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Stanford Open Source Lab/Luca de Alfero

Luca de Alfaro is an Associate Professor of Computer Engineering at University of California, Santa Cruz. de Alfaro is known for designing the reliability rating software that is scheduled to be integrated into planned and announced Wikipedia contributor rating processes.

Education
PhD. from Stanford 1998. Dissertation: Formal Verification of Probabilistic Systems Advisor: Zohar Manna.

Teaching career
Started as Associate Professor at UC Santa Cruz in 2002. He is an adviser for the Academic Senate.

Color coding
de Alfaro's initial implementation, which color codes chunks of text for reliability, has made headlines.

de Alfaro presented the results of some of his Wikipedia Quality research at Wikimania 2007. It was reported that "The co-founder of Wikipedia said it was one of the most exciting ideas he'd heard at Wikimania 2007 in Taipei."

de Alfaro's work will first be tested into the German Wikipedia along with the new concept of "trusted" users and then, if the scheme is successful, later to others including the English Wikipedia. Jimmy Wales announced that he plans to test de Alfaro's rating software on some of the smaller Wikia sites.

In MediaWiki version 1.5 (circa 2005), a special page extension entitled Permissions included features named Trust and ReleaseArticleVersion designed to be controlled by users with a "publisher" authorization level. The documentation for this feature sometimes uses an example of an school where teachers would control the publication of student-written pages.

The algorithm and its implications
de Alfaro's algorithm first evaluated Wikipedia authors and rates them based on whether or not the new text they add to a page is retained in the current version of the article. It then goes back and applies the author's rating to all of the chunks or "lines" of text (sentences?) that the author has entered that are still in current article versions and then provides and then provides a score for the article based on the aggregate scores of the sentences.

In the description of the intention of the Luca's software design, it assumes and implies that sentence retention has a high level of correlation with the reliability of the content and trustworthyness of the editor. An analysis of the encyclopedia-building process as practiced at Wikipedia suggests that sentence retention levels could have other underlying causes. That encyclopedia-building process includes: Problems in any one of these steps might lead to a failure in having one's sentences retained and be reported as such. Other terms such as popularity of the editor or perhaps even entertainment value of the article might be used depending on the motivations of other editors in aggregate or individually (depending on how many editors are significantly involved modifying in any one article) to approve of (or remain neutral to) and retain certain sentences. One could also extend the analysis to entire paragraphs or to specific unpopular facts, such as those that might occur in biographies of living people that might cause some readers to experience emotional distress and consider litigation as a remedy. Perhaps whatever is perceived as leading to a higher Alexa Internet, Hitwise or other traffic ranking for the wikipedia.org domain name or otherwise perceived as enhancing the reputation and social status of the Wikipedia project (or possibly related fundraising) is what sometimes drives sentence retention or lack thereof.
 * Recognizing an acceptable (non-controversial?) article subject to initiate
 * Thorough research in the form of fact-gathering and source evaluation
 * Composing English sentences that are clear and easy to read and are free of grammatical and typographical errors
 * Removal of one's own inevitable non-zero bias, perhaps with the help of supportive and constructive collaborators
 * Keeping the text focused objectively on the subject and avoiding extensive commentary and editorialization
 * Organizing that information into coherent paragraphs and sections
 * Interacting with other editors on Talk pages in a manner that will not provoke those other editors to specifically study one's contributions and apply a severe deletionist approach to one's mainspace article work
 * Avoiding the possibility that other editors will revert and then re-apply one's work, thus plagiarizing the original author.
 * Avoiding a courtesy blanking by some other editor.
 * Retention of access to one's Wikipedia account

There are many significant editor "human factors" that are likely too complex to analyze and compensate for. Factors such as political agendas and the like are likely too complex to account for and are assumed to be compensated for by editor recognition and intervention. This depends to some degree on the maturity, wisdom and insight of other editors. If the algorithm become well-defined and entrenched, the risk exists, that those familiar with its details might be able to game the system just to increase their rating, perhaps simply by restricting themselves to conservative, cautious and non-controversial statements.

In the case of article overall organization and avoiding article rewrites, traditional tools such as diff (which is optimimal for line-oriented computer program language source code differences) and MediaWiki's current differencing software cannot recover from article reorganization or rewrites. It has not yet been determined if de Luca's implementation suffers from these same limitations. In particular, the MediaWiki's current differencing software, differences as that character/byte level makes no attempt to analyze by sentences. If de Faro's software has similar limitations, then an easy workaround might be to digest the article down to its component sentences and match on the sentence occurring anywhere in the article.

Selected publications and presentations
Note: some include de Alfaro as editor or co-author
 * Continuous Verification by Discrete Reasoning (1994) with Prof. Manna
 * Verification in Continuous Time by Discrete Reasoning (1995) See online copy of conference paper.
 * Visual Verification of Reactive Systems (1997) See online copy of conference paper.
 * Computing Minimum and Maximum Reachability Times in Probabilistic Systems. See online copy of conference paper.
 * The Control of Synchronous Systems (2000) See CiteSeer entry. See online copy of conference paper.
 * Symbolic Model Checking of Probabilistic Processes Using MTBDDs and Kronecker Representation. See online copy of conference paper.
 * International Conference on Concurrency Theory (CONCUR) 2001 - Concurrency Theory, 12th International Conference, Aalborg, Denmark, August 20-25, 2001, Proceedings} ISBN 3-540-42497-0
 * Process Algebra and Probabilistic Methods: Performance Modeling and Verification. Proceedings of the Joint Workshop on Process Algebra and Performance Modelling and Probabilistic Methods in Verification, PAPM-PROBMIV 2001, held in Aachen, Germany in September 2001. Scanned online version. ISBN 3-540-42556-X (ISSN 0302-9743)
 * Interface Theories for Component-Based Design (2001) ISBN 3-540-42673-6
 * Process Algebra and Probabilistic Methods: Performance Modeling and Verification Joint International Workshop, Papm-Probmiv 2001, Aachen, Germany, September 12-14, 2001, Proceedings (2001) ISBN 3-540-42556-X
 * Timed Interfaces (2002) ISBN 3-540-44307-X
 * Interface Compatibility Checking for Software Modules (2002) ISBN:3-540-43997-8
 * The Complexity of Quantitative Concurrent Parity Games (2004) See CiteSeer entry.
 * CONCUR 2005 - Concurrency Theory: 16th International Conference, Concur 2005, San Francisco, CA, USA, August 23-26, 2005, Proceedings (2005) ISBN 3-540-28309-9
 * The Complexity of Stochastic Rabin and Streett Games (2005) See online copy of conference paper.
 * Average Reward Timed Games (2005) See online copy of conference paper.
 * Compositional Quantitative Reasoning. Proceedings of the 3rd international conference on the Quantitative Evaluation of Systems (QEST) (2006) ISBN 0-7695-2665-9
 * Games, Probability, and Mu-Calculus
 * Several 2006 papers listed as Center for Hybrid and Embedded Software Systems (CHESS).
 * Selected works
 * Index of Papers and Short Presentations
 * UCSC Science & Engineering Library: 2007 honored faculty
 * Publication list at ScientificCommons
 * Frequent co-author with widely-cited author Thomas A. Henzinger. See also Henzinger recent publications.
 * Decomposing, transforming and composing diagrams: The joys of modular verification (Report / Stanford University. Dept. of Computer Science) (1998) ASIN B0006R7ZN2
 * Concurrent reachability games (Memorandum) (1998) ASIN B0006QXYMY

title: Stanford Open Source Lab/Luca de Alfero


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

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User talk:Michael.a.zeppa

Welcome
Hello Michael.a.zeppa, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu 03:08, 31 December 2007 (UTC)

title: User talk:Michael.a.zeppa


text:
User talk:Rodrigues rede

Welcome
Hello Rodrigues rede, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu 03:09, 31 December 2007 (UTC)

title: User talk:Rodrigues rede


text:
User:DrK~enwikiversity

Welcome!
Since transiting into a part of the workforce it has been very apparent that as a graduate my level of knowledge is of little use practically in the fields. A long road of hard work up ahead to learn, ponder, reflect, improve, integrate and synthesise. I am taking initative in wikiversity because of such an attractive and enlightening mission in putting learning into a massive community even bigger than university, yet even more personally involved and challenging. I hope to find my part too in this community.

I plan to mainly contribute in the business and law section which are my uni majors in Australia, and hopefully internalise the knowledge. I am also interested in language studies and if there's opportunity or need I may help out in translating things into Chinese.

Contributions
Law

 * Australian Law

Business

 * Department of Finance

Languages

Miscellaneous

 * My Homepage

 * My handle on Myspace

 * I am Olympus' Height on Wikibooks.

