text:
User:Juandev/From the Wikiversity content to its conflicts/Notes

These are some notes of mine, which I deployed here during the preparation of the previous presentation:
 * Fluid mechanics for MAP - SBJohnny links this like prity good course, which has some brick and mortar students
 * Colloquium/archives/March 2011 - nice comment on what the Wikiversity is:-) Leutha sais here also that Wikiversity is more like in learning-centred approach than in teaching-centred approach, which points me to the fact, that it is from 50% community focused project
 * es:Wikiversidad:Claustro_Wikiversitario/Archivo/2011 - simmilar comment comes to Spanish Wikiversity, pointing that there is no difference between Wikipedia and Wikiversity. The same text from Wikipedia are in Wikiversity just under faculties, departments and this staff
 * Colloquium/archives/March_2011 - John Bessa regarding to the Moulton case sais in 2011 "I expressed that I thought that Wv should decide if it wants to be a wiki or a mental hospital"
 * Colloquium/archives/January 2011 - yet another "brainstorming" about Wikipedia?
 * School and university projects/List of projects - list a projects of brick and mortar schools within Wikiversity
 * pt:Wikiversidade:Esplanada - Vlademir Santos is happy that they can study individualy within Wikiversity like us within Czech Wikiversity do very often. He also talks about the importance of the same understending of the wikivesity content. They also agree that wikiversity software is for many begginers difficult. User:Solstag think that Wikiversity in its actual software will be good enough to deploy educational content and courses, but. Other software will be used for blogging, examination etc.
 * The idea of projects which creates school-like structures might be, that Wikiversity is a buidling and we will create rooms is this bulding. These rooms will wait for a specific people. When there will be some peopl within the room, they will start studying researching and they will develope educational materials.


text:
Virtues

Introduction

Throughout history great thinkers have identified certain human traits, called virtues, as intrinsically valuable. This course explores these virtues and suggests ways virtue can be integrated into your daily life, guide your decision making, and improve your well-being.

The objectives of this course are to:
 * Explore the characteristics of various virtues,
 * Survey collections of virtues identified by various philosophers.
 * Explore the relationships among those virtues,
 * Apply these virtues to improve practical decision making.
 * Improve your well-being, (eudaimonia).

If you would like to contact the instructor, please click here to send me an email or leave a comment or question on the discussion page.

The course contains many hyperlinks that may be clicked on and followed to obtain further information. Use your judgment and these link following guidelines to decide when to follow a link, and when to skip over it.

This course is part of the Applied Wisdom Curriculum.

This /Quick Reference/ on moral virtues may provide a helpful summary and reference.

The list of wise affirmations on the topic of moral virtues may help you develop habits based on the ideas in this course. lbeaumont

What is Virtue?
Virtue is excellence. The virtue of a knife is apparent in the sharpness of the blade and the fineness of its cut.

Human virtue–the topic of this course—is excellence at being human.

Virtues describe a way of being–they are manifest by your consistent behaviors. They are not just the occasional doing—they require more than the exceptional laudable behavior. Virtue is a matter of persistent intention, and action consistent with that intention.

Author Robert Merrihew Adams captures these ideas in his succinct defining phrase: "Excellence in being for the good".

Values become virtues when they are internalized as enduring character traits. For example, the value of "truth" becomes the virtue of "honesty" when truth becomes a consistent motive for your behavior.

Moral Virtues and Performance Virtues
A physically strong person with an excellent memory can use those assets for good or for evil. Certain virtues, such as having a good memory or being physically strong are certainly valuable, but they lack any particular disposition toward the good. These performance virtues are distinct from moral virtues because moral virtues are concerned with the good. David Brooks refers to these as résumé virtues and eulogy virtues, respectively. The book A Theory of Virtue: Excellence in Being for the Good uses the term “Structural Virtues” to describe those that improve performance (for good, evil, or neutral pursuits) and the term “Motivational Virtues” to describe those that direct us toward the good. We may use the terms "performance virtues" (doing things right) and "moral virtues" (doing the right thing) respectively to draw this distinction. This course will focus primarily on moral virtues.

Optional Assignment:
Skim this list of trait adjectives. Select several, perhaps 20, that best describe character traits you consider to be moral virtues.

Candidate Virtues
Throughout history many thoughtful philosophers have identified and described a variety of attributes as virtues. Here is an inclusive list of such candidate virtues, each linked to a more complete description. This serves as an introduction to the domain and provides a basis for the more structured analysis in later sections of this course. Close synonyms for the virtue are often listed below the main entry. Please follow each link to study that virtue.

 * /Politeness/ – A semblance of virtue
 * /Civility/ – Civilized interactions
 * /Fidelity/ – Stability, reliability, consistency
 * Piety
 * Unity
 * Integrity
 * Responsibility
 * /Wisdom/ – Choosing humanity
 * /Prudence/ – Practical wisdom
 * /Temperance/ – Savoring pleasure by shunning excess.
 * Moderation
 * Self-control
 * /Courage/ – Value-based action despite temptation
 * Fortitude
 * Bravery
 * Persistence
 * Grit
 * /Justice/ – Symmetry. Equal rights among humans; fair exchange
 * Fairness
 * /Generosity/ – Giving without obligation
 * Altruism
 * Benevolence – Regard to the good of others
 * /Compassion/ – Suffering together
 * Respect for life
 * /Mercy/ – The decision to stop hating
 * Forgiveness
 * /Gratitude/ – Rejoicing in what is
 * /Humility/ – Being equal
 * /Simplicity/ – Revealing the essence
 * /Tolerance/ – Discerning fact from opinion. Respecting differing opinions.
 * Reasonableness – Open to considering others' viewpoints
 * /Purity/ – Without evil
 * Sanctity
 * /Gentleness/ – Doing your good with the least possible harm to others
 * /Good Faith/ – Love of truth
 * Honesty
 * Truthfulness
 * Sincerity
 * Veracity
 * Authenticity
 * /Humor/ – Exposing a simple truth an unexpected way
 * /Love/ – Attraction toward the good
 * Éros – Want
 * Philía – Joy
 * Agápe – Charity
 * /Good/ – What is of most value in human life
 * Humanity
 * Perfection
 * Beauty
 * /Moral Integration/ – Doing good.
 * Wholeness

Assignment:
Part 1: Choose some person you admire to focus on for this assignment. This person might be a historical figure, a modern luminary, or someone you know who has positively influenced your life.

Part 2: Think about that person’s character traits and select from the list of virtues above those that best characterize this person. Include, if you are able to, examples of specific actions this person has taken that demonstrate each of the chosen virtues.

Other Systems of Virtues
Philosophers have worked to identify particular virtues as most important for some purpose. Follow the links in each of the following paragraphs to study each of those systems.

The /cardinal virtues/ are a set of four virtues recognized in the writings of Classical Antiquity and, along with the theological virtues, also in Christian tradition.

In the Nicomachean Ethics, Aristotle's best known work on ethics, he presents the idea that we can describe virtues as things which are destroyed by deficiency or excess. His ethics are summarized in this table of /Aristotle’s Ethics/.

The /seven heavenly virtues/ were derived from the Psychomachia ("Contest of the Soul"), an epic poem written by Aurelius Clemens Prudentius (c. AD 410) entailing the battle of good virtues and evil vices.

Young Benjamin Franklin developed a plan to improve his character by cultivating his /thirteen virtues/.

In studying accounts of peak experiences, Abraham Maslow identified a manner of thought he called "Being-cognition" identified with these /Being-values/.

The /Character Strengths and Virtues/ handbook of human strengths and virtues, by Christopher Peterson and Martin Seligman, represents the first attempt on the part of the research community to identify and classify the positive psychological traits of human beings.

After interviewing 24 courageous and thoughtful men and women of conscience from around the world, author Rushworth Kidder concluded that /eight values/ are widely, almost universally, accepted.

In his book “The Righteous Mind”, Jonathan Haidt describes /six foundations of morality/.

Reconciling Lists
Many of the strengths and values listed in these various other systems of virtues appear on our list of candidate virtues and their related synonyms, however, many do not. These need to be considered further.

Several terms, including right ambition, greatness of soul, diligence, order, industry, cleanliness, aliveness, self-sufficiency, vitality, active citizenship, and leadership are performance virtues rather than moral virtues. Pursue these to increase your capacity for accomplishing your goals. As you develop these performance virtues, please combine them with the moral virtues and use them for the good. Kindness appears several times, and it is appealing as a moral virtue. Kindness is a combination of compassion, mercy, tolerance, love, and perhaps other moral virtues we have studied. Do take time to be kind.

Care for others and caring about others is a form of kindness that draws on our virtues of compassion generosity, gentleness, and love. Caring is good. Social intelligence is required for caring and kindness. Patience also helps.

Creativity—the ability to generate new and useful ideas and objects—is clearly a strength, but is it a moral virtue? Cheaters, thieves, and scoundrels of all types can be very creative in their approaches to causing mayhem, so it seems clear that creativity is not only inclined toward the good. However, creativity can be directed toward the good, and it may be essential for conceiving and providing the best. As you develop your creativity, please use it for good. Uniqueness, richness, and completion are elements of creativity. They are often good.

Chastity is listed, and we will rely on you to integrate the virtues of wisdom, compassion, courage, gentleness, temperance, humility, and of course love to guide your own romantic encounters. Loyalty, and the related virtue of unity encourage us to stay together in good times and in bad for the benefit of the group. Rely on your virtues of fidelity, wisdom, courage, and tolerance to decide when to join, when to persevere, and when to leave any particular group, team, organization or affiliation. Stay only as long as you can be for the good.

