text:
User talk:AlexMC

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 06:25, 12 August 2011 (UTC)

 Hello , you can call me Jacob Frank. I'd like to be your mascot and welcome you to Wikiversity. Even though I was a plain and untutored man back in 18th-century Europe, that still didn't stop me from contributing my ideas to the world. Neither should it stop you. As a religious leader who developed the doctrine of "purification through transgression," my advice to you is to be bold and to ignore all rules—yes, these are two of Wikiversity's official policies! Happy editing.

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 06:28, 16 August 2011 (UTC)

Hi Alex, sorry but I've been using your page for a demo. -- Jtneill - Talk - c 03:01, 24 August 2011 (UTC)

Hi Alex, just making sure that you're alive. -- Jtneill - Talk - c 03:06, 24 August 2011 (UTC)

 Hi Alex, just thought I would drop past our group's individual pages after our first tute. It was nice meeting you and look forward to reading all about the 'benefits' of gambling. Additionally, I am glad you can jump over puddles! I will most definitely be back to discuss things - good luck with wiki. Blondlox 14:21, 28 August 2011 (UTC)

Structure & Tutorial 2
Hi, I apologise in advance - I will not be able to make the second tutorial due to work commitments. However, I have placed a rough draft of my chapter structure on the chapter’s discussion page for all to review and comment. I will be more than happy to return the favour and will keep an eye out for your structures and ideas on your pages. Thanks! Blondlox 14:11, 7 September 2011 (UTC)

Editing while logged out
You've been editing while logged out, apparently, see. You can tell if you are logged out by looking at the links which are normally at the top right of your screen. There should be a link to your user page there. If you aren't logged in, you'll see a "Log in" link as well. Also, you should generally Preview your work, and if you have placed a signature/timestamp (four tildes), you'll see your IP in the signature instead of your user name.

It helps if you log in, because the Recent Changes Patrollers are less likely to think that your small change is a test edit or vandalism.... --Abd 20:32, 16 October 2011 (UTC)
 * See also related Moodle discussion - http://learnonline.canberra.edu.au/mod/forum/discuss.php?d=136013 -- Jtneill - Talk - c 00:13, 17 October 2011 (UTC)

Hi Alex, Thankyou for the link to that article, very helpful and also interesting just to read. Hope your book chapter is going well!!EamesA 11:56, 6 November 2011 (UTC)

title: User talk:AlexMC


text:
User:Litlok

See SUL

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

title: User:Litlok


text:
Visio

Visio is a vector based diagramming program. It was acquired by Microsoft in 2000, and is now very tightly connected to the Microsoft Office Suite.

Purpose
Visio is a great place to start if you want to learn vector graphics, engineering software or even graphic design. In some career schools and universities, understanding Visio will help you create great class projects, and put you a step ahead of your classmates. It is one of the simpler diagramming programs, making it the perfect place to get familiar with some basic concepts, and work as a jumping off point in your pursuit of advanced graphic creation.

There are several industries that benefit directly from Visio's simplicity and functionality. Many people in the Information Technology world use Visio to layout a network map and even manage large numbers of computers. Website and software designers also use it to design and brainstorm much of the early stages of their projects. Engineers can also benefit from it, particularly electricians because many of the shapes used in electrical diagrams are built in to the program.

Lessons
Currently a work in progress... Gurupilgrim 12:37, 12 August 2011 (UTC)

Prerequisites
It is assumed that the student is familiar with the use of a computer and the Windows operating system, and has access to a legal copy of Visio 2007 or 2010. Although it is not necessary, it is good to be familiar with the Microsoft Office suite and at least some of the main features of Word and Excel because Visio is similar.

Course
These lessons focus on the use of Visio independent of any particular field, industry or purpose. There is somewhat of a focus on illustration because every industry can benefit from good presentational illustrations, and Visio is an easy and quick way to generate powerful illustrations. It is possible to work through these lessons in any order, but it is recommended to follow the order provided here, as each concept builds on the one before it. After working through lesson 3, you should be able to do most of the things you want to do for a majority of projects. If you want to learn this as quickly as possible, and intend to use Visio for average material, you may find it practical to skip lessons 4 and 5 and focus on lessons 1, 2, 3 and 6. Lesson 4 is particularly helpful in bringing the first three lessons together and will help you become much more comfortable with using the program.

Challenges

 * Design a desk - top down view. This can include 'paperwork' pens, a telephone, a computer, anything you want to imagine.
 * Choose an object, and try to model it in Visio to look as close to the real thing as you possibly can.
 * Create a working clock

Moving On
Once you get comfortable with Visio, you may want to look into learning Inkscape, or Illustrator.

title: Visio


title: File:Fourier.1.B.CTFS.20110812.pdf


title: File:RAND.1.A.Spectra.20110812.pdf


text:
User:Daamansingh

Hi my name is Daaman Singh Sajwan and i have done my bachelor's in Mechanical Engineering.

title: User:Daamansingh


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Visio/Pages

The current version of Visio is Visio 2010, although there are many copies of Visio 2007 still in use. This tutorial will focus on the 2007 version with notes on any differences in 2010, as it is easier to transition to the newer version from the older version than visa versa.

The interfaces of Visio 2007 and Visio 2010 are a little different, but the functionality is nearly identical. 2007 features toolbars, while 2010 incorporates the Office style ribbon. Visio is an MDI program, meaning it can open several documents at once.

Introduction
Think of Visio as a lampworking kit. A lampworker has just a few tools that he/she uses to create many fascinating objects and figures. It is left to the imagination of the artist to see what could possibly be made. There are no limits, except that it has to be made from glass, which means it could easily break if it's not constructed properly. It could theoretically be as large as the artist wants it to be, but the bigger it gets, the more difficult and time consuming it becomes.

In a similar way, Visio has just a handful of tools that are used to construct everything from simple diagrams to extremely complex and detailed illustrations. Visio is notorious for crashing, which means it's very important to save your work frequently to avoid 'breaking your precious glass piece'. You'll also want to be careful how many external files and images you include, as they tend to cause more crashes than shapes do.

We start with a canvas, a page in Visio. Pages can be any size, but start at a default 8½ X 11 inches. Many Visio projects need a larger space than the default, so it's often necessary to change the page size before you begin.

Related images pending Gurupilgrim autoconfirmed status. Should be achieved by 16 August 2011.

Page Properties
To get started, create a new blank document by clicking the New button on the toolbar (File → New → New Drawing) or (Ctrl + N). This will create a new blank default document titled Drawing1. Notice the bar at the bottom. There is a tab titled Page-1. Double clicking on this tab allows you to rename it, much like worksheets in Microsoft Excel. Right clicking this tab allows you to insert a new page, delete the selected page, rename the page, or reorder the pages. Go ahead and insert a new page. When you click and drag a page left and right, it allows you to reorder pages any way you like.

There are two types of pages in Visio: Foreground pages and Background pages. Both types of pages work essentially the same, but with one major difference. Foreground pages allow you to see through them to one selected background page. Any foreground page can connect to any background page, but you cannot connect a foreground page to another foreground page.

If you inserted a new page already, you should have two pages in your Visio file now. Select one of the pages by clicking on it, then go to File → Page Setup. This opens a dialog full of settings for the page. Now click on the Page Properties tab. Here you have the option to set whether the page is a foreground page or a background page. This is also where you can select a background page to attach this page to as long as you've set a different page as a background page.

title: Visio/Pages


text:
User talk:Popo le Chien

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:06, 12 August 2011 (UTC)

title: User talk:Popo le Chien


text:
Wikiversity:The Future of Wikiversity

Wikiversity is a new and still unstable project. If we forget for a minute about social problems that the English Wikiversity sector is experiencing (blocking vandal-researchers), and about the difference in level and structure of contributions (a commonly heard complaint, but quite unavoidable in a young project), then the central problem will become visible. This central problem is the main cause that the project is hanging balancing between life and closing, and does not enjoy enough new users. This problem is very simple: the project has no obvious objectives, and even the goals that it does have, are badly defined by its rules or not defined at all. This is completely normal for a brand new wiki-project, but before any kind of solution is found to this problem, we will see no noticeable progress. Below I am explaining my vision about how exactly Wikiversity can be used, what it can be useful for, how should it be linked with other Wikimedia Foundation projects, and what is its place in general in wiki-reality and in the halls of academe. This vision is very subjective; however, it is based on many years of experience with wiki technologies, as well as with working in various universities and research institutions all over the world. If you have anything to add, please feel free to contribute to the discussion, there always is a chance of missing something important, and I would have loved to make the list of issues below comprehensive.

