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Wikiversity:Artificial consciousness

"Artificial Consciousness" May Belong in Main Namespace
This sounds like it may belong better in the main namespace. The Jade Knight 05:13, 10 July 2007 (UTC)
 * "sounds like"? Topic pages can function as content development projects for learning resources in the main namespace. --JWSchmidt 05:23, 10 July 2007 (UTC)
 * You know, I've read the namespaces page several times, and, if you're suggesting that this, lacking anything but a single link to Wikipedia, belongs in the Topic: namespace, then I'll have to admit that I'm still confused about what belongs in the main namespace and what doesn't. To me, this topic looks like it's going to be a learning project.  Of course, seeing as it contains no useful content, it's awfully hard to tell.  The Jade Knight 06:26, 10 July 2007 (UTC)
 * Dunno, I think it's too early to tell what this page is going to be for/like.. :-) Cormaggio talk 12:20, 10 July 2007 (UTC)
 * I'm tempted to champion a policy allowing empty and virtually empty pages to be speedy deleted… The Jade Knight 12:24, 10 July 2007 (UTC)
 * This New Page is part of a larger Project on Cognition which also reaches into the Areas of Artificial Intelligence and Artificial Cognition. Speedy deletion might tend to hamper this work.  The initiator of the Page requests that instead of the Page being speedily deleted, the good faith of those working on the Project be assumed so that instead of a speedy deletion, if some cause is being found not to go ahead with this work on Artificial Consciousness, a Requests for Deletion be made so that the work could be stopped through a Consensus Process.
 * (s) Dionysios (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-07-10 (July 10, 2007) Time: 1426 UTC

Request Dionysios Not Create Empty Pages until He Has Content To Add To Them

 * I'm aware that your intent is for it to eventually be functional content belonging to a larger project. However, I would like to request that you not create empty pages until you have content to add to them—focus on creating content, rather than creating pages.  You can actually link directly to Wikipedia from any page on Wikiversity.  There is no need to create a page in the middle of that step.  It is, at the moment (as it were) a waste of bandwidth.  The Jade Knight 04:24, 11 July 2007 (UTC)
 * Message received. Your Servant hears and obeys, for now, your request that he not create Empty Pages.  He is still relatively new to Wikiendeavor; and probably, in spite of his sincere efforts to understand and conform to the folkways of Wikiversity, he is very much unaware of the wider implications of much that he has been doing.  You have raised many Questions regarding many Areas of his work for which Your Servant thanks you; and as he grapples with them, he will come to be more effective in his efforts.  Again, thank you for your thoughtful Questions; Answers will come forth.  -- Dionysios (talk), Date: 2007-07-12 (July 12, 2007) Time: 1543 UTC

Deletionism
"a policy allowing empty and virtually empty pages to be speedy deleted" <-- You are free to try to establish such a policy. In my view, that would be a mindless and destructive policy. Each page should be judged on its own merits. Rather than delete potentially useful pages, we should find ways to help develop them. Speedy deletion is for pages that cause obvious harm to the project, not for pages that are under development. --JWSchmidt 15:39, 10 July 2007 (UTC)

 * As this work progresses, some of us are going in so many directions at the same time that progress on a particular page may not occur for a while; but those of us who are working on a topic will get to it, eventually. Patience is a virtue.  We will get to it, eventually; really, we will.

 * Dionysios (talk), Date: 2007-07-10 (July 10, 2007) Time: 1612 UTC

 * I'm not a very big fan of empty pages. I do not see how removing empty pages would harm anything—it's just a little bit of cleaning to keep things nice and tidy.  In my mind, this would encourage people to add content rather than simply adding pages.  I also think that sometimes people, when they see that a page has been created, feel like it "belongs" to someone else on Wikiversity, and so feel inhibited from making their own version because the page is there.  The Jade Knight 04:21, 11 July 2007 (UTC)

 * I agree with John that we should be encouraging content development rather than delete something which is not yet sufficiently developed. But Michael's point is interesting: why does "page ownership" arise, and could it perhaps be more of an issue on Wikiversity than other wikis? (I have seen people refer to their nervousness about editing "other people's materials" many times.) Even though this is not the way it should be, it could be a real issue. If so, we need to address this issue, in order to encourage people (or, at least, the people who feel this way) to develop pages that have been begun by other people. Cormaggio talk 09:47, 11 July 2007 (UTC)

 * I think it is more of an issue here. Partly because people create content that other people do not understand.  Partly because people actually do claim ownership of content here—I once placed a merge tag on a page, and the "owner" of that page said he didn't want to be bothered with a merge, and JWSchmidt then removed the merge tag (which I felt had great reason to be there), stating simply that "the creator of this page rejects the merge".  This seems to generally be the attitude that is taken here, and to some extent it is understandable, but given this context, empty pages seem to stifle growth more than encourage it.  (Another example: when Juan came in, rather than cleaning up the pre-existing introductory Spanish course, decided to create his own—leaving the other page, defunct, but with a separate "owner", to rot.)  The Jade Knight 09:55, 11 July 2007 (UTC)

 * Wikiversity is not Wikipedia. Wikipedia has one article for each topic, an article that is supposed to cover all points of view. I agree with the formulation suggested by Jimbo at Wikimania last year, that Wikiversity should, "host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things." Wikipedia has a formula for making encyclopedia articles in wiki format, a formula that has been defined and refined for years. In contrast, I think we can view Wikiversity as a place for exploring how to use wiki technology to facilitate learning. Different people have different learning styles and so people should be free to explore multiple approaches to a single topic. There are going to be many situations at Wikiversity where people will create new pages without realizing that the new page they have made is similar to an existing page. When they are informed that they have duplicated an existing page they will often agree that the duplicate pages should be merged. In other cases, they might want to keep both pages separate because while the two pages might be similar, they are using different approaches to the same subject. If you do not understand something, I'm not sure that the best solution is to slap a delete template or a merge template on it. It is particular rude to use such templates without taking time explain your reasons for the proposed page merge or page deletion. "Ownership of articles" means trying to prevent other people from collaboratively editing an article. I do not think it is constructive to say that people claim ownership of an article when they are editing it and you are not editing it. If you propose to merge a page and the person editing that page explains how the two pages are going in different directions you should be willing to listen to them, not try to force them to stop their work and adopt an approach to the material that they do not like. In the particular proposed merge case mentioned above, "the creator of this page rejects the merge" was the summary of a discussion process that established the fact that the author of a page understood what was going on (two similar pages existed) and wanted to develop an alternative approach to the material. --JWSchmidt 15:31, 11 July 2007 (UTC)

 * I don't see how encouraging every user who comes along and can't be bothered working with others to create their own version of a topic or page already in existance helps people to "interact and help each other figure out how to learn things". It seems like this actually does the very opposite—divides people into "my project" and "their projects".  JWSchmidt, while your assessment of the situation over at the Spanish project clearly makes yourself look to be in the right, I disagree entirely with your interpretation.  What Juan said was that "I have sturted the new one, cus the old one looks death."  That was his reasoning for rejecting the merge.  In other words:  Someone had started a project page, and Juan didn't like the way the new one looked, so he started his own.  If you bother reading the discussion we had, he was largely turned off by the use of code in the other Spanish page.  Should we encourage people to interact and help each other, JWSchmidt, or should we encourage people to create their own versions of projects when they can't be bothered to work with what's already there?  The Jade Knight 02:58, 12 July 2007 (UTC)
 * If someone truly has an alternative approach to something, I see nothing wrong with them including it in a project already in existence (as a sub-page, if need be). But I think that too many people are going to simply want to do things their own way without working with others.  And that, to me, seems like exactly the sort of thing we want to avoid.  The Jade Knight 03:01, 12 July 2007 (UTC)

"encouraging every user who comes along and can't be bothered working with others to create their own version of a topic" <-- This seems like a straw man argument. I've never seen anyone advocate that approach. Each situation should be judged on its own merits. As I understand the situation, Juan was interested in being available to other Wikiversity participants via Skype. He set up a new Wikiversity page in order to develop that plan, as well as have a place for new lessons suited to that approach. I read the on-wiki discussions and participated in discussions with Juan on IRC. When I removed the merge template, it was my judgment that Juan was feeling harassed and was in search of protection from that harassment. Spanish/Spanish One was created by a single editor and uses an approach that is very non-standard...a wiki page with seven links on it, links to pages such as Spanish/Spanish One/Calendar that have no obvious purpose. It is entirely understandable to me why Juan would turn his back on Spanish/Spanish One, go to Spanish and add a new link to another page with another approach for "Spanish 1 - beginners". Why shouldn't there be multiple approaches for introductory Spanish? It is easy to link Spanish/Spanish One to/from Spanish: An Introduction and let others decide which approach to utilize. I think it is unfair to Juan to suggest that he simply wanted to do things his own way. User:J.Steinbock made Spanish/Spanish One and then stopped editing at Wikiversity. If User:J.Steinbock had been active, things might have been different and collaboration might have been possible. As it was, it was easier for Juan to start an alternative approach rather than try to figure out the non-standard construct left behind by User:J.Steinbock. --JWSchmidt 06:01, 12 July 2007 (UTC)
 * I don't see why it wasn't possible for the two to be merged anyway, and people to work together. There are currently 6 different pages for interested students in the Spanish programs to "sign up".  More than one newcomer to Wikiversity has complained about not understanding where to register interest in the Spanish program.  This wouldn't be a problem if similar material (in this case, Spanish program participant lists) were kept to one page, rather than having everyone creating new duplicate pages.  Empty pages cause similar problems—what if someone out there in the Computer Science department creates a page on Artificial Consciousness but doesn't make it a Topic?  What if he knows that this project exists here, but doesn't want to infringe on "someone else's territory".  I really think we should give strong encouragement for people to work together, and to focus on developing content, not simply creating a mass of empty or redundant pages.  The Jade Knight 07:37, 12 July 2007 (UTC)