Respect for authority may or may not be good, depending on the virtue of the particular leader. While it is helpful to respect the authority of a virtuous leader, it is wise for you to be courageous in resisting the authority of any leader who is not for the good. There is no virtue in respecting the authority of a scoundrel or a tyrant. Freedom and liberty are cultural attributes—conditions of the environment, government, or organization we are in—that allow us to exercise our autonomy and avoid oppression. Virtuous people exercise their freedom and liberty for the good. Others need restraints—limits on their freedoms—to prevent them from doing harm.

Curiosity, love of learning, and open-mindedness all help us explore our world and discover what is. These are essential components of wisdom and are certainly good. Transcendence—a concern for something greater—along with hope and spirituality all represent a desire for a better future.

Effortlessness combines simplicity, courage, and good.

Assignment
Read through each of the systems of virtues listed above. Compare the strengths, values, and virtues appearing in those lists to the “candidate virtues” explored in depth in the previous section. Based on all of these lists, what if any virtues would you add to the candidate virtues list? What, if any would you remove from the list?

Virtuous Choices
How can our understanding of the virtues help us make better decisions?

There are times when you have to choose one person from a pool of candidates to fill an important position in which character is very important. Examples include deciding what candidate to vote for in an election, who to hire for some job or business partnership, and even who to choose for a romantic commitment, or an important friendship.

Assessing the virtue of each candidate, using this virtues assessment form, can help. Follow the instructions on the form.

In addition to using the form, one question to ask that can be helpful in revealing values, long-term compatibility, and worldview is: “what is your theory of knowledge; how do you decide what to believe?”

Resources

 * Hursthouse, Rosalind, "Virtue Ethics", The Stanford Encyclopedia of Philosophy (Winter 2010 Edition), Edward N. Zalta (ed.), URL = .
 * The Moral Obligation to Be Intelligent, 1915 by John Erskine
 * Hursthouse, Rosalind, "Virtue Ethics", The Stanford Encyclopedia of Philosophy (Winter 2010 Edition), Edward N. Zalta (ed.), URL = .
 * The Moral Obligation to Be Intelligent, 1915 by John Erskine
 * The Moral Obligation to Be Intelligent, 1915 by John Erskine
 * The Moral Obligation to Be Intelligent, 1915 by John Erskine
 * The Moral Obligation to Be Intelligent, 1915 by John Erskine
 * The Moral Obligation to Be Intelligent, 1915 by John Erskine
 * The Moral Obligation to Be Intelligent, 1915 by John Erskine

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

title: Virtues


text:
User talk:Kath~enwikiversity

 Hello Kath, 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 13:44, 17 July 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Kath. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kath~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:40, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:13, 19 April 2015 (UTC)

title: User talk:Kath~enwikiversity


text:
User talk:Azpirins

 Hello Azpirins, 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 13:44, 17 July 2011 (UTC)

title: User talk:Azpirins


text:
User talk:David Bodart

 Hello David Bodart, 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 13:45, 17 July 2011 (UTC)

Signing your posts
I see that you signed up for a United States History course., assuming that was you. You can sign posts with ~ which will substitute, when you save it, a link to your user name, plus a time stamp. Be sure to be logged in! Otherwise MediWiki, our software, won't know who you are, it will substitute, instead, your IP address, which is what showed in history, see the link I provide above. --Abd 20:15, 19 August 2011 (UTC)

title: User talk:David Bodart


text:
User talk:Rjlxmi

 Hello Rjlxmi, 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 13:46, 17 July 2011 (UTC)

title: User talk:Rjlxmi


text:
User talk:Jasorisenburg

 Hello Jasorisenburg, 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 13:46, 17 July 2011 (UTC)

title: User talk:Jasorisenburg


text:
Wikiversity:Colloquium/Magic formula 5:1 v.2

Magic formula 5:1 v.2
Regarding Magic formula 5:1 Jtneill probably ment wikiversity settings. Thats a very difficult question man! What are positives and what are negatives for us. As a real Czech I can see just negatives:
 * Wikiversity looks like Wikipedia, thus people expect content (in the means of content-focused project)
 * technicaly Wikiversity works like Wikipedia, thus it is very hard to make social interaction (as we are also people-focused project)
 * we are called Wikiversity, thus we may miss elementary school learners and researchers

err, now I may come up with positives, but what are they? Are they real contradict positives?--Juan de Vojníkov 14:18, 17 July 2011 (UTC)


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Literature/2011/Grudin

Authors

 * Principal Researcher, Adaptive Systems and Interaction Group, Microsoft Research
 * Ph.D. in cognitive psychology from the  University of California (1981), where he was advised by  Donald Norman.
 * ACM Portal
 * 1997-2003 : Editor-in-Chief of ACM Transactions on Computer-Human Interaction
 * 2006-2011 : Edit and write column on HCI history for ACM Interactions

Summary
The history of library and information science is covered here, along with HCI research in human factors, information systems, and computer science (CHI).

Wikimedia

 * Human-computer interaction
 * w: Category:History of human–computer interaction

Chronology

 * Grudin, Jonathan & Donald Norman (1991). "Language evolution and human-computer interaction." Proc. Cognitive Science Conference, 611-616. (PDF). The forces that shape languages provide insights into limitations of consistency in interaction design.
 * Grudin, Jonathan & A. MacLean (1984). "Adapting a psychophysical method to measure performance and preference tradeoffs in human-computer interaction." Proc. INTERACT '84, 737-741. (PDF). More a poster than a paper, my first HCI study identified a distinction that 20 years later shaped my view of HCI history.
 * Grudin, Jonathan & A. MacLean (1984). "Adapting a psychophysical method to measure performance and preference tradeoffs in human-computer interaction." Proc. INTERACT '84, 737-741. (PDF). More a poster than a paper, my first HCI study identified a distinction that 20 years later shaped my view of HCI history.

title: Literature/2011/Grudin


text:
Wikiversity:Colloquium/Length of a course

Length of a course
I come up on it.wv to a very interesting discussion about the length of a course. They were morelike interested in technical ways, but Ive been already thinking about the fact that long studying of one subject is not effective and you must stop. Get out of that and after some time, you may come back. w:cs:User:Limojoe told me it is a known effect in pedagogy, so do our en scholars know somethig about that?--Juan de Vojníkov 16:09, 17 July 2011 (UTC)

Your question, is a step to the staircase of knowledge--Gaon Abhinava 06:00, 29 July 2011 (UTC)

(m)+Q?+A!= ( M )+Q?+A!= ( --M-- )+Q?+A!= ( ^--M--^ )+Q?+A!= ( *^--M--^* ) ....Mind Growth = MG

I have found, That I learn much more effective when I let my tenacious curiosity lead my education.... A fleeting thought, a brilliant idea, A restless wonder... In this way I expand my Mind and satisfy my Hunger for Knowledge. Some structure is essential, and people learn in different ways. But our "Education" must never block the path of our True Learning, which would then be counter productive. We must seek simplicity and Clarity of understanding to grow. How much do you retain? How can we produce the best results? The best questions lead to exponential mind growth. Kind regards, intelligent discussion welcomed

Gaon Yincang Abhinava 01:45, 23 July 2011 (UTC) WV, Instructor, Survival Intelligence, (S.I)   7/22/2011  8:42pm


text:
Talk:Virtues

Candidate Values
Here are lists of values that are candidates for inclusion:

Rush Kidder Values: love, truthfulness, fairness, freedom, unity, tolerance, responsibility, respect for life.

Maslow B-values: wholeness, perfection, completion, justice, aliveness, richness, simplicity, beauty, goodness, uniqueness, effortlessness, playfulness, truth, honesty, reality, and self-sufficiency

Christopher Peterson and Katherine Dahlsgaard study: Wisdom and knowledge, courage, love and humanity, justice, temperance, and spirituality and transcendence. (These are amplified by the “signature strengths” work. See: http://emotionalcompetency.com/strengths.htm )

The 12 Schwartz values: Achievement, Benevolence, Conformity, Hedonism, Power, Security, Self-Direction, Stimulation, Tradition, Universalism See: http://emotionalcompetency.com/values.htm

The 48 positive human characteristics that have been associated with wisdom. See: http://wisdompage.com/WisdomCharacteristics.html

From “A Small Treatise on the Great Virtues” : politeness, fidelity, prudence, temperance, courage, justice, generosity, compassion, mercy, gratitude, humility, simplicity, tolerance, purity, gentleness, good faith, humor, love.

Object Types:
Clarify the distinctions between the following terms and concepts: Virtues, strengths, values, goals, tasks, activities, projects, problems, human needs, opportunity, or solutions.

Color Wheel and Virtues Structure
Three primary colors can be combined to create the many thousands of colors we can perceive. These can be arranged into elegant structures such as the color wheel or the HSB model. Shalom H. Schwartz has developed the Universal theory of human values which arranges human values in to an elegant structure. Is such a structure known for virtues?

Vices
Consider adding a list of vices to provide contrast. See, for example page 41 of "a theory of virtue"

Malace, including cruelty, envy, hatred, and vindictiveness (perhaps mitigated by sincere belief in the value of retributive justice).

Ruthlessness -- indifference to harming others to achieve your own (selfish) ends by any means -- disregard for the good of others.

Indifference -- eg careless behavior that results in harm to another.

