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Hone In! Finding your Topic Focus

Introduction
Within the Interpersonal domain are many, many topics and subtopics. Some of the topics are so broad, that it would be difficult to cover all the information within that topic. In designing instruction for a specific project, it is essential to identify your topic before you can even start to address any possible methods or strategies.

Perhaps you think you already know your topic. You may have been asked to design a course to help co-workers get along better, help manager become better leaders, or plan a workshop to reduce arguments among staff members. Perhaps you work with a community agency and must design instruction to improve parent teen communications.

Even if someone has assigned a topic to you, after you factor in information from SMEs, learners' needs, learning context, and relevant data, you may end up refining the topic, changing your direction, or narrowing/expanding the instructional focus. Let's assume that you now have an authentic task assigned to you, and at this point have completed a learner and context analysis. You have some ideas that came from your experience and imagination. But how and where can you find more ideas?

One effective way to generate ideas is to do research and read data about interpersonal topics. What topics have been written about? What theories exist? What methods or strategies have been used for certain tasks? What interpersonal topics do trainers address when dealing with specific everyday situations? What interpersonal issues tend to come up when designing training about couple? Parent/child relationships? Boss and co-worker? Business partner siblings?

The focus then of this lesson, will be Exploring Data and Resources to Generate Ideas within the Interpersonal Domain.

What You Will be Doing in this Lesson
In this lesson you will review information about interpersonal topics, including topic and subtopic definitions, theories, research and models. You will be following an example of a hypothetical task, how that task could be broken down into components, how one could select topics relevant to that task, and how to generate ideas from your research.

You'll work in activities where you will link an authentic task with an interpersonal topic or subtopics. You will then be able to research those topics, to generate ideas.

You will participate in a self-paced idea generating activity involving a real authentic instructional task. To do this, you will follow a guide for how to take an authentic interpersonal task, break that task down into components, and link those components with data about interpersonal topics and research.

You’ll also participate in an activity where you'll observe how "ordinary words" used to describe everyday situations can be linked with broad interpersonal issues and situations. (Examples of ordinary words: bossy co-worker, inconsiderate friend).

As an optional activity: you will also be able to add to the Wiki by documenting ideas that you generate. This could include ideas for topics not you generated for about tasks or topics. As another option: after reflecting on Interpersonal Topics, you will after reflecting about Interpersonal Topics, add your ideas on what constitutes Interpersonal Behavior and

activities to analyze the many different types of interpersonal relationships that can exist in the world. Then you will explore the different interpersonal issues that arise in those relationships.

As an optional activity, you will have an opportunity to delve within yourself and your experiences, to see if you can identify any other topics, and generate information you wish to add to the Wiki to help others.

Learning Objectives
Given an authentic instructional task, information about your learners, and data about Interpersonal Domain Topics, you will be able to generate ideas to help meet your specific instructional objective.

Additionally, you will be able to:

 * Select topic and subtopic information from the data that is most relevant to your authentic instructional task.
 * Consider how this relevant information applies to your task, problem and learners' needs.
 * Break down your instructional task into components using data about topics and subtopics within the interpersonal domain.

title: Hone In! Finding your Topic Focus


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User:Xicreative

Xi Creative
Dedicated to learning, now and forever.

I am here to learn and eventually to add.

My primary areas of study will be Physics, Mathematics, Music, and Media.

I may also contribute to Media & Film, since that is the industry I work in.

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Trigonometric interpolation

This lesson is currently under construction!

What is trigonometric interpolation?
Say we have a set of data points that is approximately periodic. An example of such data would be a sound byte, or an electric signal. We then want to approximate the behavior of such phenomena using an interpolant. Hence, we are looking for an interpolant that has the property of being periodic. So, what examples of periodic functions exist? The obvious ones are the sine and cosine functions. Hence, we would want to relate the sine and cosine functions to a set of data points. Therefore, we seek a trigonometric polynomial $$\pi_n(x)$$ such that:

 * $$\pi_n(x) = a_n + \sum_{j=1}^{n} (a_j \cos (jx) + b_j \sin (jx))$$

As one can see, we have 2n + 1 unknowns to evaluate in order to derive $$\pi_n$$. Why do we call this function a polynomial? In fact, it is a degree $$n$$ polynomial in $$\cos x$$ and $$\sin x$$. This can be seen from de Moivre's theorem:

 * $$e^{ix} = \cos x + i \sin x$$
 * $$e^{ijx} = (\cos x + i \sin x)^j = \cos (jx) + i \sin (jx)$$

Hence, we can see that, in fact, the interpolant is indeed a polynomial in terms of $$\cos x$$ and $$\sin x$$. From the above identities, one can derive these two statements:

 * $$\cos x = \frac{e^{ix}+e^{-ix}}{2}$$      $$\sin x = \frac{e^{ix} - e^{-ix}}{2i}$$

These identities will be the basis of how we will interpolate a function trigonometrically, as our new function will be of the form:

 * $$\pi_n(x) = \sum_{j=0}^{n-1} \gamma_j*e^{ijx}$$

Discrete Fourier Transform
For this lesson, we will focus on the case where a sequence of data given at equal time steps is given as the data to be interpolated.

Now we need a technique to interpolate a set of given data points into a function of the same form as that of $$\pi_n$$. First of all, since the results of our $$\pi_n$$ need to be real numbers, one can determine that the coefficients $$\gamma_j$$ need to occur in complex conjugate pairs. Now, what would be a good choice of nodes to use for the interpolation? It is now time to introduce a concept called the nth roots of unity:

Definition: The nth roots of unity, denoted $$\omega_n^0, \omega_n^1, \cdots, \omega_n^{n-1}$$ are all of the complex numbers z such that $$z^n - 1 = 0$$ holds true.

A geometric interpretation of the nth roots of unity would be to first, draw the unit circle on the complex plane. Then, since 1 is always a root of $$z^n - 1 = 0$$, draw the first dividing line from the origin to the point (1,0). After that, then divide the rest of the circle into n equal parts. This is demonstrated above in the case with $$n=4$$. Indeed, the four solutions to $$z^4 - 1 = 0$$ are 1, -1, i, and -i. After doing so, simply take the exponential of each of these four roots to obtain the 4th roots of unity. From this geometric method, we can derive, using de Moivre's theorem, the general form of $$\omega_k^n$$:

$$ \omega_n^k = e^{i\frac{2k\pi}{n}} = \cos\left(\frac{2k\pi}{n}\right) - i \sin \left(\frac{2k\pi}{n}\right)$$

This formula makes intuitive sense to us, as one would first start at 0 radians and then split the entire circle of $$2\pi$$ radians into n parts, into which we then travel clockwise through k of those divisions to obtain our desired root.

Now that we have our nodes for interpolation, it is actually quite easy to now find the coefficients. The method for doing so is called the Discrete Fourier Transform.

Definition: Let $$\mathbf{x} = [x_0, x_1, \cdots, x_{n-1}]$$. The Discrete Fourier Transform $$\mathbf{y} = [y_0, y_1, \cdots, y_{n-1}]$$ is determined by:

 * $$y_m = \sum_{k=0}^{n-1} x_k\omega_n^{mk}$$, $$m = 0, 1, \cdots, n-1$$.

It is often easier to think of this process in matrix-vector notation. First of all, we will define the Fourier matrix:

Definition: For a sequence of n data points, the Fourier matrix $$\mathbf{F}_n$$ used in the DFT algorithm is simply the Vandermonde matrix of the n-1th roots of unity. For example, if we have $$n = 4$$ then:

 * $$\mathbf{F}_4 = \left( \begin{array}{cccc}

1 & 1 & 1 & 1 \\ 1 & \omega_4 & \omega_4^2 & \omega_4^3 \\ 1 & \omega_4^2 & \omega_4^4 & \omega_4^6 \\ 1 & \omega_4^3 & \omega_4^6 & \omega_4^9 \end{array} \right) = \left( \begin{array}{cccc} 1 & 1 & 1 & 1 \\ 1 & -i & -1 & i \\ 1 & -1 & 1 & -1 \\ 1 & i & -1 & -i \end{array} \right)$$

We can now write the DFT in terms of matrix-vector multiplication:

 * $$\mathbf{y} = \mathbf{F}_n \mathbf{x}$$

Because our transformation is a matrix-vector multiplication, finding the coefficients, which are the elements of the y vector in our DFT, can be done in $$O(n^2)$$ time. It is also easy to convert back from these coefficients to the original x vector. It can be shown that the following is true of the Fourier matrix:

 * $$\mathbf{F}_n^{-1} = \frac{1}{n}\mathbf{F}_n^H$$

Here, H denotes the Hermitian of $$\mathbf{F}_n$$. Hence, all we need to do to find the inverse DFT matrix is to simply transpose the matrix, take the conjugates of the entries, and then divide all entries by n, all of which can be done within reasonable amount of time. We now have what is called the Inverse Discrete Fourier Transform, which, in matrix-vector notation, is simply:

 * $$\mathbf{x} = \mathbf{F}_n^{-1}\mathbf{y}$$

Fast Fourier Transform
Now that we have a method of transforming samples from the raw data into the Fourier coefficients, one can wonder if we can do better than $$O(n^2)$$. Well, we can, and the method for doing so is called the Fast Fourier Transform. In this method, n is assumed to be even.

