text:
User talk:Ziniko

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 23:08, 10 July 2008 (UTC)

title: User talk:Ziniko


text:
User talk:Amerique

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 23:08, 10 July 2008 (UTC)

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

title: User talk:Amerique


text:
User talk:Safebreaker

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
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 * Find out about research activities on Wikiversity.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 23:08, 10 July 2008 (UTC)

title: User talk:Safebreaker


text:
User talk:Jwillbur

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 23:08, 10 July 2008 (UTC)

title: User talk:Jwillbur


text:
User talk:Dayluxe111

 Hello Dayluxe111, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 23:08, 10 July 2008 (UTC)

title: User talk:Dayluxe111


text:
User talk:Soumyasch

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 23:09, 10 July 2008 (UTC)

title: User talk:Soumyasch


text:
User talk:Elcobbola

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
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 * Find out about research activities on Wikiversity.

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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 23:09, 10 July 2008 (UTC)

title: User talk:Elcobbola


text:
User talk:Redemption~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 23:09, 10 July 2008 (UTC)

School of Electrical Engineering Invitation
Hi there, I have noticed most of your Edits on Electric Circuit Analysis pages and am impressed. Would you be interested in collaborating with me on other Electrical Engineering courses I am currently working on. Please Visit my User page to see my current Sand boxes. See you arround :-)Thuvack 06:59, 11 July 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:49, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:18, 19 April 2015 (UTC)

title: User talk:Redemption~enwikiversity


text:
Talk:Decentralizing Wikipedia and its sister projects

http://www.open-mesh.com/ Emesee 02:15, 11 July 2008 (UTC)


text:
Unmanned aerial systems/External links

testicles

Accelerometers

 * An Accelerometer
 * Accelerometers

Carbon fiber

 * .125" 24" Tube
 * .060" 24" Rod
 * .070" x .437" 24" Strip
 * .019" x .118 24" Strip
 * .5" 5' Reinforcing Strip
 * Carbon Fiber Sheet 24" x 8"

Gyros

 * Gyros

Computers

 * Gumstixs
 * Mother Board
 * WiFi Stick
 * GPS Stick
 * picotux

Wireless

 * Bluetooth Chip
 * Bluetooth USB

Solar Cells

 * Powerfilm
 * Flexcell

Blades

 * 6x4 Heli Props

Motors

 * 55g Brushless
 * Another 55g Brushless
 * 62g Brushless

GPS

 * World's Smallest GPS Module
 * GPS Gumstix
 * Chip

Cameras

 * Micro Cameras

Other sites of interest

 * Microheli Gumstix Swarms
 * Cellphone Camera
 * Bluetooth Primer
 * OpenSourceQuadrocopter

Software

 * CUWiN Community Wireless Network - Mesh networks for everyone.
 * Integrating Vision Toolkit
 * Cognitive Vision
 * reacTIVision
 * Java Vision Toolkit - Java toolkit to process 2D and 3D Images
 * STL like OpenCV wrapper - Computer vision and machine learning
 * PovClipse
 * The VXL Project - C++ Libs for computer vision and understanding.
 * High Speed Vision System - Uses FPGA chips.
 * Yet Another Robot Platform
 * EStereo - C++ Computer vision.
 * Gandalf vision and numerical library
 * Servo-Trim
 * LMH Rechner
 * ACS USB servo controller device driver
 * RC-servo driver
 * OpenSource RC Flight Simulator
 * MRSuite - Modular robotics simulator.
 * SAM (Servo Actuation Manipulator) - Controls servo motors via serial port.

Related links

 * 'Radio controlled airplane can fly for 10 hours on 500 grams of hydrogen'
 * Nuvera to supply fuel cells for vehicles.
 * Army invests in saucer technology...

Related news

 * (2008) Robots that clean oil spills

title: Unmanned aerial systems/External links


text:
Talk:Electric Circuit Analysis/Resistors in Parallel/Answers

Well spotted
User:Redemption has done very good edits, good job.Thuvack 06:53, 11 July 2008 (UTC)


text:
Talk:Wikimedia Ethics/Brainstorming

Recruitment of people outside of the English WP and WMF systems?
It seems to me that for this process to have meaning, people outside of this system need to be involved to provide added perspective to the process. People invited might include scholars who study these types of phenomenon on the web, professional journalists, people who have written works on the subject in the past, people active in other online communities who have encountered these issues etc. Would it be possible to consider adding the recruitment of such people into this timeline? The Fieryangel 08:48, 11 July 2008 (UTC)

 * Not only is it possible, I intend to include my academic colleagues in this project, either directly, or by proxying their contributions. Given that this is midsummer, there aren't a lot of journalism students accessible right now, but I hope to engage some of them as well. —Moulton 10:21, 11 July 2008 (UTC)

I added it.

September - Create learning resource to help with identified problems. Moulton intends to include his academic colleagues in this project, either directly, or by proxying their contributions; and involve journalism students if possible.

WAS 4.250 14:56, 11 July 2008 (UTC)

 * As tech guru for the undergraduate program at USU, I've installed forum software and streaming audio for the HardNewsCafe, and helped migrate them to the blogosphere and to Facebook. I plan to propose that the courses in Online Journalism and Media Ethics tap into these Wikiversity resources, going forward.  —Moulton 15:47, 11 July 2008 (UTC)

 * You are the educator here. I'm not going to second guess how you do your role (job). But pay attention to the politics of all this as indicated on my talk page. That's my role (job). WAS 4.250 16:15, 11 July 2008 (UTC)

 * When cluing Moulton in on WikiPolitics, assume that he's an Anthropologist from Mars who is entirely unfamiliar with and perplexed by Earthling Politics. —Barsoom Tork (Talk) 16:34, 11 July 2008 (UTC)

==Recently, I participated in a study which examined the English WP articles of the 100 US senators in a three month period.==

Is there a link to the results or the study available ? Erkan Yilmaz uses the Chat (try) 11:38, 19 July 2008 (UTC)

 * On Wikipedia Review, Greg talked about getting some of the Wikipedia Review people together to do such a study and has hinted that the results are planned to be released to the media and the Senators in a way to maximize the results they seek. Greg is an Advertising/Marketing person and hates Jimbo, so I am concerned about what those desired results might be. But prior attempts by Greg to interest reporters in what he perceives as scandals have not gone as he anticipated. His hatred for Jimbo clouds his judgement. I have seen no published results of the claimed study. I suppose you could ask at Wikipedia Review or ask people who claimed to have participated in it. It is one of two media sensations promised by Wikipedia Review people to yet materialize. The other is a bunch of emails by a sockpuppet at Wikipedia in the long running now over "naked short sales" scandal. It is not at all clear to me what those emails are supposed to be good for, but the guy who has them has as his main interest ending what he sees as the destruction of financial markets in America by illegal naked sort selling of stocks. Is "war" such a wrong word to summarize all this? WAS 4.250 12:55, 19 July 2008 (UTC)
 * Thank you for the additional info, Erkan Yilmaz uses the Chat (try) 15:24, 19 July 2008 (UTC)

Suggested outline...
If I might be so bold:

 * 1) Why Wikipedia is important
 * 2) Who edits?
 * 3) Is anonymity important?
 * 4) Does anonymity represent a social contract?
 * 5) The ethics of Wikipedia:
 * 6) "Early days" (why "anyone can edit", how the original admins were appointed, what were the first policies?) -- there's an interesting conversation about life before RFA on w:WT:RFA now.
 * 7) What does "consensus" mean? Does it have a special meaning within the WikiMedia communities?
 * 8) Current policies (are the policies standing in for the ethics? are the policies working?)
 * 9) Problems
 * 10) Has Wikipedia's role as a community space interfered with the encyclopedia?
 * 11) Has anonymity become a problem? Was it always a problem? Why?
 * 12) Are there too many editors now?
 * 13) Are the policies good? Are they flawed? Are they enforced? Should they be enforced?
 * 14) What is the relationship between management and the administrators? Are only admins part of the management? Was it always like that? Should it be like that?
 * 15) Discussions
 * 16) Can ethical systems emerge organically from large online communities, or do they need to be imposed?
 * 17) Is consensus effective in Wikimedia? Is there a better way?
 * 18) How can things be improved?