(a common theme seems to be causing or allowing harm to another person). --Lbeaumont 21:09, 1 October 2011 (UTC)

Performance Virtues
It may be helpful to separate "moral virtues" from "performance virtues" (e.g. some from Ben Franklin's list). These (or something very close to these) are called "motivational" virtues and "structural" virtues, respectively, in p 32 of "A theory of virtue". --Lbeaumont 18:11, 4 October 2011 (UTC)

KOHLBERG'S STAGES OF MORAL DEVELOPMENT
Address KOHLBERG'S STAGES OF MORAL DEVELOPMENT, see: http://faculty.plts.edu/gpence/html/kohlberg.htm and also: http://en.wikipedia.org/wiki/Lawrence_Kohlberg%27s_stages_of_moral_development Consider addressing this under the "moral integration" candidate virtue. --Lbeaumont 19:29, 5 October 2011 (UTC)

Bumper Sticker Slogans
Would it be helpful to compose "Bumper Sticker Slogans" for each of the candidate virtues? It might provide students a memory device for recalling a core or essential definition of each. The downside might be mistaking the bumper sticker for the subtly and complexity of each virtue. --Lbeaumont (talk) 14:54, 5 July 2012 (UTC)

Rotation of Axis?
It seems this (traditional) set of virtues is fraught with exceptions based on interdependencies among particular virtues. I wonder if some other set of virtues, derived by some “rotation of axis” or other transformation or fresh point of view could lead to a simpler set of “rules to live by”. Can we remove the epicycles? --Lbeaumont (talk) 21:04, 28 August 2012 (UTC)

Do Great speeches appeal to virtue?
Begin with a selection of great speeches such as the Gettysburg address and I have a dream. Analyze the text to identify appeals to various virtues. How can such insight improve our critical analysis of other speeches and our own speech writing? --Lbeaumont (talk) 13:39, 30 September 2012 (UTC)

Seeking a Minimal Spanning Set
Can some list of virtues be demonstrated to form a minimal spanning set? To prove this the following questions need to be answered: --Lbeaumont (talk) 13:41, 30 September 2012 (UTC)
 * 1) Is the listed attribute truly a virtue?
 * 2) Is there some virtue that is not listed?
 * 3) Are any listed virtues redundant with others on the list?

Images
I would like to include one compelling image on each page of this course. I don’t like the Greek statues included in Wikipedia on many of these topics. If you have any suggestions for images concepts please let me know. --Lbeaumont (talk) 14:55, 19 October 2012 (UTC)

Expanding to cover more virtues?
The course appears to be 80-90% based on a single book (A Small Treatise on the Great Virtues: The Uses of Philosophy in Everyday Life). Is there any plans to expand it to cover more than a brief sampling of other virtues / collection of virtues?n(Question sent via email from user Ghrae)
 * In designing the course an early decision had to be made regarding what specific virtues would be discussed in depth. I had difficulty locating references to help with this decision. When I came across the book "A Small Treatise on the Great Virtues" I felt the list of virtues it covered was a good starting point. I adopted that book's 18 virtues, and added 2 more. In researching each virtue I strived to consult a variety of references. For wisdom, I was able to draw in the considerable resources at the Wisdom Pages. The courage module draws primarily on the book “The Mystery of Courage”. The justice module takes advantage of the justiceharvard lectures. In general I worked to read one or two books dedicated to each virtue to increase the depth of my understanding of that virtue before writing each module. I was not successful in every case.  I have listed several books for “further reading” for most of the virtues. I have read each of these books and draw upon them in the various modules.  Finally, there is the section on “Other Systems of Virtues.” Here I survey other compendiums of virtues, and then reconcile the lists in detail before inviting the student to suggest their own list. I am certainly open to broadening the basis for the course. If you can suggest specific references I should study to improve the course I sill appreciate it. --Lbeaumont (discuss • contribs) 02:18, 10 April 2013 (UTC)

Inner awareness Virtues
It's important to keep in mind the purposes behind any depiction of virtues. Sardello's inventory of virtues (linked below) relate to inner awareness in soul-spirit modes of orientation and perception. Both relate directly to the human feeling life (of inner sensing, feeling, and imagining); thus, interior felt presence (which is the orientation of "aesthesis," see James Hillman for explication).

Here's the link: http://reneecoleman.net/the-power-of-soul-living-the-twelve-virtues

The virtues (now) covered in the course are interpersonal. The virtues on the list linked above, that are not covered in the course (e.g devotion, equanimity, patience) are intrapersonal.

(This entry was adapted from a personal email by. --Lbeaumont (discuss • contribs) 19:34, 18 January 2019 (UTC) )

Kindness Curriculum
Evaluate the "Kindness Curriculum" provided by the Center for Healthy Minds. See: https://centerhealthyminds.org/join-the-movement/lessons-from-creating-a-kindness-curriculum Consider including relevant materials. --Lbeaumont (discuss • contribs) 23:01, 20 February 2019 (UTC)

Nicomachean Ethics
Integrate the Nicomachean Ethics into the course. --Lbeaumont (discuss • contribs) 11:44, 10 April 2020 (UTC)

title: Talk:Virtues


title: User:Silverblade234


text:
User:Titodutta

Wikipedia:User:Tito Dutta

title: User:Titodutta


text:
User talk:Titodutta

Welcoming Myself
--Titodutta 23:58, 17 July 2011 (UTC)

And being welcomed
Indeed, welcome! The welcome template, like a number of templates, is intended to be substituted. If you use it would then properly be signed. --Abd 12:46, 18 August 2011 (UTC)

Response Posted
Response posted at Candidates_for_Custodianship/Dave_Braunschweig. Thanks! -- Dave Braunschweig (discuss • contribs) 14:16, 26 May 2013 (UTC)
 * I have seen and added a comment! I'll check it later again! --Tito Dutta (Talk) 18:45, 26 May 2013 (UTC)
 * I have added a vote, you can move it correct section. In addition, consider writing edit summary, see wikipedia:WP:FIES --Tito Dutta (Talk) 01:16, 27 May 2013 (UTC)

title: User talk:Titodutta


text: User:Striker

title: User:Striker


title: File:Series.Pointer.1.A.20110715.pdf


title: File:Series.Array.1.A.20110718.pdf


title: File:ASP.1.A.Background.20110718.pdf


text:
Literature/1996/Pemberton

 * http://web.archive.org/web/20090204201945/http://www.sigchi.org/bulletin/1996.1/

Authors

 * Steven Pemberton
 * mailto:Steven.Pemberton@cwi.nl
 * http://www.cwi.nl/~steven

Excerpts

 * From the Editor: CHI as in arCHIve
 * Steven Pemberton

 * Someone interested in HCI reads the SIGCHI Bulletin, but apparently only someone involved in SIGCHI knows how to pronounce it, and that's why we chose Archive as the title for this issue, so that everyone would know. CHI is pronounced like the chi in archive.
 * This issue marks the start of ACM's 50th Anniversary year, and to celebrate the start of the year this issue features a look back at the history of SIGCHI. Ever wondered how come there have been 27 volumes of the SIGCHI Bulletin, while HCI didn't even come into existence before 1980? Read on....

 * SIGCHI: The Early Years
 * Lorraine Borman

 * ... during [the late 70's], a growing number of people became concerned about the human interaction of computer systems. The need for "people-oriented" systems, which reflected the needs and behavioral characteristics of the user population, became a matter of major interest to the computing profession.
 * The ACM itself recognized the importance of the user interface when it scheduled Allen Newell to be an invited speaker at the Computer Science Conference in February 1982. Professor Newell's topic: "Human Interaction with Computers: The Requirements for Progress."
 * Between 1978 and 1982, we lobbied for a name change from SIGSOC to SIGCHI.
 * "In every journal, in every discussion these days, we hear that systems aren't being used as the designers envisioned: it is time to emphasize research directed towards the users. The days of computer-oriented people are passing: the new era must lead towards people-oriented computers." (L. Borman, SIGSOC Bulletin, Spring 1978, Volume 9)
 * Again, in the July 1978 Bulletin, 10,1, Borman wrote "we want to give special focus to the human factors in computing, such as through studies of user's reactions to current systems, review of methods for assessing differences in the human results, and discussions of the theoretical basis for these performance differences."

 * Why Don't More Non-North-American Papers Get Accepted to CHI?
 * Ellen A. Isaacs and John C. Tang

 * CHI '95 received 228 submissions, 66 of which were accepted, leaving 162 rejected submissions. Each paper received evaluations from between four and nine reviewers .... Each paper is assigned to an associate chair (AC), who writes a "meta-review." ACs are intended to summarize the reviewers' comments, perhaps weighting those comments differently depending on their judgement of the seriousness of the criticisms. ACs are also free to add their own opinions to the meta-reviews.

Wikimedia

 * SIGCHI

Chronology
--- discontinuity ---

Comments

title: Literature/1996/Pemberton


text:
Literature/1983/Anderson JR

Chronology

 * Anderson, John Robert (1990). The Adaptive Character of Thought. Lawrence Erlbaum.
 * Anderson, John Robert (1980). Cognitive Psychology and its Implications. Freeman.
 * Anderson, John Robert (1976). Language, Memory, and Thought. Lawrence Erlbaum.
 * Anderson, John Robert (1976). Language, Memory, and Thought. Lawrence Erlbaum.

title: Literature/1983/Anderson JR


text:
Talk:Drum set/What's in a drum set?

