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Talk:Introduction to Non-Genetic Darwinism

Terminology
Graeme, very nice work and absolutely spectacular given the background and resources you have. You seem to be intuitively good at identifying major scientific questions and bringing disparate fields together. Scientific criticism can be a rough-and-tumble process, but I strongly feel this course merits it. IMO it's already one of Wikiversity's most interesting, unique and well-thought-through courses, and with some refining, it might even become an original contribution to science.

Right now, my main criticism is with the terminology you use. Unless I am wrong, your primary thesis seems to be that self-organization explains many phenomena in the universe, from biological evolution (the traditional focus of a term such as Darwinism) to the organization of neurons in development to the self-ordering of inanimate objects such as crystals. If so, I would like to criticize your use of terms such as "Darwinism" and "non-genetic Darwinism" to describe this larger concept. I don't think these terms are appropriate. As you have brought up in your course, "Darwinism" is used for a broad spectrum of concepts that are not necessarily connected to one another. Most are directly or indirectly associated with biological evolution, and not all are scientific. Despite Dr. Edelman's use of the term "Darwinism", which seems to have influenced your thinking, perhaps a more pinpointed term that lacks a specifically biological connotation would be more appropriate for what you seem to be describing.

"Non-genetic" you seem to use to mean "non-biological." However, to a biologist "non-genetic Darwinism" implies physical characteristics, behavior etc. all within biology. Darwin himself thought in "non-genetic" terms because genetics were not known in his time, and even today there is somewhat of a conceptual rift in biology between genetics on one side, and physiology/behavior/ecology etc. on the other. To me, "non-genetic Darwinism" suggests that you are studying biology and focusing on the latter, which obviously does not describe what you are doing. So I would suggest using another term to communicate clearly.

The term for the phenomenon you describe sort of exists already, unless I have the wrong impression, and is called "self-organization." Perhaps call the phenomenon over a temporal scale "self-organizing selection"? What are your thoughts? --AFriedman 16:22, 23 February 2009 (UTC)

 * I think you are slightly mistaken. Self-Organization is the generic term, no doubt, but what I am trying to suggest, is that Darwinism describes how the Self-Organization is created. That the process of self-organization is a form of Darwinism just as much as genetics is. Not because of what Dr. Edelman suggests, but because it is so similar an algorythm. Furthermore I include Dr. Edelmans work because it is a Biological but not genetic form of Darwinism. I think you are stuck on Biological Darwinism and that is why you are having trouble accepting this interpretation. What do you want me to do, come up with a new term for a system that is common to both Biological and NonBiological systems just because common usage is for biological systems? Darwin himself considered Natural Selection to extend beyond the biological even to social dynamics, so why are you so narrowly focused? We could call it Natural Selection in Self-Organization I suppose, but wouldn't that have the same sort of criticisms?--Graeme E. Smith 18:16, 23 February 2009 (UTC)

When you refer to biological Darwinism, do you mean natural selection in particular or evolution as a whole? Either one, IMO, would work. Just be specific which one it is. Social systems are potentially a subcategory of hereditary Darwinism, because social behavior can affect differential reproduction.

By the way, the possibility that self-organization explains many or all aspects of evolution has been discussed in the recent literature. I think you should read Professor Massimo Pigliucci's article, "Do we need an extended evolutionary synthesis"? A section of it discusses ideas similar to yours, but I also recommend that you read the whole thing. You would be able to read it because there's a link to it on the "Papers" section of his lab web page. This is an active and interdisciplinary field and IMO, one that needs people who can think about it in new ways. I am talking mostly from a biological perspective because that is my background, but I am referring to the broader field as well. --AFriedman 18:36, 23 February 2009 (UTC)

 * Well I read the article, it was informative, although as you say there was only one really small part of it that was trying to deal with the Complexity Theory aspect. I was much more interested in the article on the Evolution of Evolvability. The idea of Evolutionary Capacitance, was also interesting. By the way, take a look back at the Forum, I have sequestered much of the history of the course in an archive in order to make it less unwieldy to read.--Graeme E. Smith 23:51, 23 February 2009 (UTC)

I saw your Archive and unless you mind, we can discuss things here for now. Re: Dr. Edelman's work, I think your use of the term "non-genetic" misses the fundamental difference between his work and the previous concept of "Darwinism." With the possible exception of Edelman, biological Darwinism generally refers to the mechanisms of inheritance across generations, which is perhaps what you are referring to as "genetics." Even evolutionary biologists understand that inheritance across generations is not restricted to the gene, or even the nucleic acid sequence. The phenotype is also inherited and understanding the mechanisms of phenotypic inheritance is considered one of the most important fields of modern day biology. This is my problem with your use of the term "genetics."

Dr. Edelman, in contrast, seems to use "Darwinism" to refer to the pattern of placement of neurons and neuronal connections during the development of a single individual. This is not the same as studying the heritability of these patterns across generations of dividing cells or reproducing individuals, or the presumed effects of these patterns on differential reproduction. Am I on the same page as what you were thinking? --AFriedman 04:38, 24 February 2009 (UTC)

Neural Selection, Signal Generation Model

 * Obviously we are not talking about patterns of differential reproduction across generation of individuals. However if you consider what makes up a generation of signals, there might be an analog. Since the signals by the nature of neurons, drive the growth of connections, connections are the Phenotypes of the signals. Thus we see the heritability of certain patterns of connections develop over generations of signals. The most interesting thing about this, is that without obvious consistency at the raw connections level, we gain consistency to the point where at the gyrus and sulcys level, we actually can map across individuals general functions. In other words, there is consistency in the phenotypes that increases with Layers of inheritance. Thus just like the Galapogus Lizards the phenotypes become similar when they fit the same niche. I think that it is the simularities in the high level connection phenotypes that make human language possible.--Graeme E. Smith 07:44, 24 February 2009 (UTC)

In other words, neurons with similar patterns of connections beget neurons with other similar patterns of connections as the brain develops, leading to a modular structure at higher levels? I still don't think I understand, and the Wikipedia page about Edelman's theory needs to have the writing cleaned up so it's clearer.

I saw your "Artificial Consciousness" pages and they look very nice. IMO this course still needs a lot of work to reach the level I think it should be, and I see you are putting in the time. I would like to focus on this course and not go off into other places.

At this point, I would like to tell you what I have in mind. I think this is a very interesting review of the literature with some quite original insights. If the overall thesis were carefully thought through and the writing of the individual sections were refined, perhaps (given a LOT of work) some form of this could become an essay type piece submitted to a professional journal. It is far from that level right now, but if you agree I would be happy to discuss the steps with you.

Since you've done a lot of reading, your next step is to synthesize the ideas you've written down and come up with a thesis statement, for writing an abstract. Then the rest of the writing could be reformulated around your argument.

I think the core of your argument is in your section "Darwinism as a description of the principle by which order emerges and is conserved," towards the end of the lesson called "Physics of self-organization." Life forms (as in Darwin's theory of natural selection), can be seen as assortments of molecules which have entered a looping algorithm. The loop continues when new molecules are co-opted to form a new organism, and it breaks when the life forms fail to reproduce and die. The fact that all the entities you have discussed enter looping algorithms that enable self-replication of some type, is what these entities seem to me to have in common. Parts of life forms (as in Edelman's theory of neural Darwinism) and non-living entities (as in molecules undergoing a phase transition) have fundamentally entered a self-replicating, looping algorithm.

Perhaps the main thrust of the thesis is that self-organization occurs when entities have entered a looping algorithm, and emergence is one property of the large-scale entities that appear during such an algorithm. Life forms are a particular kind of looping algorithm: they are large assortments of molecules that can co-opt energy and other molecules from the surrounding environment to create essentially similar copies of themselves. This is different from the phase transition in a crystal, for example--although the molecules themselves enter a looping algorithm to form the crystal, one larger crystal does not create another larger crystal, whereas one organism does create another organism. Edelman's neural Darwinism is perhaps only one of many components of the looping algorithm--an algorithm within an algorithm, if you will. What do you think? Then we can go back to discussing the name of the learning material, because I still don't think "Darwinism" is the right word for communicating what this is.

--AFriedman 20:38, 1 March 2009 (UTC)

 * Ok, I think you are right, in the sense that all these systems are iterative, (They Loop), but what is more important, is that they all have what I call the "Rachet Function" in that they protect their gains, as well.

