 u+4 p^2 u^2) $$

$$\alpha_3(2\mu p -p^2)^3 = \alpha_3(-p^6+6 p^5 \mu-12 p^4 \mu^2+8 p^3 \mu^3) $$

$$\alpha_4(2\mu p -p^2)^4 = \alpha_4(p^8-8 p^7 u+24 p^6 u^2-32 p^5 u^3+16 p^4 u^4) $$

$$\alpha_5(2\mu p -p^2)^5 = \alpha_5(-p^{10}+10 p^9 u-40 p^8 u^2+80 p^7 u^3-80 p^6 u^4+32 p^5 u^5) $$

Pulling the polynomials out:

$$P_3(\mu)=( -\alpha_24\mu+\alpha_38\mu^3 )= -\frac{3}{2}\mu+\frac{5}{2}\mu^3$$

$$P_4(\mu)=( \alpha_2-\alpha_312\mu^2+\alpha_416\mu^4 )=\frac{3}{8}-\frac{15}{4}\mu^2+\frac{35}{8}\mu^4$$

$$P_5(\mu)=( \alpha_36\mu-\alpha_432\mu^3+\alpha_532\mu^5 )=\frac{15}{8}\mu-\frac{35}{4}\mu^3+\frac{63}{8}\mu^5 )$$

This matches with answers derived in Problem 6 in Homework#6

Contributing Authors
--Egm6321.f09.team5.risher 19:00, 9 December 2009 (UTC) Egm6321.f09.team5.bear 19:48, 9 December 2009 (UTC) --Egm6321.f09.team5.GV 22:51, 9 December 2009 (UTC)

title: User:Egm6321.f09.team5/HW7


text:
Physical fitness/Psychological effects of physical exercise/exercise

What are the psychological effects of physical exercise - and why ?
What are the short and longer-term psychological effects of physical exercise and what causes these effects? Discuss with reference to psychological theories and research.

Psychology 102/Assessment/Essay/General feedback/Exercise

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


text:
User:Chibisenpai

Chibisenpai-Retro2
Hello I'm Retro2.

Life
Born in Arizona, a very hot state, I have 2 siblings. I was born in 1994. I want to become a famous comic book artist some day and I do have great ideas on some comic issues. I'll tell you one, and don't steal it, its copyrighted, don't make me copy and paste the Wikipedia's definition of copyright, i have all the papers, etc. Also I have an addiction to Wikipedia for some odd reason.... and if you like age of empires III you can find me online as Retro2

http://www.agecommunity.com/stats/EntityStats.aspx?loc=en-US&EntityName=Retro2&md=ZS_Supremacy&sFlag=0

Sobness
I feel sad for the following pages that Wikipedia has deleted that i put so much effort into.....:

 * Atomic Comics

title: User:Chibisenpai


text: File:Short and long term psychological effects of physical exercise - Sample essay.pdf


text:
Wikiversity:Colloquium/archives/November 2009

call for peer review
I made some original research, multidisciplinary and heavily explained so that most people can follow what's going on, even if you haven't any expertise you are welcomed. Abstracts at my user page.

 * The Deweirdifier( 1 physics/biochemistry, 2 abiogenesis/evolution, 3 neural nets/psychology, 4 sociology(sort of))

 * Unbabel (linguistics (sort of))

 * Human sea squirt (medicine (sort of))

--Deweirdifier 15:41, 10 November 2009 (UTC)

My most influential learnings here
Two subjects came to me through policy debate here were completely new to me, and now figure into my everyday life:

 * Instruction Creep expressed in the sense that even the best-conceived rules will eventually be used as tools of abuse
 * Just World Hypothesis as an extension of blaming the victim

I felt compelled to share this; thanks all for the lively debate.--JohnBessatalk 16:00, 12 November 2009 (UTC)

A cry for instruction
I am looking for someone to help update the Czech language section. Any suggestions about how to drum up support for this topic? Where I live, classes for more exotic languages such as this do not exist. Trying to find reliable, coherent Czech instruction online has been equally fruitless. I would love to see this site thrive, and am willing to work on it, but cannot provide the backbone material required for obvious reasons.

Thank you,

Welkin.Shibboleth 07:50, 13 November 2009 (UTC)

 * Three places you might want to ask for help are:

 * 1) Check language Wikipedia: Hlavní_strana.

 * 2) Check language Wiktionary: Main_Page.

 * 3) The (incomplete) Wikibook on the Check language: Czech/Table_of_Contents.

 * Good luck ! StuRat 11:05, 13 November 2009 (UTC)

Wiktionary_Hover: a JavaScript on double-click
Wikinews proposes a script to display the Wiktionary definition in a small board, when one double-click on a word. It's already been installed in the following Wiktionairies gadgets: in French and in Italian. The interface of the board depends on the user's language preferences. To add it here, we should vote for an administrator, in:
 * 1) MediaWiki:Gadget-dictionaryLookupHover.js, copies without the guillemets : "importScriptURI('http://en.wikinews.org/w/index.php?title=MediaWiki:Gadget-dictionaryLookupHover.js&action=raw&ctype=text/javascript');"
 * 2) MediaWiki:Gadgets-definition, adds "* dictionaryLookupHover|dictionaryLookupHover.js"
 * 3) MediaWiki:Gadget-dictionaryLookupHover, describes the gadget. JackPotte 15:35, 15 November 2009 (UTC)

New RC patrolling concept
Hello, is there any needs to add the site in https://bugzilla.wikimedia.org/show_bug.cgi?id=21517? JackPotte 15:35, 15 November 2009 (UTC)

Expository articles
Hi -- I just found this site and am curious about what sorts of content are acceptable here. I'm interested in writing expository articles about mathematics aimed at high school students, but nothing like a textbook: for example, I'd like to write an article about curvature without defining the Levi-Civita connection and everything else that must be developed to do it formally. I'd probably also prefer to write articles about fairly disjointed subjects rather than developing something resembling a comprehensive course in differential geometry. Think Martin Gardner instead of coursework. Is this the right wiki to do something like this? If not, any suggestion of what might be? Thanks!
 * Greetings! I am not really into geometry, so I don't know exactly what you are talking about, but it sounds pretty much as content pages fit for Wikiversity, so I suggest to register and go on! Kpss --Gbaor 08:49, 16 November 2009 (UTC)

 * Good idea! Please go ahead.  I have wikified your message - if you don't mind. Hillgentleman | //\\ |Talk 19:23, 17 November 2009 (UTC)

1 Billion Hungry people
Today begins the Hunger Summit at the Food and Agriculture Organization of the United Nations (FAO) in Rome. 1billionhungry.org. --Gbaor 08:53, 16 November 2009 (UTC)

 * The way I understand it, there are two main reasons for hunger.
 * Hungry people are poor, and so someone else has to pay for the food
 * Hungry people are not centralized in one place, so the food has to be distributed and transport becomes a major expense especially in countries that have governments that refuse transport for various reasons.

 * The best planned food programs come up against these two problems time and again, there isn't enough money to buy enough food to feed everyone, and even if there was, it is often impossible to get the food to the people who really need it. Recently, Government attempts at distribution have played into the hands of the less interested governments, with the result that in many cases, the food has got to the country, that needs it but not to the actual starving people.

 * To add insult to injury, countries with more poverty, tend also to have more population, which means that the number of people who are starving is increasing faster than the worlds food supply. In the cases of natural disasters and disease, often the number of starving children outpaces the adults that could deal with food even if it arrived. Consider the signs that have started showing up that ask people not to feed street children in AIDS affected areas of Africa. It indicates that the extended family that formerly supported many children has broken down, and the street kid population is growing despite the best attempts of NGO's. If people in their own country and government are refusing to feed them, the street kids will find other ways to feed themselves which will increase the spread of disease. It is partially because of Survival Sex, sex used to buy food, that AIDS keeps spreading. There are places in Africa where it is still believed that if you have sex with a virgin you can cure AIDS. This is dangerous in a disease that has a high re-infection rate, and which can be carried for 10 years before it becomes symptomatic. Just about the time that the child becomes a productive member of society they begin to die of Aids. So AIDS means that we will have to feed more than one generation of children before the country involved can get back on its feet and begin to support itself. Food might be the cheapest way to limit the spread of AIDS, but then, that assumes that the world wants to limit the spread of AIDS.--Graeme E. Smith 01:32, 17 November 2009 (UTC)

 * This isn't really the right place for this. It belongs on the Help_desk, where it should be phrased as a question.  This forum is for issues regarding Wikiversity itself, while the Help Desk is for issues outside of Wikiversity, like this one.  I will copy your Q there and answer it there. StuRat 14:23, 21 November 2009 (UTC)