DrK 22:59, 2 January 2008 (UTC)

title: User:DrK~enwikiversity


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Wikiversity talk:Main page learning project/QOTD/Archive

Anti-educational quotes
Some quotes were suggested which degrade the value of education. I know they are very witty and memorable, and I hate to spoil the fun, but I think the Wikiversity QOTD unfortunately needs to be boringly responsible and pro-education. I'm criticising proposals such as "I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas" and "Never let your schooling interfere with your education." --McCormack 07:30, 7 January 2008 (UTC)

 * They're not anti-education, they're anti-school... but I take your point. We should be able to find some more positive quotes. Countrymike 07:35, 7 January 2008 (UTC)

 * Sorry - I didn't realise one of them was your suggestion. Anyway, I think we agree. --McCormack 07:45, 7 January 2008 (UTC)

 * That's ok. Perhaps I can track down a good one from Illich thats pro education. I quite like this one from Benkler, "For the gains in autonomy, democracy, justice, and a critical culture to materialize, the practices of nonmarket information production, individually free creation, and cooperative peer production must become more than fringe practices. They must become part of life for substantial portions of the networked population." - Yochai Benkler, The Wealth of Networks, and even though its not strictly about education, it would seem to apply quite nicely to Wikiversity. Countrymike 08:20, 7 January 2008 (UTC)
 * It's a wee bit long. It might take 4 lines on the main page and expand the top bar too much. --McCormack 09:41, 7 January 2008 (UTC)

 * I selected the other quote based on the "have things arranged for them... unable to produce their own ideas" part which suggested to me that at wv we do not have things arranged and there is more freedom to explore ideas. But, I agree that it is better to choose quotes with an "anti-negativity" bias and struck out that quote.  Personally, I like "Knowledge grows when shared." and "When the pupil is ready to learn, a teacher will appear."  --mikeu 16:14, 15 January 2008 (UTC)

suggestion
I'm not sure if this is a good idea, but I'll toss it out anyway. Currently there is a link on the name of the quoted person that goes to wikipedia. How about we make a link to this learning project instead? Perhaps something like (discuss} --mikeu 17:41, 15 January 2008 (UTC)
 * There is already a place for discussion on the page (maybe added after your suggestion). We should use signature there, right? --Gbaor 14:28, 16 January 2008 (UTC)
 * Sorry I wasn't clear. On the Main Page the quote appears below an image.  At the end of the quote there is the name of the person, which is a link to wikipedia.  My suggestion is to place a (discuss) link after the name to encourage new visitors to come to this page (or perhaps another) to discuss the quotes.  --mikeu 16:46, 16 January 2008 (UTC)
 * There is now a (discuss) link next to the Victor Hugo quote. I'll add more new pages as time allows.  --mikeu talk 03:17, 28 January 2008 (UTC)

changing quotes on main page
I'm going to be bold and start changing the quotes that are live on the main page. The Thoreau quote is not accurate (see comment at Thoreau) and the correct wording of the quote looks to be too long to fit in the main page banner. "Knowledge grows when shared." seems to have some support, so I'll edit that one into the slot. --mikeu talk 12:52, 22 January 2008 (UTC)

 * I replaced the "It's nice to be important, but it's more important to be nice." quote because of uncertain source attribution. The new quote is "Education, therefore, is a process of living and not a preparation for future living." -John Dewey.  (I tried to pick the new quotes based on feedback from this page.)  I won't be making any more changes until we get more comments from the community.  --mikeu talk 14:45, 22 January 2008 (UTC)

 * I'll wait a few days for comment, but if there's no reliable source for the Einstein quote that is the next one to get replaced. --mikeu talk 15:06, 22 January 2008 (UTC)

 * I modified the Einstein quote.  --mikeu talk 17:30, 27 January 2008 (UTC)

Ayn Rand quote on the main page
(begin text copied from Colloquium archive)

The Ayn Rand quote on the main page is a bit distasteful to my opinion. I see love as a normal condition of the body as it has been evolved. It is not a second hand emotion, while creation is something better. I prefer to be part of a moderate Wikiversity, not something radical extremistic.--Daanschr 15:45, 29 December 2007 (UTC)
 * I suggest that we start a learning project for discussion and selection of quotes to be used at Template:QOTD. Also, what bothers me most about the current quote of the day ("The second handers offer substitutes for competence such as love, charm, kindness - easy substitutes - and there is no substitute for creation." -Ayn Rand) is the fact that it links directly to Wikipedia. I think it would be good for Wikiversity to have pages about all the people who we quote on the main page. We already have Quote of the Day, but I would like to see a related page in the main namespace where people could discuss the quotes, what they mean and if using particular quotes are suited to Wikiversity. I started a new page for dealing with QOTD as a subpage of the main page learning project; see Main page learning project/QOTD. --JWSchmidt 16:22, 29 December 2007 (UTC)
 * I didn't knew it was the quote of the day. Perhaps, that could be notified and that has been derived from Wikipedia as a solution?--Daanschr 16:52, 29 December 2007 (UTC)
 * Sorry I was not clear. The choice of these quotes is made by the Wikiversity community. When I said, "it links directly to Wikipedia," I just meant that the name "Ayn Rand" is a link to Wikipedia. I think we should change that so the link is to a Wikiversity page. --JWSchmidt 17:01, 29 December 2007 (UTC)
 * Isn't the general avoidance of WP links a little isolationist? After all, one of the great things about WV as a learning resource is the ease with which it can link into other Wikimedia projects for reference? Learning resources can do with encyclopedic references, and sometimes an encyclopedic reference is better for a learning resource than a circular link into another learning resource? McCormack 17:08, 29 December 2007 (UTC)
 * I've never advocated "general avoidance of WP links".....I use them widely in my Wikiversity editing. In this case, my thinking was as follows: if we like a quote so much that we put it on our main page, we can use that as a starting point for involving visitors in a Wikiversity learning project. To do otherwise would just be to miss an opportunity to enhance participation at Wikiversity. --JWSchmidt 17:14, 29 December 2007 (UTC)

(end text copied from Colloquium, continue discussion below...)

 * Dear Daanschr,
 * She's not saying that love is a "second-hand emotion." Another term Rand used for "second hander" was "social metaphysician."  Here's another quote of hers that will hopefully make her meaning less unclear:"A social metaphysician is one who regards the consciousness of other men as superior to his own and to the facts of reality. It is to a social metaphysician that the moral appraisal of himself by others is a primary concern which supersedes truth, facts, reason, logic.  The disapproval of others is so shatteringly terrifying to him that nothing can withstand its impact within his consciousness; thus he would deny the evidence of his own eyes and invalidate his own consciousness for the sake of any stray charlatan’s moral sanction.  It is only a social metaphysician who could conceive of such absurdity as hoping to win an intellectual argument by hinting:  'But people won’t like you!'"What she's saying in the original quote is that those who cannot gain self-respect through the difficult task of actually producing value for society (e.g., a new motor that doesn't pollute and that produces energy so efficiently that it costs nearly nothing to power the entire world, thus raising billions out of poverty the world over) can always fall back on seeking self-esteem through others, through convincing others that he or she deserves their love, or by saying something like, "Well, I haven't produced anything of value for anyone, but I'm a loving person, and that's all that matters."  Seeking self-esteem through the latter methods is obviously easier than obtaining it through the former.
 * I think it's worth adding, the former is not incompatible with love, nor with charm, nor with kindness. Thus, she's not saying these things are worthless; only that intelligence, competence, or creativity is needed if you wish to produce anything of manifest value for society—hardly an extremist sentiment.  (Mao, e.g., may have really cared about his people, but his policies still left them starving.  He didn't create anything worthwhile for them, and his lacked the wisdom to see why his policies could only produce greater poverty.)
 * Sincerely yours, allixpeeke (discuss • contribs) 03:49, 16 April 2015 (UTC)
 * (P.S. If you want an extremist Ayn Rand quote, here's one:  "For a woman to seek or desire the presidency is, in fact, so terrible a prospect of spiritual self-immolation that the woman who would seek it is psychologically unworthy of the job."  If she had said that nobody who desires the presidency is worthy of the job, I doubt I'd have any disagreement with that sentence; but to single women out is inane.  That is an extremist quote, not the second hander one.)

Use Wikiquote
Hi all, a reminder that we have a sister project devoted to quotations - Wikiquote. There is a page on Education and a Category for Educators. I suggest we go digging. :-) (I'll add some suggestions now.) Cormaggio talk 09:31, 25 January 2008 (UTC)


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Bloom Clock/2008 part one

This bloom clock will run from the second solstice of 2007 (December 22) to the first solstice of 2008 (June 21). To participate, just add yourself to the contributors page (so we know where you are), and just add *~ below any plant you noticed blooming today.

~
 * If you're not sure what the name of a plant is (and you have a photo to share), use the unknown plants page.
 * If you know the name of the plant but it isn't on the list yet, add the following to this page (using alphabetical order by the scientific name), replacing "Scientific name" with the binomial (Genus and species), and Common name with the English word for the plant:
 * If you know the common (English) word but not the scientific name, please try searching on wikipedia to find the scientific name.

Blooming plant list
Note: In order to keep the page size reasonably short, log entries are regularly moved to the log pages. For the same concern, please don't substitute bcp or bcp+.

A-B
Isildil

C-D
Isildil

E-F
Ngravagna 04:37, 27 March 2008 (UTC)

I-J
Isildil 20:48, 24 March 2009 (UTC)

S-T
Trinity507 18:40, 30 September 2009 (UTC)

Isildil

title: Bloom Clock/2008 part one


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Template:Bloom clock key footer

Last updated from the DPL page with  plants.

 * usage:

title: Template:Bloom clock key footer


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User talk:Gwnch

Welcome
Hello Gwnch, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu 14:00, 31 December 2007 (UTC)

title: User talk:Gwnch


text:
Science and technology

Emergence of radio and electronics
During the development of radio, many scientists and inventors contributed to radio technology and electronics. In his classic UHF experiments of 1888, Heinrich Hertz transmitted (via a spark-gap transmitter) and detected radio waves using electrical equipment. In 1895, Nikola Tesla was able to detect signals from the transmissions of his New York lab at West Point (a distance of 80.4 km). In 1897, Karl Ferdinand Braun introduced the cathode ray tube as part of an oscilloscope, a crucial enabling technology for electronic television.John Fleming invented the first radio tube, the diode, in 1904. Two years later, Robert von Lieben and Lee De Forest independently developed the amplifier tube, called the triode. In 1920 Albert Hull developed the magnetron which would eventually lead to the development of the microwave oven in 1946 by Percy Spencer. In 1934 the British military began to make strides towards radar (which also uses the magnetron), under the direction of Dr Wimperis culminating in the operation of the first radar station at Bawdsey in August 1936.

In 1941 Konrad Zuse presented the Z3, the world's first fully functional and programmable computer.In 1946 the ENIAC (Electronic Numerical Integrator and Computer) of John Presper Eckert and John Mauchly followed, beginning the computing era. The arithmetic performance of these machines allowed engineers to develop completely new technologies and achieve new objectives, including the Apollo missions and the NASA moon landing.