Crash cymbal technique
Article currently reads in part ''Usually the Crash cymbal will be the first to warp and ultimately crack due to the repeated striking of its edge. As I've just said the Crash cymbal is played by hitting it on the edge.''

Umm, NO. NEVER hit a crash cymbal on the edge (well, very gently for a special gong-like effect if playing ppp but that's an advanced technique probably beyond the scope of this article). A crash has a pronounced taper and a thin edge. If you hit it on the edge it will break, as you've found out. Hit it on the bow, with the shaft of the stick, held very loosely (I have videos of me hitting a crash cymbal and my fingers are around the stick but at the instant of impact they're not touching it at all), and you'll get a much better sound, and as a bonus you won't break your cymbals. Andrewa 09:47, 18 July 2011 (UTC)

title: Talk:Drum set/What's in a drum set?


text:
User:Caca7

inactive

title: User:Caca7


text:
Talk:Virtue

Virtues course
I am creating a course on the virtues as part of the applied wisdom curriculum. It seems best that we combine our efforts. See the talk page and objectives section for an outlook on the course content. Thanks. --Lbeaumont 12:40, 18 July 2011 (UTC)

title: Talk:Virtue


text:
Archive of Simulations and Games/Annotated Bibliography

All users are encouraged to add annotations on the discussion board.

Bibliographies
International Political Education Database (IPED): https://sites.google.com/site/psatlg/Home/resources/journal-articles

Games and Gaming
Journal: Simulations and Gaming: http://sag.sagepub.com/

Educational Uses of Games
http://www.amazon.com/gp/reader/B009TU5INQ/ref=sib_dp_kd#reader-link by Ron Stadsklev is the bible on using simulation games in an educational setting. Now available as an ebook.
 * Games and Simulations by Nathan Balasubramanian and Brent G. Wilson

Learning Resource Databases
International Political Education Database (IPED): https://sites.google.com/site/psatlg/Home/resources/journal-articles


text: Category:Diplomacy simulation

title: Category:Diplomacy simulation


text: File:United Nations Simulations Procedural Rules.pdf


text: File:United Nations Simulations Motion for Caucuses.pdf


text: File:United Nations Simulations Premabulatory & Operative Clauses.pdf


text: File:United Nations Simulations Format of Draft Resolution.pdf


text:
Literature/1977/Soergel

 * http://www.dsoergel.com/cv/An%20Automated%20Encyclopedia%20%20a%20Solution%20of%20the%20Information%20Problem.

Authors

 * University of Maryland

Abstract
Due to redundancy and lack of specific access, in formation transfer through the literature is costly in time to the user; it is also costly to the author who must repeat much context information before coming to his new contribution. A non-redundant data store or automated encyclopedia could alleviate these problems. The structure of such a data store and procedures for its creation from the literature by controlled removal of redundancy are described. However, an automated encyclopedia would create problems of its own. Its structure would be enormously complex and it would be very expensive to establish. Its acceptance by users and authors is by no means a given. Pilot projects in high-use areas such as medicine and drugs, or statistical methods, and in numerical data compilation are suggested to test the feasibility of an automated encyclopedia and determine a realistic scope for it.

Contents

 * 1) Introduction
 * 2) The Problem
 * 3) A solution: the automated encyclopedia
 * 4) Reasons that lead to redundancy in publications in the present system
 * 5) Use of an automated encyclopedia. Its role in information transfer
 * 6) Selective dissemination of data
 * 7) Retrospective retrieval of data
 * 8) Types of requests
 * 9) Data analysis and inference
 * 10) Forms of output
 * 11) Contributing data to the store
 * 12) Structure of an automated encyclopedia
 * 13) Logical structure of the data store
 * 14) Representation of data elements
 * 15) Data reduction through generalization
 * 16) Context indexing of data elements
 * 17) Reliability
 * 18) Indexing of potential uses/applications
 * 19) Source indications
 * 20) Remarks on physical storage organizations
 * 21) Building and updating the data store
 * 22) Introduction
 * 23) Procedures for building a non-redundant data store from the literature
 * 24) The principles of collocation of information and controlled redundancy removal
 * 25) Procedure for processing one document for inclusion of its data elements into the data store
 * 26) Problems arising in removing redundancy and establishing the logical structure of the data store
 * 27) Keeping track of the sources
 * 28) What constitutes a data element?
 * 29) Data element "modes"
 * 30) Editing sections of text expressing a data element
 * 31) Terminological standards
 * 32) Sameness of meaning and data element variants
 * 33) General discussion of the determination of same ness of meaning
 * 34) Preliminary list of possible relationships between natural language representations of data elements
 * 35) Completeness of coverage vs. summarization
 * 36) The principle of complete (non-selective) coverage and evaluative indexing
 * 37) Social and political aspects of an automated encyclopedia
 * 38) Motivation for contribution and use
 * 39) Regulation of access for contributors
 * 40) Regulation of access for users
 * 41) Other problems
 * 42) Implementation of an automated encyclopedia system
 * 43) Should an automated encyclopedia system be implemented?
 * 44) Costs
 * 45) Benefits
 * 46) Cost-benefit comparison
 * 47) Implementation of pilot projects
 * 48) Preparation for an automated encyclopedia in the present system
 * 49) Conclusions

title: Literature/1977/Soergel


title: File:Series.Pointer.1.A.20110719.pdf


text:
Literature/1977/Judge

 * http://www.laetusinpraesens.org/docs/knowrep.php

Abstract
Discussion of problems in knowledge handling policy and indication of new software and hardware possibilities especially those making use of graphic representational devices. The necessity for a more adequate knowledge representation is demonstrated in 19 statements contrasting present documentation and information analysis procedures (as inadequate for current needs) with possibilities of future methods and measures. Reference is made to the consequent redefinition of relationships between conventional knowledge handling processes, if only in the special institutional settings where this approach will most probably be adopted.

title: Literature/1977/Judge


text:
Literature/1963/Bohnert

Authors

 * Herbert G. Bohnert

 * Manfred Kochen
 * University of Michigan

title: Literature/1963/Bohnert


text:
Literature/1976/Fillmore

Author

 * Charles J. Fillmore
 * University of California, Berkely

Wikimedia

 * Frame semantics (linguistics)

title: Literature/1976/Fillmore


text:
User:Amazingdiscounttires

Key Points To Consider When You Purchase Tires Online

title: User:Amazingdiscounttires


text:
Literature/1982/Fillmore

Author

 * Charles J. Fillmore
 * University of California, Berkely

Excerpts

 * With the term "frame semantics" I have in mind a research program in empirical semantics and a descriptive framework for presenting the results of such research. Frame semantics offers a particular way of looking at word meanings, as well as a way of characterizing principles for creating new words and phrases, for adding new meanings to words, and for assembling the meanings of elements in a text into the total meaning of the text. By the term 'frame' I have in mind any system of concepts related in such a way that to understand any one of them you have to understand the whole structure in which it fits; when one of the things in such a structure is introduced into a text, or into a conversation, all of the others are automatically made available. I intend the word 'frame' as used here to be a general cover term for the set of concepts variously known, in the literature on natural language understanding, as 'schema', 'script', 'scenario', 'ideational scaffolding', 'cognitive model', or 'folk theory'.
 * Frame semantics comes out of traditions of empirical semantics rather than formal semantics. It is most akin to ethnographic semantics, the work of the anthropologist who moves into an alien culture and ask such questions as, 'What categories of experience are encoded by the members of this speech community through the linguistic choices that they make when they talk?' A frame semantics outlook is not (or is not necessarily) incompatible with work and results in formal semantics; but it differs importantly from formal semantics in emphasizing the continuities, rather than the discontinuities, between language and experience. The ideas I will be presenting in this paper represent not so much a genuine theory of empirical semantics as a set of warnings about the kinds of problems such a theory will have to deal with. If we wish, we can think of the remarks I make as 'pre-formal' rather than 'non-formalist'; I claim to be listing, and as well as I can to be describing, phenomena which must be well understood and carefully described before serious formal theorizing about them can become possible.