This method takes advantage of some properties of the Fourier Matrix. Let $$\mathbf{P}_n$$ be the permutation matrix that places the even number columns before the odd numbered columns. Let $$\mathbf{D}_{n/2}$$ be the matrix that has the first $$(n/2)-1$$ nth roots of unity on the diagonal with zeros for the other entires. First of all if we were to multiply the matrix $$\mathbf{F}_4$$ by $$\mathbf{P}_n$$, we would have:

 * $$\mathbf{F}_4\mathbf{P}_4 = \left( \begin{array}{cccc}

1 & 1 & 1 & 1 \\ 1 & -1 & -i & i \\ 1 & 1 & -1 & -1 \\ 1 & -1 & i & -i \end{array} \right)$$

Now, comparing to the matrix $$\mathbf{F}_2 = \left( \begin{array}{cc} 1 & 1 \\                                                                          1 & -1 \end{array} \right)$$, we can see that the top left and bottom left corners of $$\mathbf{F}_4\mathbf{P}_4$$ contain the $$\mathbf{F}_2$$ matrix. Given that $$  \mathbf{D}_2 = \left( \begin{array}{cc} 1 & 0 \\                                        0 & -i \end{array} \right)$$, one can also see the the top right corner of the matrix is $$\mathbf{D}_2\mathbf{F}_2$$ and the bottom right corner of the matrix is $$-\mathbf{D}_2\mathbf{F}_2$$. Hence, we have the following statement for $$\mathbf{F}_4$$:

$$\mathbf{F}_4 = \left( \begin{array}{cc} \mathbf{F}_2 & \mathbf{D}_2\mathbf{F}_2 \\ \mathbf{F}_2 & -\mathbf{D}_2\mathbf{F}_2 \\ \end{array} \right)$$

In fact, this recursive behavior applies in general for any Fourier matrix of size $$2^n$$. This recursive behavior is the basis for the Fast Fourier Transform algorithm for computing the DFT. Here is a summary of Fast Fourier Transform:

Given x, the input vector, y the output vector, n the number of data points, and omega the root of unity:

1. If n = 1, let y = x and exit procedure. Otherwise, continue to step 2. 2. Split x into 2 sequences p and s, with p containing the numbers in the even positions of the sequence x and s containing those numbers in the odd positions of x.  3. Recursively call this algorithm with input p, output q, n = n/2, and omega = omega^2 4. Recursively call this algorithm with input s, output t, n = n/2, and omega = omega^2 5. Output y such that for k = 0, 1, ..., n-1 $$y[k] = q[k \mod(n/2)]+\omega^kt[k \mod(n/2)]$$.

This algorithm does $$O(n)$$ operations per level of recursion and has $$O(\log_2 n)$$ levels of recursion, so the running time for this particular method is $$O(n \log_2 n)$$, which is significantly faster than that of Discrete Fourier Transform. Also, the inverse DFT can be calculated using this algorithm as well with a few modifications.

However, there are some limitations to this algorithm. First, the algorithm assumes that the number of data points is a power of two, and that they are equally spaced and periodic. Therefore, if one tries to do a FFT of a set of points that is not periodic or tries to "scale" a sequence to be a power of 2, noise can result.

Applications
There are many applications of DFT and trigonometric interpolation. It is used to filter noise in a signal by first applying DFT to a discrete signal, then setting all of the undesired frequencies to zero. After that, inverse DFT is performed on the new data to obtain the filtered signal.

Some convolutions are easier computed in the frequency domain, so one would use DFT to convert the data needed from the time domain to the frequency domain.

Fast Fourier Transform can be used to evaluate polynomials more quickly, by choosing n points as being the roots of unity for the algorithm.

title: Trigonometric interpolation


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Economic Classroom Experiments/Insurance

The Insurance Experiment: Introduction
This experiment illustrates how additional information can damage insurance markets making all parties worse off. This possibility was first mentioned by Hirschleifer (1971).

It demonstrates how undergraduate students’ own decisions when they act either as company or as consumer (player) do depend on the information they have. This asymmetric information leads to adverse selection in an insurance market. When companies realise this problem they stop supplying insurance policies and the insurance market will break down. In this experiment the consumers have the chance to receive information about their risk type. We want to explain how this additional information influences the decision of whether to buy or not an insurance contract.

Description of the Experiment
At the beginning of the lesson every student receives one sheet of paper. More specifically 50% receive an information sheet to act as a company and the remaining to act as a player (consumer). The instructions for companies and players are slightly different. The student who has to act as a company has to decide whether or not she/he wants to supply an insurance contract over a fixed payment. And then the player has to decide if it worth of buying an insurance or not. This is the decision problem in the first round.

In the second step a program for testing the risk type of the player is available. Both, companies and players know that this software is available. The player will definitely undergo the testing of his risk type. Again the company-player has to decide if he/she is willing to supply the insurance. The players are asked to decide whether or not to buy the policy in both cases. Their final decision depends whether the people are a risk type and suffer from an illness or not.

The students have five minutes to read through the instructions and afterwards the experiment instructor/teacher will repeat the most important things. Here are the two sheets which are distributed to players and companies:

Decision Problem: Player
You have a fantastic job as a professional video-game player that pays £100,000 per year. The group Parents against Violence of Videogames PAVLOV secretly put subliminal messages in the video game Halo2. These messages will cause a condition in people that have played Halo2 at the start of the year 2007. This will cause players to start drooling whenever they shoot people in video games. Such drooling is detrimental to playing the game at a world-class level. Fortunately, this condition is only triggered in roughly half the population that played Halo2. Also fortunately, several expensive sessions with a renowned psychologist can cure the condition. The cure is worth it and costs £100,000. There is an insurance company that may offer you insurance for a price of £60,000.

You have to decide on whether or not to buy the insurance if it is made available. (Assuming that you purchase the cure whether or not you have insurance.) At the same time, the insurance company has to decide whether or not to offer the insurance.

The payoffs for both the company and the video game player are displayed in the following table. The payoffs depend upon whether the player tries to buy insurance, whether the company is willing to sell insurance, and upon whether the player is not susceptible (Good) or susceptible (Bad) to the messages. Note that the payoffs are in utility and the player is risk-averse. This causes having 40k to be utility 60 while having a 100k to be utility 100 and 0k to be utility 0.

Please make the decision whether to try to buy insurance by circling your choice: BUY or NOT BUY.

___________________________________________________________ Step 2

Suddenly Microsoft announces that it has a downloadable program that will present a test that will tell you for certain whether you were susceptible to the subliminal messages. The insurance company does not know this information.

We ask you to make the decision to buy the insurance contingent on the outcome of the test. Do so by circling your choice.

If you ARE susceptible, will you BUY or NOT BUY.

If you ARE NOT susceptible, will you BUY or NOT BUY.

Decision Problem: Company
You are the CEO of an insurance company. There is a professional video-game player that earns £100,000 per year. The group Parents against Violence of Videogames PAVLOV secretly put subliminal messages in the video game Halo2. These messages will cause a condition in people that have played Halo2 at the start of the year 2007. This will cause players to start drooling whenever they shoot people in video games. Such drooling is detrimental to playing the game at a world-class level. Fortunately, this condition is only triggered in roughly half the population that played Halo2. Also fortunately, several expensive sessions with a renowned psychologist can cure the condition. The cure is well worth it and costs £100,000.

You have to decide to offer this player insurance at a rate of £60,000. (Assume that this is the only possible price.) At the same time the player has to decide whether or not to buy the insurance.

The payoffs for both the company and the video game player are displayed in the following table. The payoffs depend upon whether the player tries to buy insurance, whether the company is willing to sell insurance, and upon whether the player is not susceptible (Good) or susceptible (Bad) to the messages. Note that the payoffs are in utility and the player is risk-averse. This causes having 40k to be utility 60 while having a 100k to be utility 100 and 0k to be utility 0

Please make the decision whether to offer insurance assuming that there is no way the player can know she/he is susceptible by circling your choice: SELL or NOT SELL.