The invention of the transistor in 1947 by William B. Shockley, John Bardeen and Walter Brattain opened the door for more compact devices and led to the development of the integrated circuit in 1958 by Jack Kilby and independently in 1959 by Robert Noyce. In 1968 Marcian Hoff invented the first microprocessor at Intel and thus ignited the development of the personal computer. The first realization of the microprocessor was the Intel 4004, a 4-bit processor developed in 1971, but only in 1973 did the Intel 8080, an 8-bit processor, make the building of the first personal computer, the Altair 8800, possible.

Education
Electrical engineers typically possess an academic degree with a major in electrical engineering. The length of study for such a degree is usually four or five years and the completed degree may be designated as a Bachelor of Engineering, Bachelor of Science, Bachelor of Technology or Bachelor of Applied Science depending upon the university. The degree generally includes units covering physics, mathematics, computer science, project management and specific topics in electrical engineering. Initially such topics cover most, if not all, of the sub-disciplines of electrical engineering. Students then choose to specialize in one or more sub-disciplines towards the end of the degree.

Some electrical engineers also choose to pursue a postgraduate degree such as a Master of Engineering/Master of Science, a Master of Engineering Management, a Doctor of Philosophy in Engineering or an Engineer's degree. The Master and Engineer's degree may consist of either research, coursework or a mixture of the two. The Doctor of Philosophy consists of a significant research component and is often viewed as the entry point to academia. In the United Kingdom and various other European countries, the Master of Engineering is often considered an undergraduate degree of slightly longer duration than the Bachelor of Engineering.[17]

Practicing engineers
In most countries, a Bachelor's degree in engineering represents the first step towards professional certification and the degree program itself is certified by a professional body. After completing a certified degree program the engineer must satisfy a range of requirements (including work experience requirements) before being certified. Once certified the engineer is designated the title of Professional Engineer (in the United States, Canada and South Africa ), Chartered Engineer (in India, the United Kingdom, Ireland and Zimbabwe), Chartered Professional Engineer (in Australia and New Zealand) or European Engineer (in much of the European Union).

The advantages of certification vary depending upon location. For example, in the United States and Canada "only a licensed engineer may seal engineering work for public and private clients".[18] This requirement is enforced by state and provincial legislation such as Quebec's Engineers Act.[19] In other countries, such as Australia, no such legislation exists. Practically all certifying bodies maintain a code of ethics that they expect all members to abide by or risk expulsion.[20] In this way these organizations play an important role in maintaining ethical standards for the profession. Even in jurisdictions where certification has little or no legal bearing on work, engineers are subject to contract law. In cases where an engineer's work fails he or she may be subject to the tort of negligence and, in extreme cases, the charge of criminal negligence. An engineer's work must also comply with numerous other rules and regulations such as building codes and legislation pertaining to environmental law.

Professional bodies of note for electrical engineers include the Institute of Electrical and Electronics Engineers (IEEE) and the Institution of Engineering and Technology (IET) (which was formed by the merging of the Institution of Electrical Engineers (IEE) and the Institution of Incorporated Engineers (IIE). The IEEE claims to produce 30% of the world's literature in electrical engineering, has over 360,000 members worldwide and holds over 3,000 conferences annually.[21] The IEE published 14 journals, had a worldwide membership of 120,000, and claimed to be the largest professional engineering society in Europe.[22][23] Obsolescence of technical skills is a serious concern for electrical engineers. Membership and participation in technical societies, regular reviews of periodicals in the field and a habit of continued learning are therefore essential to maintaining proficiency.[24]

In countries such as Australia, Canada and the United States electrical engineers make up around 0.25% of the labor force (see note). Outside of these countries, it is difficult to gauge the demographics of the profession due to less meticulous reporting on labour statistics. However, in terms of electrical engineering graduates per-capita, electrical engineering graduates would probably be most numerous in countries such as Taiwan, Japan and South Korea.[25]

Tools and work
From the Global Positioning System to electric power generation, electrical engineers have contributed to the development of a wide range of technologies. They design, develop, test and supervise the deployment of electrical systems and electronic devices. For example, they may work on the design of telecommunication systems, the operation of electric power stations, the lighting and wiring of buildings, the design of household appliances or the electrical control of industrial machinery.[26] Satellite communications is one of many projects an electrical engineer might work on Satellite communications is one of many projects an electrical engineer might work on

Fundamental to the discipline are the sciences of physics and mathematics as these help to obtain both a qualitative and quantitative description of how such systems will work. Today most engineering work involves the use of computers and it is commonplace to use computer-aided design programs when designing electrical systems. Nevertheless, the ability to sketch ideas is still invaluable for quickly communicating with others.

Although most electrical engineers will understand basic circuit theory (that is the interactions of elements such as resistors, capacitors, diodes, transistors and inductors in a circuit), the theories employed by engineers generally depend upon the work they do. For example, quantum mechanics and solid state physics might be relevant to an engineer working on VLSI (the design of integrated circuits), but are largely irrelevant to engineers working with macroscopic electrical systems. Even circuit theory may not be relevant to a person designing telecommunication systems that use off-the-shelf components. Perhaps the most important technical skills for electrical engineers are reflected in university programs, which emphasize strong numerical skills, computer literacy and the ability to understand the technical language and concepts that relate to electrical engineering.

For many engineers, technical work accounts for only a fraction of the work they do. A lot of time may also be spent on tasks such as discussing proposals with clients, preparing budgets and determining project schedules.[27] Many senior engineers manage a team of technicians or other engineers and for this reason project management skills are important. Most engineering projects involve some form of documentation and strong written communication skills are therefore very important.

The workplaces of electrical engineers are just as varied as the types of work they do. Electrical engineers may be found in the pristine lab environment of a fabrication plant, the offices of a consulting firm or on site at a mine. During their working life, electrical engineers may find themselves supervising a wide range of individuals including scientists, electricians, computer programmers and other engineers.

Sub-disciplines
Electrical engineering has many sub-disciplines, the most popular of which are listed below. Although there are electrical engineers who focus exclusively on one of these sub-disciplines, many deal with a combination of them. Sometimes certain fields, such as electronic engineering and computer engineering, are considered separate disciplines in their own right.

Power
Power engineering deals with the generation, transmission and distribution of electricity as well as the design of a range of related devices. These include transformers, electric generators, electric motors and power electronics. In many regions of the world, governments maintain an electrical network called a power grid that connects a variety of generators together with users of their energy. Users purchase electrical energy from the grid, avoiding the costly exercise of having to generate their own. Power engineers may work on the design and maintenance of the power grid as well as the power systems that connect to it. Such systems are called on-grid power systems and may supply the grid with additional power, draw power from the grid or do both. Power engineers may also work on systems that do not connect to the grid, called off-grid power systems, which in some cases are preferable to on-grid systems. The future includes Satellite controlled power systems, with feedback in real time to prevent power surges and prevent blackouts.

Control
Control engineering focuses on the modeling of a diverse range of dynamic systems and the design of controllers that will cause these systems to behave in the desired manner. To implement such controllers electrical engineers may use electrical circuits, digital signal processors, microcontrollers and PLCs (Programmable Logic Controllers). Control engineering has a wide range of applications from the flight and propulsion systems of commercial airliners to the cruise control present in many modern automobiles. It also plays an important role in industrial automation.

Control engineers often utilize feedback when designing control systems. For example, in an automobile with cruise control the vehicle's speed is continuously monitored and fed back to the system which adjusts the motor's power output accordingly. Where there is regular feedback, control theory can be used to determine how the system responds to such feedback.

Electronics
Electronic engineering involves the design and testing of electronic circuits that use the properties of components such as resistors, capacitors, inductors, diodes and transistors to achieve a particular functionality. The tuned circuit, which allows the user of a radio to filter out all but a single station, is just one example of such a circuit. Another example (of a pneumatic signal conditioner) is shown in the adjacent photograph.

Prior to the second world war, the subject was commonly known as radio engineering and basically was restricted to aspects of communications and radar, commercial radio and early television. Later, in post war years, as consumer devices began to be developed, the field grew to include modern television, audio systems, computers and microprocessors. In the mid to late 1950s, the term radio engineering gradually gave way to the name electronic engineering.

Before the invention of the integrated circuit in 1959, electronic circuits were constructed from discrete components that could be manipulated by humans. These discrete circuits consumed much space and power and were limited in speed, although they are still common in some applications. By contrast, integrated circuits packed a large number—often millions—of tiny electrical components, mainly transistors, into a small chip around the size of a coin. This allowed for the powerful computers and other electronic devices we see today.

Microelectronics
Microelectronics engineering deals with the design of very small electronic circuit components for use in an integrated circuit or sometimes for use on their own as a general electronic component. The most common microelectronic components are semiconductor transistors, although all main electronic components (resistors, capacitors, inductors) can be created at a microscopic level.

Microelectronic components are created by chemically fabricating wafers of semiconductors such as silicon (at higher frequencies, compound semiconductors like gallium arsenide and indium phosphide) to obtain the desired transport of electronic charge and control of current. The field of microelectronics involves a significant amount of chemistry and material science and requires the electronic engineer working in the field to have a very good working knowledge of the effects of quantum mechanics.

Signal processing
A Bayer filter on a CCD requires signal processing to get a red, green, and blue value at each pixel A Bayer filter on a CCD requires signal processing to get a red, green, and blue value at each pixel

Signal processing deals with the analysis and manipulations of signals. Signals can be either analog, in which case the signal varies continuously according to the information, or digital, in which case the signal varies according to a series of discrete values representing the information. For analog signals, signal processing may involve the amplification and filtering of audio signals for audio equipment or the modulation and demodulation of signals for telecommunications. For digital signals, signal processing may involve the compression, error detection and error correction of digitally sampled signals.

