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User talk:Pdfpdf

Learning Dutch and Topic:Learning Dutch
See User talk:Tomkoolen for both sides of the "conversation".

Okay thanks Tomkoolen 20 June 2009 18:31 (UTC +2)

I don't have any problem with your edits, but remember to listen to my media file. If you don't mind, the handy sentences must remain the same as on the media file. Tomkoolen 20 June 2009 7:24 (UTC +2)

Well, I am from the Netherlands, but i am a (ahum) good English speaker, but since it's not my mother tongue, I will of course make mistakes. So all your feedback is welcome. I want to make something good out of the topic, let's hope people will follow the lessons. BTW: I am also active on Topic:Learning Dutch if you didn't know already. Tomkoolen 21 June 2009 16:32 (UTC +2)

My target is English people. But I am busy with some exams so I won't be very active for 2 weeks or so, but I will upload a few lessons, you can count on that.

Regards Tomkoolen

title: User talk:Pdfpdf


text:
User:Pdfpdf

User:Pdfpdf

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

title: User:Pdfpdf


text:
User:Irishilton57

Hi

I am a graduate student in the ASU Master of Arts in Educational Media, Instructional Technology Specialist / New Media and Global Education Program. Currently, I am enrolled in the WEB 2.0 Tools online course, offered in Summer 2009.

title: User:Irishilton57


text:
Electronic Circuits/Determining Transistor modes

 * Question 1 Determine the mode the NPN transistor is in based on the voltages measured at the terminals with respect to ground. Assume The simplified diode model with no threshold voltage.

 * Question 2 Determine the mode the PNP transistor is in based on the voltages measured at the terminals with respect to ground. Assume The simplified diode model with no threshold voltage.

 * Question 3 Determine the mode the NPN transistor is in based on the voltages measured at the terminals with respect to ground. Assume The simplified diode model with a Thershold voltage of Vbe(on) = .5v and Vbc(on) = .4v


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Electronic Circuits/Answers to Quiz 1

Question 1

title: Electronic Circuits/Answers to Quiz 1


text:
Electronic Circuits/Detailed Answers to Quiz 1

case A
Vc = 5v and Vb = 0v. 0v is lower then 5v which means that the diode is not conducting. Which means that it is Reversed biased. So the CB junction is Reversed. Ve = -1v and Vb = 0v. Which means that the base is at a higher potential (or read voltage) then the emitter. Because of this the diode is conducting. So the BE junction is forward biased. Based on our chart this means that the npn BJT transistor is in active mode.

case B
Vc = 3v and Vb = 0v based on this we know that the diode is not conducting. 0v is lower then 3v so the diode can not conduct. Beacuse it can not conduct the diode is reverse bias. So, the CBJ is reverse. Since, Ve = -1v and that value is lower then the base voltage of 0v the diode is conducting. Therefore, the EBJ is forward baised. Because this is true and from the chart we can conclude that the npn BJT transistor is in active mode.

Case C
C 	2v 	0v 	2v

Here Vc = 2v and Vb = 0v which means that the CB diode is not conducting. Hence, CBJ is reverse baised. The Ve = 2v and the Vb = 0v. Which mean that the EB diode is not conducting, making the EBJ junction reverse biased. So we end up with reverse-reverse case. From our chart we know that the reverse-reverse case means our BJT transistor is in cut-off mode.

Case D
Vc = 5v and Vb = 0v. So the collector has a higher potential then the base. Since diodes will not conduct in this condition the CB diode is reverse-biased. Ve = 4v which is at a higher potential then the ground connected base, the EB diode will not conduct. Making this diode reversed as well. This puts the BJT in Cut-off mode.

Case E
Ve equals 2 volts and the base voltage is 1 volt. The EBJ junction is reversed. The collector voltage is 5 volts 4 volts higher the base making CBJ reversed. Once, again we have cut-off mode

Case F
This one is tricky. Since Ve has the same voltage as Vb you cant really say the diode conducts. Diodes conduct when the anode is at a higher potential then the cathode. Not at equal. So the diode is reversed. Same holds true for the CBJ. Therefore this diode is in cut-off mode

Case G
Both the emitter and the collector are at higher voltages then the base. Making both of them Reverse biased. The reverse-reverse case correspounds to Cut-off mode.

Case H
10 volts found on the collector compared to the grounded base shows us that the CBJ diode has to be reversed. The negative emitter voltage compared to the 0v base bais shows us that the Emitter-base junction diode will have to be forward. Making this BJT transistor an active mode one.

Case I
The voltage found at the collector is -3v, the voltage found at the base is 0v. The bas is at a higher potential then the collector. The BC diode conducts, the CBJ is forward. The emitter's -3v makes the EBJ conduct, making EBJ forward. This transistor is saturated.

Case J
Doing a quick check. We find that Vc < VB and VB > VE. Since Vc < VB the EBJ diode is forward, Since VB > VE the EBJ diode is forward. This is the forward-forward case making the BJT transistor saturatied.

Case K
The voltage at the bas is higher then both the Collector and the emitter voltage. So right away we know that both diodes are conducting. Resulting in the forward-forward condition again. Forward-forward condition gives us saturation mode.

Case L
Finding a higher voltage at the base then the emitter tells us that the EBJ diode is conducting. Finding a Higher voltage at the collector then the base tells us that CBJ diode is not-conducting. This makes the BJT transistor an active mode device.

Question 3
Remember that in this problem we have a NPN with the Vbe(on) and Vbc(on) condition present.Vbe(on) = .5 v and Vbc(on) = .4v

Case A
The 5v found at Vc compared to the 3v found at Vb makes CBJ reverse. The grounded emitter compared to the positive base makes EBJ forward. Giving us an Active mode BJT transistor.

Case B
Ve is lower then the grounded base voltage. So, EBJ is forward. CBJ is reverse because of the 3 volts found at the collector. This is an active mode transistor.

Case C
Both Ve and Vc are higher then the 0 volts found at Vb. So both of them are reversed. Refereing to the table we see this makes the transistor in cut-off mode.

Case D
Clearly an active mode BJT. The Collector is higher then the base voltage. The emitter is lower then the base voltage.

Case E
E 	5 	10 	2

With the emmiter voltage less then the base we have conduction. Causeing EBJ to be forward. So we know that the transisotr has to be in either active mode or saturatied mode. With the Low collector voltage compared to the high base voltage, we find the transistor is saturatied.

Case F
Have seen this case before. Everything is grounded the BJT is in cut-off mode. All junction diodes are reversed.

Case G
G 	-3v 	0v 	3v H 	10v 	0v 	-2v I 	-3v 	0v 	-3v J 	-5 	11 	-2 K 	2 	5 	-3 L 	7v 	10v 	-10v M 	0v 	10v 	-.1v N 	2.2v 	1v 	-1v O 	7v 	0v 	-3v


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User talk:Tuleytula

My main user page is here: Kullanıcı:Tuleytula

My main user talk page is here: Kullanıcı_mesaj:Tuleytula

title: User talk:Tuleytula


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User talk:Jeremyarnold

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Jeremyarnold 08:02, 21 June 2009 (UTC)

title: User talk:Jeremyarnold


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Talk:Why humans are sometimes sexually attracted to foreigners or others from outside their community

It shouldn't be important but I'm of mixed Ashkenazi and gentile descent. I'm writing this because when I write the type of material in this article people assume that I'm part black and later when it becomes clear that I'm not culturally black people assume that I'm faking. It shouldn't matter if you're black, white or Jewish but it does matter if you're faking. Proxima Centauri 09:24, 21 June 2009 (UTC)


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User talk:Joe1973

 Hello Joe1973, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 11:10, 21 June 2009 (UTC)

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

 * Welcome to Wikiversity, Joe! I happen to have a History degree; let me know if you've got any relevant questions.  The Jade Knight (d'viser) 17:44, 25 August 2009 (UTC)

title: User talk:Joe1973


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User:JFman00

My name is John.

Interests: Languages Economics
 * 1) Spanish
 * 2) French
 * 3) Bulgarian
 * 4) Tagalog

International Affairs

title: User:JFman00


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User:Iluvalar

Been busy on long term prediction of pandemics. COVID-19/Iluvalar

And I believe that $$2\infty=2\infty\neq\infty$$. I need to someday rework Defined infinity theory. I'm not alone with this idea.

title: User:Iluvalar


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Vancouver Flower Clock Project/Hairy Cat's Ear

Back to Vancouver Flower Clock Project

This is a Vancouver Flower Clock Project Journal Page for Species ___, Common Names Hairy Cat's Ear, Spotted Cat's Ear.

General Info

 * Bloom Season

 * Habitat

Leaves

Basal Rosette, Deeply lobed, lanced shaped leaves.

Stems
18 inch long stems, branching into flower at tip. No leaves on stems.

Notebook
Share a poem, story, memory or anecdote about this plant.

Log a Bloom Observation
To log a bloom observation, sign your name by typing "~". Please indicate if the time and date of observation are different from the time of signing. Be as detailed as possible in your description of the observation. Were the blooms open or closed? How long did you watch? Where were they situated? What were the weather conditions? Were there any surrounding plants, insects? What was your response?. Take a photograph, video or scan an image and upload it using Special:Upload.

2:00pm-3:00pm

Sighted at Main and 17th June 21 2009


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Defined infinity theory

Warning : This theory has not, yet, been rigorously validated by peer-review.