___________________________________________________________ Step 2

Suddenly Microsoft announces that it has a downloadable program that will present a test that will tell the player for certain whether or not she/he is susceptible to the subliminal messages.

Please make the decision whether to offer insurance knowing that this test is available by circling your choice: SELL or NOT SELL.

Procedure

 * 1) 	Distribution of the sheets to the students
 * 2) 	Students have 5 minutes to read the instructions
 * 3) 	Instructor/Teacher repeats the main information
 * 4) 	People make their decisions and hand their answer-sheets in
 * 5) 	The sheets are divided into ‘Company’ and ‘Player’ and the decisions in step one and step two are calculated
 * 6) 	The results of the whole class are filled into an Excel Spreadsheet which is projected on the Blackboard via a beamer
 * 7) 	The teacher interprets the results of the experiment together with the students

Hint: when the group is very large, it is probably better only to calculate some of the answer sheets. Otherwise this calculation can last too long and it is boring for the students.

Theoretical Background
The aggregated payoff table has two Nash Equilibria, where the players are weakly better off by buying insurance and the companies supply insurance. The two actions buying and selling are weakly dominant. But besides this Pareto optimal Nash equilibrium, we have a second Nash equilibrium too, when players do not buy insurance then companies should not even supply them. In the two equilibria (shadowed payoffs) both parties choose the best reply to the behaviour of the other party. (Note that only the Pareto optimal Nash equilibrium is perfect.)

Results of the Experiment
In the first round we can conclude that most of the companies and the players are willing to sell and pay for the insurance. About 70% of players are willing to buy insurance because of uncertainty about their type. In the beginning the players know that the probability to be a risk type is 50%. That means that about 50% of the players will be drooling when they are shooting people in this special computer game. As a result the players feel insecure and the majority is willing to buy the insurance from the companies.

Because of the uncertainty which is faced by the players, companies have a large profit opportunity. Most of the companies wanted to benefit from the situation, and as a result 88% of the companies were willing to sell insurance. Thus the large majority of companies choose the best reply against the average behaviour of the players, which is selling insurance. This means that the theoretical predicted equilibrium will be reached by the majority of 61% (88% times 69%) of the decisions made. We can conclude that the insurance market works quite efficient in the first round.

In the second round, however, the conditions are changing dramatically because of the announcement of the existence of a downloadable software program which presents a test that will tell whether or not you are susceptible to suffer from drooling during the game.

The players have to make the decision whether to buy insurance or not in accordance to the degree of susceptibility towards the disease. We expected that players would not buy insurance when they are informed that are not susceptible. 97% of the students did not buy insurance when they knew that they will not suffer from drooling. The opposite happened when people were acting as susceptible person, 93% of students bought insurance. Obviously the different kinds of information led to two totally different ways of behaviour from the players. The testing software leads to adverse selections! When they know that they will definitely have to suffer from drooling their willingness to buy insurance is much higher. However, when they are informed that they are not in a risk then the players are not willing to pay for insurance.

For the companies we can see that after the results they are not willing to sell insurance because they are realised the problem of adverse selection and therefore they stop supplying insurance policies. Because of risk adversity, companies are in apposition to realise that only ‘bad’ people will be willing to buy insurance. Thus the company in the future will be obliged to pay the insurance back. Thus the companies can not make any profits with their clients and therefore have no incentive to supply policies. Only 13% of companies supplied insurance in the second round of the experiment. These companies would face a loss because 57 out of 59 customers are from the ‘bad’ type. They are definitely looking forward to receive payments from the companies because they suffer from the game.

The insurance market will collapse because of the operating loss of the companies. The loss is a direct consequence of the adverse selection which is caused from the type testing software. In reality people who are really suffering would have no possibility to insure their selves against this ‘disease’. Also the companies are not able to make a profit in this environment. In general adverse selection leads to inefficiencies and especially in the insurance market it leads to a breakdown of the markets.

Interpretation
The experiment shows that people are using the information to maximise their payments. We observed the behaviour was very close to the ex-ante efficient outcome (which was buying and selling insurance) in the first round. Additional information for buyers, however, destroys the ex-ante efficient outcome. Ex-post it is efficient not to buy insurance at all when you are a ‘good’ player and to buy insurance when you are a ‘bad’ player. Also in the second round we can observe a strong tendency of the participants of the experiment to choose the best reply and this leads to a quite efficient outcome of 84% and 81%. The derived conclusions of the model are limited because of the simplicity of the setup and the fixed amount of insurance. In reality companies would probably charge flexible prices for example.

But we can say when information is only attainable for consumers in the insurance market it leads to adverse selection. Only people who definitely know that they will become ill or will be suffering from something are willing to buy insurance. Whilst ‘healthy’ people with the same information are not willing to buy any insurance any longer. Therefore the market becomes for insurance companies uninteresting, because the possibility of making profits is decreasing. Especially if the payment of the policy is fixed, like in this particular case.

When we relate this result to reality we can say that adverse selection leads not only to inefficient markets but it also reduces the possibility for risk suffering people to buy cheap insurances.

More details about the Results
About 121 undergraduate students took part at the experiment in March 2006. These were students at the University of Exeter taking Economics of Social Policy taught by Alison Wride. The procedure was supervised by Dieter Balkenborg and Todd Kaplan. The procedure was exactly as described above and the setup of the experiment was identical to the way described in the beginning. These are the results of the two rounds where we divided the students in two groups (Company and Players). Answers which did not fit the instructions where not taken into account.

First Round
About 53 companies out of 60 (88%) decided to sell insurance while only 7 companies (12%) take the decision not to sell insurance. 42 players out of 61 (69%) decided to buy insurance, while 19 players (31%) decided not to buy insurance.

If we multiply the percentage of the players who wanted to buy insurance (69%) with the percentage of the companies which wanted to sell insurance (88%) we get 61% of players who can sign a contract with a company. With the same procedure you can calculate the other percentages in the table above.

As in the information text mentioned an income of £40.000 gives the player a utility level of 60. When the player is insured he will always have an income of £40.000. In all other ways there is a 50% chance to suffer from drooling and the expected income is thus only £50.000, because of uncertainty. The possible utility level is therefore 50.

The next step was to measure the expected utility-payoffs of the players and the companies according to the decisions they made in the first round when they have not been supplied with the testing software yet. (All the numbers are measured in utility)

The utility-payoff for the players who bought insurance is 60. All the other payoffs will be 50 because of the 50% chance to suffer from the illness during the game. To calculate the subtotal payoffs in the experiment we multiplied the payoffs in the table with the percentages of the companies whether or not they wanted to sell insurances. (60*88% + 50*12% = 58.8). The total payoff of the players is the weighted sum of people who wanted to buy or not to buy insurance and equals 56.1 which can be seen as social welfare level. (58.8*69% + 50*21% = 56.1)

We followed a similar procedure for the companies to calculate the expected utility-payoffs. The expected payoff for a company which runs a contract is 10, because the firm has a 50% chance to either earn £60.000 or to lose £40.000. Then we multiplied the payoffs of the companies with the percentages of the players who wanted to buy insurance (10*69% = 6.9). We compute the total expected payoff (6.1) of firms by multiplying 6.9 with the percentage of companies (88%) which were willing to supply insurance. Hence also companies make profits in the insurance market even when the probability of customers who occupy payments in the future is 50%.

The overall utility-payoff of the society would be the sum of player’s payoffs (56.1) and companies’ payoffs (6.1) which equals 62.2.

Second Round
After the decisions in the first round all participants of the experiment were informed that a downloadable test is available which shows whether or not the player is susceptible. If a player is susceptible she/he would be seen as ‘bad’ person, if not susceptible she/he would be seen as ‘good’ person. The players were asked to act once as ‘bad’ and once as ‘good’ person. However the companies could only decide once whether or not supply insurance. As a consequence the decisions changed dramatically in comparison to the result of the first round. 93% of the players bought insurance when they were acting as ‘bad’ person whilst only 3% bought insurance when they were a ‘good’ person.

We can conclude that the test influenced the decisions of players and companies. Only 8 companies out of 60 (13%) decided to sell insurance and 52 companies (87%) decided not to sell insurance. The following table shows how we derived the different percentages we need to estimate the payoffs.

We followed the procedure of the first round and calculated the expected payoffs. All numbers in the table above are measured in utility level. The payments for the ‘good’ players would be very high because nobody has the danger of becoming ill and thus only few people sign an insurance contract. Thus the players save their whole wage and have a high utility. However the payments of the ‘bad’ players are very low, because everybody faces the possibility of the illness and even if people want to sign insurance, the supply of insurances is too low. The average payoff would be 53.7 and is lower than in the first round (56.1).