On Wikimania 2011 conference in Haifa Jan Lochman has given a presentation about the current problems of Wikiversity. For everyone who would like to participate in the debates, it is a recommended reading: «From the Wikiversity content to its conflicts» (the material is available in English and Czech). The document you are reading right now is available in English and Russian.

For simplicity, in the text below a Wikiversity contributor will occasionally be called a wiki teacher, a wiki researcher, a wiki author or a wiki reviewer depending on context.

Structure
The current Wikiversity structure as it is being self-organised today, looks satisfactory, but not perfect. Dividing a university in institutions, departments and faculties is necessary in real higher education oganisations mainly due to administrative and paperwork reasons, which are luckily lacking in Wikiversity. Administrators of all levels from department chairs to rectores magnifici will be rather idle while the project is relatively small, and will never be able to handle it completely once the project progresses. Besides that, currently in real educational and research organisations, strict separation of departments and faculties is often being criticised for preventing multidisciplinary research attempts (even at best, this system provides no aid). However, the importance of multidisciplinary research is rising day by day. It seems more productive to develop a framework of scientific topics (or borrow it from free content scientific projects like arXiv), and let wiki teachers and wiki authors to classify their works themselves as belonging to this or that topic. Each of those topic can have one expert or a whole committee of experienced professionals that will coordinate it: then, in any multidisciplinary case, such a committee will consist of a union of all committees for all relevant topics.

Furthermore, traditional universities show a strong planning aspect: grants, scholarships, curricula, lesson plans, etc. Even if we discard all issues irrelevant for Wikiversity (like reporting obligations and necessity of financing), planning ahead seems a very appealing idea. Instead of giving all users complete freedom in creation of any arbitrary articles, and subsequently complaining about their quality and incompleteness, we can ask to write a proposal first. Such a proposal will be about a paragraph long, where goals of a project or a course will be concisely formulated and supported by links, if they are available. The supervisors of relevant topics can then review that proposal and express their opinion, which can range from explicit rejection (useful in filtering out trolls and long-term vandals) to acceptance notification with a list of useful additions and advice. Once a proposal is approved, the wiki author can start working on it. If there is a case when it is impossibly hard to crystallise a research idea in a form of proposal, it seems even more impossible that more detailed materials will ever be developed.

Education

 * Literature study
 * In the classical education model, students and pupils always have access to a broad choice of information sources about the subject: books, manuals, guidelines, encyclopedias, etc. When wiki technologies are concerned, all such information sources are already covered by different Wikimedia projects, mainly by Wikipedia, Wikisource, and to a lesser extent, WikiCommons (only for courses with a strong visual component). Hence, a Wikiversity course can contain a list of links to appropriate information sources in adjacent projects: such a list can be created by a wiki teacher and then enhanced and completed by the students in the process of using search engines and growing to understand the usefulness of side sources.

 * Reading lectures
 * In traditional universities it is considered inappropriate to leave a student alone with a book and expect successful digestion of study material. For more effective methods of information delivery one uses lectures, where the teacher directly interacts with the audience while presenting them with previously prepared data by using a blackboard and a piece of chalk or a slide deck and a projector. In the wiki world, there is a separate project for such prepared data, it is called Wikibooks, but there is no platform (yet) for the whole process of giving lectures. Wikiversity can serve as such a platform: any user can start learning a particular topic from a Wikibook page, and once they have questions, an page is created at Wikiversity, where the discussion unfolds. Two specific issues should be noted here: first, such a discussion has no place on Wikibooks itself, because a talk page there will concern expert opinions about changing the study material and not questions coming from people who are trying to learn; second, in Wikiversity there is a place for wiki students to answer question of other wiki students: the presence of wiki teacher, his or her approval and intervention will definitely have positive influence on the studyroom climate, but they are not crucial everyday must-haves. Explicit separation of creation of study materials and giving lectures as processes with them will also decouple these two roles. Two different specialists can simultaneously provide the same course using the same wikibook with drastically different teaching methods and different outcomes.

 * Laboratory works
 * It is relatively uncommon to assume that the lecture notes are sufficient for learning all the necessary material, especially in applied science such as information and communication technology. In order to consolidate new knowledge, laboratory works are performed. At this point there is no wiki project for distributing program code or running applications, and so far there have been no known initiatives, but it is possible to use open license friendly projects like SourceForge, GitHub or Google Code. If needed, screencasts can be made available via YouTube or any other video content distribution platforms. Beside the nature of the study materials, everything works the same way as described for the lecture part above: wiki students reach for the recommended material themselves, and ask questions on Wikiversity if there are any, requesting help from peer students and the wiki teacher.

 * Practicals
 * In some courses, a practical part is crucial: assignments are distributed among students and solved individually to be handed in for checking and marking. In the ideal situation assignments should be slightly different each time, so it seems optimal to use Wikiversity for them, and not some adjacent wiki project. A request-response system seems viable: any wiki students willing to do some practical work, can volunteer themselves in order to get personalised problem descriptions, solve them and report. This is a labour intensive process, that can be in some less critical cases substituted by lightweight approaches like unified exams or multiple choice tests. There can be by definition no full-fledged substitute, since wiki technologies assume complete openness, and this principle encourages plagiarism and other forms of cheating if current assignments are identical to the ones for which many prior solutions are available. One can only rely on wiki students willing to gain new knowledge by limiting themselves in access. One of the ways to make the work of a wiki teacher easier could be to couple wiki students in such a way that one person performs a task while the other one is debugging it or lifting it to the next level.

 * Examination
 * Instead of making the exam look like yet another test, just bigger, I propose to insist that the exam will take a form of coursework. As a canonical example of a wiki examination I propose creating an appropriate contribution to one of the adjacent "real" projects: writing a Wikipedia article, composing a Wiktionary entry, photographing or drawing for WikiCommons, etc. It should also be acceptable to collect works at Wikiversity, in order to compile them for Wikipedia or any other project later. This approach will allow for more objective assessment, since the work will be assessed by people who are used to seeing serious articles without allowance for learning mistakes. On the other hand, it will let many other open projects to profit from Wikiversity by increasing open access quality content.

 * Certification
 * Records about passing a course can be done in a form of barnstars with annotations about the course title, examination topic and other details. Since it is assumed that those who have passed a Wikiversity course, will attain certain level of competence, it should be possible to use services like Brainbench for getting official certifications. An interesting variation would be creation of PDF certificates by the wiki teacher (with open systems like LaTeX or design software like Inkscape) and uploading them to Wikiversity: such certificates can be linked from a user page, as well as printed out for offline demonstration.

Research
Research activities as such are by definition a part of the real world, which means that the wiki framework has not much to offer to help. It is possible to collect intermediate results as drafts (a separate category or even an explicit namespace), in order to facilitate finalising the research, usually in a form of publicaion:

 * Reports
 * After finishing research activities on a certain topic, their results are commonly published in academic journals or in conference proceedings. In Wikiversity it is possible to use wiki technologies and their immanent lightweightness to get rid of the burden of having to fit into particular deadlines and requirements set by third parties. Any wiki author at any time when he or she decides that his or her work is complete or passed a critical mass point, he or she can write a report that will take a form of a usual wiki article with possible illustrations, tables, subsections and any other layout elements. The size of such a report is not limited, but canonically it is recommended to limit yourself to 30 kb of wiki text or to split the report into several relatively standalone pieces. If the rule about preliminary proposal acceptance is used (see above in the section about Wikiversity structure), then before writing a report one needs to formulate its abstract and ask the proposal processing committee composed of experts in chosen topics. In any case, the article needs to be correctly categorised in order to attract people who are interested in the topics it touches. Unlike Wikipedia, where original research is unacceptable, any Wikiversity report should contain original ideas, methods, experiments and results — it makes little sense to republish old materials on a new website, if you can just refer to them from your new wiki publications.