Scaling a 1m diameter circle an $$\infty$$ folds give a circle with a diameter of $$\Pi\infty$$ meters exactly. Stating that $$\Pi\infty m=\infty m$$ is not false if you meant that $$\Pi\infty m$$ is infinite, but it's not more accurate than to state that a 1m diameter circle as a circumference equal to $$\real$$.

Instead of using $$\infty$$ as a vague infinity symbol, one may choose to mean a well defined infinity. Doing so enable him to manipulate the $$\infty$$ symbol as any other variable would act and get answer proportional to that defined infinity.

Imagine
Imagine to your left the first of an infinite line of adjacents 1m³ cubes and to your right a line of 3 more cubes starting at the same point and going in the same direction. Got it ? fine. Now sit a minute on the the edge of that third cube to your right to fully contemplate the infinite line going out of sight.

The question is : How many of these 1m³ cubes is there exactly ?

Most of you would say : "A vague infinite number of them". Which is fairly true, but is not a precise answer either. You would miss the very cube you're just sitting on. What would be the more accurate answer possible is : "The exact infinite number my premise says plus 3". If I had used the $$\infty$$ symbol (which I have good conventional reason to do so) to represent THAT infinity the precise answer would be "$$\infty+3$$ cubes". Exactly.

Theory
Most of the time, infinite quantities do not sprout out of experimental measurement. If you where gone in my example to count every singles cubes to validate my premise, you would never come back alive (unless you give up) and we would never get an true experimental count of them. In fact, infinite symbol come into equation because someone felt it would be convenient to make that theoretical supposition. So it's a deliberate choice. And so, it's also a deliberate choice to see the $$\infty$$ symbol is a vague infinite concept (which lead to vague answer) or to see it as a defined infinity; One deliberately chosen infinity out of all the vague infinites concepts. By doing so that "$$\infty$$" react in equation exactly as any other unknown variable. So that : By doing that way, you might end up with a weird final answer "$$3\infty^2+6\infty-4+\sqrt{3\infty+5}$$". This realy can't be reduced further unless you really wish to get a vague answer : "~ a second order infinity" and this IS really representative in regard to ratio of your first posed infinity. Assuming you have some others operations to do you can pose $$x=3\infty^2+6\infty-4+\sqrt{3\infty+5}$$ in your next formula and you'll keep track of you initial infinity. You might put it in $$F(x)=x/2\infty^2$$. The answer here being exactly $$x=1.5+3\infty^{-1}-2/\infty^{-2}+\sqrt{3\infty+5}/2\infty^2$$ which give approximately 1.5+
 * $$\infty+3=\infty+3\neq\infty$$
 * $$2\infty=2\infty\neq\infty$$
 * $$\infty^2=\infty^2\neq\infty$$
 * And so on.

Convergence/divergence application
While determining if a function or a series converge or diverge the standard approach right now is to suppose $$\lim_{x \to + \infty}$$ where $$\infty$$ is a vague infinite number. By using this theory you can be bold and set $$x=\infty$$, make the substitution as $$\infty$$ was any other variable and, if the theory is right, end up with the good answer. If the greatest order of infinity is 0 or less, the function should converge. You can approximate the result by discarding any infinities of those order (being infinitely small) the sign of the greatest order just pointing the side of the convergence. Surprisingly you'll also end up with an exact value of divergence in term of ratio with the initial infinity.

Easy examples
It's that simple.
 * $$x=\infty; F(x)=3-2x/x^2 = 3-2\infty/\infty^2 = 3-2/\infty$$ converge to $$\approx 3^-$$
 * $$x=\infty; F(x)=5x+3 =5\infty+3$$ diverge to exacty $$5\infty+3$$

more complex example

 * Please submit your formula that would normally require some others theorems to resolve

Hilbert hotel counter example
Let imagine an hotel with an exact infinite amount of room (instead of a vague infinite in Hilbert hotel). And lets say their is already 3 customers in the hotel. Now there is the same exact infinite number of customers that come to the hotel. If it's take 15 seconds to give a key to a customer that mean that after $$15\infty-45$$ seconds there will be no more keys for the last 3 customers. The hotel is now full of THAT exact infinite amount of customers. If it's take 10 seconds to travel from one room to another. Then the last served customer will walk exactly $$10\infty$$ seconds to get to is room and at the end of that hall he will REALLY see a wall of whatever the hotel is made of. If Hilbert used the decimal numbers to identify the room, the numbers of digit over that room would be exactly $$\log_{10}{\infty}$$. Wich is by the way a infinite value, but not any one; just exactly $$\log_{10}{\infty}$$. It would take some infinite amount of time to read it put not proportional to the first infinity; of course proportional to the $$\log_{10}{\infty}$$. If that customer read 10 digit/sec this mean exactly $$\log_{10}{\infty}/10$$ seconds. Which is a glimpse if you compare to the time he tooks to get there, but, still, an infinite amount of time.

Hilbert was not completely wrong when he said and infinite rooms hotel could hold more then and infinity of customers. In fact if I suppose my hotel as $$\infty^2$$ rooms (which is infinite), that would mean it could hold exactly an $$\infty$$ folds of $$\infty$$ customers, but not one more.

The theorem in a bottle
Once properly posed, $$\infty$$ just react as any other variable.

title: Defined infinity theory


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Avaya Task Training/ERS-5500/Basic Security

Basic security will walk through the commands for changing the passwords and community strings, on a ERS-5500.

To begin attach to the switch by telnet

 * Control Y to begin
 * scroll down the menu to Command Line Interface... press enter
 * enable
 * config t (no password control is in place yet)

Turn off the Menu
Change console interface to cli and not menu, harder for unauthorized and unskilled user to make changes
 * cmd-interface cli

Create a Custom Banner
Set a login banner so no-one can claim they didn't know they couldn't login
 * banner ? (shows the banner commands Notice that you can turn off the banner all together)
 * banner 9 "This is a private system. Unauthorized login prohibited."
 * banner custom (enable the custom banner)
 * show banner

Creating/Changing Passwords
Before creating/Changing a password set a safety point, so the switch will reboot to original config if a password typo happens

Safty Point

 * no autosave enable (setting a safety point prior to working on passwords)
 * copy config nvram
 * reload minutes-to-wait 15

Passwords

 * show cli password (display default passwords in clear text)
 * cli password {read-only|read-write} password
 * cli password serial ? (list of password commands)
 * cli password telnet local (set password to use local password)
 * show cli password type
 * show cli password (passwords displayed)

Password Security
After the command you will be prompted to change the passwords to complex passwords.
 * password security (force complex passwords, and hides them, note: Password security is enabled by default with the ssh load)
 * show cli password (asterisk'ed), show run (passwords asterisk'ed, as well as snmp com string).

Test Passwords
Logout and Login to test the passwords.

Stop Safty Point Reload

 * config t
 * copy config nvram
 * reload cancel
 * autosave enable

Disable Web Server

 * show web-server (show enabled by default)
 * no web-server (shut it down so nosy browsers can't access it)

SNMP
Change default SNMP communities or passwords. For better security use SNMPv3.
 * snmp-server community "labpublic" ro (note; this is the command for no password security, and you have password security on) To disable password security no password security
 * snmp-server community ro (enter value and confirm value)
 * snmp-server community rw (enter value and confirm value)


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User talk:OpenScientist/What would science look like if it were invented today

=Purpose of this page= This version of the page is a blog post-to-be for the June 2009 issue of the Euroscientist. It is the first part (focusing on knowledge creation) in a set of two posts dedicated to the future of science. Part II will focus on the structuring of knowledge, and you are warmly invited to join. For comments, please go here. Further textbits discarded during writing are here. --Daniel Mietchen (talk) 10:18, 22 June 2009 (UTC)

Part II: What would knowledge structuring look like if it were invented today?
Some of the points to consider (this is an evolving list of keyword and links to relevant concepts):
 * Data sharing
 * see also Sharing Detailed Research Data Is Associated with Increased Citation Rate

 * Data analysis
 * Ontologies
 * Data preservation
 * Impact measures
 * Science journalism
 * Science education
 * Encyclopedias
 * machine-readability
 * automated science
 * virtual realities

Related posts not cited in article yet

 * "If we invented the scholarly journal today, what would it look like?"
 * Is scientific publishing about to be disrupted?
 * related: Newspapers and Thinking the Unthinkable

 * Open Access and the A-Bomb
 * Evolutionary psychologist Irene Pepperberg at Edge.org about Hypothesis Testing
 * Science moves from the stacks to the Web; print too pricey
 * Popularity versus reliability in medical research
 * Help us write the Job Description – Sr Manager, Emerging Media Marketing
 * Don't format manuscripts
 * This revolution will be digitized: online tools for radical collaboration
 * How to choose a good scientific problem?
 * Experiments in science engagement – the exquisite corpse!
 * Open Science - seven recommendations
 * Memetracker
 * discussed, for example, here

 * Social networking site for researchers aims to make academic papers a thing of the past
 * discussed here

 * The ICE-man: Scholary HTML not PDF
 * Why isn't a printable version the supplement to the 'real' publication?
 * Humanities, Social Science Publishing: Costs More Than Science
 * How citation distortions create unfounded authority: analysis of a citation network
 * What, exactly, is Open Science?
 * Deferential Geometry - This is a personal wiki notebook in theoretical physics.
 * Who is killing science on the Web? Publishers or Scientists?
 * A threat to scientific communication
 * Scholarly Communications must be Open
 * Crowd-sourcing product design
 * Story Time
 * Nature's Flawed Study of Wikipedia's Quality
 * Wikipedia’s Labor Squeeze and its Consequences
 * Activities, costs and funding flows in the scholarly communications system in the UK: the model
 * see also A question of trust

 * Why Dave Munger’s passport fail made Science Online London better
 * LiquidPub
 * The Cathedral and the Bazaar
 * mention Fermat's side note
 * Query: Is there a technical or philosophical reason that you can't pass parameters or instructions along with a citation?
 * OmegaWiki
 * Open-process academic publishing
 * Publishing science on the web
 * "science is already a wiki if you look at it a certain way. It's just a really, really inefficient one - the incremental edits are made in papers instead of wikispace, and significant effort is expended to recapitulate the existing knowledge in a paper in order to support the one-to-three new assertions made in any one paper."