Obviously players are not buying insurance when they have the information that they are not susceptible of becoming ill. Hence the companies can make hardly any profits, the total utility-payoffs for companies equals 0.3 in the experiment. This outcome becomes even worse when people are informed that they are susceptible (‘bad’). Only ‘bad’ people, who would be receiving payments from the insurance in the future, are now willing to buy insurance. Hence the companies would even make a loss of –5 on average.

Also the overall average payoff with the same likelihood of ‘good’ and ‘bad’ players is negative (-2.4). Thus the insurance market will break down, because of the unwillingness of companies to supply insurance. The reason for the collapse is the adverse selection which gives players a huge advantage in decision making and leads to inefficiencies in the insurance market.

Computerized Version
There is a computerized version of this experiment available on the Exeter games site.

You may find the sample instructions helpful.

Conclusion
The Insurance Experiment shows students in an easy way how asymmetric information can lead to inefficient outcomes. Especially in the insurance market adverse selection can lead to a collapse of the whole market. Only ‘bad’ people will try to buy insurance and no company is willing to insure people because of the asymmetric information. As consequence people who are willing to buy insurance are not able to do so.

However, the simplification that the rate of payment is fixed did not allow the charge higher payments from the consumers when the company knows that only ill people are buying insurance. The overall statement stays the same, perfect adverse selection can lead to a break down of insurance markets. The experiment is very suitable for application in class and is a good basis for further discussions about asymmetric information and its consequences.

Hints for the use of the spreadsheet
The spreadsheet with all the tables and already programmed formulas needed is provided at the homepage as well. Thus it is quite easy and not time consuming to cheek the answer-sheets after the experiment and sort it for buyers and sellers. For the first round you have to fill in only the number of companies which are either 'do sell' or 'do not sell' insurance in the provided table which you can see below. After you have done this calculation for the players as well the table will calculate the different percentages automatically.

Then we have to measure the expected payoffs. The utility-payoff for the players who bought insurance is 60. All the other payoffs will be 50 because of the 50% chance to suffer from the illness during the game. To calculate the subtotal payoffs in the experiment we multiplied the payoffs in the table with the percentages of the companies whether or not they wanted to sell insurances. (60*88% + 50*12% = 58.8). The total payoff of the players is the weighted sum of people who wanted to buy or not to buy insurance and equals 56.1 which can be seen as social welfare level. (58.8*69% + 50*21% = 56.1) Again, the different values will be calculated automatically when you fill in the first table.

With the same procedure we are calculating the expected payoffs of the companies.

In the second round we have to distinguish the players to ‘good’ and ‘bad’ which depends on the condition they are. Again we have the number of the companies that have decided to sell or not to sell insurance. Then we are calculating the percentages of the numbers, and we are doing the same procedure for the number of the ‘good’ players that decided to buy or not to buy insurance. You have only to fill in the numbers of the decisions in the provided table below. The values of the percentages will then be calculated by the table. With the same procedure you can easily measure the results for the ‘bad’ players.

All other tables you have seen in the interpretation above are calculated automatically and thus need no further description.


text:
Northern Arizona University/Environmental Ethics/Handouts/Short Paper Four

Philosophy of Law

Short paper #4
(1 ½ to 2 pages, typewritten, due April 11th at the beginning of class. If you would prefer to turn it in next Tuesday, that will also be fine. You will, however, receive feedback later than those who turn in the short paper on Thursday.)

Let us use this short assignment as an opportunity to make more progress on your term paper. For this assignment, start with the dispute that you intend to focus on and attempt to narrow it down and clarify the nature of the dispute. Try to find specific sources for the dispute and explain the basis of the competing claims. If, for instance, you are focusing on a dispute in a case of constitutional law, look at specific paragraphs in the decision and the dissent. Having clarified the nature of the dispute, think more about the thesis you would like to work on as you attempt to work through such a dispute. Try to clarify the thesis by explaining what you intend to argue for and against and what you intend to set aside for the purposes of the paper.

Having clarified the nature of your thesis, try to outline the main steps in the argument you intend to make in support of the thesis. Work through the basic ideas in this argument and try to explain how they function as ideas in support of your thesis. Finally, consider the main objections one might make to your argument. Pick one or two that you think are serious objections and explain how you intend to respond to the objections.


text:
Template talk:Activity

Hi User:Michaelnelson and User:Devourer09,

A discussion has been started at OER Grapevine with regards to pedagogical templates. Just thought you might be interested in joining the discussion.

Cheers Rob

kruhly 22:07, 9 April 2007 (UTC)

There's also some work on WikiEducator on including these kinds of templates into the TOC, which can sometimes be desirable. See the equivalent template there: http://www.wikieducator.org/Template:Activity Countrymike 02:15, 25 September 2007 (UTC)

title: Template talk:Activity


text:
User talk:Sandeepaggrawal

Welcome to Wikiversity
Hi, and welcome to Wikiversity! A contribution by you, Image:Image009.JPG doesn't have a proper licence with it. To avoid it being deleted for not having licence info, could you fill that part out? Thanks. Historybuff 22:47, 9 April 2007 (UTC)

title: User talk:Sandeepaggrawal


text:
User talk:Moviejoe2001~enwikiversity

Welcome to Wikiversity
A contribution of yours was not uploaded with licence information. Please correct this, or the image will become a candidate for deletion.

Let me know if you need any help. Welcome, and enjoy your stay here! Historybuff 22:51, 9 April 2007 (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 Moviejoe2001. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Moviejoe2001~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 23:39, 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) 06:16, 19 April 2015 (UTC)

title: User talk:Moviejoe2001~enwikiversity


text:
Wikiversity talk:Developing Wikiversity through action research/About

"repository of learning materials" - Why?
I would like to discuss about the following statement:

"Wikiversity is a repository of learning materials, a resource for self-study, a space for collaboration, a space in which to learn collaboratively, a space to explore about learning, a space to learn about teaching, etc. So, how does Wikiversity do all this - "how" in the sense of "by what means" - and, crucially, "by what values"

Why should Wikiversity be a “repository of learning materials”, when the (on and offline) world is already full of create learning materials?

I would even claim that the other wikimedia projects are already building the greatest ever “repository of learning materials”. Why should we replicate this in the Wikiversity project?

The other objectives, such as “resource for self-study” and “a space in which to learn collaboratively” sounds much more reasonable for me.

When doing (serious) self-study reading the learning material is often not enough. You need to set objectives, evaluate your own learning, check and correct if you are no more in a right track etc. In all this the Wikiversity could offer a lot of help, even if the actual materials would be in the “wikimedia library”.

The idea of having a collaborative learning space is even more exciting. This would ask people to organize real study circles or course with schedule, syllabus, objectives, registration, evaluation etc. This is something I am interested in to see more on Wikiversity.

--Teemu 22:53, 9 April 2007 (UTC)

 * I agree with Teemu that Wikiversity should not replicate the good work done at Wikipedia and other sister-projects. Our niche, in my view is to provide a place to organize groups of learners, teachers, enthusiasts, etc. The idea of building a Learning community, I think is our definative objective. CQ 19:50, 10 April 2007 (UTC)

 * I very much agree that Wikiversity's place is to prompt learning, hopefully collaborative learning. However, I would say that learning materials are more than textbooks and encyclopedia articles - they are about framing objectives, setting questions, undertaking tasks and activities. I don't think there's a surplus in the world of learning materials - therefore, I don't see a problem with us creating more free learning materials, provided they are not duplicating the content of other Wikimedia projects. (Maybe there's a question in here of whether there is a redundant split between projects like Wikiversity and Wikibooks?) In any case, I would also like to see more people actually engaged in active learning within Wikiversity - something that might be simply hard to actually track (because it takes place outside wikiversity.org), or which might not be much present. I'd like to be able to differentiate between these options, and to determine why each one is the case. Cormaggio talk 10:45, 17 April 2007 (UTC)


text: User talk:Xora K Joken

title: User talk:Xora K Joken


text:
User talk:Manasvi~enwikiversity

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 Manasvi. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Manasvi~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 23:37, 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) 06:15, 19 April 2015 (UTC)

title: User talk:Manasvi~enwikiversity


text:
Film editing/Penny and Eggbert

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" An example for the course on Narrative Film Editing
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

{| border=0 cellspacing=0 cellpadding=5 style="margin:0em 0em 0em 0em; width:100%"
 * bgcolor=Cornsilk |

The Script for Penny and Eggbert

 * Take a quick look at the script for "The story of Penny and Eggbert".