Biological systems do and do not protect their gains. For example, many acquired characteristics that affect fitness (e.g., increased muscle strength gained from exercise) are not inherited. See Lamarckism. Even when traits that increase fitness are inherited, changes to organisms are only increases in fitness in the context of a very specific environment. Yes there are mechanisms in cells that prevent mutations from occurring, immune defenses against pathogens, etc. but I think your use of the word "protect" smacks of a deliberateness and purposefulness that is not there. --AFriedman 16:12, 4 March 2009 (UTC)

 * Hmmm... I can see that you misinterpreted the level at which that comment was meant to be read.
 * I am thinking in a much more abstract manner than you seem to be, so my statements come out sounding more specific than they should.... When I was talking about protecting gains, I was not talking at the individual level, but at the population level. The Population moves up the gradient, and protects its gains. The individual, does not. Thus Lamarckism has nothing to do with my statement. On the other hand the deliberateness or purposefulness that you attribute to my choice of words lies in your own interpretation of them, not in any implication that I made. I was in fact talking about the role of the ratchet mechanism, which is to lock in the gains. Admittedly a strong interpretation for a stochiastic system, but it was meant to be an analogy, not a judgment.

 * If my characterization of the Energy/Entropy balance as being a cycle itself, is true, then quite often, the energy entropy balance will work against proliferation of order. It is in these times that the BioDiversity, or population size, is the saving grace for the gaining of order, since if fewer of the population gain in order, at least they will still allow more population in the next generation, that has gone through the harrowing, and thus is more adaptive to whatever the increased entropic state has to offer. As long as some population survives we can hold onto the current level of order, until the environment becomes less selective.

 * I never said that Synthetic Annealing was a good model of Darwinism, merely that there were simularities in the algorythms between Evolution and Simulated Annealing. The main difference is that Evolution as suggested in your references is a hill climbing algorythm, and Simulated Annealing is a Gradient Descent algorythm. They both navigate on a gradient. I think that the difference is instructive, in that hill climbing involves an increase in order, while Gradient Descent involves a decrease in Chaos. It is important to note that the results are not synonymous as they would be in a system that followed the unmodified second law.

 * You keep trying to trivialize the role of Natural Selection, in my theory. I don't know if this is because you dislike Darwinisim for some reason, I can understand you reluctance to use the word Darwinism, or if you have a basic abhorrence to the base concept that natural selection works outside the boundaries of Biology just as well as within them. This has always been the basis of my thesis. --Graeme E. Smith 00:24, 2 March 2009 (UTC)

I am not a creationist or a proponent of "intelligent design," in case you were wondering. And I think your idea that natural selection occurs outside biological systems is very interesting. But if natural selection operates on entities other than living systems, in your formulation of the theory, what would be selected for and what would be selected against?

Also, I don't think you understand what I am trying to say about natural selection. As a biologist by training, I know that many people who don't completely understand evolution but believe in it, overemphasize natural selection at the expense of other factors such as chance. So my lesson about Darwin, for example, tried to emphasize the fact that natural selection was not the only cause of evolution. It is an important cause of evolution, though. --AFriedman 19:28, 3 March 2009 (UTC)

 * First of all, you ask what would be selected for, and what selected against. That depends entirely on what the selection test selects. In the pure energy configuration argument, what is selected against is chaos, and what is selected for, is order, at least up to a point that protects the variation of the system. In a Genetic Programming environment what is selected against is programs that do not meet the specifications, and what is selected for, is the programs that meet the specifications. In the connections as phenotypes of signals, what is selected for, is the connection that parallels the signals, essentially stabilizing connections so that they can be expressed as physical processes that connect neurons.

 * Ok, Natural Selection is the heart of Darwinism, it isn't the only factor, but it is the factor that Darwin discussed in his book. You talk about chance, I talk about uncertainty, they are both names for changes that happen in the system that are not predictable except statistically. Since they are not predictable their impact is difficult to assess. You also mentioned drift, and so on, I have accepted this. They are factors in genetic Darwinism. However they are not part of my thesis, which is that Natural Selection has impacts on non-genetic systems including some that are non-biological as well. The way I have presented the physics of self-organization is Quantum safe because it depends on uncertainty, this means that it is probably also chance safe as well. The main requirement is that entropy increase as a result of the process, equilibrium in this case is not a balancing of forces, but a balance between energy and entropy. Recently I came across a reference to the "Edge of Chaos" a contention that Evolutionary Systems tend to find a dynamic midpoint between chaos and order, that might suggest that they actually tend to balance on the Equilibrium point between energy and entropy. This is an interesting concept because the power curve I suggest oscillates between energy and entropy, probably in an attempt to reach the same equilibrium point despite changes in energy as entropy falls behind, and then catches up to it again.--Graeme E. Smith 20:35, 3 March 2009 (UTC)

Just to make sure I understand your definition of natural selection, would you consider that one ramification of natural selection in inanimate objects is that nature is filled with stable isotopes, yet unstable isotopes are rare?

 * Actually that is a function of Equilibrium

In other words, stable isotopes are more viable over a long period of time, and so they are maintained in nature whereas unstable isotopes disappear.

 * However, you are close, because unstable isotopes are responding to a gradient.

I perhaps disagree with your semantics here, because I would think that self-replication is a fundamental characteristic of natural selection. self-replication certainly does not occur in the situation I just described--self perpetuation, perhaps, but molecules don't co-opt resources from the environment to make copies of themselves. --AFriedman 16:12, 4 March 2009 (UTC)

 * I see the problem, beyond the fact that you are thinking in an individual oriented manner still, and haven't begun to think in terms of populations rather than individuals. There is the assumption in biological terms that what the new generation is doing is self-replicating the previous generation. That is of course simply biological chauvinism. What is important is the new generation, not how they were formed. How they were formed, (Self-replication) sets the rules for how one generation resembles another, and how it is perturbed from the previous generation, but what is really important is the fact that a new generation is formed that is similar enough to the previous generation that it retains the characteristics necessary for survival, and yet carries enough variation to allow the population to shift if the survival test requires it.

 * if you look at atomic elements from that point of view, then each new element can be seen to be a generation that was formed in a slightly different environment, thus limiting the survival to those that had the right energy/entropy balance for that particular environment. Because elements are mostly stable the previous generation did not die off, as in a biological system so we have the periodic table of elements. However unstable isotopes did die off, leaving only the atoms that were mostly stable as the greater population. The lighter isotopes tend to be more stable because they have a shorter half-life and therefore of the population of atoms left over after time, the lighter radioactive isotopes tended to decay faster, which is why the periodic table has more heavy radioactive isotopes than lighter ones.

 * Where the power curve fits in, is that it describes why each generation formed at a different energy/entropy balance point, and so why the characteristics of each generation (element) are so different. An interesting aside is that the number of atoms of an element in the Universe are determined partly by the amount of energy that was absorbed in making each atom. As a result the heavier elements are significantly rarer than hydrogen even though their formation probably took longer.

Uncertainty in Signal Pattern Phenotypes

 * I thought I should add something here, that is related but not to the point you are trying to make, but to the explanation I am making, and that is, that because of the opportunistic nature of the way connections are made, The system absorbs a certain amount of Uncertainty, essentially the low level connections are chaotic, and while the high level phenotypes are similar to each other, not all the uncertainty is taken out of them, which is why we cannot map to a lower level, than the gyrus and sulcys using standard mapping techniques. However because of the way that the Attention system works, we do not need commonality to the mapping level, as long as the order in the system is up to the tasks we require, in essence the locations of the Neural Groups are arbitrary, but the content is not. That is why Self-Ordering Maps like those produced by Teuvo Kohonen, can be used to recover the content of the high level connection phenotypes even though individualization makes mapping at the neural group level impossible except for maps of each individual.--Graeme E. Smith 20:47, 26 February 2009 (UTC)

Some references about Edelman, What is Life, etc.
--AFriedman 20:51, 1 March 2009 (UTC)
 * Review of Edelman's book bringing up the quite complicated question of whether Edelman's theory should be called "Darwinism"
 * Another review of an Edelman book that contains the clearest explanation of neural Darwinism I've seen
 * What is Life?--about Schrodinger's view of this question
 * PLoS ONE Article about a possible mechanism for how neuronal networks could be copied

Ok, I am amused at these references, they are good references don't get me wrong, I was for instance unaware of Schodingers contribution, and the last article was while technically over my head, informative about how scientists today are thrashing in an attempt to understand induction. But they seem to indicate that you are unaware that while I am willing to accept Dr. Edelman's basic Tennets about Neural Darwinism in a model of the Cerebral Cortex, I tend to violently disagree with where he thinks he is taking his theory of Consciousness. Just because he is a Nobel Prize winner and understands Non-Genetic Darwinism better than I do, doesn't mean that he is right to make some of the claims he is making about where Reentry applies, or to extend his TNGS theory so radically without adequate support for his contentions. What I am trying to do with this course, is lay a ground work for understanding the earlier theories that are well grounded in science. I will personally ignore his later work, mostly because it is too speculative and vague to work from. Don't get me wrong, I have learned from it, but have gone on to augment it with information about the current scientific thought, which is by no means as supportive of his contentions as he might like. The main problem I have, is that if you want to develop a hybrid consciousness theory that contains both phenomenal elements like Dr. Edelman's work, and Functional Elements like Bernard J. Baars work, You had better understand the concepts behind Dr. Edelman's work so that you can include phenomenal components. Non-Genetic Darwinism is hard to understand so I needed this course to explain it. I may have taken the physics of Self-organization too far but it helps capture my understanding of how Darwinism and Commplexity are linked, and I think that might be important.--Graeme E. Smith 00:24, 2 March 2009 (UTC)

Religious Exceptions
I am beginning to wonder if your objections to my thesis, in this topic, lie more in the religious vein, rather than in any Lack of acceptance of the concept. If so, I can understand why you would not want to accept my thesis. Creation, and the God that it requires, is mostly a judeau-christian concept based partially on the Creation Mythos that christians find in their bible within the first few pages. Since the bible was a rewrite of essential judaic writings there is bound to be some overlap in thought. One of the problems I have with this creation mythos, is that it seems to require a micro-managing deity, giving them on one hand the capability to design great things, and then taking away that power in order to make the things they do more understandable to humans.

