text:
User talk:Taiga~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --S Larctia 21:12, 8 October 2011 (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 Taiga. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Taiga~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 23:44, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Taiga~enwikiversity


text:
User:Berek/EditCounterOptIn.js

Please show me month counts. Thanks.

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

title: User:Berek/EditCounterOptIn.js


text: Category:Welsh language

title: Category:Welsh language


text:
Category:Ghana

This category is for pages related to Ghana.

title: Category:Ghana


text:
Category:Homosexuality

This category is for pages related to homosexuality.

title: Category:Homosexuality


text:
Category:Sexuality

This category is for pages related to sexuality.

title: Category:Sexuality


text:
Category:Portugal

This category is for pages related to Portugal.

title: Category:Portugal


text:
User:Fab4187/enes100/HamV2

Link to project HAM_V2 team page.

Give instructor top 3 project choice list

 * HAM
 * HAM
 * Door Access

Write problem statement
Design and build a field expedient dipole antenna from rudimentary parts, such as wire, string and ceramic insulators.

//This is a change originally we were planning on designing and building a low power 30 MHz transceiver matching dipole antenna.//

Assign Task1

 * Continue building relationship with the Columbia Amateur Radio Association (CARA).

 * Continue to push for a guest speaker for the engineering club. Would like to see Dave Prestel speak at the club this week.

 * Inventory and develop a strategy to best use the equipment donated by CARA. Our entire project may shift its focus depending on what we find.

 * Meet new team members. Learn their strengths and weaknesses.

 * Continue to develop presentation strategies for the team.

 * Present progress to class weekly.

 * Assist other team members with their tasks. I should be aware of their progress in case I am asked to assist in testing.

 * I am responsible for the design and setup of the dipole antenna that will be used to transmit our communications.

 * Begin radio wave theory research.

Compare actual work done to Task1

 * The first week of the project was a successful one. I was able to accomplish all tasks that I planned for week one.

 * The relationship with CARA is getting stronger. We should have a couple of guest speakers come speak to club within the next few weeks.  This is a major success.

 * The equipment donated from CARA contained several field expedient antennas. These antennas will be the core of my team's project.

 * There is an area of concern, mastering antenna theory and radio wave propagation. Given the complexity of these topics I plan on taking mostly a practical approach to the design of the antenna instead of a theoretical one.  To learn the theory behind antenna transmission and radio wave propagation would take longer than I have years left on this planet.

 * I recommended to team member JH that he take the lead on this project and move it in the direction he is comfortable with.

Week1 Narrative

 * The initial part of the week was spent inventorying and categorizing the equipment donated by the Columbia Amateur Radio Club (CARA).

 * I found a few antennas that will be at the core of our project development. I will use these antennas to learn how antennas transmit signals and how radio waves propagate throughout the environment.

 * Two of the antennas that were donated to us are dipole antennas. The dipole antenna is one of the easiest antennas to build and use.  It was one of the first antennas built and has been around for a long time.  The dipole antenna can easily be setup between two trees or buildings.  I haven't determined the wavelength of these antennas yet.  I will try to fit that in next week.

 * '''2011-10-23 13.43.19.jpg                           2011-10-23 13.48.18.jpg

 * We also received a slinky antenna. I am going to attempt to figure the basic theory of operation of this antenna.

 * There were other items donated to us that can be of use to the engineering club. Some of these items are: a high voltage probe, a temperature controlled solder gun, multiple routers/network tools, and antenna cable.

 * Also within the donated items were radio modification kits, and several circuit components, such as integrated circuit chips, LED displays, capacitors, resistors, transistors, and other miscellaneous items. These components can be used during the digital and analog circuit courses at Howard Community College.

 * I found the following websites helpful during my study of antenna theory and radio wave propagation:

 * Dipole Antenna
 * WikiPedia Antenna Theory
 * MIT Physics III Lectures
 * More Antenna Theory
 * Java Applet Antenna Theory
 * antenna-theory.com website
 * MIT Antenna Theory
 * DXZone
 * Colorado University Engineering Department
 * Radio Wave Propagation
 * WikiPage on Antenna Theory
 * Radio Wave Propagation Sunspot Cycle Information
 * Tactical Radio Communications Techniques

 * Additional documents that I will be using during my research:

 * I will be using all these sites and documents over the next few weeks to develop my project and design my antenna.

 * Many decisions were made that will impact the final outcome of this project. I added several key points to our decision tree.  These key points can be viewed from the team page by clicking below:

 * Decision tree

Week1 Peer Review
See each team member's individual page for comments. Comments can be seen by clicking on the team member's discuss tab.
 * Comments for JH

Assign Task2

 * Schedule a field trip to the National Electronics Museum in Linthicum, MD and present to class.

 * Determine the wavelength of the antennas donated to by CARA.

 * Develop a plan to have the class interaction during presentation. I might have the class help me setup the antenna.

 * Continue learning about antenna theory and radio wave propagation.

Compare actual work done to Task2

 * The second week of the project was a successful one. I was able to accomplish all tasks that I planned for week this week.
 * In my opinion bringing Dr. Gold to speak to the engineering club was very successful.
 * The length of both the dipole antennas being used in the HAMV2 project were measured.
 * Team member JH and I agreed to visit the National Electronics Museum for the last week of our project.

Week2 Narrative

 * During week two I was able to put together a brief presentation on what we have accomplished.

 * With the help of a couple of volunteers I was able to measure the two dipole antennas that we have been using during our research. It turns out that only one of the antennas is a dipole antenna.  The other antenna is actually a long wire antenna of approximately 32 meters.

 * The dipole antenna measures approximately 20 meters. The antenna is probably a half wave antenna that will enable transmission in the 7.5 MHz range.

 * I plan on visiting the National Electronics Museum in Linthicum, MD at the end of this week. At the museum they have exhibits of how things work. They have a magnetism exhibit and Doppler effect exhibit. There are many more exhibits in the museum, but these two have the most value towards the HAM project. The other exhibits provide a brief history of the development of electronics. I recommend the engineering club schedule a field trip to the museum and arrange for a guided tour. Visit the National Electronics Museum website for more information. To see pictures of some of the exhibits go to the museum's website.

 * The guest speaker coordinated through CARA was a huge success.

 * Many decisions were made that will impact the final outcome of this project. I added several key points to our decision tree.  These key points can be viewed from the team page or by clicking below:

 * Decision tree

Week2 Peer Review
See each team member's individual page for comments. Comments can be seen by clicking on the team member's discuss tab.
 * Comments for JH

Assign Task3

 * Visit the National Electronics Museum in Linthicum, MD and present the results of our findings to the class.
 * Take pictures of our visit to the museum and create a mini-presentation. My goal is to inspire the computer and electrical engineering students to visit the museum.
 * Present the results of our field trip during week three.
 * Begin winding down project. Edit all remaining team page sections.

Compare actual work done to Task3

 * All tasks assigned during week 2 were completed succesfully.
 * I was able to go the National Electronics Museum take pictures and present the results of my field trip to the class.

Week3 Narrative

 * My visit to the National Electronics Museum in Linthicum, MD was well worth the price admission.
 * I was able to take several pictures of our visit to the museum and create a mini-presentation. My goal was to inspire the computer and electrical engineering students to visit the museum.  I don't know if this goal was achieved, because our presentation was average at best.
 * This the presentation created by JH using the pictures taken at the museum:
 * I filled in several sections of the final team project page. There are only a few sections remaining.  I also provided input for the three remaining pages. JH will take my comments and expand them to ensure the team page is finalized.
 * I sat down with JH and explained how to make the tutorial for the dipole antenna.
 * I also provided resources to JH that will assist in the development of the tutorial.

Week3 Peer Review
See each team member's individual page for comments. Comments can be seen by clicking on the team member's discuss tab.
 * Comments for JH

Assign Task4

 * Assist JH with the tutorial section. Help him develop a tutorial that will show future students how to build a dipole antenna.
 * Proofread the final team project page.

Compare actual work done to Task4

 * All tasks assigned during week 2 were completed successfully.
 * Once final page is created I will proofread it.
 * I decided to build antenna that will transmit in the 10MHz range.