 * Peer review
 * Any report that was made public with Wikiversity or mentioned there, can be reviewed by anyone who is willing and feeling competent and interested enough to do so. Just as in the offline academic peer review process, reviews should not be too brief: two sentences about how someone does not like the article, do not make a review, it is a mere comment that deserves to be posted on a talk page of the main article. A high quality review should start by summarising the reviewer's understanding of report's contents, and then go into describing the novelty of proposed methodology, the topicality of the chosen area, quality of related work study, problem completeness, critique on designing experiments, quality of presentation and delivery. In order to simplify context understanding by the report's author, it is recommended to include minimal information about the wiki reviewer's identity, which can uncover his or her level and knowledgeability (interested outsider or a real university department chair?). If possible and feasible for the wiki reviewer, one can also include advice about the level of the report (amusing groundwork? recommended for presenting at a conference? enough for a journal article? time to write a book?).

 * Conference
 * Anyone willing can challenge himself or herself in organising a wiki conference. As proposed above, these wiki conferences will not play a role of the only possible place to publish an article, but rather as a themed scientific contest. Just like with the proposal approval procedure, it is reasonable to first create a discussion page in order to pre-assess community interest and the number of possible participants. When one is certain in the community interest, one needs to formulate the chosen area for a conference, to publish an approximate list of covered topics and a list of people forming a programme committee, as well as the important dates. After publishing all the requirements and before the first deadline, anyone who wants to participate, is welcome to write an article (see above for writing a report), contribute it to Wikiversity and add it to a category for the chosen wiki conference. When the deadline passes, all members of the programme committee go through the articles and review all that they find entertaining. If there is a paper lacking wiki reviews, the wiki conference organiser must provide a couple of them (by reviewing the paper oneself, by asking the programme committee nicely, by inviting external experts — there are many methods). Every review must contain (additionally to what was described above) at least an admissibility degree (accept — reject) and a confidence degree (expert — amateur). The organiser can explicitly ask for more judgments (in points or stars) in originality, literacy, importance, repeatability, bibliography quality, etc. A good reviewer will always leave detailed description of how he or she understands the submission, what are its strong and weak points, and how to improve it. Accepted submissions can be gathered on one page, or even better — compiled into a proceedings document and published via arXiv for free access in a readable form.

 * Colloquiums
 * Wiki colloquiums (this name was chosen to avoid confusion with understanding terms like `seminar' or `workshop') are the same as wiki conferences, but their main purpose is a good discussion and not necessarily reporting on results. Wiki colloquium submissions are collected and approved or rejected in the same way as submissions to a wiki conference (see above), but the submissions themselves are considerably shorter and contain problem description, the list of open questions and possibly the wiki author's opinion on some of them. It is also recommended to prepare a presentation and distribute it in a form of a PDF with slides or even a videoclip. Wiki colloquium is not that strictly bound to a specific time as a usual brainstorm session, so it is possible for discussions to go on for weeks, but some limitations should be set by the organisers in order to stop the debates from going in eternal circles. A wiki colloquium should result in a detailed report about all questions covered. Such a report is usually composed by an organiser, but wiki technologies allow anyone to contribute and submit an alternative report assuming a completely different point of view (especially encouraged in cases when neutral point of view is unreachable).

 * Webinars and web conferences
 * A webinar is a complete counterpart of a traditional seminar in the online world. Thus, it does not look worthwhile to me to use a wiki framework for web conferencing and to try to forcefully pursue extrinsic qualities while avoiding obvious untraditional benefits. Having said that, it is of course possible for Wikiversity to serve as an advertising platform for those who want to attend online seminars and online conferences, especially when it is done not in a hit-and-run fashion (post a call for participation and never return), but with constructive collaboration in mind (for example, by organising a wiki colloquium in parallel).

Conclusion

 * There is a place for Wikiversity in educational and research process, it can be used for academic purposes beneficially to resolve issues nontrivially solved without wiki technologies. The project is viable.
 * One of the first steps towards project prosperity and its successful development seems to be the deployment of a framework for scientific topics, which will be used to classify submissions — analogous to categorisation in wiki encyclopedias.
 * In all aspects, Wikiversity should try to rely on adjacent wiki projects (Commons, Wikibooks, Wiktionary, Wikisource, Wikispecies, …) and on other free content distribution frameworks (SourceForge, SlideShare, Scribd, arXiv, …), and not try to substitute them.
 * It is recommended to form supervising committees to oversee every scientific topic. Representatives of such committees will keep an eye on new submissions, provide feedback to wiki authors, help them with sources and means, and in general to enable and encourage their productivity.
 * Lectures should be given based on Wikibooks content, completed with slides, assignments and links to recommended resources.
 * Wiki students' questions asked during teaching can be used as a feedback to improve Wikibooks content.
 * Examinations should be a release into the broader wiki world, namely — creating materials on par with content provided by qualified contributors of serious wiki projects.
 * Wikiversity is recommended for use as a framework for wiki publications of research reports. The results should be original, which clearly separates Wikiversity from Wikipedia or Wikisource.
 * Any published wiki article can be reviewed, which should be encouraged, as any form of constructive collaboration. Reviews should be published at Wikiversity.
 * Wiki conferences should be held occasionally to facilitate a limited time effort in writing a list of related articles. A wiki conference should have a programme committee, which objective is to systematically review submissions in order to accept and reject them. Rejected articles are not removed, just not included in the proceedings.
 * Wiki colloquiums should be held occasionally to facilitate a focused discussion effort on a chosen topic. The result should be a concluding report or reports from participants.
 * Pages about finished wiki events (e.g., past wiki conferences) can be protected from editing, in order to prevent vandalism and accidental inappropriate edits.

--Vadim Zaytsev 20:09, 12 August 2011 (UTC)

ru:Викиверситет:Будущее Викиверситета

title: Wikiversity:The Future of Wikiversity


text:
User talk:Xawaari1

 Hello Xawaari1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 21:37, 12 August 2011 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Xawaari1


text:
User talk:Vanished user sdviw3toj23foima

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:25, 12 August 2011 (UTC)

Email on your user page
Mikriffown, you may be inviting a lot of spam by having your email address on your user page. Wikiversity users may email you through the interface, if you have email enabled. If you want the email removed from history, I could do that if you want, or you could leave it there. Up to you. --Abd 22:36, 12 August 2011 (UTC)

Course with Mr. Blair
Hello Mike!

First of all, thank you very much for contacting me. May I ask which course you are referring to as I do have a few of them? I completely understand about the public school thing. I'm a teacher and I do have to get ready for my school year as well. With that being said, I unfortunately will not be able to teach you the course that you wish right now as I am occupied with a few other projects.

However, once things get calmed down (and also when you can adjust your schedule), we can then start a course that would be best for you. My courses are pretty much Senior High School courses or College Freshman courses. With that being said, they act like a regular college course and you will have quite a few assignments. However, I like for high school students to join because (if they are going to college), you can just get a glimpse into what college will actually feel like and the demands that it will put on you. It's all about time management. I'm rambling on here, so I apologize for that.

When you (and myself) get the time to begin a course, I will contact you immediately and we can get started from there. But, right now, is unfortunately not the best time. Thank you very much for contacting me and if you have any other questions or comments regarding anything, please do not hesitate to ask them on my talk page. --MrABlair23 23:11, 12 August 2011 (UTC)

 * Hello Mike! I have been going through my schedule, and if you are free, I would love to begin the Human Legacy Course with you! Just let me know if you are available and we can get started with a quick orientation session. I am looking forward to hearing from you! --MrABlair23 15:47, 3 September 2011 (UTC)


text:
User:Fearnone09

Sean

I am 21 and a Marketing major at the University of Tennessee, Knoxville. In addition to my business studies, I am interested in computer science, information management, computer engineering, physics, astronomy, cosmology, aerospace engineering, political science, and history.

title: User:Fearnone09


text:
User talk:Fearnone09

 Hello Fearnone09, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:45, 13 August 2011 (UTC)

Invitation
Hi! I invite you to participate at this learning project: Physics/Overview, read the Purpose in the discussion area and join us! This is the best way to learn physics! I'll be very very happy! See you!--Nenomaz (discuss • contribs) 17:34, 19 October 2014 (UTC)

title: User talk:Fearnone09


text:
User talk:Gurupilgrim

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:47, 13 August 2011 (UTC)

 * I think there may be a mistake in the license info of File:Visio2010 new document.png. As it is a screen shot of none free software it cannot be released under the GFDL, but it can be used under fair use laws, but needs to be tagged as such.  Thenub314 04:51, 1 November 2011 (UTC)