 * Spanish does seem like a mess - perhaps it might be worthwhile to work on these set of pages to identify how best/easiest people can indicate their interest/expertise in Spanish, and where they can go to pursue those interests? Overall, I agree with Michael that we should be encouraging collaboration where possible, bearing in mind people's freedom to choose different pedagogical frameworks where they feel appropriate. These questions are some of the most central to Wikiversity's usefulness, I feel. Cormaggio talk 10:32, 12 July 2007 (UTC)

 * The Jade Knight says he is "not a very big fan of empty pages." and that he "does not see how removing empty pages would harm anything—it's just a little bit of cleaning to keep things nice and tidy." He says, in his mind, "[T]his would encourage people to add content rather than simply adding pages."  He also thinks that sometimes people, when they see that a page has been created, feel like it "belongs" to someone else on Wikiversity, and so feel inhibited from making their own version because the page is there.

 * This Participant must be a Fan of Empty Pages, because he was creating them left and right until asked by The Jade Knight to stop doing so, a request with which he will cheerfully comply, for now.

 * In his fevered imagination, this Participant thought he was doing something useful; and he does not know how much of his content he will ever bring to Wikiversity.

 * If this Participant should never add Pages or Content, the Scope of his work at Wikiversity will be severely constrained.

 * If Empty Pages which this Participant Created are to be Deleted, the Scope of his work at Wikiversity will be even more severely constrained.

 * Still, within those Severe Constraints, this Participant might even find some useful work.

 * He does not, however, see much point in "Keeping Things Nice and Tidy." or "Encouraging People to Add Content Rather than Simply Adding Pages."

 * This Participant does not think that a Page which he has Created "belongs" to him. If others should feel called to work on something he has initiated, he only feels cause to be gratified.  If what he Does is Undone, he will work on what is left.  Although he will defend, if possible, his work, he does not claim ownership of Wikiendeavors; they are Wikiversity Property.

 * This Participant cannot help, however, but look back to the Resource Discussion in the Approved Wikiversity Project Proposal Archives and wonder if Lazy Quasar did not have it right when he said, "What is the point in restricting participants regarding the materials or forms of materials they will create for their own and others benefit? Just as Wikiversity can link to other resources..."[?] "The point of free materials is too make it easy for free individuals and teams and nations to self and mutually educate and empower themselves. It seems a bit contradictory to be attempting to empower free volunteers by artifically constraining how they can participate in creating the educational experience."  "A global wikiversity has the potential to be much larger than any existing university system.  This is obvious because any serious student who in previous decades invested in purchasing extra reference books is likely to come to wikiversity and use the reference materials. If the Wikiversity evolves properly they will inevitably get drawn into participating at some level sometime somewhere. Integrate that across the entire species and globe and you will grasp why computer scientists worldwide are working on grid engineering and management issues to enable allocation on demand of previously deployed resources to users getting ever more accustomed to freely frequenting valuable high quality free services. Attempting to predefine Wikiversity policy for thousands or millions of courses delivered on demand to billions of participants over various emerging grids and technologies such that it will never compete or overlap with Wikibooks is a bit like demanding the Library of Congress use only the bookshelves currently available in Coquille, Oregon. Shall we also attempt to tell the School of Engineering that simulations or grid components can only be hosted and propagated through sourceforge? Perhaps only Python or Java can be used in engineering homework? At any rate, it will be interesting the first time a prestigious Nobel prize winner finds that his work has been deleted by a newbie following the official Wikiversity policy that we only host temporary stuff ... stuff worth throwing away in a few weeks or months. The need for a temporary buffer on the internet escapes me. Why not simply work out of the permanent location?"  The Context is different; but might not The Contribution relate to the Current Discussion when transposed into the terms of the Current Discussion?  Can not this Participant's Good Faith be assumed?  He believes he was Creating those Empty Pages for a Reason.  Wikiversity is going to become very large.  May its Participants have room to work?  Could this Request Not To Create Empty Pages until Content Is Available Be Withdrawn?  If We Build it, They Will Come.

 * (s) Dionysios (talk), Date: 2007-07-12 (July 12, 2007) Time: 1546 UTC

 * Thanks Dionysios, and thanks for your wide-ranging work to date. I would simply say that I think you should not feel constrained except by practical considerations. I think we should all ask ourselves, when we set up a page: What is someone else going to understand about this page? Will someone else understand how to use or modify this page? (And most importantly): Are there clear means for this page to form part of an educational process? If the answer to any of these questions is "No", then I think we should think how to make it more useful to the person who stumbles across the page for the first time, and add the appropriate content to make it so. Cormaggio talk 15:58, 12 July 2007 (UTC)
 * I think Cormaggio has it right. You're welcome to make many pages—but consider refraining from making new pages until you have some sort of substantial ("substantial" need not be a matter of volume.  A basic proposal for where you imagine the project going could be sufficient) content to add to it.  Your endeavors would likely be more helpful if you would add more content to fewer projects, rather than creating more pages with less content.  The Jade Knight 01:03, 13 July 2007 (UTC)

 * 10-4; 10-4. Messages received. Thank you my friends.  -- Dionysios (talk), Date: 2007-07-14 (July 14, 2007) Time: 1551 UTC

"We Need a Large Overarching Perspective". -- Jonas E. Salk

 * You are most welcome, Cormaggio, as is Wikiversity, to and for Your Servant's wide-ranging work to date. Your Servant must feel constrained, however, by considerations of Reasonability.

 * When he sets up a Page, Your Servant is primarily concerned with what is others will Understand about this Page, how they will Use and Modify the Page, and most importantly, are there Means for this Page to form part of Educational Processes.  As for "Clear Means", he has not been so concerned with clarity.

 * He always has to think on how to make his Pages more useful to those who access them, particularly to those who might stumble across them; but Content may or may not accomplish that.

 * But, Your Servant has taken the Proclamation of his late friend Jonas E. Salk to heart: Dr. Salk said, "We need a large overarching perspective." This must be the Primary Driver in Your Servant's considerations.

 * The word "Eventually" enters quite frequently into the conversation of what Clarity this rapidly developing work might achieve.  "Eventually" these Pages will become Understandable, Usable, Modified, and Parts of Educational Processes.

 * "Eventually" he who stumbles across "Artificial Consciousness" will find it useful.

 * For now, Your Servant, having acceded to the request of his friend The Jade Knight that he stop Creating Empty Pages, moves on to other things.

 * Your Servant started out with a [[Image:Greenlight.gif|25px|blinking green light]] (Green Light) and was bold; but now he has come to a Red Light with reference to Creating Empty Pages and obeys.

 * When The Jade Knight requests of Your Servant that he create another Empty Page, he will see another [[Image:Greenlight.gif|25px|blinking green light]] (Green Light) and obey. If let loose, (Your Servant could probably productively Create One Thousand (1000) Empty Pages right now without too much difficulty.

 * This thing called Wikiversity promises to become very large. Your Servant fails to understand how having Empty Pages waiting for people who need them could be counterproductive in any way.

 * But, for now, he will leave it to others to Create Pages and work on Existing Pages. To Your Servant, that seems reasonable and fair enough.  Your Servant also has many Questions in the Discussion on many of the Pages he created to Answer.  Onward and Upward.

 * But, again: "We need a large overarching perspective."

 * (s) Dionysios (talk), Date: 2007-07-12 (July 12, 2007) Time: 2007 UTC

 * Dionysios, you are noone's "servant" (except in a prosaic sense) and you are not obliged to obey what others ask of you, or to take a comment as a "red light". You are welcome to voice your opinion about what you think of as good practice. I tried to outline what I think is a good working minimum for a page to have - however, this is not a policy anywhere on Wikiversity. I'd like to have a discussion about what would constitute a useful start for a resource/school/portal in order to invite participation - and I'd also like to know more about what you think of as "a large overarching perspective". Thanks. Cormaggio talk 20:21, 12 July 2007 (UTC)

 * I would like to, once again, mirror Cormaggio's comments. Please read my comment posted up above the new header you have placed here, Dionysios, for what I'm asking.  Perhaps you should consider it this way:  I'm encouraging you see yourself as having a "green light" for adding content, but a "yellow light" for creating pages.  You certainly don't need my permission to create them, but I'm requesting that you wait to create them until you have significant content to add to them.  At the moment, I expect you'll be able to keep quite busy adding content to the many pages you have already created.  The Jade Knight 01:06, 13 July 2007 (UTC)

 * 10-4; 10-4. Messages received.  Thank you my friends.  --  Dionysios (talk), Date: 2007-07-14 (July 14, 2007) Time: 1448 UTC