More than 1180 files with copyright problem in the only english wikiversity
The title is speaking itself.Crochet.david 21:21, 18 November 2009 (UTC)
 * Is there a link or category? -- Jtneill - Talk - c 21:42, 18 November 2009 (UTC)
 * Category:Images with unknown copyright status.Crochet.david 22:07, 18 November 2009 (UTC)
 * This is a pretty big problem and one which I think, as is probably suggested by its current extent, one which we would struggle to get on top of without being a bit drastic. Realistically, the problems with the majority of these images will not be resolved so most of them will have to be deleted in accordance with the Foundation Licensing policy. I would propose that the most feasible approach is to delete the contents of this folder whilst acknowledging that we might later restore a limited number of these files if their uploader brings it to our attention that they can resolve the problems. The most straightforward way of doing this would probably be via a bot account with the admin rights required to delete the files. I would welcome any feedback on this. Adambro 21:25, 19 November 2009 (UTC)
 * I wonder if there are any other "smart" ways of drilling into this content to help get an overview of it - e.g., by user or time or whether the images are linked to etc. I need to read the WMF policy, but I am curious - if someone uploads self-created files (such as images), can it not be assumed that they have contributed it to the project (as they do any text edits) in good faith under the WMF licensing policy? -- Jtneill - Talk - c 05:33, 20 November 2009 (UTC)
 * I guess the problem is - how do we know what is self-created and what is other-created unless the uploader so indicated? -- Jtneill - Talk - c 05:35, 20 November 2009 (UTC)
 * Indeed, it is very difficult, particularly in many instances where the uploader has long since stopped contributing to Wikiversity. The sooner we can identify problems with images and bring them to the attention of the uploader the more likely that those problems will be resolved. That is one of the reasons why we need to reduce these backlogs, to allow more recent uploads to get the required attention. I would certainly prefer a more intelligent way of dealing with these images. Perhaps somewhere to start would be by deleting those images in this category which aren't actually used? Adambro 10:45, 20 November 2009 (UTC)
 * People can also upload files as self-made because they assume a screenshot makes a new copyright or for other reasons. I think ideally all unused images/files should be deleted. I think all used files should be gone through and replacements found from Wikimedia Commons or Flickr, if possible. I think how the remaining files are used should determine if they are deleted or not, using the same criteria as required for fair use. -- dark lama  14:21, 20 November 2009 (UTC)
 * Of the files with lacking the required information in this category, I've deleted just under 200 which are completely unused. These are listed at User:Adambro/deletedimages. That's made a good reduction of the backlog but it remains substantial at around 1000 images. Adambro 15:37, 20 November 2009 (UTC)
 * I took a look at some of the remaining files, and what I sensed might be the case, was that the owners of the files, were mostly members from other projects that only had a temporary presence on the Wikiversity Site, and therefore didn't actually recieve the messages, possibly because their e-mails weren't set to react to changes on their userpages, or because they used a pseudonym under which to dump and run data that was questionable on other sites. An example was a Graduation picture of Grace Hopper, which had an untraceable copyright.

 * I think that it is going to be very difficult to get in contact with these people if they do not maintain a presence on Wikiversity. However I could see, them having integrated their files into a particular course, and us losing the consistency of the course when we remove them. Many of the files seem to be instructional files of some merit, and the problem is that we don't know whether they are original art-work, or copied from a copyright text. An alternative to removing them, is to have an artistic person redo the illustration as an original artwork, that has the minimum changes required by law to be considered derivative but not a copy, and then destroy the original due to its potential copyright content. Do we have a stable of graphics people who would be willing to do such a thing, or am I just whistling in the wind?--Graeme E. Smith 14:45, 21 November 2009 (UTC)

The World Today
Most people think that the world today is bad. Because of problems they are facing and suffering. Corrupt leaders, smuggling, economic crisis, water shortage, overpopulation, climate change, crimes and wars. It's all about politics, work, personal lives, entertainment, social. Everything and everyone is affected by these problems. Today, most people are now careful in traveling because of crimes that are roaming around. Hold-ups, pickpockets, robbery and many others. The world is buried by these problems made by mankind. Environmentally, there is a proportion; Man destroys Nature and Nature destroys Man. If you want to change the world, think for a minute and do it. --[[Special:Contributions/Christian Louie M. Pajaron 12:56, 18 November 2009 (UTC)

I know this is not the place where I should put this statement; I am about to discuss my " Time Theory" where should I put it? Christian Louie M. Pajaron

To those who commented my objections, I respected your comments and can you tell me where will I put it so that I can show this to everyone? If you're kind enough, just copy my objection above and paste it where it is supposed to be and please let me know. Christian Louie M. Pajaron

 * Topic:Climate change probably is the right place. There you might find like-minded editors.Daanschr 07:55, 22 November 2009 (UTC)

 * There doesn't seem to be much activity though, but that is normal on Wikiversity. So, you have to find some people who like to join you.Daanschr 07:57, 22 November 2009 (UTC)

c programming
--123.231.41.44 02:15, 23 November 2009 (UTC)

What about C Programmnig? I think the Computer Science School has a few courses available just do a search on Computer Science--Graeme E. Smith 00:05, 24 November 2009 (UTC)

Russian Wikiversity Agency
We would like to open a special structure in your Wikiversity: "Russian Wikiversity Agency". Our Russian-language Wikiversity started just recently, and we feel the need for a connection with the international community, so that our project developed in close cooperation, with joint teaching and research. If you have such an opportunity, please follow our initiative.

Thank you in advance!

With great respect,

Russian Wikiversity

SergeyJ 00:07, 24 November 2009 (UTC)

 * I have been introduced to Russian history through my use of Soviet-era camera lenses. We in Western "capitaldom" are only beginning to crack the "Soviet nut."  Perhaps a Apparatchik agency would also be appropriate, because we are seeing that bureaucracy, apparently Roman invention, may be a critical component of [[User:John_Bessa/Capital_Structure | Capital].

Shared IP notice
Hi there, apologies for cross-wiki vandalism from - this is a shared IP address, and used by multiple computers, at both public computers, a special needs institution, and elsewhere. If any checkusers are reading this, they are welcome to discuss this with me off-wiki via email. I hope 2010 will be a better year for us all. As for the people who started this... well, they appear to have not been seen since. I myself am not a vandal, will make positive contributions. I'm just writing to clarify things. Hope I've been of help. --Howickmoor86 15:20, 24 November 2009 (UTC)

Unified watchlist
Is there anything going on to put the Wikiversity watchlist into a unified watchlist with other ones?

I may not get back here soon to see the discussion. I only check my Wikipedia and Commons watchlists regularly. You see the problem? --Timeshifter 05:36, 20 November 2009 (UTC)

 * That's an interesting proposition, since the logins are integrated, it would be nice to have a single page, with tabs for each Mediawiki project. You would then sign into one project, and using an entry in the top menu, select My Watchlists to get the common watchlist page, with data from each project that you have a watchlist on. Currently I have to have a tab open for each project I want to monitor.

 * another idea is a common profile page, and a common discussion page that might be worked similarly, allowing you to monitor all the messeages on all the projects you are involved in. One of the problems I have, is that I never get to some of the sites to check my messages because I only go there to respond to specific initiatives.

 * I am not sure how this can be done, can you order special pages from outside a project?--Graeme E. Smith 14:31, 21 November 2009 (UTC)

 * I did a test, you can access your own special watchlist across projects with a simple external link. This means that all we need to do to have a multi-page watchlist is build the page image that links to each Watchlist via a separate tab, and propagate that across the mediawiki projects. until then, just create a file listing all your watchlists, in your user page of each project, and you can window back and forth between projects, simply by clicking on the links.--Graeme E. Smith 15:27, 21 November 2009 (UTC)

 * I am not quite sure what you mean. Maybe it is similar to creating a bookmark folder in Firefox, and putting only watchlists in the bookmark folder. Then one can click "open all in tabs" from the bookmark menu. That would be similar to a "My Watchlists" link maybe.