Quite aside of the Lazy God Hypothesis, I put into my assignments, I believe that much of the discussion around creationism lies in the Dogma associated with how god created the earth. The assumptions that God Micro-manages creation is part of the rationalization for why Judaic people and by extension Christians are somehow special "In the eyes of the Lord". One of the reasons why this micro-managing is therefore so important to judeau-christian religions, is simply, it is needed to explain the favoritism. Fundamentalists in these religions depend on the favoritism of their god, in order to explain why they can demand favoritism in other things, and so they defend the creation mythos with great vigor.

Evolution, and by extension Non-Genetic Darwinism is seen as an attack on the creation mythos, because it indicates that God might use methods other than "Logical Design" to achieve his goals. Really what Evolution does, is show how dependent the creation mythos is, on the concept of a Micro-managing God figure. One of the reasons that Darwinism might be seen to be dangerous to religion, is that it is so simple a system, that it might actually apply earlier than speciation. If this is seen as an attack on religion, then of course it will be dogmatically resisted as a thesis. As a former christian, who gave up his religion when he realized that he believed in something else, I can sympathize with those who do not want to change religions just to understand a concept like this, and I want to emphasize that it is not an attack on religion, so much as an alternative view of something that some religions do not want to look at too closely for their own reasons that have nothing to do with the validity of the viewpoint--Graeme E. Smith 18:24, 2 March 2009 (UTC)

= Maybe a longer course, or split this course? =

 * I can see from the amount of discussion, that either the course does not explain my thesis well, or that it needs to be organized differently. Possibly because it is really covering two theses. I am thinking of extending the course somewhat or splitting it into two separate courses one on the Physics of Darwinism, and one on non-genetic Darwinsim, maybe make the Physics of Darwinism a pre-requisite for the Non-Genetic Darwinism course?--Graeme E. Smith 20:32, 5 March 2009 (UTC)

Perhaps the lesson about "Physics of self-organization" could be split and clarified. It is by far the longest lesson in the course and it seems to be the heart of the course, even more so than the sections about biology. By the way, what are the 2 theses? I don't see 2 so please explain. I'm not sure that you need to create another course. --AFriedman 22:35, 5 March 2009 (UTC)

I thought maybe the sub-thesis that we needed to re-examine the Second Law of Thermodynamics might be taking away from the argument that we can draw an analog to natural selection at different levels of self-organization.--Graeme E. Smith 00:14, 6 March 2009 (UTC)
 * I agree and the latter thesis is the one I would recommend focusing on, for a lot of reasons. Your issues with Thermodynamics are not particularly relevant to that thesis.  I see the thesis about the analog to natural selection at different levels of self-organization, as a possible partial answer to the question about complexity proposed in the Pigliucci paper we read.  Nice work so far, and nice thoughts about revising.  --AFriedman 13:42, 6 March 2009 (UTC)


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User:Kattgober

hi

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title: User:Kattgober


text: User talk:Jsgroff

title: User talk:Jsgroff


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User:Tim Roettger

I am a Physics major at St. Cloud State University with a focus in Astrophysics.

title: User:Tim Roettger


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Conservation Entrepreneurship/Branding

The Edelman Trust Survey assesses how much people trust a wide range of institutions.

title: Conservation Entrepreneurship/Branding


title: User:Jet62095


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Survey design/Before designing a survey

It can be very tempting to press ahead with designing a survey. But first, be clear about the purpose of the study and the research methodology.

Before designing a survey, develop a research proposal which clearly explains the:
 * 1) research purpose
 * 2) research questions
 * 3) hypotheses
 * 4) Research design: Experimental, quasi-experimental, non-experimental
 * 5) Sampling method
 * 6) Target constructs - operationally define the:
 * 7) independent variables
 * 8) dependent variables

Have the research proposal peer reviewed and modify as appropriate. Before designing a survey, it is helpful, and generally recommended, to clearly establish a research proposal and to get this proposal peer-reviewed (and/or reviewed by a supervisor). Investment in developing the proposal is generally returned many-fold.

The seven Ps apply to survey design: Prior preparation and planning prevents piss-poor performance.

Poor research results and conclusions emerge from poor data, which is often due to poor survey design. Hence, a well-conducted survey research project should exhibit:
 * clarity in the project's purposes (and specific research questions and hypotheses)
 * careful development of well-worded questions with appropriate response formats and/or
 * a well designed and implemented sampling method

title: Survey design/Before designing a survey


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Human research ethics

 * Purpose of research: Public good
 * Permission: In order to access a community of interest, the researcher must seek permission from the "gatekeepers" of the institution or community group through appropriate ethics avenues (Rice & Ezzy, 2001) which is likely to include research ethics committees (IRB).
 * Informed consent
 * Anonymity
 * Right to results

title: Human research ethics


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Response formats

In survey design, it is important to understand the different types of survey response formats and their implications in terms of levels of measurement for quantitative data analysis.

Some commonly used response formats include:

title: Response formats


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Introduction to research methods in psychology

This topic provides an introduction to research methods in psychology.

The main topics include:
 * Experimental research
 * Survey research
 * Qualitative and quantitative research


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Spanish 2/Chapter 7 (Childhood)

Toys

 * bloques - blocks
 * colección - collection
 * cuerda - rope
 * dinosaurio - dinosaur
 * juguete - toy
 * muñeca - doll
 * muñeco - action figure
 * oso de peluche - teddy bear
 * tren eléctrico - electric train
 * triciclo - tricycle

Animals

 * pez - fish
 * peces - multiple fish / fishes
 * tortuga - turtle

Things to do

 * coleccionar - to collect
 * molestar - to bother
 * pelearse - to fight
 * saltar - to jump

Places

 * guardería infantil - daycare center
 * patio de recreo - playground

To explain actions

 * de niño(a) - as a child
 * de pequeño(a) - as a child
 * de vez en cuando - once in a while
 * mentir - to lie
 * obedecer - to obey
 * ofrecer - to offer
 * permitir - to permit, to allow
 * por lo general - in general
 * portarse bien/mal - to behave well/badly
 * todo el mundo - everyone
 * vecino(a) - neighbor
 * la verdad - truth
 * ¿verdad? - Right?

Note: Mentir has a stem-change of e to ie. Obedecer and Ofrecer have a stem-change of c to zc.

To describe people

 * bien educado(a) - well-behaved
 * consentido(a) - spoiled
 * desobediente - disobedient
 * generoso(a) - generous
 * obediente - obedient
 * timido(a) - timid
 * travieso(a) - naughty, mischievous

Other words

 * moneda - coin
 * mundo - world

Imperfect of ir

 * iba - I used to go
 * ibas - you used to go (singular)
 * iba - he/she used to go
 * íbamos - we use to go
 * ibais - you used to go (plural)
 * iban - they used to go

Note: Notice the accent mark on the nosotros form.

Imperfect of ser

 * era - I used to be
 * eras - you used to be (singular)
 * era - he/she used to be
 * éramos - we used to be
 * erais - you used to be (plural)
 * eran - they used to be

Note: Notice the accent mark on the nosotros form.

Imperfect of ver

 * veía - I used to watch
 * veías - you used to watch (singular)
 * veía - he/she used to watch
 * veíamos - we used to watch
 * veíais - you used to watch (plural)
 * veían - they used to watch

Note: Notice the accent mark on each form.

Imperfect tense: regular verbs
Another way to talk about the past is with the imperfect tense. Use the imperfect tense to talk about actions that happened repeatedly in the past.

Jugar
 * jugaba - I used to play
 * jugabas - you used to play (singular)
 * jugaba - he/she used to play
 * jugábamos - we used to play
 * jugabais - you used to play (plural)
 * jugaban - they used to play

Note: Notice the accent mark on the nosotros form.

Hacer
 * hacía - I used to do
 * hacías - you used to do (singular)
 * hacía - he/she used to do
 * hacíamos - we used to do
 * hacíais - you used to do (plural)
 * hacían - they used to do

Vivir
 * vivía - I used to live
 * vivías - you used live (singular)
 * vivía - he/she used live
 * vivíamos - we used live
 * vivíais - you used live (plural)
 * vivían - they used live

Note: Notice the accent mark on each ending.