Week4 Narrative

 * AutoCad picture of half wavelength (1/2) horizontally polarized dipole (courtesy of JH).

Note on picture:
 * Replace receiver with transceiver.
 * The cable in our drawing is a 75ohm cable

 * Working with the Columbia Amateur Radio Club (CARA) was a great success. Not only did they provide the necessary resources to finish my project, they donated equipment that can be used by other ENES100 students.  Hopefully the relationship that we started can continue to grow.  I look forward to seeing were the engineering club takes this working relationship.

 * This week I prepared for the final presentation of our 1/2 wavelength dipole antenna.

 * The antenna I helped design and build will transmit in the 10Mhz range.

 * The length of the antenna is determined by using the relationship wavelength (λ) = speed of light (C)/ frequency (f). I used the following formula to determine the length of the antenna.
 * λ = c/f

 * speed of light = 3 x 10^8 m/s, frequency = 10Mhz = 10 x 10^6 s^-1

 * The wavelength (λ) is inversely proportional to the frequency (f).

 * The wavelength of my antenna is the result of λ = (3 x 10^8 m/s)/(10 x 10^6 s^-1) = 30 meters.

 * Since I am making a 1/2 wavelength antenna I must divide 30 meters by two (4).  The final value of each antenna element is 7.5 meters. Adding the two elements together will get me the half wavelength.

 * Each antenna element actually measured twenty meters. In order to electrically reduce the length of the antenna I folded the antenna on itself at the 7.5 meter mark.  I used alligator clips to hold the ends in place.  If I wanted to make this a permanent antenna I could have just cut wire and permanently attached the wire to the ceramic insulator.  By folding the antenna on itself I left the option open to increase the size of the antenna.

 * I used ceramic insulators to separate the antenna elements from the support wire that I used to tie the antenna to a tree. These insulators ensured that the antenna elements were isolated from the supporting structure and that the wave characteristics of the antenna were not accidentally changed.

 * The antenna is horizontally polarized with respect to the earth. For best reception it is best that the receiving antenna be polarized in the same manner.

 * I chose to make a half wave antenna instead of a full wave to save wire. I could have opted to use a full wave antenna, but working with a 1/2 wave antenna is easier and the results are effectively the same.

 * Each element of the dipole antenna is connected to a balun (balance/unbalance) located in the center of the antenna. At the bottom of the balun is a TNC connector (female).  The balun will take an unbalanced signal and a balanced signal and make them equivalent.  This will result in minimum signal loss and protect the radio from potential damage due to unwanted feedback (VSWR).

 * A 75ohm cable extends from the balun to the radio. The cable I used has TNC connectors (male) at both ends of the wire.  It is best to purchase or make the feed line's connectors the same type as the balun and radio connector.  If adapters are introduced to make a connection there will be signal loss.

Week4 Peer Review
See each team member's individual page for comments. Comments can be seen by clicking on the team member's discuss tab.
 * Comments for JH

Complete Project Page
I provided input to the the HAM project final report. Visit the BH^2V2 HAM Team Page to see the final results.

Start Next Project Week0 activities

 * This week I took the time to create the new team page and my individual page.

 * I also created a list of basic goals I have set for myself that hopefully will coincide with the overall goal of the Apps team. These goals can be seen by viewing my new individual page.

 * Links to next cycles week's zero and team page:

 * Apps team page

 * Apps Individual page

title: User:Fab4187/enes100/HamV2


text: File:Monetary circuit profits overview.svg


text: File:Monetary circuit profits overview.png


text:
Category:Herbicides

This category is for pages related to herbicides.

title: Category:Herbicides


text:
Category:Charles Dickens

This category is for pages related to Charles Dickens.

title: Category:Charles Dickens


text:
User:S Larctia/Blocking policy

Blocking is the method by which custodians may technically prevent users from editing Wikiversity. Blocks may be applied to user accounts, to IP addresses, and to ranges of IP addresses, for either a definite or indefinite time. A blocked user can continue to access Wikiversity, but is not able to edit any page, except (in most cases) their own user talk page. Blocks are used to prevent damage or disruption to Wikiversity, not to punish users. Any user may report disruption and ask administrators to consider blocking a disruptive account or IP address. This can be done via Request custodian action. If you feel that you have been improperly blocked, you can ask for the decision to be reviewed on your talk page, or by e-mail if your talk page access has been removed.

Criteria for blocking
Only users who are knowingly disrupting the project should be blocked. There are three key points that must be considered before blocking:
 * 1) Does the Wikiversity community consider an action or behaviour disruptive?
 * 2) Does the person know their action or behaviour is considered disruptive or does the Wikiversity community reasonably expect the person to know?
 * 3) Is the person likely to continue to be disruptive, if asked to stop and constructive alternatives suggested?

An editor should only be blocked if all three criteria are satisfied. In practise, this means that only blatant vandals and spammers can be blocked without prior warning about their behaviour. The following caveats apply to blocking:
 * 1) Blocks are not intended to be punitive. If a user ceases their disruptive activity, it is inappropriate to block. Likewise, "cool-down" blocks should not be used in preemption of disruption. However, blocks should deter users from future disruption.
 * 2) Custodians should refrain from blocking users who they are incapable of treating impartially due to prior content, policy or other disputes. The custodian should instead bring the matter to Requests for custodian action.
 * 3) Users who have made edits in good faith to the project have a right to be notified about their block by the blocking custodian on their user talk page.

Common rationales for blocks
The following are common rationales for blocking an editor. If a custodian is in doubt as to whether to apply a block, they should consult other custodians. Blocks which are likely to be controversial should be publicly announced at the colloquium.

Blocks to protect the Wikimedia Foundation and/or specific users

 * Editors who make legal threats concerning Wikiversity or the Wikimedia Foundation.
 * Editors who persistently violate copyright law in their contributions to Wikiversity.
 * Editors who disclose the personal information of Wikiversity editors without their consent.
 * Editors who produce potentially libellous material about living people.

Blocks to prevent disruption of the project

 * Editors who create accounts with inappropriate usernames. If this is unintentional, they should be free to create another account with an appropriate username.
 * Editors who vandalize the project.
 * Editors who use Wikiversity solely as a way of unduly promoting a person, product or concept.
 * Editors who abuse multiple accounts to affect community consensus.
 * Editors who persistently create content deemed beyond the scope of Wikiversity or otherwise inappropriate, and are uncommunicative or unwilling to cease.
 * Bots operated without approval.
 * Any user may be blocked if there is a clear community consensus that their contributions are having a net negative effect on the project, either through tendentious editing, incivility or other means.

Other

 * Any account known to be compromised should be blocked to prevent abuse.

Unblocking
Often blocks will occur for a specified amount of time ranging from hours to years. In some cases an indefinite block will be applied. Blocks for IP addresses must be done with care because often the disruptive editor is not the only person that will be affected. This is especially the case with range-blocks.

Anyone may request that an unblock be made at any time. You may request an unblock on the affected user's talk page, the blocking custodian's user talk page, at Request custodian action, or at Community Review. You should politely explain why the disruption is no longer a concern or why the blocking custodian was mistaken. Unblocking may require that editors obey special provisions to ensure they discontinue their disruptive behavior. The blocking custodian can participate in any discussion to unblock an editor, but any decision to deny the request should be made by other custodians.

The Wikiversity community may decide to conditionally or unconditionally unblock an editor or to deny an unblock request. Custodians are encouraged to start a community discussion about new or continued concerns before acting in apparent contradiction to previous community consensus. Custodians who unilaterally unblock previously blocked users may be seen as ignoring community consensus and thus acting disruptively. Whenever possible any block/unblock discussion should be closed, and the result implemented by, an uninvolved custodian.

While custodians have the technical ability to unblock themselves, custodians should not do so under normal circumstances, but request unblocking via their user talk page. Self-unblocking is seen as an abuse of the administrative privileges of the custodian.