 * Looking in too many multiple tabs is not satisfactory for me. It quickly gets old for all the minor wikimedia project watchlists outside the Wikipedia and the Commons watchlists. I open those 2 watchlists more often. I would really like a third watchlist that combines all my other watchlists into one watchlist. Or maybe combine them with Wikipedia. I like having the Commons in a separate watchlist. Others will have other preferences. --Timeshifter 10:13, 22 November 2009 (UTC)

 * I agree, it would be fantastic to have a unified watchlist. I have no idea how you would go about this, though. I check my Wikiversity watchlist all the time but not Wikibooks, Wikinews, Commons or Wikiquote, which has been problematic in the past. I don't really have the time to log on and check all of these, especially because my browser insists that I log on to each project separately. Trinity507 17:31, 22 November 2009 (UTC)
 * Yes, each person has different priorities among the various Wikimedia Projects. It looks like you concentrate on Wikiversity. I don't know if you have unified all your logins. I do not have to log on to the other projects. With w:Wikipedia:Unified login that is no longer necessary. Sometimes I have to login, but not usually. I use Firefox. I don't allow cookies except for specific sites. Such as Wikimedia.org, Wikiversity.org, Wikipedia.org, etc.. The cookies remember the unified login. --Timeshifter 12:14, 25 November 2009 (UTC)

 * Well if you look at my inter-wiki sandbox page, near the bottom of my user page, you will find that I have created a listing that lets me look at my Special Watchpage on any of the Wikimedia projects from within Wikiversity. As well I can check my own talkpage, and connect to my own profile page on each project using the same list. It's so simple I wonder why I didn't think of it before!--Graeme E. Smith 00:02, 24 November 2009 (UTC)
 * OK. I see what you mean now: User:Graeme E. Smith/Interwiki Sandbox --Timeshifter 11:59, 25 November 2009 (UTC)

(unindent) I left a talk-page comment about how unified watchlists might help concerning the issue discussed here:
 * w:Wikipedia:Wikipedia Signpost/2009-11-23/In the news --Timeshifter 12:22, 25 November 2009 (UTC)

Another question about assessment content: extend QTI or new microformat?
I am copying the subsection below back from the archives because I wanted to get some opinions on whether a extension of the IMS Question and Test Interoperability specification (QTI) would be more or less appropriate than a new microformat. Does anyone have any opinions about that? 99.34.79.144 21:29, 12 November 2009 (UTC)

Please help integrate proposals for assessment content and assessment review into MediaWiki
I am having trouble with http://strategy.wikimedia.org/wiki/Proposal:Assessment_content (which was started before I even knew the MediaWiki Quiz extention existed) because I realize now that the review system, which is described seperately in http://strategy.wikimedia.org/wiki/Proposal:Develop_systems_for_accuracy_review needs to be much more tightly coupled or the two parts will be much less useful.

Please see for a set of states in a state transition flow, followed by a list of fields with some really important ones missing. I updated the question about the necessary database structure on w:Talk:Database_normalization but I wanted to ask for help here, as there seems to be a greater quantity of volunteers eager to make something of free interactive educational content here.

Specific questions:

What fields need to be added to each question in order to support accuracy review?

 * The answer scored as incorrect which is challenged as correct, among other things. 99.25.113.203 15:12, 11 September 2009 (UTC)

Is there a Village Pump/Technical forum here where these questions would be more appropriate? --99.35.130.5 18:15, 10 September 2009 (UTC)

 * Please see http://www.mediawiki.org/wiki/Extension:Quiz -- You probably want someone with Tim Starling's level of MediaWiki/SQL expertese for this. The enwiki VP/T may be more appropriate for this question, but let people here try to answer first, I guess. 98.210.193.221 20:11, 10 September 2009 (UTC)
 * McCormack is the person who developed Quiz, here. He's not been around lately but you might get him interested in working on this. I'm doing some similar work for generating dynamic content with MediaWiki but I'm mostly doing with the #time parser function so far, but was planning to get to some Test and Quiz topics further down the road. Looks like it would be wothwhile. I'll dig a bit deeper. CQ 16:56, 11 September 2009 (UTC)
 * Thank you. I'll try to figure out the additional field variables for being able to review a newly submitted question item. 76.254.67.112 20:01, 12 September 2009 (UTC)

I don't see any more interdependencies in the data structures or dataflow which would suggest any more database complexity than what's already described. However, readers have been making some odd challenges and have asked for diagrams on http://strategy.wikimedia.org/wiki/Proposal_talk:Develop_systems_for_accuracy_review -- I think it's fair to say that both need a formal source data syntax and semantics, as well as copious diagrams before we try to get a set of interoperable implementations. 98.210.193.221 17:45, 1 October 2009 (UTC)

Survey top-50 courseware collections
In answering this QTI-vs-microformat question, I propose that we should survey the top university courseware collections although having introductory material represented would be good too. 99.56.137.239 04:14, 1 December 2009 (UTC)

Questions to help with Wikimedia Strategy.
Hi, good people of Wikiversity.

I've come over from strategy.wikimedia.org. We're interested to know two things about how you work here on Wikiversity.

First, do you have any competitions? On en:wp there are quite a few different competitions that seem to help motivate editors to do good work and more of it.

Here's an example:

http://en.wikipedia.org/wiki/Wikipedia:CUP

More can be found at:

http://strategy.wikimedia.org/wiki/Editor_awards_and_rewards#Contests

Does Wikiversity run anything like that?

Also on en:wp there are a number of WikiProjects which help editors to bond as smaller communities within the larger one.

Here's an example:

http://en.wikipedia.org/wiki/Wikipedia:WikiProject_Military_history

More can be found at:

http://en.wikipedia.org/wiki/Wikipedia:WIKIPROJECT

I see that you have faculties and portals which I assume act as sub-communities. Are there other ways in which you gather as smaller groups within the community as a whole?

Answers to these questions will be valuable to us as we work on Wikimedia Strategy. I will be grateful for any information you can provide. --Bodnotbod 18:28, 25 November 2009 (UTC) --Bodnotbod 18:28, 25 November 2009 (UTC)
 * Hello Bod! Great questions.  As for contests: I'd like to see some sort of collab between WV and the WikiEducator content creation program, where they train teachers in exchange for the teachers making free materials.  At the very least, WV could keep a list of topics covered by the WikiEducator project, but it seems like an idea ripe for a good competition, even between sites/communities :-) Sj 05:36, 2 December 2009 (UTC)

(re)designing the en.wikiversity front page ?
Hello all,

I know that this may sound like a stupid "complaining" and it is possible that the right reply would be "do it yourself", but I will "complain" anyway. Peace. :-)

I think there is a need to redesign the en.wikiversity.org front page to raise awareness of the project and to get more users involved it. It could be useful to check the way some other sites with the same objectives have organized their stuff. Here are some links:

http://wikieducator.org/Main_Page

http://www.p2pu.org/

I also think that the Finnish Wikiversity design, even though it is very minimalistic, is much better than the en.wikiversity.org (I am involved in the fi.wikiversity.org). I think it is better, because a new visitor of the site will in two seconds get the idea what is the site about. In the front page of the fi.wikiversity.org it states:

"Welcome to the Wikiversity, an open and free online learning community!

What is Wikiversity?

Wikiversity is an online community and learning environment. In Wikiversity you can learn almost anything. Learning opportunities are provided to each other by the community members. If your area of interest to study does not yet exist in Wikiversity course offerings, you can start it by creating out of your theme an online class, reading or study circle, web conference or self-study course."

I believe that if the en.wikiversity.org front page is clear an nice the Wikiversity’s in other languages will follow and the community will grow. --Teemu 13:57, 30 November 2009 (UTC)

 * Thanks Teemu. :-) There has been plenty of work and discussion on the main page (see, eg, Main page learning project and Main page design changes). To be honest, while I think there's definitely lots of room for improvement of our (en:'s) main page, I think it's a good idea to have things like an educational resource of the day, and other visual elements - as opposed to the text-heavy main page on fi:. Were you suggesting that we should take away certain elements, or simply that the text should be rewritten? Do you (or anyone) have any concrete suggestions? I think it's always good to keep in mind how we look to a complete newcomer, and make ourselves easily and quickly understandable - I've always wanted to do so, but not always had much success. ;-) Cormaggio talk 09:25, 1 December 2009 (UTC)

 * I second Teemu's comment. I really like some of the wikieducator designs that have come and gone.  And I agree that the welcome space on the main page is really important.  Something funny, encouraging, and directly inviting people to join is always good. My favorite Main Page hook this week: the Grundschulwiki (german wikikids site), below.  :-) Sj 05:40, 2 December 2009 (UTC)
 * Are you an expert in gerbils?
 * Do you know all about airplanes?
 * Do you know why penguins and polar bears never meet?
 * Then you will fit right in! Join now!

Print versions
In trying to construct a primary school handout about the Abenaki tribe here, I'm really frustrated by the print version formatting. Is there any way to make print versions prettier? Or are we pretty much stuck? Add project boxes and this one is downright ugly. Any ideas? --Trinity507 20:51, 22 November 2009 (UTC)

As Wikiversity (and the Wikimedia software on which it is based) are primarily web linked, the print results are often poor out of the gate. There are a number of projects whose purpose is to make Wikis into books, so those who don't like accessing things on computer can use the resources.

Personally I'm wondering why you need to print it -- is it just for a takeaway to your learners? Perhaps you can tell them you are e-friendly and give them the link to the pages?