 * Just a few quacks and a few peeps. That's all!

 * Then turn the page and look at the many possible camera angles for filming this epic scene.

 * bgcolor=Cornsilk |

 * bgcolor=Cornsilk colspan="2" |Note: Penny and Eggbert are 3D Poser models created by 3D Universe.  These characters were posed and rendered with the free DAZ Studio.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Short and simple
 * }
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Here is the story
This is a very simple story. That is why it is a good example for an editing lesson.

*Note: The story of Penny and Eggbert is based on a true story.

 * style="padding:0em 0.5em 0em 0.5em;" |

A story of epic proportions
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

The Story of Penny and Eggbert

 * Once upon a time, there was a penguin named Penny and a duck named Eggbert. (They come from a strange land called "3D Universe" in Africa.  Strange, isn't it!)

 * One day, Eggert said to Penny, "Quack, quack, quack, quack, quack."

 * Penny replied, "Peep, peep, peep, peep, peep, peep, peep!"

 * This made Eggbert very excited and he said, "Quack, quack, quack, quack, quack."

 * And that is the end of our story.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Formatting the script
 * style="width:40%; vertical-align:top; border:1px solid #9cf; background-color: #f1f5fc;" rowspan="1"|

The formatted script
Just like a real motion picture, I turned the story into a script.

Refresh your memory by reviewing the lesson for formatting a movie script.

 * style="padding:0em 0.5em 0em 0.5em;" |

The finished script 1. EXT. - 3D UNIVERSE IN AFRICA - DAY
 * style="width:60%; vertical-align:top; border:3px solid Gold; background-color:#ffe;" |
 * Eggbert and Penny have a conversation.

 * EGGBERT
 * Quack, quack, quack, quack, quack.

 * PENNY
 * Peep, peep, peep, peep, peep, peep, peep!

 * EGGBERT
 * Quack, quack, quack, quack, quack.

 * FADE TO BLACK.

 * The end

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Look at the possible camera setups
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The next page

 * First, you should take a look at the possible camera setups. Even though this is a very simple script, we must film it from many different angles. Click here to go to the next page.

 * }

title: Film editing/Penny and Eggbert


text:
Talk:Researching with Wikipedia

With regard to your information about Howars Simons, managing editor of the Washington post during watergate, I would like to add that I grew up with him in albany, New York. I was one year older than him and we were in Boy Scout Troop 33 together. I was his patrol leader in 1941 and 1942 in the Woodpecker patrol. We attended Philip schuyler high school together and I graduated one year before him. I was sorry to learn that he passed away in 1989 the year that I retired and moved to Florida. I never would have predicted that he would become an active doer in national politics.

Can Wikipedia be quantifiably tested for accuracy?
So, after a discussion with some collegues about uses of technology in education (and of course the lack of respect for wiki in the academic circles), we raised a question/theory about Wikipedia.

Here is the Hypotheses:

H1: The more contributors to a page, the great the level of reliability of the page.

H2: At some critical point of contribution, the wiki page has to be more reliable than a text book with only one or two authors.

Is there anybody out there that has tested this, or is interested in creating a model with me to test this?

Prof.

title: Talk:Researching with Wikipedia


text: Template:Film school:Narrative dialog editing:Example:TOC


text:
Instructional design/Interpersonal behaviors/Selecting Pre-Existing Materials

Pre-existing materials
To determine if pre-existing materials will work for your needs, you must look at your learning objectives. With these objectives in mind, evaluate the materials based upon these factors:

If the materials lack one or more items, adapt to meet those needs if possible.
 * adequate motivation
 * appropriate content
 * correct sequencing
 * all required information is present
 * contains practice exercises
 * feedback mechanism included
 * tests are available
 * directions are included
 * learner guidance when moving from sequence to the next

Resources for Creating Instructional Materials
Options for creating instructional materials vary.

Learning Designs

Harnessing the Power of the World Wide Web for Conflict Studies Courses

Developing an Online Learning Pedagogy for Conflict Resolution Training


text:
Instructional design/Interpersonal behaviors/Summary

Summary of Lesson


text: Instructional design/Interpersonal behaviors/Assessment


text:
Instructional design/Cognitive behaviors/Understanding/Page 2

What is Understanding?
Understanding is meaningful learning. It is usually contrasted with rote learning (memorization), although it is also distinct from skill application and generic skill application. So, what is the difference between applying concepts and understanding concepts? We saw in Module 3 that concept classification is a mental skill which requires us to classify instances as being examples or nonexamples of a concept. But for many concepts, classification is not important, or not even possible. The concept of an atom is a case in point. We will probably never need (or be able) to classify actual instances as examples, but we certainly can acquire an understanding of what an atom is.

There are two major kinds of change relationships: procedures, which are actions performed to achieve a goal, and principles, which are natural changes, including natural processes and cause-effect relationships. Procedures can be learned rotely. You can learn to follow steps successfully without having any understanding of why you are doing what you are doing, nor why what you are doing works. In fact, it is principles which give one that understanding. Behind every procedure there is at least one principle which explains why it works (although we may not have discovered the principle yet). Hence, it is not procedures which are directly understoodóthey are only understood by understanding the principles which underlie them.

Let's consider a principle like the law of supply and demand. To understand the relationship between price and the quantity of a good supplied (by producers) and demanded (by consumers) is to form a mental model which integrates it with what you already know. Each such mental model, or cluster of interrelated knowledge, is referred to as a schema.

Understanding is probably the least studied and least understood type of learning within the cognitive domain. Fortunately, it is an area which is currently receiving a lot of attention by learning psychologists.

Click Next to continue.

Source: Procedure Using by Charles M. Reigeluth. Used by Permission.


text:
Openmoko/Internet Kiosk

This project started as an idea out of a discussion with wikicast on doing things for Wikimania.

General Idea
Wikimania is like many conferences, big. And lots of participants are from out of town, which means they may be disoriented, and the conference itself is quite big. How do you get information to people?

Kiosks. But most kiosks are single purpose. They derive data from a static information store, and can't handle arbitrary queries. Or, they are Internet terminals, but they are then anchored to a specific spot.

The concept here is to have a multi-purpose kiosk, deployable anywhere, at any time, which can do multiple things.

For Wikimania 2007
Ideally, we would like to have maps and schedules of all of the talks available.

E-mail and internet browsing (limited?).

Ability to be "interviewed" or "leave a message/comment on Wikimania", and have it displayed in near real time.

Possibility to allow people to register for the conference through these terminals.

The needs analysis and initial funding for the project would need to be done quickly, to ensure delivery of the solution in time for this year's event.

Development
For development, we need some openmoko units, to see what is doable. Number of units would vary depending on the number of developers, but let's say a maximum of 3 right now.

Testing
It would be good if we could have the final setup ready in a deployable configuration. We'll need one computer, one openmoko unit and some kind of a box. It would be nice if the monitor was a touchscreen, but we have to work with what we have.

Deployment
We need to know how many units need to be deployed. Ideally we could have one on each floor, or one near each entrance. To determine this we need a floormap. I would like to have at least one fully independent "movable" unit, with others to be determined by the Wikimania organizers.

Problems/Solutions
Should we be supporting International languages? Should it be fully i18n, or should we focus on some subset?

 * We should focus on English first, with an eye to making translations easy.

We have a limited timescale. What are the highest priorities?

 * Co-ordinate with Wikimania organizers on this.

Groups to collaborate with

 * http://wikidocumentary.wikia.com/wiki/Main_Page
 * http://en.wikinews.org/wiki/Wikinews:Water_cooler/proposals#wikinews_Video

Inform
inform the wikinews-l

comproj AT lists.wikimedia.org

title: Openmoko/Internet Kiosk


text:
Northern Arizona University/Philosophy of Law/Discussion of Online Texts/Discussion of the UN charter

UN Charter, Chapters I-VII

It is my understanding, after reading the first 7 chapters of the UN charter, that the UN and its charter is designed to be a very basic form of an international governing body. The Charter, much like the United States constitution, is primarily concerned with establishing the rules by which the UN will operate, as well as the powers that its shall have and what have you. The Charter states that one of the principle goals of the UN is to maintain international Peace and security. This goal can be likened to the purpose of the United states government in maintaining peace and healthy relations between the states. All in all the UN is very Similar to the US constitution.

However, the United States Constitution allows for the federal government o have, albeit limited, control over certain intra-state activites. These regulations are mostly concerned with the matter of state law contradicting with federal law, but the federal governemnt also has the power to intervene in state affairs when it feels government action is necessary, such as natural disasters, riots, and the like. The UN charter, at least as far as Chapter VII makes no mention of the UN being able to intervene in Intra-nation affairs. In fact, Chapter I, Article 2, part 7 explicitly states that nothing in the charter permits interference with state affairs. If this is so the UN would be nearly powerless, at least by the letter of the charter, to prevent agressive acts completely within a nation. Why would an organization designed to be a sort of international governing body not have a provision to interfere with nationally internal affairs?