It is acceptable for a blocked user to be unblocked so that they can edit specific discussions outside their user talk page on the topic of their block. However, any other edits in these circumstances would result in the user being reblocked.

title: User:S Larctia/Blocking policy


text:
User talk:S Larctia/Blocking policy

This text is partially based on the Wikipedia blocking policy -, which is licensed under a creative commons share-alike license:. -- Simone 12:15, 9 October 2011 (UTC)

title: User talk:S Larctia/Blocking policy


text:
User:Chmel otáčivý

I'm an American musicologist learning Czech for scholarly purposes.

title: User:Chmel otáčivý


text:
File:KeyboardInterface.jpg

Licensing
Basic interface of an electronic keyboard

title: File:KeyboardInterface.jpg


text:
Category:Planetary sciences

This category is for pages related to planetary science.

title: Category:Planetary sciences


text:
User:Marshallsumter/Dominant group

=Dominant group/Subpages=

Each dominant group subpage should have a lecture available for that subpage topic.

 * Agriculture
 * Anthropology is a textbook improvement project, not a lecture/article.
 * Archaeology
 * Art
 * Arts redirects to Category:Arts
 * Astronomy
 * Atmospheric science
 * Biology needs development as a lecture/article.
 * Botany
 * Business redirects to School:Business
 * Chemistry
 * Classics
 * Communication
 * Computer science redirects to School:Computer Science
 * Culture
 * Design
 * Economics redirects to School:Economics
 * Education
 * Egalitarianism
 * Ethnicity redirects to Ethnic group
 * Evolution
 * Geography
 * Geology
 * History
 * Humanities
 * Language
 * Law redirects to School:Law
 * Linguistics
 * Literature
 * Materials science
 * Medicine
 * Meteorites
 * Meteorology
 * Military
 * Music redirects to School:Music and Dance
 * Mythology
 * Nursing redirects to School:Nursing
 * Paleontology
 * Philosophy redirects to School:Philosophy
 * Physics
 * Planetary science
 * Political science
 * Pragmatics
 * Psychology no actual lecture/article but a synopsis of the subject.
 * Regions
 * Religion redirects to Topic:Religious studies
 * Sciences
 * Semantics
 * Semiotics
 * Sociology
 * Syntactics
 * Technology
 * Terminology
 * Theology
 * Zoology redirects to School:Zoology

 * Dominant group on 14 September 2012 at 06:35 (89,337 bytes).
 * Listings of Dominant groups - number of examples.
 * Dominant group/Anthropology on 27 January 2013 at 18:45 (26,674 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Anthropology/Term test on 30 July 2012 at 06:39 (14,873 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Archaeology on 13 January 2013 at 21:18 (28,394 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Art on 3 June 2012 at 22:31 (15,615 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Astronomy on 4 December 2012 at 21:45 (33,008 bytes). [[Image:Face-blush.svg|20px]]
 * Dominant group/Atmospheric science on 23 February 2013 at 01:47 (29,569 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Attribution and copyright on 2 August 2012 at 03:05 (25,861 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Biology/Term test
 * Dominant group/Botany on 8 August 2012 at 23:30 (34,354 bytes). [[Image:Face-blush.svg|20px]]
 * Dominant group/Broader impacts on 17 October 2012 at 20:52 (20,300 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Business on 24 October 2012 at 21:17 (15,194 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Chemistry on 17 July 2012 at 16:49 (38,276). [[Image:Face-blush.svg|20px]]
 * Dominant group/Classes of meaning on 4 June 2012 at 01:33 (13,166 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Classics
 * Dominant group/Communication on 21 October 2012 at 21:25 (12,804 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Computer science
 * Dominant group/Culture
 * Dominant group/Data Management Plan
 * Dominant group/Design
 * Dominant group/Economics on 23 October 2012 at 03:45 (31,102 bytes). [[Image:Face-blush.svg|20px]]
 * Dominant group/Education on 10 February 2013 at 00:02 (39,170 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Ethnicity on 29 January 2013 at 19:39 (41,723 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Evolution on 9 January 2013 at 01:19 (42,368 bytes). [[Image:Face-blush.svg|20px]]
 * Dominant group/Funding on 10 October 2012 at 18:50 (37,548 bytes). [[Image:Face-blush.svg|20px]]
 * Dominant group/Genus differentia definition on 18 October 2012 at 20:38 (20,347 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Geography on 25 May 2012 at 00:31 (46,054 bytes).
 * Dominant group/Geology on 26 February 2013 at 18:57 (74,330 bytes). [[Image:Emblem-extra-cool.svg|20px]]R
 * Dominant group/History on 15 September 2012 at 21:56 (17,548 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Humanities
 * Dominant group/Intellectual Merit on 15 July 2012 at 20:34 (22,999 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Journals on 27 June 2012 at 00:56 (20,612 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Language on 26 August 2012 at 20:50 (42,528 bytes). [[Image:Face-blush.svg|20px]]
 * Dominant group/Law on 18 December 2012 at 01:16 (9,407 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Learning resource on 26 July 2012 at 22:44 (28,691 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Letter of intent on 1 June 2012 at 19:10 (4,406 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Letter of interest on 26 August 2012 at 01:22 (7,646 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Letter of interest/NSF - Linguistics Program
 * Dominant group/Letter of interest/NSF - Science, Technology & Society
 * Dominant group/Lexical definition on 27 August 2012 at 21:35 (24,735 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Literature on 18 December 2012 at 21:44 (15,430 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Materials science on 28 February 2013 at 01:47 (38,624 bytes). [[Image:Face-blush.svg|20px]]
 * Dominant group/Mathematics
 * Dominant group/Medicine
 * Dominant group/Metagenome on 3 December 2012 at 22:53 (63,784 bytes). [[Image:Sweden_road_sign_A10.svg|20px]]
 * Dominant group/Metagenome/Term test on 12 July 2012 at 22:42 (22,038 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Military
 * Dominant group/Mineralogy
 * Dominant group/Music on 5 February 2013 at 22:58 (24,064 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Mythology on 26 May 2012 at 00:25 (13,306 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Nursing
 * Dominant group/Ontological definition, e.g., a superior composition of entities is called a dominant group.
 * Dominant group/Origin on 30 January 2013 at 20:19 (34,534 bytes). [[Image:Face-blush.svg|20px]]
 * Dominant group/Paleontology on 25 July 2012 at 01:07 (41,374 bytes). [[Image:Face-blush.svg|20px]]
 * Dominant group/Philosophy on 19 December 2012 at 23:49 (17,922 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Physics on 24 June 2012 at 00:56 (45,012 bytes). [[Image:Face-blush.svg|20px]]
 * Dominant group/Planetary science on 13 December 2012 at 01:32 (31,506 bytes). [[Image:Face-blush.svg|20px]]
 * Dominant group/Political science on 16 January 2013 at 05:32 (22,448 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Project Description on 16 September 2012 at 01:32 (27,399 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Project Summary
 * Dominant group/Proof of concept on 28 December 2012 at 00:05 (129,653 bytes). [[Image:Emblem-extra-cool.svg|20px]]C
 * Dominant group/Proposal Certifications
 * Dominant group/Proposed Budget
 * Dominant group/Psychology on 25 May 2012 at 20:45 (28,052 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Regions on 1 January 2012 at 15:39 (18,507 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Relative synonyms on 20 October 2012 at 19:44 (48,011 bytes).
 * Dominant group/Religion on 30 May 2012 at 01:11 (27,424 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Rigorous definition on 17 September 2012 at 19:47 (8,686 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Semantics on 27 October 2012 at 20:52 (9,523 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Small group study on 5 December 2012 at 21:17 (63,887 bytes). [[Image:Sweden_road_sign_A10.svg|20px]]
 * Dominant group/Sociology on 6 June 2012 at 02:49 (89,745 bytes).
 * Dominant group/Sociology/Term test on 29 August 2012 at 02:58 (50,811 bytes).
 * Dominant group/Synonymous definition on 25 September 2012 at 21:47 (28,210 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Technology on 24 July 2012 at 17:50 (13,496 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Terminology on 31 October 2012 at 21:33 (10,795 bytes). [[Image:Tulliana_launch.png|20px]]
 * Dominant group/Theology on 18 September 2012 at 06:15 (16,434 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Theoretical definition on 12 October 2012 at 01:06 (18,280 bytes). [[Image:SYawning.svg|20px]]
 * Dominant group/Timeline and radiance on 25 October 2012 at 02:32 (91,206 bytes).
 * Dominant group/Two-word terms on 22 June 2012 at 21:02 (19,011 bytes). [[Image:SYawning.svg|20px]]