If you are really set on printing, I'll say this. It's software, there is no such thing as "stuck". And, better still, it's open source, so anyone has the potential to change it. It might take time/effort/money, or there might already be a tool that does the formatting you want, but it is definitely possible. Historybuff 18:06, 9 December 2009 (UTC)

I don't have any specific learners - but as someone interested in the Abenaki and many other tribes, I'm interested in providing resources for instructors, as well as organizing my own studies in one place. (Following the "the best way to learn is to teach" strategy, I suppose.) So perhaps it is best to simply not worry about the format of the handout currently. I was just curious if there was some glaringly obvious way to improve their appearance. I'm not exactly a programming genius! :-) Anyway, I'll keep plodding away at it and see if there's anything I can do. Trinity507 05:55, 10 December 2009 (UTC)

 * I think it's best to put your content together first. Once you've got something you want to print, I'd suggest mocking it up and showing it to us. While the Mediawiki developers have lots to do, some or all of your requests might be simple. Also, they might have ideas of who might be interested in doing what you propose if they don't have time. Finally, we have a CS department here, and someone there might be interested. And, that is if there isn't something out there already, and those are just off the cuff thoughts.
 * Having content that you want to print and a sample/mockup will help a lot -- it'll let people see you've invested time and that you have a solid idea of what you want the output to be. The mockup only has to show one of the pages, but your print-ready content should be a bit more substantial. (I did notice your resource is for primary grades -- near me, they are already getting on to the computer. Takeaways are important, don't get me wrong, but if we have real consumers of the info that might help convince a coder to help too). Historybuff 17:27, 10 December 2009 (UTC)

 * Honestly, I'm thinking that since I don't have any structured learners, it's not worth working on a more attractive printout as of yet...but if I ever get to the point where I do, I'll definitely try that out. --Trinity507 18:29, 10 December 2009 (UTC)


text:
User talk:TheTechieGeek63

 Hello TheTechieGeek63, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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title: User talk:TheTechieGeek63


text:
Social psychology (psychology)/Evaluation/Presentation

Teaching social psychology via blogs and wikis

Unit: Social Psychology/G (7126/6666), 2007/8

Unit convener: James Neill

Overview
Summary: Innovative teaching of social psychology using open access blogs and wikis in 2007-2008 received a high level of student satisfaction.
 * 1) During 2007/8, I was the unit convener for Social Psychology, a 3rd year undergraduate unit with ~70 to 80 students.
 * 2) I taught all the lectures and tutorials in order to better understand the unit, learning activities, and students. It was also hoped this direct teaching approach would stimulate student engagement and improve educational quality and consistency.
 * 3) In addition, I implemented student-oriented, experiential, online educational assessment tasks involving student blogs (2007) and wiki-based (2008) e-portfolios.

Teaching and learning theory

 * 1) Interactive, experiential, online educational technologies were used to help students explore, record, and shared their interactions with the unit's learning activities.
 * 2) In this way, students' learning (as opposed to teachers' teaching) was made more prominent. The role of the instructor was to train and facilitate students in learning how to utilise:
 * 3) blogs (2007)
 * 4) wikis (2008)
 * in order to publically record and demonstrate personal engagement with the unit's learning activities.

Essay blogs

 * 1) In 2007, social psychology students were required to present two short essays via blogs and to post blog comments about each others' essays.
 * 2) Essay 1 was selected by students from one of approx. five topics.
 * 3) Essay 2 involved selecting one of over 100 topics - students could also propose topic - thus, each student wrote on a unique topic.
 * 4) Students received essay feedback from the instructor as blog comments.
 * 5) 2007: List of all blogs. Exemplars:
 * 6) http://socialpsychology-jessica.blogspot.com
 * 7) http://beckpsychblog.blogspot.com
 * 8) http://clarebear-socialpsych.blogspot.com
 * 9) http://socialpsychologywheretobegin.blogspot.com
 * 10) http://powellpsychology.blogspot.com

Wiki e-portfolios

 * 1) In 2008, social psychology students were required to keep an e-portfolio (or learning journal) via a user page on Wikiversity, to record their observations and thoughts about the learning material and activities.
 * 2) Students were also encouraged to comment on the talk pages of others' e-portfolios and to encourage discussion on their own e-portfolio pages.
 * 3) Some students extended their wiki-editing into other parts of Wikiversity (optional).
 * 4) The instructor provided regular individual feedback and developed methods for overviewing and comparing e-portfolio contributions.
 * 5) 2008: List of all eportfolios. Exemplars:
 * 6) Jenny O
 * 7) User:MandaG
 * 8) Khayne
 * 9) Nikkihiggins

Student satisfaction

 * 1) Overall ratings and Average rating were above 6/7 (compared to a faculty average of 5.6 and UC average of 5.5 in 2008)
 * 2) USS (student satisfaction) results were consistently high in 2007 (blogs) and 2008 (wikis). There was a slight preference for the 2007 (blog) approach than the 2008 (wiki) approach, probably because students found blogs simpler to navigate and easier to edit (WYSIWIG).

Implications

 * 1) Two successful, interactive approaches to teaching and learning were demonstrated: student blogs and wiki-based e-portfolios.
 * 2) Other teaching staff may consider using such techniques, particularly with regard to addressing new PEAS, especially Step 18: Demonstrate the adoption of best practice use of educational technologies.
 * 3) Implementation of such open online learning approaches requires a significant level of enthusiasm, expertise and commitment on the part of teaching staff.


text:
User talk:Etabojr

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:17, 2 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 2 December 2009 (UTC)

title: User talk:Etabojr


text:
User talk:DarkKarma

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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 2 December 2009 (UTC)

title: User talk:DarkKarma


text:
User talk:Techeplo

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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 2 December 2009 (UTC)

title: User talk:Techeplo


text:
User talk:Rollo.Cohen

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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 2 December 2009 (UTC)

title: User talk:Rollo.Cohen


text:
User talk:Rosie

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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 2 December 2009 (UTC)

Copyright problem with Image:Sc00b47c7b.jpg

 * Please provide details of what licence this images is available under. Thanks. Adambro 08:33, 8 March 2010 (UTC)

title: User talk:Rosie


text:
User:Saidev

respiration in frogs is as follows:

1)most anphibians such as frogs can live in water and on land. therefore, they mist have respiratory surfaces that may enable them to live on land and in water.

2)adult frogs breathe through the lungs,skin and mucus lining of the mouth.

3)their skin is always moist,permeable and is supplied with abundant blood capillaries.

4)there are also mucuos glands in the skin to keep the skin moist.

5)amphibians have lungs that can be used when necessary. a)the lungs of a frog are simple elastic sacs with abundant blood capillaries b)the lungs have numerous small ridges that increase the respiratory surface. c)cells lining the lungs are thin abd moist to allowgases to diffuse efficiently and rapidly.

6)there are no ribs or diaphragm to support breathing

7) the breathing mechanism of frogs are as follows a)they inhale by opening the nostrils, closing the glottis and lowering the buccal pharyngeal cavity. b)the enlargement of the buccal pharyngeal cavity creates a partial vaccum and air enters through the nostrils. c)when the nostrils are closed, the glottis are opened and the floor of the mouth is raised, and the air is pushed into the lungs. d)they exhale by pushing the air out through the nostrils when the abdominal muscle contracts. this mechanism is called POSITIVE PRESSURE BREATHING.

title: User:Saidev


text:
User:Vasilijet

Vasilije Topalović

title: User:Vasilijet


text: Category:Social psychology (psychology)/Evaluation


text: File:Social psychology (psychology) List of all blogs 2007.png


text: File:Social psychology (psychology) List of all eportfolios 2008.png


text: File:Social psychology (psychology) USS graph 2007-2008.png


text:
Talk:French II/The simple future

The future forms
Hi, in this lesson the simple future is presented as the tense to use when you want to talk about future. It is not exactly true. Nowadays, at least in France, another form tends to replace the simple future tense. It is "Aller + infinitive verb", like "je vais faire"=I will do. More and more, people use this form which is known as "futur proche" (I'm not sure how to translate it). It really corresponds to the English form "be+going to+vb" but is used more and more instead of the simple future.

I don't know if the "futur proche" deserves a lesson for itself or if we should include it in that lesson renaming it as "The future forms" or "The future tenses" for example.

Albane69 17:00, 2 December 2009 (UTC)

In standard English speaking courses for learning French, this tense is not referred to as "simple future". If anything, futur proche is considered to be simple future. The English translation for futur proche is immediate future, as that is what it is referred to as in French courses in the US. As this lesson is not referring to the futur proche 'tense', I would recommend renaming this to French II/Future Tense.