An offer to help with content
I have recently written a book on Artificial Consciousness but am not familiar with the Wiki interface and how to best format a presentation on it. If you are interested in content for this page, perhaps my research would come in handy? Currently there are two schools of thought that dominate consciousness research, the Phenomenal school led by Dr. Edelman, and the Functional school which I was introduced to by Bernard J. Baars. My work does not hew to either of these schools but instead is based on a hybrid model that shows why we need both approaches for the best model. Jerry Fodor who introduced the idea of Modules, wrote a book called The Mind Doesn't Work Like That! In which he points out that the Functional school is based on Turings Computational Theory of mind, which demands "Truth preserving" functions for computation, and Phenomenal school has not got around the need for a place-code to define discrete memories. In my book which I have not yet published, I show how these limitations influence the architecture of the brain, and as a result, almost demand a Hybrid theory. While this book does not attempt to design an artificial consciousness architecture, I am currently working on other books that will. 161.184.13.184 03:11, 6 January 2009 (UTC)
 * Hi, try to register yourself firstly (the bottom is on the right top). And, than we will place you some invitation help to the userpage. And about your help? Yes, I think we would appreciate it. But note, that Wikiversity is under GFDL v 2.0 licence, so your contributions must be under this one too. You can also add content under other free licences such as CC-BY-SA 3.0 and so on.--Juandev 06:05, 6 January 2009 (UTC)

Hi, I'm back, I started editing the topic page11:27, 7 January 2009 (UTC) I did some work on the page, and I can access it from my contributions list, but not from the main page.23:05, 7 January 2009 (UTC)

Lets try this again for some reason my signature wasn't coming through Graeme E. Smith 00:51, 11 January 2009 (UTC)

title: Wikiversity:Artificial consciousness


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Talk:What is science?

Is science concerned with what can be objectively verified, or what is true? Are we being unduly influenced by contemporary trends? Should historical considerations of science be considered? The Jade Knight 06:01, 10 July 2007 (UTC)
 * What distinction are you trying to draw between "objective verification" and "truth"? Within science, "truth" is relative (not absolute); if multiple independent and skeptical observers can find support for an hypothesis, then they develop some confidence that the hypothesis true. Scientists often avoid use of the word "truth" because it has alternative meanings (example) that flirt with truth as being absolute and unquestionable. It would be useful to have a Wikiversity learning project for the history of science. We already have some starting material for Philosophy of Science. --JWSchmidt 16:23, 10 July 2007 (UTC)
 * Once again, what scientists do now is what contemporary scientists do. It clearly does not apply to thinkers like Plato or DesCartes.  Often, "what is science" is tainted so much by modern perceptions of science that people forget to question modern assumptions, and consider what earlier concepts of science have been.  Plato was after Truth.  DesCartes (who largely invented the scientific method) was after Truth, and the Method was simply a way to try to reach Truth through systematic means.  But DesCartes was certainly not the first scientist.  Unfortunately, I'm not much of a Science expert, but I am a bit of a History expert, and I think it would be great if a historical perspective were considered here.  The Jade Knight 04:29, 11 July 2007 (UTC)

A good starting point for exploring "What is Science" is A book called "The Structure of Scientific Revolutions" - Kuhn 1962. The idea that science is made up of different paradigms or collections of accepted facts is crucial to the advancement of science as it is today. The use is in the fact that future scientific thought and investigations can be built upon a paradigm without having to recreate it, and as life is too short to know and understand everything, paradigms present a useful platform to propel yourself into new unknown science.--Star Teacher 20:33, 17 August 2011 (UTC)

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

title: Talk:What is science?


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Talk:Advanced general studies learning group

What is the point of creating a "Group" Namespace? Why not simply make this School:Advanced General Studies/Learning group? In addition, why the use of an acronym? What if other learning groups had a similar acronym (though this is not an issue if this is made a subpage of the AGS School). The Jade Knight 06:22, 10 July 2007 (UTC)


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User:Lightss

Hi, iam Tonny interested in have business administration

title: User:Lightss


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BCP/Elymus hystrix

Elymus hystrix

title: BCP/Elymus hystrix


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BCP/Datura stramonium

Datura stramonium

title: BCP/Datura stramonium


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BCP/Lilium orientale

Lilium orientale

title: BCP/Lilium orientale


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User:Freesree

Hi! I'm really excited by the idea of free learning, and I'm very keen on contributing to this site. Right now I've just signed up, and (as an HR professional in India) I'm not sure where I can make a contribution. My areas of interest include psychology, history, and languages. I read a lot, so maybe I can post brief notes about the tons of fiction I read.

Thanks for visiting my page. If there's some way i can help you, or even just to say Hi!, do leave me a message at []. Freesree July 10, 2007

title: User:Freesree


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User:CaptinJohn~enwikiversity

Hi!

Im new to this Wikiversity thing so sorry if I offend you or break any rules of conduct.

My real name is John Tyler and I live in London. I am currently working as an engineer. I graduated from Exeter University in July 2006 with a 1st Class Hons. MPhys Physics.

I also edit wikipedia under the same user name!

John

title: User:CaptinJohn~enwikiversity


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History and economics of philanthropy in the United States

Welcome to Westminster's HEPUS wiki! This wiki was created in the spirit of this idea, and the purpose is for all of us to learn more about the organizations which are the focus of your group projects and site visits. You should not only share your impressions, thoughts, reactions in the section assigned to your group, but you should also read the other sections to expand your knowledge and understanding of philanthropic services provided in Atlanta.

 * The Good Samaritan Health Center
 * The Marcus Institute
 * The Woodruff Arts Center
 * The Temple-- Hebrew Benevolent Congregation of Atlanta, GA
 * All Saints' Episcopal Church, Atlanta
 * Odyssey Atlanta
 * Southeastern Council of Foundations

Quotes
"All of us know more than one of us" -unknown

Discussion questions and essay ideas

 * What might be some dynamics of cryptoeconomics relate to crowd funding philanthropic endeavors?
 * What might be some cryptoeconomic considerations relate to crowd funding philanthropic endeavors?
 * What are some economic considerations related to crowd funding and philanthropy?
 * How has crowdfunding changed the economics of philanthropy over the last decade or so?

Wikipedia

 * List of wealthiest charitable foundations
 * Foundation (nonprofit)
 * List of wealthiest charitable foundations
 * Charity (Template)
 * Volunteering
 * Mutual-benefit nonprofit corporation
 * Fundraising
 * Donation
 * Altruism
 * Public-benefit nonprofit corporation
 * Voluntary association
 * Private foundation
 * Charitable organization
 * Charitable trust
 * Charitable trusts in English law
 * Financial endowment
 * List of charitable foundations
 * List of water-related charities
 * Youth philanthropy
 * List of philanthropists
 * Open Philanthropy (organization)
 * Effective altruism (Template)
 * Philanthropy

External

 * The Economics of Charitable Giving: What Gives? 2005
 * Three Essays on the Economics of Philanthropy


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Topic talk:Thought

News

 * The Wikiversity Institute for Thought was Founded February 18, 2007!

Merge proposal
Why merge? Topic pages and main namespace pages are two distinct things. --JWSchmidt 15:45, 10 July 2007 (UTC)

 * The portal, which contains no content whatsoever, seems a little unnecessary right now. If different content were placed here and at the portal, there might be a point, but right now having multiple pages with the same name which are not connected will only hinder collaboration of Wikiversity participants.  The Jade Knight 17:02, 20 July 2007 (UTC)

 * News: Construction of the Thought Portal has begun. Referrals to Other Portals represents the first Content on the Thought Portal.  -- Dionysios (talk), a Participant in the Institute for Thought, Date: 2007-07-21 (July 21, 2007) Time: 2009 UTC

 * Merging (Squashing) an Institute, a Portal, and a Subject in the early stages of development seems to the Founder of the Institute a little counterproductive. These Pages were created for collaborative development.  Were the Proposer of the Mergers to Participate in the Making of Appropriate Connections rather than Proposing Mergers, he, by his own efforts, would eliminate his rationale for the Mergers.

 * -- In the understanding of This Participant, Wikiversity Policy makes it incumbent upon those proposing Mergers not to apply the "Merge" Template without first providing "a detailed set of reasons for the merge". This Participant must most humbly and sincerely request that the Placer of the "Merge" Templates remove the many "Delete" Templates and "Merge" Templates which he has placed on AGS Pages until or unless he complies with Wikiversity Policy and lays BILLS OF PARTICULARS against any Pages which offend him so much that he finds it necessary to again propose that they be Deleted or Merged.

 * (s) Dionysios (talk), a Participant in the Wikiversity School of Law, Date: 2007-07-24 (July 24, 2007) Time: 0452 UTC

 * merge - will remove. -- Jtneill - Talk - c 11:19, 8 August 2009 (UTC)

title: Topic talk:Thought


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User talk:CaptinJohn~enwikiversity

Hello CaptinJohn, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 15:46, 10 July 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called CaptinJohn. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name CaptinJohn~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 23:32, 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) 06:04, 19 April 2015 (UTC)

title: User talk:CaptinJohn~enwikiversity


text:
Topic talk:Cognition

Department news

 * The Cognition Department was founded 2007 07-04 (July 4, 2007).

Discussion of Proposed Merger
--JWSchmidt 15:50, 10 July 2007 (UTC)Why merge? Topic pages and main namespace pages are two distinct things.