=Search for journals=

"Dominant group: a theoretical term with a history"

 * Instructions to authors for American Psychological Association journals: url=http://www.apa.org/pubs/authors/instructions.aspx.
 * Philosophy (Grene article 1962)
 * Philosophy of Science (Travis article 1971): 1994

=User pages=

 * Dominant group/Biology/Term test, user page.
 * Dominant group/Chemistry, user page.
 * Dominant group/Classes on 9 August 2012 at 00:04 (159,713 bytes), user page.
 * Dominant group/Genus differentia definition, compose about six genus differentia definitions and show they conform to the five rules. User page.
 * Dominant group/Geography - user page.
 * Dominant group/Language, user page.
 * Dominant group/Learning resource, user page.
 * Dominant group/Lexical definition, user page.
 * Dominant group/Origin, user page.
 * Dominant group/Religion, user page.
 * Dominant group/Rigorous definition, user page.
 * Dominant group/Sociology/Term test, user page.
 * Dominant group/Synonymous definition, user page.
 * Dominant group/Test of term on 30 July 2012 at 06:39 (73,748 bytes). User page only so far.
 * Dominant group/Theoretical definition, user page.
 * From the various types of definitions compose 3-5 examples using "dominant group" and compare with scholarly literature. User page.

=Enduring-questions courses=

=Term tests=

So far learning resources fall into three categories as a result of "dominant group" research and exploration.
 * 1) Term tests - attribution, copyright, and quotation usage.
 * 2) Portions of research project creation - proof of concept.
 * 3) Theory - Theory of definition.

With respect to term tests, the other possibility is to divide up the examples into
 * 1) attribution,
 * 2) copyright,
 * 3) quotation,
 * 4) public domain,
 * 5) fair use,
 * 6) context, and
 * 7) synonymy.

There does not appear to be enough uses of "dominant group". Consider other examples from the same subject area, including deleted supposed copyright violations, or combining areas together.

Astronomy term test
Create another term test learning resource focused on astronomy.

 * 1) "The dominant group members, ordered by luminosity, are: spiral NGC 1566, lenticular NGC 1553, and elliptical NGC 1549." occurs in Dorado Group.

Funding
Begin looking for that point at which a letter of intent to submit a proposal should be
 * 1) communicated to program manager,
 * 2) prepared,
 * 3) peer reviewed, and
 * 4) sent.

Geology term test
Create another term test learning resource focused on geology.

 * 1) "Oxisols and Orthents are the dominant groups, though a few more fertile soils have been found, such as the extensive Andisols mentioned." occurs in Paleopedological record.
 * 2) "The PGC is the dominant group of rocks and covers two-thirds of the area and includes granites, gneissis and migmatites." occurs in Bangalore geography and environment.

Language term test
Create another term test learning resource focused on language.

 * 1) "Most often, the vocabulary comes from the dominant group and the grammar from the subordinate group, where such stratification exists." occurs in Creole language
 * 2) "The schwa vowel /ə/ does not alternate but may trigger harmony as if it belonged to the dominant group." occurs in Chukchi language.
 * 3) "Two dominant groups spoke the PEA-A R-Dialect, i.e., the Munsee-dominant Wappinger (or Wampano), and the Quinnipiac-dominant Quiripi" occurs in Quiripi language.
 * 4) occurs in Language attrition.

Proof of concept learning resource
Construct a learning resource that helps potential researchers begin a project by constructing a 'proof of concept' approach, regardless of how small a beginning.

Consider requesting earlier versions of "dominant group" articles from Wikipedia to use in building this learning resource.

Religion term test
Create another term test learning resource focused on religion.

"Dominant group" occurs in Ethnoreligious group, Christian privilege, Regular Baptist, Upper Chapel, Church Patronage (Scotland) Act 1711, Religion in New Zealand.

Research indicator
The occurrence of "dominant group" or a relative synonym may be an indicator that the author or resource creator is engaging in research or original research.

Consider the resource Overview of economic schools of thought: "It is arguably now the dominant school of economics, being taught in most major universities." When the context use of "school" is meant as an assemblage or association, the two-word phrase "dominant school" is a relative synonym for "dominant group".

There is no indication of the completion status, development status, if any, educational level, resource type, or subject. But, the sole contributor has placed the resource in the economics category.

The current, proposed Deletion policy criteria of speedy deletion can be used to comment on this resource:
 * 1) No educational objectives or discussion in history. - met.
 * 2) not met.
 * 3) many sentences appear to be paraphrases of Wikipedia articles on the subject, without citation. Met.
 * 4) not met.
 * 5) not met.
 * 6) met. User has indicated "Get rid of the cruft." at Colloquium which may mean a deletionist agenda. Unfortunately this may amount to vandalism of resources here.
 * 7) not met.
 * 8) not met.
 * 9) not met.
 * 10) Archaic redirects - unknown but probably unlikely.
 * 11) not met.
 * 12) not met.
 * 13) not met.

So resource meets possibly two to three criteria for speedy deletion.

Proposed deletion: "Resources may be eligible for proposed deletion when activity ceases for 90 days or more, further development may be difficult, education objectives and learning outcomes are scarce, and objections to deletion are unlikely."

 * 90 days or more - last update was August 25, 2011,
 * further development may be difficult - probably,
 * education objectives and learning outcomes are scarce - none stated,
 * objections to deletion are unlikely - questionable.

Further point: the use of the apparent technical or theoretical term "dominant school" suggests either research or original research.

On the same colloquium page is "The resource should be structured into lessons, which exist as subpages linked to on the main resource page." under Suggested minimum requirements for stand-alone resources. Such a prerequisite is a well-known obstacle to research or original research, for which Wikiversity is the only wikimedia home.

Sociology term test
Nearly all of the uses of "dominant group" are in sociology: anthropology, history, politics, which may require dividing term tests accordingly.

Term search
Begin locating and collecting examples from recent articles where a term is the subject of the article.

Organize journal formats for authors.

Theory of definition learning resource
Consider a learning resource that focuses on the 'Theory of definition' using "dominant group" for examples.

Specifically include Kaldari examples to demonstrate how going from one word, to two word, to linked two words greatly reduces Google scholar article yield.

title: User:Marshallsumter/Dominant group


text:
User:Marshallsumter/Dominant group/Attribution and copyright

Attribution or credit means to let everyone know where a piece of knowledge, even as small as a "least publishable unit", is from. A "least publishable unit" is an older expression for the smallest possible fact that has been determined to be a fact that just might be publishable, and has not as yet been published.

Dominant group
"Dominant group" is a term that has several definitions in the scholarly literature and a number of relative synonyms. Its origin dates to at least 1826 and perhaps earlier. It appears to be an entity designated by the author to indicate an observation of importance that needs to be addressed by relevant theory.

"A study of usage, which is what the subject research involves, requires exact quotation, paraphrase would not be showing primary evidence, and a link to an article, in lieu of exact quotation, would simply not work, it would be too cumbersome. The citations are necessary for the research, they are the very core of it."

Plagiarism
Here's a simple example: from Edmond Halley, "In 1718 he discovered the proper motion of the "fixed" stars by comparing his astrometric measurements with those given in Ptolemy's Almagest." A least publishable unit is that Halley had a copy of the Almagest available to him that he compared his efforts to. While it makes sense considering his position at the University of Oxford, he'd have access, but how did anyone know that he made this comparison? This apparent little tiny fact has no attribution or citation. Okay, maybe the fact is in the PUBLIC DOMAIN. But, I want to know who found that out or where that little fact came from. While it may not be plagiarism that no citation for this little fact is given (I think it may be), I may have to search high and low to find out. Worse, let's say someone just found this out by reviewing an old handwritten note left in the University of Oxford archives that Halley really did this. Who ever found this out has had a part of his/her soul stolen and appropriated by whomever put this in the article without a citation. Not a big deal - Yes it is!