Bkdotson (talk) 09:45, 20 June 2012 (UTC)

title: Talk:French II/The simple future


text:
Normal vs not normal

{| cellpadding="10" cellspacing="5" style="width: 900px; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #969696; border: 2px solid black; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

NORMAL VS NOT NORMAL

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Grade Level: 9th grade
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Subject: HUMANITIES COURSE
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Sub-Subject: NORMAL VS. NOT NORMAL
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Length/Duration: 1-2 DAYS
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Technologies Used: Glogster
 * }
 * }

{| cellpadding="5" cellspacing="5" style="width: 90%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: #e4e3c8; border: 2px solid #969696; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Introduction/Overview
What is considered normal? What is considered not normal? Our societal norms stem from folkways, mores, and taboos. What we may think is "normal" may be judged and ridiculed by society.

For this lesson, students will begin by doing the following:

1) Watch 2 controversial videos that share opposing views (e.g. a pro-life video/pro-choice video. Other videos may include Obama on war vs. Bush on war or those that support/do not support gay marriage)

Pro-life video: http://www.youtube.com/watch?v=LdxWFr_UjqQ

Pro-choice video: http://www.youtube.com/watch?v=_6-nGwD6IzU

2) Next, have students divide into groups by asking which students are pro-choice and which are pro-life. Students will then debate on the controversial topic BUT each group will defend the opposite view (pro-life will defend pro-choice and vice versa).

3) A discussion on the debate/different perspectives/societal norms, folkways, mores, and what is perceived as normal and not normal in society will follow as well as the mini-project using Glogster (see instructions below)

4) Upon completion of mini-project have students reflect on the process in writing.

POSTER DETAILS:

students will create a poster/collage using Glogster (http://www.glogster.com/). If technology is not available, this mini-project can also be done using construction paper and magazines.

You can take different approaches when creating this assigment. Your artwork can depict what you view as normal/not normal. You can even create your artwork around what you think society views as normal/not normal.

What do you consider normal? What do you consider not normal?

 * style="width: 40%; background-color: #cdd6ee; border: 2px solid #969696; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Getting Started
Click on the link below to create your Glogster account:

http://www.glogster.com/ (This link also includes introductory videos about Glogster and information on its educational uses)

For an example, click on the link below:

http://breegrl19.edu.glogster.com/normalnot-normal/

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Software
GLOGSTER (see link above to create your own account. You also can link your students to your account to maintain a classroom environment online)

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Articles that Support this Mini-Project
Freire, P. (1970). Pedagogy of the oppressed (pp. 119-186). New York: Herder & Herder

Mynatt, C. R., Doherty, M. E., & Tweney, R. D. (1977). Confirmation bias in a simulated research environment: An experimental study of scientific inference. The Quarterly Journal of Experimental Psychology, 29(1), 85-95.

Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1), 29-63.

Sassenberg, K., Boos, M., & Rabung, S. (2005). Attitude change in face-to-face and computer-mediated communication: Private self-awareness as mediator and moderator. European Journal of Social Psychology, 35(3), 361-374.

McLoughlin, C. and Marshall, L. (2000). Scaffolding: A model for learner support in an online teaching environment. http://lsn.curtin.edu.au/tlf/tlf2000/mcloughlin2.html

Hughes, M. & Daykin, N. (2002). Towards Constructivism: Investigating Students' Perceptions and Learning as a Result of Using an Online Environment. Innovations in Education & Teaching International, 39 (3), 217-224.

Connected lessons:

http://en.wikiversity.org/wiki/Visual_thinking_strategies

http://en.wikiversity.org/wiki/Stem_cell_workshop

Resources:

http://en.wikiversity.org/wiki/Educational_technologies

http://en.wikiversity.org/wiki/Educational_Technology_Lesson_Plans

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title: Normal vs not normal


text:
Comparative Teaching of Old Greek and Latin/Lesson 04 Part 3

Comparative Teaching of Old Greek and Latin Lesson 04 Part 3

Translated from the Greek Wikipedia|Wikiversity: "Συγκριτική διδασκαλία των κλασικών γλωσσών / (Comparative Teaching of the Classical Languages)"

'''LESSON 04  PART 3. The verb. Regular verbs. Present, imperfect, future indicative, active voice.'''

4.3.1.  Analyse and translate the dialogues:

'''Α. Old Greek'''

Teacher: Χαίρετε, ὦ φίλοι μαθηταί!

Student: Χαῖρε, ὦ διδάσκαλε!

Teacher: Τὶς ἡμῶν (which of you) εἰς πίνακα (blackboard) ἐλθεῖν (to come) βούλεται;

Student: Ἔγωγε (me of course), ὦ διδάσκαλε, πάνυ (much) βούλομαι.

Teacher: Ἐλθὲ καὶ εἰπὲ ἡμῖν ὅς τυγχάνεις (who you are)!

Student: Ἰωάννης Γεωργίου.

Teacher: Εἰπὲ αὐτοῖς, ὦ Ἰωάννη, ὅ,τι (what) ἐθήρευεν Κῦρος ἐν τῷ παραδείσῳ (the garden).

Student: Ἄγρια (wild) θηρία (beasts) ἐθήρευεν ἐν τῷ παραδείσῳ.

Teacher: Τίς ἐστιν ὁ ποταμός, ὁ διὰ μέσου τοῦ παραδείσου (through the garden) ῥέων (flowing);

Student: Μαίανδρός (Meander) ἐστι.

Teacher: Πόθεν (where from) εἰσὶν αἱ πηγαὶ (the springs) αὐτοῦ; Student: Ἀπὸ τῶν βασιλείων (from the palace).

Teacher: Ὀρθῶς (correctly) γε λέγεις. Ποῖον δ’ ἐστί τὸ σημερινὸν (of today) μάθημα;

Student: Βίος (the life) Ἀλεξάνδρου τοῦ Μεγάλου, ὦ διδάσκαλε.

Teacher: Τὶς ἦν πατὴρ αὐτῷ (his father) τὶς δὲ ἡ μήτηρ;

Student: Φίλιππος ὁ Μακεδών καὶ Ὀλυμπιάς.

Teacher: Τίς δὲ ὁ διδάσκαλος; Student: Ἀριστοτέλης, ὁ φιλόσοφος.

Teacher: Ἄληθες (really); Δίδασκε (explain) πῶς!

Student: Ἐπεὶ (for, because) καὶ Ἀριστοτέλης Μακεδὼν ἦν, ὦ διδάσκαλε.

Teacher: Εὖ γε (well done), ἴθι (go)!

Student: Χαῖρε, ὦ διδάσκαλε!

Teacher: Καὶ σύ γε! Οὐκ αἰσχύνει (aren't you ashamed) γελῶν (laughing), ὦ οὗτος;

Student: Σύγγνωθι (excuse me), ὦ διδάσκαλε!

'''Β. Latin:'''

Praeceptor: Salve’te!

Discipulus:  Salve tu quoque! Praeceptor: Intellexistis’ne (did you undestand) lectio’nem (lesson) hodie’rnam (of today)?

Discipulus:  Ego, magi’ster, non intelle’xi.

Praeceptor: Quid est tibi nomen? (what's your name?).

Praeceptor: Deme’trius, magi’ster.

Praeceptor: Quid (what) non intellexi’sti, Deme’tri?

Discipulus:  Hanni’balis sermo’nem (speech), magi’ster.

Praeceptor: Bene (well)! Quis Hanni’balis sermo’nen explica’re (to explain) potest (he can)?

Discipulus: Ego, magister.

Praeceptor: Age (go on), e’xplica!

Discipulus: Tintina’bulum (the handbell), magister, ιnterva’llum (interval) est.

Praeceptor: Bene! Ea’tis (you may go) in a’uleam (the yard)!

Discipulus:  In a’ulea,  magi’ster,  ludus  (game)  pilae (foot ball) est. Venies’ne (will you come) nobi’scum (with us)?

Praeceptor: Non possum (I cannot), gra’tias ago vobis (I thank you)!

Discipulus: Curnam (why then) non potes (you cannot)?

Praeceptor: Quia (for, because) eo (there) magna perturba’tio (ado) est et a’liqui (some students) fumiga’re (to smoke) solent (are get used).

Discipulus: At ita sit! (let it be so!). Vale (hi), magi’ster!

Praeceptor: Vale’te, vos quoque (as well)!

Discipulus:  Ea’mus ergo (let us go then, therefore) in a’uleam, ut (in order that) ludum specte’mus (to watch)!

Condiscipuli: Ea’mus i’gitur (therefore)!

4.3.2. Fill in all forms  in the following table for the verbs ἐθήρευον,  γυμνάζεις,  γυμνάσομεν:

Persons	 /    Indicative present	/    Indicative imperfect  /  Indicative future

1st singular    /    ................................................................................................. 2nd singular     /    ................................................................................................. 3rd singular    /    .................................................................................................