 * Nature special on data sharing
 * "Data management should be woven into every course in science."

 * The Open Scholar
 * Is Open Scholarship Too Risky for Young Scholars?
 * Wikipedia journal
 * “Peer review does not guarantee quality”
 * Growing significance of communities and collaboration in discovery and development
 * linked network of digital documents
 * Taylor and Francis first half results 2009: academic information revenue up 25%, and, are shareholders more interested in OA than T & F?
 * Real Lives and White Lies in the Funding of Scientific Research
 * also bring in Kleiner's speech
 * mention that doing science funding in public would also reduce the possibility to game the system by exaggerating one's own contributions to science in grant applications

 * Microcredits for science?
 * Do you know of any examples of Open Notebook data being fetched automatically into a data repository on a regular basis?
 * ABSTRACT: BACKGROUND: Wiki technology has become a ubiquitous mechanism for dissemination of information, and places strong emphasis on collaboration. We aimed to leverage wiki technology to allow small groups of researchers to collaborate around a specific domain, for example a biological pathway. Automatically gathered seed data could be modified by the group and enriched with domain specific information. RESULTS: We describe a software system, BioKb, implemented as a plugin for the TWiki engine, and designed to facilitate construction of a field-specific wiki containing collaborative and automatically generated content. Features of this system include: query of publicly available resources such as KEGG, iHOP and MeSH, to generate 'seed' content for topics; simple definition of structure for topics of different types via an administration page; and interactive incorporation of relevant PubMed references. An exemplar is shown for the use of this system, in the the creation of the RAASWiki knowledgebase on the renin-angiotensin-aldosterone system (RAAS). RAASWiki has been seeded with data by use of BioKb, and will be the subject of ongoing development into an extensive knowledgebase on the RAAS. CONCLUSIONS: The BioKb system is available from http://www.bioinf.mvm.ed.ac.uk/twiki/bin/view/TWiki/BioKbPlugin as a plugin for the TWiki engine.

 * Rise of The Appendage
 * Article-Level Metrics Information at PLoS ONE
 * Post-Medium Publishing
 * a similar collaborative editing initiative, in the context of government 2.0
 * Terry Tao's speech on academia and mathematics of the future
 * quote: "One can draw an analogy between pre-internet academia and pre-industrial manufacturing. Before the industrial revolution, manufacturing was the province of individual craftsmen or of secretive guilds, working painstakingly on each individual piece of work, with each master passing down their carefully hoarded insights and tricks to just a handful of disciples.  It is not hard to find parallels to each of these phenomena in academia.

But after the industrial revolution, specialisation and mass production became the paradigm in manufacturing; less intimate, surely, but also vastly more efficient and reliable. One might bemoan the loss of creativity and individuality that each craftsman exhibited, but eventually, as the industrial revolution matured into the modern era, the outlets for creativity became dispersed to a wider group of people. Thanks to division of labour, design, invention, entrepreneurship, manufacturing, marketing, training, or management could now be performed by whoever was best qualified to do each, rather than by the same individual; and the best practices in each of these areas could be adopted widely, rather than being confined to their originator and a select number of followers.

Could it be that the internet will ignite the analogue of the industrial revolution for academia?"
 * ScribTeX
 * Shared maths lecturing
 * There is no single future for scientific journals

talk:talk:
Very interesting. If you make this discussion about part 2 its own page it will have its own talk page... I feel funny about leaving comments here :)  what about changes to the process of developing and assessing a hypothesis in the first place?  It's seems a bit of a historical quirk to me that the same group is expected to declare a hypothesis, define a methodology, carry out that methodology and assess errors, and evaluate the results / convert into a conclusion...  Lemuel Akins
 * Hi Lemuel, I hope it's fun to leave comments here, yet I fail to see why it should be funny (though I'm glad if it works out that way for you). The changes you mention were implicit in my text and covered in more detail by Michael Nielsen at Micropublication and open source research (listed in the above section), which I intend to incorporate more explicitly into the second part. Feel free to edit as you see fit! --Daniel Mietchen (talk) 10:24, 10 September 2009 (UTC)


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Ethics/Nonkilling/Leadership/Antonio Meloto

 * This Course is based mainly on Professor Jose V. Abueva (Kalayaan College) paper Antonio Meloto as Transforming Leader of Gawad Kalinga: Focusing on People, Community Development and Nation-Building—“The Subsidiarity Principle” prepared for the Global Summit of Gawad Kalinga, John F. Kennedy School of Government, Harvard University, June 13, 2009. The Course is part of the Program on Nonkilling Leadership Development at the School of Nonkilling Studies.

Introduction
Gawad Kalinga as conceived and evolved by Tony Meloto and its growing partners is a peaceful movement for radical citizenship and heroic leadership for social transformation anchored on love for our Creator, one another, the nation and humanity. It applies the organizing principle of “Subsidiarity” by people translating their own vision of the good life and the good society into action by themselves with the help of kindred souls everywhere. GK’s transforming leaders and followers “raise each other to higher levels of motivation and morality.” They dare to transform the Philippines; even offer a model for ending poverty in the world.

In my already long life I have devoted nearly 60 years to teaching, research, university administration, reform advocacy, and occasional public service. My concerns as a student of politics and public administration include nation-building, democratization, and citizenship and leadership for good governance.

Now I am an inspired student and follower of Tony Meloto as a “transformative” or “transforming leader” in the conception of James MacGregor Burns. I have read Tony’s speeches, listened to him speak in public, and talked with him. I know of his immense impact on people and leaders here and abroad. I also share Tony’s ideas and experience with my students.

According to MacGregor Burns (Leadership, 1979), a transforming leader purposely achieves substantial and “real change in the direction of ‘higher’ values’ (p. 434) such as freedom, peace, justice, nationalism, morality “that meet people’s enduring needs (p. 461).” The transforming leader is thus morally elevating vis-à-vis other leaders and other followers whom he influences with his purpose, vision and example. He “taps the needs and raises the expectations and helps shape the values—and hence mobilizes the potential—of followers (p. 455).” “The result of transforming leadership is a relationship of mutual stimulation and elevation that converts followers into leaders and may convert leaders into moral agents (p. 4).” “But transforming leadership ultimately becomes moral in that it raises the level of human conduct and ethical aspiration of both leader and led, and thus it has a transforming effect on both (p. 20).” “Leaders and followers raise each other to higher levels of motivation and morality (p. 20).” “That people can be lifted to their better self is the secret of transforming leadership…(p. 462).”

As a transforming leader of Gawad Kalinga, the growing social movement involving housing for the poor, community development and nation-building in the Philippines, Tony Meloto’s vision, mission and personal example are spreading beyond our shores. He compels attention and active response from people in various walks of life. For he addresses in distinctive ways some of our basic problems as a weak nation with a “soft state.” These include massive poverty, landlessness, homelessness and endemic corruption, and lack of self-confidence and nationalism. In this demoralizing situation, many people of goodwill who want to do something are dismayed if not also immobilized. Where to begin and make a personal difference? In Gawad Kalinga Tony Meloto and his fellow leaders and members show how it can be done.

The “Superiority Principle” of Colonial and Centralized Governance
Under Spain for over 350 years and then the United States for almost half a century (and three years under the Japanese) the colonial power wanted to control our people under a highly centralized unitary system. Since our independence in 1946 our own leaders have governed the country in essentially the same centralized and domineering unitary system with a powerful president, the legislature, the higher courts and the bureaucracy based in the national capital. The great majority of the people who live in local communities and our myriad local governments are heavily dependent upon and dominated by national government institutions and national leaders and officials.

Our political, economic and social development is organized under the “Superiority Principle.” This is marked by the dominance of the few wealthy and powerful families over the many people who are poor and powerless, by the dominance of the center of power over the weak and dependent periphery, by the primacy of the higher levels over the lower ones. This may also be called the “top down” or “trickle down” approach to governance and national development.

A new “Subsidiarity Movement” of Filipino reformers and organizers calls this the “Pinatulo.” This is the opposite of “Pinatubo” (growing, nurturing, or building from below), or organizing and developing along the “Subsidiarity Principle” initiated by Pope Pius XI in 1931 and adopted since then in various ways in different countries. Among the Filipino leaders of Pinatubo are Philip Camara and Sixto K. Roxas. The global scope and relevance of the “Superiority Principle” and the “Subsidiary Principle” are suggested in the Annex to this paper entitled “A Call for Vision Not Ambition: KILUSANG PINATUBO.”

With some notable exceptions many of our political and corporate leaders are too self-serving in governing our oligarchic democracy and business corporations. They tend to exploit our weaknesses as a nation instead of building on our potential strengths. Under our political class we still have a relatively thin middle class of educated, critical and independent members, and a large base of poor, insecure and vulnerable people.