That sounds right. I'll look that up and change it today. Thanks! Gurupilgrim talk

title: User talk:Gurupilgrim


text:
User talk:Bsea

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:53, 13 August 2011 (UTC)

title: User talk:Bsea


text:
User talk:Daamansingh

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:54, 13 August 2011 (UTC)

title: User talk:Daamansingh


text:
User talk:Arparag

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:55, 13 August 2011 (UTC)

title: User talk:Arparag


text:
User talk:Nodulation

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

To get started, you may

 * Take a guided tour and learn to edit.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:57, 13 August 2011 (UTC)

title: User talk:Nodulation


text:
User talk:Lynnberry

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

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:58, 13 August 2011 (UTC)

Thanks from BPS2011
Lynn, thanks so much for running two tutorials for Business, Politics and Sport. We're going a bit out on a limb with BPS2011, and your willingness to go there with us, and offer academic skills support, both in progressing the essay assignment as well as technical help in starting Wikiversity Userpages is really appreciated. There is a small but growing number of lecturers at the University of Canberra who are using Wikimedia Foundation projects like Wikiversity more and more. Knowing you are there is really important to those lecturers as it means they can innovate more, and develop new methods, without disrupting or risking the success of enrolled students too much. To my mind, this makes your role, your skills, and most importantly, your willingness to try a new thing, a critical element in our collaborative work at UC. Thankyou very much. I hope we'll see you around on Wikiversity much more too :) Leighblackall 12:14, 3 September 2011 (UTC)

title: User talk:Lynnberry


text:
User:Michael Allan

I am a software engineer in Toronto, specializing in collaborative and social media. My current work is focused on project Votorola. For contact information and other details, please see http://zelea.com/.

title: User:Michael Allan


text:
User:Michael Allan/sig

~Michael Allan

title: User:Michael Allan/sig


text:
User talk:Michael Allan

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

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Explore Wikiversity with the links to your left.

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 02:39, 13 August 2011 (UTC)

Thanks for your confidence
I see that you have registered an account here and have designated me as a proxy. I have accepted. I assume this is because of your prior interest in Delegable Proxy and because you know me though my work on that. Welcome to Wikiversity, this place can grow on you, because it is truly possible to develop deep educational resources without the struggle involved in doing anything that doesn't just regurgitate "reliable secondary sources" on Wikipedia. Wikiversity is far more like an academic environment than like an encyclopedia. I hope you will consider developing resources in areas of interest to you. --Abd 02:58, 13 August 2011 (UTC)

 * Thanks Abd, I'm still exploring for a fit at this point. My work is mostly on the practical side these days, and not easy to document.  See my full reply.  ~Michael Allantalk  04:40, 14 August 2011 (UTC)

title: User talk:Michael Allan


title: File:Nm1.s11.Mtg30.pg5.fig1.svg


text:
User:EGM6341.s11.team1.Chiu/S10 Mtg39

Mtg 39: Tue, 6 Apr 10

[[media: Egm6341.s10.mtg39.djvu| page39-1]]

 * nm1.s10.Mtg39.pg1.fig1.svg

Exact:

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ x(t)= \frac{x_{0} x_{max} e^{rt}}{x_{max}+x_{0}(e^{rt}-1)} \ $$

 * }

HW: Verify + solve differential equation [[media: Egm6341.s10.mtg40.djvu| Hints page40-1]]

 * {| style="width:100%" border="0"

 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |

HW: Use HS algorithm [[media: Egm6341.s10.mtg35.djvu| page35-1]] to integrate [[media: Egm6341.s10.mtg40.djvu| (1) page38-3]]

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ x_{max}=10, r=1.2 \ $$ (time scale $$ \frac{1}{r}= \frac{1}{1.2} \cong 1 \ $$)

 * }

2 cases:

 * {| style="width:100%" border="0"

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$$ x_{0}=2 < \frac{1}{2}x_{max} \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ x_{0}=7 > \frac{1}{2}x_{max} \ $$

 * }

such that AbsTol $$ \color{red} = \theta(10^{-6}) \ $$ for $$ t \in \left [ 0,10 \right ] \ $$

 * }

[[media: Egm6341.s10.mtg39.djvu| page39-2]]

Discrete population dynamics: Logistic map

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \bar{x}_{i+1}=r \bar{x}_{i}(1- \bar{x}_{i}) \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \bar{x} \in \left [ 0,1 \right ]: \ $$ Physical meaning range

 * }

End Discrete population dynamics

Scaling of continuous case: [[media: Egm6341.s10.mtg38.djvu| (1)page38-3]]

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \bar{x}:= \frac{x}{x_{max}} \in \left [ 0,1 \right ] \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \left.\begin{matrix} x= x_{max} \cdot \bar{x} \\ dx= x_{max} \cdot d\bar{x} \end{matrix}\right\} \dot{\bar{x}}=r \bar{x}(1- \bar{x}) \ $$

 * }

End Scaling of continuous case

Motiration: $$ \dot{\bar{x}}=r \bar{x} \ $$

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

FE = Forward Euler algorithm (explicit, unstable): $$ \frac{ \bar{x}_{i+1}- \bar{x}_{i}}{h} = \underbrace{r \bar{x}_{i}}_{ \color{blue} at \ t=t_{i}} \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \bar{x}_{i+1}= \bar{x}_{i}+hr \bar{x}_{i}=(1+hr) \bar{x}_{i} \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

BE = Backward Euler algorithm (implicit, stable): $$ \frac{ \bar{x}_{i+1}- \bar{x}_{i}}{h} = \underbrace{r \bar{x}_{i+1}}_{ \color{blue} at \ t=t_{i+1}} \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ ( \frac{1}{h}-r) \bar{x}_{i+1}= \frac{ \bar{x}_{i}}{h} \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \bar{x}_{i+1}= \frac{ \bar{x}_{i}}{1-hr} \ $$

 * }

End Motiration

[[media: Egm6341.s10.mtg39.djvu| page39-3]]

Fixed points of period 1:

 * {| style="width:100%" border="0"

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$$ \underbrace{ \bar{x}_{i+1}}_{ \color{blue} r \bar{x}_{i}(1- \bar{x}_{i})}= \bar{x}_{i} \ $$

(1)
 *
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

2 fixed points: $$ \left\{\begin{matrix} \bar{x}=0 \ { \color{blue} Trivial} \ { \color{red} (2)} \\ \bar{x}= \frac{r-1}{r} \ { \color{red} (3)} \end{matrix}\right. \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

Want  $$ \bar{x}= \frac{r-1}{r} \in \left [ 0,1 \right ] \ $$   Physical meaning ful range

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \Rightarrow r>1 \ $$

 * }

Fixed points of period 2:

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \bar{x}_{i+1}=r \bar{x}_{i}(1- \bar{x}_{i}) \ $$

(4)
 *
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \underbrace{ \bar{x}_{i+2}}_{ \color{blue} r \bar{x}_{i+1}(1- \bar{x}_{i+1})}= \bar{x}_{i} \ $$

(5)
 *
 * }

Eliminate $$ \bar{x}_{i+1} \ $$ from (4)+(5) :

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \bar{x}_{i}( \bar{x}_{i}- \frac{r-1}{r}) \underbrace{\left [ r^{2} \bar{x}_{i}^{2}-r(1+r) \bar{x}_{i}+(1+r) \right ]}_{ \color{blue} Discriminant \ of \ quadratic \ equation}=0 \ $$

(6)
 *
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ r^{2}(r^{2}-2r-3)>0 \ $$  for   $$ r>3 \ $$

 * }

[[media: Egm6341.s10.mtg39.djvu| page39-4]]

$$ \Rightarrow \ $$ for $$ r>3, \exists \ $$  fixed points with period 2.