"If you have referred material from the writings of earlier scholars, please be bold enough to give the reference. Not doing so is plagiarism - an academic sin which must be avoided at all costs." "The act of stealing from the writings of another person and passing the material off as one’s own is a form of intellectual property theft. In other words, plagiarism is an act of fraud. It involves both stealing someone else’s work and pretending that this is to be one’s own and, lying about it afterward."

“Plagiarism is the act of using the words of another without giving the originator credit.” Yes, but more importantly is the phrase "put it into your own words". Briefly this means some kind of factual synonymy. Beautiful! But, the 'synonymizer' didn't determine the fact, the apparent originator who put it in the literature did. "Within these quotes is a short sentence that may contain a fact, even a little tiny inconspicuous fact."[1] Let's say the quotes were left off, who cares why, but the citation [1] is still there. Credit has been given! No plagiarism. It's better with the quotes there but in the past and in some disciplines quotes are forbidden, but the citation is not. What about the synonymy "put it in your own words". Not an excuse to uncite anything. I don't care whether the synonymizer understands the fact or not. I want to know where the synonymizer got it from. And, the person who determined that fact is going to want to know why the cite was left off.

Some authors, editors, writers, article creators "think that changing the words is sufficient to avoid plagiarism." So they leave off the citation. Wrong!

"Plagiarism also can be an unintentional or accidental [act] when there is careless omission of citations and failure in using quotation marks".

Everyone makes mistakes too! But, here's the important part. Let's say someone writes 100 sentences that should have an attribution or citation after them or within them somewhere and misses one. Is that plagiarism? Well, for that one sentence, yes. But, the other 99 are cited. The rule of thumb is "beyond reasonable doubt", that's better than 98% certainty. So is it beyond reasonable doubt that the author who wrote those 100 sentences is not plagiarizing. Yes! Should we shoot the author for that one - no! But, if you find it let the author know so it can be cited. If you don't, you could be considered an accessory after the fact. In addition, give the author the benefit of the doubt (assume good faith, AGF). It's not only the good thing to do, in many countries it's the law - to do anything else may be a serious crime! When the author is no longer with Wikipedia, Wikiversity, or other Wikimedia resources, then it's up to you. You found it, please have the courage to fix it (be bold). At the other extreme is to put the whole page up for deletion (AfD) on Wikipedia, (RfD) on Wikiversity, each Wikimedia resource may have its own version.

Copyright violation
“One of the least understood laws that affects or potentially affects perhaps 90% of the school teachers in the country is the Copyright Act.” “The primary violations are of two types: illegal copying and illegal display or performance.” “Illegal copying occurs when public educators copy music, poetry, literature, current news articles, and computer software without permission of the copyright holder.”

Often a copyright notice will say "whole or in part", so how much is that? Whole is the easy one. So don't copy the whole thing without permission, unless it's been proven to be in the PUBLIC DOMAIN. Even when it is I still like to give credit with a Credit: line, as for images. There are arguments pro and con about copyright and payment. Usually there's an initial lump sum, salary, or wage, sometimes followed by a royalty, say 5% for each individual reuse of the whole thing, or for a neat part design the assembly line manufacture of which is being used on automobiles. But not forever with every penny you have.

What about the 'part' part? Usually, that refers to one page of many. Of course, if the entire thing is one page, then copying it is a violation without consent, when it's copyrighted. But, sentences that are cited with or without quotes are a part. Here again I use the "beyond reasonable doubt" principle. Let's say an article has 10,000 words and I quote 150 in ten sentences either all together or scattered about. And, I cite them. The part used is less than 2%. Is it a copyright violation? I say no. It's Fair Use. Even more than that is something most don't think about. I'm citing the source. The usual argument is that by taking any small part I've lowered the value of the creator's work. No, what I've done is increase the value of the creator's work. Because anyone who reads what I've written knows where it came from and can check it out. Every time that happens, the original and its creator have their value increased. From an author's perspective, the worst that can happen is no one reads what you've written any more. Now that's zero value or even negative value. It's just a journal on a shelf, now in microfiche, or in a memory chip somewhere, maybe.

It has been written that “any work can be reduced to plagiarism if enough research is done.” Paraphrasing this regarding copyright, 'any work can be reduced to copyright violation if enough research is done.' This is where the nebulous concepts of 'fair' and 'reasonable'; hence, Fair use, come in. Also, within fair use is the idea of "likely to be replaceable by public domain material." This is better providing the PUBLIC DOMAIN text serves the exact same purposes. If it does not, then the referenced source should remain.

Short quotation
Here the word 'short' means something less than quoting the full written work. "[T]he right of quotation and criticism ... is a basic prerequisite of any journalist's or scientist's works." "This right should also be effectively protected under the conditions of DRM [Digital Rights Management] and access to the relevant information should not be prevented by technical measures."

"According to Copyright Law of the United States: ... Short quotations of a copyrighted publication may be reproduced without permission in books, articles, and other publications. This is often interpreted as fewer than 250 words (in total) from a book-length work or less than 5% of a journal article." Just to illustrate: all of the quotes from More total 160 words of a total of 5704; i.e., 2.81%. While this is above my preferred less than 2% rule, it is below the 285 words of the 5% rule indicated.

"[T]he French copyright act recognise[s] a right of short quotation". But, "the complete representation of a protected work [is] not covered by the right to make short quotations."

An older ruling by the Landgericht Berlin (District Court) in 1960 indicated that there are "statutory exceptions for quotation" with respect to copyright law. But, "the German Copyright Act [does] not allow quoting protected works in their integrity in the press." "[A]n integral reproduction of caricatures must be allowed under special circumstances, such as political debates, where the possibility to quote the political adversary is necessary."

From the German Constitutional Court back in 1978, of the legislator, "He shall bring into just equation and balance the constitutionally guaranteed requirement of a reasonable use of the creative accomplishment and the interests of the general public worthy of protection". This statement is to provide guidance for resolving conflicts "between the individual proprietary interests and the general cultural, social and political interests arising in the digital environment."

"Considering that DRM systems will most probably affect the general conditions of intellectual freedom in democratic societies this issue is too important to be left to the industry to determine." The Supreme Court of Austria "the (OGH) on 3 October 2000" noted "the exception for the use of copyright protected works in quotations." in the Austrian Copyright Act.

Over on Wikiquote are several quotation guidelines (unreferenced):
 * 1) Length of quotes - "a maximum of 250 words per quote", that's about 20-25 lines from a journal article,
 * 2) Books - "[a] recommended maximum of five lines of prose or eight lines of poetry for every ten pages of a book not in the public domain. This is equal to about 1.25% of the total content of a book."
 * 3) "Adding unsourced quotes to articles will be reverted." - plagiarism!

On Harper & Row v. Nation Enterprises/Dissent Brennan are many excellent points regarding use of quotations (Fair Use) by Supreme Court Justice Brennan. Also, Harper & Row v. Nation Enterprises/Opinion of the Court contains a few additional, albeit limited points. The case was actually focused on using quotes prior to original publication as a violation of copyright, but the justices took the opportunity to clarify the fair use issue to some extent.


text:
User:Marshallsumter/Dominant group/Sociology/Term test

The technical or scientific term "dominant group" occurs in about 274 articles on Wikipedia that may be considered part of sociology. None of the sentences containing "dominant group" in each article seems to be attributed (cited or referenced to a source). What would you do?

Below in the section "Dominant group on wikipedia" is a partial list.

Some of these occurrences have a right or wrong answer, but many may be open to debate.

Read through each of the following learning guides, then take the test.

Prepare to defend your answers and enjoy this learning resource!

Original research
Some hints about original research can be found in the article Original research inquiry or the Wikiversity resource Original research.

For evaluating the occurrences of "dominant group", here is the associated 'original research' question:

Are any of these uses of "dominant group" original research or original synthesis?

Attribution
Hints about attribution can be found in this article, Dominant group/Attribution and copyright.

Should each sentence using "dominant group" have a reference or citation after it?

Are any of the uses of "dominant group" plagiarism?

Copyright
Please keep in mind that the copyright policy on Wikipedia is in line with WMF desires to sell educational materials such as books in countries and political regions that may have a much more restrictive copyright law than the USA where the WMF is located.