Our fitful national struggle to modernize, democratize and develop has been hindered by lack of a critical mass of selfless, credible and inspiring leaders who can inspire, empower and unite the great majority of our citizens. But there is growing consciousness of what ought to be done and can be done to transform our traditional structures, institutions and modes of behavior—in search of free and fair elections, a new kind of politics, good citizenship, good leadership and good governance: the constitutional ideals of a “just and humane society, democracy, human rights and the rule of law.” Gawad Kalinga is one bright star in the firmament of social innovations and organizations offering new ways, and new hope and confidence.

Unsustainable “Community Development” in the 1950s
Not long after the end of World War II and the ensuing rehabilitation and reconstruction of the country various innovations in rural development were introduced. These included the community schools, the community centers of NAMFREL (the National Movement for Free Elections), and the rural development projects of PRRM (Philippine Rural Reconstruction Movement). With technical support from the United Nations and some U.S. Government assistance, the National Government through the Philippine Community Development Council launched a national community development program in 1955. This was during the term of the very popular and charismatic President Ramon Magsaysay. “The Man of the Masses” was known to champion the common man’s welfare and the development of the barrios where most citizens live.

Obstructive bureaucratic conflicts and inertia led Magsaysay to establish his Presidential Assistant on Community Development in place of the interdepartmental Council. Under Ramon P. Binamira as Presidential Assistant a cadre of community development workers were trained and deployed in barrios across the country. The CD workers organized citizens to initiate local development projects such as farm-to-market feeder roads, irrigation, and school houses. At the same time Magsaysay continued his program for re-settlement communities in Mindanao for former rebels in Luzon, the Huks.

As community self-help efforts aided by the government, the local people contributed their labor and local materials (like sand and gravel, wood and bamboo), while the government supplied the needed technicians, cement and equipment. This was unlike traditional government services and relief based mainly on direct government services, subsidies and political patronage. The innovation was called “aided community self-help.” Local leaders and residents were encouraged to meet the challenge. (My doctoral dissertation at the University of Michigan in 1959 was about the formulation of the community development program under Magsaysay and was published as Focus on the Barrio.)

Before long, however, the political tradition and culture of political (governmental) patronage and citizen dependency on government and dole outs, and the weight and inertia of bureaucracy grounded the innovation of aided community self-help. In general most presidents after Magsaysay forgot about the idea of aided community self-help as an organizing principle consistent with the “Subsidiarity Principle.” The “Superiority Principle” of a highly centralized government and political patron-clientele relations has largely prevailed.

The Gawad Kalinga “Subsidiarity Approach:” Focus on People, Community Self-Help and Nation-Building
Unlike the “government aided community self-help” efforts in the 1950s and early 1960s, Tony Meloto led the Gawad Kalinga under the sponsorship of the Catholic Couple’s for Christ. As a leader of a nationwide lay religious and nongovernmental movement of Catholic activists, Tony is committed to make GK live out Jesus Christ’s fundamental command to the faithful: “Love God with all your heart and soul, with all your mind and strength, and love thy neighbor as thyself;” and especially to help and serve the poor among us.

Tony and his fellow GK volunteers have chosen to focus on organizing poor, landless and homeless people and helping them acquire the land on which to build their own homes. Beyond these basic human needs, GK volunteers then help the new communities to organize and sustain themselves socially and economically as well as politically.

As a consequence, the individual members and leaders of GK settlements have developed a new identity and sense of community and pride as challenged and self-sustaining groups of people, ever learning to do what they can do for themselves and for the common good in their community. In a sense, their communal lives, efforts and aspirations can be seen as integral parts, a microcosm, of a new mode of Filipino nation-building.

In turn the visible physical success and the palpable sense of individual and group fulfillment shown in the thousands of GK settlements and their members persuade more and more donors of land, money, materials, and voluntary labor around the Philippines and abroad to join the GK movement. Numerically, the original GK goal was to build 700,000 homes in 7,000 communities by 2010. Now it is to help some 50 million Filipinos move out of poverty by 2024. The GK model is being applied in parts of Indonesia, Cambodia, East Timor, and Papua New Guinea. Volunteers and material support for GK have come from Filipinos and other benefactors in the U.S., Canada, Australia, East Asia, the Middle East, and Europe.

Tony Meloto’s Values and Vision
In its website Gawad Kalinga defines itself “to give care.” GK “is an alternative solution to the blatant poverty not just in the Philippines but in the world. GK’s vision for the Philippines is a slum-free, squatter-free nation through a simple strategy of providing land for the landless, homes for the homeless, food for the hungry, and as a result providing dignity and peace for every Filipino.” GK also has a global outlook: “In a world where there are enough resources for all but not enough sharing for all, our motto is ‘less for self, more for others, enough for all.’”

GK’s vision and mission reflect its origin as a project of the Catholic Couples for Christ, and these are informed and inspired in practice by Tony Meloto’s understanding of Christianity and democracy as applied to the conditions of his home country. To him the spirit of Gawad Kalinga “is bridging the disconnect between faith and action, between preaching and practice.” (“Gawad Kalinga: the Spirituality of Nation-Building.” Lecture at Ateneo de Manila, 5 October 2007.)

As a Filipino Catholic, Meloto diagnoses the basic weakness of the Philippines thus: “A strong nation needs a strong moral foundation. If we are a weak nation it must be because we are a weak people with nominal faith, lacking in character and moral conviction. A weak nation elects corrupt leaders who use immoral power for personal gain, who impose their will on the weak majority with the use of force and violence. Corruption, greed and violence that cause poverty are social ills that define us as a nation. In religion they are called sins. We cannot regain our pride as Filipinos unless we remove these ills.” (Op. cit.)

GK volunteers and local homeless people in a given location engage in “bayanihan.” They work together and learn values and skills as stewards in building homes for their own community. As they do, they become a “bayani” or hero to each other. As they build their own homes, the local people become empowered as individuals and as a self-sustaining community. They undertake educational, health, livelihood, and recreational activities and govern themselves. The ultimate end of widening “bayanihan” is to promote patriotism, societal renewal and nation-building for a just and caring society.

The ideal kind of leader is the “servant leader” who leads and sacrifices not to gain power for selfish ends. In Tony Meloto’s mind, with Jesus Christ as model exemplar, this is “padugo or bleeding for the cause—the passion to serve others out of love.” In his view: “development of conscience and character are cornerstones of good citizenship. Nation-building is about character building.” He compares citizenship to discipleship and to him “the essence of real manhood is honor. In a country of cheaters, honesty is of the highest value. In the land of the corrupt, a man of integrity is king. …truth is the way to real power and freedom.”

The Essence of the Gawad Kalinga model and Tony Meloto’s Leadership
At the heart of Tony’s transforming leadership and example and the inspired efforts of his legions of co-leaders, followers and supporters, is his conscious and determined fusion of his religious faith as a Catholic and his secular idealism as a citizen. He combines God’s teaching to love and help the poor among us with the secular vision of building a just and humane society in which all enjoy their human rights through good citizenship, good leadership and good governance. To him being a true believer is one with being a good citizen and a good leader in an aspiring democracy and a developing country in a troubled world. He demonstrates that through community self-help, cooperation and solidarity, this unity and integrity of faith, civic culture and practical reason can lead to the transformation of people, communities, and leaders from different spheres of life.

Tony’s widening appeal and recognition are traceable to his winning personality, his simplicity and humility, his passion for his vocation, his physical stature and good looks, and his ability to communicate to mixed audiences, and move them to believe and follow and support Gawad Kalinga as the people’s movement. All these are enhanced by his credible disavowal of political ambition. As such he is able to challenge people to know themselves and to effect change for the common good in pursuit of: the practical aims of decent homes, employment, and supportive communities; the lofty ideals of love of God, of one’s brethren, and especially the poor and lowly; and a unifying national identity and pride as Filipinos in a growing Global Filipino Nation of close to 90 million in the homeland and 9 million overseas, and counting.

In His Own Words: Tony Meloto as GK Leader
It is best to hear more and directly from Tony Meloto as GK leader through these excerpts from his book, Builder of Dreams.

To Conclude
Gawad Kalinga as conceived and evolved by Tony Meloto and its growing partners is a peaceful movement for radical citizenship and heroic leadership for social transformation anchored on love for our Creator, one another, the nation and humanity. It applies the organizing principle of “Subsidiarity” by people translating their own vision of the good life and the good society into action by themselves with the help of kindred souls everywhere. GK’s transforming leaders and followers “raise each other to higher levels of motivation and morality.” They dare to transform the Philippines; even offer a model of ending poverty in the world.

Annex A: From Pinatulo to Pinatubo: A Call For Vision Not Ambition
From Decay to the WAY: The Philippines, coming from its colonial past, has strong vestiges of an imported organizing principle that may be best termed as "superiority" where the strong are strengthened in the hope that eventually benefits will trickle down to the majority The alternative is "subsidiarity" where the lowest unit, starting from the individual is empowered to address concerns at their own level, and if not, making it imperative for the next higher level to act. The over-reliance of the former to the detriment of the subsidiarity principle has resulted in an apathetic people and a laggard country. Here are ways of seeing our "Pinatulo" organized life; and how it could or should be: Pinatubo.

TABLE GOES HERE.


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Open-source domestic robots

This article describes the building of a set of simple, open-source, domestic robots.