(Since solution of quadratic equation are real number.)

title: User:EGM6341.s11.team1.Chiu/S10 Mtg39


text:
University of Florida/Egm6341/s11.team1.Gong/Mtg34

Mtg 34: Wed, 23 Mar 11

page34-1

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

1) Supersonic intercaptor: Find angle of attack and thrust to reach a given altitude inmin time

Reference: Bryson & Denham 1962

2) Bunt maneuver of aircraft: min altitude to reach target with a bunt maneuver (inverted loop)

page34-2
 * }


text:
Wikiversity:Candidates for Custodianship/Leutha

Leutha

I have recently celebrated a year of editing on Wikiversity, although I have been a Wikipedia editor for several years. During that year I have: I also regularly attend Wikimedia London Meet ups, I am active with Wikmedia GLAM outreach, and I am currently working with Wikimedia UK on a collaborative project with The National Archives
 * Worked with the University of Westminster putting SPIR608 Political Simulations and Gaming on WV
 * Worked with the University of Westminster and the University of Surrey putting Portal:Simulation and Gaming Archive on WV
 * Worked on British Empire course design
 * Developed templates so that the List of Custodians sorts by date order
 * Promoted WV at the Wikimedia UK Conference:Wiki in the lecture room
 * I would also like to see WV develop by working more closely with Wikimedia Outreach on developing Open Educational Resources
 * I have also been active on Wikieducator and would like to see a closer relationship with them.

I feel becoming a WV Custodian would help me make further useful contributions to WV.Leutha 08:20, 13 August 2011 (UTC)

Custodians willing to mentor
I am willing. Sincerely, James. -- Jtneill - Talk - c 11:00, 16 August 2011 (UTC)

Mentorship started

 * ✅, congratulations :-). --SB_Johnny talk 08:27, 17 August 2011 (UTC)

2019 Discussion
User:Leutha was nominated for custodianship at a time when Wikiversity had probationary custodians. Probationary custodianship did not require a community vote, just mentor support. Since that time, the WMF has clarified rights requirements. No one is allowed to have access to deleted content without explicit support of the community.

I initially proposed that Leutha could either self-remove the Custodian flag and be granted Curatorship, or explicitly request a vote on custodianship. There has been no response. Leutha has only posted twice at Wikiversity in the past 23 months.

I am therefore requesting that we officially vote to remove Custodian rights for User:Leutha, without prejudice. If this was a simple bit-flip, I'd flip it. But we need to have community support so we can request Steward action. Please vote below and either support or oppose removal of custodian rights for User:Leutha.

Voting to Remove Custodian Rights

 * as proposer. -- Dave Braunschweig (discuss • contribs) 01:01, 22 November 2019 (UTC)
 * I don't believe Leutha ever used the tools within the last two years! --Marshallsumter (discuss • contribs) 01:19, 22 November 2019 (UTC)
 * - user is inactive:
 * Last edit: December 2018
 * Only 5 edits since November 2017
 * Last log entry: March 2017
 * Only 3 log entries since September 2015
 * No prejudice against a future request if the user returns. Thanks, --DannyS712 (discuss • contribs) 01:20, 22 November 2019 (UTC)
 * it is not safe to leave advanced rights on inactive accounts. Scott Thomson  ( Faendalimas ) talk 01:39, 22 November 2019 (UTC)
 * removal. This is an obvious instance where the tools should be removed. --mikeu talk 01:53, 22 November 2019 (UTC)
 * I also have no prejudice regarding a future reapplication and would welcome continued participation in any form. --mikeu talk 01:03, 26 November 2019 (UTC)

Outcome
Added Steward request. -- Dave Braunschweig (discuss • contribs) 16:37, 27 November 2019 (UTC)
 * Rights removed by steward Ruslik0: log entry --DannyS712 (discuss • contribs) 00:35, 28 November 2019 (UTC)


text:
Marginalism

Marginalism is a concept aimed at increasing the marginal benefit while minimizing the marginal costs, by making small incremental changes to the course of action. Marginalism takes an 'ordinal' approach of Economics. The concept of Marginalism is extensively used by small business entrepreneurs and households while taking decisions.

E.g- Suppose a small scale industry employs 10 technicians for production of a given good, for 8 hours a day. If a technician doesn't show up on any given day, it would result in production loss for the industry. The firm can mitigate the loss by asking the other employee to work for few extra hours, in return for a sum paid out of the absent technician's wages. As long as the wage paid to the employee is less than the production loss reduced, the decision is beneficial.

The Marginal benefit derived out of an activity should always be greater than the Marginal cost of the decision made. In the above case, the Marginal cost is the wage paid and the Marginal benefit is the the loss which was mitigated. Marginalism helps policy makers in forming essential economic policies and enables people to think at the margin.

title: Marginalism


text:
Visio/Importing

I've saved this lesson for a little later in the course, because importing someone else's shapes take away from the professionalism of your Visio file. This is because everyone's creative style is different, so incorporating a different style shape into your own design will take away from the unity of the project. When working in groups, it is good to begin by agreeing on a method for creating shapes so you can still have that unity. On the other hand, electricians in particular can benefit from importing shapes because electrical diagrams feature many standard symbols and shapes. There are literally thousands of already made shapes available for free online, which can also make the process much faster if you're less concerned about the quality of your Visio.

title: Visio/Importing


text:
Talk:Human anatomy quizzes/Superficial muscles of pectoral region

I think E is the brachialis.


text:
User:Kmc-pharmd

Creighton University Pharmacy - Class of 2015

title: User:Kmc-pharmd


title: File:Trigonometry.4.A.20110813.pdf


text: File:EGM6341.s11.TEAM1.WILKS EC3.vql.svg


text: File:EGM6341.s11.TEAM1.WILKS EC3.vql.png


text:
User:Lucia Bot

A Rainha Lúcia

Babel

Userbox

title: User:Lucia Bot


text: User talk:Lucia Bot

title: User talk:Lucia Bot


text:
Top 50 Rx Drugs

===Type in the generic name as given to us by the instructor. For example, combination drugs should be entered as "this with that". Do not include italicized words or words in parentheses. Do not capitalize any words. After you enter an answer, you can Tab to the next one. ===

Namenda { memantine }
 * type="{}"}

{ Aricept { donepezil }
 * type="{}"}

{ Viagra { sildenafil }
 * type="{}"}

{ Xalatan { latanoprost }
 * type="{}"}

{ Zyloprim { allopurinol }
 * type="{}"}

{ Ultracet { tramadol with acetaminophen }
 * type="{}"}

{ Fioricet { butalbital, acetaminophen, & caffeine }
 * type="{}"}

{ Ultram or Ryzolt { tramadol }
 * type="{}"}

{ Astelin { azelastine }
 * type="{}"}

{ Allegra { fexofenadine }
 * type="{}"}

{ Nasonex { mometasone }
 * type="{}"}

{ Flonase { fluticasone }
 * type="{}"}

{ Atarax { hydroxyzine hydrochloride }
 * type="{}"}

{ Imdur { isosorbide }
 * type="{}"}

{ Nitrostat or Nitroquick { nitroglycerin }
 * type="{}"}

{ Vistaril { hydroxyzine pamoate }
 * type="{}"}

{ BuSpar { buspirone }
 * type="{}"}

{ Ativan { lorazepam }
 * type="{}"}

{ Valium { diazepam }
 * type="{}"}

{ Xanax { alprazolam }
 * type="{}"}

{ Advair { fluticasone with salmeterol }
 * type="{}"}

{ Combivent { ipratropium with albuterol }
 * type="{}"}

{ Proventil, Proair, or Ventolin { albuterol }
 * type="{}"}

{ Spiriva { tiotropium }
 * type="{}"}

{ Xopenex { levalbuterol }
 * type="{}"}

{ Flovent { fluticasone }
 * type="{}"}

{ Singulair { montelukast }
 * type="{}"}

{ Macrodantin or Macrobid { nitrofurantoin }
 * type="{}"}

{ Flagyl { metronidazole }
 * type="{}"}

{ Augmentin { amoxicillin with clavulanate }
 * type="{}"}

{ Bactrim or Septra { sulfamethoxazole with trimethoprim }
 * type="{}"}

{ Vibramycin or Vibra-Tabs { doxycycline }
 * type="{}"}

{ Cleocin { clindamycin }
 * type="{}"}

{ Amoxil, Moxatag or Trimox { amoxicillin }
 * type="{}"}

{ Keflex { cephalexin }
 * type="{}"}

{ Cipro { ciprofloxacin }
 * type="{}"}

{ Coumadin or Jantoven { warfarin }
 * type="{}"}

{ Keppra { levetiracetam }
 * type="{}"}

{ Tegretol, Carbatrol, Equetrol { carbamazepine }
 * type="{}"}

{ Lyrica { pregabalin }
 * type="{}"}

{ Neurontin { gabapentin }
 * type="{}"}

{ Protonix { pantoprazole }
 * type="{}"}

{ Pepcid { famotidine }
 * type="{}"}

{ Zantac { ranitidine }
 * type="{}"}

{ Prilosec { omeprazole }
 * type="{}"}

{ Prevacid { lansoprazole }
 * type="{}"}

{ Nexium { esomeprazole }
 * type="{}"}

{ Aciphex { rabeprazole }
 * type="{}"}

{ Folic Acid (same name!) { folic acid }
 * type="{}"}

{ Drisdol (two names, separate by a comma) { vitamin D, ergocalciferol }
 * type="{}"}

title: Top 50 Rx Drugs


text:
User talk:Aidansean

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:15, 14 August 2011 (UTC)