In Spanish, you can omit the subject of the verb because the verb ending makes it claers who you are refering to.

ex. Vives en San Francisco. (The subject, tú is included in the verb ending.)

However, since the yo and Ud./él/ella forms are the same in the imperfect tense, speakers often use the subject pronouns to avoid confusion.

ex.. Patty tenía un coche rojo pero yo tenía uno azul.

Expressions such as generalmente, por lo general, a menudo, muchas veces, de vez en cuando, todos los días, and nunca can cause you to use the imperfect because they imply that something happened repeatedly in the past.

Indirect object pronouns
Remember that an indirect object tells to whom or for whom an action is performed. Indirect object pronouns are used to replace or accompany an indirect object noun.

 * me - me
 * te - you (familiar)
 * le - him, her, you (formal)
 * nos - us
 * os - you (familiar)
 * les - them, you (formal)

ex. Nuestra escuela no nos permite beber refrescos en las clases. Sus abuelos siempre les daban regalos a los niños.

Because le and les have more than one meaning, you make the meaning clearer by adding a + name, noun, or pronoun.

ex. Lola siempre les decía la verdad a sus padres.

Like direct object pronouns and reflexive pronouns, indirect object pronouns are placed right before the verb or attached to the infinitive.

ex. Siempre le quería comprar dulces a su hija. (or) Siempre quería comprarle dulces a su hija.

Childhood descriptions

 * creativo(a) - creative
 * inquieto(a) - restless
 * juguetón, juguetona - playful
 * mentiroso(a) - liar
 * prudente - prudent, sensible

Playground

 * cajón de arena - sandbox
 * carrusel - merry-go-round
 * columpio - swing
 * subibaja - seesaw
 * tobogán - slide

Animals

 * águila - eagle
 * conejo - rabbit
 * cuervo - raven
 * gallina - hen
 * gallo - rooster
 * oveja - sheep
 * rana - frog
 * toro - bull
 * vaca - cow
 * zorro(a) - fox

Cultural Insight (Canciones infantiles)
Every child likes to sing. In Spanish-speaking nations, there are numerous popular songs that children sing while playing with friends.

Many children’s songs are part of the culture and traditions of Latin America. Also, they are used to teach vocabulary, verb tenses, and traditions. Some of the songs that are transmitted through generations are:

 * Los pollitos dicen
 * Yo tengo una casita- Pica Pica
 * La vaca lechera
 * Cabeza, Hombros, Rodillas y Pies
 * Cumpleaños Feliz / Sapo Verde
 * Las Mañanitas
 * Los Elefantes
 * La Cucaracha
 * La Rana debajo del Agua
 * María Isabel
 * Cielito Lindo
 * El Rancho Grande

title: Spanish 2/Chapter 7 (Childhood)


text:
User:Damakable

My user name is an anagram. I have no online home, not yet. Some day soon when I have the time I do plan on building one, as I am an aspiring programmer and lately have been building web applications. Yes, I've been learning Ruby on Rails. No, I don't want to base my career on that. I still have ambition to do more than just make websites, even fancy websites full of Flash and JavaScript. Lately I've been thinking about computer simulations, models, things like math software, engineering software... perhaps educational in nature. If I want to pursue these things (and narrow down my goals) I need to study harder than I have been in school. Sometimes (and sometimes more often) my formal education feels like a sham. I either sleep through the course and do fine or I work my ass off and still fail. But when it's over and I've made it out the other side I hope to find enough work to manage my student debt and spend the rest of my money, not on fancy things but on textbooks and time to study. And probably a few video games. (They are research, I swear.)

As an undergrad I'm not exactly qualified but I know a thing or two and I hope I can fill in some of the blanks in 'course material' on Wikiversity as I peruse my notes from years past and travel through my remaining terms. I suppose I could also create learning materials for those younger folk who must be as appalled as I was by the surreal and arbitrary nature of modern primary/secondary public education, at least in North America. I'd love to help out, of course I need to dedicate some time to any project and for now I am rather busy with Calculus. But I will join the discussion and contribute where I can.

title: User:Damakable


text:
User:Atom~enwikiversity

I'm born in 1964 in Toronto, Ontario, Canada.

My primary career has been as a computer programmer since 1979. Currently I own over 20 machines that are representitive of the history of computers. I earned my Private Pilots and my tractor trailer license in 2004 just for the experience of it. Both expanded my knowledge of science. I decided I really want to know everything there was to know about chemistry with a possible career change in mind so off I went on that. I still haven’t decided if I want to stop after my Masters in chemistry to just go right through to my PhD but it’s nothing I have to figure out today.

I'm big into dog training and currently own a German Shepherd Dog from the Tazzman's line. I'm also into playing guitar and serious card conjouring.

You might say I like to not only know how everything works, but be able to do it too.

title: User:Atom~enwikiversity


text:
User:JovoniJones

bio
My name is Jovoni Jones and I am in the Game art and Design program at the Art Institute of Seattle. I enjoy drawing, playing video games, and a little reading here and there.

midterm
As I was going through the Olympic Sculpture Park I came across a giant orange sculpture that was named "Eagle" created by an artist named Alexander Calder. At first I began looking at it and I saw no resemblance of an eagle at all, I couldn't figure out what it looked like to me. I got home and decided to do a little research on the artist and I came across a few interesting things. Alexander Calder was the inventor of the "hanging mobile". He also created quite a few other painted steel sculptures like "Crab"(also bears no resemblance in my mind to an actual crab) "Shiva" and "Le Halebardier". I decided to go back a few days later to try and see if I felt any different about the sculpture. Although it still isn't my favorite, I was able to get a look from a different angle that I didn't look at it from before and I was finally able to see the resemblance. To me now it looks sort of like an eagle in flight and I began to appreciate the design of the sculpture.

final
For my project I wanted to bulk up a little more and try and get back to my original weight. In 2005 I had a liver transplant and lost over half of my body weight which I slowly began to gain back until I started putting it off for about a year or so. I decided that this would be the perfect chance to actually set that goal for myself again so I'm hoping for somewhere around 20 lbs by the end of this.

Not much I can put week for week on this as it's basically Week 1: do some research on high calorie diets, Week 2: Order whatever I need for my diet. Week 3-10 increase my daily calorie intake by about 200 or so each day until I get to about 4500 a day.

title: User:JovoniJones


text:
PCP HIV AIDS Toolkit/Universities

Conducting HIV/AIDS Activities in a University Setting
Justin Best

Getting Permission

 * Deans : Conducting activities will require approval from different individuals including the deans of the colleges involved. For example, if your training involves the nursing students, you will need to discuss the proposed training with the dean of the nursing college. If it involves the criminology department, talk with the dean of the criminology department.
 * School President : Receiving permission from the president is very important due to the support he or she can provide.

Proposal
Activity Proposal- A formal proposal should be created and given to school president and dean(s) for approval. (Before writing an official proposal you should already have discussed your activity with the president and the dean in order to determine the interest in your activity) The official proposal should be written on official letterhead, and include all details about the activity including date of activity, purpose of activity, participants involved, location, and other important logistical details.

Funding the Activity
You may need to find sources to help fund your project. A university can be a great resource itself. Universities already contain many assets such as potential venues like training centers and gymnasiums to conduct your activities. If your activity requires computers, projectors, or other materials and equipment the school may already possess these items as well. A separate official proposal should be written and presented to the school president for any in-kind contributions or any monetary contributions that may be provided by the school to help conduct your training.

 * Fundraisers : If money is required, fundraisers can be a very effective way to raise money for your activity. (bake sales, movie nights, cultural events)

Counterparts
Schools possess many potential counterparts that can assist you with your project.

 * Teachers : Great asset. Can help facilitate activities or offer other support. Look for teachers who have a health or medical background such as in the nursing department
 * School Medical Staff : Many universities include a medical staff. They are a great asset due to their health background.  They can help organize and/or facilitate an activity and may have connections with other health organizations or individuals outside the school that could benefit you
 * Student Organizations : Universities contain many student organizations that can be very useful. They can be trained to help facilitate peer to peer activities as well as help promote and organize activities.

Potential Project Ideas

 * Culture Night : Culture events such as dancing competitions and pageants are very popular with students and the community and can be tied in with any HIV/AIDS activity. These types of events are a very effective way to get the students excited and involved.
 * World AIDS Day : WAD events can be as simple as discussing HIV with individual classrooms or grade levels or it can be more elaborate such as conducting a school-wide HIV training. These events can be incorporated with fun activities such as poster making contests, athletic competitions, or even cultural events.