 * Merging an Institute and a Subject both of which are in the early stages of development seems to the Founder of the Department both a little counterproductive and a little premature. These Pages were created for collaborative development.  Were the Proposer of the Mergers to Participate in the Project rather than Proposing Mergers, he would be of greater assistance to this endeavor.

 * -- In the understanding of This Participant, Wikiversity Policy makes it incumbent upon those proposing Mergers not to apply the "Merge" Template without first providing "a detailed set of reasons for the merge". This Participant must most humbly and sincerely request that the Placer of the "Merge" Templates remove the many "Delete" Templates and "Merge" Templates which he has placed on AGS Pages until or unless he complies with Wikiversity Policy and lays BILLS OF PARTICULARS against any Pages which offend him so much that he finds it necessary to again propose that they be Deleted or Merged.

 * (s) Dionysios (talk), a Participant in the Wikiversity School of Law, Date: 2007-07-24 (July 24, 2007) Time: 0614 UTC

 * Agree with JWSchmidt. However, there are some related, redundant pages which can be tidied up. -- Jtneill - Talk - c 10:51, 8 August 2009 (UTC)

title: Topic talk:Cognition


text:
HTML/Tables

Tags
Tables in HTML are relatively simple to create and modify. This is done using the tags:
 * to end the table.
 * to declare the start of a new row.
 * to declare the start of a new table header
 * to declare the end of a table header
 * to declare the end of a row.
 * to declare a cell.
 * to close a cell.

Use
The code:

Will output:

Width
To control table width,  width = "x"  can be added to the

Border
To adjust border width, add  border = "x"  to the

Divider Lines
To choose where divider lines appear,  rules  is added to the NB: This only works with a visible border, ie border width>0px.

Frames
To hide one or more sections of border,  frame  is added to the eg

Cell Padding
To control the amount of padding between the contents of a cell and its borders, use  cellpadding="x"  to the

Cell Spacing
The space between cells is controlled the same way as cell padding, only with  cellspacing="x"  used instead. eg

Background
setting image Background from url or local file

example:

HTML/Таблицы

title: HTML/Tables


text:
User talk:Cincinnatus~enwikiversity

Hello Cincinnatus, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 18:14, 10 July 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Cincinnatus. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cincinnatus~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 23:29, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Cincinnatus~enwikiversity


text:
Volcanology

Volcanology is the study of the Earth's volcanic activity, processes, products and causes. In this course, we will cover the basics of volcanoes. Our textbook is the Wikibook on volcanoes.

Pretest
This pretest is meant to assess your skills in the topic of volcanology. You will have Multiple Choice, Written Questions, and Fill-In-The-Blanks. It is not a formal test, simply a light-hearted way to begin your course. Answers after each section.

Multiple Choice

 * What is a volcano?
 * 1) A plain that has lots of earthquakes
 * 2) A mountain that erupts periodically with lava and ash
 * 3) A mountain that has lots of earthquakes
 * In which region can you find lots of volcanoes?
 * 1) The Eastern Seaboard (U.S.)
 * 2) Southern Germany
 * 3) The 'Ring of Fire'
 * 4) The Midwest (U.S.)
 * What are Pyroclastic Flows mainly comprised of?
 * 1) Magma
 * 2) Gas and debris
 * 3) Volatiles

Written Questions

 * 1) Name a volcano in Indonesia.
 * 2) Name two volcanoes in the Philippines.
 * 3) Name a volcano in New Zealand.

Fill in the Blanks

 * 1) Hawaiian volcanoes are __________ volcanoes.

Hotspots
A hotspot is a plume of magma that travels through a stable section of crust. They are different than magma that arises from plate boundaries, as they weaken the crust that might have been weak in the first place.

Hotspots are stationary, unlike other magma sources. This means that as the continents shift they move over these hotspots causing volcanoes. An example of a hotspot are the islands of Hawaii. The moving plate has formed a chain of islands which is also an indicator of which way the plate is shifting.

 * Information on the Hawaiian hotspot from the USGS

title: Volcanology


text:
Talk:HTML/Tables

Created the page Cslashb 18:44, 10 July 2007 (UTC)

title: Talk:HTML/Tables


text:
User:Cybiko123

Hi. I'm Cybiko123, a Wikiversity editor.

I'm interested in many topics, including programming and history. Feel free to contact me on my talk page.

title: User:Cybiko123


text:
File:Four characters.png

Summary
I made this image as an example for Rendering models of living organisms.

title: File:Four characters.png


text: File:DAZ Studio example animation.ogg

title: File:DAZ Studio example animation.ogg


text:
File:Frame DAS Studio animation.png

Summary
I made this image as an example for Rendering models of living organisms.

title: File:Frame DAS Studio animation.png


text:
DAZ Studio/Human figures

Welcome to the learning project about software for rendering and animation of human figures and other similar 3D models.

Daz Studio
[http://www.daz3d.com/i.x/software/studio/-/? DAZ Studio] is available as a plugin for Bryce and it can also be downloaded and run by itself, without Bryce. Figure 1 shows an example made using the sample character models and props that come with Bryce 5.5 and the Poser/DAZ Studio 3D Models Pack that is also available for free download at several websites.

If you download Daz Studio after installing Bryce 5.5, first run the uninstall option of the Daz Studio installer. Bryce will have done a basic install of Daz Studio as a plugin, and the instructions for DAZ Studio say to uninstall previously installed versions before doing a new install. The "uninstall" option can be found by clicking on the drop-down menu that days "easy install" by default.

Figure 1 shown the "Victoria" character that comes with Daz Studio and the Michael, Aiko and Hiro characters from the "Poser/DAZStudio 3D Models Pack 1".

Animation
For the sample animation (Figure 2) made using DAZ Studio, the "Victoria" character that comes with DAZ Studio was used with the "fairy" clothing and the mushroom and dragonfly props. When you download DAZ Studio, you will have two installers. One for the application itself and one for "DAZ Studio base" content, including "Victoria" and the "fairy" props.

DAZ studio has two ways of associating props with characters. In the is example, the hair prop was associated with Victoria's head by a drag-and-drop of the hair item onto the head item in the list of elements in the scene. For the clothing, the "fit to" property of the prop was set to Victoria.

For this animation there were 30 frames per second at 320 x 240 pixels. Preset body poses were used about every second then adjustments were made for body, limb and wing position as needed. Not every frame needs to be done manually; DAZ studio will automatically interpolate movements for frames that are between the frames you actually edit.

For a tutorial on animation, see Animation with DAZ Studio.

Clothing
In Figure 1, no clothing props were used. DAZ Studio allows each surface element of a character to be colored and textured. The appearance of "skin-tight clothing" was created using preset coloring patterns that come with these characters.

Figure 3 shows examples of polygon mesh models for a human figure and an article of clothing. Figure 4 shows an example of human figures with clothing props. You can see that clothing models provide unique surfaces to which colors and textures (think of a bumpy fabric weave) can be applied prior to rendering an image showing the model. When you use DAZ Studio, the mesh of an article of clothing does not always automatically take the shape of a character. There are several methods for making sure that a clothing model conforms to the shape of a human figure.

Fitting clothing
Fitting clothing to mesh models of human characters is one of the annoying details that you have to deal with when you use Daz Studio. Figure 5 (below) shows an example of fitting a clothing model to the mesh model of a human figure. This example uses one of the clothing models made by Serge Marck. The first panel (5a, below) shows pants that were matched to the "Victoria" model that comes with Daz Studio (this is the same character shown in Figure 2, above) by using the "fit to" function. You can see that the fit was not good on parts of the legs. Right below the download link for the pants, there is another link that allows you to download another file (v3legs.zip) that contains an extra tool for making the mesh of the pants model correctly fit to the legs of the Victoria model. Panel 5b shows the much improved fit after using this special fitting tool. Panel 5c shows that the fit is retained after applying a new pose to the Victoria model (the "Hovering" pose that comes with Daz Studio).

Activities

 * Take note of the hardware requirements for DAZ Studio. Creating computer-generated video using rendered images is particularly stressful for older personal computers that do not meet the listed system requirements. A video card with 128 MB of memory is listed as a requirement, but you can get started with DAZ Studio if your graphics device only has 64 MB (example, ATI Radeon 9600 with only 64 MB of video RAM). Download DAZ Studio and install it on your computer. Locate the instruction manual (DS_manual.pdf). Chapter 2 in the manual is "INSTALLING THE SOFTWARE". To familiarize yourself with the software, go through Chapter 3, "THE BASICS" in the DAZ Studio manual. Additional resources for getting started: Beginner's Tutorial for Daz Studio and DAZ Studio introductory screencasts.

 * Explore this list of websites and find a mesh model for some clothing and hair that matches one of the characters you have. Note: pay attention to what the DAZ Studio manual says about compatibility with Poser files (see the discussion in the manual for the "Import" File menu command). There are many many Poser files available for download on the internet that are compatible with DAZ Studio. Use Props and models for DAZ Studio as a guide for obtaining and using downloaded content. Upload to Wikiversity an example of a rendered image using some of the props and models you find.
 * Use the Animation with DAZ Studio tutorial to help you make your own animation using the DAZ Studio software.

title: DAZ Studio/Human figures


text:
User:Douglas R. White/MLE for q-exponential degree distributions

These notes deal with statistical issues arising from the generative feedback network or "Social-circles" network model. Use Editing Math Formulas.