Better late than never. --Abd 00:15, 14 August 2011 (UTC)

title: User talk:Aidansean


text:
User talk:Kmc-pharmd

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:25, 14 August 2011 (UTC)

title: User talk:Kmc-pharmd


text:
User talk:Ottava Rima/archives/2011/aug

Good idea.
was wise. Ottava, if you have a problem with a custodial action I've taken, please take it up with me, that's protocol. As it happens, I was quite careful and observed all that you found, plus, apparently, more. Requesting unblock for a locked user is useless. If there was some mistake here, it will come out. But, given what I found, that's really unlikely. --Abd 07:04, 12 August 2011 (UTC)

title: User talk:Ottava Rima/archives/2011/aug


text:
User:Billymac00

My background is in control systems and naval engineering. I currently live in Virginia USA and have degrees from Webb Institute and George Mason. Sites of interest here: http://en.wikiversity.org/wiki/Topic:Electrical_engineering http://en.wikiversity.org/wiki/School:Mathematics http://en.wikiversity.org/wiki/Topic:Naval_architecture http://en.wikiversity.org/wiki/School:Olympiads

title: User:Billymac00


text:
ACT Teaching Nursing Home Bid/Open forum - 22 September 2011

Attendance

 * 1) Laurie Grealish (Chair) - University of Canberra
 * 2) Jenny Symons - Banksia Village
 * 3) Nikki VanDieman - Morshead Home
 * 4) Deborah Booth - Calvary Retirement Community Canberra
 * 5) Rachel Bacon - University of Canberra
 * 6) Nikki Lucas - University of Canberra
 * 7) Rachel Davey - University of Canberra
 * 8) Karen Griel - Alzheimers Australia
 * 9) Petrea Messent - Alzheimers Australia
 * 10) Marg Thornton - Illawarra Retirement Trust
 * 11) Heather Austin - ACT Health
 * 12) Rhonda Maher - ACT Health
 * 13) Russell McGowan - Health Care Consumers ACT
 * 14) Kay Martens - Goodwin Aged Care
 * 15) Jude Fishlock - Goodwin Aged Care
 * 16) Kathy O’Dea - Salvation Army Aged Care Services
 * 17) David Shiell - Calvary Retirement

Apologies

 * 1) Diane Gibson - University of Canberra
 * 2) David Jeffery - Anglicare
 * 3) Keith Lyons - National Institute of Sports Studies
 * 4) Darlene Cox - Health Care Consumers Association ACT
 * 5) Jo Gibson - University of Canberra
 * 6) Jane Allen - Alzheimers Australia
 * 7) Kasia Bail - University of Canberra
 * 8) Gabrielle Cooper - University of Canberra
 * 9) Greg Kyle - University of Canberra
 * 10) Mark Naunton - University of Canberra
 * 11) Gylo Hercelinskyj - University of Canberra
 * 12) Kate Maher - Calvary Health Care ACT
 * 13) Luke Oborn - Illawarra Retirement Trust
 * 14) Mary Cruickshank - University of Canberra
 * 15) Carmel McQuellin - University of Canberra
 * 16) Rosemary Oates - Anglicare NSW
 * 17) John Howard - University of Canberra
 * 18) Karen Swinbourne - Villaggio Sant’Antonio
 * 19) Wendy Marshall - Baptist Community Services
 * 20) Maggie Jamieson - Lifeline Australia

Opening
The meeting opened at 1.30pm, with a welcome from Laurie Grealish. Laurie outlined the Forum’s aims:

 * 1) Develop a ‘fresh’ name for the Teaching Nursing Home Consortium model that we want to advance;
 * 2) Finalise a draft terms of reference and governance model for the Teaching Nursing Home tender; and
 * 3) Identify the processes required to support achievement of the vision and objectives of the Teaching Nursing Home.

Laurie provided a history of the project from November 2010, and acknowledged the work of the sub-committee of the March Forum, and the UC team, who helped to develop the papers for this meeting. The meeting has been set up into three parts to reflect the aims.

Title
Using the words from the productivity commission report, provided by Darlene Cox, small groups began to develop possible titles for the project. These are found in Table 1. In the last activity for the day, individuals voted on the titles and the ‘votes’ are in the column next to the name. Some groups developed a list of preferred words – these are in Table 2.

 * Table 1 Possible names

 * Innovative pathways to resident/person centred care - 7 votes
 * Innovative partnerships to older person centred care
 * Connected care
 * Health Professionals in Partnership (HPP)
 * Professionalising the workforce: Improving the care. An innovative approach to the care of support of older Australians
 * Enhanced skills for autonomous aged care support - 2 votes
 * Gateway to supported aged care education - 6 votes
 * Reform and co-contribution to student education
 * Increasing the capacity of the aged care workforce
 * Aged Communities Education Scheme (ACES) - 11 votes
 * Partnerships in aged care services, education and research 2012 and beyond
 * Aged care education pathways
 * Aged care education and research pathways
 * A new world of aged care services, education and research - 1 votes
 * New paradigms in aged care services, education and research partnerships - 2 votes

 * Table 2 Preferred Words

Quality, Choices, Health, Caring, Access, Respect, Autonomy, Capacity building, Supported, Workforce reform, Aged communities, Supported, Better, Person-centred care, Gateway, Positive, Living, Community, Individuality, Co-contribution, Opportunity

Governance
Laurie reviewed the vision and objectives developed by the sub-groups, the key elements of the operations, the principles and the structure.

 * Small group discussion was held around the following questions:

 * 1) Would your organisation support the vision/objectives? What would you change?
 * 2) Are there other operations that a governing body might do?
 * 3) Are there other governance principles you would include?
 * 4) Are the four advisory groups suitable? Others?
 * 5) Is the type of board membership suitable for proposed vision/objectives? Suggestions?
 * 6) Other suggestions/ideas?

 * The groups reported back the following:

 * Consumers represented in the vision and objectives. Use research and innovation to assist consumers and providers of aged care services to read their optimal capacity
 * The ability to represent back to AHPRA that aged care is moving OK, also the chief nurses
 * Consortium board overlaps with the four groups; service innovation should student representative and RN/EN doing the service.
 * Innovation service delivery – include or reference to partnership development as well as the work relationship. That partnership should include development into organizations across sectors – acute and non-acute
 * Definition of professionalizing – to support the development and consolidation of multidisciplinary/clinical skills, to support the development of education to professional classification…
 * ACT capital region & surrounds – be inclusive
 * Concern in a lot of these – where we felt education should be first
 * Partnerships include under the governance principles – opportunity to establish strong partnerships between sectors and facilities.
 * Recognize how progressing with the productivity commission – community will become more
 * Fluidity and transfer of knowledge and people
 * Education is invisible at the moment
 * Quality needs to be in the audit/risk group
 * The governance framework – list of principles could include a word other than leadership such as champion…
 * Collaboration and engagement in the list of principles
 * Board membership could provide an opportunity to use a health economist/ financial member – as a consultant; use consumer – is it the aged person/ care or both. Have the perspectives on the board but not necessarily that many members. Board members may have multiple perspectives – nine maximum.
 * Board structure the skills set is critical – 11 may be too big. Only three representatives out of 11. May not want to merge some skills together.
 * There needs to be some KPIs with an evaluation phase as part of the governance – how to determine its successful. The idea of action research as an emphasis rather than pure research.
 * Flexibility and transfer – articulation emphasized in the professionalizing/education group
 * Efficiency/ effectiveness is absence – productive is perhaps a better term.
 * Translation into policy; policy engagement
 * Strategic focus of the board
 * Communication and marketing coming off the consortium board

Communicating to do our work
Laurie presented on the principles identified to support a culture of collaboration, and provided some examples of communication for the consortium and the project teams.