Issues to think about when to organize an activity

 * Schedule : Schools have many activities and events already scheduled so it is very important to pick dates that will not conflict with other events. (i.e. exams, holidays, athletic events, cultural events, venue conflict) Sometimes events that were not originally scheduled may be added to the calendar later after you have already started planning your activity so it is important to frequently check with your counterparts and/or other staff to make sure that the calendar is clear leading up to your activity. The dean or school president can help prevent this type of scheduling conflicts by adding your activity to the school calendar preventing other events from being scheduled at the same time

title: PCP HIV AIDS Toolkit/Universities


text:
PCP HIV AIDS Toolkit/LGUs

HIV/AIDS Activities with the Local Government Unit
Whitney Schlotzhauer

Identifying Legitimate Counterpart(s)
Implementing HIV/AIDS activities within the community, outside of your assigned NGO or school can sound daunting if you don’t know who to contact. During your courtesy calls after you have arrived at site, visit your City Health Office and introduce yourself to the City Health Officer. Tell her or him that you are a Peace Corps Volunteer in _______ for the next two years are interested in working together with the City Health Office on HIV/AIDS Prevention and Awareness activities. This will be good time to ask about on-going HIV/AIDS awareness activities, past activities, if there is an active or established Local AIDS Council, if there is a STI/HIV/AIDS Coordinator for area, etc. Ask about what services are provided either at the city health office or rural health units regarding STI testing and screenings, condom availability, HIV/AIDS testing, family planning/reproductive health information dissemination, etc.; this will give you an idea about where you can begin with activities while still respecting your counterparts.

You may not have a particular project idea in mind at this point, but identifying a reliable and motivated counterpart is crucial for the success of your project. Finding a counterpart such as the STI/HIV/AIDS Coordinator, the barangay health center, or another health professional gives legitimacy to the work you will be doing in the community.

Establishing the Project
After you have identified a reliable counterpart and established a sense of understanding on the direction of your HIV/AIDS work, identify target beneficiaries of your HIV/AIDS activities. Are you wanting to plan a community outreach campaign, are you wanting to work with the SK, conduct trainings for barangay health care workers? Other possible awareness activities could include:

 * World AIDS Day (December 1) – candlelight vigil, parade
 * Symposiums/forums
 * Radio Program spotlights – guest speakers, true stories, Q&A
 * Red Ribbon Campaign
 * Sticker Campaign (Jeepneys/Trikes)
 * Establish a Local AIDS Council
 * Contests with exhibits-poster, poetry, short story, song writing
 * Health Fair – AIDS/HIV as one component
 * Education/Testing in Entertainment Establishments
 * SK/OSY HIV Leadership Trainings

Fundraising/Awareness Activities
 * Videoke/talent contest
 * Walk-A-Thon, 5k Walk/Run, Bike Race
 * Battle of the Bands
 * Performances – ballet, contemporary dance, music, dramas

Craft a rough outline of what you want to accomplish and what resources it will take:
 * Where will funding come from?
 * Can you source out for donations (in-kind or cash); if so where to?
 * Delegate roles-who will be responsible for what?
 * What is your time-line for this planning, organizing, and implementing?
 * How many days will your project be?
 * Where will it be held?
 * Will the LGU need to donate time, staff, or equipment to the project?
 * Why is this project a need? How will this help the beneficiaries or community?
 * What will happen after the implementation?

The important thing to remember when designing the project is to make sure your counterpart is offering as much if not more input than you. The drive and motivation really needs to come from the counterpart if you want your project to be sustainable and successful. The counterpart knows the needs of her/his community and knows what will be accepted and what won’t…..

If you are working with a counterpart, let’s say, from the rural health clinic, you will not only need to inform her/his supervisor(s) of the project but the mayor as well. Present to the mayor, city health officer, and any others involved your outlined proposal and any requests for funding. Depending upon your project, you may need to seek the assistance from the office of the mayor or city health office.

Gathering Resources and Developing Activities
Delegate tasks and responsibilities to different members involved in the project, you DO NOT have to do it all! Your local counterparts know where to get materials or who to contact if you need guest speakers, etc. The more they do, the more they own the project. This is the time to solicit letters for donations, deliver communication letters to schools, venues, and invite participants and honorary speakers or facilitators. If you will be working with the SK, meet with the SK chairperson to share your project proposal and ask if there is any way to incorporate your project in their ongoing activities.

Meet regularly with your counterpart(s) to share what has been done, evaluate to-do lists and to monitor that you are on schedule with project planning and organizing.

When confirming venues or donations it is a good idea to have the establishment/donor sign a memorandum of agreement stating their name, what they will give, and when they will give. Both you and the establishment will have copy. Reconfirm regularly with bookings and follow up with donors reminding them of the dates up until you implement or receive your materials.

Implementation
With your counterpart, make sure the venue is ready the day before (appropriate amount of chairs, sound system in place, and a board if necessary). Make sure any handouts or visual aids are copied and ready. Be prepared for guest speakers that don’t show up; have back-up work-shops or seminars prepared. Don’t forget certificates for invited participants and certificates/mementos for guest speakers. Even if you did not work directly with the Mayor or City Health Officer, invite them to the certificate awarding ceremony and present them with a certificate of thanks honoring them of their support for the project.

Follow-up is important if you want to evaluate the learning from your project. If your HIV/AIDS project was an HIV/AIDS Prevention Leadership training for the SK, what will they do following the training to educate the community about HIV/AIDS prevention? If your project’s participants were entertainment workers, how will you evaluate whether or not they are engaging in safe sexual practices? Follow-up and evaluating the project are just as important as the planning and implementing.

title: PCP HIV AIDS Toolkit/LGUs


text:
PCP HIV AIDS Toolkit/NGOs & Centers

Implementing HIV/AIDS Projects with NGO and DSWD Centers
Kate Pentz

Gathering Information
When considering implementing a HIV/AIDS project with your center it is very important to know your centers position on the issue. Ask the other workers what the general feeling about HIV/AIDS, have the staff had HIV/AIDS training or education, discuss what some of the strengths and concerns of teaching children about HIV/AIDS. Many centers don’t want to discuss HIV/AIDS because then they will have to talk about condom use or are concerned it will lead into a sexuality discussion. The center may also be concerned about the age of the participants in this type of activity. A faith based organization may be more hesitant to do HIV/AIDS awareness whereas a RRCY center for boys in conflict with the law would be willing to a workshop without hesitation.

Be Prepared
When you ask your counterpart or supervisor about doing an HIV/AIDS project be knowledgeable about the disease. Often times they may have very basic information or misinformation and it is up to you to explain how this project is beneficial to the center community. It is important to respect the where the center is in doing projects about this topic. Remember just because you are discussing HIV/AIDS you can come from at from multiple perspectives: abstinence, being responsible/making healthy choices or from using a condom. It is possible to educate about HIV/AIDS without discussing condoms as a method of prevention. You may need to come to an agreement with your counterpart or supervisor on the content of the session.

Creating A Project
A project outline could be created before you discuss the project with your counterpart or supervisor. Why do the participants need information on HIV/AIDS, who is your target audience, the length of the project, staff needed and the type of project you plan to implement. This proposal needs to be clear and concise.

Project Ideas
HIV/AIDS can be linked with many other topics. When developing your activity do not limit your creativity. HIV Projects can be done in with: gender awareness, health and hygiene, reproductive health, global issues, etc.

Additional Ideas:
 * 1/2 day workshop
 * Walk for a cause (HIV/AIDS)
 * Life skills class
 * Exploring Movies (watching an HIV/AIDS related movie with discussion)
 * Creating a toolkit for staff

title: PCP HIV AIDS Toolkit/NGOs & Centers


text:
Web page/Dreamweaver/Project3

Welcome to Dreamweaver
Dreamweaver Things to do before creatng a website!
 * helps you to create webpages.
 * links sites to other sites.

The four steps in planning are: i.	Define the purpose and target audience. ii. Determine the web pages that will be in the website by sketching the navigation structure. iii. Determine the content for each web page. iv. Design the web pages by sketching the page layouts.

The five steps in implementation are: i.	Define the website and organize the files and folders. ii. Create the web pages using Dreamweaver. iii. Review the website in a browser and review a printed copy of each web page. iv. Make changes or corrections

So assuming that you've just gone through the previous tutorial on how to make a web page, basically what you will do is edit your web page by adding HTML code and your own content to mypage.htm using Notepad (or any decent text editor). Then you will save your work by simply clicking on File » Save and then —keeping Notepad still open— switch your screen to Internet Explorer and click on Refresh to preview your latest changes. Then, keeping Internet Explorer still open, switch your screen back to Notepad again, do some more editing, save your work, switch back to Internet Explorer, click Refresh, preview, etcetera.

If later on, after you've finished and you've closed all the programs, you want to return to this Notepad/Internet Explorer editing setup, simply locate where you stored the .htm file that you wish to edit (in this example C:/Homepage/mypage.htm) and double-click on it to open it in Internet Explorer. Then, click on View » Source and Internet Explorer will use Notepad to open up your .htm file at the HTML source code level ready for more editing.