Specifics
This differs greatly with some common domestic robots as robotic lawn mowers; which use a border wire and sensors. Parameters such as the setting of the cleaning/mowing tool radius and the area which is not covered (between the tool's radius and the 4 sides of the machine) should be able to be altered (for each type and size of robot) No additional sensors, or collision detection, ... are to be foreseen
 * Use of a single, open-source, robot operating system for all domestic robots mentioned in this document. This includes vacuuming & mopping robot, lawn mowing & pruning robot.
 * The robots are to be made very simple; they are to use only IPS, augmented GPS (e.g. DGPS, AGPS, ...) or Galileo for positioning together with a compass to allow orientation. The robot software would then need to allow the drawing of the map complete with gps coordinates of the corners so that the robot knows the area it needs to run over.
 * Most of the robots (an exception being the robotic lawn mower) are to use 2 caterpillar tracks with the area for the tool being placed in the middle body (between the tracks).
 * All robots are to use a small direct-ethanol fuel cell (DEFC) as a power source. Biobutanol (or alternatively ethanol, but this requires more modification) is used in the combustion engines of converted robotic lawn mowers. Power plugs with automated boom are to be used with converted battery-powered mowers.

Advantages
The approach followed has some great advantages; these include:
 * Heavy reduction in cost: this due the possibility of home building, the reuse of already owned devices (e.g. non-robotic lawn mower), use of hydrogen, oxyhydrogen or liquid nitrogen instead of the more costly lithium batteries, elimination of costly sensors, ...
 * independence of commercial manufacturers

Disadvantages
The disadvantages are: These include:
 * Due to the lack of sensors, the robot can not detect and avoid obstacles, causing some potential problems.
 * Rotating opened or closed doors can obstruct the path of the robot (opened doors can obstruct the path next to the entrance, while closed doors can obstruct the path at the entrance itself
 * People are best to keep out of a room that is being cleaned until the robot has finished cleaning in this room. This as people may obstruct the path of the robot, and the robot does not have sensors or collision detecting, meaning it will smash straight unto the person if the person blocks his path.
 * Depending on the way the robot has been home built, some margin can exist near the house walls that the robot is uncapable of sweeping
 * The robot requires fairly "empty" rooms in order to sweep it; this means that all obstacles on the robot's path need to be cleared prior to the sweeping of the room by the robot

The designs
2 types of domestic robots are to be designed:
 * A vacuum & mopping robot
 * A lawn mowing robot

Vacuum & mopping robot
The vacuum & mopping robot is to be designed to incorporate 2 functions:
 * simultaneous vacuum cleaning & mopping
 * vacuum cleaning alone

Surfaces that allow both vacuum cleaning & mopping; will always use the dual function. Other surfaces such as sandy driveways and water permeable garden paths can use only the second function.

The vacuum cleaner is to incorporate from the front to the center of the device following utensils:
 * a ecologic soap + water outlet to wet the surface (alternatively electrolysed water may be used)
 * a plastic brush: a brush for scrubbing the wettened surface
 * a v-shaped wet mop and wet vacuum cleaner hose; the mop is to gather the water, soap & filth, while the wet vacuum cleaner hose is used to suck up the filth, soap and water. The wet vacuum cleaner hose is to be connected to 2 bags (or containers); one for storing the soap, water and filth (first function) and the second one for filth alone (for the second function)

Depending on the initial tests, the brushes may be fitted unto a rotating disc (to increase scrubbing) and perhaps the mop may be left out completely depending on how much water actually winds up being left over on the floor. If this amount is so little that it evaporates quickly anyhow, the mop is best left out. Also, perhaps the mop may be fixed to either an automatically roll (rolling up when filled with water into an extra container under the mop in tilted position).

Lawn mowing robot
The lawn mowing robot can be made from a regular (push-)lawnmower. This avoids needing to build it entirely from scratch. The tank of the regular push mower is first filled with biobutanol. This way, it is already emissionless, and some of the power obtained from this renewable energy source can be used to power the electronic components that make it robotic. Next: making it robotic. We do this by implementing a printed circuit board (PCB) which is to incorporate the guidance system, and 2 motors that connect to either of the back lawnmower wheels via an axle (the front wheels are unpowered and are made rotatable (mount wheels with freely rotatable axles).Next, the main engine (already used for rotating the blade) is given a dynamo or alternator (mount this on the drive belt, ...). The power generated from this is then relayed to the PCB. Rotating the mower after every straight run is done by powering the 2 back wheels in opposing directions. The 2 front wheels will simply follow the movement of the back wheels. In addition, we need to allow the PCB to control the throttle and the pull cord. The latter can be done by means of a solenoid that can pull on the pull cord. Then, we need to allow the robot to discard the clipped grass in the container somewhere. We could do so by making a small, deep hole in the garden where the lawnmower can be instructed to ride over once the container is full, and empty the container via a (electrically operated) trapdoor in the container. This solution allows the user to reuse the grass, ie for composting purposes. Another method is to simply install a mulching kit on the mower, so that no container is necessairy and less programming is needed. The downside however is that the blade too needs to be swapped, and no grass can be reused for composting purposes.

FAQ
Why don't you use a border wire and sensors ? As mentioned before, the sensors create an extra cost to the robot. However, as you probably noticed that the robot thus requires an augmented GPS receiver, additional equipment for computation and compass, this is not the only reason. Another reason is that for most of the robots, the use of this method which makes sure that the robot uses straight runs is actually much more effective. Also for some of them (e.g. agricultural robots), the robot cannot just swarm around the field anyhow; the crops placed in the rows would obstruct the robot.

'''I noticed you described the conversion of a lawn mower; why isn't there a more efficient lawn mower design foreseen next to the lawn mower conversion design ? For example, a legged lawn mower could be more efficient than a wheeled or tracked one.''' Indeed, I thought of this; however the use of lawns altogether is a mistake. Instead of lawns, paths made from small or large rocks, and the use of indigenous (long) plants is actually a more suitable and natural approach. Also as seen in xeriscaping, the plants then no longer require watering, fertilisation, ... However, as lawns today are such a common part of many gardens, the use of a robotic lawn mower is still a must. This however does not mean that it is useful to spend the time on designing a new, more efficient, lawn mower.

What possible expantions to the project could be done ? A possible expantion of the project I was thinking about was the use of the software in a soil cultivation robot (for preparing the soil before planting or sowing plants, or removing weeds). Also, a pruning robot could be an expantion of the project. However,as these machines are more useful to commercial entrepreneurs than home users, it is doubtful that they could use a small robot; rather the robot guidance system is better implemented to farm tractors (which can mount harrows, ploughs, ...). Also, I am not sure whether using the more efficient agricultural techniques (e.g. no-till farming) they would actually still be useful.

A small pruning robot however could be useful to make from scratch.

What about a fruit picking robot ? No, I considered it but fruit picking robots require far more advanced sensors and programming. It is doubtful that any DIY fruit picking robot project will succeed in this any time soon and I believe the costs for doing so will probably be higher (or just as expensive) than the commercial products now on the market. Also, given the fact that again this is a device for professional users, the time required for digging into this type of robot simply isn't worth it.

'Could domestic robots utilize large language models? Possibly - large language models could be used to verbally interact with provide the domestic robot with instructions/requests.

title: Open-source domestic robots


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Vancouver Flower Clock Project/Wall Lettuce

Back to Vancouver Flower Clock Project

This is a Vancouver Flower Clock Project Journal Page for Species Mycelis muralis, Common Names: Wall Lettuce.

General Info

 * Bloom Season

 * Habitat

Stems
Widely branched

Notebook
Share a poem, story, memory or anecdote about this plant.

Log a Bloom Observation
To log a bloom observation, sign your name by typing "~". Please indicate if the time and date of observation are different from the time of signing. Be as detailed as possible in your description of the observation. Were the blooms open or closed? How long did you watch? Where were they situated? What were the weather conditions? Were there any surrounding plants, insects? What was your response?. Take a photograph, video or scan an image and upload it using Special:Upload.

4:00pm-5:00pm

 * June 21 2009 Petals closed


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Vancouver Flower Clock Project/Nipplewort

Back to Vancouver Flower Clock Project

This is a Vancouver Flower Clock Project Journal Page for Species Lapsana communis, Common Names: Nipplewort.

General Info

 * Bloom Season

 * Habitat

Notebook
Share a poem, story, memory or anecdote about this plant.

Log a Bloom Observation
To log a bloom observation, sign your name by typing "~". Please indicate if the time and date of observation are different from the time of signing. Be as detailed as possible in your description of the observation. Were the blooms open or closed? How long did you watch? Where were they situated? What were the weather conditions? Were there any surrounding plants, insects? What was your response?. Take a photograph, video or scan an image and upload it using Special:Upload.


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Making a film/Scripts/Practice 1

To write a script you need an idea from a dream you have had or an experience or something you thought of whilst daydreaming in a litracy lesson. Or more. You need to come up with your storyline 1st and your characters then your script or you will sound like a mental banana nut monster from mental land. Start ofF with a good intro to start off with that way people will want to watch it but you will have to keep it up on a high standerd of exitement for the people watching or they will be bored and never watch it again and will not buy the DVD or won't recomend seeing it to anyone so then you will lose money so yeah good luck hope your creative...x

title: Making a film/Scripts/Practice 1


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User:JasonE619

I am Jason. I am from San Diego, California.

title: User:JasonE619


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Talk:NAU-POS254-Radical challenges to Enlightenment Ideologies

I am summarizing each chapter. Feel free to add anything that you think i missed. -Dia Winder

Has anyone head from the Meers person, and if not we have to cover their part.-Dia Winder


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User:JennyRosen/Gafarnga, Joseph (2007) Talk in two languages

Chapter 5 Interactional Order in Talk in Two Languages: Identity-Related Accounts
Joseph Gafaranga a senior lecturer in Linguistics and English Language at the The University of Edinburgh has in his research explored the field of bilingual conversations and language alteration. In his book Talk in two languages he uses examples from his research both among bilingual Rwandans in Belgium and on a corpus of service encounters in Barcelona.