1st plural      /    ................................................................................................. 2nd plural      /    ................................................................................................. 3rd plural      /    .................................................................................................

Fill in all forms in the following table for the verbs firma’bam, vasta’bis,  pugnant:

Persons	 /   Indicative present	/   Indicative imperfect	/  Indicative future

1st singular    /   .................................................................................................. 2nd singular    /   ................................................................................................. 3rd singular    /   ..................................................................................................

1st plural      /   ................................................................................................. 2nd plural      /   ................................................................................................. 3rd plural      /   ..................................................................................................

4.3.3. Recognize the verbs and their function in the following expressions:

1. Ἐγὼ δ’ οὐκ ἀγνοῶ (I ignore), ὦ ἄνδρες Ἀθηναῖοι, τοῦτο.

2. Ἐκέλευσαν (they ordered) τοὺς παῖδας τάχιστα (very quickly) ἀπιέναι (to go away).

3. Ἐδήλωσαν (they denoted) ὅτι οὐ πλαστὴν (false) τὴν φιλίαν παρείχοντο (to give, to supply).

4. Δοκεῖ (it seems) δὲ ὁ δῆμος (people, municipality) ὁ Ἀθηναίων καὶ ἐν τῷδε (in this subject) κακῶς βουλεύεσθαι.

5. Ὁ δὲ Κυαξάρης πέμπων (sending delegates) πρὸς τὸν Κῦρον λέγει ὡς καιρός ἐστι ἄγειν (to make an expedition)  ἐπὶ τοὺς πολεμίους.

1. Ho’mines fortes (the brave) multum lauda’mus.

2. Omnes ho’mines mala (misfortunes, calamities) bello’rum (of wars) me’tuunt (they are afraid).

3. Disci’puli in schola (school) histo’riam di’scere (to learn) volunt (they want).

4. Pare’ntes (the parents) meos multum ama’bam.

5. Pater meus et mater mea divites (rich) sunt.

4.3.4. Recognize the verbs in the following expressions and decline them in the indicative of present, imperfect and future tense:

1.  Καὶ τοῦτο λέξω (I'll tell you) ἡμῖν. 2.  Θαυμάζω (I wonder) ὡς (because) οὔπω (yet)  Κῦρος θηρεύει (he hunts).

3.  Σπεῦσον (make haste) καὶ ταχύ (quickly) μοι (to me) προσκόμισον (bring) τὸν πάπυρον (the notebook).

4.  Οὐκ ἔστι μοι ἰδεῖν (I cannot) τοὺς παῖδας παίζοντας (playing).

5.  Σάφ’ οἶσθα (you must know well) ὅτι οὐδέποτε (never) ἡμεῖς φευξόμεθα (we'll go away). 6.  Φαιδρῷ (having smiling face) τῶ προσώπῳ λέγει.

7.  Μὴ παῦε μελετῶν (do not stop studying)!

8.  Σωκράτης ἀεὶ (always) τὰ ἄριστα πράττει.

9. Rem confirma’re volo  (I want to confirm).

10. Omnes (we all) ex o’culis (the eyes) labora’mus (we suffer).

11. Me (me) specula’ria (the mirrors) deterge’re opo’rtet (I have to clean).

12. Mihi non fidis, ami’ce mi? (do not you trust me?)

13. Vi’deo (I can see) fratrem (the brother) mu’sicam audie’ntem (to listen).

14. Desce’ndo per scalas  (get down).

15. Ia’nuam pulto  (I knock the door).

16. Modo veni e thea’tro (I have just come from).

4.3.5. Recognize the verbs in the following expressions and decline them in the indicative of present, imperfect and future tense:

1. Διὰ γυναικὸς πηγάζει τὰ κρείττονα (through women spring the best things).

2. Ἐξ ἰδίων κρίνει τὰ ἀλλότρια  (one based on one's own things  considers the foreigner's).

3. Κομίζει γλαῦκα εἰς Ἀθήνας  (one carries coal to Newcastle).

4. Μή μου τοὺς κύκλους τάραττε  (don't trouble me. Let me alone).

5. Οὔ με πείσεις κἄν με πείσῃς! (you will not persuade me, even if you persuade me!)

6. Ave, Caesar, moritu’ri (the sentenced to death) te salu’tant (saluta’re= salute, greet)! 7. Co’gito (cogita’re) ergo sum  (I think, therefore I exist).

8. Dat, donat (dona’re), dicat (dica’re)  (he gives, he presents, he says).

9. Horre’sco (horre’scere) re’ferens  (I tremble even when I refer this).

10. Labor o’mnia vincit (vi’ncere)  (the effort (trouble) wins all).

4.3.6. Analyse structurally the following sentences:

Λέγεται δὴ Φίλιππος μὲν τελευτῆσαι (to die) ἐπὶ ἄρχοντος (leader, nobleman) Πυθοδήμου Ἀθήνησι (in Athens). Λέγεται δὲ παραλαβόντα τὴν βασιλείαν (royalty) Ἀλέξανδρον, παῖδα ὄντα (who was child of) Φιλίππου, ἐς Πελοπόννησον παρελθεῖν. Λέγεται δὲ εἶναι τότε ἀμφὶ τὰ εἴκοσιν (about twenty years old) ἔτη Ἀλέξανδρον. Ita’lia est terra (a country) Euro’pae. Sici’lia est i’nsula (island) Ita’liae. In’colae (inhabitants) Ita’liae sunt agri’colae (peasants, countrymen). Roma’ni multos deos adora’bant (worship). Graeci decem annos (ten years) cum Troia’nis (Trojans) bella’bant (to fight).

4.3.7. Translate in Old Greek and Latin the following expressions:

In Old Greek:

1. Cyrus' palace is at Kelaines. 2. Kelaines was a big and rich city.

3. Cyrus hunted beasts riding on the horse.

4. Through the garden flows the river Meander.

5. The width of the river is twenty feet.

6. Who was Alexander's father?

7. Alexander's father was Philip.

8. Hi, students!

9. Hi, teacher!

10. Hi, my friend!

In Latin:

1. Romans are a warlike population fighting by swords.

2. Romans during the wars founded barracks everyday.

3. They fortify the barracks by trenches and ditches.

4. Hannibal after the fight will praise the brave soldiers.

5. What is your name?

6. I did not understand.

7. What did you not understand?

8. It is an interval, teacher!

9. Well, let us go to the yard!

10. Hi, students!

4.4. Information about the Classic Culture.

1.  τὸ εὖρός  ἐστιν εἴκοσι καὶ πέντε ποδῶν (the width is twenty five feet):

The foot was the unit of measurement of length that amounted with 0,308 metres. Other units of length were the ell (ὁ πῆχυς) = 0,462 metres, the step = 0,77 metres, the fathom = 1,83 metres, the dekapous (δεκάπους, ten feet) 3,08 metres, the amma (ἅμμα) = 18,48 metres, the acre (plethron) = 30,83 metres, the stadium = 184,97 metres, the channel (δίαυλος) = 369,94 metres,  the ippikon (ἱππικόν) = 739,87 metres and the dolichos (δόλιχος) = 2219 metres. There also existed other smaller metres of length as the inch (δάκτυλος), the condylus (κόνδυλος), the dohmi (ἡ δοχμή), the dichas (ἡ διχάς), the span (ἡ σπιθαμή) etc. The units of measurement of Romans were: the inch (digitus), the foot = 0,2945 metres, the cu'bitus, the step (passus) = 1,425 metres, the dece'mpeda (ten feet), the actus = 35,34 metres, the mile (millia'rium) = 1472,5 metres etc. The Attic currencies were the thin (λεπτόν), the copper (το χαλκοῦν), the double copper, the semiobol, the obol (mite, farthing) that amounted with the 1/6 of drachma, the double obol,  the threefold obol, the fourfold obol, the drachma, double drachma, the fourfold drachma, the mna, that amounted with 97,07 drachmas, and the talant, that amounted with 5823,33 drachmas. The Roman currencies of the period of Democracy were: the quina'rius, the dena'rius (roughly one Attic drachma), the seste'rtius, the as, the a'ureus (roughly four Attic drachmas).

2. μή μου τοὺς κύκλους τάραττε (do not trouble my circles):

This expression was said by Archimedes, from Syracuse of Sicily, the great mathematician and physicist of the antiquity (287-212 B.C.), to a Roman soldier, during the siege of Syracuse by the Romans in 212 B.C., a little while before the soldier kill him, at the moment when he observed the circles that he had made in the floor, probably  studying his hydrostatic principle. It is said that Archimedes was a student of Euclid and that had friendship with Eratosthenes. To him belong the formulas that give the area and the volume of a sphere and he is considered the precursor of the absolute reasoning. He also manufactured  a lot of besieging machines that were used against the Romans during the siege of Syracuse.