Huh. --SB_Johnny | talk 11:50, 19 July 2008 (UTC)

 * Ethical Management of the English Language Wikipedia/Overview2 WAS 4.250 13:12, 19 July 2008 (UTC)

 * 1) Wikipedia is important because most young people get all their reference material from it. They consider it authoritative, even if their teachers do not. There is a generation gap, and it would be good if scholars who care about reliability and trustworthiness would work together to improve Wikipedia.
 * 2) It is not easy to determine who edits Wikipedia; critics say it is teenagers and the chronically unemployed; i.e., those with copious time on their hands. I'd say it's people with a high capacity or appetite for drama. [] I am unaware of any scholars or scientists who are leaders in their fields, writing under their own names for Wikipedia.
 * 3) Anonymity makes participation much easier: you don't have to worry much that your employer will be annoyed if you contribute when you're supposed to be working. And the fact that most pages don't even require sign-up also makes it easy to get started. (But see "Problems" below.)
 * 4) Anonymity both entails and nullifies the social contract. Users promise to put true information, free from bias in articles. With the accountability of a consistent handle (such as the the same IP in a few cases, or an easily remembered pseudonym like "Dragon's Flight"), users develop an online reputation. You can evaluate their contributions, since the wiki keeps an exhaustively complete track record of all changes. (But again, see "Problems" below.)
 * 5) Ethics of Wikipedia:
 * 6) Early days.
 * 7) "Anyone can edit". This is a rebellion against elitism. It doesn't take a Ph.D. in chemistry or astronomy to compile facts about elements or planets. And with enough other people checking their work, amateurs can do much better than many people would expect. Wikipedia is comparable to Britannica; i.e., at least one study was done comparing the two, and WP didn't come off too badly.
 * 8) Original admins were appointed by consensus on the mailing list, and a developer would make an entry in the database. This was when there were only a couple hundred regular contributors. Everyone knew everyone else.
 * 9) The first policies were simple and unbureaucratic. NPOV was the gold standard, supported by "work together" and "be civil". It was only in 2004-2005 when the project become a top 100 website and start attracting a lot of attention that the user population became enormous. An attempt was made to codify guidelines and policies (see below, "Policies").
 * 10) Consensus means an agreement by enough people to do things a certain way. After a while consensus can become a guideline or an official policy. (See "Is consensus effective" below)
 * 11) The current policies are a codification of ethics and they sound great on paper. However, in certain significant cases they fail completely. I will explain this below with examples.

First half. --Ed Poor 13:04, 19 July 2008 (UTC)

 * Thanks!!! Could you move it to

Ethical Management of the English Language Wikipedia/Overview2? WAS 4.250 13:14, 19 July 2008 (UTC)

title: Talk:Wikimedia Ethics/Brainstorming


text:
Mechatronics II

Welcome to the Home page for Mechatronics II

In this course we will discuss 3Ø (three-phase) devices ( i.e 3Ø Transformers and 3Ø Induction Motors ). At the end of this course the student is expected to be familiar with the Principles of 3Ø devices and their application in real life.

You are advised to read carefully through given material and attempt all quiz/questionnaires in this course and don't forget to follow necessary safety code that will be outlined in this course. We hope you will enjoy this major course in Electrical Engineering.

Course Outcomes
At the end of this course the student is expected to be comfortable with the following:
 * 1) Basic Principles of Insulators
 * 2) First Principles of 3Ø Transformers
 * 3) Temperature Rise in 3Ø Transformers
 * 4) First Principles of 3Ø Induction Motors
 * 5) Special Machines/Motors
 * 6) Common Machines Faults & Failures

Prerequisites
The following courses are considered important for the student to be at ease with material that will be covered in this course:
 * 1) Mechatronics
 * 2) Alternating Current Circuits

Resources
Wikiversity has a respectable body of content related to this course, you are advised to use the resources wisely to achieve your success. This course includes a formula sheet that can help you remember important Formulae and principles. Do not rely on the formula sheet entirely without understanding course material.

Organization
This course consists of:
 * 10 Lessons → [ 10 weeks ]
 * 1 Quiz Test → [ 1 Day ]
 * 1 Laboratory Assignment → [ 1 week ]

All the above Span about 11 weeks. Plan your time wisely, by starting a journal and track your progress. If you work consistently and keep to your planned Study Time, you will Do Very well in this course.

Here are some of the resources available to Help you understand and make better used of this personal Learning Experience:
 * History of free learning
 * Learning by doing
 * How to use wiki technology as a free learner

Lessons

 * 1) Introduction
 * 2) Review of 1ɸ Electrical Machines
 * 3) 3Ø Transformer: Construction & Tests
 * 4) 3Ø Transformer: Tap Changing; Connection & Efficiency
 * 5) 3Ø Transformer: Temperature Rise
 * 6) Electrical Insulators
 * 7) 1Ø Induction Motor (Review)
 * 8) 3Ø Induction Motor: Equivalent Circuits & Motor types
 * 9) 3Ø Induction Motor: Circle Diagrams; Bracking & Speed Control
 * 10) Special Machines
 * 11) Electrical Machines: Faults & Failures
 * 12) Electrical Machines II - Lab1

title: Mechatronics II


text:
Category:Resources with an attribution

Add resources to this category using  .

title: Category:Resources with an attribution


text:
User talk:Pyrocyon

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:42, 11 July 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 15:42, 11 July 2008 (UTC)

title: User talk:Pyrocyon


text:
User talk:Bhavna.raghwani

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:45, 11 July 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 15:45, 11 July 2008 (UTC)

title: User talk:Bhavna.raghwani


text:
User talk:Sully8391

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:49, 11 July 2008 (UTC)

 Hello Sully8391, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 15:49, 11 July 2008 (UTC)

title: User talk:Sully8391


text:
School:Electrical engineering/Courses ELE-Avail

Currently available courses are listed below. You are welcome to use, edit, or proofread courses in this department.

[[image:Books-aj.svg_aj_ashton_01.png|30px|]]Level 0

 * EE-PRE:  Preparing to be an Electrical/Electronic Engineer - ±70% [[Image:75%25.svg|20px|]]
 * EE-INTRO: Introduction to Electrical Engineering - to be improved [[Image:75%25.svg|20px|]]

[[image:Books-aj.svg_aj_ashton_01f.png|30px|]]Level 1

 * Electrical Engineering Fundamentals - 10% [[Image:SYawning.gif|20px|]]
 * Electric Circuit Analysis - completed! [[Image:Emblem-star.svg|20px|]]
 * Alternating current circuits - ±70% [[Image:75%25.svg|20px|]]
 * Digital Logic 1 - ±25% [[Image:25%25.svg|20px|]]
 * Engineering mathematics - ±5% [[Image:00%25.svg|20px|]]
 * Engineering Projects - ±5% [[Image:00%25.svg|20px|]]

[[image:Books-aj.svg_aj_ashton_01g.png|30px|]]Level 2

 * Signals and Systems - ±10% [[Image:SYawning.gif|20px|]]
 * Mechatronics - ±25% [[Image:25%25.svg|20px|]]
 * Power Generation - ±70% [[Image:75%25.svg|20px|]]
 * Electrical Power Transmission - ±10% [[Image:SYawning.gif|20px|]]
 * Electrical Power Distribution - ±10% [[Image:SYawning.gif|20px|]]
 * Electronic Circuits - ±5% [[Image:00%25.svg|20px|]]
 * Computer Programming - ±70% [[Image:75%25.svg|20px|]]
 * Telecommunication Principles - ±5% [[Image:00%25.svg|20px|]]

[[image:HILLGIALLO_libro.png|24px|]]Level 3

 * Power Systems - ±5%[[Image:00%25.svg|20px|]]
 * Electromagnetic Fields and Waves - ±5% [[Image:00%25.svg|20px|]]
 * Switchgear and Control Equipment - ±10% [[Image:SYawning.gif|20px|]]
 * Protective Relays - ±10% [[Image:SYawning.gif|20px|]]
 * Mechatronics II - ±10% [[Image:SYawning.gif|20px|]]
 * Television Engineering - ±5% [[Image:00%25.svg|20px|]]

[[image:HILLBLU_libro.png|24px|]]Level 4

 * Control System - ±5% [[Image:00%25.svg|20px|]]
 * Power System Protection - ±10% [[Image:SYawning.gif|20px|]]
 * Electrical Power Economics - ±10% [[Image:SYawning.gif|20px|]]


text:
School:Electrical engineering/Courses ELE-Req

Courses listed in red are currently not available. To request a course, please list it in an appropriate level below. Courses listed in blue are former wish lists that have been created. A better way would be to visit a course coordinator's Talk Page and request them to do it.

[[image:Books-aj.svg_aj_ashton_01.png|30px|]]Level 0
motor types and characteristics

gearing and motor control

personal scale generators

invertors and charge controllers

[[image:Books-aj.svg_aj_ashton_01f.png|30px|]]Level 1

 * EE Electrical Drawing and Drafting - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Workshop Practice - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Engineering Drawing - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Engineering Chemistry - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE [[Marine electrical engineering AC and DC for small craft.