For Mark Handcock
From Cosma Shalizi (back to Degree distributions):

The pmf is proportional to the density for the continuous case, so $$p(x) = C (1+x/\sigma)^{-\theta-1} $$ (using $${\theta-1}$$ instead of $${\theta}$$ just so that it looks like the pdf of the continuous case). $$1 = C \sum_{x=k}^{\infty}{(1+x/\sigma)^{-\theta-1}}$$ $$ = C \sum_{x=k}^{\infty}{((\sigma+x)/\sigma)}^{-\theta-1} $$ $$ = C\sum_{x=k}^{\infty}{(\sigma/(\sigma+x))}^{\theta+1} $$ $$ = C\sigma^{\theta+1}\sum_{x=k}^{\infty}{1/(\sigma+x)^{\theta+1}} $$ $$ = C\sigma^{\theta+1}\sum_{y=1}^{\infty}{1/(\sigma+y+k-1)^{\theta+1}}$$ $$ = C\sigma^{\theta+1}\zeta(\theta+1,\sigma+k-1) $$ where $$\zeta$$ is the Hurwicz zeta function (which generalizes the Riemann zeta function). So       $$p(x) = (\sigma+x)^{-\theta-1} / \zeta(\theta+1,\sigma+k-1)$$ Setting up the estimating equations is possible here but it involves taking derivatives of the zeta function, which are not noticeably well-behaved, and my experiments suggest that direct numerical optimization is actually more stable.
 * Now, assume that the range of x goes from k to infinity. To find the proportionality constant C, which depends on the
 * parameters $$\sigma$$ and $$\theta$$, use the fact that probabilities must sum to one:

For the Tsallis network function
We call the "Tsallis network function" the equation that fits the output distributions from the generative feedback network model, equation (4):

$$p(k) = p_0k^\delta e_q^{-k/\kappa}$$

where the Tsallis q-exponential function (a different generalization than the wikipedia q-exponential) $$e^{x}_q$$ with parameter $$q$$ is defined as

 * $$e^{x}_q = (1+(1-q)x)^{1/(1-q)}  	(e_1^x = e^x) $$

The function for $$p(k)$$ arises naturally as the solution of the equation $$d\kappa/dt=\kappa^q$$, which is $$\kappa=e^{x}_q = [1+(1-q) a t]^{1/(1-q)}$$. For the case where $$q=1$$, $$\kappa=e^{at}$$.

My questions are: What is the pmf? Can an MLE be programmed in dnet?

Cosma writes: 13:53, 11 July 2007 (UTC): The problem is that the normalizing factor doesn't seem to be easily expressible in terms of any of the usual special functions. Now, in principle "the Hurwicz zeta function" is just an abbreviation for the infinite series which I got for the discrete Pareto II, and we'd get a similar series and could define it to be a special function in its own right. The problem is that if you try to directly evaluate the Hurwicz zeta function by summing the series up to some maximum term, you find that this series converges very slowly. People have worked out rapidly-converging approximations for the zeta function, because of its mathematical importance, but I haven't been able to massage the normalizing factor for this other distribution into anything in terms of the usual special functions, and I don't know enough numerical analysis to find a rapidly-converging expression for it --- but I do know enough to see that it converges slowly by direct summation. Hence, a problem.


text: File:Need cookies.png

title: File:Need cookies.png


text:
User:Stan Veit~enwikiversity

Stan Veit is one of the pioneers of the Personal Computing Revolution. In Feb, 1976 he opened the Computer Mart of New York in rented space in Polk's Hobby Department store on New York's Fifth Ave. The Computer Mart sold Imsai 8080, Sphere 6800 and South West Technical Products M6800 computers. It also sold the complete line of Processor Technology boards for the S-100 bus. This was the first store in the world that sold more than one type of personal computer. It was also the third Apple Dealer.

After several years in the retail business and upon publication of several books, Stan Veit left the retail business and became the Computer Editor of Popular Electronics Magazine for Ziff Davis. When the magazine changed to Computers & Electronics, Stan became Technical Editor. In 1982 Stan left Ziff Davis and became the founding Editor-In-Chief of Computer Shopper Magazine

title: User:Stan Veit~enwikiversity


text:
User talk:Testnocookies

This account was created by JWSchmidt to test the need to have your browser accept cookies. --JWSchmidt 02:55, 11 July 2007 (UTC)

title: User talk:Testnocookies


text:
User talk:Stan Veit~enwikiversity

Hello Stan Veit, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 02:56, 11 July 2007 (UTC)

History of personal computers
Wikiversity does not yet have much in Category:History of Computer Science. You can start a page such as History of personal computers and start typing. We cave a page for Personal computers, but there is not much there. If you are new to wiki, see Introduction. --JWSchmidt 03:07, 11 July 2007 (UTC)

using copyright-protected materials at Wikiversity
If you do copy previously published material to Wikiversity, I suggest that you look at Copyright issues. That page links to other useful pages. You can send an email to permissions-en@wikimedia.org and explain that your consent to having your previously published material made available under the terms of the GFDL. --JWSchmidt 22:20, 11 July 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:03, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Stan Veit~enwikiversity


text:
Bloom Clock/Keys

The Keys on the bloom clock are the first "results" of the clock, allowing users to identify plants by color, type, location, and time of year with the aid of photographs and other illustrations.

Global keys
We now have Global Keys, though they are still in the early stages of development:

 * Temperate climate keys (for regions where seasons are controlled by season, and where average minimum temperatures are at most 0º C).

North America

 * Southeastern Pennsylvania (sorted, January through December)
 * New Hampshire (unsorted, April through November)
 * Southwest Oregon (unsorted, August)
 * Central Pennsylvania (unsorted, August through November)
 * Aurora, Colorado
 * Southern Ontario (under development)
 * Kansas City, Missouri

Europe

 * Manchester, England (under development)
 * Bootle, Merseyside, England (under development)
 * Prague
 * Central Bohemia
 * South Bohemia
 * Moravia-Silesia
 * Leipzig Lowlands, Saxony, Germany (under development)

Australia

 * Victoria, Australia
 * New South Wales, Australia

title: Bloom Clock/Keys


text:
BCP/Cucurbita pepo

Cucurbita pepo

title: BCP/Cucurbita pepo


text:
User talk:Ecbacon

Hello Ecbacon, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --SB_Johnny | talk 08:39, 11 July 2007 (UTC)

Original research
There are a few projects already started, the largest and oldest being the Bloom Clock, if you're looking for examples. --SB_Johnny | talk 08:39, 11 July 2007 (UTC)

title: User talk:Ecbacon


text:
New Zealand Law/System

Background
based on the Prescription of 31 May 2010

Joseph "Constitutional and Administrative Law in New Zealand" (3rd ed 2007) Palmer "Bridled Power" (4th Ed 2004)

Rule of Law

 * Transport Ministry v Payn (1977)
 * Joseph Ch 6

Seperation of Powers
Joseph Ch 7

Cases

 * Fitzgerald v Muldoon (1976)
 * Shaw v CIR (1999)

Statutes

 * Bill of Rights 1688
 * Regulations (Disallowance) Act 1989

Readings
Joseph Ch 14

Statutes

 * Treaty of Waitangi Act 1975
 * Treaty of Waitangi Amendment Act (1985)

Cases

 * /Hoani Te Heu Heu Tukino v Aotea District Maori Land Board/ [1941] AC 308 (PC)
 * Te Weehi v Regional Fisheries Officer (1986)
 * /Huakina Development Trust v Waikato Valley Authority/ (1987)
 * NZ Maori Council v AG (1987)
 * NZ Maori Council v AG (1989)
 * Tainui Maori Trust Board v AG (1989)
 * Te Runanga o Muriwhenua v AG (1990)
 * AG v NZ Maori Council (1992)
 * AG v NZ Maori Council (1994)
 * /Barton-Prescott v Director General of Social Welfare/ (1997)
 * McRitchie v Taranaki Fish and Game Council (1999)
 * Ngati Apa v AG (2003)

Readings
Joseph Ch 3

Statutes

 * Electoral Act 1993
 * New Zealand Bill of Rights Act 1990, s3 and s7

Readings
Joseph Ch 10 and 12

Cases

 * Prebble v TVNZ (1994)

Statutes

 * District Courts Act 1947
 * District Courts Amendment Act 1979
 * Judicature Act 1908
 * section 1
 * section 2
 * section 3
 * section 4
 * section 6
 * section 57
 * section 59
 * section 65
 * section 69
 * Judicature Amendment Acts 1972, 1977 & 2007
 * Declaratory Judgments Act 1908 sections 2 to 4 & 7
 * Imperial Laws Application Act 1988
 * Supreme Court Act 2003

Cases

 * Simpson v AG (1955)
 * Ashby v Minister of Immigration (1981)
 * /Tavita v Minister of Immigration/ (1994)
 * Simpson v AG [1994] 3 NZLR 667 [aka Baigent’s Case]
 * Tangiora v Wellington District Legal Services Committee [2000] 1 NZLR 17 (PC)

Readings

 * Joseph Ch 20

Readings
Joseph Ch 18 and 19.3 - 19.5

Statutes

 * Constitution Act 1986 ss 2,3,4,5,16,17,18
 * Letters patent constituting the office of the Governor General 1983/225

Cases
CIR v Medical Council of NZ (1997)