Wikimedia

 * Frame semantics (linguistics)

title: Literature/1982/Fillmore


text:
Literature/1983/Shneiderman

Authors

 * Ben Shneiderman
 * Founding Director (1983-2000) of Human-Computer Interaction Lab (HCIL), University of Maryland,

Wikimedia

 * Direct manipulation interface

Chronology

 * Goodman, Danny (1987). The Complete HyperCard Handbook. Bantam Books.
 * Shneiderman, Ben (1987). "User interface design for the Hyperties electronic encyclopedia," Hypertext '87 Workshop Proceedings, Raleigh, NC, November 13-15, 1987, pp. 199-204.
 * Goodman, Danny (1987). The Complete HyperCard Handbook. Bantam Books.
 * Shneiderman, Ben (1987). "User interface design for the Hyperties electronic encyclopedia," Hypertext '87 Workshop Proceedings, Raleigh, NC, November 13-15, 1987, pp. 199-204.
 * Goodman, Danny (1987). The Complete HyperCard Handbook. Bantam Books.
 * Shneiderman, Ben (1987). "User interface design for the Hyperties electronic encyclopedia," Hypertext '87 Workshop Proceedings, Raleigh, NC, November 13-15, 1987, pp. 199-204.

title: Literature/1983/Shneiderman


text:
User:EGM6341.S11.team5.cavalcanti/Mtg33

NM1 Mtg 33: Mon, 21 Mar 11 [[media: Nm1.s11.mtg33.djvu | Page 33-1]] - Law of misnomy: Gauusian distribution $$\color{blue}{\rightarrow}$$ normal distribution. Pythagoras' theorem. ______________________________________________________________________________________________  Arc length: cont'd

Application: Optimal control of trajectory Optimal trajectory (minimum fuel consumption use of thrusters): Earth to Mats. [[media:Nm1.s11.mtg33.djvu | Page 33-4]] 1) Supersonic interceptor: Find angle of attack and thrust to reach a given altitude in minimum time.

title: User:EGM6341.S11.team5.cavalcanti/Mtg33


text:
Literature/1987/Trigg

 * http://portal.acm.org/citation.cfm?id=317435

Authors

 * Randall H. Trigg : Intelligent Systems Laboratory, Xerox Palo Alto Research Center, Palo Alto, CA
 * Peggy M. Irish : Intelligent Systems Laboratory, Xerox Palo Alto Research Center, Palo Alto, CA

Abstract
This paper reports on an investigation into the use of the NoteCards hypertext system for writing. We describe a wide variety of personal styles adopted by 20 researchers at Xerox as they "inhabit" NoteCards. This variety is displayed in each of their writing activities: notetaking, organizing and reorganizing their work, maintaining references and bibliographies, and preparing documents. In addition, we discuss the distinctive personal decisions made as to which activities are appropriate for NoteCards in the first place. Finally, we conclude with a list of recommendations for system designers arising from this work.

Wikimedia

 * NoteCards

title: Literature/1987/Trigg


text:
Literature/1983/Trigg

 * http://portal.acm.org/citation.cfm?id=911585

Authors

 * Randall H. Trigg

Wikimedia

 * NoteCards

title: Literature/1983/Trigg


text:
Literature/1986/Trigg

 * http://portal.acm.org/citation.cfm?id=5401.5402

Authors

 * Randall H. Trigg
 * University of Maryland
 * Mark Weiser
 * University of Maryland

Abstract
Textnet is a new system for structuring text. The Textnet approach uses one uniform data structure to capture graphlike pools of text, as well as embedded hierarchical structures. By using a semantic network formalism of nodes connected by typed links, the relationships between neighboring pieces of text are made explicit. Also described is our partial implementation of the Textnet approach, which makes use of an object-oriented window/menu-driven user interface. Users peruse the network by moving among object menus or by reading text along a path through the network. In addition, critiquing, reader linking, searching, and jumping are easily accessible operations. Finally, the results of a short trial with users are presented.

title: Literature/1986/Trigg


text:
User:OpenScientist/Panton Papers

The Panton Papers are a series of articles on specific aspects of the publishing of scientific data. They are named after the Panton Principles for Open Data in Science that call for a clear labeling of allowed reuses of data and recommend putting into the Public Domain data that resulted from publicly funded scientific research.

title: User:OpenScientist/Panton Papers


text:
User:EGM6341.S11.team5.cavalcanti/Mtg35

NM1 Mtg 35: Fri, 25 Mar 11 [[media: Nm1.s11.mtg35.djvu | Page 35-1]] Euler equations: Rate of change of linear momentum p = Sum of forces $$\sum_{\color{red}{i}}\underline{F}_{\color{red}{i}} \Rightarrow$$(6)p. 34-4 Use $$(\overline{x}, \overline{y})$$ coordinate sustem to simplify composition of $$\underline{\color{blue}{v}}$$ Reminder: In (x, y) coordinates, momentum p involves both $$v(t) \ and \ \gamma(t)$$  "End Reminder"  Linear momentum composition: $$(p_{\overline{x}}, p_{\overline{y}})$$ $$p_{\overline{x}} = mv$$ $$ \underbrace{\frac{dp_{\overline{x}}}{dt}}_{\color{blue}{\overline{\dot{mv}}}-\dot{m}v+m\dot{v}} = \sum F_{\overline{x}}=(T-D)cos\gamma - Lsin\gamma - \underbrace{mg}_{W}sin\gamma$$ D & D 1962, S & Z 2007: neglect $$\dot{m}v$$ in front of $$ m\dot{v}$$. [[media:Nm1.s11.mtg35.djvu | Page 25-2]] Note: At $$t+dt$$, consider $$v+dv$$. Can show $$dp_{\overline{y}}=mvd\gamma$$ by neglecting hot. (S10 HW) [[media:Nm1.s11.mtg35.djvu | Page 35-3]] Summary: Equations of motion (EOM) Kinematics: (4) & (5)p. 32-3 Kinetics: (1) & (4)p. 35-2 Initial conditions: At $$t=t_0$$ (usually $$t_0 = 0$$) Abstract formulation: $$ \underline{z}=\underbrace{\left \lfloor x,y,V,\gamma \right \rfloor ^{\color{red}T \ (transpose)}}_{\color{red}row \ matrix \ 1 \times 4} $$ EOM = set of nonlinear 1st order ODEs. $$\underline{\dot{z}}_{\color{red}{4 \times 1}} = \underline{f}_{\color{red}{4 \times 1}} \left( \underline{z}_{\color{red}{4 \times 1}}, \underline{u}_{\color{red}{2 \times 1}}, t \right) $$ underbar: = matrix quantity boldface \mathbf $$\underline{u}_{\color{red}{4 \times 1}} = \left \lfloor T, \alpha \right \rfloor^{\color{red}{T}} \ \color{blue}controls $$ [[media:Nm1.s11.mtg35.djvu | Page 35-4]] Kinematics: (4) & (5)p.32-3 Kinetics: (1) & (4)p. 35-2 $$ \dot{x} = Vcos\gamma$$ $$ \dot{y} = Vsin\gamma$$ $$ \dot{V} = \frac{T-D}{m}cos\alpha - \frac{L}{m}cos\alpha-\frac{q}{v}cos\gamma$$ $$ \underbrace{\dot{\gamma}}_{\color{blue}{\underline{\dot{z}}}} = \underbrace{\frac{T-D}{mv}sin\alpha + \frac{L}{mv}cos\alpha-\frac{q}{v}cos\gamma}_{\color{blue}{\underline{f}(\underline{z}, \underline{u}, t)}}$$

title: User:EGM6341.S11.team5.cavalcanti/Mtg35


text: File:EGM6341.s11.team5.cavalcanti.L33f1.png


text:
User:Xanubkhan

hey its xanub,currently pursuing engineering but highly interested to learn a few languages......thanx wikiversity

title: User:Xanubkhan


text:
User:Addihockey10

  Addihockey10

title: User:Addihockey10


text:
Literature/1982/Weyer

 * Also available as Tech. Rep. SCG-82-1, Xerox Palo Alto Research Center, Palo Alto, CA.

Authors

 * Stephen A. Weyer
 * Xerox PARC, Palo Alto, CA.

Chronology

 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.

title: Literature/1982/Weyer


text:
Literature/1985/Weyer

 * http://portal.acm.org/citation.cfm?id=3865

Authors

 * Stephen A. Weyer : Atari Sunnyvale Research Laboratory
 * Alan H. Borning : University of Washington

Abstract
We describe a prototype electronic encyclopedia implemented on a powerful personal computer, in which user interface, media presentation, and knowledge representation techniques are applied to improving access to a knowledge resource. In itself, an electronic encyclopedia is an important information resource, but this work also illustrates the issues and approaches for many types of electronic information retrieval environments. In the prototype we make dynamic use of the structure and semantics of the text articles and index of an existing encyclopedia, while experimenting with other forms of representation, such as simulation and videodisc images. We present a long-term vision of an intelligent user-interface agent; summarize previous work related to futuristic encyclopedias, electronic books, decision support systems, and knowledge libraries; and outline current and potential research directions.

Chronology

 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.

title: Literature/1985/Weyer


text:
Literature/1980/Preece

Authors

 * Warren E. Preece
 * Editor (1964–1968, 1969–1975) of Encyclopaedia Britannica

Wikimedia

 * Encyclopaedia Britannica

Chronology

 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.
 * Weyer, Stephen A. (1982). "The design of a dynamic book for information search." Int. J. Man-Mach. Stud. (1982) 17: 87-107.

title: Literature/1980/Preece


text:
Wikiversity:Liquid Threads

Each new topic here would be subpage
I propose to make each new topic to be a subpage here. It has been years I was looking foor a technical tools which offer us to see recent changes of each topic. But this seems to me technically very difficult, while having each topic on a subpage offers to "watch" just those youve been editing. This would help to some of us to work faster in here. What do you think? Did you get what I wanted to say?--Juan de Vojníkov 09:51, 17 July 2011 (UTC)

 * perhaps editors to this page could consider themselves whether their new topic bore sufficient weight to warrant a separate subpage, and then take responsibility themselves for starting that subpage.Leutha 13:43, 17 July 2011 (UTC)

Well, this is the technical issue. Imagine this page having 30 topics. You reply to 5 of them and you are having this page on wachlist. Everytime someone edit this page, you see a change on your watchlist, but you dont know if someone was editing those you are interested in. If you were able to watch just those you are interested in via your watchlist it would shorten your time here. In the case you are not interested in other 25 topics.--Juan de Vojníkov 14:09, 17 July 2011 (UTC)

 * Look, it's a great idea. How to make it happen? We have lots of chiefs (people with great ideas) and too few Indians (people to make them happen). What this idea takes is a clerk, someone to take responsibility for organizing the Colloquium. If that person works as a "chief," it will cause conflict, the person must see himself or herself as a servant of the community, and must function in that way. There will be objections to the clerk's actions, we can predict, but if the clerk is working properly, those won't become full-blown conflicts. The clerk should not consider his or her opinions superior to those of *any other user.* However, where disagreements arise, the clerk will submit them to the community. This is like a chairperson in standard deliberative process, the chair makes decisions on behalf of the group, but refers any disagreement, immediately, to the group, and only acts contrary to the view of any member if confirmed by the group.