According to Gafaranga language alteration can from a grammatical perspective be seen as a question of order, working to what he calls the principle of “One-Situation- One Language”. In accordance to this principle the two languages are seen as separate and the speaker alternate between them in accordance to the situation – meaning the language most appropriate for the situation. Gafaranga is critical to such understanding of language alteration and argues that bilingual speakers often alternate between languages in the same situation and therefore he tries to find a pattern of orderliness to this alternation (2007:84).

Gafaranga uses the concept of diglossia to explore the issue of language alternation among bilinguals further. Using the definition made by Fergusson (1959) diglossia is defined as

…a relatively stable language situation in which, in addition to the primary dialects of the language (which may include a standard or regional standards), there is a very highly codified (often grammatically more complex) variety, the vehicle of a large and respected body of written literature, either of an earlier period or in another speech community, which is learned largely by formal education and is used for most written and formal spoken purposes but is not used by any section to the community for ordinary conversation (1959/2000:75 in Gafaranga 2007:86-87).

In the light of this definition, different varieties are separated and used by the speakers in different situations and for different function – in other words they are bound to certain domains. Linguist Joshua Fishman argues that diglossia doesn’t only exist in multilingual societies but is universal including all societies that has functionally differentiated language varieties of whatever kind (dialects, registers, sociolects etc.) (2007:88). But if diglossia doesn’t have to include an element of bi/multilingualism - does bilingualism always come together with diglossia? Gafaranga writes that bilingualism without diglossia is situations where people have access to two or more languages but doesn’t differentiate between them functionally (2007:89). Situations with bilingualism without diglossia can therefore be seen from a structural/functionalist perspective as abnormal.

Using the theories of interactional sociolinguistics, first developed by Gumperz, Gafaranga finds different tools in order to understand language alteration. The main focus in interactional sociolinguistics is to examine how linguistic variation, among other things, is used as a resource by speakers in actual face-to-face interaction (2007:92). However, the perspective on language alteration and/or code-switching developed by Gumperz is also based on the principle of One-Situation- One Language. Two forms of code-switching are possible in this perspective; situational code-switching and metaphorical code-switching. In situational code-switching language alteration occurs because of or as a way of negotiating appropriate changes in the speech situation (2007:96). Metaphorical code-switching on the other hand doesn’t apply with the norms for which language is appropriate for a certain situation, but uses the norm to deviance from it in order to serve as certain purpose. Therefore, but forms of code-switching can be understood as functional (2007:97).

The Markedness Model of Codeswitching was developed by Myers-Scotton and addresses the question of what motivates speakers to choose a certain language. Drawing from the principle of rational choice/rational behavior speakers chose in accordance with a normative framework, which language to speak in a certain situation (2007:107). The choice of language can be either marked or unmarked. Whereas the unmarked choice is the most expected and in accordance with the normative framework while the marked choice is the most unexpected and therefore challenges the norm (2007:108). In the marked code-switching the speaker can be seen to negotiate the context itself rather than just supplying information about it (2007:113). Through this model all kinds of code-switching can be seen as “normal” or unmarked if it follows the norms of the specific situation, including also types of code-switching which in a structural/functionalist perspective can only be explained as repairable deviance. In this view language alternation cannot be understood a choice between language A or B but also that the two languages exist interactionally – meaning that the code-switching in itself can be regarded a linguistic variety (2007:110). Such an understanding of code-switching challenges the basic assumption of the practice itself – the One-Situation- One Language principle and Gafaranga argues in favor of a One-Situation- One Variety principle instead (2007:110). The Markedness Model of Codeswitching goes beyond the functional understanding of code-switching and offers a view on the alternation as a normative conduct. As code-switching itself can be regarded as the unmarked choice the norm in certain contexts the assumption and norm of two separate languages and one language for one situation is challenged. Still two types of code-switching are not accounted for in the model – momentary departures into another language that are oriented to by participants themselves as repairable deviance and momentary language alternation which cannot be explained by reference to the values of the languages involved in the relevant community (2007:115).


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Principles of Economics/Solutions

SOLUTIONS TO TEXT PROBLEMS:

Quick Quizzes

 * 1)  The four principles of economic decision-making are:  (1) people face tradeoffs; (2) the cost of something is what you give up to get it; (3) rational people think at the margin; and (4) people respond to incentives.  People face tradeoffs because to get one thing that they like, they usually have to give up another thing that they like.  The cost of something is what you give up to get it, not just in terms of monetary costs but all opportunity costs. Rational people think at the margin by taking an action if and only if the marginal benefits exceed the marginal costs.  People respond to incentives because as they compare benefits to costs, a change in incentives may cause their behavior to change.
 * 2)  The three principles concerning economic interactions are:  (1) trade can make everyone better off; (2) markets are usually a good way to organize economic activity; and (3) governments can sometimes improve market outcomes.  Trade can make everyone better off because it allows countries to specialize in what they do best and to enjoy a wider variety of goods and services.  Markets are usually a good way to organize economic activity because the invisible hand leads markets to desirable outcomes.  Governments can sometimes improve market outcomes because sometimes markets fail to allocate resources efficiently because of an externality or market power.
 * 3)  The three principles that describe how the economy as a whole works are:  (1) a country’s standard of living depends on its ability to produce goods and services; (2) prices rise when the government prints too much money; and (3) society faces a short-run tradeoff between inflation and unemployment.  A country’s standard of living depends on its ability to produce goods and services, which in turn depends on its productivity, which is a function of the education of workers and the access workers have to the necessary tools and technology.  Prices rise when the government prints too much money because more money in circulation reduces the value of money, causing inflation.  Society faces a short-run tradeoff between inflation and unemployment that is only temporary and policymakers have some ability to exploit this relationship using various policy instruments.

Questions for Review

 * 1)  Examples of tradeoffs include time tradeoffs (such as studying one subject over another, or studying at all compared to engaging in social activities) and spending tradeoffs (such as whether to use your last ten dollars on pizza or on a study guide for that tough economics course).
 * 2) The opportunity cost of seeing a movie includes the monetary cost of admission plus the time cost of going to the theater and attending the show.  The time cost depends on what else you might do with that time; if it's staying home and watching TV, the time cost may be small, but if it's working an extra three hours at your job, the time cost is the money you could have earned.
 * 3) The marginal benefit of a glass of water depends on your circumstances.  If you've just run a marathon, or you've been walking in the desert sun for three hours, the marginal benefit is very high.  But if you've been drinking a lot of liquids recently, the marginal benefit is quite low.  The point is that even the necessities of life, like water, don't always have large marginal benefits.
 * 4) Policymakers need to think about incentives so they can understand how people will respond to the policies they put in place.  The text's example of seat belts shows that policy actions can have quite unintended consequences.  If incentives matter a lot, they may lead to a very different type of policy; for example, some economists have suggested putting knives in steering columns so that people will drive much more carefully!  While this suggestion is silly, it highlights the importance of incentives.
 * 5) Trade among countries isn't a game with some losers and some winners because trade can make everyone better off.  By allowing specialization, trade between people and trade between countries can improve everyone's welfare.
 * 6) The "invisible hand" of the marketplace represents the idea that even though individuals and firms are all acting in their own self-interest, prices and the marketplace guide them to do what is good for society as a whole.
 * 7) The two most important causes of market failure are externalities and market power.  An externality is the impact of one person’s actions on the well-being of a bystander, such as from pollution or the creation of knowledge.  Market power refers to the ability of a single person (or small group of people) to unduly influence market prices, such as in a town with only one well or only one cable television company.  In addition, a market economy also leads to an unequal distribution of income.
 * 8) Productivity is important because a country's standard of living depends on its ability to produce goods and services.  The greater a country's productivity (the amount of goods and services produced from each hour of a worker's time), the greater will be its standard of living.
 * 9) Inflation is an increase in the overall level of prices in the economy.  Inflation is caused by increases in the quantity of a nation's money.
 * 10) Inflation and unemployment are negatively related in the short run.  Reducing inflation entails costs to society in the form of higher unemployment in the short run.