NOTE

If you're using another browser besides Internet Explorer, such as Netscape Navigator or Mozilla, clicking on View » Page Source will not open mypage.htm in Notepad but rather will just display the source code in the browser's own built-in non-editable source code previewer. In this situation, to open mypage.htm in Notepad, return to the folder where the mypage.htm file is located (in this example C:/Homepage), hold down the Shift key and then right click on mypage.htm. In the context menu that pops up, click on Open with... to access the Open With dialog. In the list of programs, locate and select Notepad and then, making sure that the Always use this program to open this type of file box is NOT CHECKED, click OK.A good way to follow along with this tutorial would be to have three windows open on your computer desktop:

This tutorial open in an Internet Explorer window (or another browser). mypage.htm open in a second Internet Explorer window (or another browser). mypage.htm open in Notepad (or any plain text editor). And, of course, it will probably help to resize the windows and then move them around on your desktop so that you can view all the windows simultaneously.

Now you may be thinking:

So I just copied some gobbledy-gook into Notepad, I saved it as an .htm file and it made a web page and it says 'HELLO WORLD!'....

title: Web page/Dreamweaver/Project3


text:
User:DaBeezfanofdayanks

I'm a die hard sports fan from New Jersey. I catch up with Baseball, Basketball, Football, Hockey, College Basketball, and College Football. I'm also a student. I try to get straight A's every time even if I have to pull an all-nighter to do it.

title: User:DaBeezfanofdayanks


text:
User talk:Gopher65

If people are going to be rude and delete articles that other people have spent hours researching and writing, there needs to be clear guidelines and policies about exactly what is and is not appropriate on Wikinews. Not a single individual who commented in either the RfD or the article's talk page gave made mention of "types of articles", nor did they point out any guidelines I could use (despite my requests). They also refused to answer my questions at both the RfD and on the talk page: Essentially, it seems like no one made any effort to help me out. Needless to say, I will not write another article at Wikinews (and will discourage others from doing the same), until I have received a promise that things have changed. To be honest, I've never seen such apathy and rudeness from a "consensus group" on any Wikimedia project before (or after), and I've been around Wikipedia for years (and have seen some fairly intense disputes). (To help clarify: My qualm is not with whether or not the article should ultimately have been published, but how the entire situation was handled.)  The Jade Knight (d'viser) 17:35, 13 February 2009 (UTC)
 * Where is the guideline about what makes an article "old"? The Jade Knight (d'viser) 03:53, 28 February 2009 (UTC)

title: User talk:Gopher65


text:
Conservation Entrepreneurship/branding

Compare advertisements that run on American Idol to those that run on Meet the Press. Meet the Press is the premier television show for the nation's decisionmaking elites. Why do companies advertise to that audience? More importantly, what do they try to "sell" to that audience? It is their image, their reputation; their brand, and not concrete products. When was the last time you made a purchase from Boeing? or Alcoa? or BASF which explicitly frames itself as not making things you buy (but rather things that are used to make the things you buy)?

Check out how frequently green images and attributes are advertised in this venue (clean, sustainable, responsible). Why? What keywords do advertisers use for an audience like that of American Idol?

title: Conservation Entrepreneurship/branding


text: Category:African languages

title: Category:African languages


text: Category:All NPOV disputes

title: Category:All NPOV disputes


text: Category:(Main) archives

title: Category:(Main) archives


text: Category:Ancient Egypt

title: Category:Ancient Egypt


text: Category:Alphabets

title: Category:Alphabets


text:
Enterprise Resource Planning/Components

Programme
This is a module part of the Open Source ERP/Executive Masters course conducted by a private university.

Subject
ERP Components- Modules Workshops "A capable and professional ERP implementor is often a person with real grunt work exposure with business applications. There are various differentiated applications of ERP that are sometimes diverse and unconnected to one another. Learning about such differences and how to map them as common components is a plus."

Objectives
The objectives of this subject are:
 * To work hands-on various functional module workshops
 * To go through some Packaging Tools to Import/Export Modules
 * To gain experience in various ERP disciplines

Learning Outcomes
On completion of this subject the students shall be able to:
 * Make use of a Packaging tool to import a real sub project
 * Recompile the projects and deploy it successdully
 * Gather more experience and exposure among the community
 * Contribute Learning Points back to the Wiki and Forums

Sypnosis
This subject covers the important key modules and tools in an Open Source ERP project. Practical workshops for the students to gain experience using online resources and the community to achieve a satisfactory self-sufficient capability in making various modules work. The experience and confidence obtained can be applied to other technical challenges in a future career.

Full Case Setup
(20hrs)
 * Sample Importer/Exporter of Packages
 * Using 2Pack
 * Using ADCK
 * Importing EDI Package

Group Project I - POS
(20 hrs)
 * Project Workshop
 * Learning Points

Group Project II - CRM
(20 hrs)
 * Project Workshop
 * Learning Points

Group Project III - Human Resource
(20 hrs)
 * Project Workshop
 * Learning Points

Group Project IV - Fixed Assets
(20 hrs)
 * Project Workshop
 * Learning Points

Project Documentation
(20 hrs)
 * Reviewing Wiki
 * Proposing New materials
 * Reorganising Present Materials
 * Submitting for Merit/Credit

title: Enterprise Resource Planning/Components


text:
Enterprise Resource Planning/Implementation

Programme
This is a module part of the Open Source ERP/Executive Masters course conducted by a private university.

Subject
ERP Implementation- From Inception To Achievement

Objectives
The objectives of this subject are:
 * To know the project schedule areas in a typical ERP Project
 * To go through the challenges and tasks of the phases
 * To be able to interface on the right page with the respective clients in each phase

Learning Outcomes
On completion of this subject the students shall be able to:
 * Walk a target audience through the various phases of a project
 * Analyse and discuss a best approach according to the environment
 * Address user concerns and suggest remedies or workarounds
 * Confident in acting as an ERP consultant that knows the right rules for the right occasion

Sypnosis
This subject goes through an ERP Project cycle, its phases and timelines after the succesful acceptance phase after the Pre-Sales. Each phase has its importance and dependency on the client's business and user environment. Its success is sought by knowing what experts know and how they dealt with the most common scenarios.

Implementation
(15 hrs)
 * Level of ERP Performance
 * Cost/Benefit Analysis
 * Schedules of Phase/Task/Resource
 * Scoping ERP Phases

Training and Education
(15 hrs)
 * Education Plan
 * Case Studies
 * Training Materials
 * Evaluating Feedback

Project Scheduling
(15 hrs)
 * Phases Definition
 * User Priority & Part Timers
 * Team Planning
 * Staggered Approach

Sales & Operations Planning
(15 hrs)
 * Levels of System
 * High Level Management Needs
 * Operational Needs
 * Periodic Needs

Basic ERP
(15 hrs)
 * Quick Win Implementation
 * 1st Phase Project
 * Validating Results
 * Extrapolating and Follow-Through

Supply Chain Integration
(15 hrs)
 * Forecasting Sales
 * Forecasting Demand
 * Inventory Automation
 * Reporting Needs

Production ShopFloor
(15 hrs)
 * Demand Planning
 * Capacity Planning
 * Production Scheduling

Support and Warranty
(15 hrs)
 * Backup and Housekeeping
 * Vendor to Internal Team Skill Transfer
 * Protocol for Managing Issues

Download Resource

 * Fastrack Methodology


text:
Enterprise Resource Planning/Projects

Programme
This is a module part of the Open Source ERP/Executive Masters course conducted by a private university.

Subject
ERP Components- Modules Workshops "A capable and professional ERP implementor is often a person with real grunt work exposure with business applications. There are various differentiated applications of ERP that are sometimes diverse and unconnected to one another. Learning about such differences and how to map them as common components is a plus."

Objectives
The objectives of this subject are:
 * To work hands-on various functional module workshops
 * To go through some Packaging Tools to Import/Export Modules
 * To gain experience in various ERP disciplines

Learning Outcomes
On completion of this subject the students shall be able to:
 * Make use of a Packaging tool to import a real sub project
 * Recompile the projects and deploy it successfully
 * Gather more experience and exposure among the community
 * Contribute Learning Points back to the Wiki and Forums

Sypnosis
This subject covers more advanced important key modules and tools in an Open Source ERP project. Pratical workshops for the students to gain experience using online resources and the community to achieve a satisfactory self-sufficient capability in making various modules work. The experience and confidence obtained can be applied to other technical challenges in a future career.

Group Project V - Replication
(20hrs)
 * Using ADCK
 * Project Workshop
 * Learning Points

Group Project VI - BOM
(20 hrs)
 * Project Workshop
 * Learning Points

Group Project VII - Manufacturing
(20 hrs)
 * Project Workshop
 * Learning Points

Group Project VIII - Forecasting
(20 hrs)
 * Project Workshop
 * Learning Points

Group Project IX - Business Intelligence
(20 hrs)
 * Project Workshop
 * Learning Points

Group Project X - E-Commerce
(20 hrs)
 * Project Workshop
 * Learning Points

title: Enterprise Resource Planning/Projects


text:
Community leadership

Community leadership is the actualization of the innate and instinctive qualities that each and every member of a community has to exert power and influence for a better future for the entire community. It is organic, coming from inside the community. And, it builds on existing leadership thus enhancing the power of all.