[[image:Books-aj.svg_aj_ashton_01g.png|30px|]]Level 2

 * EE Measurement and Instrumentation - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Introduction to Combinational Logic - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Introduction to Sequential Logic - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * CSE Database Management System - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * ME Thermofluid Mechanics - REQUESTED [[Image:Emblem-important-red.svg|20px|]]

[[image:HILLGIALLO_libro.png|24px|]]Level 3

 * EE Engineering Management - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Illumination Engineering - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Instrumentation Engineering - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Electrical Installations - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Utilization of Electrical Energy - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Power Electronics - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * TEL Radio Communications - REQUESTED [[Image:Emblem-important-red.svg|20px|]]

[[image:HILLBLU_libro.png|24px|]]Level 4

 * EE Power Station - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Energy Conversion - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Power System Stability - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE High Voltage Engineering - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Linear Circuits and Systems - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Microwave Engineering - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Renewable Energy System - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Communication Theory - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Engineering Economics - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Business Communication - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Automotive Electronics - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE Solar Energy - REQUESTED [[Image:Emblem-important-red.svg|20px|]]


text:
User:Moulton/Ethic Models & Resource Links

Web Resources

 * Shawn Hornbeck and Ben Ownby – Deletions endorsed and redirects protected. - Discussion about the ethics of having a Wikipedia article on children involuntarily dragged into momentary infamy
 * Society of Professional Journalists: Code of Ethics
 * BBC Guidelines on ethics involved in writing articles
 * Introduction to Ethics, Wikiversity Learning Resource
 * Wikinews Draft Code of Ethics (See also: Discussion on the failure to adopt a Wikinews Code of Ethics)
 * Integrated Kohlberg-Gilligan Model of Progressive Stages of Moral and Ethical Reasoning, Mindfulness, and Compassion, Google Knol Article
 * Jill Bolte Taylor: My Stroke of Insight, TED Talks
 * James Gilligan: "Punishment and Violence: Is the Criminal Law Based on One Huge Mistake?" Journal of Social Research, Fall 2000.
 * Barry Kort: Disjunction Dysfunction and the Error Function, Google Knol Reprint
 * Barry Kort: Thoughts On Community Building, Google Knol Reprint
 * Barry Kort, Rob Reilly, and Nancy Williams: Experiences with Civility and the Role of a Social Contract in Virtual Communities, Presented at the AAAI Fall Symposium, 2002
 * Nancy Williams and Barry Kort: Electronic (Virtual) Communities
 * Maggie Martinez: Learning Orientations Research
 * Peter Senge: Learning Organizations, Systems Thinking, Bohmian Dialogue, and the Fifth Discipline
 * Barry Kort: The First Book of System Design, Principia Cybernetica, Google Knol Reprint, 1999
 * Barry Kort: The Calculus of Ideas, Google Knol Reprint, 1989
 * Media Ethics Blog (See, especially, A Perplexing Ethical Conundrum)
 * Doc glasgow: The Biography of Living Person (BLP) problem at Wikipedia
 * Giano: Civility (used as a weapon to stifle criticism of elected officials at Wikipedia)
 * Dan Tobias: Why BADSITES is bad policy
 * Wikipedia Review topic: Recurring injustice is a vexing and perplexing problem.
 * PARC (Palo Alto Research Center) Augmented Social Cognition Blog (See, especially, Anonymous / Pseudonym edits in Wikipedia: a good idea still?
 * Mary Spicuzza: Wikipedia Idiots: The Edit Wars of San Francisco, SF Weekly, February 13, 2008
 * Durova's Blog
 * Danny Wool's Blog
 * James Gleick: Wikipedians Leave Cyberspace, Meet in Egypt, Wall Street Journal, August 8, 2008. (See also reader comments on the associated WSJ Forum).
 * Discussion on foundation-l - Ethics Project
 * Discussion on foundation-l - Cary Bass "Scenarios"
 * John W Schmidt's essay on Wikipedia Ethics
 * Discussion of Wikiversity Policies, Remedies, and Custodial Interventions
 * International Journalists' Network List of Code of Ethics
 * Sam Vaknin: The Six Sins of the Wikipedia
 * Wikipedia:Is not about winning
 * A vote to increase transparency in the governance of Wikipedia by creating public logs of IRC discussions instead of banning their publication
 * Opinions and Editorials at Wikipedia Review

Studies of Wikipedia

 * The Collaborative Organization of Knowledge - Why Wikipedia’s remarkable growth is indeed sustainable
 * Wikipedia's self assessment in Nov 2001
 * Wikipedia's FAQ in Nov 2001
 * Wikipedia's article on Earth in Nov 2001 cited in Nov 2001 as one of their best
 * Wikipedia's current article on Earth

Books

 * Plato's Republic (The Roots of Ethical Reasoning)
 * Aristotle: Nicomachean Ethics (The Legacy of the Greek Philosophers)
 * John Rawls: A Theory of Justice (Foundation of Modern Thinking on Ethics)
 * Thich Nhat Hanh: Peace is Every Step (Buddhist Peacemaking Theory)
 * Thich Nhat Hanh: Living Buddha, Living Christ
 * The Wisdom of Laotse
 * Joan Borysenko: Minding the Body, Mending the Mind
 * Jill Bolte Taylor: My Stroke of Insight (Scientific Grounding of Neuro-Mathematical Systems Theology)
 * Fyodor Dostoevsky: Crime and Punishment (A Realistic Depiction of a Dystopian Culture)
 * Ray Bradbury: Fahrenheit 451 (A Parable of Book Burning and Censorship)
 * David Solove : The Future of Reputation : Gossip, Rumour and Privacy on the Internet, Yale University Press
 * Thomas J. Scheff and Suzanne M. Retzinger: Emotions and Violence: Shame and Rage in Destructive Conflicts (Shaming and Blaming As a Primary Cause of Reactive Downstream Violence)
 * Lonnie Athens: The Process of Violentization (Precursor of James Gilligan's Research)
 * Coline Covington: Terrorism and War: Unconscious Dynamics of Political Violence
 * Anna Duval Smith : Problems of Conflict Management in Virtual Communities, 1997 (Chapter 6 in Communities in Cyberspace, edited by Marc A. Smith and Peter Kollock, Routledge Press, 1998.)
 * Judith Donath : Identity and Deception in the Virtual Community, 1996, (Chapter 2 in Communities in Cyberspace, edited by Marc A. Smith and Peter Kollock, Routledge Press, 1998.)


text:
Wikimedia Ethics/Project Timetable

Ethical Management of the English Language Wikipedia/Project Timetable

Past

 * 09 July 2008 - create project, identify goals, notify people of its existence
 * 10 July 2008 - begin brainstorming, create to do list, create timetable, create structure on main page for subpages, ask for input on ethics guideline and practical objective measurement of it
 * 11 July 2008 - create Library and place "Ethics Resources - Links" in it, move Timetable to own subpage, finish initial notification process, establish project rules: No personal attack (see Setting a good example) and Inclusiveness (see Objectives of the participants)
 * 13 July 2008 - Discussion on foundation-l Notification process complete.
 * 14 July 2008 - Begin creation of learning resources: Ethical Management of the English Language Wikipedia/Ethics and MediaWiki and Ethical Management of the English Language Wikipedia/Overview and Ethical Management of the English Language Wikipedia/Suggested essays
 * 15 July 2008 - Begin creation of a learning resources at: Talk:Ethical Management of the English Language Wikipedia/Ethics Resources - Links (to work our way through Lawrence Kohlberg and Carol Gilligan's material, as well as that of John Rawls, James Gilligan, and Rene Girard - among others) Content should in the end be moved/altered/edited as needed to be a learning resource rather than a talk page. Formalized as our first class.