Telecommunications
Telecommunications engineering focuses on the transmission of information across a channel such as a coax cable, optical fibre or free space. Transmissions across free space require information to be encoded in a carrier wave in order to shift the information to a carrier frequency suitable for transmission, this is known as modulation. Popular analog modulation techniques include amplitude modulation and frequency modulation. The choice of modulation affects the cost and performance of a system and these two factors must be balanced carefully by the engineer.

Once the transmission characteristics of a system are determined, telecommunication engineers design the transmitters and receivers needed for such systems. These two are sometimes combined to form a two-way communication device known as a transceiver. A key consideration in the design of transmitters is their power consumption as this is closely related to their signal strength. If the signal strength of a transmitter is insufficient the signal's information will be corrupted by noise.

Instrumentation engineering
Instrumentation engineering deals with the design of devices to measure physical quantities such as pressure, flow and temperature. The design of such instrumentation requires a good understanding of physics that often extends beyond electromagnetic theory. For example, radar guns use the Doppler effect to measure the speed of oncoming vehicles. Similarly, thermocouples use the Peltier-Seebeck effect to measure the temperature difference between two points.

Often instrumentation is not used by itself, but instead as the sensors of larger electrical systems. For example, a thermocouple might be used to help ensure a furnace's temperature remains constant. For this reason, instrumentation engineering is often viewed as the counterpart of control engineering.

Computers
Computer engineering deals with the design of computers and computer systems. This may involve the design of new hardware, the design of PDAs or the use of computers to control an industrial plant. Computer engineers may also work on a system's software. However, the design of complex software systems is often the domain of software engineering, which is usually considered a separate discipline. Desktop computers represent a tiny fraction of the devices a computer engineer might work on, as computer-like architectures are now found in a range of devices including video game consoles and DVD players.

title: Science and technology


text:
Talk:Science and technology

This looks like copy and paste from Wikipedia articles. What is the intent of this page? --JWS 15:00, 31 December 2007 (UTC)

Title also needs changing due to the typo. --129.67.164.96 09:10, 6 May 2008 (UTC)

title: Talk:Science and technology


text:
Talk:Wikimedian Demographics/GFDL vs. CC

"Creative Commons is the right license" <-- I think this needs to specify the exact license (Creative Commons CC-BY-SA).

"We already have millions of contributions under GFDL and it's too late to change now" <-- I do not think this is relevant. The switch will only happen if the licenses are made compatible so that old GFDL wiki content can be migrated to Creative Commons CC-BY-SA.--JWS 15:51, 31 December 2007 (UTC)


text:
User:JWSchmidt/Blog/31 December 2007

Wikiversity, Wikipedia, and Participatory Learning

It was nice that the Stanford Open Source Lab had a workshop called "Wikiversity, Wikipedia, and Participatory Learning". It is rather astonishing that they did not bother to have someone from Wikiversity to talk at the workshop. It was nice of the Open Source Lab to make a video of the session and release it on the internet. It was informative to hear what the Wikimedia Foundation executive director and her new deputy had to say about Wikiversity.

Learning projects
Erik Möller showed some examples of learning projects that have been created at Wikiversity: Lunar Boom Town, Filmmaking, Bloom Clock. I think Wikimedia wiki communities (in general) and the Wikiversity "e-learning model" (in particular) are inherently mysterious to most educators. Sometimes I try to imagine what newbies experience when they come to Wikiversity. One question at the workshop was about Wikiversity schools, topics, projects, etc: "Is it a matrix or is it a hierarchical organization?" Erik's reply to this question was, "Its a mess" (about at 30 minutes and 30 seconds into the video). I think this statement by Erik has much to do with an observation made by Sue Gardner (about 63 minute into the video). Sue made the fundamental point that wiki communities develop complex systems to facilitate the collaborative creation of wiki content. Wikimedia wiki projects now have a seven year history of discovering what level of complexity is needed to make a wiki community viable. In particular, Wikimedia wikis have found that it is useful to have a system of "namespaces" for organizing webpages according to their functional roles. When new participants arrive at a wiki, features such as the namespaces can be off-putting for new participants because it takes a while to learn what a namespace is, why namespaces are useful and how to correctly put pages you create into the correct namespace. We certainly need to do a better job of explaining such things to new wiki participants. However, it is unfortunate that Erik would call the organization of Wikiversity a mess. Apparently, Erik had no idea that Wikiversity "school" and "topic" pages are being used as content development projects. Having such specialized pages is no different from having the Wikipedia "wikiprojects". The only difference between Wikipedia and Wikiversity is that at Wikiversity we have two special namespaces to hold content development projects while Wikipedia puts them into their "project" namespace. Maybe if Erik actually participated at Wikiversity he would learn how to explain Wikiversity organization to educators rather than tell them that Wikiversity organization is a mess.

My expectation is that Wikiversity might come to have more learning resources than Wikipedia has articles. Wikipedia has rules for restricting the creation of articles. Wikipedia articles must meet standards of notability and are supposed to talk about what has previously been said elsewhere by reliable sources. Wikipedia does not allow multiple versions of articles; all points of view are supposed to be put into a single article. At Wikiversity we are open to a wide range of learning materials and projects. If a Wikiversity participant wants to learn about a topic they are free to create pages where they can explore their interests. If two people have different approaches to the same material they can each create their own page about the same topic and explore it from different directions. It makes sense for Wikiversity to have many specialized content development projects where participants can collaborate to create, organize and develop learning resources for particular topics. At Wikipedia, there is a hierarchy of more general content development projects and more narrowly focused wikiprojects. At Wikiversity we just have names for the wider-scope projects ("schools") and the more narrow projects ("topics"). I think this is a sensible and practical organization for Wikiversity that has clear roots in how things are done at Wikipedia. Apparently, Erik either does not understand the challenges of organizing wiki content and collaboration or thinks that the existing methods "are a mess". Judging from his edits it looks like Erik has never participated in a Wikipedia wikiproject, so the whole concept might either not be to his liking or it might just be outside of his experience. There is always a danger that managers become out-of-touch with what they are trying to manage. This is why it would have been good to have some actual Wikiversity participants at the workshop.

Maybe some day all these high tech people will figure out how to do teleconferences and Wikiversity participants could then participate remotely in workshops and Wikimania. Many Wikiversity participants have an interest in such things, but the community is still struggling to find a way to get the Foundation to support the special needs of projects like Wikiversity.

Wikiversity as a "beta" project
Erik described Wikiversity as a "beta project" (about 23 minutes into the video). When Wikiversity was launched, the Board said, "The beta stage of the project will run for six months, during which guidelines for further potential uses of the site, including collaborative research, will be developed on the beta wiki. These guidelines will be reviewed by the SPC at the end of the beta period."

In my view, the "beta period" is long over. It was understandable that the Board was made uneasy by the fact that the Wikiversity project proposal included the idea that the Wikiversity community would explore the role of research in the project. "Guidelines for what would be appropriate research will be developed during the beta phase of the project through a community consensus process, and reviewed (by the Special projects committee) after six months. There will not necessarily be "approval" of research added to Wikiversity - though some sort of review process needs to be established which will deal with potential problems."

Research guidelines were created, but as far as I know, there was never any review of the matter. The Special projects committee seems to be defunct.

WikiEducator
Erik indicated that he thinks there is a need for more thought about how to structure Wikiversity (32:00 - 35:30 in the video). He mentioned WikiEducator as an example of, "a wiki that is more focused on the people who are using the material themselves.....its more structured than Wikiversity and the users who are participating there have a better idea of what they want to achieve with it." The audio is not great quality on the available .mov file that shows Erik talking at the workshop, so I hope I correctly transcribed what was said. What does it mean?

 * "the people who are using the material themselves" <-- If you start from the perspective of Wikipedia, you can imagine that Wikimedia wiki projects have one purpose, to create wiki webpages that can be used as learning resources. Applying that fundamental idea to Wikiversity you get one half of the Wikiversity project proposal, the idea that Wikiversity websites will, "host a range of free-content, multilingual learning materials/resources". In particular, you might imagine teachers in bricks-and-mortar schools coming to Wikiversity to grab a lesson plan that they will then use to teach a class. Within such a conceptualization, there might be Wikiversity editors who would create/develop lesson plans on Wikiversity webpages and those Wikiversity participants would be distinct from a far larger group of teachers who might just visit Wikiversity, never edit, but download "teaching materials" for use in their classroom.

 * However, the hosting of "learning materials" is only one half of the Wikiversity proposal....the other major part of the proposal was described by Jimbo in these terms: "..... the idea here is to also 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."(source)

 * The Wikiversity project proposal said that Wikiversity would, "Host scholarly/learning projects and communities". So what does it mean to say that WikiEducator is, "a wiki that is more focused on the people who are using the material themselves"? I think it must mean that WikiEducator is more focused on the idea of being a website that hosts static learning materials. I think that is true. The idea of a wiki as a destination for learners who want to "interact and help each other figure out how to learn things" is outside of the normal pattern of thinking for teachers in bricks-and-mortar schools. Of course, the people who do come to Wikiversity to "interact and help each other figure out how to learn things" are also "using the material themselves" if you expand your concept of "materials" to include the webpages that comprise Wikiversity learning projects. So, what Erik was saying is that WikiEducator has a more limited conceptualization of how to use wiki technology to support learning. WikiEducator is exploring how to make wiki websites an appendage for conventional education. Wikiversity is also exploring how to use wiki technology as a platform where learners can explore collaborative learning and active learning projects based in a virtual online space.