 * I see the clerk as working by taking topics started here and classifying them into specific topics, creating subpages, and linking those subpages from here. A clerk could go back and refactor the archives into these subtopic pages, leaving behind links. It's a big job, to be sure, but it could be done a little at a time, and there could be more than one clerk.

 * Wouldn't you like to have a MediaWiki user function, "Watch this page and all subpages, including newly created ones?" -- which could then be overridden by removing a subpage from the watchlist? Does that exist? --Abd 14:23, 17 Ju

 * Last time in 2008 there wasnt such function. But there is no need of a clerk Abd.--Juan de Vojníkov 14:37, 17 July 2011 (UTC)

 * It could work if most people are able and willing to use subpages, understand how to use subpages, and understand how to add new topics and maintain the system. Another option is to split the Colloquium up into smaller discussion areas based on broad topics rather than narrow topics. Wikinews and Wikibooks do this. For example there could be Colloquium/Proposals, Colloquium/Resources, and Colloquium/Questions. -- dark  lama  16:05, 17 July 2011 (UTC)

 * Add a new topic cant create a subpage?--Juan de Vojníkov 16:45, 17 July 2011 (UTC)

 * No, "add new topic" can't create a subpage nor ensure the subpage is included from the parent page at the same time. I or somebody else had proposed enabling liquid threads some time ago, which would be easier to maintain than one subpage per topic. -- dark lama  16:51, 17 July 2011 (UTC)

 * It was you and I would opose liqud threads. They are enabled in mediawiki.org and I see they are not good.--Juan de Vojníkov 07:32, 18 July 2011 (UTC)

 * What is being requested is structured discussion, in the absence of widespread knowledge or established agreement on how to do it. That's why a clerk would be needed, someone specifically empowered to create coherent structure that works. It is not going to happen by itself. If the MediaWiki developers create a tool, maybe, but that's just someone else figuring out what would be needed and providing software. We can to it without software, and if we do it well, then maybe the developers will be inspired to make it easier.

 * Juan, at least at the beginning, new topics would be created by placing a subpage link here, then starting up the discussion on the subpage. If it's done right, users who see this in their watchlist can go to the subpage immediately from the watchlist. A clerk would simply do this for users, according to a coherent scheme. Others could certainly help, but if it's random ad-hoc, each user doing what they think best at each incident, it is very unlikely to be coherent and easy to follow. Wikis work in certain ways and don't work in others....

 * Can you point to information on liquid threads, Darklama? --Abd 17:58, 17 July 2011 (UTC)

 * LiquidThreads. LiquidThreads FAQ which also includes it in action at the bottom of the page. -- dark lama  18:40, 17 July 2011 (UTC)

 * Reading that, I recommend that we request liquid threads be enabled on an opt-in basis here, for experimental use. Thanks, Darklama. I'm not sure we should do it with the Colloquium first, until I have some actual experience with it.... --Abd 22:04, 17 July 2011 (UTC)

 * I believe I may have suggested doing that before, after it was clear there was some opposition to it, but I think by than interest in discussing it had died. I am certainly open to opt-in and experimentation. It would at least give Wikiversity participants more options. -- dark lama  14:22, 18 July 2011 (UTC)
 * Can you point to a prior discussion? Implementing it as the default, yes, I'd be opposed myself, but as an opt-in experiment for specific talk pages as we decide? I can see no reason why not. (The preceding unsigned comment was added by Abd (talk • contribs) 18 July 2011.)
 * Prior proposal. -- dark lama  16:53, 19 July 2011 (UTC)

 * Having had experience of Liquid Threads on Wikieducator and is one of the reasons why I moved the focus of my educational activity from there to here. Having looked at the Wiknews link, I feel that would be a good step forward. But please note, this page starts with "Do you have questions, comments or suggestions about Wikiversity?" It does not present itself as a location for more extensive discussions (like this one!). So perhaps the issue is how can we organise these discussions more effectively? There has of course been some discussion of this at Policies/How Wikiversity makes policy even though not much has gone on for nearly three years.Leutha 10:23, 18 July 2011 (UTC)

Or Well, why not to try it.--Juan de Vojníkov 20:07, 19 July 2011 (UTC)

Liquid Threads
I propose that we enable Liquid Threads at English Wikiversity to make discussions more manageable. There has been a lot of lengthy discussions of late where liquid threads could of come in handy, and I believe the Colloquium and other discussion areas could benefit from it. -- dark lama  19:47, 30 January 2011 (UTC)
 * Is this basically a discussion forum model similar to those found on sites like W-R and NetKnowledge? —Moulton 20:46, 30 January 2011 (UTC)
 * Yes and no. What I believe to be similar to some forum models is that discussions are split into threads, all discussions and responses are not necessarily shown at once, and discussions can be searched and sorted. Threads can be watched, moved, edited, and they still have a revision history which I believe to be unlike any forum models I know of. -- dark lama  21:32, 30 January 2011 (UTC)

 * Never Liquid Threads are atrocious. Ottava Rima (talk) 21:54, 30 January 2011 (UTC)
 * The problem is caused by a single user, Abd. I'm thinking of a more efficient solution. Guido den Broeder 22:01, 30 January 2011 (UTC)
 * Never Liquid Threads are atrocious. One of the reasons I migrated from Wikieducator.Leutha 23:19, 30 January 2011 (UTC)
 * Limited use only While I generally dislike the LiquidThreads system of talkpages, and I just think it adds a lot of bureaucracy and the potential for movethread vandalism, I find that others actually prefer having it and they think that it makes discussions go smoother. For example, there is already in effect a LiquidThreads system in action on Wiktionary, but it is not enabled by default, however the users there could simply flip a switch with the magic word and it would be enabled on their usertalkpages. We could set up a similar system here, I find that it might help on smaller wikis like this one than maybe Wikipedia or Wiktionary. TeleComNasSprVen 09:09, 10 February 2011 (UTC)

title: Wikiversity:Liquid Threads


text:
Behavioral Finance

Key Concepts
Bias - A predisposition towards error.
 * Excessive Optimism - Overestimating the frequency of experiencing favorable outcomes and underestimating the frequency of experiencing unfavorable outcomes.
 * Winner's curse - Winners of auctions tend to overpay.
 * Overconfidence
 * Confirmation Bias
 * Illusion of Control
 * Heuristics
 * Representativeness
 * Availability
 * Anchoring
 * Loss Aversion
 * Aversion to Sure Loss
 * Framing

Prospect Theory - Wiki Link] - [Original Paper]

Key Researchers
Daniel Kahneman Amos Tversky

Suggested Textbooks
Behavioral Corporate Finance, Hersh Shefrin, 2007, ISBN 978-0-07-284865-6 Behavioural Finance, James Montier, 2002, ISBN 978-0-470-84487-8

title: Behavioral Finance


text:
Literature/1988/Adler

Authors

 * Mortimer J. Adler
 * Geraldine van Doren : cf. Charles van Doren

Reviews

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

title: Literature/1988/Adler


title: File:Class.1.A.20110720.pdf


text:
Literature/1982/Adler

Authors

 * Mortimer J. Adler

Wikimedia

 * Paideia Proposal
 * The essence of the proposal involved three necessary types of learning and respective types of teaching: knowing what, knowing how, and knowing why: One of these was lacking from present-day practice after kindergarten and first grade.
 * Didactic instruction (traditional lecturing) was ... the primary mode of teaching being applied in the traditional system. Its purpose was for the acquisition of organized knowledge or facts. Adler placed the least value on this form of knowledge, arguing that it generally fades away with time [...]
 * Coaching is performed so that the student may acquire skills, such as reading, writing, speaking, listening, calculating, problem-solving, estimating, measuring, and exercising critical judgement. Skills are habits, not memories, thus are much more durable than memories, especially memories not based upon understanding. [...]
 * The Socratic method (extended discussion) is the only path to understanding basic ideas and values. This cannot be acquired through didactic teaching or coaching. The basis of discussion cannot be textbooks, but must be works of art and books that deal with ideas and values. Adler states that our teachers are totally untrained for this. [...]

Chronology

 * Adler, Mortimer J. (1984). The Paideia Program: An Educational Syllabus: Essays by the Paideia Group.
 * Adler, Mortimer J. & Paideia Group (1983). Paideia Problems and Possibilities: A Consideration of Questions Raised by The Paideia Proposal. New York: Macmillan Publishing Company.
 * Adler, Mortimer J. (1984). The Paideia Program: An Educational Syllabus: Essays by the Paideia Group.
 * Adler, Mortimer J. & Paideia Group (1983). Paideia Problems and Possibilities: A Consideration of Questions Raised by The Paideia Proposal. New York: Macmillan Publishing Company.
 * Adler, Mortimer J. & Paideia Group (1983). Paideia Problems and Possibilities: A Consideration of Questions Raised by The Paideia Proposal. New York: Macmillan Publishing Company.