Statutes

 * Constitution Act 1986 s6
 * State Sector Act 1988
 * State Owned Enterprises Act 1986
 * Public Finance Act 1989

Readings
Joseph Ch 19

Palmer Ch 6 and 7

Cases

 * Council of Civil Service Unions v Minister for the Civil Servants (1985)
 * AG v Ahmed Zaoui (2005)
 * University of Auckland v Tertiary Education Commission (2004)
 * Lab Tests Auckland v Auckland DHB (2009)

Statutes

 * High Court Rules, Part 30
 * Judicature Amendment Act 1972, ss 2 - 16
 * New Zealand Bill of Rights Act 1990, ss 22, 23, 27

Readings

 * Joseph ch 21-24
 * "The Judge on your shoulder" Crown Law Office, 2005

Readings

 * Joseph 21.11.3
 * NZ Law Commission Report 34 (1996)
 * Cabinet Office Manual 2008
 * 5.73 & 5.74
 * 7.60 & 7.61
 * 7.112 - 7.122

Cases

 * Ashby v Minister of Immigration (1981)
 * /Tavita v Minister of Immigration/ (1994)
 * Puli’uvea v Removal Review Authority (1996)
 * NZ Airline Pilots’ Association v AG (1997)
 * Sellers v Maritime Safety Inspector (1999)

Statutes
New Zealand Bill of Rights Act, esp s 6, 21, 27, 29

Readings
Joseph, Ch 27

Cases

 * R v Jeffries (1994)
 * Simpson v AG [1994] 3 NZLR 667 [aka Baigent’s Case]
 * Moonen v Film & Literature Board of Review (2000)
 * R v Pora (2001)
 * /R v Shaheed (2002)/
 * Hansen v R (2007)

Statutes
Ombudsmen Act 1975, s5, 20 and 28

Readings
Joseph Ch 11

Statutes

 * Official Information Act 1982
 * Privacy Act 1993
 * Human Rights Act 1993 (as amended 2001)
 * Protected Disclosures Act 2000 (as amended 2009)

Readings

 * Joseph Ch 9
 * Palmer Ch 14

Statutes

 * Interpretation Act 1979
 * Regulations (Disallowance) Act 1989

Readings
Burrows "Statute law in New Zealand" (Butterworths, Wellington 2003)

title: New Zealand Law/System


text:
Ukrainian Law

Ukrainian law is different from British and American law. The difference consists of the absence of precedent and the codification of laws. The Ukrainian legal system is romano-germanic, and the main feature is the supremacy of the law. The main sources of the law are the codes, laws and sublegislative acts.

Ukraine is a parliamentary democracy with separate executive, judicial, and legislative branches. The president nominates the prime minister, who must be confirmed by the parliament. The 450-member parliament (Supreme Rada) initiates legislation, ratifies international agreements, and approves the budget.

Shortly after becoming independent, Ukraine named a parliamentary commission to prepare a new constitution and adopted a multiparty system and legislative guarantees of civil and political rights for national minorities. A new, democratic constitution was adopted on June 28, 1996. It mandates a pluralistic political system with protection for basic human rights and liberties.

 * 1) Constitution of Ukraine
 * 2) Verhovna Rada of Ukraine
 * 3) Government of Ukraine
 * 4) the Ministry of Justice
 * 5) Substantive Laws of Ukraine

title: Ukrainian Law


text:
User:Douglas R. White/Social-circles network model

The generative model of feedback networks, studied by White, Kejžar, Tsallis, Farmer, and White, or social-circles network model, defines a class of random graphs generated by simple processes that are common to edge formation and feedback loops in social circles. This class is distinct from the small-world network and the scale-free network models in network analysis but also captures many of the characteristics of real-world social networks.

Highlights

 * A feedback network is one where active nodes or agents send tokens or communications through their network to help locate potential partners for new ties.
 * When a previously unconnected partner is located given constraints of distance a new tie is formed, creating a feedback loop.
 * Failing to locate a partner within the network, the active node engaged in partner selection recruits a new partner from outside the existing network and forms a tie.
 * Like many real-world networks, feedback networks modeled by this process evolve large networks with cohesive ties (social circles). In this way, small worlds with cohesive subgroups and relatively short distances may be generated, scale-free networks may be generated, or a variety of other network topologies may be generated.
 * The generative feedback network model simulates these processes and their network outcomes as new nodes and edges are added to an initial network.
 * Only three parameters are used to govern network formation in this probabilistic generative model. These govern levels of node activity, distance decay in how soon network traversal fails to find a partner, and the extent to which local hubs are used in network traversal.
 * The model provides an explanation for how hubs are formed in networks, how well-traveled edges are formed, how cycles and cohesion are formed, and how other features of real-world networks may result from different combinations of three basic network parameters.
 * Empirical network data can be fitted to the parameters of the general model.

Rationale
A social-circles network models by a graph-generating process the formation of cohesion and dispersion in connected networks as a function of acitvity and feedback. The process begins with a single node. The next events in the evolution of the network are that: (1) a node is chosen randomly (proportional to the number of current links of each node raised to power alpha) to emit a feedback token, (2) the token attempts to travel by a non-circular path through the current network by choosing its next neighbor randomly, proportional to the number of edges of the neighbor minus the node already traversed, raised to power gamma; (3) the token travels through the network until it reaches a random distance d, proportional to 1 over d raised to a power beta, and  failing that, the source node that originated the token gains an edge to a node that is added to the network (dispersion of edges), but if the token succeeds in reaching a target at distance d, a new 'feedback' edge is added between the source and the target.

The three parameters of the model are alpha, beta, gamma. The notion of 'feedback' in this model is very general and may involve intentionality on the part of source nodes as agents looking for a partner or simply nodes in a network emitting signals randomly that contain information that may enable the source and target to lock into a feedback relation, represented by the formation of a new edge. Whether searches or signals have the capacity to locate a target in an existing network is affected by the current size and topology of the network, the distance decay (beta) in traversal, and the intelligence (gamma) exhibited in the method of search. Failure to locate targets results in a generic substitution (new node and an edge connecting to it), like looking in the phone book for a doctor rather that asking for a referral.

The generative model
At each step three stochastic processes are run. A node i is selected, a distance d (an imaginary number of steps to get to a searched node j) is chosen, and the search path of distance d is generated.
 * A node i is selected with a probability proportional to its degree
 * $$p_\alpha(i)=\frac{[deg(i)]^\alpha}{\sum_{m=1}^N [deg(m)]^\alpha}$$

 * A distance d is chosen with the probability
 * $$p_\beta(d)=\frac{d^{-\beta}}{\sum_{m=1}^\infty m^{-\beta}}$$
 * where d represents the number of steps necessary to create a new cycle. If the number of steps cannot be concluded, a new node with a new edge is addded.

 * A search path of length d is generated. At a given moment a node r is a current node on the path. The next node is selected among the neighbors of r that were not yet visited. The probability of selecting a certain neighbor (say l) is proportional to their 'unused degree'. The 'unused degree', u(l), is considered a degree of the node from which all the already visited neighbors are subtracted. The probability is given by
 * $$p_\gamma(l)=\frac {[1+u(l)^{\gamma}]} {\sum_{m=1}^N[1+u(m)^{\gamma}]}$$

Results
Social-circles network simulation with varying model parameters results in a variety of networks whose topology in terms of network density, clustering, cohesion, and degree distribution varies in ways that resemble the variety of real-world networks. Study of the degree distributions and edge-traversal frequencies shows fit to the statistical distributions of Tsallis entropy, familiar to nonextensive physics. This provides a baseline test of the model to real-world networks, one that contrasts with that of the scale-free network, for which one baseline test is whether the degree distribution follows a power law.

The Tsallis entropy distribution asymptotes to a power law for large degree but bends toward the exponential distribution in the lower part of the degree distribution.

Degree Distributions
Parameters $$\alpha, \beta, \gamma$$ in the social circles model are shown to generate networks with degree distributions that fit a general family of curves that combine power-law with exponential tendencies. The probability density function for degree $$k$$ in this family, with parameters $$\delta, \kappa, q $$, and $$p_0$$, is given by:

 * $$p(k)=p_0k^\delta e_q^{-k/\kappa}$$

where the q-exponential function $$e^{-x}_q$$ with parameter $$q$$ is defined as

 * $$e^{-x}_q = (1+(1-q)x)^{1/(1-q)}  	(e_1^x = e^x) $$

The q-exponential function arises naturally as the solution of the equation $$dk/dt=k^q$$, which is $$k=e^{-x}_q = [1+(1-q) a t]^{1/(1-q)}$$. For the case where $$q=1$$, $$k=e^{at}$$. The function is related to the stationary solution of a nonlinear Fokker-Planck equation known as the porous medium equation. It describes correlated diffusion known as Darcy's law, the scientific basis of fluid permeability used in the earth sciences. This is a constitutive equation that describes the flow of a fluid through a porous medium as formulated by Henry Darcy to describe results of experiments on the flow of water through beds of sand (see references [2,3,4]). In the density function, $$p_0$$ coincides with $$p(0)$$ if and only if $$\delta=0$$; $$\kappa$$ is a characteristic degree. In a generalization of the water-flow analogy, the density function for degree would reflect a q-exponential component for which q=1 is omnidirectional flow, and as q increases there is initially a steep low-dimensional gradient that changes to flat and high dimensional as q grows to infinity. The other component corresponding to $$p_0k^\delta$$ would reflect a characteristic magnitude of flow also affected by q. A loose analogy is to traders whose activities etch the routes of their commercial networks, amplified by gradient intensities and the heterogeneity of terrain.