 * The group then discussed the following questions:

 * 1) How would you/your organisation prefer to engage with the Teaching Nursing Home?
 * 2) What other types of information would be helpful to your teams?
 * 3) How would you prefer to be engaged regarding project development?
 * 4) What other suggestions do you have for communicating to achieve objectives?

 * Responses from group discussions included:
 * like the current engagement through the meetings – regular quarterly meetings like this, email communication
 * Wiki - need an email tutorial – using it in limited way
 * Tweeting the wiki site to others
 * Continue long term advisory group facilitate research projects, placements, participate in projects
 * Communicate through own websites – links
 * Early in the phases provide information to get the participating groups knowing
 * Like email communication – frequent one page updates preferred to newsletter
 * Like annual conference face to face use teleconferencing rather than face to face for distance
 * Professionalising work for Alzheimers Australia, supervision and placement with students, direct education into the community
 * Promoting information through other publications such as community expos, connecting broader community through events
 * Stall at Floriade
 * Academic ear so continuous rather than intermittent student placements – learning coexists with placement.
 * Make use of industry expertise
 * Leadership course currently running for students to attend and other local programs used by students
 * Expectations of learning outcomes of students – educators meeting is useful for managers, information from other allied health groups
 * Prefer active participation
 * Clear understanding of expectations and looking to engender partner agreements through MOUS and the like – knowing what is expected by uni, students
 * Clear rights and responsibilities statement
 * To know the go to person if something goes wrong.
 * Web portal where we could communicate – from members discussion board
 * What do we want to be communicated –
 * Portal idea – blog, facebook, twitter – share ideas
 * Group email address provided to everyone
 * Facility
 * Pragmatic and practical, expanding workforce number and skill
 * Opportunity through students to gain experience in various settings to smooth the interface between sectors
 * Most providers are members of peak bodies eg not for profit and for profit – good way to distribute information
 * Talk to each other informally, bring regional contacts in the sector
 * Ground in the day-to-day reality

 * Aged care service in directorate
 * Research partnership – build on good collaborative relationships
 * Interface issues could help out –policy procedure, follow through with the resident journey to see what happens and where the gaps are
 * Advanced care planning – focus on that in residential aged care
 * Provide a service on advice on clinical issues – active staff development units.
 * Practical education
 * Models of care and evaluation – lend small amount of aged care nurse practitioner
 * Help out with governance advice

Closing
Laurie made some closing remarks and it was agreed that:

Laurie will contact the group as soon as the tender bid is known; By March 2012, the group will be invited to work with UC on a conference to be held later in 2012; Heather suggested that the group may be able to meet as part of the Directorate’s conference during Floriade 2012 – Laurie to flag with Deb Davies.

The meeting closed at 4.15pm


title: File:Nm1.s10.Mtg39.pg1.fig1.svg


text:
User:EGM6341.s11.team1.Chiu/S10 Mtg40

Mtg 40: Thu, 8 Apr 10

[[media: Egm6341.s10.mtg40.djvu| page40-1]]

 * {| style="width:100%" border="0"

 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |

HW: Chaos, reproduce Figure 15.6 + 15.7 in King et. al. 2003 page 455-456

 * }

Hints for solving logistic equation [[media: Egm6341.s10.mtg39.djvu| HW page39-1]]

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \dot{x}=x(1-x) \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

Separation of variables:  $$ \int^{x}_{x_{0}} \underbrace{ \frac{dx}{x(1-x)}}_{=x(t_{0})}= \int^{t}_{t_{0}} dt $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

Partial fraction:  $$ \frac{1}{x(1-x)}= \frac{a}{x}+ \frac{b}{1-x} \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ a,b \ $$ are constant to be determined.

 * }

End Hints for solving logistic equation

Element stability  FE + BE algorithms [[media: Egm6341.s10.mtg39.djvu| page39-2]]

FE: $$ \bar{x}_{i+1}= \underbrace{(1+hr)}_{ \color{blue} \rho_{F}} \bar{x}_{i}= \rho_{ \color{blue} F}( \rho_{ \color{blue} F} \bar{x}_{i-1})= \rho_{ \color{blue} F}^{i+1} \bar{x}_{0} \ $$

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

Fix  $$ i, \ $$ consider   $$ h \to \infty \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \rho_{ \color{blue} F}^{i+1} \to \infty \Rightarrow \bar{x}_{i+1} \to \infty \ $$  unstable

 * }

BE: $$ \bar{x}_{i+1}= \underbrace{ \frac{1}{1-hr}}_{ \color{blue} \rho_{B}} \bar{x}_{i}= \rho_{B}^{i+1} \bar{x}_{0} \ $$

[[media: Egm6341.s10.mtg40.djvu| page40-2]]

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

Fix  $$ i, \ $$ let   $$ h \to \infty \Rightarrow \left | \rho_{B}^{i+1} \right | \to \infty { \color{red} \to 0} \Rightarrow \left | \bar{x}^{i+1} \right | \to 0 \ $$ stable: numerical solution does not blow up $$ \color{blue} \forall h \ $$.

 * }

End Element stability  FE + BE algorithms

 * {| style="width:100%" border="0"

 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |

HW: Integrate Logistic equation ([[media: Egm6341.s10.mtg39.djvu|HW page39-1]])

Already found  $$ \hat{h} \ $$   at HS algorithm yields error $$ \theta(10^{-6}) \ $$

Run HS with $$ h=2^{k} \hat{h}. \ $$

Develop + run FE  $$ \ h=2^{k} \hat{h}. \ $$

Develop + run BE  $$ \ h=2^{k} \hat{h}. \ $$

 * }

Equations of motion of aircraft: [[media: Egm6341.s10.mtg33.djvu| page33-3]]

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \dot{ \mathbf{z}}= \mathbf{f}( \mathbf{z}, \mathbf{u}, t) \ $$  [[media: Egm6341.s10.mtg33.djvu| (3) page33-3]]

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \int^{t_{i+1}}_{t_{i}} \dot{ \mathbf{z}}dt= \int^{t_{i+1}}_{t_{i}} \mathbf{f}( \mathbf{z}, \mathbf{u}, t)dt \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \underset{ \color{red} 4 \times 1}{ \mathbf{z}_{i+1}}- \underset{ \color{red} 4 \times 1}{ \mathbf{z}_{i}}= \frac{ \frac{h}{2}}{3} \left [ \mathbf{f}_{i}+4 \mathbf{f}_{i+ \frac{1}{2}}+ \mathbf{f}_{i+1} \right ] \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \Leftrightarrow \underset{ \color{red} 4 \times 1}{ \mathbf{F}} ( \mathbf{Z}_{i+1}) = \underset{ \color{red} 4 \times 1}{ \mathbf{0}} \ $$

 * }

[[media: Egm6341.s10.mtg40.djvu| page40-3]]

NR algorithm [[media: Egm6341.s10.mtg38.djvu| page38-1]]:

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \underset{ \color{red} 4 \times 1}{ \mathbf{z}_{i+1}^{(k+1)}}= \underset{ \color{red} 4 \times 1}{ \mathbf{z}_{i+1}^{(k)}}- \left [ \frac{d \mathbf{F}( \mathbf{z}_{i+1}^{(k)})}{d \mathbf{Z}} \right ]^{ \color{blue} -1}_{ \color{red} 4 \times 4} \underset{ \color{red} 4 \times 1}{ \mathbf{F}}( \mathbf{z}_{i+1}^{(k)}) \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{z}_{i+1}^{(0)}= \mathbf{z}_{i} \ $$

 * }

End Equations of motion of aircraft

Review:  $$ \underset{ \color{red} m \times 1}{ \mathbf{f}( \mathbf{x})}= \left \lfloor f_{1}( \mathbf{x}),..., f_{m}( \mathbf{x}) \right \rfloor^{ \color{red} T} \ $$

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \underset{ \color{red} n \times 1}{ \mathbf{x}}= \left \lfloor x_{1},..., x_{n} \right \rfloor^{ \color{red} T} \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \underset{ \color{red} m \times n}{ \frac{d \mathbf{f}( \hat{ \mathbf{x}})}{d \mathbf{x}}}= \left [ \frac{df_{i}(\hat{ \mathbf{x}})}{dx_{j}} \right ] \ $$