Current

 * continue brainstorming
 * continue ethics data gathering
 * continue volunteer development process
 * continue development of learning resources:
 * Ethical Management of the English Language Wikipedia/Ethics and MediaWiki and its subpages
 * Ethical Management of the English Language Wikipedia/Overview
 * Ethical Management of the English Language Wikipedia/Suggested essays
 * Ethical Management of the English Language Wikipedia/Ethics Resources - Links and talk page

2008

 * July - identify ethical practises that should be followed and can be objectively measured with available resources and can be improved by a learning resource at Wikiversity
 * August - Carry out practical objective evaluation of ethical management of the English language Wikipedia
 * September - Create learning resource to help with identified problems. Moulton intends to include his academic colleagues in this project, either directly, or by proxying their contributions; and involve journalism students if possible.
 * October - Promote use of that learning resource and adjust according to feedback
 * November - This resource finds favor within the process of becoming an admin and evaluating existing admins.

title: Wikimedia Ethics/Project Timetable


text:
User talk:Centaur of attention

Question
With regard to this edit, would you be kind enough to point out to me the item(s) on the blog in question that you are taking exception to? Moulton 20:36, 11 July 2008 (UTC)

 * What, you want me to repeat your outing of Wikipedians? No thanks. Centaur of attention 22:17, 11 July 2008 (UTC)

 * You have many channels of communication to choose from. To the best of my knowledge, there is nothing of that nature on the site(s) in question that has not already been voluntarily disclosed elsewhere.  —Moulton 05:14, 12 July 2008 (UTC)

Be mellow, please
Let's see where they're going, OK? Studying Wikipedia is perfectly acceptable on Wikiversity. --SB_Johnny | talk 21:40, 11 July 2008 (UTC)

 * I'm only removing links that out Wikipedians. I could care less about whatever else they do or say. Centaur of attention 21:54, 11 July 2008 (UTC)

 * I've talked to Cary about it already, and my involvement in this issue is upon his request. As far as I'm concerned their project is perfectly acceptable on Wikiversity, I told Cary as much, and I promised to keep an eye on it.

 * The "outing" of Wikipedians is part of the "Wikipedia phenomenon", and thus appropriate as part of a learning resource about the Wikipedia phenomenon. That stuff's out there anyway, so linking to it really does no harm. Again, please just be mellow and let them construct their learning efforts as they see fit for a while... it might end up being constructive despite all odds (or even because of all odds).

 * If you stick around a bit, you'll find that we Wikiversitans are Idealists (capital "I"), and we're quite old school about things like "assuming good faith" and the whole "no big deal" side of things. That should not be mistaken for naievite... trust me, we'll not tolerate the abuse of our wiki. Just keep in mind that our scope is very broad, and that WAS and Moulton haven't broken any of our rules so far. I promise to do my best to encourage them to be positive.

 * This will all be fine, or it won't, which will also be fine in the end. --SB_Johnny | talk 22:15, 11 July 2008 (UTC)

 * Discussing the "outing" of Wikipedians is fine, linking to pages that "out" Wikipedians is not. If the difference is not clear to you please talk to Cary or Jimbo about it. Centaur of attention 22:27, 11 July 2008 (UTC)

 * Tell ya what, you talk to them, and tell them to get in touch with me if they have concerns. Until then, I'm fine with it. --SB_Johnny | talk 23:42, 11 July 2008 (UTC)

I made a request on your behalf. Please don't become the problem. --SB_Johnny | talk 00:25, 12 July 2008 (UTC)

 * Several people here and at the WMF Office have since inquired about the details. The item(s) mis-identified and mis-characterized as "outting" are nothing of the sort.

 * I have again reverted the vandalism of user pages and project pages by this individual.

 * Moulton 18:44, 15 August 2008 (UTC)

"removing bias presentation of the facts"
In reference to this. Rather than just removing data, perhaps providing what you consider to be an "unbiased" presentation of the facts, might allow for others to come to a more balanced conclusion on their own. Emesee 23:45, 15 August 2008 (UTC)

 * How about helping responsible editors from Wikipedia such as myself rather than enabling drama-promoting troublemakers banned from Wikipedia misusing Wikiversity to attack and harass Wikipedians? Centaur of attention 23:49, 15 August 2008 (UTC)

 * I'd like to see an open forum discussion of the issues. —Moulton 06:09, 16 August 2008 (UTC)
 * Centaur: please do not misunderstand us - WV is open for all. If you - and also others - provide an answer to the "why" that helps that others understand better what people are trying. Then we can come to a solution which makes more people happy. You can at anytime get the attention of more people when you add your comments e.g. at Colloquium or Request custodian action, Erkan Yilmaz uses the Chat (try) 14:21, 16 August 2008 (UTC)

"Would it be appropriate to use Wikipedia as a forum for creating changes in how Wikiversity is managed?"
If it was within the scope of Wikipedia (as defined by community consensus?) and it could potentially benefit Wikiversity, then perhaps it might be appropriate. Yes? Emesee 00:47, 16 August 2008 (UTC)

 * Thanks for taking the time to participate in the survey. There is probably different definitions of what kind of change it is meant, see here. I agree with Emesee - one can talk about everything. And if users from Wikipedia (banned or not) feel like talking somewhere else, this could indicate that the discussion back then was not finished satisfyingly for all involved parties. I am happy then if we can offer them a place to continue this. I don't see a problem that banned users should not be allowed here to participate. I believe that anyone deserves a second, third, fourth, ... chance (that goes also to those who ban people).

 * I guess the view of what the mission of Wikiversity should be is just different. WV is e.g. about learning (communities). And here everybody has a different view/definition what "learning" is. Some have a broader definition, some less broad. Regarding which definition/view one has, you must understand people here at Wikiversity. E.g. learning for some means a mental change and that then can mean: things that help to create a mental change are ok. When seeing wikis not as static but dynamic and knowing/believing in the revertability of edits the learning experience increases. I see WV as a place where people can learn personally in their development - every action one does influences one's life, the view on things. This "learning" certainly takes also place at other places but e.g. since the other Wikimedia projects have a limited scope - e.g. WP creates mainly encyclopedia articles, WB creates wikibooks - they perhaps are not always suitable for all aspects of learning. I also believe that when WV has produced "products" that these should be exported to other Wikimedia projects - when they fit the policies there. People create the products. I want primarily people to interact here, if then they during that create products: perfect. But hey, that is just my view and WV has many participants and they see WV surely different. Erkan Yilmaz uses the Chat (try) 05:09, 16 August 2008 (UTC)

Unsupported claims on your user page
Per this your first contribution/registration date appears to be 2008-07-11. That doesn't square with your claim that you've "been a regular contributor in good standing to Wikipedia for over a year" unless you're using an alternate ID here. If you are, you should disclose that you are a sock of another editor, shouldn't you? Or not make the claim to have more than a month's experience. ++Lar: t/c 03:11, 16 August 2008 (UTC)

 * There are a number of other questionable claims, assertions, and allegations on your user page that are unsupported by evidence, reasoning, or careful examination for accuracy by impartial observers. How may we eliminate the errors, inaccuracies, misconceptions, and misperceptions, and arrive at the ground truth on the various disputed and unsupported claims? Would it be possible to establish a Truth and Reconciliation Process here? —Moulton 14:13, 16 August 2008 (UTC)

 * Just as a note: It is my view that Moulton's questions are not related in any meaningful way to mine, which are rather simpler. ++Lar: t/c 14:43, 16 August 2008 (UTC)

 * Lar is entirely correct. My concern is about a different set of claims, for which the owner/operator of this avatar offers not a shred of evidence or analysis to support his claims.

 * For example:

On his blog, "MoultonLava," Moulton has accused me of being FeloniousMonk at Wikipedia, which I'm not, and posted my employer's name and IP address.
 * Please post your evidence and interpretation to support this claim so that it may be examined by impartial observers.

 * Moulton 20:45, 17 August 2008 (UTC)

Welcome
Welcome to the ethics project. I fully support your efforts to remove links that out people that are not adequately justified. While BADSITES is a bad policy proposal that was correctly not made policy; I have not seen adequate justification for the presence of those links at this project. Thank you for deleting those links. On the other hand, WikiVersity is its own project and is creating its own process for handling questions on links. Taking the matter outside WikiVersity was, in my opinion, not justfied and inapproppriate; but I supposed good people can differ on that. We are inclusive; meaning that we create learning resources from many points of view. So do not delete other points of view. Add your own. But please do not attack others without links to evidence and only as needed in order to provide a learning resource. The point of the project is to create learning resources. Again, welcome. WAS 4.250 16:36, 16 August 2008 (UTC)

Also, I too am troubled by too high a proportion of people banned from Wikipedia rather than others signed in as participants. I have tried to recruit Wikipedia people. I am not allowed to prevent people banned from Wikipedia from participating. And so far they have not caused problems except for the dispute over a few links added by Moulton. And that issue is being resolved it seems. WAS 4.250 16:44, 16 August 2008 (UTC)