The last part of the above mentioned passage, does make mention of exceptions regarding the content of chapter VII. Still, nothing in Chapter VII, at least as far as I have understood it, would allow for direct military intervention to possilbly time-sensitive issues concerning a nations internal affairs. Nearly all of the parts of chapter VII directly state that action will be taken to restor international peace, there is still no mention of intranational peace. This may be to help maintain a states soverergnty, or to prevent the UN from becoming to powerful. However, this lack of power still seems to be an oversight that could allow many isolated problem that require outside interference to go unsolved.

Quintin Lucas

UN Charter, Chapter VII, Article 51

THe Purpose of this article, as I interpret it, is to allow for individual nations, or collectives, the ability to defend themselves from imediate threats. Self-defense is a key aspect if a nation is able to live peacefully and without fear. As the UN is a sort of governing body and bound to have unavoidalbe ineffficiency, it is only reasonable that there be a provision allowing for an individual nation to defend itself untill the UN reaches a decision upon what action would best remedy the situation.

Three problems arrise out of this provision, first: how long and what measures count as self-defense? I imagine that the right to repel would be self-evident, but what about the right to prevent further aggression? Prevention of a bad situatiion is surely a much more desired result than having to deal with them as they occur. Second, if the UN does not reach an end to the situation that does not fully protect the rights of the assaulted nation, or if the UN refuses to take action at all, does the defending nation have the right to enact its own means? Third, does this provision even account for a nations defense agaisnt a body that is not a nation and therefore is not governed by the UN? Such a situation recently arose when the war on terror was started.

I hope that an answer to these questions is presented in later chapters of the charter, but up through chpater VII this is the only mention of self-defense. Wishful thinking that the UN will be able to form a soltuion that is entirely effective of satifactory is not enough. Surely the charter does not suspect that any nation will wait for UN action while its citizens are being killed. Then again, many aggressive actions could be made under the guise of self-defense. Maybe the autors of the charter purposely left this part obscure to account for the changing times and representatives so as to allow for dynamic interpretation.

Quintin Lucas

Statute of the International Court of Justice, Chapter I, Articles 2 and 9

Chapter I of this statute is mainly concerd with how the judges of the court wil be elected, who can be elected, and what their duties and abilities are while they are in fact a justice. Articles 2 and 9 seem state that the elected members can be of any nationality as long as they meet the requirements in aptitude and moral standing. Article 9 also states tat in electing the members, they general assemply should try to vote so that the members are representatives of the prime forms of civilization, and of the principle legal systems of the world as well. I can imagine this is to allow for adequate representation of the majority, but these articles give rise to two problems.

The first problem is from article 2, and is concerned with the notion of "persons of high moral character." The problem with this is that moral character is highly relative to country of origin. What is moral in one counrty may be a wicked offense in another. Surely the statue does not imply some form of ethnocentrism, and means only to elect people who are more likely to do a better job, but this is still an issue. The seccond problem is concerned with adequately representing civilization and legal systems. Once again i am sure the framers only had the best in mind, but this could easily lead to a sort of tyranny of the majority on an international scale. In addition, if each member of the court is acting under their national form of law, aggrement and dissents could be formed on entirely unrelated matters, that coul in reality conflict with another members "moral character." In this case, is adequate representation and the pursuit of "moral" judges going to far, and possilby hinder the overall viability of an international court?

These articles were added for the sake of trying to make things equal that is obvious. If this were not the case than ethnocentrism would be the law in the international court, and problems could not be avoided. However, it seems to me that the people must likely to be a party in an international dispute, are nations who are not a prime form of civilization, and likely have a failing legal system. I think the only solution to this would be to sit out and write separate laws, and form a legal system distinct to the International court that way all could be tryed equally.

Quintin Lucas


text:
Instructional design/Interpersonal behaviors/Practice

Practice Activity
Practice using information learned in this lesson


text: User talk:JustinR

title: User talk:JustinR


text:
Portal:German/Stream

Planning
I'm not one of the probable teachers, but I do think some planning would help get this show on the road. This seemed like a good place for ideas... so here it is.

Firstly, we obviously have more beginning students than anything else, and I don't think it would be fair to force what few non-beginners we do have to wait for enough people to reach a level of reasonable proficiency for learning. Also, we've only got one possible teacher so far, so, as a person with no educational training or experience, I would recommend we arrange sessions to start teaching the beginners German and allow the advanced/intermediate students to aid in teaching.

Just my presumptuous attempt to get the ball rolling.

 * We need a better way of matching students' current language skill sets with available resources...maybe if we organize these resources first, that would help things. --HappyCamper 16:35, 4 May 2007 (UTC)

 * Perhaps a meeting or somesuch of interested people on the IRC? --KyranTyr

 * I think it's better to organize this on here instead. Hey, why don't we just put something together? ded via a template and all words --HappyCamper 20:49, 5 May 2007 (UTC)

samples (or I'm working with the wro:Here's the thing - are we trying to make this learning site like every other site or what? Because there are plenty of links all over the internet for learning basic German. I propose the first thing to be done is a collection of grammar charts, nicely and professionally done. It's something I'd be willing to work on - Jeffrey Mason

 * Sure, go ahead! We're trying to build from the bottom-up an online learning community for German...so anything that you think would be helpful would be a great. So far, we have not actively pulled together resources from the internet yet. That should be something to work on too. --HappyCamper 01:48, 29 June 2007 (UTC)

I wrote an Introduction chapter to explain (or more to get to a single point) how the lessons will look like. It can be found and edited here. Perhaps someone with graphical experiences should go over it to make it more goodlooking. At the moment it doesn't have any real content (except the explanations of what it looks like), but I thought of adding the content of the first lesson in it would be good enough. Any other correction would be also welcome. --Edmond Dantes AUT 14:03, 29 July 2007 (UTC)

Had a thought about possible topics for the lessons:

Other grammar topics (in the order they'll be added): Nouns+Articles: Nominative, Accusative, (later:)Dative, (much later - together with possessive pronouns?:) Genetive (at the same time?:) personal pronouns in these cases Adjective (=Adverb): Declination, (much later:)comparison prepositions: need for certain cases depending on preposition Verbs: Tenses (after covering the most important things), Passive, Konjunctive, Imperative Sentence constructions: (early:) Negation+ Question, (much later:)other sentence constructions (+relative, reflexive and demonstrative pronouns)

Other ideas: Vocabular can be adcan be shown on a new side (as a kind of vocabulary booklet). I'd prefer to have some (=a lot of) audio samples during the lessons. Unfortunately I see some problems with the capabiltites offered by wiki - it takes too long to hear samples (or I'm using the wrong software - in that case I'd need someone to show me better options -please). Does anybody have an idea of making it work faster? --Edmond Dantes AUT 19:34, 12 August 2007 (UTC) P.S.: Feel free to add and change!

I have several lesson plans that I have already written for beginning German. I'll go through and refine them and see about putting some of them up here. --Alex 23:53, 4 October 2007 (UTC)

I fixed up the introduction page, but saved the old one just in case. --Alex 00:55, 5 October 2007 (UTC)

Let's use the talk page instead for planning and interested members. That way we can actually use the German I page for German lessons. You can find the talk page here. --Alex 01:03, 5 October 2007 (UTC)

Better break up the Course material according to its degree of Difficulty. I know from experience after having been a Foreign Language Instructor that the Cases of German Grammar are very confusing to those who do not get at least 2 hours of daily German Practice. Also, Audio resources of the pronunciation have to be made available as there are some Alphabets where it is nearly impossible to give the written Phonetics.

Participants
If you're interested in helping instruct or just want to learn, add your name in the appropriate list below! There are lots of materials we can use to help each other learn German. Feel free to share your ideas here by editing this page!