This is a learning resource for Wikiversity that you may enjoy with respect to publication in the US. Please refrain from making any actual changes to Wikipedia, or any project, unless and until you are sure these changes are in line with local project policy.

Hints about copyright can be found in this article, "Dominant group/Attribution and copyright".

As each sentence stands, is it a copyright violation?

What to do
What you would do if you found each sentence (for each sentence) on Wikipedia, or on Wikiversity?

Some hints can be found in this article, Dominant group/Attribution and copyright.

Should you put a notice on a notice board somewhere on either site to let others know what some author or editor did, or didn't do?

Dominant group on wikibooks
Here is a summary list of the test questions.

 * 1) Are any of these uses of "dominant group" original research or original synthesis?
 * 2) Should each sentence using "dominant group" have a reference or citation after it?
 * 3) Are any of the uses of "dominant group" plagiarism?
 * 4) As each sentence stands, is it a copyright violation?
 * 5) What you would do if you found each sentence (for each sentence) on Wikipedia, or on Wikiversity?
 * 6) Should you put a notice on a notice board somewhere on either site to let others know what some author or editor did, or didn't do?
 * 7) How would you edit the entry or the current page on Wikipedia or Wikiversity?

Separately, write what you believe about each of these with respect to
 * 1) original research or synthesis,
 * 2) attribution,
 * 3) copyright, and
 * 4) a step by step procedure of what to do if you (or anyone) finds anything similar on Wikipedia or Wikiversity.

The current page is either within the quote, before the quote or indicated after the reference to the author who contributed "dominant group" to the page.

 * 1) Per Survey of Communication Study/Chapter 12 - Intercultural Communication: "These people are what we refer to as the dominant group: white, male, Christian, middle-class, able-bodied, educated, and heterosexual."
 * 2) "People whose cultural identities do not conform to this model are the nondominant groups and have less sociopolitical and economic power.", same as above.
 * 3) "Peggy McIntosh uses the term privilege to refer to the power of dominant groups.", same.
 * 4) "This ethnocentric bias has received some challenge in United States’ schools as teachers make efforts to create a multicultural classroom by incorporating books, short stories, and traditions from nondominant groups." same book, different section: Survey of Communication Study/Chapter 12 - Intercultural Communication.
 * 5) "Do they bring up different historical periods, varying degrees of sociopolitical power, a variety of relationships to the dominant group?", per Survey of Communication Study/Chapter 12 - Intercultural Communication.
 * 6) "When a group reclaims a word they are attempting to take it back from the dominant group.", same as immediately above.
 * 7) "If the dominant group has used a word or phrase as an insult then the oppressed group reclaims it for their own, positive meaning.", same as immediately above.
 * 8) From Bilingual Education/Coercive Power and Language: "The civic perspective deals with the expansion of dynasties into new territories, hence, strengthening the boundaries of the states; the ethnic perspective refers to movement in which “leaders of a cultural and linguistic group aimed to provide the group with territory within which they would be the sole and dominant group” (p.46). It is not difficult to assume that in order to be the “sole and dominant group” these leaders would have to override other cultural and linguistic expressions if not by means of violence, then, by legal means, passing laws that could prohibit the practices of other languages."
 * 9) "The definition of a minority group can vary, depending on specific context, but generally refers to either a sub-group that does not form either a majority or a plurality of the total population, or a group that, while not necessarily a numerical minority, is disadvantaged or otherwise has less power (whether political or economic) than a dominant group.", from Introduction to Sociology/Race and Ethnicity.
 * 10) "In this process, the minority group sheds its distinctive traits and is absorbed into the dominant group.", same as immediately above.
 * 11) Per Gender and ICT/Taking a Closer Look at Women's Realities: "Thus the dominant group in a society determines the shape and direction of a society’s techno-economic order - and the image of an inventor has almost always been male."
 * 12) From Survey of Communication Study/Chapter 6 - Communication Research: "This research often uncovers assumptions and biases in our language that provide insight into how dominant groups and systems are maintained rhetorically, and how they can be challenged and transformed through rhetoric."
 * 13) "Women (and members of other subordinate groups) are not as free or as able as men are to say what they wish, when and where they wish, because the words and the norms for their use have been formulated by the dominant group, men.", per Survey of Communication Study/Chapter 13 - Gender Communication.
 * 14) "Most of the vocabulary of Hawaiian Pidgin is derived from English, the language of the dominant group.", from Cultural Anthropology/Communication and Language.

Dominant group on wikimedia meta-wiki
Here is a summary list of the test questions.

 * 1) Are any of these uses of "dominant group" original research or original synthesis?
 * 2) Should each sentence using "dominant group" have a reference or citation after it?
 * 3) Are any of the uses of "dominant group" plagiarism?
 * 4) As each sentence stands, is it a copyright violation?
 * 5) What you would do if you found each sentence (for each sentence) on Wikipedia, or on Wikiversity?
 * 6) Should you put a notice on a notice board somewhere on either site to let others know what some author or editor did, or didn't do?
 * 7) How would you edit the entry or the current page on Wikipedia or Wikiversity?

Separately, write what you believe about each of these with respect to
 * 1) original research or synthesis,
 * 2) attribution,
 * 3) copyright, and
 * 4) a step by step procedure of what to do if you (or anyone) finds anything similar on Wikipedia or Wikiversity.

The current page is either within the quote, before the quote or indicated after the reference to the author who contributed "dominant group" to the page.

 * 1) "Forms of communication that occur in the dominant group of men between the ages of 15-30 and 40-50 can be deterrent for people of other ages or for women.", from Wikimedia Deutschland/2012 Programme Plan.
 * 2) "As long as there is one clearly dominant group things are easier, because all you need is warranties for minorities.", per Language committee/Archives/2007-04.

Dominant group on wikipedia
Here is a summary list of the test questions.

 * 1) Are any of these uses of "dominant group" original research or original synthesis?
 * 2) Should each sentence using "dominant group" have a reference or citation after it?
 * 3) Are any of the uses of "dominant group" plagiarism?
 * 4) As each sentence stands, is it a copyright violation?
 * 5) What you would do if you found each sentence (for each sentence) on Wikipedia, or on Wikiversity?
 * 6) Should you put a notice on a notice board somewhere on either site to let others know what some author or editor did, or didn't do?
 * 7) How would you edit the entry or the current page on Wikipedia or Wikiversity?

Separately, write what you believe about each of these with respect to
 * 1) original research or synthesis,
 * 2) attribution,
 * 3) copyright, and
 * 4) a step by step procedure of what to do if you (or anyone) finds anything similar on Wikipedia or Wikiversity.

The current page is either within the quote, before the quote or indicated after the reference to the author who contributed "dominant group" to the page.

Some hints occur after several of these examples.