Welcome!
Welcome to wikiverisity! Thank you for being apart of the ethics project. I read you user page and found something that needs reflection. On your user page it reads: "This project can only be improved by preventing the participation of those who are banned from Wikipedia from discussing Wikipedia and who have past personal conflicts with those they are writing about." If Wikipedians, even good standing wikipedians, never wrote anything bad about other editors, then I would say you have a point, but we can easily point out pages were active wikipedians have wrote something bad about others. I believe you found something that not only where Wikiveristians can improve, but Wikipedians will need to also improve just as equally. Despite that, this should not be a Wikipedian versus Wikiveristy type of situation. The argument over rather the ethics project has any authority to change Wikipedia is moot as unfounded, so I suggest not to worry about that. The mere act of you enrollment to the ethics project only makes it self-evident that type of participation that is expected, yet maybe you felt compelled. Also remember, the people that have been blocked in any way at Wikipedia are not automatically qualified as "banned" users, so your attempts to come to Wikiversity to tout such idealogy is effectively as worse as what you noted your opponents made. I hope you realize that, so we can move on to being more productive where Wikipedia is an good source of reference, and Wikiversity is an awesome learning resource. Dzonatas 17:39, 16 August 2008 (UTC)

Ahem
The link you removed in this diff actually contained materials of educational relevance. Removing links to pages which are designed to "out" is fine and appropriate, but blanket removal of any and all links to a particular website is not. If you wish to make constructive contributions that can help steer the learning resource towards NPOV (or at least rovide alternative POV), please do so. --SB_Johnny talk 14:35, 17 August 2008 (UTC)

 * Moulton's blog outs certain Wikipedian's. I'm sorry you don't see a problem with that but others do. Jimbo has asked him to take them down and stop linking to it at Wikiversity and Moulton has refused. I'm going to insist on it. As an administrator the community expects you to support responsible editors, not enabling those who mean to harm them. If the NYT article that Moulton is posting is that informative, now doubt it will be published somewhere other than Moulton's blog. Why don't you make an effort to link to that instead rather than giving me a hard time? Centaur of attention 20:18, 18 August 2008 (UTC)

 * You've made this claim several times now, but you've not identified the passage that you claim is an outting. Where is it?  —Moulton 22:07, 18 August 2008 (UTC)
 * Please before removing edits (e.g. ) try to discuss this through until the end with the parties who helped to create the learning resource. You can anytime create your own version of the learning resource (e.g. by forking). Erkan Yilmaz uses the Chat (try) 20:30, 18 August 2008 (UTC)
 * If you have some free time, how about coming to chat for discussion ? #wikiversity-en Thanks, Erkan Yilmaz uses the Chat (try) 20:46, 18 August 2008 (UTC)
 * Is that an IRC channel? If so, I can't, my office blocks IRC. But I'm happy to answer any questions you have by email. Centaur of attention 21:51, 18 August 2008 (UTC)
 * Yes, it's IRC (if you have the possibility in the future just click on the links in the signature). The idea is to get to know each other better (wikis are not so ideal for interactivity) - who knows that could help save time on all sides. I will drop you an email anyway.Erkan Yilmaz uses the Chat (try) 21:58, 18 August 2008 (UTC)

 * [[Image:Twodogs sniffing.jpg|300px]]

I have reverted the vandalism and restored the case study that Dan Tobias had entered for consideration, examination, and discussion. —Moulton 21:10, 18 August 2008 (UTC)

 * I ask this legitimately. How are his actions "vandalism"? It seems like, (please correct me if I'm wrong) that Centaur of attention feels Wikipedians are being "maligned". If this is the case, and he truly believes they are being maligned, and is in good faith removing the content, then how are his actions vandalism? Emesee 21:29, 18 August 2008 (UTC)

 * I have, on my user page here, a brief biographical sketch that establishes my academic credentials, my CV, and my publications. Other editors here (and on other WMF-sponsored projects) are entitled to be aware of any claims I make to establish my bona fides.  For a hostile and rival editor to redact my representations to my bona fide credentials is nothing short of an act of vandalism.  See this recent reversion by Dan Tobias to restore my biographical sketch. —Moulton 22:41, 18 August 2008 (UTC)

 * I agree - Moulton often uses (e.g. in chat) language which awakes negative associations in the listener/reader :-( I would speak of edits which temporarily reduced text. It is just a wiki, nothing isbroken - everything can be brought back again. And I am sure the page itself will change over time when discussing the issues itself. Erkan Yilmaz uses the Chat (try) 21:37, 18 August 2008 (UTC)

 * Emotions have names. If you thumb through the dictionary, you can find hundreds, if not thousands of words that name affective emotional states.  If you go to a paint store, you can find thousands of paint chips, each with a name.  If you wish me to become aware of one of your affective emotional states arising in the course of reading a passage, just type the dictionary word that corresponds to the name your affective emotional state.  And if you can't think of the correct word, you can say you're feeling alexithymic about a particular phrase, sentence, passage, or paragraph. —Moulton 22:50, 18 August 2008 (UTC)

He is entitled to his feelings. But his affective emotional state is not necessarily an accurate model of the ground truth. If he believes there is something inappropriate that violates WMF policy or WV policy, there is a process for adjudicating the issue. If we all could blithely assert that our personal feelings govern what goes down, we'd be back in the anarchic jungle, rather than in an online learning community in search of insight and the ground truth.

Now perhaps Centaur of attention or one of his friends in the WikiClique on Intelligent Design feels they have suffered a Narcissistic Wound as a result of something published on-wiki. That would not surprise me one bit. Narcissistic Wounds are a dime a dozen in our culture. And I even have empathy for those suffering Narcissistic Wounds, up to and including the most problematic Narcissistic Wound of all — the Never-Healing Wound of Amfortas.

I would be more than happy to discuss this topic with Centaur of attention, with FeloniousMonk, with Odd nature, with OrangeMarlin, with Guettarda, with Jim62sch, with ConfuciusOrnis, with Hrafn, with KillerChihuahua, with Dave Souza, with Baegis, with Blogger Skip, with Durova, with Raul654, with PrivateMusings, and with Filll.

Moulton 22:28, 18 August 2008 (UTC)

Malign?
By what exactly do you mean when you write "malign"? Thank you. Emesee 20:45, 18 August 2008 (UTC)

 * Unfairly and inaccurately portray in a bad light. Centaur of attention 20:54, 18 August 2008 (UTC)

 * How would you characterize this, in terms of those same criteria? —Moulton 21:13, 18 August 2008 (UTC)

Audio introduction
Please participate at Ethical Management of the English Language Wikipedia/Audio or Ethical Management of the English Language Wikipedia/Audio/Transcripts. --JWSchmidt 04:41, 26 August 2008 (UTC)

Hello again
, : could you please add your comments (again) on the talk page or fork ? (I think I told this also above) Erkan Yilmaz uses the Chat (try) 19:54, 11 September 2008 (UTC)
 * Request custodian action: good idea, I have restored the pages again, so people also see the same page as you saw it before blanking. Erkan Yilmaz uses the Chat (try) 20:12, 11 September 2008 (UTC)

This is a bad joke, right? Did you honestly just restore something so that people could talk about how terrible it is? My comment about having a ACTION RESEARCH ALTERNATIVE LEARNING EXCERSIZE where I replace all the user pages on this project with giant dangling penises and then revert anyone who tries to fix it (In the name of learning what people do when their user pages are just pictures of dangling penises) is seeming less and less like parody of what goes on around here and more and more like an action that a long-term contributor would make in total honesty. Salmon of Doubt 20:22, 11 September 2008 (UTC)
 * The learning resource was restored, so people have the same initial view as User:Centaur of attention. There are certainly various opinions about it. Since a request was made at RCA more people will have a look at it and hopefully participate. You and others have also the possibility to place a deletion template there (as I see it was again blanked :-. Please feel invited to participate here also.
 * The learning exercise above you propose might not be well taken by users here - I'd assume. Erkan Yilmaz uses the Chat (try) 21:04, 11 September 2008 (UTC)

Centaur of attention: Since you reverted here again, and at another place someone reverted your blanking - and you reverted this then - don't you find to wait a little more until more people gave feedback at the RCA is better ? So far it is viewable that there are different views. CU, Erkan Yilmaz uses the Chat (try) 21:24, 11 September 2008 (UTC)

 * I'm not "acting" on your request, but I am taking it seriously and looking into it. Things are rather tense at Wikiversity in general right now, but please do stick around and do your part to help improve things. --SB_Johnny talk 22:43, 11 September 2008 (UTC)

Content disputes are not settled by deletion
Centaur of attention, On wikipedia there is the saying, "content disputes are not settled by deletion". Instead of summarily removing the work of others, would you please explain your perspective in the page? Hillgentleman|Talk 02:09, 12 September 2008 (UTC)

 * I concur with Hillgentleman. If you have a question to ask about an existing case, please ask it in the context of that case.  If you have a case of your own to submit, please submit it (and be prepared to defend it with reliable evidence and sound reasoning), as it is our custom in scholarly studies to subject each other's work to scholarly peer review.  —Moulton 14:35, 12 September 2008 (UTC)