3.  Roma’ni in bellis coti’die castra colloca’bant (Romans during the wars every day founded barracks):

Romans, during the war or even before the war, manufactured in countries or regions that they had conquered, fortified camps (castra, -orum) in order to protect themselves from the hostile attacks, in the period of the possession of the conquered ground, or in order to prepare themselves for new expeditions  or pass the cold months of winter. These camps became by the time small settlements and small cities, through which  the Roman culture was disseminated in the conquered populations. A lot of such camps became in the country of Galatians (France), in  Spain and in Britain, where there exist up to today  big cities, that began as camps, the names of which contain the word castra, as Manchester, Winchester etc.

4.  e thea’tro (from the theater):

The theatrical representations were taking place in the feasts of Dionysus that is in Great Dionysia (or in city Dionysia) and in Small Dionysia (or at fields Dionysia), the feast of Lenaia and Anthesteria. Great Dionysia were taking place in the month Elafevolion (15-3/15-4), their duration was six days and there were presented new plays in them. Small Dionysia were celebrated in the month Poseideon (15-12/15-1) and there were presented in them repetitions of successful plays. Lenaia were celebrated in the month Gamelion (15-1/15-2) and during them there were taught new tragedies and comedies. Anthesteria were celebrated in the month Anthesterion (15-2/15-3) and in them, later, there began to be taught dramas. Other feasts were: Winter Nemea (Gamelion 12), Small Eleusinia (Anthesterion 12-21), Theseia (Hecatombaion (15-7/15-8) 8), Olympic games (Hecatombaion 11-16), Summer Nemea (Hecatombaion 12), Great and Small Panathenaia (Hecatombaion 24-29), Thesmophoria (Boedromion (15-9/15-10) 10-14), Great Eleusinia (Boedromion 16-25).

To continue look at: ../Lesson 05 Part 1/ To see the Introduction look at: ../Introduction/


text:
User talk:Anthony 5432

 Hello Anthony 5432, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 23:19, 2 December 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Anthony 5432


text:
User talk:Jwood

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 3 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 3 December 2009 (UTC)

title: User talk:Jwood


title: File:6.A.FFT.pdf


text:
User:Ganymede~enwikiversity

Here to contribute...

Hopefully to the sections on art...

Thanks...

title: User:Ganymede~enwikiversity


text: Category:User:Jtneill/Learning

title: Category:User:Jtneill/Learning


text:
User:Jtneill/Research/Questions

Possible research questions

 * 1) What are the effects of green exercise on mood? What is role of cognitive attention in understanding the psychological effects of green exercise?
 * 2) What do people do barefoot? Why or why not? What are the effects?
 * 3) How do people share and reciprocate? How can pro-social behaviour be encouraged? Why might altruistic group members be rejected?
 * 4) What are the psychological effects of viewing different types of natural and unnatural imagery? (Replication and extension of Ulrich (1979) using the internet and free and online images)
 * 5) Growth through adversity
 * 6) How is it possible for humans to grow through trauma (post-traumatic growth)?
 * 7) How can stress inoculation be used to develop psychological resilience?
 * 8) What are the effects of different types of coping skills on post-traumatic growth and psychological resilience?

Ulrich, R. S. (1979). Visual landscapes and psychological well-being. Landscape Research, 4(1), 17-23.
 * References

title: User:Jtneill/Research/Questions


text: Category:User:Jtneill/Research

title: Category:User:Jtneill/Research


text:
User:Jtneill/Research/Grants

http://wilderdom.com/grantwriting.html

title: User:Jtneill/Research/Grants


text:
User:Jtneill/Research/Supervision

 * Initial guidance for psychology student research projects supervised by James Neill
 * Feel free to get in touch and we can discuss

APAC
A Bachelor Honours Degree ... involves planning and executing project work and/or a piece of research and scholarship with some degree of independence.

Students will undertake a research project that includes a research question, empirical literature review, data analysis, reporting of results and discussion. The research project should be structured so that students participate in the key steps involved, including the formulation of research questions, the analysis of data to test the research question, the interpretation of the findings and the writing of the report.

APAC Evidence Guide v1.3

A Masters Degree (Coursework) requires students to demonstrate the application of knowledge and skills to plan, formulate a research question and execute a research-based project that is applicable to the field of work. This includes implementation of a structured method of enquiry, a reputable approach to data analysis and interpretation and demonstration of critical analysis of the relevant literature.

The research project, incorporating a critical review of the literature, may take the form of one or more of the following: reviews, answer that question.
 * a program or service evaluation study,
 * a study based on experimental single case design,
 * a pilot study and grant application,
 * a systematic, meta-analysis or structured reviews, including scoping, umbrella and rapid
 * a qualitative or quantitative study using primary or secondary data analyses,
 * a traditional empirical research project, and
 * a capstone experience in which a question is posed, and evidence is gathered to

A case report will not suffice the research requirements of Professional Competency 3.17

APAC Evidence Guide v1.3

Idea sources
There are three main sources of research project ideas:
 * Student-driven projects: Start by generating some of your own research ideas (see brainstorming; see also previous theses). These projects often collect new data, but could also analyse secondary data.
 * Supervisor-driven projects: Check out some research ideas below and my publications
 * Industry-driven projects: These projects involve an industry-partner, such as a non-profit organisation, usually established through student- or supervisor- contacts

Methods
Methodologically, there are three main approaches:
 * Quantitative - analysis of numerical data
 * Qualitative - analysis of non-numerical data
 * Mixed - a combination of quantitative and qualitative

Brainstorming

 * Brainstorm ideas without getting too critical. One idea can lead to another — and a "bad" idea could lead to a "good" one. So, generate lots of ideas before ruling any out.
 * Brainstormed ideas might be based on your own curiosities and/or supervisor interests, but should emerge out of previous research.
 * The aim of the research project should be to solve a problem or mystery (a knowledge gap) by testing a psychological theory.
 * Ignore "how to do research" during brainstorming — it really doesn't matter. Consider research methods later, if a research question turns out to be worth pursuing. Considering methodology too early (e.g., "I could do a survey of ...") is an avoidable pitfall. Don't get the cart before the horse.
 * After brainstorming, refine down to about 2 to 4 ideas.
 * Then express each research idea as one or more research questions. Constructing research questions will push your thinking to the next level. Remember, the research questions should address some aspect of psychological theory. If you can't frame the idea as a research question, the project might not be viable.
 * Brainstorming and then developing some possible research questions will provide a healthy start for further discussion with a potential supervisor.

Possible topics
This is a brainstorm of some possible areas/ideas for projects. The sources for these ideas are generally either:
 * Current or past projects, sometimes with external clients/industry partners
 * Previous student research projects
 * Interesting studies that have caught my attention and could be replicated/extended

Arts-based interventions
I am broadly interested in interventions that seek to improve people's psychosocial lives. Often these are experiential, group-based interventions run by community organisations. During 2023-2024, we have been conducting industry-requested research with the National Gallery of Australia (NGA) and with Messengers, Tuggeranong Arts Centre:
 * Art for wellbeing at NGA program evaluation. The project got underway in 2023 with an Honours student interviewing participants and a Masters student interviewing staff, and could continue with follow-up studies in 2024. This project also has collaboration with members of the Ageing Research Group at UC, including academic staff from Nutrition and Occupational Therapy. The focus has been on what attracts people to the program, what the impacts on the program are on participants, and the mechanisms of change. The approach has been qualitative because this is exploratory research. Next steps for future projects could be discussed with the NGA.
 * A student in 2023-2024 is conducting an adolescent art intervention research project with Messengers, conducted by the Tuggeranong Arts Centre. This Honours project started mid-2023 and will conclude mid-2024.