 * Erik said that WikiEducator is "more structured than Wikiversity". I wonder if that just means WikiEducator is less open to allowing its editors to, "interact and help each other figure out how to learn things". Does it matter? If you are graduate student and your professor gets a grant to "make online learning resources", then your day is fairly structured. The person who funded the grant is probably expecting you to spend your days putting learning resources online that can then be used as a "free version of the education curriculum" for "schools, polytechnics, universities, vocational education institutions and informal education settings". So, ya, in addition to that goal, Wikiversity also allows editors to do what they want to do, even if that does not directly result in conventional cogs for the "education curriculum". Why? First, because that is the spirit of wiki. What kind of volunteers are going to edit at Wikiversity? A student with an hour of free time is going to want to work on something they are interested in. A paid graduate student might sit down for an 8 hour shift and put chunks of a pre-defined "education curriculum" onto wiki pages. Wikiversity participants are going to have different motivation, interests and approaches to wiki editing. Around here, we often say that "rule one" is that editing must be fun and that means that all kinds of learning resources are going to be made that do not fit into any conventional curriculum.

 * In speaking about WikiEducator, Erik said, "the users who are participating there have a better idea of what they want to achieve with it." I think it is true that if your mission is restricted to making "on wiki" versions of "education curriculum" then you can have a fairly simple concept of what you are doing. For example, you can get some professional educators who have grant support and pay some graduate students to put "education curriculum" onto pages of your wiki. It is also true that many people who stumble upon Wikiversity are not sure what is going on. Nobody is standing at the gate saying, put "education curriculum" onto pages of this wiki. Some Wikiversity volunteers do take on that task. Other Wikiversity participants are exploring other ways to use wiki technology to explore their interests and learning goals and they might not have a good idea of where their efforts will lead. Some of us feel like we are experimenting and inventing new ways to use wiki technology for online learning. Being unsure of where all this will lead but wondering if great new systems for facilitating learning will be created is part of the fun of participating at Wikiversity.

 * "how do we work together without competition; we all want the same thing." Amen.

Vision for getting various wiki projects to work in an integrated way
About 60 minutes into the video, Erik was asked to talk about his vision for getting various education-oriented wiki projects to work in an integrated way. Erik said that he had been discussing this with Wayne Mackintosh and looking at ways to have a new beginning with a limited scope. "At Wikiversity there has been interest in really abstract discussions about the future of learning like de-schooling and things like that. I'm not sure that is the kind of thing you want as a core thing in the project. You want to limit the scope a little bit and you want to structure it a little bit." Erik mentions trying to have some kind of organizational meeting and establishing a "governance structure". (60 minutes 1:01:50)
 * note: possible example for the kind of discussion mentioned by Erik.

These comments from Erik are rather mysterious. What does it all mean? It appears that Erik is interested in restricting Wikiversity to one half of its approved mission.....the part that is already the mission of WikiEducator. To me, it seems very strange for a Wikimedia Foundation trustee to participate at WikiEducator. Now that Erik is paid staff for the Foundation, it seems strange to watch him call Wikiversity "a mess" and propose changing the mission of Wikiversity to be more like that of WikiEducator. It makes more sense to me that we should work on cooperation between educational wikis. (some previous comments here) It would be nice if the Foundation would support the Wikiversity community rather than try to turn Wikiversity into some sort of puppet of another project. If Erik thinks that as Deputy Director of the Wikimedia Foundation he can impose some mysterious "governance structure" on the Wikiversity community and write out of existence half of the Board-approved mission then we have interesting times ahead.

I'd like to know if the folks from Stanford Open Source Lab feel that Erik's vision for the future of Wikiversity is what they were expecting hear when they set up their workshop on "Participatory Learning". Had they know about Erik's interests they might have called it, "The WikiEducator model for Participatory Learning".

Additional resources
Discussion page - comments and links

title: User:JWSchmidt/Blog/31 December 2007


text:
Materials Science and Engineering/Derivations/Kinetics

Diffusion of Solute Atoms in BCC Crystal by the Interstitial Mechanism

 * Connection between jump rate, $$\Tau$$, and intersite jump distance, $$r$$, and the correlation factor:

$$D_I = \frac{\Tau r^2}{6}$$

 * Each interstitial site is associated with four nearest-neighbors
 * $$\Tau = 4 \Tau'\;$$
 * $$\Tau' = \nu e^{S^m/(kT)} e^{-H^m/(kT)}$$

 * Lattice constant: $$a\;$$
 * $$r = a/2\;$$

 * $$D_I = \frac{a^2}{6} \nu e^{S^m/k} e^{-H^m/(kT)}$$
 * $$D_I = D_I^{\circ} e^{-E/(kT)}$$

 * Consider concentration gradient and number of site-pairs that can contribute to flux across crystal plane
 * Concentration gradient results in flux of atoms from three types of interstitial sites in $$\alpha\;$$ plane
 * $$c'\;$$: number of atoms in the $$\alpha\;$$ plane per unit area
 * Carbon concentration on each of the three sites: $$c'/3\;$$
 * Jump rate of atoms from the type 1 and 3 sites between plan $$\alpha\;$$ and $$\beta\;$$: $$(c'/3)\Tau'\;$$
 * Contribution to the flux from the three sites: $$J^{\alpha \rightarrow \beta} = \frac{2 \Tau' c'}{3}$$
 * Convert to the number of atoms per unit volume: $$c = 2c' / a\;$$
 * $$J^{\alpha \rightarrow \beta} = \frac{a \Tau' c}{3}$$

 * Find the reverse flux by using a first-order expansion
 * $$J^{\beta \rightarrow \alpha} = \frac{a \Tau'}{3} \left ( c + \frac{a}{2} \frac{\partial c}{\partial y} \right )$$

 * Find the net flux
 * $$J^{\mbox{net}} = J^{\alpha \rightarrow \beta} - J^{\beta \rightarrow \alpha} $$
 * $$J^{\mbox{net}} = - \frac{a^2 \Tau'}{6} \frac{\partial c}{\partial y} $$

 * Compare with Fick's law expression, $$J^{\mbox{net}} = -D_I \frac{\partial c}{\partial y}$$, and total jump frequency, $$\Tau = 4 \Tau'$$:

 * $$D_I = \frac{a^2 \Tau'}{6}$$
 * $$D_I = \frac{a^2 \Tau}{24}$$

$$D_I = \frac{\Tau r^2}{6}$$

Self-Diffusion in FCC Structure by Vacancy Mechanism

 * There are twelve nearest neighbors on an fcc lattice
 * Vacancies randomly occupy sites and are associated with jump frequency, $$\Tau_V$$
 * $$\Tau_V = 12 \Tau_V'\;$$
 * $$\Tau_V' = \nu e^{S_V^m/k} e^{-H_V^m/(kT)}$$

 * $$X_V\;$$: fraction of sites randomly occupied by vacancies
 * Jump rate of host atoms:
 * $$\Tau_A = X_V \Tau_V\;$$

 * Self-diffusivity with $$r = a/\sqrt{2}$$:
 * $${}^*D = \frac{\Tau_A r^2 \mathbf{f}}{6}$$
 * $${}^*D = X_V \Tau_V' a^2 \mathbf{f}$$

 * With uncorrelated vacancy diffusion, the vacancy diffusivity is
 * $$D_V = \frac{\Tau_V r^2 \mathbf f}{6} = \Tau_V' a^2$$

 * The vacancy diffusivity is related to the self-diffusivity
 * $${}^*D = X_V D_V \mathbf{f}$$

 * $$X_V = X_V^{\mbox{eq}}\;$$ when the vacancies are in thermal equilibrium
 * $$X_V^{\mbox{eq}} = e^{-G_v^f/(kT)} = e^{-S_v^f/(k)}e^{-H_v^f/(kT)}$$

$${}^*D = \mathbf{f} a^2 \nu e^{(S_v^m + S_v^f)/k_e} e^{-(H_v^m+H_v^f)/(kT)}$$ $${}^*D = ^*D^{\circ} e^{-E/(kT)}$$
 * $$S_v^f\;$$: vacancy vibrational entropy
 * $$H_v^f\;$$: enthalpy of formation

Intrinsic Crystal Self-Diffusion with Schottky Defects

 * Predominant point defects are cation and anion vacancy complexes
 * Self-diffusion occurs by a vacancy mechanism
 * Defect-creation (Kroger-Vink notation)
 * $$K_K^{\times} + Cl_{Cl}^{\times} = V_K' + V_{Cl}^{\circ} + K_K^{\times} + Cl_{Cl}^{\times}$$
 * $$\mbox{null} = V_K' + V_{Cl}^{\circ}$$

 * Relation between free energy of formation, $$G_S^f$$, and the equilibrium constant, $$K^{\mbox{eq}}\;$$
 * $$G_s^f = -kT \ln K^\mbox{eq}$$
 * $$K^{\mbox{eq}} = e^{-G_s^f/(kT)}$$
 * $$K^{\mbox{eq}} = a_{AV} a_{CV}\;$$

 * The activities correspond to anion and cation vacancies
 * With dilute concentrations of vacancies, Raoult's law applies, and activities are equal to site fractions

 * $$\left [ V_K' \right ] \left [ V_{Cl}^{\circ} \right ] = K^{\mbox{eq}} = e^{-G_s^f/(kT)}$$

 * A requirement of electrical neutrality is that the number of potassium vacancies is equal to the number of chlorine vacancies

 * $$\left [ V_K' \right ] = \left [ V_{Cl}^{\circ} \right ] = e^{-G_s^f/(2kT)}$$

 * Vacancy self-diffusion in a metal

 * $${}^*D^K = ga^2 \mathbf f \nu e^{(S_{CV}^m + S_S^f / 2)/k} e^{-(H_{CV}^m + H_S^f / 2)/(kT)}$$

 * $$g$$: geometric factor
 * $$\mathbf f$$: correlation factor

 * Activation energy of self-diffusion

 * $$E = H_{CV}^m + H_S^f / 2$$

Intrinsic Crystal Self-Diffusion with Frenkel Defects

 * Frenkel pair formation

 * $$Ag_{Ag}^{\times} = Ag_i^{\circ} + V_{Ag}'$$

 * $$a_{Ag_{Ag}^{\times}} = 1$$

 * $$K^{\mbox{eq}} = \left [ Ag_i^{\circ} \right ] \left [ V_{Ag}' \right ] = e^{-G_F^f / (kT)}$$