Read Hillgentleman's comments above again, please. There are community discussions about what to do with the project, so if you want to register your opinion, please do. An apology will not be forthcoming, please be civil :-). --SB_Johnny talk 19:40, 16 September 2008 (UTC)

G'day Cent
I noticed you blanked a page containing an email I wrote with a rather strongly worded edit summary. I'm in the process of moving the pages I've worked on into my userspace, to a 'sandbox', and am likely to return that content there too... I hope that the material I've submitted to date is helpful and interesting, and don't really think your edit summary was fair... wanna talk? :-) Privatemusings 20:06, 16 September 2008 (UTC)

Blanking of Pages
Your action here, the blanking of the page and calling it an "attack page" does not meet the definition, as there are no parties involved to be attacked. Furthermore, even Killer Chihuahua thought that it was a good page to demonstrate to Moulton how to discuss the topic without turning it into an attack page. I expect to hear from you shortly an explanation for your actions. Ottava Rima (talk) 20:16, 16 September 2008 (UTC)

I have just noticed that you blanked Moulton's talk page while he was in the middle of a task and right before community peer review which would involve many editors of this project, including administrative staff. I have brought this up here. Ottava Rima (talk) 20:52, 16 September 2008 (UTC)

 * Stop enabling troublemakers. You should be ashamed of yourself. Centaur of attention 23:15, 16 September 2008 (UTC)

Hi Coa. I think that while your intentions are the best, your actions are a bit precipitous. Remember that this is a fairly small new project, and they have never dealt with a situation like this before. A little patience goes a long way, and allowing the Vfds to run their course will surely not hurt anything much - while I think a couple of the pages should have been speedied as attack pages, Ottava's investigation was not one. Perhaps you could slow down a bit? thanks - KillerChihuahua 00:18, 17 September 2008 (UTC)

blanking
If you feel that pages should be blanked the proper way is to make a request, for instance at WV:RCA. Do not blank any more pages without a community discussion. --mikeu talk 23:32, 16 September 2008 (UTC)
 * Just like to reaffirm what Mikeu's saying here. The Jade Knight 08:00, 17 September 2008 (UTC)

Last warning
It's been made pretty clear to you that we prefer discussion over blanking, and accusing everyone of "enabling" isn't a particularly good way to start discussions. Use your words, or you will lose the privilege to do so. --SB_Johnny talk 09:50, 17 September 2008 (UTC)

 * I'm simply doing what you as an admin should be doing, Johnny. Moulton has been using links to sites that attack and out Wikipedians in order to harass them. If you would do your job I would have to. Shame on you for enabling harassers and troublemakers like Moulton. Shame. You owe all of us an apology for helping Moulton harass us by obstructionary notes just like this one. Centaur of attention 18:48, 17 September 2008 (UTC)

title: User talk:Centaur of attention


text:
Talk:Czech Language/Pronunciation

Proč nejsou v abecedě uvedena všechna písmena češtiny (viz )? Taky mě trochu zarazilo psaní slov "samohlásky" s velkým počátečním písmenem. Zde na Wikiversitě jsem poprvé, tak raději píšu nejprve do diskuse :-) S pozdravem --Doktory 21:16, 11 July 2008 (UTC)
 * en: Why aren't here all czech letters (see )? Also writing words like "samohlásky" whit capital letter is astonishing (for me). First I was trying to discuss it, befor I make changes. --Doktory 21:16, 11 July 2008 (UTC)
 * I hope, it's better than machine translation. I supposed, I can write in Czech on this page :-) --Doktory 10:17, 20 July 2008 (UTC)
 * Thank you very much and of course - it would also be helpful (if you have the time) if you provide a translation (perhaps others in the future interested in the language can use this e.g. directly as learning resource - to see the Czech sentences with their English translations).
 * btw: do you know that there exists the Czech Wikiversity: cs:Wikiverzita:Hlavní strana ? Erkan Yilmaz uses the Chat (try) 10:22, 20 July 2008 (UTC)
 * @Doktory: It is OK now? --Kychot 14:46, 7 January 2009 (UTC)

The 'y' is much closer to schwa. You can hear it in the word 'nyni'(nowadays). If both were 'i' as you say then this word wouldnt have two different letters.After some time here you can clearly hear the difference between 'i' and 'y'. 5 Jan 2010. steveg182@volny.cz

title: Talk:Czech Language/Pronunciation


text:
User:Sxeptomaniac

w:User:Sxeptomaniac

I'm considering some possible contributions here.

title: User:Sxeptomaniac


text:
BCP/Dalibarda repens

Dalibarda repens

title: BCP/Dalibarda repens


text:
BCP/Dalibarda repens/Logs

2008 Logs

 * Jomegat 21:42, 11 July 2008 (UTC)
 * Jomegat 23:59, 16 July 2008 (UTC)
 * Jomegat 00:57, 20 July 2008 (UTC)
 * Jomegat 04:28, 1 August 2008 (UTC)
 * Jomegat 20:39, 9 August 2008 (UTC)
 * Jomegat 03:47, 12 August 2008 (UTC)

2009 Logs

 * Jomegat 21:56, 23 June 2009 (UTC)

Recent Logs

 * Jomegat 02:37, 25 June 2010 (UTC)

title: BCP/Dalibarda repens/Logs


text:
User talk:CareFill

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 22:42, 11 July 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 22:42, 11 July 2008 (UTC)

title: User talk:CareFill


text:
User:Lambdoid

Semi-retired

title: User:Lambdoid


text:
User:Mankash

de:Benutzer:Mankash fr:Utilisateur:Mankash

title: User:Mankash


text: User talk:Mankash

title: User talk:Mankash


text:
BCP/Nuttallanthus canadensis

Nuttallanthus canadensis

title: BCP/Nuttallanthus canadensis


text:
BCP/Nuttallanthus canadensis/Logs

2008 Logs

 * Jomegat 1 July, 2008 (from photo)
 * Jomegat 03:39, 12 July 2008 (UTC)
 * Jomegat 03:10, 21 August 2008 (UTC)

2009 Logs

 * Jomegat 04:05, 5 June 2009 (UTC)
 * Jomegat 04:06, 10 June 2009 (UTC)
 * Jomegat 00:13, 26 June 2009 (UTC)
 * Jomegat 00:45, 15 July 2009 (UTC)
 * Jomegat 00:48, 22 July 2009 (UTC)

Recent Logs

 * Jomegat 00:18, 2 June 2010 (UTC)

title: BCP/Nuttallanthus canadensis/Logs


text: File:Wikiversity wordle cc by.jpeg

title: File:Wikiversity wordle cc by.jpeg


text:
Bloom Clock/Keys/Global/Temperate/Mid Summer

Mid Summer
All flowers (219, see category for list)
 * White flowers (69)
 * Pink flowers (55)
 * Red flowers (19)
 * Orange flowers (18)
 * Yellow flowers (67)
 * Green flowers (14)
 * Blue flowers (26)
 * Purple flowers (56)
 * Brown flowers (4)
 * Black flowers (2)


text: Bloom Clock/Keys/Global/Temperate/Mid Summer/White Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Summer/Pink Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Summer/Red Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Summer/Orange Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Summer/Yellow Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Summer/Green Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Summer/Blue Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Summer/Purple Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Summer/Brown Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Summer/Black Flowers


text: Bloom Clock/Keys/Global/Temperate/Mid Summer/White Flowers/DPL


text:
Cheat sheets/Spin matrices

\sigma_x = \sigma_1 = \begin{pmatrix} 0&1\\ 1&0 \end{pmatrix} $$

\sigma_y = \sigma_2 = \begin{pmatrix} 0&-i\\ i&0 \end{pmatrix} $$

\sigma_z = \sigma_3 = \begin{pmatrix} 1&0\\ 0&-1 \end{pmatrix} $$

title: Cheat sheets/Spin matrices


text:
BCP/Lysimachia terrestris

Lysimachia terrestris

title: BCP/Lysimachia terrestris


text:
BCP/Lysimachia terrestris/Logs

2008 Logs

 * Jomegat 02:27, 13 July 2008 (UTC)
 * Jomegat 00:56, 20 July 2008 (UTC)
 * Jomegat 19:46, 26 July 2008 (UTC)
 * Jomegat 19:15, 2 August 2008 (UTC)