Body image
Several students have conducted body image studies. The focus has usually been on the role of social media and/or has a focus on positive body image. I am currently supervising a student (Anna Brichacek) who is nearing completion of a PhD investigating body image flexibility (which is an adaptation of psychological flexibility) and there is potential to apply this work in Honours projects e.g.,
 * The mediating/moderating role of body image flexibility in the effects of social media idealised body images on body image
 * Self-compassion and body image flexibility

Ecopsychology / Environmental psychology
Environmental psychology is a broad area, but ecopsychology in particularly is rapidly expanding, as we turn to nature-based experiences to help ameliorate distress and promote wellbeing. There are many potential projects in this area:
 * Actively noticing nature (not just time in nature) helps promote nature connectedness. e.g., replication and/or extension of Richardson et al. (2021)
 * Attitudes towards reconciliation in Australia: Relationships with connectedness to nature, animal–human continuity, and moral expansiveness. Australian replication of Canadian study by Starzyk et al. (2021). Also see this article in The Conversation.
 * Green exercise effects on mood
 * How do childhood nature experiences influence adult outdoor activities? e.g., replication and/or extension of Sugiyama et al. (2021)
 * Landcare ACT Wellbeing Through Nature program research evaluation
 * Motivations for pro-environmental volunteering behaviour. For example, replicate/extend McDougle et al. (2011). Could use a functionalist approach (Clary and Snyder)
 * Natural stimuli (imagery, sound) effects on mood - past examples
 * Nature connectedness and eco-distress. For example, replicate/extend Smith et al. (2021)
 * Peak experiences in nature
 * Secondary data analysis of the large population datasets about the role of gardening in physical and mental health
 * Sensory awareness inventory intervention: A simple intervention study could use the sensory awareness inventory (through which a person can map their sources of pleasure through sight, sound, touch, smell, taste) and potentially structure their lifestyle around receiving sensory pleasure through each of these senses each day
 * Vitalising effects of being outdoors and in nature. For example, replicate/extend Ryan et al. (2010)

Educational psychology
Educational psychology projects at Honours-level can be challenging, especially if they involve minors and getting permission from education boards, schools parents, students etc. So, these projects need careful planning and usually work best when educational institutions are already on board. But there are also opportunities for researching adults (e.g., teachers and university-level projects).
 * Development of psychological literacy in undergraduate psychology students. Possible collaboration with Samantha Newell from Uni of Adelaide.
 * Occurrence, prevention, and recovery from occupational violence experienced by high school teachers in the ACT using mixed methods. The ACT Directorate of Education (Occupational Violence Team) is keen to conduct further research in 2024, following a successful Hons study in 2020 with primary school staff (Stevenson et al., 2022).
 * Open educational resource benefits and barriers from the perspectives of staff and students at the University of Canberra. For example, replicate/extend Appiah et al. (2020) and/or Luo et al. (2020).
 * University student perspectives about online learning preferences. For example, replicate/extend Wan Art et al. (2020).

Emotion
Emotions are vast and complex. So, studies in this area tend to work best if they drill down to specific emotions and maybe contemporary emotions (e.g., eco-emotions). For example, an Honours student previously conducted a project to see how a short intervention could stimulate awe. Emotion can be investigated experimentally (e.g., through a manipulation) and then consequences/differences in attitude, behaviour, decisions etc. can be measured.
 * Compersion has been surprisingly under-researched, yet represents a fascinating (if challenging) pro-social emotion
 * Mediating effects of cognitions (e.g., associative and dissociative) on mood changes during exercise
 * Prosocial emotions: Differences between compassion, empathy, sympathy, and/or kindness. For example, see Gilbert (2019) for a conceptual review of compassion. Could replicate and/or extend Gilbert et al., 2019).

Motivation
Applied aspects of motivation can be measured or manipulated to examine their relation with outcomes of interest. Perhaps consider the most problematic aspects of motivation such as procrastination and time management. What do we need to know to be able to better self-regulate?
 * How does cuteness/kawaii affect task performance. And why. For example, see Yoshikawa and Masaki (2021).
 * Procrastination
 * Academic procrastination and factors contributing to its overcoming. For example, replication and extension of Nábělková and Ratkovská (2015).
 * Procrastination and self-determination. Based on one of the recommendations from van Eerde and Klingsieck (2018).
 * To do lists and sleep. For example, replicate/extend Scullin et al. (2018).
 * Self-tracking: Motivations for, and consequences of, self-tracking. Could use a functionalist approach (Clary and Snyder)
 * Time management - This is a life skill that people typically rate themselves poorly on
 * Volunteering - Using Clary and Snyder's functionalist perspective

Outdoor education and adventure therapy
This area works best for those with an existing interest and experience, and when there is engagement with a specific organisation. However, I have some industry contacts, so can help set something up if there is a particular interest.
 * Adventure therapy and recividism: A meta-analytic and/or systematic review (Masters)

 * Landcare ACT Wellbeing Through Nature program evaluation - ongoing industry project
 * The role of social support in developing psychological resilience through outdoor education programs

Positive psychology
Positive psychology examines psychological strengths and how they can be developed.
 * A 2023 Honours student conducted a secondary analysis of the large HILDA dataset to test the inverted-U hypothesis that a moderate level of life stress may lead to optimal wellbeing outcomes (rather than low or high stress). Interestingly, the data did not support the hypothesis, but there wasn't a linear relationship eager. But the sense of mastery (i.e., sense of control and coping) and social support positively predicted wellbeing. We could try to replicate this study using a different large dataset.
 * Coping, coping effectiveness, stress, and psychological resilience (e.g., based on the Lazarus and Folkman transactional model of stress and coping). More info
 * Psychological benefits of aversive psychological states (e.g., feeling sad/failing)
 * Successful versus unsuccessful attempts at life change (e.g., Heatherton & Nicholls, 1994)

Psychoactive drugs
Psychoactive drugs are as hot a topic in psychological research as ever. Although clinical/forensic/psychopharmacological type studies are very difficult to conduct in a short time-frame with minimal resources by an inexperienced researcher, some creative and critical thinking can lead to workable research problems and designs. For example:
 * A 2022 Honours student examined ACT community attitudes to psilocybin assisted therapy just prior to the TGA's more permissive rescheduling of psilocybin

Social psychology
I like the idea of practical social psychology investigations, such as:
 * Deep versus shallow conversations (e.g., Kardas et al., 2021).
 * Emotional effects of minimal social contact
 * The role of parasocial relationships

Stress and coping
Stress, coping, and resilience (e.g., based on Lazarus' transactional model of stress and coping) provide a dynamic way of understanding how stress is now]t always bad and, in fact, can be good! But how? Via effective coping.
 * Coping efficacy/effectiveness. For example, see:
 * Coping self-efficacy
 * Directed coping (Wright, 2020).
 * Stress control mindset. For example, see Crum et al. (2013) and Keech et al. (2020).

Supervisory style

 * My aim is to support you to conduct a publishable research study (and for you to learn about the topic and process of research along the way)
 * I am reasonably open about the topic. If it aligns with previous work I've been involved with, then I can provide more expert support.
 * In terms of supervisory meeting arrangements, I am flexible. We can negotiate to suit our mutual needs. Usually supervisory meetings are virtual, with some face to face options. Expect to meet for at least an hour a week, especially over the first few months while the project is being set up.
 * We'll use a collaborative file sharing and messaging platform (e.g., Google Drive or Microsoft 365) throughout the project
 * We both have other responsibilities, but if we collaborate and communicate, a rewarding learning experience and a useful output is achievable

title: User:Jtneill/Research/Supervision


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User:Bayman~enwikiversity

INTERESTS:
 * Risk Management
 * Actuarial Science
 * Mathematics

title: User:Bayman~enwikiversity


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Talk:Fundamental Physics/Electronics

I am considering putting together an experiment-based hands on course using common kits. The problem I see with such a project is that it will involve the sale of the kits, Since the kits are necessary but I don't have a promotion agenda on which kit will work, I am thinking about listing the kits or referencing listings on a kit listing service that does. Does anybody think that this would break policy here at Wikiversity? If I don't get a response here, I will ask again on the Colloquium--Graeme E. Smith 16:23, 3 December 2009 (UTC)

title: Talk:Fundamental Physics/Electronics


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User:Wikiresources/Evaluation

 * [[File:Redirect arrow.svg]] Home | Learning Theories | Instructional Design and eAuthoring | ePortfolio | Storyboard | Wiki Analysis | Communication Tools | Resources Analysis | Accessibility | Evaluation | Glossary

Introduction
Attempts have been made to create a resource that is as user-friendly as possible through the use of clear navigational direction, links, colour combinations, graphics, etc. Evaluation of the resource will be carried out by our current peers on the MSc course. Access to an evaluation questionnaire will be placed on the home page of the wiki for their use. Additionally, a request for feedback from the general public through an email address is added to the homepage

Questionnaire

 * 1) Was it easy to access this learning resource?

 * 1) Was it easy to navigate?

 * If not, why?

 * 1) Did the presentation design facilitate learning?

 * If not, why?

 * 1) Was the information useful?

 * 1) Does the resource meet your expectations?

 * If not, why?

 * 1) Were there any accessibility issues for you?

 * 1) Any suggestions for improvement?

Evaluation Tool
We will use the TACCT tool to evaluate this elearning object. In a diagnostic evaluation of a elearning object, the analysis should determine what features are present and what features are missing from the design. The TACCT tool is a quick way of assessing a learning object, it is meant to provide some preliminary data to improve the design and determine the best direction to proceed; it is not intended to provide an in-depth evaluation The TACCT tool looks at the following areas of design: Technical Aesthetic Content Culture-based Target audience

title: User:Wikiresources/Evaluation