 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ i: \ $$  row index   $$ i=1,...,m, \ $$   $$ j: \ $$   column index   $$ j=1,...,n \ $$

 * }

End Review

 * {| style="width:100%" border="0"

 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |

HW:

S+Z 2007 parameters for $$ EQM \color{red} \to 0 \ $$

Table 1 page 315 S+Z 2007

 * }

title: User:EGM6341.s11.team1.Chiu/S10 Mtg40


text:
Literature/1975/Schank R

 * http://acl.ldc.upenn.edu/T/T75/T75-2023.pdf

Author

 * Roger Schank, Yale University
 * ScientificCommons.org

Excerpts

 * Minsky's frames paper has created quite a stir within AI but it is not entirely clear that any given researcher who would agree that the frames approach is correct would agree with any other researcher's conception of what exactly that meant. What is a frame anyway? (p. 117)
 * It has been apparent to researchers within the domain of natural language understanding for some time that the eventual limit to our solution of that problem would be our ability to characterize world knowledge. In order to build a real understanding system it will be necessary to organize the knowledge that facilitates understanding. We view the process of understanding as the fitting in of new information into a previously organized view of the world. Thus we would extend our previous view of language analysis ... to the problem of understanding in general. That is, a language processor is bottom up until it gets enough information to enable it to make predictions and become top down. Input sentences ... set up expectations about what is likely to follow in the text. These expectations arise from the world knowledge that pertains to a given situation, and it is these expectations that we wish to explore here.
 * We choose to call our version of frames, SCRIPTS. The concept of a script ... is a structure that is made up of slots and requirements on what can fill those slots. The structure is an interconnected whole, and what is in one slot affects what can be in another. The entire structure is a unit that describes a situation as a whole and makes sense to the user of that script, in this case the language understander. (p. 117)
 * A script is a predetermined sequence of actions that define a situation. Scripts are responsible for, and can be recognized by, the fact that they allow for references to objects within them just as if that object had been mentioned before. That is, certain objects within a script may be referenced by 'the' because the script itself has implicitly introduced them. (p. 117)

title: Literature/1975/Schank R


text:
Literature/1993/Ellis

 * http://works.bepress.com/furner/8

Authors

 * University of Sheffield

Abstract
Describes the use of a variety of similarity coefficients in the measurement of the degree of similarity between objects that contain textual information, such as documents, paragraphs, index terms or queries. The work is intended as a preliminary to future investigation of the calculations involved in measuring the degree of similarity between structured objects that may be represented in graph-theoretic forms. Discusses the role of similarity coefficients in text retrieval in terms of: document-query similarity; document-document similarity; co-citation analysis; term-term similarity; and the similarity between sets of judgements, such as relevance judgements. Describes several methods for expressing the formulae used to define similarity coefficients and compares their attributes. Concludes with details of the characteristics of similarity coefficients: equivalence and monotonicity; consideration of negative matches; geometric analyses; and the meaning of correlation coefficients.

title: Literature/1993/Ellis


text:
Java Tutorial/Intermediate GUIs/Textfield with text completion

The CompletionTextField combines use of Listeners, Threads, TreeSets, Comparators and Events to create a subclass of that allows text completion. When the JComboBox shows its popup list every key press reduces the list of available choices to the list that starts with the given prefix.

CompletionTextField contains the following inner classes:
 * StringItem — an item that can be shown in the completion list
 * CompletionComboBoxModel — the ComoboBoxModel for the completion list
 * ItemComparator — a comparator that can be used for a TreeSet
 * Selection — a range of selected indices
 * CompletionComboBoxEditor — an editor for text editing in the ComboBox
 * CompletionKeyAdapter — an adapter class for receiving key events

CompletionTextField source
(source code from vsrs.svn.sourceforge.net)


text: Java Tutorial/Intermediate GUIs

title: Java Tutorial/Intermediate GUIs


text:
User talk:Rosenberg

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 14:07, 14 August 2011 (UTC)

thanks for your confidence in me
I see you named me as your proxy. Since I don't know who you are, I'm not formally accepting yet, but it can stand as an unaccepted proxy, and it is okay for you to email me. Welcome to Wikiversity, this is a very special place. --Abd 14:57, 14 August 2011 (UTC)
 * You are invited to say something about yourself on your user page. What are your interests and what is your experience? Thanks. --Abd 15:54, 14 August 2011 (UTC)
 * Proxy accepted based on off-wiki email. --Abd 22:24, 14 August 2011 (UTC)

Thank you for sharing your thoughts
I apologize for the harsh response. I want to let you know that people are expected to behave civilly regardless of their personal opinions or concerns, and acknowledge that Ottava Rima's behavior is inappropriate. -- dark lama  18:09, 17 November 2011 (UTC)

I think wiki etiquette suggests I reply on your talk page and you reply on mine as the usual thing to do. Some people have a different preference and that is considered fine too. People who have a different preference usually state what their preferences are at the top of their talk page. -- dark lama  21:14, 17 November 2011 (UTC)

title: User talk:Rosenberg


text:
User:Patriciablackwell

placeholder

title: User:Patriciablackwell


text:
Wikiversity talk:Delegable proxy/Table

This table is a proposal and experiment
This table is a proposed format. Other systems have been used. On Wikipedia, in w:WP:PRX, proxy files in user space were used. with a table to transclude the information from the individual user files into a single table. The present proposal here is simpler, and, hopefully, still easy enough to use. (In fact, it seems easier to use than the original proposals).

This is a community project, even though currently being "managed" by me. If even a few regular users decide to try the concept out it will work. That is, it will start to improve communication within the community.

Some people may be, I can imagine, concerned about "canvassing." Canvassing, if we back up and reflect on it, is just communication. The only problem with canvassing is when discussions become overburdened with what are really redundant arguments or !votes. With a DP (delegable proxy) system in place, we will sort-of-assume representation of users, depending on circumstances. There won't be a need for specifically "canvassed" votes unless something is marginal and it's needed to prove that a proxy did, in fact, represent those users. This will be, I predict, rare.

Representation here has a loose meaning. Proxies are not !voting for others, they will simply continue to function, representing themselves. The proxy system can allow anyone concerned to have better information on how representative a participant might be. Decisions will continue to be made -- mostly -- on preponderance of arguments, not of !votes. --Abd 15:52, 14 August 2011 (UTC)

New users who have named me as proxy
I announced the Delegable Proxy experiment on three public mailing lists for those interested in election methods and, in one case, delegable proxy specifically. I'm quite known in those fields, and my motivation was two-fold: to get election methods people interested in Wikiversity, because educational materials could be developed here on that quite important topic, and to advertise the experiment and help bring in some participants with some familiarity with the concept.

The two users who have signed up by today have, here, no other contributions. One has extensive contributions on wikipedia, relating to election methods, the other doesn't have an SUL account and I have no idea who he is. Because I trust the former, knowing his work elsewhere, I accepted the proxy. Because the second is anonymous, so far, I have not accepted. I will still function as a proxy for that person, temporarily, but not knowing his or her interests, it won't mean a great deal. --Abd 15:52, 14 August 2011 (UTC)
 * Update on the second user. I've accepted that proxy based on off-wiki email, I trust the user, who is completely new, it seems. --Abd 22:22, 14 August 2011 (UTC)

No usage of actual proxy voting
Nothing has been set up or planned that will use Delegable Proxy as if it were actual proxy voting, changing outcomes. This may become more apparent when the Assembly proposal is explained. Because the purpose of the Assembly is negotiation and discovery of "deep consensus," every Wikiversity user is important. When consensus is the goal, every voice, every opinion is a possibility to broaden consensus. We won't always reach complete consensus, but we can get close!

Deep consensus is self-enforcing, it becomes practically effortless. If channels are maintained for dissent to prior consensus, dissent can improve what has been done before. Policies and guidelines that reflect deep consensus can become user manuals (the original wikis were used for this!) so that new users know what to expect.

Delegable proxy can allow the negotiation involved to take place in very small groups, as small as two. The Assembly will develop procedure and, hopefully, we can involve users who are skilled in consensus facilitation. Perhaps there is someone here with academic or other practical experience at that. I have experience myself, but sometimes I'm a "party." We all need help sometimes. --Abd 15:52, 14 August 2011 (UTC)

title: Wikiversity talk:Delegable proxy/Table