 * Elecrical neutrality condition:

 * $$\left [ Ag_i^{\circ} \right ] \left [ V_{Ag}' \right ] = e^{-G_F^f / (2kT)}$$

 * Activation energy of self-diffusivity of cations

 * $$E = H_I^m + \frac{H_F^f}{2}$$

Extrinsic Crystal Self-Diffusion with Frenkel Defects

 * Extrinsic defects result from the addition of aliovalent solute
 * Extrinsic cation-site vacancies are created by incorporation of $$Ca^{++}$$ through doping $$KCl$$ with $$CaCl_2$$
 * Step 1: Two cation and two anion vacancies form
 * Step 2: Single $$Ca^{++}$$ cation and two $$Cl$$ anions incorporated
 * Cation and anionic vacancy populations relate to the site fraction of extrinsic Ca^{++} impurity

 * $$\left [ Ca_K^{\circ} \right ] + \left [ V_{Cl}^{\circ} \right ] = \left [ V_K' \right ]$$
 * $$\left [ V_K' \right ] \left ( \left [ V_K' \right ] - \left [ Ca_K^{\circ} \right ] \right ) = e^{-G_S^f/(kT)} = \left [ V_K' \right ]_{\mbox{pure}}^2$$

 * The equation can be solved to find the vacancy site fraction
 * Two limiting cases of the behavior of $$\left [ V_K' \right ]$$
 * Intrinsic: $$\left [ V_K' \right ]_{\mbox{pure}} \gg \left [ Ca_K^{\circ} \right ]$$, then $$\left [ V_K' \right ] = \left [ V_K' \right ]_{\mbox{pure}}$$
 * Extrinsic: $$\left [ V_K' \right ]_{\mbox{pure}} \ll \left [ Ca_K^{\circ} \right ]$$, then $$\left [ V_K' \right ] = \left [ Ca_K^{\circ} \right ]_{\mbox{pure}}$$

Self-Diffusion in Nonstochiometric Crystals

 * Oxidation of $$FeO$$
 * $$FeO + \frac{x}{2} O_2 = FeO_{1+x}$$

 * Consider the sum of two reactions
 * $$2Fe^{++} = 2Fe^{+++} + 2e^-$$
 * $$\frac{1}{2} O_2 + 2e^- = O^{--}$$
 * $$2Fe^{++} + \frac{1}{2} O_2 = 2Fe^{+++} + O^{--}$$

 * A cation vacancy must be created with regard to every O atom added
 * $$2Fe_{Fe}^{\times} + \frac{1}{2} O_2 = 2 Fe_{Fe}^{\circ} + O_O^{\times} + V_{Fe}''$$

 * Relationship between cation vacancy site fraction and oxygen gas pressure
 * $$\frac{1}{2} = O_O^{\times} + V_{Fe}'' + 2h_{Fe}^{\circ}$$
 * $$h_{Fe}^{\circ} = Fe_{Fe}^{\circ} - Fe_{Fe}^{\times}$$

 * Equilibrium constant of the reaction:

 * $$K^{\mbox{eq}} = \frac{ \left [ V_{Fe}'' \right ] \left [ h_{Fe}^{\circ} \right ]^2}{P_{O_2^{1/2}}} = e^{- \Delta G / (kT)}

$$

 * Electrical neutrality condition with oxidation-induced cation vacancies as dominant charged defects

 * $$\left [ h_{Fe}^{\circ} \right ] = 2 \left [ V_{Fe}'' \right ]$$

 * Solve to find $$\left [V_{Fe}'' \right ]$$

 * $$\left [ V_{Fe}'' \right ] = \left ( \frac{1}{4} \right )^{1/3} e^{- \Delta G / (3kT)} (P_{O_2} )^{1/6}$$

 * Activation energy

 * $$E = \frac{\Delta H}{3} + H_{CV}^m$$


text:
User:Mu301/Survey responses

Computers
I currently use a few Unix-like operating systems. Mostly Solaris, but also some IRIX. Have in the past used SunOS, Ultrix, AIX and probably others... But I haven't really used Linux...  Also have used RSX-11, VMS, OS/2 and Genera.

GFDL vs. CC
No preference

title: User:Mu301/Survey responses


text:
User talk:ترجمان05

beta
Most non-English language resources should go at this Wikiversity website. --JWSchmidt 20:29, 31 December 2007 (UTC)
 * Merhaba, as above said already:
 * If you want to set up a new Wikiversity, you must have ten active participants who are willing to work on that language project. When you have this number you can request (at meta) for a new language domain to be set up.
 * Could you please tell more about what you do, so we can understand this ? Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 18:37, 9 January 2008 (UTC)

test?
Were you doing a test here ?, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 18:33, 9 January 2008 (UTC)

Active now also on beta: betawikiversity:Special:Contributions/%D8%AA%D8%B1%D8%AC%D9%85%D8%A7%D9%8605, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:07, 9 January 2008 (UTC)

title: User talk:ترجمان05


text:
System/Earth/Solar System overview/Sun/Sun inside

Sun consist of five layers  (back)←Sun cross section

Sun consist of five sections. In the center there is a core. In the core hydrogen is changed into hellium, when emitting lots of energy. There is a high temperature and density. Then there is situated a wide radiative zone. Here the life is produced via fotons. Convection zone which follows is much smaller. Here coller masses are transported closer to the Sun's core and warmer ones are elevated towards the surface. Photospere covers the conventional zone. It is what we can see on the sun. In the photosphere we can see sunspots and protuberances. Last layer is atmospere. It consist from anoter five layers. They are called temperature minimum, chromospehere, transition region, corona and heliosphere.


text:
System/Earth/Solar System overview/Sun/Solar prominence

Sun prominence  (back)←Sun prominence

The surface of the Sun has bursts of energy. This is how they look.


text:
Assistant teacher program

Welcome to the Wikiversity assistant teacher program!

Participants in this content development project create, organize, and develop learning resources for assistant teacher courses suitable for use in junior high school and high school. A goal is to allow derived courses to rearrange available material in different ways and to add or remove optional material as desired.

Research
The Wikiversity assistant teacher program is an ongoing research project. You can contribute to practical research and verification if your school has implemented any kind of program that invites pupils to participate in teaching or mentoring, such as learning by teaching or youth mentoring. If you do not intend to contribute to the courses you can submit your observations and criticism to the forum.

For the discussion of research projects and findings there is a $Symposium$ page. Literature references can be posted under $Further reading$.

Teachers and schools interested to work with the Wikiversity assistant teacher program in the development phase can register on the $Partner school program$ page.

Courses
Completion: 0%, 25% , 50% , 75% , 100%

Optional course units
If you think you can improve a module or write a better one with a different approach you are free to add your own module to the list below, even if it covers topics that are already covered elsewhere. Instructors can select the modules they prefer and replace regular modules with optional modules. Writing your own module does not give you a right to lock out other authors; if somebody wants to improve a module you wrote the usual search for consensus should be applied.

Assistant teacher course

 * $Grades for social behavior$ [[Image:25%.svg]]
 * $Chess$ [[Image:100%.svg]]
 * $School surveys$ [[Image:50%.svg]]
 * $Teaching and mentoring in primary school$ [[Image:00%.svg]]
 * $Practical philosophy$ [[Image:50%.svg]]
 * $Biography work$ [[Image:00%.svg]]
 * $Responsible consumers$ [[Image:00%.svg]]
 * $Respect economy$ [[Image:50%.svg]]

Discussion

 * $Forum$ for general discussions about the assistant teacher program.
 * Topic talk:Assistant teacher program for discussions concerning content development.

Maintenance
Changes to important pages can be reviewed with the following links:
 * pages linked from the course
 * pages of the handbook
 * pages of mentor training
 * courses and optional modules
 * Category:Assistant teacher program templates

Some pages may appear several times, some pages may not appear in any list and some pages that appear may not belong to the assistant teacher program.

Preparatory notes

 * User:Fasten/Course Ideas/Assistant Teacher Course

title: Assistant teacher program


text:
Talk:Assistant teacher program

 * This page is for discussions concerning content development,
 * please use Topic:Assistant teacher program/Forum for general discussions
 * and Topic:Assistant teacher program/Research forum for discussion about research projects and findings.

strategy wikimedia - Proposal:Wikiversity assistant teacher program laboratory school
Proposal: Launch a laboratory school for the Wikiversity assistant teacher program, Erkan Yilmaz uses the Chat (try) 19:26, 21 March 2010 (UTC)

Comments
pun: In photosynthesis light reactions produce the A.T.P., which is required for the dark reactions. --Bernhard Fastenrath 11:17, 1 June 2011 (UTC)

title: Talk:Assistant teacher program


text:
Assistant teacher course

—On education (Über Pädagogik), Immanuel Kant Welcome to the assistant teacher course of the Wikiversity assistant teacher program. The course covers the exemplary components of the assistant teacher program. Optional components are available on the page Topic:Assistant teacher program. You can find the info you need from there.

The assistant teacher course aims to educate pupils to understand and to appreciate the view and the work of teachers. Assistant teachers should be qualified to teach other pupils in a classroom under the supervision of an adult teacher or teaching assistant and to educate other pupils to become assistant teachers. The office of assistant teacher will have its own code of conduct developed by the participants. A service provider attitude and a code of conduct developed by the pupils can help to establish a purpose and make education more meaningful for pupils. The course assumes the purpose of assistant teachers to be as described in this proposal but schools are, obviously, free to redefine the exact purpose of assistant teachers as desired. The course is expected to be held as a tight three week course in a summer camp or summer school for pupils between seventh grade and eighth grade. The format may help to leave a lasting impression on young pupils. The course is meant for attentive, disciplined and cooperative pupils. The selection criteria can help to provide motivation, just like the office of assistant teacher can help to motivate the peers of the assistant teachers to want the same qualification. It is recommended to select between 10% and 25% of the pupils of a grade for the initial group of assistant teachers participating in the course.