Complete (or near complete) Beginners
Zim 16:09, 27 May 2007 (UTC) hey im mark from san francisco and id like to learn german Hi! I'm Ana and i'm moving to Berlin to work in a few months and i wan't to have already some basis when i got there.
 * 1) --Ђорђе Д. Божовић 23:17, 11 November 2005 (UTC) (basic knowledge of German, I know how to build the present tense and a few words)
 * 2) --Orpheo 12:39, 12 September 2006 (UTC) Begginer. Knowledge based on Bach cantatas texts and a few lessons.
 * 3) --Iman0613 17:20, 22 September 2006 (UTC) No background at all; do speak Afrikaans however.
 * 4) --Uly 02:36, 25 September 2006 (UTC) False beginner. Never studied but can guess-read and understand some through contact with Germans and the media.  Can understand some Dutch.
 * 5) --JoNNY18:55, 26 October 2006 (UTC) - I know a little bit of German from listening to Deutschrock. I have almost direct German ancestry and would love to learn more about it.
 * Hallo!Ich bin George und ich komme aus Rumanian und ich bin sechzhen!Hett dich zu treffen!!Well i realy like do study german becousei think that is a cool language and a very nice one even that it's very very hard!i do some self-studies and i want to do more becouse i realy wanty to know this languages!i'm also fascinating by the northen languages and i know also a little bit of finnish(finland languages).for me it's hard do learn this languagesbecouse my language is romanian-=a latin lkanguage like french, italiano, spanish and portuguese-but i try to do hte best and to learn it!i know already english, french, moldavian. a little of spanish and portuguese and i start the study for german and finnis!in my free time i study also japanese and turkish-this is only a hobby-so...if u can help me with the german and even finnish please contact me on e-mail..thanksGeorge-Cristian Potrivitu -13.06.2007
 * Hi! My name is Aena and I would really love to learn German. I'm just doing some self-study on the language so I really need help from lots of people. Thank you! ^^
 * Hi, I'm Christine. I'd like to learn German as well. I am not trying to send people to other sites (I love the Wiki!) but I found a BBC site to help people learn German for free. Maybe someone from there can help with this project. I did see a "Contact Us" page. Just a thought... They offer several languages but I can't say if the info is good or not; I don't know. I am looking for a more complete course.
 * Edvin
 * hallo! my name is Louisa, i love German and love to learn more about it... it's a cool language.. anyway, i got so many source about German.. if u wanna just send me an email..
 * Hi. I'm Nour Eddine Yaghmour from Palestine and i'd like to learn too
 * Hi, I'm Michael and I'd like to learn the German language.
 * I'd like to learn too! --HappyCamper 01:36, 12 April 2007 (UTC)
 * Hi I'm Bojana from Macedonia and I like to learn German. I started on my own but it's not very motivating.
 * I'm James and I also want to learn German
 * My name is David and I lived in Germany for three years and would like to relearn the language.
 * Hi, I´m Eli and a German wikiclass would help when I am self-teaching German this summer.
 * Hi, I'm Adam and i would also like to learn German as a second language.
 * Hi my name's Tracey and I'd love to learn German too, but it's hard to stay motivated learning on your own
 * Hi, my name is Syd and I learned German in high school but would like to refresh myself and become fluent.--SydHeresy 21:57, 27 April 2007 (UTC)
 * How ya doin,Im Jim, i would like to learn german to help me with my studies.
 * Hello, my name is Lissa and I would love to learn German.
 * craasnibooi-i'd like to learn to speak German.
 * Hi, I'm Marcus and I'm also interested.
 * Hey, I'm José, and I'd also like to learn German. 0
 * I'm Ben and I want to learn German
 * I'm Jenn from Las Vegas, USA and would love to learn the basics of German. Thanks to any possible teachers!
 * I have very little experience with German, but I'd love to learn. Blast 01.07.07 0719 (UTC)
 * I'm Cory, from Melbourne, Australia. I'd love to learn German as a fourth language, preferably before I go over to Europe =p Anyone who can help?
 * G'day, I'm Leigh. I wouldn't mind having a crack at learning German!
 * Hallo! I'm Rubèn Roca and I would like to learn German. Thanks!
 * hi,there.I'm Fatih from Turkey and would like to learn German.Thanks in advance!!
 * Ich bin's Desi. Ja, Ich will auch Deutsch lernen.
 * My name is Bryan and I live in USA, I had a German Exchange Student and I would like to learn German so that I can speak to his family
 * my name is juan, im from colombia and id like to learn some german
 * Hi, I'm Alexander. I'm lithuanian. Although I have had some experience with German in high school, I'd like to continue learning.
 * Hi, I'm Cabo from Guyana and would like to learn German.
 * Hi, I'm Alyssa and I would love to learn German.
 * Hello! This is Vikas Sharma from India. I would love to learn German. More on me is available at http://www.sharmasblog.com . Thank you!
 * Hi Im Tim from New Zealand.Im very interested in learning the German Language
 * Hi! this is Prasanth from India. I would like to learn some foreign language and I thought German would be a cool choice...
 * Hi, my name is Manuel and I am from Canada and I would like to learn German. Thank you !
 * Hi, my name is Peter, I am from South Africa, and would like to learn German as a foreign language...

Advanced Beginners

 * Hi. My name is Tereasa and I've been self-teaching myself german for quite a while, although I am currently taking a course in college for it as well. This project looks as though it could help quite a few people. ^_^
 * Hi, i am not very "advanced" but I have started already German "alleine" (alone, at home) a month already. I am interested into this project:)--Annalemesos 02:21, 12 April 2007 (UTC)
 * -Ich bin in meine dritte Jahr von Deutsch und will mehr lernen. Natürlich will ich mit die Klasse hilfen wenn eure Lehrer(in) möchtet. Kyran_Tyr 21:03 EST, 02:03 GMT, 30 April 2007
 * The Jade Knight I've studied Old English (very similar to German), and a little German on my own.  The Jade Knight 08:13, 8 June 2007 (UTC)
 * Hello! My name is Przemek. I've got a degree in linguistics applied and learned German ages ago as a kid. I have got some idea on German phonetics, basic syntax and so on. Hope to learn, help and have fun! I have got some experience as a teacher of English and Russian so I guess that could a kind of help. As it is my first edit at Wikiversity I hope I won't spoil something. :-) Stiopa 19:24, 17 June 2007 (UTC)
 * Hiya! I'm Will and I'm from Baltimore.  I've taken German 101 and am looking to get a German minor (at least), but the community college that I'm at right now keeps canceling any German classes beyond just the basics.  I'm mostly interested in keeping what little German I know fresh until I transfer to a university that offers a decent German program.  I'm also not too clear on how this whole Wikiversity thing works, though it looks promising. Willickers 05:06, 29 June 2007 (UTC)
 * Hallo,Liebe Luete,ich bin Finley,komme aus China,ich interesire mich sehr auf Deutsch,Ich moechte Deutsch lernen,und ich moechte auch Freunden und Freundinnen kannenzulernen.ADD mir beim MSN,meine Address ist FINLEY_7@HOTMAIL.COM Besten Wuenschen aus China
 * Ich mag dieses Konzept, und Ich möchte auf meiner schrecklichen deutschen Grammatik verbessern. Das Ablesen und das Hören sind meine starken Punkte, Ich nicht so gut am Schreiben oder am Sprechen. Scottius11 05:53, 22 September 2009 (UTC)
 * Grüße aus Wien! My name is Ron and this is my 3rd year living in Vienna.  I have been attending a Deutschkurs but at home we speak English and watch American DVDs.  I hope this will help as we plan to stay here for now.
 * Hallo! My name is Helga and I'm from St. Petersburg and I would like to learn German. Danke schon) User:Helga-umr 15:43, 4 May 2015 (UTC)

Intermediate Students

 * 1) --Javier Carro 14:05, 17 September 2006 (UTC) Intermediate level (B2 + or -).
 * 2) --Badmuthahubbard 04:36, 26 September 2006 (UTC) Worked with some CDs and websites in the past, and am refreshing myself now with all the resources I can find.
 * 3) --Draicone (talk) 00:21, 27 September 2006 (UTC) I can speak German well enough, but I would like to extend my control of the language.
 * 4) --AwenStormFool 17:14, 06 October 2006 (UTC) - Currently learning basic German, self-taught through several books and websites. I already have solid fluency on other foreign languages.
 * 5) --Jade Knight 06:53, 7 October 2006 (UTC) I speak almost no German, but I can understand some. I've studied Old English, which has very similar grammar.
 * 6) --Alexander Gerashchenko 18:04, 10 October 2006 (UTC) Intermediate level (Ich hoffe darauf)
 * 7) --Dante 05:04, 28 October 2006 (UTC) - I studied a bit of German in high school.
 * 8) --Electroswoosh 15:40, 1 November 2006 (UTC) - Three years of high school German. I know enough to survive but am limited to basic conversation.
 * 9) --NSPossum 21:06, 25 April 2007 (UTC) - I know basic German from "teach yourself" books and from German TV, music, and art.
 * 10) --Jjkr-I studied a year of German in high school and would like to get back into it.

-I am also interested. My family comes from Germany and I have take some courses in Deutch. Jawohl!