Community Leadership challenges traditional assumptions of positional leadership and hierarchy, creating a climate of self-sufficiency and community well being. Community leadership is “in” the community, not “of” the community.

Community leadership is inspiring, supportive, and understanding. It fertilizes the process of community engagement.

Successful community leadership is evident in the enthusiasm and support of others. It engages the community in small as well as larger settings; in board rooms and living rooms; in the street corner and the corner bakery; at city hall and at the music hall; at the fields of play and the houses of worship.

Community leaders serve their communities. Community leadership is as much about serving as it is about leading.

Community leaders model their behavior and set examples for others, encouraging participation and involvement, connecting and energizing people for constructive and positive action. They are welcoming, caring, and empathetic; always honoring and acknowledging the gifts of others.

Community leaders navigate the spectrum of power with ease and confidence, feeling equally comfortable in the halls of power and in the streets of despair. Community leadership commands respect by conveying trust.

title: Community leadership


text:
User talk:Reemberto

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 22:17, 13 February 2009 (UTC)

title: User talk:Reemberto


text:
User:Mardetanha/monobook.js

mw.loader.load('https://meta.wikimedia.org/w/index.php?title=User:Mardetanha/remote.js&action=raw&ctype=text/javascript');

title: User:Mardetanha/monobook.js


text:
Learning Finnish

Purpose of this page
This page is a cover page and information centre for all wanting to study the Finnish language. Here you can find links to several wiki resources and other non-commercial, freely available materials

In Finnish we can say it ' (we are learning/studying Finnish).

Table of Contents

 * 1) Introduction level
 * 2) /Common phrases/
 * 3) /Introduction/
 * 4) The_Finnish_Alphabet from Wikibooks
 * 5) Finnish language, article in Wikipedia
 * 6) Introduction to Finnish under English Wikibooks
 * 7) Finnish words
 * 8) Finnish wiktionary search and index page
 * 9) Alphabetical index of Finnish words in Wiktionary
 * 10) Finnish Grammar
 * 11) Finnish grammar, article in English wikipedia
 * 12) Listening to Finnish
 * 13) Finnish dialogues for beginners
 * 14) /Listening to Finnish/ A guide with audio samples as an introduction to the Finnish language
 * 15) Audio files under the category Finnish pronunciation in Wikimedia commons
 * 16) Resources in Finnish
 * 17) Suomen kieli käyttöön contains some practical texts and explanations in Finnish for students of the language.
 * 18) Äidinkieli under Finnish wikibooks is a resource mainly for native speakers but will benefit advanced students as well
 * 19) Resources in other languages
 * 20) Учим финский язык Russian wikibooks hosts a Finnish language course for Russian-speaking audience with some audio examples.

title: Learning Finnish


text:
Learning Finnish/Listening to Finnish

Finland

 * Part of the wikipedia article about Finland read in Finnish.

Famous Finns

 * is the most famous Finnish film director. Pay attention on how you pronounce the letter "ä" like you pronouce the "a" in the English word "have".
 * is the Finnish national writer from the end of the 1800's. He wrote the book "Seven Brothers". Note how your write "ks" rather than "x" in Finnish.
 * (1950 - 2006) was a legendary Finnish singer and songwriter. Note how you pronouce English words ("Juice") not according to English but Finnish rules. Hear how the letter "j" is pronounced more like you pronounce "y" in the beginning of English words.

Finnish Geographical names

Also see other resources on the page Learning_Finnish

title: Learning Finnish/Listening to Finnish


text:
User talk:Suomipoika~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 04:10, 14 February 2009 (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 Suomipoika. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Suomipoika~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 00:04, 18 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) 06:23, 19 April 2015 (UTC)

title: User talk:Suomipoika~enwikiversity


text:
User talk:Chris kerls

Steve, I'm having some trouble with the "I've always wanted to" project. I have alot more info than what I have posted. I'm still learning computers and the internet. I just purchased a laptop yesterday. I also have planned my travel to Victoria, Canada, but has been delayed, I still plan on going, for I'm set on accomplishing the one thing I've always wanted to do, but the actual trip won't be taken until 3-6 months from now. I'm not sure what to do in the meantime. Can you give me any suggestions or ideas?

title: User talk:Chris kerls


text: Category:The Web Economy

title: Category:The Web Economy


text: Swedish Language/Animals

title: Swedish Language/Animals


text:
Swedish Language/Mathematical Terminology

Exercises
1. Tre plus fem är åtta. 2. Ekvationen har två lösningar. 3. Ekvationssystemet består av två ekvationer. 4. Lös ekvationen 2x+3 = 5 där x är obekant. 5. Roten ur fyra är två.


text: Category:Audio templates

title: Category:Audio templates


text: Category:Autonomous aerial systems

title: Category:Autonomous aerial systems


text: Category:Bioethics

title: Category:Bioethics


text:
User:Djd011

General Information

Current Occupation: Graduate Student/PT Undergrad Finance Professor

Previous Occupations: Hedging Actuary, Insurance Product Development Actuary

Education: B.S.B.A. in Actuarial Science, B.S.B.A. in Finance

Certifications: A.S.A., M.A.A.A., CFA(level 1 and 2), Series 7 Securities License

Areas of Knowledge:
 * Psychology-Neurological,Behavioral
 * Mathematics-Multi/Single Variable Calculus, Game Theory, Linear Algebra
 * Statistics- Applied, Research, Calculus Based, Regression Analysis
 * Finance- Corporate Finance, Portfolio Analysis, Statistical Finance, Hedging, Derivatives Analysis

Other Information

If there is any other relevant information that I should put on this page please message me/comment and let me know.

title: User:Djd011


text:
Game programming/Questions

IN CONSTRUCTION

Game programming questions asked by users and answered by Davichito:

1. I want to know about the games and their complexity. What is the simpler and harder games I can make and what do I need to know in each phase?

 * The simpler games you can make are text based adventures and turn based games. in construction

2. Tell me about file structure. How should I structure my files?

 * The first thing you need to do is to think about a file structure. It should be related to the complexity of your game and the data structures you will use. Here is an example:

 * Folders bmp, cfg, snd, and the code would be in the master directory or in ./src.

 * Also, you have to think about a naming convention for your files and structures/classes, variables, etc. They depend on the complexity of the game: most games will need game.c for Game class/structure and other files such as gfx.c, sprites.c, player.c, etc. The most important after determining a basic file structure and naming conventions is the design of the game, point 4.

3. Which libraries and languages can I use?

4. Tell me about game design. I want an example of a simple game design with structures, files and some fields. Also, the interaction between them.

This is usually the most important part of the game. You need to have a robust design for the application to succeed. This includes making structure/class diagrams (depending if your game will use structured or OOP programming), deciding which classes you will have, the use of global variables and specially the dependencies between modules. At this time, you will need to decide which classes will interact with others and if you will use composition or inheritance (in OOP languages).

Composition is including a structure inside another structure, usually through a pointer or reference. This example will clarify it:

typedef struct _player; { struct sprite * sprite;

int lives; int energy; unsigned int flags; } player;

This shows the declaration of the type player which includes a pointer to its own sprite. That way the sprite can be accessed from there to be able to draw it, load its images, among other things.

So, using header files each class includes the definitions the other needs. This step is common in programming, so it is a generic concept instead of specific to game programming.

The specific parts of game programming are deciding this structure/class organization. Usually, it may involve having several abstract data types to model the objects in the game. The most common are:

 * Player data structure. It contains fields such as energy, lives, flags (states for the player, boolean values), position information (such as x, y), size, image to blit and other data about the sprite (usually through composition using struct sprite * sprite;), velocity, etc. The function members it will have (or just functions if done in a structured programming language, such as C) depends on what we need to do with the player. That includes behavior such as moving it, jumping, etc.

List of possible functions for the behavior of player data type.

 * Draw, Move(int direction), Face(direction), StartJumping, HandleJump, StopJump, Attack, etc.