2009 Logs

 * Jomegat 21:46, 27 June 2009 (UTC)
 * Jomegat 23:39, 18 July 2009 (UTC)
 * Jomegat 15:48, 26 July 2009 (UTC)
 * Jomegat 03:51, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 19:49, 26 June 2010 (UTC)
 * Jomegat 19:45, 24 July 2010 (UTC)

title: BCP/Lysimachia terrestris/Logs


text:
BCP/Melampyrum lineare

Melampyrum lineare

title: BCP/Melampyrum lineare


text:
BCP/Melampyrum lineare/Logs

2008 Logs

 * Jomegat 24 June, 2008 (from photos)
 * Jomegat 03:45, 13 July 2008 (UTC)
 * Jomegat 01:02, 20 July 2008 (UTC)
 * Jomegat 19:47, 26 July 2008 (UTC)
 * Jomegat 01:25, 2 August 2008 (UTC)
 * Jomegat 20:35, 9 August 2008 (UTC)
 * Jomegat 01:19, 17 August 2008 (UTC)
 * Jomegat 23:55, 23 August 2008 (UTC)
 * Jomegat 01:05, 31 August 2008 (UTC)

2009 Logs

 * (no archive entries yet)

Recent Logs

 * Jomegat 21:59, 23 June 2009 (UTC)
 * Jomegat 00:52, 15 July 2009 (UTC)
 * Jomegat 23:43, 18 July 2009 (UTC)
 * Jomegat 03:48, 2 August 2009 (UTC)

title: BCP/Melampyrum lineare/Logs


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Talk:Computer Hardware/Introduction

My feeling looking at the two pages is that the audiences are different. The Introduction to Computers seems to be aimed at Computer Science students who are interested in the bits and pieces that go to make up a computer system. Information Technology, which is often a core skill for students, is more about how to use computers - there is no under the hood interest usually for this group. Paulmartin42 05:23, 13 July 2008 (UTC)

I agree. I do not think they should be merged. One is more of a hardware overview whereas the other being an introduction into all things computer related.--Kilik 20:43, 1 November 2008 (UTC)

title: Talk:Computer Hardware/Introduction


text:
Social psychology (psychology)/Lectures

About
This unit offers 10 x 2-hour lectures on commonly-taught topics within social psychology (e.g., history, social self, social thinking, social behaviour, prejudice, aggression, relationships, groups, prosocial behavior) and some applied topics (e.g., indigenous psychology, environmental psychology). The lectures also aim to cover (or at least speak to) the examinable textbook chapters, to provide critical background to the tutorials, and to generate an informed basis and context for students' essays and e-portofolios.

Each of the lecture pages contains
Each lecture page links to related resources, typically:

Presentation slides

 * The presentation slides are hosted on, and downloadable (in .odp format) from Slideshare

title: Social psychology (psychology)/Lectures


text:
Social psychology (psychology)/Tutorials

About
This unit offers 6 x 2-hour tutorials on several commonly-taught and applied topics within social psychology. The tutorials also aim to provide assistance to students for completing the assessment tasks.

Tutorial outline/overview

 * 1) Introduction: In the first tutorial, we will discuss the tutorial process and content, start learning names and get to know one another via some icebreakers.  Students define social psychology and concept map what they know and don't know about social psychology, then work in small groups to build a collective understanding.
 * 2) Communication & Relationships: This tutorial looks at our social self and dyadic relationships.  We will share information about the groups to which we belong and consider how these group memberships may affect who we consider ourselves to be.  Several activities which focus on interpersonal communication will also be conducted.
 * 3) Prejudice, Aggression, & Genocide: Following the lecture viewing of "Ghosts of Rwanda", we will watch Jane Elliot's "The Australian Eye" in this tutorial, and then work to map and discuss examples of social psychological principles in action in these two movies.
 * 4) Cross-cultural Training: This tutorial will examine the concept of culture shock, its stages, and ways in which people can be trained to better handle cross-cultural situations using experiential methods.  Cultural Mapping, a technique used in the EXCEL cross-training program will be introduced and practiced.
 * 5) Australian Zeitgeist: Will examine Hugh Mackay's analysis of the mind and mood of Australia via listening to and discussing his recent Manning Clark Lecture, "Social Disengagement: A Breeding Ground for Fundamentalism".  In small groups, students will work to come up with action plans for combatting the social ills which Mackay diagnoses as problems for Australia.
 * 6) Assessment Workshop: This tutorial will be dedicated to working on student essay, e-porfolio, and exam preparation.


text:
Social psychology (psychology)/Participants

Overview
There were approximately students enrolled in the Social Psychology unit at the University of Canberra, 2008 who registered a Wikiversity account for their e-portfolio. These e-portfolios were used to record individual and collective learning as part of the student assessment for this unit.

Profile list
This table provides a sortable list of students' e-porfolios and related talk pages. "Size" is measured in bytes. The graph shows user page plus user talk page total size relative to the largest individual total. But, remember, size isn't everything - the marking criteria is related to regularity (33%) and depth (67%). Also note that some people have put content into user subpages, which are not counted in this table. See list of users with subpages. Users with red bars haven't added anything yet.

* Note that this calculation does not currently take account of user subpages and talk on those subpages.

 * Users with subpages
 * User:Jenny O
 * User:MandaG
 * User:Matthew M
 * User:Sandy

Simple list
This section provides an automatically-generated, alphabetical list of all participant user names.

How do I get added?

 * Copy and paste this code into your user page SPPP2008  (including the curly brackets) - this will automatically add your page to the simple list.
 * Haven't got an account yet? Create a Wikiversity account
 * Email the convener details of your username to be added to the profile list.

How do I follow others' contributions?

 * Visit their pages and click "watch" in the top-right corner.
 * Then keep an eye on your watchlist by either:
 * Regularly visiting your "my watchlist" tab (e.g., whenever you log in), and/or
 * Click on the option in the "my preferences" for E-mail me when a page I'm watching is changed (but note this might lead to a lot of email)

What else can I do?

 * Participate in learning projects that interest you! Any contribution, however small (such as this one), is useful.

Discussion list: Active contributors

 * The following users are active contributors to the unit's discussion list.
 * Being an active discussion list contributor is optional, but will enhance evaluation of the e-portfolio.
 * To be included, add SPPP2008D to user pages (as appropriate).


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Social psychology (psychology)/Tutorials/Introduction

This tutorial provides an introduction to the Social psychology unit, sociometric exercises to explore student social groupings, and helps to develop student understanding and interest in social psychology.

Overview

 * 1) Use name tags
 * 2) Tutor introduction - and contact details
 * 3) Introduction to unit websites:
 * 4) * Free and open educational philosophy, using wikis
 * 5) * ucspace - for unit-specific information, e.g., dates, timeline, etc.
 * 6) * wikiversity - for generic information, e.g., theories, research, etc.
 * 7) * Google Groups - for group discussion (web/email forum)
 * 8) * Cross-links facilitate moving between sites
 * 9) Discussion of assessment, particularly e-portfolio and essay topics.
 * 10)  For students to do:
 * 11) * Create a user account on Wikiversity and email the convener with your user name, real name, and student ID.
 * 12) * Join the discussion group.

Sociometric icebreaker
In an open space, meet and greet one another by name (a la "cocktail party") and have a chat (the room will soon become noisy). After some time, the tutor announces a grouping characteristic. People are to arrange themselves according to the group to which they best belong (for tips and ideas, see categories). Some suggested groupings are:
 * 1) Eye colour (comment/discuss on use of eye color by Jane Elliott)
 * 2) Number of siblings (note the psychology of birth order research)
 * 3) Country of birth
 * 4) Where you live (arrange by North, South, East, West - for ideas, see People Map)
 * 5) Religion ("now for some harder ones!..." Organise according to actual beliefs (as opposed to 'offical' religion by birth) and inquire about why, strength of beliefs, etc.)
 * 6) Political voting behaviour (Who do you vote for?)
 * 7) Relationship status
 * 8) Person-situation debate (along a line/continuum; describe the extreme positions; ask those at the fartherest extremes to explain their views)
 * 9) "Computer-savviness".

Individual
Individually write/brainstorm:
 * 1) A unique definition of social psychology (this should not be a regurgitation of the lecture/textbook).
 * 2) What you already know about social psychology (and closely related topics).
 * 3) What you don't know (and would like to know).
 * 4) Essay ideas and topic(s) you're interested in.

Small groups
In small groups (3 to 4), using three separate pieces of butchers paper, discuss, integrate and summarise:
 * 1) A definition of social psychology
 * 2) What your group knows about social psychology
 * 3) What your group doesn't know (but would like to know) about social psychology.
 * 4) Possible essay topics.

Large group discussion
If there are a small number of groups (e.g., ~3), then each group should share their responses/discussion of:
 * 1) Definitions (tutor should help repeat, emphasise, and critique aspects of the definitions - common issues include not focusing on ABC (Affect, Behaviour, and Cognition), and lack of focus on individuals within a social context (e.g., having an overly sociological focus))
 * 2) Areas of knowing
 * 3) Areas of not knowing and curiousity
 * 4) Possible essay questions

If there are a larger number of groups and/or lack of time, ask each group to share one of the four topics discussed.