 * 1) "The Establishment is a term used to refer to a visible dominant group or elite that holds power or authority in a nation." Searched over 400 articles on Google scholar out of about 3,800 with keywords such as "dominant group", "the Establishment", "visible", "power", "elite", "authority", and "nation". An association of "the Establishment" and "dominant group" occurs in at least one article.
 * 2) "A minority group refers a social group that, while not necessarily a numerical minority, is disadvantaged or otherwise has less power or social status than the dominant group."
 * 3) "Feagin (1984) states that a minority group has five characteristics: (1) suffering discrimination and subordination, (2) physical and/or cultural traits that set them apart, and which are disapproved by the dominant group, (3) a shared sense of collective identity and common burdens, (4) socially shared rules about who belongs and who does not determine minority status, and (5) tendency to marry within the group."
 * 4) "The definition of a minority group can vary, depending on specific context, but generally refers to either a sociological sub-group that does not form either a majority or a plurality of the total population, or a group that, while not necessarily a numerical minority, is disadvantaged or otherwise has less power (whether political or economic) than a dominant group."
 * 5) "The term minority is unavoidably associated with the political movements which push for assimilation, in which the minority group sheds its distinctive traits and is absorbed into the dominant group."
 * 6) "[T]o aviod confusion, some authors alternately substitute the terms subordinate group and dominant group for the terms "minority group" and majority group, respectively."
 * 7) "A sociological minority is not necessarily a numerical minority — it may include any group that is subnormal with respect to a dominant group in terms of social status, education, employment, wealth and political power."
 * 8) "Rather, they are disadvantaged by technologies and social institutions that are designed to cater for the dominant group."
 * 9) "Siah-Posh (black-Robed) Kafirs was the former designation of the major and dominant group of the Hindukush Kafirs inhabiting the Bashgul (Kam) valley of the Kafiristan, now called  Nuristan." from the article Siah-Posh Kafirs.
 * 10) "Vellalar amongst Sri Lankan Tamils are a dominant group of formerly agricultural landlord related caste from Sri Lanka that is found amongst all walks of life and around the world as part of the Sri Lankan Tamil diaspora. " from the article Vellalar of Sri Lanka.
 * 11) "It refers to the strain in interpretation of feedback between dominant groups and socially stigmatized minority groups. Minority groups find it difficult to interpret the feedback received from dominant groups.  According to this concept, members of stigmatized groups find it challenging to determine whether feedback from dominant groups is based upon their actual behavior or membership in a stereotyped stigmatized group. This can cause stigmatized group members to discredit feedback from dominant group members because of the belief that stereotypes played a part in the overall decision." from the article Attributional Ambiguity.
 * 12) "Ardener’s 1975 muted group theory also posited that dominant group members formulate a “communication system that support their perception of the world and conceptualized it as ‘’the’’ appropriate language for the rest of society”. ", from the article Co-Cultural Communication Theory.
 * 13) "They noted 4 ways in which the non-dominant groups tend to communicate with the dominant groups.", from the article Co-Cultural Communication Theory.
 * 14) "They asserted also that, “From the perspective of the dominant group, the behaviors in each form of communication are appropriate.", from the article Co-Cultural Communication Theory.
 * 15) "The dynasty resided at Ráith Mór, east of Antrim in the Mag Line area and emerged as the dominant group among the Cruthin of Ulaid.", from the article Kings of Dál nAraidi.
 * 16) "Ethnoreligious communities define their ethnic identity neither exclusively by ancestral heritage nor simply by religious affiliation, but often through a combination of both[citation needed] (a long shared history; a cultural tradition of its own; either a common geographical origin, or descent from a small number of common ancestors; a common language, not necessarily peculiar to the group; a common literature peculiar to the group; a common religion different from that of neighbouring groups; being a minority or being an oppressed or a dominant group within a larger community).[citation needed]", from the article Ethnoreligious group.
 * 17) "being a minority or being an oppressed or dominant group within a larger community. For example, a conquered people (say, the inhabitants of England shortly after the Norman conquest) and their conquerors might both be ethnic groups", from the article Ethnoreligious group.
 * 18) "This has often been conceived to be a unidimensional, zero-sum cultural conflict in which the minority's culture is displaced by the dominant group's culture in a process of assimilation.", from the article Acculturation.
 * 19) "Beginning perhaps with Child (1943) and Lewin (1948), acculturation began to be conceived as the strategic reaction of the minority to continuous contact with the dominant group.", from the article Acculturation.
 * 20) "The dominant group unconsciously uses dominant social values to justify and rationalize social oppression, while often lacking awareness or understanding of the ways in which they are privileged on the basis of their social identities. " Google scholar does not have access to this book. It is cited as "[CITATION] Investigating Christian privilege and religious oppression in the United States WJ Blumenfeld, KY Joshi… - 2009 - Sense Publishers". Cannot confirm that inclusion of "dominant group" occurs as quoted from the article Christian privilege
 * 21) "Many overt forms of oppression are obvious when a dominant group tyrannizes a subordinate group; e.g. apartheid, slavery, ethnic cleansing, etc. However, many forms of oppression (and dominant group privilege) are not as apparent, especially to members of dominant groups. " Same as above regarding Google scholar access from the article Christian privilege.
 * 22) "Oppression occurs when the dominant group imposes its cultural norms, values, and perspectives on individuals (Hardiman & Jackson, 1997). " Source "(Hardiman & Jackson, 1997)" is available as pdf and the sentence "Oppression ... on individuals" does not occur in the text, from the article Christian privilege
 * 23) "Other ideas about Christian hegemony relate to the thinking of French philosopher Michel Foucault, who described how dominant-group oppression is advanced through “discourses” (Foucault, 1980). " Cannot confirm use of the phrase "dominant-group oppression" as Google scholar does not have access to Foucault 1980, from the article Christian privilege.
 * 24) "The term is used to describe the ways in which women, and other minority groups, are able to have a much clearer understanding of how the power structure works within a given society because they are not members of the dominant group.", from the article Epistemic advantage.
 * 25) "Uma Narayan points out that while it is in the interest of various subordinate groups to have knowledge of the dominant group, the dominant group does not have the same need.", from the article Epistemic advantage.
 * 26) "Because men are the dominant group in society, the male perception is also dominant. Women’s perceptions and systems of perceiving are seen as less competent.", from the article Muted group theory.
 * 27) "In order to become participating members in society, women must transform their perceptions and models of perceiving into terms of the dominant group", from the article Muted group theory.
 * 28) "Miller (2005) explains that muted group theory also posits that the dominant group in a culture (generally males) controls the various avenues of expression, including things like media outlets, the government and therefore the ways laws and rules are written, and the words that are used to describe the culture (i.e. books, dictionaries, etc).", from the article Muted group theory.
 * 29) "Because the dominant group controls these avenues, their style of expression will be favored. In the United States, for instance, evidence that white European males dominate the culture includes:", from the article Muted group theory.
 * 30) "The ways that the muted groups communicate will not be recognized or understood in the world of the dominant group.", from the article Muted group theory.
 * 31) "Some examples of these acts that members of muted groups can choose from are: emphasizing commonalities and downplaying cultural differences, educating others about norms of the muted group, and avoiding members of the dominant group.", from the article Muted group theory.
 * 32) "As an example, the ethnonym for the ethnically dominant group in Germany is the Germans.", from the article Ethnonym.
 * 33) "The indigenous peoples of Africa are those peoples of Africa whose way of life, attachment or claims to particular lands, and social and political standing in relation to other more dominant groups have resulted in their substantial marginalisation within modern African states (viz., "indigeneity" for the purposes of this article has the narrow definition of "politically underprivileged group who have been an ethnic entity in the locality before the present ruling nation took over power"; see definitions and identity of indigenous peoples)."
 * 34) "Pierre Bourdieu discusses how the practices of dominant groups in society are legitimized to the disadvantage of subordinate groups.", from the article Dumbing down.
 * 35) "Pushtuns, mainly Persian speaking, educated and urban were the dominant group in Parcham but non-Pushtuns were also represented in cadres.", from the article Parcham.
 * 36) "In sociology, an elite is a group of relatively small size, that is dominant within a large society, having a privileged status perceived as being envied by others of a lower line of order.", from the article elite. There is this, also from 2011: "On state level the only contestants to noticeably influence the bureaucracy is the political elite. In general elites have to be groups of relatively small size, that are dominant within society, having a privileged status perceived as being envied by others of a lower line of order." The following three are from the "View history", has the challenge been met? This example and the following three can be assessed together. I can't find any of these three in a resource accessible by Google scholar of prior date.
 * 37) "In sociology as in general usage, the elite is a group of relatively small size, that is dominant within a large society, having a privileged status perceived as being envied by others of a lower line of order."
 * 38) "In sociology as in general usage, the elite is a hypothetical group of relatively small size, that is dominant within a large society, having a privileged status perceived as being envied by others of a lower line of order."
 * 39) "In sociology as in general usage, the elite (the "elect"; sometimes the French form "élite" is used) is a relatively small dominant group within a larger society, which enjoys a privileged status which is upheld by individuals of lower social status within the structure of a group." From a master's degree thesis, there is this: "We can define [the elite] in the following way; the elite is a relatively small dominant group within a larger society, which enjoys a privileged status which is upheld by individuals of lower social status within the structure of a group." Hint: one reference listed is www.en.wikipedia.org.
 * 40) "Insecurity and fear of an unknown future and instability can result in displacement, exclusion, and forced assimilation into the dominant group." Cannot confirm origin, from the article Marginalization.
 * 41) "The individual is forced into a new system of rules while facing social stigma and stereotypes from the dominant group in society, further marginalizing and excluding individuals (Young, 2000)." Cannot confirm origin, do not have access to Young 2000, from the article Marginalization.
 * 42) "The dominant Group C formula Porsche 962 s by Porsche under the new Group C race car formula that encouraged fuel efficiency.", from 24 Hours of Le Mans.
 * 43) "Also, social differentiation became more pronounced: a small dominant group ruled over the majority of the population.", from Mesoamerican chronology.
 * 44) "By the time Spanish explorers arrived in the sixteenth century, the dominant group were the Tongva people.", from Long Beach, California.
 * 45) "Including atrocities committed with impunity against communal groups and/or specific groups singled out by state authorities, or by dominant groups, for persecution or repression.", from Failed state.
 * 46) "From an American conservative standpoint, color blindness is generally perceived as an issue of fairness rather than an attempt to provide an advantage to either socially dominant groups or minority groups.", from the article Color blindness (race). The entire section of the article entitled, "Definition" containing "dominant group" has been blanked by a user.
 * 47) "Supporters of affirmative action believe that the perceived injustice to the dominant group is not supported by facts.", from Racism in the United States.
 * 48) "The dominance hierarchy also comes into play, as the offspring of the more dominant group members get preferential treatment." from Chlorocebus.
 * 49) "It is a trend displayed since historical times created by its unique Newari people who continue to be one of the dominant groups in the city.", from Kathmandu.
 * 50) "Those cultures have gained cultural capital and are considered the dominant group among the rest.", from Cultural reproduction.
 * 51) "The dominant group are of European stock, the descendants of colonists, known as colons.", from San Serriffe.
 * 52) "Ascribed statuses are determined by the dominant groups in society and as a result, minorities are often assigned lower statuses.", from Ascribed status.
 * 53) "Social order is maintained by certain rules of expected behavior and dominant group members enforce order through punishment." from Evolution of morality and Evolutionary origin of religions.
 * 54) "Historically the Yoruba have been the dominant group on the west bank of the Niger.", from History of Nigeria before 1500.
 * 55) "Barbudans of Portuguese descent, status differences were based on the varying degrees of assimilation into the dominant group's Anglicized practices.", from Antigua and Barbuda.
 * 56) "These traditions suggest that they were a very populous people and the dominant group in Wisconsin in the century before Nicolet's visit.", from Ho-Chunk.
 * 57) "Barbudans, status differences move along a continuum of varying degrees of assimilation into the Anglicised practices of the dominant group.", from Antigua.
 * 58) "That Afrikaans was first language to two thirds of the people (the dominant group, at 52 percent, were ‘Coloureds’) could have been a significant further factor. " from History of the Northern Cape. The abstract sentence is "In addition, most inhabitants are Afrikaans-speaking (70%), with the so-called coloureds (almost 52%) as the dominant group."
 * 59) "Creoles Today: They are the dominant group in Politics.", from Seychellois Creole people.
 * 60) "Second-generation immigrants: passing as a member of the dominant group.", from Cultural dissonance.
 * 61) "According to some traditions, the Bayar are connected to the Bhar tribes, who were once the dominant group in eastern Uttar Pradesh.", from Bayar caste.
 * 62) "Ricardo Salles said that although his character "evidenced a conservative mind, typical of a dominant group of a socially hierarchical society divided by slavery, there is no reason to deduce based on that he conducted the army without regard to reduce to the maximum the human losses, in battle or by diseases".", from the article Luís Alves de Lima e Silva, Duke of Caxias.