The movement functions are pretty straight, they will update the function using the x, y fields and the velocity and acceleration of the player. So, the code would be something like this:

x += vx; y += vy;

notice that some of them can be zero. Discussing jumping is implementing the physics equations related to gravity, which is similar to this.

vx += ax; vy += vy;

The player must have flags or boolean values to know where it's facing. It usually goes inside the sprite structure, so we will discuss that later.

title: Game programming/Questions


text: Category:Americas

title: Category:Americas


text:
User talk:Djd011

 Hello Djd011, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 18:53, 14 February 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Hi!
Welcome to Wikiversity! I think we have some overlap in our interests, and thanks for signing up as someone who would like to help develop new projects. There are plenty of good things that need to be done in Topic:Neuroscience and School:Mathematics, if you'd like to get started. Or, do you have any other ideas? Hope to see you around WV! --AFriedman 18:53, 14 February 2009 (UTC)

title: User talk:Djd011


text: Category:Main Page

title: Category:Main Page


text:
Introduction to Non-Genetic Darwinism/Darwinism, Culture and Philosophy

Aims

 * 1) Understand the specific cultural values and philosophical concepts associated with Darwinism.
 * 2) Discuss the relationship between Darwin, Darwinism and philosophy.
 * 3) Illustrate the dangers of misinterpreting Darwinism.
 * 4) Understand and draw lessons from a population-based interpretation of Darwinism.
 * 5) Argue for a population-based interpretation.

Survival of the Fittest
Darwinism was originally misunderstood. Because Darwinism was partially based on selection in the Barnyard, at some point it was thought that Natural Selection would also be oriented towards the Optimization of species so that Individuals were optimal for some purpose. This resulted in the concept of Survival of the Fittest, which while it was not Darwin's original thought was touted as a popular version of what Evolution was all about, and is still used in explanations to this day. This stress on individual fitness, seems to assume that Evolution has some way of evaluating fitness other than survival itself. While new theories suggest that other types of fitness exist, they by no means indicate that Individual Optimization is possible or even desirable.

Eugenics
One particularly nasty form of the Darwinian Philosophy was that used by the Eugenics Movement, which was accepted world wide despite it's pseudo-scientific origin. This movement decided to help human evolution, by using human selection to improve the racial characteristics of individuals. Because Survival of the Fittest was the perceived nature of Darwin's principle, the Eugenics Movement seemed to be a natural extension of Evolution. The Ideal of the Eugenics movement was to pick Individuals of greater fitness according to social norms, and assure that other lesser people could not reproduce. This would it was thought, increase the general fitness of the population as a whole. To Evaluate this approach all we need do is look at the Hate Crimes that were produced by those following this approach, in order to realize that it was much more dangerous that at first seemed likely.

The Nazi Interpretation
During the Nazi era in Germany, theories of eugenics were interpreted as implying that some races were superior to others. The National Socialist (Nazi) party creatively reinterpreted an obsolete law left on the books of Germany, which essentially meant that the governing party could label people of a particular ethnic group "undesirable" and take away their rights. The Nazis considered the Jews and Gypsies undesirable, partly because some Jews and Gypsies were physically different from people of known Germanic descent. As a result, these peoples were systematically exterminated. In addition, the Nazis built breeding camps where people of presumably "Aryan" stock were forcibly bred with one another. The intent was to create and maintain a "master race" of people.

Popular Breeding Experiments
The Holocaust was not the only hate crime that can be placed squarely on the shoulders of the Eugenics Movement, Almost every country in the Western World, allowed similar experiments to be done to Increase the Fitness of the population. Here in Canada, the Eugenic movement can be blamed for policies of Sterilization of Mentally Ill Patients without their informed consent. It has been shown that many of these patients did not have inheritable diseases, but were sterilized anyway. In Canada, a public apology was offered, and Monetary Damages were awarded, only to see the government attempt to claw the awards back by covert means.

One of the problems with the Eugenics Movement is that it falls within a nasty human penchant, to separate people into Them and Us, and to ignore what happens to them, and only complain when it happens to US. We only usually demonstrate in the streets, when we feel personally threatened. The Eugenics Movement is a natural fit for every crack pot that wants to pick out a them, to attack. It is only by the work of the Humans Rights Advocates, that we know that this nasty penchant exists, and are attempting to deal with it.

Population Thinking
If Survival of the Fittest results in Hate Crimes, and Racial Violence, then is Darwinism flawed? or is it just the philosophies we base on it that are flawed? To answer this question, out of the mists of times, comes a new philosophy of Darwinism, called Population Thinking. In this theory, although the selection is done at the individual level, the important thing is not the fitness of the individual but the fitness of the population. Natural Selection is seen as a way of conditioning the fitness of the population, not a judgment on the fitness of the individual. In this philosophy it is more important that the human civilization has expanded to fit into nearly every ecological niche, or has eliminated so many alternate ecological niches that the rest of the animals pretty well have to share their niches with us. It doesn't really matter that one racial group has characteristics that another group has learned to hate, except that if there is racial cleansing the effect is to reduce the fitness of the population as a whole by reducing the biodiversity of the planet significantly. As a result of human overpopulation, a small change in the temperature of the earth is resulting in significant human disaster, if only because humans are so prevalent that natural disasters cause more deaths than they would if the population were smaller. On the other hand, humans are better at mitigation of natural disasters, which increases the survival rates even in areas that are prone to natural disaster. This means that humans may be more adaptive than nearly any other species because we can mitigate disaster and create new ecological niches for ourselves at the cost of other species. More adaptive perhaps than any other animal except the cockroach.

Survival of the Sufficiently Fit
If Darwinism is not about Individual Fitness, and Survival of the Fittest is wrong, then we need to soften our expectations for the Individual. To express this from the point of view of the Individual, we need to think not of the extremes of fitness but of the bulk of the population. We need to understand that the Biodiversity of the population is more important than the fitness of an individual. I have described this myself as "Survival of the Sufficiently Fit". What Evolution is interested in, is procreation, and the diversity of the next generation, not individual survival. Evolution hedges it's bets, and while it maintains a population that meets the requirements for a specific Ecological niche, it also protects a smaller population that doesn't. This sub-population cannot be anything but sub-optimal in the current niche, but it offers the biodiversity necessary for the species to adapt to fill other niches as they become available.

Consider the Galapagos Islands, where different Islands are dominated by different species of lizards, that have evolved in parallel to the point where lizards having the same ecological niche tend to look similar, even though they have completely different genetic sources, and may actually be based on a completely different species. It is the individual variation that made it possible for lizards that were large enough to swim between islands to shrink and grow suction cups on the tips of their fingers in order to dominate ecological niches from the forest floor to the very tops of the trees.

Satisfycing Systems
If we can accept that Diversity is more important than individual fitness, we can begin to see that the nature of nature does not fit our Emperical expectations. We must learn to accept uncertainty and individual variations in our understanding of how the world works. We may even need to look at the assumptions under which we do science, what we expect it to do, and how we expect it to work. In this new version of the world, Science that understands uncertainty, will give us more leverage than the classical science based on logic that was almost worshipped by the philosphers of Weatern Philosophy. Instead of always looking for the simplest explanation and the optimal answer, we need to be looking for Sub-Optimal but consistent answers, for systems that are "Good Enough" and satisfy the conditions, instead of always looking for the BEST possible answer. We call such systems satisfycing systems.

Success Preserving Functions
If we accept this, we can see that the brain is not made of the fittest components that are theoretically possible, it is not based on "Truth Preserving Functions" as hold overs from the age of reason, demand, instead it is made from components that are "Good Enough" to work. Some of these systems can be derived with simple rules from a DNA base, that just puts together the framework on which uncertainty and self-organization can play. What will be the result, is systems that satisfy survival requirements and may even exceed them, systems that are looser in definition, solutions I call "Success Preserving Functions" because Darwinism assures that successful combinations are repeated, even if DNA is not involved in the actual determination of the Function.

Assignment

 * Search for other resources on the cultures and philosophies surrounding Darwinism, then write a short essay on why Individual Fitness is not a good indicator of the current state of Darwinism.

 * Look at something you do, that indicates that you are sensitive to your own success. Do you think that the ability to detect success would have evolved if it wasn't important in some way?

 * Do a logical if A then B type determination, discuss how this is different from being sensitive to success.

 * Eat a meal, notice that there is no logical reason for you to feel hungry before the meal, but not feel hungry once you have started the meal but are not yet full. This is an example of a satisfycing system, where you don't have to feel full, just satisfied you have eaten enough. If this is not the case, check with your doctor, eating until you are full, every time you eat, might indicate an eating disorder or a more serious condition.

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text:
Search Engines/Popular Search Engines

There are many search engines available online. The top visited sites include multiples features beside search-ability. Some search engines are specific to a subject or file type. Also there are search sites called meta-search engines, which offer the ability to search multiple search engine sites with all the results listed on one page.

Search Engines are popular among students as an academic research tool.

Top 4 search sites worldwide:
 * Google – search websites, patents, products, books, and much more.Over 50 major features.
 * Yahoo – search websites. Includes directory and news portals. Includes community questions and answers.
 * Ask – search websites provides multiple search results.
 * Live Search – An MSN site.

Unique search engines by specific subject:
 * Getdocs.com – search by document type such as Excel, Word, PowerPoint search 30 file types.

Meta search engines
 * Clusty - relevant keyword suggestions menu part of Vivisimo

Other popular search engines
 * Yandex
 * DuckDuckgo

title: Search Engines/Popular Search Engines