-I am very interested in the German language. I had a bit of practice...years ago.

-Jetzt ich studiere Deutsch in der Universität von den Philippinen aber ich möchte mein Deutsch verbessern. Stickbreaker 20:24, 17 April 2007 (UTC)

- I can also help out. I took a total of 6 years of German throughout High School and College. Schulb72 12:39, 20 June 2007 (UTC)

- I would be pleased to assist in any way that I am able. I have been studying German for several years now at the University level. I have assisted with and have taught several subjects previously and have always loved helping others learn.

- Hallo! Ich heiße Guerric, und ich fliege in Oktober zu Dresde. Ich werde dort Deutsch lernen; aber, ich mag gern Deutsch, und ich will jetzt lernen beginnen! Ich lerne während mein Arbeit ein wenig, weil ich bin Lebensretter und es gibt an mein Schwimmbecken niemand. I'm good at discovering new vocabulary (which I've never got enough of), but word order gives me a great deal of trouble, as do prepositions. German is, chronologically, my fifth language - though better then my neglected Mandarin, and soon to beat my somewhat-neglected Spanish. --Lytyr 21:18, 5 July 2007 (UTC)

- Ich habe deutsch seit 4 Jahren studiert. Ich hoffe, dass ich helfen kann =] 70.111.230.78 21:51, 5 August 2007 (UTC)

- I used to study German a few years ago, at a German school in my native country, but haven't practiced it at all in about 2 years. I'd like to start from where i left off if possible, because although it's a rather difficult language, I think it's cool. And I'd like to travel to Germany some time. EmiLiuS 01:53, 10 August 2007 (UTC)

- Ich bin Varun Keshav,ich komme aus Indien and lerne Deutsch in Goethe Institut,Bangalore...ich moechte meine Deutsch verbessern.. Bitte helfen sie mir! any kind of PDFs related to learning are more than welcome! cheers.. my mail id is vroon.croc@gmail.com

- I'm an intermediate German-speaker living in Pennsylvania who is interested in helping out with this project. Sperrfeuer 14:43, 16 June 2009 (UTC)

Proficient Students

 * Dallin.m 17:50, 2 May 2007 (UTC) Hello, people: I'm a not-quite-fluent German student who has just discovered Wikiversity.  I've studied the language for a number of years in high school, university, and I spent a brief time living in Germany.  I was hoping to use Wikiversity to keep my German sharp over the summer, but seeing as there isn't much (anything?) here, I wouldn't mind being an instructor for beginning students.

 * My name is Jeffrey Mason and I have studied German for 9 years (8th-12th grade, four years in college). My German is fairly good, I've visited Germany three times, one of those times was a job which involved translating, and I would love to help as much as I can in teaching to keep up with and improve my skills.

Native Speakers
Hallo Allerseits! Ich habe eine gesamt zeit von 17 Jahren in Deutschland verbracht und dort von Kleinkind an die Sprache gelernt. Am now back in my Home Country and love to share my Knowledge with anyone who is really interested in taking up the Language.
 * Sundance Raphael can a bit help, but my English is not very well. Please be not upset if i make mistakes in grammar and spelling.
 * Michael Reschke, please contact me by Mail if necessary. I will support your project.
 * I'm willing to help where I can. Get in contact with me if necessary. --Edmond Dantes AUT 10:04, 28 July 2007 (UTC)
 * I am living in Germany. Try to catch me, I might be able to help you with some of your questions ! Erkan Yilmaz uses the Chat (try) 12:38, 29 June 2008 (UTC)

 * Sicaria - I'll be happy to help. Just E-Mail me.

Interested Teachers

 * 1) AaronRichard 11:35, 10 April 2007 (UTC) Hi, I'm a German teacher at a high school in Australia.  I studied German in Australia and Germany, and have lived in Germany.

 * 1) User:ophelia 21 May 2007. Hi, I'm a native speaker with some teaching experience as a tutor. Did an MA in German Studies and English. Currently studying literary translation.

 * 1) Alex 23:52, 4 October 2007 (UTC) Hello. I am a graduate student working on my PhD in German. I am currently student teaching with the ultimate goal of becoming a university professor in German.

title: Portal:German/Stream


text: Template:German

title: Template:German


text:
Talk:HTML/Basic formatting

Headline text
saramas page link title$$Insert formula here$$ Insert non-formatted text here --202.163.98.50 11:58, 10 April 2007 (UTC)#REDIRECT Insert text

When to use emphasisxitalics and when strongxbold
In the previous lesson is explained how to empasise text by or strong emphasis. So what is the difference to italics tag ' and bold tag '''? When to use emphasis and when italics?--Juan 08:30, 24 October 2008 (UTC)

and tags deprected
These two tags were deprected, so I think the activity should be removed.--Juan 08:33, 24 October 2008 (UTC)

title: Talk:HTML/Basic formatting


text:
Film school:Narrative Dialog Editing:Story of Penny and Eggbert:Camera Setup

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" An example for the course on Narrative Film Editing
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

{| border=0 cellspacing=0 cellpadding=5 style="margin:0em 0em 0em 0em; width:100%"
 * bgcolor=Cornsilk |

The camera setups for this scene

 * Next we must decide is how to film this scene.

 * We need to film this scene from different angles so we can edit the footage together in the best possible way.

 * Below, we have nine camera angles to choose from. Take a look!

 * bgcolor=Cornsilk |

 * bgcolor=Cornsilk colspan="2" |Note: Penny and Eggbert are 3D Poser models created by 3D Universe.  For this lesson, these characters were posed and rendered with the free DAZ Studio.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" A pictorial overview
 * }
 * style="width:50%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

All the possible camera angles

 * Here is all the possible camera angles.

 * Actually, there are thousands of possible camera angles but I am limiting you to just these nine camera angles.

 * style="padding:0em 0.5em 0em 0.5em;" |

Possible camera setup #1
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

The wide angle shot

 * Here is one possible angle. This shows both of our actors at the same time.

 * Note: The audience can see the mouths of both actors. This fact will be important later on.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Possible camera setup #2
 * }
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

An over-the-shoulder shot

 * Here is another possible angle. This shows Eggbert over the shoulder of Penny.

 * Note: The audience can see the mouths of both actors. Even though Penny's back is to the audience, we can still see when her mouth is moving. This fact will be important later on.

 * style="padding:0em 0.5em 0em 0.5em;" |

Possible camera setup #3
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

An over-the-shoulder shot

 * Here is another possible angle. This shows Eggbert over the shoulder of Penny.

 * Note: The audience can see only the mouth of Eggbert. Therefore, the audience will never know if Penny is talking or not by looking at the picture. That fact will be important later on.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Possible camera setup #4
 * }
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

An over-the-shoulder shot

 * Here is another possible angle. This shows Penny over the shoulder of Eggbert.

 * Note: The audience can see the mouths of both actors. Even though Eggbert's back is to the audience, we can still see when her mouth is moving. This fact will be important later on.

 * style="padding:0em 0.5em 0em 0.5em;" |

Possible camera setup #5
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

An over-the-shoulder shot

 * Here is another possible angle. This shows Penny over the shoulder of Eggbert.

 * Note: The audience can see only the mouth of Penny. Therefore, the audience will never know if Eggbert is talking or not by looking at the picture. This fact will be important later on.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Possible camera setup #6
 * }
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

A close-up shot

 * Here is another possible angle. This shows Eggbert.

 * Note: The audience can see only the mouth of Eggbert. Therefore, the audience will never know if Penny is talking or not by looking at the picture. This fact will be important later on.

 * style="padding:0em 0.5em 0em 0.5em;" |

Possible camera setup #7
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Another close-up shot

 * Here is another possible angle. This shows Penny.

 * Note: The audience can see only the mouth of Penny. Therefore, the audience will never know if Eggbert is talking or not by looking at the picture. This fact will be important later on.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Possible camera setup #8
 * }
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

A telephoto two shot

 * Here is another possible angle. This shows both Eggbert and Penny as an establishing shot using a strong telephoto lens.

 * Note: The audience can see the mouths of both actors. This fact will be important later on.

 * style="padding:0em 0.5em 0em 0.5em;" |

Possible camera setup #9
 * style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Another telephoto two shot

 * Here is another possible angle. This shows both Eggbert and Penny as an establishing shot from a distance using a strong telephoto lens.

 * Note: the audience can see the mouths of both actors. Therefore, the audio must be in perfect sync. (That fact will be important later on.)

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Which camera setups are the best? (Pop quiz)
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The next page

 * Now you must tell me which camera angles you prefer. Click here to go to the pop quiz to answer that question.

 * }