Problems and Applications

Similarly, countries can specialize and trade, making both better off. For example, suppose it takes Spanish workers less time to make clothes than French workers, and French workers can make wine more efficiently than Spanish workers. Then Spain and France can both benefit if Spanish workers produce all the clothes and French workers produce all the wine, and they exchange some wine for some clothes.
 * 1) A family deciding whether to buy a new car faces a tradeoff between the cost of the car and other things they might want to buy.  For example, buying the car might mean they must give up going on vacation for the next two years.  So the real cost of the car is the family's opportunity cost in terms of what they must give up.
 * 2) For a member of Congress deciding whether to increase spending on national parks, the tradeoff is between parks and other spending items or tax cuts.  If more money goes into the park system, that may mean less spending on national defense or on the police force.  Or, instead of spending more money on the park system, taxes could be reduced.
 * 3) When a company president decides whether to open a new factory, the decision is based on whether the new factory will increase the firm's profits compared to other alternatives.  For example, the company could upgrade existing equipment or expand existing factories.  The bottom line is: Which method of expanding production will increase profit the most?
 * 4) In deciding how much to prepare for class, a professor faces a tradeoff between the value of improving the quality of the lecture compared to other things she could do with her time, such as working on additional research.
 * 5) When the benefits of something are psychological, such as going on a vacation, it isn't easy to compare benefits to costs to determine if it's worth doing.  But there are two ways to think about the benefits.  One is to compare the vacation with what you would do in its place.  If you didn't go on vacation, would you buy something like a new set of golf clubs?  Then you can decide if you'd rather have the new clubs or the vacation.  A second way is to think about how much work you had to do to earn the money to pay for the vacation; then you can decide if the psychological benefits of the vacation were worth the psychological cost of working.
 * 6) If you are thinking of going skiing instead of working at your part-time job, the cost of skiing includes its monetary and time costs, which includes the opportunity cost of the wages you are giving up by not working.  If the choice is between skiing and going to the library to study, then the cost of skiing is its monetary and time costs including the cost to you of getting a lower grade in your course.
 * 7) If you spend $100 now instead of saving it for a year and earning 5 percent interest, you are giving up the opportunity to spend $105 a year from now.  The idea that money has a time value is the basis for the field of finance, the subfield of economics that has to do with prices of financial instruments like stocks and bonds.
 * 8) The fact that you've already sunk $5 million isn't relevant to your decision anymore, since that money is gone.  What matters now is the chance to earn profits at the margin.  If you spend another $1 million and can generate sales of $3 million, you'll earn $2 million in marginal profit, so you should do so.  You are right to think that the project has lost a total of $3 million ($6 million in costs and only $3 million in revenue) and you shouldn't have started it.  That's true, but if you don't spend the additional $1 million, you won't have any sales and your losses will be $5 million.  So what matters is not the total profit, but the profit you can earn at the margin.  In fact, you'd pay up to $3 million to complete development; any more than that, and you won't be increasing profit at the margin.
 * 9) Harry suggests looking at whether productivity would rise or fall.  Productivity is certainly important, since the more productive workers are, the lower the cost per gallon of potion.  Ron wants to look at average cost.  But both Harry and Ron are missing the other side of the equationrevenue.  A firm wants to maximize its profits, so it needs to examine both costs and revenues.  Thus, Hermione is rightit’s best to examine whether the extra revenue would exceed the extra costs.  Hermione is the only one who is thinking at the margin.
 * 10) The provision of Social Security benefits lowers an individual’s incentive to save for retirement.  The benefits provide some level of income to the individual when he or she retires.  This means that the individual is not entirely dependent on savings to support consumption through the years in retirement.
 * 11) Since a person gets fewer after-tax Social Security benefits the greater is his or her earnings, there is an incentive not to work (or not work as much) after age 65.  The more you work, the lower your after-tax Social Security benefits will be.  Thus the taxation of Social Security benefits discourages work effort after age 65.
 * 12) When welfare recipients who are able to work have their benefits cut off after two years, they have greater incentive to find jobs than if their benefits were to last forever.
 * 13) The loss of benefits means that someone who can't find a job will get no income at all, so the distribution of income will become less equal.  But the economy will be more efficient, since welfare recipients have a greater incentive to find jobs.  Thus the change in the law is one that increases efficiency but reduces equity.
 * 14) By specializing in each task, you and your roommate can finish the chores more quickly. If you divided each task equally, it would take you more time to cook than it would take your roommate, and it would take him more time to clean than it would take you.  By specializing, you reduce the total time spent on chores.

 * 1) Being a central planner is tough!  To produce the right number of CDs by the right artists and deliver them to the right people requires an enormous amount of information.  You need to know about production techniques and costs in the CD industry.  You need to know each person's musical tastes and which artists they want to hear.  If you make the wrong decisions, you'll be producing too many CDs by artists that people don't want to hear, and not enough by others.
 * 2) Your decisions about how many CDs to produce carry over to other decisions.  You have to make the right number of CD players for people to use.  If you make too many CDs and not enough cassette tapes, people with cassette players will be stuck with CDs they can't play.  The probability of making mistakes is very high.  You will also be faced with tough choices about the music industry compared to other parts of the economy.  If you produce more sports equipment, you'll have fewer resources for making CDs.  So all decisions about the economy influence your decisions about CD production.

1# a. Efficiency: The market failure comes from the monopoly by the cable TV firm. b.	Equity c.	Efficiency: An externality arises because secondhand smoke harms nonsmokers. d.	Efficiency: The market failure occurs because of Standard Oil's monopoly power. e.	Equity f.	Efficiency: There is an externality because of accidents caused by drunk drivers.

1# a. If everyone were guaranteed the best health care possible, much more of our nation's output would be devoted to medical care than is now the case. Would that be efficient? If you think that currently doctors form a monopoly and restrict health care to keep their incomes high, you might think efficiency would increase by providing more health care. But more likely, if the government mandated increased spending on health care, the economy would be less efficient because it would give people more health care than they would choose to pay for. From the point of view of equity, if poor people are less likely to have adequate health care, providing more health care would represent an improvement. Each person would have a more even slice of the economic pie, though the pie would consist of more health care and less of other goods.

b.	When workers are laid off, equity considerations argue for the unemployment benefits system to provide them with some income until they can find new jobs. After all, no one plans to be laid off, so unemployment benefits are a form of insurance. But there’s an efficiency problemwhy work if you can get income for doing nothing? The economy isn’t operating efficiently if people remain unemployed for a long time, and unemployment benefits encourage unemployment. Thus, there’s a tradeoff between equity and efficiency. The more generous are unemployment benefits, the less income is lost by an unemployed person, but the more that person is encouraged to remain unemployed. So greater equity reduces efficiency.

1# Since average income in the United States has roughly doubled every 35 years, we are likely to have a better standard of living than our parents, and a much better standard of living than our grandparents. This is mainly the result of increased productivity, so that an hour of work produces more goods and services than it used to. Thus incomes have continuously risen over time, as has the standard of living.

1# If Americans save more and it leads to more spending on factories, there will be an increase in production and productivity, since the same number of workers will have more equipment to work with. The benefits from higher productivity will go to both the workers, who will get paid more since they're producing more, and the factory owners, who will get a return on their investments. There is no such thing as a free lunch, however, because when people save more, they are giving up spending. They get higher incomes at the cost of buying fewer goods.

1# a. If people have more money, they are probably going to spend more on goods and services.

b.	If prices are sticky, and people spend more on goods and services, then output may increase, as producers increase output to meet the higher demand rather than raising prices.

c.	If prices can adjust, then the higher spending of consumers will be matched with increased prices and output won't rise.

1# To make an intelligent decision about whether to reduce inflation, a policymaker would need to know what causes inflation and unemployment, as well as what determines the tradeoff between them. Any attempt to reduce inflation will likely lead to higher unemployment in the short run. A policymaker thus faces a tradeoff between the benefits of lower inflation compared to the cost of higher unemployment.

title: Principles of Economics/Solutions


text: User:Grunnen

title: User:Grunnen


text: Template:User af-1

title: Template:User af-1


text:
Category:User af-1

Die kategorie User af-1 bevat die gebruikersbladsye van gebruikers wie Afrikaans op 'n basiese vlak spreek kan by Meta Wikimedia.

Voor die kategoriesering van ons gebruikersbladsye sien men het best hierdie sjablone:
 * Template:User af: – Gebruikers wie Afrikaans praat als moerstaal
 * Template:User af-3: – Gebruikers wie 'n uitstekende begrip het van Afrikaans
 * Template:User af-2: – Gebruikers wie 'n gemiddelde begrip het van Afrikaans
 * Template:User af-1: – Gebruikers wie 'n basiese begrip het van Afrikaans

Die Artikel auf Deutsch findet man in der Kategorie AF.

title: Category:User af-1


text:
Category:User af

Die kategorie User af bevat die gebruikersbladsye van gebruikers wie Afrikaans spreek kan by Meta Wikimedia.

Voor die kategoriesering van ons gebruikersbladsye sien men het best hierdie sjablone:
 * Template:User af: – Gebruikers wie Afrikaans praat als moerstaal
 * Template:User af-3: – Gebruikers wie 'n uitstekende begrip het van Afrikaans
 * Template:User af-2: – Gebruikers wie 'n gemiddelde begrip het van Afrikaans
 * Template:User af-1: – Gebruikers wie 'n basiese begrip het van Afrikaans

Die Artikel auf Deutsch findet man in der Kategorie AF.

title: Category:User af


text:
User:Kageskull

Welcome
My friends call me "Kage" (pronounced Kah-gay). It's a nickname my martial arts instructor gave me meaning "shadow" in romanji. Please feel free to |leave a new message for me.

title: User:Kageskull


text:
User:Asteltz

== Hi! ==

title: User:Asteltz


text: User talk:Asteltz

title: User talk:Asteltz


text:
Category:Language user templates/af

fr:Catégorie:Langue pour les boîtes utilisateurs/af

title: Category:Language user templates/af


text:
User talk:Nguyenvuhoanggian

129.2.175.80 15:36, 23 June 2009 (UTC)

title: User talk:Nguyenvuhoanggian


text:
User talk:Josephabateman

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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 * 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.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! ---- (profile | chit chat | email) 22:20, 23 June 2009 (UTC)

Thank you for your contribution to We Have Found Him page. Wikiversity is no place for advertisement, please check our mission for more details about who we are and what we are trying to achieve. Have a nice day. ---- (profile | chit chat | email) 22:20, 23 June 2009 (UTC)

We Have Found Him
I've changed this page from speedy deletion to a deletion review. Please comment at Requests_for_Deletion. Also, could you explain what is intended by "Permission: For Joseph Bateman only" at File:We Have Found Him Album Artwork.jpg? See the license section at Uploading_files for more information. --mikeu talk 01:25, 3 July 2009 (UTC)

title: User talk:Josephabateman


text:
User:Thewinster/Sandbox/20090624104130

20090624104238 This is a reply to my own test post. No problems on this side! Just watch out! --Dharav talk 10:42, 24 June 2009 (UTC)
 * Comments:

 * reply[]

What links here

title: User:Thewinster/Sandbox/20090624104130


text:
Ejump

Welcome to New Assessment Methods Course designed in e-Jump 2.0 -project (2008-2009)
Introduction to the e-Jump 2.0 Project

Overview of New Assessment Methods Course

Section 1: Orientation to the New Assessment Methods Course

Section 2: Tips to Assess Learning in Social Media

Section 2.1: Assessing Learning through e-Portfolios

Section 2.2: Assessing Learning through Wikis and Blogs

Section 3: Action Research with Social Media for Assessment

title: Ejump


text:
Ejump/Introduction

Introduction to the e-Jump Project

eJump2.0 portal The e-JUMP 2.0 project is designed to promote the possibilities of e-Learning 2.0 by raising the competence and confidence of teachers in higher and vocational education. Project partners develop 3 online training courses for the teachers and other staff in higher and vocational education, concentrating on new technologies, assessment methods and administration in e-Learning.