The Wikiversity assistant teacher program can serve as a way for course instructors of derived courses to give feedback to the general public.

Handbooks for teachers and instructors

 * $Instructors' guide$ [[Image:75%.svg]]
 * $Teachers' handbook$ [[Image:75%.svg]]

Contents

 * $Introduction$ [[Image:100%.svg]]

First week

 * $Taking the view of the teacher$ [[Image:50%.svg]]
 * $Reinventing the wheel$ [[Image:100%.svg]]
 * $Psychology and metacognition$ [[Image:75%.svg]]
 * $Soft skills$ [[Image:75%.svg]]
 * $Active self-criticism$ [[Image:100%.svg]]
 * $Dialectic$ [[Image:25%.svg]]
 * $Didactics and mathetics$ [[Image:25%.svg]]
 * $Preparing and holding a lesson$ [[Image:75%.svg]]

Second week

 * $Pedagogy and parent education$ [[Image:75%.svg]]
 * $Citizenship education$ [[Image:50%.svg]]
 * $Testing and grading$ [[Image:25%.svg]]
 * $Self-management and independent learning$ [[Image:25%.svg]]
 * $Higher-order thinking skills$ [[Image:00%.svg]]
 * $Theory formation$ [[Image:75%.svg]]
 * $Theory of education$ [[Image:50%.svg]]
 * $Assistant teacher training$ [[Image:75%.svg]]
 * $Differentiated instruction$ [[Image:00%.svg]]

Third week

 * $Collaborative action research$ [[Image:00%.svg]]
 * $Junior mentoring program$ [[Image:25%.svg]]
 * $Individual curriculum$ [[Image:25%.svg]]
 * $Mentoring assistant teachers$ [[Image:00%.svg]]
 * $Organization$ [[Image:25%.svg]]
 * $Book project$ [[Image:25%.svg]]

title: Assistant teacher course


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The template links to a sub-page of the referring page under the name of the destination page. The first parameter is the page being referred to.

Example:
 * $SecondLevel$ on a page "FirstLevel" will result in a link to "FirstLevel/SecondLevel".

Parameters:
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title: Template:Sub


text: Template:Assistant teacher program/header


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Spanish/Spanish One/SO-Lesson 1

Lesson 1: Introduction and Pronunciation → (next lesson) In this introductory lesson participants will download a version of the textbook and also install skype in order to communicate with an instructor. This will make it possible to meet the instructor on audio Skype. The second part of this lesson focusses on pronunciation and intonation.

To do (teamwork)
Fullfil points in sequence from the top:

1) Download the pdf version of Spanish here: http://en.wikibooks.org/wiki/Spanish.
 * -->you can also print it like a book

2) Print this text: Las Palmas de Gran Canaria

3) Download Skype from here: http://www.skype.org/intl/en/ and install it.

4) Register in skype and try to arrange an on-line meeting with an instructor.

Introduction
5) Add an overview on Spanish language (150-200 words). Include language family, language history and development, where it is used, how many people use it, influence of other languages on Spanish vocabulary, a comment about Spanglish:

6) Describe the textbook used and methodology promised by instructor (50-100 words):

On-line dictionary
7) Find a useful English-Spanish, Spanish-English dictionary, and list it down:
 * http://wordreference.com/
 * http://dictionaries.reverso.net/
 * http://www.altavista.babelfish.com/

 * You think Babelfish is a "dictionary"?--Juan 22:49, 5 February 2008 (UTC)

For the next lesson (individual work)

 * Fullfil 1-7.
 * Read page 4 and and write an overview on Spanish summary in pronunciation section on your user page (e.g. User:E.T./Spanish pronunciation ).
 * Read pages 8,9.
 * Listen several times to: Las Palmas de Gran Canaria with audio.

Additional resources

 * Las Palmas de Gran Canaria - printable version
 * Las Palmas de Gran Canaria with audio

Lesson 1: Introduction and Pronunciation → (next lesson)

title: Spanish/Spanish One/SO-Lesson 1


text: File:Wshop.ogg

title: File:Wshop.ogg


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Neurodiversity Movement/Section 1: The Basics

Section One: The Basics
This section will: familiarize the student with the basic concepts behind the Neurodiversity and Autistic Rights movements and provide a venue for students to discuss these concepts. Additionally, students are encouraged to research neurotypes and write a section on the neurotype of their choice for other students to read and edit.

Research of neurotypes by LotsofTheories
General Questions These are questions that I get in my mind while reading this permanent link version of this page(based on "Revision as of 2021-01-18T15:52:43 by Dave Braunschweig" UTC time):

Statements which inspired questions in my mind:
 * "This section will: familiarize the student with the basic concepts behind the Neurodiversity and Autistic Rights movements and provide a venue for students to discuss these concepts. Additionally, students are encouraged to research neurotypes and write a section on the neurotype of their choice for other students to read and edit."
 * That statement made me want to choose my own neurotype. If I was to start anywhere I'd focus on my own neurotype. Searching for other people whose brains function similarly to my own, comparing similarities and differences. I also am motivated because I always had the interest to meet people with the same neurotype as myself since I got my diagnosis around 2002/2003. If other students are reading this please think and consider if you have met your own neurotype. You can think of this question which you can think about: "Have I ever met anybody who thinks like myself or in a similar enough way that I'd consider that person to have the same neurotype as myself?".
 * "The so-called "normal" neurotype is referred to as Neurotypical" - not a whole sentence but when I read this I had a question in my mind that went something like this:
 * One neurotype to describe the concept of or many neurotypes? I don't think we can be sure of how many neurotypes there are that could represent, this would need further research into neurotypes. Is the word "Neurotypical" referring to one neurotype or a collection of neurotypes?
 * "In the social approach, however, a neurotype is not defined by what we can observe in a lab. In this approach, a person with cerebral palsy caused by an accident could be considered to have a non-neurotypical (or "neurodivergent") neurotype, because this approach assumes that even things not caused by genetics are a form of natural variation. The social approach also allows that one can have two different neurotypes at once, such as autism and ADHD, if that description suits the person in question."
 * a person who has autism and ADHD is to me a person with a neurotype, a specific wiring of the brain. A neurotype is to me "wiring of the brain", having two neurotypes would mean to me "having two brains". We only have one brain, so to me one person having two neurotypes makes no sense. Also if a brain has been damaged my motivation to be interested might decrease, I'm interested in neurotypes not from a perspective of disease but from a perspective of Human Resources, using the full potential of problem solving skills that humen have from birth, "birth neurotype".

Existing scholarly article questions
 * Is there public research of scholarly articles that have attempted to document "normal neurotypes"?

To conclude I did not develop much on my take on neurotypes, what is a neurotype and what is not a neurotype(or did I?), I shared some comments but I'm intending to further develop this section. I was considering creating a separate resource page on Wikiversity but on second thoughts this is a place where I can develop some of my thoughts regarding what I see as a neurotype. (Work In Progress)

The Concept of Neurodivergence
The Neurodiversity movement is centered around the idea that there are many natural forms of variant human wiring in the brain. This diversity of neurology is where the term "Neurodiversity" originates from. A neurotype is the name given to one individual form of wiring. The so-called "normal" neurotype is referred to as Neurotypical (abbreviated NT) and is what we once thought of as being the most common, or "typical" form of wiring, hence the name. It is frequently considered, by society at large and particularly by medical professionals, to be the most desirable and possibly the only healthy type of brain functioning. The Neurodiversity movement seeks to change that assumption. Advocates propose that there are many different neurotypes, perhaps so many that the so-called NTs are actually in the minority. Furthermore, they believe that each neurotype is its own kind of healthy brain, with both pros and cons of ability, function, etc. Society is designed for NTs and therefore the good side of many neurotypes is not seen because those who are not NT are not able to succeed as easily in society. The movement seeks to make society change, to teach people how to understand and support those who are neurodivergent and create a society which does not discriminate against them.

Historically, though, there has been some disagreement over what a neurotype actually is and what qualifies as one. In this blog post(succumbed to link rot) (archived version at 2009-02-27 by Wayback Machine in where the word "neurotype" can be found) by Kevin Leitch, and in the comments that follow, several different positions are espoused which are fairly representative of the different factions:

 * 1) Neurodiversity is everyone except NTs.
 * 2) Everything is a neurotype, and absolutely everyone is part of Neurodiversity.
 * 3) Only differences that are biologically heritable are valid neurotypes.
 * 4) All differences, including those that occur after birth, are valid neurotypes, if they happen in the brain.

We can divide different ideas about what is and what is not a neurotype into two basic camps: The scientific approach and the social approach. The scientific approach defines a neurotype as literally a completely differently wired brain, which is observable in a lab, able to be classified scientifically, and caused by genetics (otherwise it is not a form of "natural variation"). According to the scientific approach, one cannot have two neurotypes at once and anything that is not genetic, like cerebral palsy caused by an accident, is not a neurotype. In the social approach, however, a neurotype is not defined by what we can observe in a lab. In this approach, a person with cerebral palsy caused by an accident could be considered to have a non-neurotypical (or "neurodivergent") neurotype, because this approach assumes that even things not caused by genetics are a form of natural variation. The social approach also allows that one can have two different neurotypes at once, such as autism and ADHD, if that description suits the person in question.

Now that you, the student, are armed with some knowledge about neurotypes, please share your opinion on what is and is not a neurotype, or ask questions, in the discussion section below.

Discussion
I want to begin the discussion with some questions: Do you agree more with the scientific or the social approach to defining a neurotype? Do you feel that it might be possible to somehow combine the two?