Retrofitting
The parameters $$\delta, \kappa,  q$$, and $$p_0$$ of the fitted models, which may also be applied to the degree distributions of empirical networks, were found to closely approximate 1-to-1 functions of the generating parameters, as given by the approximations
 * $$\delta = -1.5 \alpha $$
 * $$q = 1+.64\alpha + 6\alpha\gamma(\beta-1)^2$$
 * $$\kappa = 235\gamma(1-\alpha)(\beta-1)$$
 * $$p_0 = 2 + \alpha/4 - \beta  -1.3\gamma$$

These allow approximate solutions for the generating parameters that fit observed empirical degree of networks:
 * $$\alpha = - 2\delta/3$$
 * $$\beta = 3/2 + p_o/2 + q/9$$
 * $$\gamma = 5|(q/k)-.5|^{1/2} + 5p0+ 11q/k$$

The last of these approximations (for $$\gamma$$) is the least accurate (more precise estimates may yet be found). The authors of the paper have provided a more exact optimal matching between the four parameters fitted from empirical degree distributions of actual networks (assuming they follow the $$q$$-exponential) in spreadsheet form. This makes the social circles model a prime candidate for accounting for the degree distributions of empirical networks in terms of a generative network model with the three parameters $$\alpha, \beta, \gamma$$: activity bias of agents, distance decay, and navigability of the network. Maximum likelihood estimates (MLE) of the four $$\delta, \kappa,  q$$, and $$p_0$$ parameters for empirical networks and goodness-of-fit tests can establish the statistical relationship between model and data. Shalizi (2007) provides an MLE procedure for the Pareto II or q-exponential parameter fitting.

Replication and extensions
Kejžar in 2007 replicated these results by simulating feedback networks up to N=5000 nodes, extended the findings to:
 * 1) Degree distributions for directed edges (indegree, outdetree). These were similar to those of the undirected model, especially for $$\gamma=0$$ but differed toward higher q when $$\gamma \rightarrow 1$$
 * 2) Densification. Growth of edges relative to nodes is initially linear, but soon changees to approximate a slightly superlinear power-law (for $$\alpha=0, \beta=1.6, \gamma=0.5, e\approx 0.08+n^{1.08}$$, for example, where e are edge numbers and n numbers of node). Even with 1 billion nodes, however, this is scarcely more than an average degree of 5. Up to 6000 nodes, the average degree is less than two. For large degrees, however, the degree distribution approaches a power law with an exponent $$1/(q-1) -\delta$$. Densification is a natural consequence.
 * 3) Average shortest paths. If l is the average shortest path and n the number of nodes, l shrinks with n if $$\gamma=1$$ but rises if $$\gamma=0$$ and a weighted sum of $$\alpha, \gamma$$ determines the crossover (low $$\alpha$$, high $$\gamma$$ has the most rapid shrinkage). In every case there tends to be a "shrinking limit" as $$n \to \infty$$
 * 4) Variance of shortest paths. Most of the shortest paths between nodes approach the "shrinking limit."

In short, the generative feedback model has realistic and nicely continuous characteristics, and these simulations show no evidence that the density function for degree k is not the correct function.

Links

 * Simulated data in a Pajek Network Project *.paj file for 1250 nodes paramaters 0-2-0
 * Walk-through of a network simulation, edge by edge with the same parameters
 * INSNA International Network for Social Network Analysis -- professional association of network analysts


text:
Portal talk:North American History

Questions
I had two questions about this topic:
 * Is it limited to just the US, Canada, and Mexico?
 * Is the Requested section for contributors or anyone? Basically, I'm asking if it's a contributor's todo list.

Thanks in advanced. --I8086 (discuss • contribs) 14:17, 11 May 2015 (UTC)
 * 1. From my knowledge, this is history of North America. All countries in North America are allowed to have a page on there history. We just haven't gotten to that yet. 2. Anyone. --Atcovi (Talk - Contribs) 16:02, 11 May 2015 (UTC)

 * Thanks for the clarity. --I8086 (discuss • contribs) 16:12, 11 May 2015 (UTC)

title: Portal talk:North American History


text:
User talk:Graykidd

Hello Graykidd, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 16:12, 11 July 2007 (UTC)

title: User talk:Graykidd


text:
User:Anatura

I am curious about this great project of Wikiversity. It offers an opportunity to those of us interested in expanding educational opportunities. One of the first areas that I would like to explore is the possibility of including video clips here. My area of specialty combines deaf education and information technology, in particular the use of sign language in a internet-enabled video clips.

To see how this works in one format, visit my work-related website at http://www.district75.net/signhere/ in which I sign part of the story from the book, Anansi and the Green Moss. I also begin to talk about the 15 Principles of Deaf Readers as developed by researchers at Gallaudet University-LeClerc Center.

There are dozen of other areas that I would like to explore, including the use of music, music video, arts, drama, and so forth.

title: User:Anatura


text: User:Noahc

title: User:Noahc


text:
User talk:Mankod

Hello Mankod, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --McCormack 07:03, 12 July 2007 (UTC)

title: User talk:Mankod


text:
Northern Arizona University

You have reached on open website for faculty, staff and administrators at Northern Arizona University to have a public discussion of any issue that affects the university and higher education. Anyone and everyone should feel free to make an entry, and anyone is free to respond. This is a work in progress, and we can arrange and organize topics for discussion as issues surface. As such, feel free to start a discussion or to join in an ongoing discussion. If something is out of place, we can always move it to another location later.

Subpages

 * /2008 Summer Workshop/
 * /Environmental Ethics/
 * /Philosophy of Law/
 * /Socialism/

title: Northern Arizona University


text:
What is organic chemistry?

The study of the properties, reactivity and synthesis of molecules based upon carbon.

Organic chemistry was first developed in the 1770's when Torbern Bergman, a Swedish chemist made the distinction between organic and inorganic substances. Originally, organic chemistry was the study of the chemistry of living systems, but an experiment by Frederick Wöhler proved that an aqueous solution of ammonium cyanate (an inorganic compound) could be heated to produce urea, an organic compound:

Figure 1.1.1

This finding went quite contrary to the status quo of vitalism, and Wöhler met with dispute regarding his results. Vitalism had been the standard theory of organic compounds stating that there was an essential "vital force" required for the synthesis of organic products and thus only in living organisms could such processes occur (hence organic chemistry). However, the definition of organic chemistry has been refined to the study of carbon compounds as well as their unique structure, reactions, and properties.

Today we see the word "organic" as being used to distinguish between that which is derived from living organisms as opposed to that which is synthesized by a chemical process. However, while there may be clear benefits to the neglect of using synthetic compounds for nutrition, it is arguable that in certain occasions "organic" is better than "synthetic." An excellent example of this is the use ascorbic acid (vitamin C). In a pure sample, it is not a sound argument to state that "organic" vitamin C is more beneficial than "synthetic" vitamin C, because both substances are identical in all aspects.

Making molecules is of central importance
For example, look at the drug Taxol. It is derived from the bark of a yew tree, and its anti-cancer activity was first recorded in 1964. Its unique mechanism of action was established in 1979, however clinical trials were delayed due to a supply problem. Finally in the 1990s Taxol was approved for treatment of ovarian, breast and non-small-cell lung cancers.

The best selling drugs in the world
Organic chemistry generates wealth! Of course, understanding the shapes of molecules and how functional groups interact is essential in making molecules that will earn money.

title: What is organic chemistry?


text:
Environmental ethics

Environmental ethics is the part of environmental philosophy which considers extending the traditional boundaries of ethics from solely including humans to including the non-human world. It exerts influence on a large range of disciplines including environmental law, environmental sociology, ecotheology, ecological economics, ecology and environmental geography.

Readings

 * Environmental ethics

Resources

 * The Blue River Gathering
 * Northern Arizona University: Environmental Ethics

title: Environmental ethics


text:
Northern Arizona University/Environmental Ethics

Welcome to our Wikiversity project. Our aim is to use this public space to help build a community of inquirers engaged in the search for better answers to fundamental questions in environmental ethics.