Dominant group on wikiquote
Here is a summary list of the test questions.

 * 1) Are any of these uses of "dominant group" original research or original synthesis?
 * 2) Should each sentence using "dominant group" have a reference or citation after it?
 * 3) Are any of the uses of "dominant group" plagiarism?
 * 4) As each sentence stands, is it a copyright violation?
 * 5) What you would do if you found each sentence (for each sentence) on Wikipedia, or on Wikiversity?
 * 6) Should you put a notice on a notice board somewhere on either site to let others know what some author or editor did, or didn't do?
 * 7) How would you edit the entry or the current page on Wikipedia or Wikiversity?

Separately, write what you believe about each of these with respect to
 * 1) original research or synthesis,
 * 2) attribution,
 * 3) copyright, and
 * 4) a step by step procedure of what to do if you (or anyone) finds anything similar on Wikipedia or Wikiversity.

The current page is either within the quote, before the quote or indicated after the reference to the author who contributed "dominant group" to the page.

 * 1) "The first precondition is exclusion of the victim from the universe of obligation of the dominant group.", from Armenian Genocide.
 * 2) "Such groups are viewed by the dominant group as people who do not belong, to whom nothing is owed, who do not have to be accounted for, and to whom one need not account.", same as above.
 * 3) "Utopia tends to be the tool of social groups seeking ascendancy; while ideology tends to be the tool of dominant groups seeking to assuage their own sense of failing and justify the inadequacy of the status quo." per Karl Mannheim.
 * 4) From Indian Railways: "The dominant group was determined to hold on to remaining power of appointments in India as long as they could. relating to India with the group."

Dominant group on wikisource
There are 12 current usages.

 * 1) "I am sure I understand the purpose of the dominant group of the Senate.", from An Association of Nations.
 * 2) "The dominant group frightfully exaggerates their numbers and power.", per On Questions of Zionist Theory.
 * 3) Per The Age of Innocence/Chapter VI: "Firmly narrowing upward from this wealthy but inconspicuous substratum was the compact and dominant group which the Mingotts, Newlands, Chiverses and Mansons so actively represented."
 * 4) From Skinner v. Oklahoma/Opinion of the Court: "In evil or reckless hands it can cause races or types which are inimical to the dominant group to wither and disappear."


text: Ancient Egyptian vocalization project/Pronouns


text:
Template:Phaedriel grey/tab2

{| border="0" cellspacing="0" cellpadding="0"

 * - height="50"

 * style="background:#cccccc; border:solid #000; border-width: 1px 0 1px 1px" width="8" |
 * style="background:#cccccc; border:solid #000; border-width:1px 0; text-align:center" width="70" |
 * style="background:#cccccc; border:solid #000; border-width:1px 1px 1px 0" width="8" |

 * style="border-bottom:1px solid #000" width="3" |

title: Template:Phaedriel grey/tab2


text: Template:Various tabs

title: Template:Various tabs


title: File:01intro.pdf


title: File:02radio.pdf


title: File:03circuits.pdf


title: File:04frequencies.pdf


title: File:05safety.pdf


title: File:06licensee.pdf


title: File:07electrical.pdf


title: File:08control.pdf


title: File:09basestations.pdf


title: File:10repeaters.pdf


title: File:11antennas.pdf


title: File:12propagation.pdf


title: File:13operatingmodes.pdf


text:
File:IMG 20111004 131305.jpg

Licensing
for school project

title: File:IMG 20111004 131305.jpg


text:
Template talk:Various tabs

Customising this template
This template uses Template:Phaedriel grey/tab2. This uses "#cccccc" as the colour code. If you wish to change the colour, then you need a suitable template. See Template:Light skyblue/tab2. More tab templates can be developed by changing the colour code.

Then these tab templates can be accessed by substituting the name before "/tab2" for "Phaedriel grey" in the template.

title: Template talk:Various tabs


text:
Template:Light skyblue/tab2

{| border="0" cellspacing="0" cellpadding="0"

 * - height="50"

 * style="background:lightskyblue; border:solid #000; border-width: 1px 0 1px 1px" width="8" |
 * style="background:lightskyblue; border:solid #000; border-width:1px 0; text-align:center" width="70" |
 * style="background:lightskyblue; border:solid #000; border-width:1px 1px 1px 0" width="8" |

 * style="border-bottom:1px solid #000" width="3" |

title: Template:Light skyblue/tab2


text: File:IMG 0535.JPG

title: File:IMG 0535.JPG


text: File:IMG 0536.JPG

title: File:IMG 0536.JPG