Reviews

 * http://books.google.com/books/about/Paideia_Proposal.html?id=_Q0ZM4lWK1EC

title: Literature/1982/Adler


text:
Human Cell Biology

== Learning goals What is cell biology? It is the study of the human cell structure, function and interactions on a molecular level. This approach helps us understand whole organisms, like us human beings, since we are dependent upon the collective functioning of our cells.

There are three important theories upon which the science of biology is based on. 1-	Theory of Evolution. 2-	The Cell Theory. 3-	The Theory of Equilibrium Thermodynamics.

Since we’re concerned with cell biology now, we should familiarize ourselves with the cell theory which states that all organisms are made of similar units of organization called cells.

Cell Theory
However, the present day definition of cell theory includes:

 * 1) 	All known living things are made of cells.
 * 2) 	Therefore, cell is the structural and functional unit of all living things.
 * 3) 	All cells have the same chemical composition.
 * 4) 	All energy flow (metabolism, biochemistry) of life occurs inside cells.
 * 5) 	All cells come from pre-existing cells by division.
 * 6) 	All cells contain hereditary information which is passed from cell to cell during division.

Now these theories help provide a framework to support the ideas in cell biology but are not comprehensive unless we delve deeper and understand more about the cell’s structure and their functions.

Cell Structure
The best way to describe a cell is by way of comparison with something familiar. This can be tricky because cells are somewhat unique. The redeeming thing here is once you familiarize yourself with a cell, then it won't matter that a human is made of billions of cells because although they might be different in what they do, they will have the same basic components (like how human beings are; we all have the same basic structure but have different personalities and jobs).

The below are a list of the basic structures inside a cell and have been briefly described but discussed with further detail in subsequent chapters.

 * 1) Plasma membrane: Similar to the skin, it protects the cell from the outside environment. Most importantly, it regulates movements of water, nutrients, and wastes in and out of the cell. It is also called the cell membrane.
 * 2) Cytosol: Semi-fluid medium that is made of water with micromolecules dissolved in it. Parts of the cytosol are made by the cell and partly have defused in from outside. Think of curry soup which was originally water but when mixed with chicken, vegetables and spices and got transformed. Even if we take away the chicken and the other ingredients, the water will no longer be just water, but a concoction of various ingredients dissolved in it. The cytosol along with the organelles of the cell is referred to as the cytoplasm.
 * 3) Nucleus: It is usually at the center of the cell and plays an important role. It contains chromatin (DNA chain) which is the code for synthesizing protein. (What are proteins and why are they important will be discussed in the next chapter. For now, proteins are responsible for most of the functions in the cell). Moreover, nucleolus is concentrated chromatin. Every single cell has all the genetic information (genome) and therefore the ability to produce all the proteins in the body. However, cells usually specialize and only produce a particular set of proteins depending on their location and the requirements. Example; when the nucleus of an undifferentiated cell starts synthesizing muscle protein (because of certain signals it has received), the cell becomes a specialized muscle cell and remains that way.
 * 4) Ribosome: Are proteins on which proteins are made. Similar to an anvil (iron block used to mold metal).
 * 5) Rough Endoplasmic Reticulum (RER): An organelle that looks like an interconnected network of membranes contains many ribosomes (giving it a rough and studded appearance) on which large and complicated proteins can be synthesized.
 * 6) Smooth Endoplasmic Reticulum (SER): Similar structure to an RER but does not contain ribosome and are responsible for making lipids (another micromolecule in which we will talk about in the next chapter).
 * 7) Golgi Apparatus: Also known as Golgi complex, is a group of membranous sacks that are responsible for modifying, storing and transporting products from the endoplasmic reticulum (both proteins and lipids), to other parts and organelles of the cell or and even outside it- similar to how workers in a factory regulate their products and ship them.
 * 8) Mitochondrion: Is the energy power house, the electricity generator (more on it in chapter 5). Many mitochondrion is referred to as mitochondria.
 * 9) Lysosome: Contains enzymes (proteins whose function is to catalyze reactions) that digest nutrient molecules and wastes. It is basically the stomach of the cell.
 * 10) Peroxisome: Also contains enzymes whose main function is to produce and hydrolyze the H2O2 (hydrogen peroxide) of the cell.
 * 11) Cytoskeleton: The mechanical frame-work of the cell, similar to the skeleton of the human body. It is made of different proteins (microtubules, microfilaments and intermediate filaments)
 * 12) Centrioles: Are proteins responsible for synthesizing the spindles (made of microtubules) which pull DNA apart during cell division. It is usually located close to the nucleus.
 * 13) Endosomes: Are transport vesicles made by the inner folding of the plasma membrane (invagination until ultimately a separate internal compartment is created, the process is called endocytosis) to accommodate molecules for transferring to lysosomes or to different parts of the cell.

Again, the entire course on cell biology will be spent discussing the structure and functions of these organelles in detail so you do not need to memorize anything now, just read and understand. Excluded are occasional structures such as cilia, flagella and other secretory vesicles which are sometimes found and will be discussed later when the need arises.

Techniques That Help Us View Cells
Microscopes are important to visualize cells. The small size of cells makes the use of microscopes necessary; if two objects are close together; they start to look like one object. But if we can distinguish them, then it is said that we’ve resolved them. With normal human vision, the smallest objects that can be resolved is about 200 um (.2 mm in size).

The two most common types of microscopes are light microscopes and electron microscopes.

Light microscopes use light as a source of radiation and have a resolving power of .2 um (200 nm). This is one thousand times better than that of the human eye.

Electron microscopes, on the other hand, use electrons as a source of radiation instead of light. They also have magnets instead of glass lenses to focus an electron beam. The wave-length of an electron beam is far shorter than that of light. And the resulting image resolution is far greater. Also, a fluorescent screen resolution is .5 nm or 400 thousand times better than the human eye. However, in electron microscopes, cells have to be put in a vacuum in order to avoid the molecules in the cell to interact with the other gases in the atmosphere. The problem with this is that water boils in a vacuum at room temperature. Therefore, the cell needs to be dehydrated and killed. In addition, the components of the cell are colorless and need to be stained in order to view them.

Complicated right?

Also, there are two popular types of electron microscopes (EM) that provide different points of view of the cell; Scanning EM which provides a 3-dimensional view of the cell surface or topography and Transmission EM which provides an inside access into the components of a cell and it’s molecules.

Chemistry of the cell
Here we discuss the basic components or molecules that the cell is comprised of. This is more a Chemistry 101 lesson than anything else.

There are four classes of organic molecules in a cell:

1. Carbohydrates; As the name indicates, they consist of a Carbon atom (Carbo-) attached to a Hydrogen and an Oxygen atom in the ratio of 2:1, similar to water H2O (-hydrate from hydra in latin meaning water). They have a general chemical formula of (CH2O)n where n is usually any number ranging from 2 onwards. The most popular carbohydrates have n= 3 (triose) or 5 (pentose) or 6 (hexose). Since most carbohydrates are sweet and sugary, sugar nomenclature end with “ose.” They can be classified as single unit sugars which are called monosaccharides (mono means one, saccharide means sugar), or disaccharides (“di” means two therefore two unit sugars joined together), or oligosaccharides (3 to 50 unit sugars joined together) or polysaccharides (“poly” means many and it is above 50 units of sugar joined together). The bond that holds the saccharides together to form carbohydrates is called glycosidic bond and is formed by the loss of a water molecule when two carbohydrates come together and are subsequently joined by the oxygen atom of one of the two saccharides molecules. Carbohydrates are usually used as a food source since sugars are used to convert into energy (a process explained in detail in the Mitochondria section). Example: Glucose (C6H12O6) is a monosaccharide or single unit sugar and is a common source of energy for the body. However, glucose is generally stored as an aggregated giant molecule starch in plants or glycogen in animals. They are polysaccharides or polymers (macromolecules). Actually “poly” means many, and “mer” means molecules therefore it means many molecules. Three important disaccharides are maltose, lactose, and sucrose which are used as fodder to either make the storage macromolecules or to break-down into monosaccharides for converting the sugar into energy. In addition to it’s role as energy storage, carbohydrates are also used in plant cell wall in the form of the polysaccharide cellulose to give the cell structure, and is an important signal receptor on the plasma membrane of cells where the signal will induce the cell to perform specific functions (more in Cell Signalling section). This is done when oligosaccharides linked to proteins on the plasma membrane work as signal receptors or markers for cell recognition and interaction.

2. Lipids; The most distinguishing feature of lipids are the hydrocarbon chain, with a carboxyl group (C=O) at the end. This is the basic structure of lipids and called fatty acid. There are usually between 16-18 carbon atoms in the hydrocarbon chain. The carboxyl end of the fatty acid is highly polar and therefore water soluble (hydrophilic meaning attracted to water). Hydrocarbon chain of the fatty acid is highly non-polar and therefore water insoluble (hydrophobic, which means scared of water). When fatty acids interact with water, the soluble carboxyl end dissolves and forms a layer with water, while the hydrocarbon tale remains outside the water surface. This quality is important in forming the bio membrane of cells which will become clearer in the biomembrane section. Also, another quality to remember is when all carbon atoms of the hydrocarbon chain in the fatty acid are joined by a single bond, the compound is said to be saturated, this means that every carbon atom has hydrogen atom on both sides. In unsaturated fatty acid, one or more carbon atoms form a double bond with another carbon atom. Therefore, it will not be able to hold a hydrogen atom and therefore said to be unsaturated. As you can observe from the first diagram, there are two hydrocarbon tails, one is saturated and the other unsaturated and where the carbon atom forms a double bond, there can be seen a kink in the tail. Usually fatty acids are stored in the form of triglycerides- glycerol molecule + 3 fatty-acid tails. A glycerol molecule plus a fatty-acid tail is a glyceride molecule. The diagram shows us a diglyceride consisting of two fatty-acids linked to a glycerol molecule. Triglycerides are insoluble in water and therefore group as fat droplets in the cytoplasm of the cell. When required, they can be broken down for use as energy. Lipids provide an important form of energy storage, since they give more than twice as much energy as carbohydrates of the same mass. Also, as previously stated, they are the major components of cell membranes. Lastly, they play important roles in cell signaling. Example: steroid hormones, such as estrogen and testosterone are made of cholesterol and used in processing food and building nerve cells, apart from other metabolic functions.