Of the following list, which ones do you, personally, think should or should not be considered neurotypes (and if you have any to add, go ahead!): --Luai lashire 19:51, 23 January 2008 (UTC)
 * Anxiety Disorders
 * Autism Spectrum Disorder
 * ADHD (ADHD now encompasses what used to be referred to as ADD)
 * Bipolar disorder
 * Depression
 * Cerebral Palsy
 * Epilepsy
 * Multiple personalities
 * Schizophrenia
 * Narcolepsy
 * Down's Syndrome
 * Synaesthesia
 * OCD
 * Tourettes Syndrome

If we were to take neuro diversity as a whole it makes sense to include all neurological types including neurotypical as anything more divisive would undermine the ability of research. Research would benefit from seeing the whole picture instead of only being able to look at specific types. When we limit the information due to a preceding idea it also limits the outcome of data overall and if we are searching for any knowledge we should always take a look at the whole picture before during and after dividing things up. How is sensory information prevalent to a neurotypical individual? If we focus on specific types instead of the neurological nature behind them then the research will become limited as well. If we look at neurotypicals as being a part of the neurodiversity which they are then we can see the entire fabric of our neurological being and we can see how each individual interacts with the whole and how we all make up the whole. This will lead to understanding how we all fire and the effects of these firings on the whole. Perhaps this way may pave a path of understanding in other realms of life we have pondered since our beginnings. (previously unsigned comment)--Kelsie~enwikiversity 20:27, 9 August 2013 (UTC)

- I find it fascinating that all the neurotypes listed above can be considered ailments. Assuming the social sciences definition of a neurotype than gender identity, sexuality, learning preferences (visual vs. auditory, etc.) - if pronounced enough should be considered a neurotype as well. Also I disagree with this part of the concepts description.

"Furthermore, they believe that each neurotype is its own kind of healthy brain, with both pros and cons of ability, function, etc."

While the sentiment of neurodiversity and its importance in society I agree on, the idea that a mind with f.eg. Tourettes Syndrome, Schizophrenia or Down's Syndrome is a kind of healthy brain is absurd. Yes, they can be brilliant, valuable members of society but outside of fringe cases they are massively hampered in all elements of social and personal life, thus clearly showing that their minds are not OK. Without proper research though this is all anecdotal evidence. I'd be fascinated to read some actual research on the subject of neuroplasticity.

- T.K. Brackenen, 23 Oct 2018


text:
User talk:Faridiranpanah

Welcome
Hello Faridiranpanah, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 07:15, 1 January 2008 (UTC)

title: User talk:Faridiranpanah


text:
User talk:Dcherven

Welcome
Hello Dcherven, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 07:16, 1 January 2008 (UTC)

title: User talk:Dcherven


text:
User talk:Larryleonian1

Welcome
Hello Larryleonian1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 07:17, 1 January 2008 (UTC)

title: User talk:Larryleonian1


text:
User talk:Jadamz~enwikiversity

Welcome
Hello Jadamz, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 07:17, 1 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:39, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:Jadamz~enwikiversity


text:
User talk:JWSchmidt/Blog/31 December 2007

Hi JWS. Thanks for the post. I haven't watched the video (am on dial up speeds for a while) but will give it a look. Hopefully Eric's remarks at Stanford were just that - remarks. Perhaps he was filling in for someone and as you point out, found he was talking about something he knew little about, and ended up steering the talk to something he knows more about - WE. I hope his new role along with the remarks he made at Stanford won't change the really interesting things happening over at WV. As I said on Colloquium - Wikiversity's freedom is an inspiration, and through that some really interesting things will continue to emerge - such as the concept of reading groups, and "abstract" discussions that some feel are central issues faced in attempts to turn learning into education. --Leighblackall 07:38, 1 January 2008 (UTC)

 * The original .mov file for the workshop was over 500 MB. I made a reduced version that is "only" 13 MB and has just the Wikiversity and WikiEducator material. I also started a page for discussion of how to promote cooperation between multiple projects devoted to free/libre learning. --JWSchmidt 01:11, 2 January 2008 (UTC)


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Spanish/Resources/Las Palmas de Gran Canaria (audio)

Breves reseñas históricas

Los orígenes fundacionales de la ciudad de Las Palmas se remontan al año 1478, concretamente al 24 de junio (día de San Juan) momento en el cual Don Juan Rejón, capitán castellano, inicia la conquista de la isla de Gran Canaria. Esta conquista se inicia en la desembocadura del barranco de Guiniguada, lugar que inicialmente se denominaría El Real de Las Palmas y que pertenece en la actualidad al barrio de Vegueta.

La lucha se prolongó por un periodo de cinco años, costando un gran número de vidas, sobre todo en el lado aborigen, que carecía de medios para defenderse frente a los ejércitos mandados por los Reyes Católicos. Aun así la resistencia fue feroz. El final de la conquista llegaría en 1483, con la incorporación de la isla a la Corona de Castilla por parte de Don Pedro de Vera que logró el sometimiento de los aborígenes de Gáldar en la zona noroeste de la isla.

La importancia de la ciudad fue creciendo paulatinamente, convirtiéndose en el centro administrativo y político del Archipiélago, constituyéndose el Obispado de Canarias (cuyo ámbito actual es el de la provincia de Las Palmas) Tribunal de la Santa Inquisición, la Real Audiencia de Canarias, etcétera.

Durante estos primeros siglos de vida, la ciudad se convirtió en un punto activo económico, principalmente debido al comercio de la caña de azúcar, llegando en el siglo XVII un receso debido al freno que sufrieron las exportaciones agrarias tanto a América como al resto de Europa. Durante la época de esplendor, se produjeron numerosos ataques piratas que se prolongaron en el tiempo hasta el siglo XVIII.

En octubre de 1595, la ciudad consiguió repeler el ataque inglés a mando de Francis Drake y John Hawkins, pero cuatro años más tarde, los holandeses, al mando de Van der Does saquearon e incendiaron la ciudad.

En el siglo XIX se produjo un hecho de importancia vital para la economía de la ciudad. La instauración de los puertos francos. Se trata de un régimen económico especial que favorece las relaciones comerciales del archipiélago. Este beneficio actúa como estimulante para que numerosos barcos y navieras recalen en la isla. Este ir y venir de barcos fue la primera semilla para que posteriormente se desarrollara en la isla la principal fuente de economía actual, el turismo. De este interés inicial por el turismo nace el primer hotel de la isla, el Hotel Santa Catalina, en el año 1890 y que en la actualidad sigue abierto y es considerado el de mayor prestigio de la ciudad.

Con posterioridad a la finalización de la Guerra Civil Española y de la Segunda Guerra Mundial, se notaron ciertos síntomas de recuperación turística, que culminan en la Navidad de 1957 cuando aterriza en el Aeropuerto de Gando un avión de la compañía sueca Transair AB, con 54 pasajeros en su interior. Acababa de iniciarse la era de los vuelos charter, principal motor económico de la isla, y en general del archipiélago canario en la actualidad.

Original text taken from es Wikipedia (Las Palmas de Gran Canaria) Full text available via: http://es.wikipedia.org/w/index.php?title=Las_Palmas_de_Gran_Canaria&oldid=1131117


text: File:Cormaggio red finger - Huaxi Street night market 0274 - Summer 2007.jpg


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Talk:Assistant teacher program/Manual of style

Handouts
Handouts for pupils have to be conveniently printable. The course should not assume that the pupils have access to computer terminals during the course. Optional material can make use of interactivity. Handouts should use Page-break for page formatting.

Deduce-it-yourself strategy
The course allows the pupils to develop their own ideas before a concept is used in the course in a more inflexible context. This can take the form that participants are asked to develop a concept in relation to their own peers before a concept is used in relation to the assistant teacher program. At the end of the course the pupils are invited to write their own book about their assistant teacher effort, which again requires them to reflect on their goals and to be creative with respect to their understanding of the assistant teacher office. One could see this as the (initially unintended) attempt to apply constructivist didactics to the creation of an assistant teacher effort by allowing the pupils to invent their own procedures and didactic methods for the effort. One of the goals of constructivist didactics is that pupils learn how to learn by giving them the training to take initiative for their own learning experiences.

Examples:
 * Reinventing the wheel introduces psychology and organization.
 * The Self-management question precedes the "Self-management and independent learning" phase.
 * Many phases begin with an introduction to the topic where pupils can devise their own views.

Templates

 * Assistant teacher course/pb : The "pb" (pupil box) template contains text that addresses the participants directly. The text is not meant as a handout but can be used to prepare a speech or can be shown on a board during a lecture.

 * Assistant teacher course/simpleBox : A simple box with a light grey border and 25px side margin. The purpose is to distinguish passages that have their own, independent context (e.g. long quotations).

 * Assistant teacher course/handouts : A box that lists references to handouts to be used in a specific course unit.

 * Assistant teacher course/todo : A template to make remarks on the right margin about missing parts of the course or parts that require more work.

 * Assistant teacher course/info_box_unit : An information box about a course unit (usually a 3rd-level section of a page bounded by === Section === )

 * Assistant teacher course/navigation : A navigation help to be used as the footer for the standard course phases.


text:
User:Psychofarm~enwikiversity

Projects

 * Adobe Lightroom/Black and White techniques

title: User:Psychofarm~enwikiversity


text:
User talk:Psychofarm~enwikiversity

Welcome
Hello Psychofarm, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 15:30, 1 January 2008 (UTC)

your user page
Your user page is different from this page. I moved the link you added to "Wikiversity:User page" to your page at "User:Psychofarm". --JWSchmidt 15:34, 1 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Psychofarm. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Psychofarm~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 23:48, 17 March 2015 (UTC)

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

title: User talk:Psychofarm~enwikiversity


title: File:PresenceSaturation-100.jpg