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Social psychology (psychology)/Tutorials/Communication

Overview
The goal of this tutorial is to explore interpersonal communication models and to participate in some introductory communication skills exercises.

It is intended, in part, to provide experiential participation in some "communication skills 101"-type exercises, but also to train undergraduate psychology students in ways they might themselves one day facilitate training of communication skills.

Preparation

 * Use name tags

Levels and channels
This exercise engages students in thinking about and discussing human communication in terms of levels and channels.

Levels

 * 1) What levels of communication are there (in terms of psychological depth, ranging from "shallow" to "deep")? e.g.,
 * 2) "Small talk", clichés, greetings - the purpose is to establish 'ritual' social connection, but not to communicate substantive content
 * 3) Facts and information - the purpose is convey "data"
 * 4) Opinions, ideas, judgements - the purpose is convey attitudes and beliefs
 * 5) Feelings, emotions, affect - the purpose is to communication emotional states
 * 6) What are some examples of communication at each level?
 * 7) What level of cognition is required for each level? (e.g., point out that cliches and facts often follow scripts, and therefore are less cognitively demanding).

Channels

 * 1) What channels (or modes/types, etc.) of communication are there ? e.g., it is commonly claimed that for 1-to-1 face-to-face communication:
 * 2) * 7% is verbal
 * 3) * 93% is non-verbal
 * 4) ** 38% Tone of voice
 * 5) ** 55% Body language

 * Ask students to (roughly) guess these percentages - usually ranges between 10 to 30% verbal and 70 to 90% non-verbal. Do students agree? Disagree? Try to provoke some debate, then ask students to address the issue by breaking into small groups (2 to 4) to brainstorm, design, and create a "better" communication model which identifies:
 * The main communication channels.
 * Relative % weightings to indicate importance.
 * Other aspects which are important to model in describing and understanding the relative contributions of various communication channels. e.g., this might include:
 * Breaking down further the components of verbal and non-verbal (tone, body language)
 * Type of communication - e.g., face to face, telephone, text/email/SMS (note: use of emoticons in text as quasi-body language)
 * Culture - relative weights may vary across cultures
 * Individual differences - individual people may make greater or less relative use of some communication channels

 * 1) Ask each group to briefly share their model, weightings, and other aspects which they've added to improve their model with the whole class.

Body language
Body language probably contributes more than half of our 1-to-1 face-to-face communication. This exercise experientially explores the role of three aspects of body language (personal space, eye contact, and touch).

To further discussion and understanding of the role of body language, ask participants to:
 * 1) Pair up with the person whom they know least well in the group (if there is an uneven number, the tutor joins in).
 * 2) Personal space:
 * 3) Ask partners stand a comfortable distance apart, directly facing each other. Experiment in order to establish three distances for each person:
 * 4) (Just) uncomfortably too far apart for a conversation.
 * 5) (Just) right for a conversation.
 * 6) (Just) too uncomfortably close for a conversation.
 * 7) Do these distances differ for each person in the pair; if so, why? if not, why not?
 * 8) What consequences might individual differences in preferred personal space distance have on communication and relationships?
 * 9) What adjustments do we make when we feel a little too far or a little too close? e.g., turning side-on or turning back to person if too close (e.g., in crowded spaces)
 * 10) Eye contact
 * 1) Standing a comfortable distance apart, ask partners to look into each other's eyes.
 * 2) What happens? What kind of reactions are there when asked to look into each other's eyes? What role does eye contact play? (it reduces distance, i.e., makes people feel closer; hence in crowded environments we adjust by averting direct eye contact)
 * 3) Maybe ask partners to try again - a challenge can be 30 seconds of looking into each other's eyes, in silence. Probe into what this experience is like and why - discuss?
 * 4) Touch
 * 1) Standing a comfortable distance apart, with eye contact, hold each other's hands for 30 seconds (this will be difficult for most groups and individuals)
 * 2) Ask about the effect of touch - what were the effects - how it is used in communication - how does it change things?
 * 3) How far would students take this kind of process towards "interpersonal encounter" and what effects might it have? e.g., In the 1960's Encounter Groups, Marathon Groups, etc. in the USA become very popular. They were based on experiencing deeper levels of honesty and communication in group settings.
 * 4) Optional: You could then ask participants to stand a comfortable distance apart - is this new comfortable distance closer or further apart than at the beginning? (maybe use of a tape measure during the initial exercise would allow "data gathering" and research by getting a pre-post measure).

Transmission and feedback models
The purpose of this activity is to introduce and explore two basic, but useful models which help people to understand how effective communication can occur. Surprisingly few people are effective communicators and most people will benefit from understanding and applying these models, despite their limitations and critiques.

As a result of a person's socialization, he has already acquired some interpersonal skills. However, one's level of functioning in terms of these skills can be raised. Everyone has a vast capacity for being more understanding, respectful, warm, genuine, open, direct, and concrete in his human relationships. With a sound body of theoretical knowledge, appropriate models, and numerous opportunities for personal experiencing, the process of becoming more fully human can be greatly accelerated. - Gazda (1973, p. 34

Using the whiteboard, present, discuss, and critique the communication transmission model and adapt it to show and discuss the Shannon-Weaver model.

Transmission model
A linear "computer-like" model of communication from sender to receiver.

This approach works well for computers, but discuss where possible degradations of the message can occur in its transmission from one human to another:
 * 1) Encoding
 * 2) Transmission interference (e.g., over distance, in noisy environment)
 * 3) Decoding

As a result, the sender may want to communicate a "square", but the receiver "hears" a "triangle".

Shannon-Weaver model
(Or "Are you receiving me? The communication feedback loop.) Then introduce a dynamic concept to improve communciation: a basic feedback loop (from receiver to sender)

Extending the model
Ways we can extend the Shannon-Weaver model include:
 * 1) Channels, consisting at least of verbal and non-verbal channels.
 * 2) Given these models, ask participants (as a whole class) for strategies which can help to ensure effective communication.
 * 3) Many of the strategies will be those involved in Active Listening. Point this out, and introduce and define this concept. Active Listening basically describes what is involved in an effective feedback loop:
 * 4) * Attending to "listening" (in a concentrating way) and (openly) receiving a sender's message without judging or replying until the full message has been given.
 * 5) * Replying to the sender with a summary description of what the sender said (feedback loop).

Exercise: Minefield

 * Minefield instructions
 * This is a communication skill and trust exercise which applies concepts from the earlier activities.
 * Some space is required. It can also be done indoors, with the tables and chairs providing "natural" obstacles as participants move from one side of a room to another.
 * Participants should use the same partner as earlier, since a basic bond will already have been established.
 * Make sure to create and maintain a "serious" (trustful) atmosphere which is vital for the activity to work, for developing trust and for maintaining physical and emotional safety.
 * Instead of blind folds, ask participants to shut their eyes.
 * Use equipment at hand for obstacles ("Mines") e.g., bags, files, books, chairs, tables, etc.
 * Before the start and during "swap-over", allow pairs time to discuss and improve their system of communication.


text:
Social psychology (psychology)/Tutorials/Prejudice, aggression, and prosocial behaviour

Equipment

 * The Australian Eye (DVD)
 * Keyword handouts: (these will be provided in the tutorial)
 * Prejudice
 * Aggression
 * Prosocial behavior

Purpose

 * To learn about Jane Elliott's (controversial) approach to anti-discrimination and -prejudice training.
 * To identify, explore, and map/organise examples of socio-psychological theory about prejudice, aggression, and prosocial behaviour which are evident in the two films (Ghosts of Rwanda and The Australian Eye) which should be presented by students as part of their e-portfolios.

Introduction

 * Students should already have watched Ghosts of Rwanda.
 * Provide some historical background about Jane Elliott and her blue-eyed/brown-eyed experiments and training.
 * Briefly go over the keyword sheets, to help make these concepts salient, highlight those to watch out for in the The Australian Eye.

The Australian Eye (52 mins)

 * Ask students to watch the The Australian Eye (DVD) and to note events and examples (affect, behaviour, and cognition) which illustrate socio-psychological principles.

Discussion

 * Debrief "The Australian Eye", e.g., consider:
 * Were there any ethical issues in Jane Elliott approach?
 * Do you think her techniques should be replicated more widely?
 * How would you define/describe Jane Elliott's anti-racism/prejudice technique in psychological terms?
 * Match keywords with examples from Ghosts of Rwanda and The Australian Eye. wo possible ways of approaching this:
 * Brainstorm examples from the films (then match with keywords)
 * Work through keywords, finding examples from the films
 * Students are strongly encouraged to write-up their responses to this exercise in their e-portfolios.