3. Proteins; They are structurally important to the cell since they are the basic components of which the cytoskeleton is made, and functionally important since it is responsible for catalyzing reactions in the form of enzymes, have mobility functions, act as signal molecules for the cell and are part of a complex to form receptors for those signals and pretty much most other complicated functions. Due to these reasons, they are structurally complex as well. Proteins are large polymers of amino acids joined together through peptide bonds to form polypeptides or in other words proteins. This is unclear unless you know what each bolded syllable is. First, Amino Acids. Each amino acid consists of a central carbon atom bonded to a; i-	Carboxylic-acid group (COOH); A carbon atom double-bonded to an oxygen atom and single bonded to a hydroxyl group (O-H). ii-	Amino group (NH2); This is simply a nitrogen atom single bonded to two hydrogen atoms. iii-	Hydrogen atom; iv-	A distinctive side-chain that is unique to each type of amino acid, usually referred to as the “R” group. Thus, amino acids differ only in their side chains. Amino acids get their name because of the amino group and the carboxylic acid group.

When two amino acids come close together, the hydroxyl group (OH) of the carboxylic-acid, which is polar, attracts a hydrogen atom of the amino group of the other amino acid and in the process, forms and releases a water molecule. This leads to the formation of a peptide bond which is a covalent bond between the carbon of the carboxylic-acid group of the first amino acid and the nitrogen of the amino group of the second amino acid. When many amino acids are linked together through peptide bonds, they form a polypeptide chain (or proteins). Proteins are structurally complex. If you look at one, you can only see chaos. This is due to the fact that when amino acids begin to form peptide bonds with one another, they do not line up into a straight linear structure, rather, they begin to spiral and coil due to the interaction of their side chains with one another forming various types of (mostly) hydrogen and (sometimes) sulphur bonds. So, in order to understand them, we theoretically unwind them and classify their structure under four different sections; i-	Primary Structure; the direct peptide links between successive amino acids in a chain noting what the exact sequence of amino acids are that make up the protein.

ii-	Secondary Structure; when the amino acids grow in number in the polypeptide chain, they begin to coil and either form an alpha helix (shown in diagram) or a beta-pleated sheet due to the indirect hydrogen links between the R-groups of the different amino acids. Here we discuss the amino acids which are forming those hydrogen links, usually four or five amino acids apart.

iii-	Tertiary Structure; the spiral will itself coil and continue to spiral, thus the R-groups of amino acids from different locations (20 or 30 amino acids apart) in the chain will begin to interact and form hydrogen bonds.

iv-	Quaternary Structure; here, two or more polypeptide chains will come close and interact with each other forming a dimer (two molecules), trimer (three molecules), tetramer (four molecules) and so on.

title: Human Cell Biology


text:
Literature/1987/Bloom

 * http://books.google.com/books?id=cfr2ePZfFC4C

Authors

 * Allan Bloom
 * Bloom championed the idea of ' Great Books' education. [...] Although Bloom was characterized as a conservative in the popular media, Bloom explicitly stated that this was a misunderstanding, and made it clear that he was not to be affiliated with any conservative movements.

Wikimedia

 * The Closing of the American Mind
 * Bloom's Closing of the American Mind is a critique of the contemporary university and how Bloom sees it as failing its students. In it, Bloom criticizes analytic philosophy as a movement, "Professors of these schools simply would not and could not talk about anything important, and they themselves do not represent a philosophic life for the students." To a great extent, Bloom's criticism revolves around his belief that the "great books" of Western thought have been devalued as a source of wisdom. Bloom's critique extends beyond the university to speak to the general crisis in American society. "Closing of the American Mind" draws analogies between the United States and the Weimar Republic. The modern liberal philosophy, he says, enshrined in the Enlightenment thought of John Locke -- that a just society could be based upon self-interest alone, coupled by the emergence of relativism in American thought -- had led to this crisis.

Chronology

 * Adler, Mortimer J. (1984). The Paideia Program: An Educational Syllabus: Essays by the Paideia Group.
 * Adler, Mortimer J. & Paideia Group (1983). Paideia Problems and Possibilities: A Consideration of Questions Raised by The Paideia Proposal. New York: Macmillan Publishing Company.
 * Adler, Mortimer J. (1984). The Paideia Program: An Educational Syllabus: Essays by the Paideia Group.
 * Adler, Mortimer J. & Paideia Group (1983). Paideia Problems and Possibilities: A Consideration of Questions Raised by The Paideia Proposal. New York: Macmillan Publishing Company.
 * Adler, Mortimer J. (1984). The Paideia Program: An Educational Syllabus: Essays by the Paideia Group.
 * Adler, Mortimer J. & Paideia Group (1983). Paideia Problems and Possibilities: A Consideration of Questions Raised by The Paideia Proposal. New York: Macmillan Publishing Company.
 * Adler, Mortimer J. & Paideia Group (1983). Paideia Problems and Possibilities: A Consideration of Questions Raised by The Paideia Proposal. New York: Macmillan Publishing Company.

Reviews

 * -- http://books.google.com/books?id=0mZF3mdvHogC

title: Literature/1987/Bloom


text:
User:Assassin's Creed

Hello Friends! Welcome to Assassin's Creed user page.

title: User:Assassin's Creed


title: File:ASP.1.A.Background.20110720.pdf


text:
Literature/1952/Hutchins

Authors

 * Robert Hutchins
 * President (1929-1945) and Chancellor (1945-1951), University of Chicago

Wikimedia

 * Great Books of the Western World
 * Hutchins said "This is more than a set of books, and more than a liberal education. Great Books of the Western World is an act of piety. Here are the sources of our being. Here is our heritage. This is the West. This is its meaning for mankind."
 * In his Europe: A History,  Norman Davies criticizes the compilation for overrepresenting selected parts of the western world, especially Britain and the U.S., while ignoring the other, particularly Central and Eastern Europe. According to his calculation, in 151 authors included in both editions, there are 49 English or American authors, 27 Frenchmen, 20 Germans, 15 ancient Greeks, 9 ancient Romans, 6 Russians, 4 Scandinavians, 3 Spaniards, 3 Italians, 3 Irishmen, 3 Scots, and 3 Eastern Europeans. Prejudices and preferences, he concludes, are self-evident.

title: Literature/1952/Hutchins


text: Category:Taxonomy

title: Category:Taxonomy


title: File:CORDIC.VHDL.1.A.20110720.pdf


text:
Literature/1964/Einbinder

Author

 * Harvey Einbinder

Wikimedia

 * Encyclopaedia Britannica

Chronology

 * Kister, Kenneth (1994). Kister's Best Encyclopedias: A Comparative Guide to General and Specialized Encyclopedias (2nd ed.), Phoenix, Arizona: Oryx Press.
 * Einbinder, Harvey (1975). "Politics and the New Britannica", The Nation 220(11): 342-344.
 * Kister, Kenneth (1994). Kister's Best Encyclopedias: A Comparative Guide to General and Specialized Encyclopedias (2nd ed.), Phoenix, Arizona: Oryx Press.
 * Einbinder, Harvey (1975). "Politics and the New Britannica", The Nation 220(11): 342-344.
 * Einbinder, Harvey (1975). "Politics and the New Britannica", The Nation 220(11): 342-344.
 * Einbinder, Harvey (1975). "Politics and the New Britannica", The Nation 220(11): 342-344.
 * Einbinder, Harvey (1975). "Politics and the New Britannica", The Nation 220(11): 342-344.

Reviews

 * Westcott, Peter (1966). "Britannica on the Shelves," The Age, 28 May 1966, p. 25. (Review of the 1965 edition of Encyclopaedia Britannica)
 * http://news.google.com/newspapers?id=DEoQAAAAIBAJ
 * Einbinder's book "showed beyond argument that the Britannica was not a completely impartial and absolutely infallible work of general reference; that 666 articles in the 1963 edition were reprinted from editions dating back to 1875 in some cases; that American influence on its editorial policy had become dominant."
 * Price, Derek J. De Solla (1964). "A Great Encyclopedia Doesn't Have To Be Good?" Science 144(3619): 665–666.

title: Literature/1964/Einbinder


text:
User:TMA~enwikiversity

Student

title: User:TMA~enwikiversity


text:
User talk:Sargon21

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 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 20:25, 20 July 2011 (UTC)

title: User talk:Sargon21


text:
User talk:Barpalimilan

 Hello Barpalimilan, 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! --Abd 20:26, 20 July 2011 (UTC)

title: User talk:Barpalimilan


text:
User talk:Marsupiens

 Hello Marsupiens, 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! --Abd 23:20, 20 July 2011 (UTC)

title: User talk:Marsupiens