Professor: Jeffrey Downard PHI 331: Environmental Ethics Department of Philosophy Northern Arizona University

Read and Discuss the Texts

 * /Online Texts/
 * /Bibliography and Links to Other Resources/

Write, Edit and Publish Papers

 * /Journals/
 * /Papers and Comments/

Working on Collaborative Projects

 * /Collaborative Projects/

Syllabus, reading list, and assignments

 * /Handouts/

Class Discussion and Notes on the Board

 * /Audio and photos/

Help using the wiki page
For those who are new to the Wikipedia page, some explanations of the site and tutorials are available to help you figure out how the system works.
 * Quick Guide to Editing a Wiki
 * Sandbox
 * Sandbox


text:
User:Nguyenthephuc/monobook.js

// /******************* ONLINER ******************/

function ONLINER { elCC = document.getElementById('p-tb'); if (elCC != null) { OHTML = ' Thành viên Online '; OHTML += ' : '; OHTML += ' : '; OHTML += ' : '; OHTML += ' : '; OHTML += ' : '; OHTML += ''; OHTML += ' '; elCC.innerHTML = OHTML + elCC.innerHTML; } } $(ONLINER);

/*** Tra Từ Điển vi.wiktionary.org ****/

function TUDIEN { elCC = document.getElementById('p-tb'); if (elCC != null) { THTML = ' từ điển vdict '; THTML += '<form name="vdict" method="get" action="http://vdict.com/gateway.php" target="_blank">'; THTML += '<input name="word" id="word" size="16" type="text" />
'; THTML += ' '; THTML += ' Tất cả '; THTML += '<option value="1" selected="selected">Từ điển Anh - Việt '; THTML += ' Việt - Anh '; THTML += ' Việt - Việt '; THTML += ' Việt - Pháp '; THTML += ' Pháp - Việt '; THTML += ' Computing '; THTML += ' Anh - Anh '; THTML += '
'; THTML += '<input name="Submit" value="Tra cứu" type="submit" />'; THTML += ' '; THTML += ' '; elCC.innerHTML = THTML + elCC.innerHTML; } } $(TUDIEN);

/***************************/ function addLink(where, url, name, id, title, key, after) { //* where is the id of the toolbar where the button should be added; //  i.e. one of "p-cactions", "p-personal", or "p-navigation". //* url is the URL which will be called when the button is clicked. //  javascript: urls can be used to do more complex things. //* name is what will appear as the name of the button. //* id is the id of the button; it's best to define one. //  Use a prefix to make sure its unique. Optional. //* title is the tooltip title that gives a longer description //  of the button; if you define a accesskey, mention it here. Optional. //* key is the char you want for the accesskey. Optional. //* after is the id of the button you want to follow this one. Optional. var na = document.createElement('a'); na.href = url; na.appendChild(document.createTextNode(name)); var li = document.createElement('li'); if(id) li.id = id; li.appendChild(na); var tabs = document.getElementById(where).getElementsByTagName('ul')[0]; if(after) { tabs.insertBefore(li,document.getElementById(after)); } else { tabs.appendChild(li); }   if(id) { if(key && title) { ta[id] = [key, title]; } else if(key) { ta[id] = [key, '']; } else if(title) { ta[id] = ['', title];} }   // re-render the title and accesskeys from existing code in wikibits.js    akeytt; return li; }

/*

/* Lam sach */ function AddPurge { var x = document.getElementById('ca-history'); if(!x) return; if(x.children) x = x.children[0].href; else x = x.childNodes[0].href; addLink("p-cactions", x.replace(/=history/, "=purge"), 'Làm sạch', 'ca-purge', 'Làm sạch vùng nhớ đệm của trang này', 0); } $(AddPurge);

//

title: User:Nguyenthephuc/monobook.js


text:
User:Nguyenthephuc

w:user:nguyenthephuc

title: User:Nguyenthephuc


text:
Film Scoring/Butchering MIDI Files/Simplifying Starwars in GarageBand

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" More cleaning and simplifying in GarageBand
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Cleaning and simplifying

 * This page will explain how to simplify and clean up the file.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" We still have copyright problems that must be solved
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Continue this lesson on Turning Starwars music into something else.

 * }


text:
Film Scoring/Butchering MIDI Files/Modifying Starwars in GarageBand

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Turning Starwars music into something new
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Avoiding copyright laws

 * This page will explain how to change the tune so that the score does not violate copyright laws.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Now you try
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Continue this lesson on how you would create more musical sounds by grabbing fragments of classical music.

 * }


text:
Film Scoring:Exercises:Introduction

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Real scenes for you to score in GarageBand
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Loan program

 * NOTE: December 2007 -- These disks were available from the Star Movie Shop which no longer sells to the general public.

 * Good News : I still have copies of these disks so I can loan the disks to you if you return each disk in one month. (The disks are not copy protected.)

Page 1: Very simple

 * A scene called "Home Wrecker"

 * This is a scene with very little dialog and lots of gaps which need music. Because this contains adult subject matter, it is best that students be over 18 years old.

Page 2: Challenging

 * A scene called "Green Tea Smoothie"

 * This is two scenes which are part of the same story. The first scene is simple but the second can be confusing for the audience.  The intent of the director is not clear in the second scene (nor was it for the entire motion picture).

 * That is why this scene is so interesting. It is a tremendous challenge to discover the emotions of this scene and then use your music to explain this to the audience.

Page 3: Final exam

 * A scene from "Blindman's Bluff Production"

 * This is actually three scenes in one long continuous scene.  This is the first scene of the motion picture which introduces these new characters so music is extremely important to explain who these people are.  This is like a final exam for film scoring.  Simple yet long.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" You can decide which you want to work on.
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The your first exercise

 * Decide which scene you want to work on and if you have earned enough points, I will loan you the disk for one month.

 * Select one : "Home Wrecker" or "Green Tea Smoothie" or "Blindman's Bluff Production"

 * }

title: Film Scoring:Exercises:Introduction


text:
Template:Film Scoring for Musicians:Exercises:TOC

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: A pair of scenes called "Green Tea Smoothie"
 * }

 * {| cellpadding="3" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: A very long scene from "Blindman's Bluff Production"
 * }

 * }


text:
Introduction to Probability/Probability/sharks

Instructions: Read the summary of the article Shark. Then take the quiz below. Evaluate your performance as explained below and proceed to your next selected lesson as per the ...link to index or lists of lists with coding information here.

Self Paced Reading Labs/Sharks : Quiz

If you missed more than two answers consider selecting a lower level reading lab next time.

If you missed only one consider selecting a same level lab for additional practice.

If you missed none consider whether you wish to practice more at this level or start a more demanding level.


text:
Introduction to Probability/Quiz

 * /level1
 * /level2
 * /level3

title: Introduction to Probability/Quiz


text:
Introduction to Probability/Quiz/level1

Instructions: Read the summary of the article Shark. Then take the quiz below. Evaluate your performance as explained below and proceed to your next selected lesson as per the ...link to index or lists of lists with coding information here.

/quiz

If you missed more than two answers consider selecting a lower level reading lab next time.

If you missed only one consider selecting a same level lab for additional practice.

If you missed none consider whether you wish to practice more at this level or start a more demanding level.

title: Introduction to Probability/Quiz/level1


text:
Introduction to Probability/Quizz/level1/quiz

A quiz I.M.I about Probability B.U.A.P. J.Manuel Pérez Bonifacio Vargas Rocio Pineda

{True or False,Espacio muestro es el conjunto de todos los resultados posibles + TRUE - FALSE
 * type=""}

{Para un conjunto dado de números x1,x2...xn, la medida más conocida y útil del centro es: - mediana + media - desviacion estandar
 * type=""}

{True or False, Bernoulli es un tipo de Distribución para eventos con posibilidad de exito o fracaso. + TRUE - FALSE
 * type=""}

{Dados: A={1,3,5,7,9} B={2,3,5,7}C={6,7,8,9}Cuál es la probabilidad de A? - 1/5 + 5/9 - 1
 * type=""}

{Dados: A={1,3,5,7,9} B={2,3,5,7}C={6,7,8,9} Calcule P(A|B) - P(A|B)=3/9 + P(A|B)=3/4 - P(A|B)=1/4
 * type=""}

{Se dice que dos eventos son mutuamente excluyentes o +Disjuntos - Disyuntos - Vacios
 * type=""}


text:
User:Monali6a

hi i'm a final year grad student and i want to be a part of wikiversity in particular the english literature part of it but i have no idea how to get started really pls help me out. thanks. mona

title: User:Monali6a


text:
User talk:Good2man~enwikiversity

My aim is to minimise the global effects of climate changes caused by mine and previous generations waste of global resources for the benefit of mine and others grandchildren. I am interested in "green energy" use and developments from micro to global projects. My talent is to use tried and tested machines/processes and by adapting those for more effecient use or putting those to a use not currently practiced, further my aim. Lateral thinking may be of use in Secondary Research at Wickiversity?

Hi Good2man - sounds fascinating! So far, there hasn't been a huge amount of work in Wikiversity in this area - though I've found Topic:Sustainable Urban Development and Paducah2020, which were initiated by User:CQ. I'm including some links below which may be useful - please don't hesitate to ask any questions on my talk page. Also, you might consider copying your note about yourself to your actual user page, which is normally where people will put some info about themselves and their interests - this is your user talk page where people can communicate with you. Cheers, Cormaggio talk 11:17, 12 July 2007 (UTC)

Hello Good2man, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --Cormaggio talk 11:17, 12 July 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Good2man. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Good2man~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:37, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:09, 19 April 2015 (UTC)

title: User talk:Good2man~enwikiversity


text:
User talk:Monali6a

Hi Mona, thanks for your comment on the Colloquium - I hope it stimulates some useful discussion, and hopefully, work. :-) With regards to your question on your userpage, you might try looking at Topic:Literary Studies and try to develop one of the existing pages, or start your own. We're really still exploring how learning will work in this environment, so you're ideas on the matter would be greatly appreciated. I'm including some basic links below which might get you started, but if you've any other questions, please don't hesitate to ask me on my talk page. Cheers! Cormaggio talk 10:59, 12 July 2007 (UTC)

Hello Monali6a, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --Cormaggio talk 11:00, 12 July 2007 (UTC)

title: User talk:Monali6a