Project group in London 23.9.2008.

title: Ejump/Introduction


text:
Ejump/Overview

Overview of the ejump 2.0 New Assessment Methods Course

Studying method(s)

New Assessment Methods -course can be studied independently concentrating to content, links and discussions of wikiversity. Another option is to implement the course as tutored and with student support services. It is aloud to use these wikiversity materials as part of educational organisations own courses.

New Assessment Methods -course concentrates to learner-centred view of assessment and to the use of social media in assessment. Course offers exciting new opportunities for learning with social media and pulls learners into interaction and from knowledge-receiving students into active, knowledge-making students. Use of wiki and process writing makes learning process transparent and learning outputs are sustainable here at wikiversity. Future courses continue working with new materials and discussions of New Assessment Methods -course.

Aims

The aim of this course is to make all participants familiar with social media and provide a place to try different methods of assessment and learn from these experiences so that we can describe assessment in social media and learn how to use them together. For further information please visit: Innovative assessment across the disciplines An analytical review of the literature (especially pages 16 and 51).

Aim of the course is also to gather together practices, ideas and experiences of assessment when using social media.

Content

Within the New Assessment Methods course, participants will be provided with introductions to 3 major technologies; ePortfolios, blogs and wikis.

Ejump | Ejump/Designers

title: Ejump/Overview


text:
Ejump/Orientation

Orientation module for the New Assessment Methods Course

Assessment

What do we mean with new assessment methods? There are many assessment methods and some of them are older and some more modern. In general student centered assessment methods, as well as more process oriented assessment methods, can be seen as new methods compared to teacher centered tests and other traditional summative assessment. In this course we see as new methods of assessment all those methods which support the principle assessment is for learning and not only assessment of learning. The aim of these new assessment methods is, thus, to support learning and promote learning to the next step and in lifelong learning.

Assessment, rather than teaching, has a major influence on students’ learning. It directs attention to what is important and it has a powerful effect on what students do and how they do it. Still assessment focuses little on the processes of learning and on how students will learn after the points of assessment. There has been many innovations in assessment such as portfolio assessment, self- and peer assessment, authentic assessment and so on. Still to date there has been little effort to bring these together around the major purpose of equipping students to learn for the long term. Students also need to develop their own repertoire of assessment related practices that they will be able to use when confronted with learning challenges throughout their working lives. (Boud & Falchikov 2007, 5-7). Social media provides new possibilities for teaching and learning but also to assessment.

Use of technology in assessment

In e-Assessment we can divide into two paradigms of assessment: one has strong connection to student centered methods and the other one takes advantage of a computers capacity to gather and process big amounts of data (examples of these are adaptive testing and e-testing where we don't concentrate during this course). Althought the use of technology may be innovative in assessment, the type of assessment being used may not be so. This is why the concept map we made for this course doesn't have so many new assessment methods.

The use of technology to support assessment practices has a long history. Yet the focus to date has largely been developing online objective tests rather than on using technologies to address fundamental educational issues. e-Tools are effective when they are allied to assessment approaches that enchance the students' ability to generate internal feedback against standards and to self-regulate their learning. Current technologies can support these processes. Tools to support self-assessment are available, as are tools to support the delivery of teacher and peer feedback, although more research is required to determine the effectiveness of different type of teacher feedback. It is also easy to support dialogic feedback through web-based systems (e.g., VLEs). Overall, new technologies are not only leading to new ways of enhancing current assessment practices and offering new possibilities (e.g., assessing online discussion) but are leading to deeper thinking about how we conceptualise assessment in higher education. (David Nicol and Colin Milligan 2007, 74.)

Examples of assessment methods

/Outcomes-based approach to the assessment of learning/

/What is peer assessment?/

Resources for your learning

[http://web.me.com/satunurmela/eTeacher/Movies.html Continuous and formative assessment. Interview of Lourdes Guárdia, Open University of Catalonia]

/Recommended Literature/

/Further Links and Useful Resources/

List of new assessment methods, possible activities they mean and variety of tools that are available for them: Media:Assessment_Methods.pdf http://upload.wikimedia.org/wikiversity/beta/6/66/Assessment_Methods.pdf

Links:

Connectivism: A Learning Theory for the Digital Age

Assessment for learning

Assessment for Learning: 10 principles

Assessment for learning guidance

Innovative assessment across the disciplines

A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement

Assignment:

Think about your own course, students and aims of your organisation. What is needed: assessment of learning or assessment for learning? What kind of methods does your plan & practise emphasize? Do needs of organisation, teacher and students differ? If yes, what could be the compromise?

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title: Ejump/Orientation


text:
Ejump/Social Media

Social media Web 2.0 is changing the environment and the opportunities for course design. User generated content, a host of social networking tools and the 'gift culture' are some examples of this changing lanscape (Mason R. & Rennie F. 2008). The term 'social software' covers a range of software tools which allow users to interact and share data with others users, primarily via the web. Blogs, wikis, social networking websites such as Facebook and Flick, and social bookmarking sites, such as Delicious, are examples of some of the tools that are being used to share and collaborate in educational, social, and business contexts. The key aspect of a social software tool is that it involves wider participation in the creation of information which is shared. (Minocha, S. 2009.)

Tips to assess learning in social media

There is some reluctance to have formal assessment of the students' activities in social software tools and especially when the initiative is first launched, especially if the tool(s) are not within the institution's virtual learning environment (VLE) or control, or are in the public domain. Further, if the activity is performed in a common learning space by the students, there is a fear that they might delete one another's work, or attribute others' work as their own. (Minocha, S. 2009)

Educators' uncertainty about assessing the use of social software, in case technical problems arise at a critical point for the assessment. Certain facilities such as the enforcement of assignment deadlines are not available within social software environments in the public domain. Educators' uncertainty about directly assessing social software use may perhaps also result from a feeling that individual assessment is not in line with the collaborative ethos of social software. (Minocha, S. 2009)

According to Minocha's (2009) research assessment methods suitable for social media have been like peer-assessed podcasts, reflective reports based on students' blog writings, assessment of wiki activities, assessment of photo-book production and assessment of blog reflections.

See the whole document "A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement"

Back

title: Ejump/Social Media


text:
Ejump/e-Portfolios

Assessing Learning through e-Portfolios

This course has an introductory character to the issue of digital portfolios, as the subject of learning, and can also become a tool for evaluating the process of learning by students. It is not intended to provide the participants with skills and expertise in the construction of eportfolios. It is intended rather to launch this issue and seek, in brief, to reflect, to illustrate and to develop strategies for using eportfolios in face to face and in e-Learning teaching environments.

/Objectives/

/Pre-course materials - Choosing Tools/Weblinks/

/Reading Materials/

/Assessment Activity/

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title: Ejump/e-Portfolios


text:
Ejump/Wikis and Blogs

Assessing Learners through Wikis and Blogs

Blogs

There is a general consensus that interaction, dialogue, self-reflection and collaboration are essential for productive learning.

Blogging offers opportunities to extend discussions beyond the classroom, or can add value to the online community in blended and distance learning courses.

See more examples and information about blogs

Wikis

The significant feature of wikis is their open editing function that allows users to jointly create the resource. The information on a wiki can be edited by any and all users but can be controlled by allowing/denying password access.

See more examples and information about wikis

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title: Ejump/Wikis and Blogs


text:
Ejump/Action Research

Action Research Modul in nam (New Methods of Assessment) course
Action research is an educational research focused primarily towards improvment of certain aspect of teaching practice. The intention with this module is to provide an opportunity for students to implement the knowledge they have acquired from the other modules into practice using action research approach. Students are expected to work with problems related to assessment process.

The modul consists of two parts, Action Research Planning (2.5 ECTS) and Action Research project (5 ECTS). The planning involves identification of the key developmental goals and research questions, research methodology and methods, addressing of research ethics, review of relevant literature and creating an activity plan. The final report for the project should describe the actual implementation of the plan, present the reflections and conclusions on the results obtained and give directions for future research.

Participants in the course are encouraged to share their ideas and provide peer feedback to others in their social networking community. Each participant should have the support of a local supervisor organised by the local institution to provide one to one tuition and support.

Resources:

 * 1) /Extended Study Guide/ (Study Guide for Action Research Planning part)
 * 2) /Action Research Project Guide/ (Study Guide for Action Research Project part)
 * 3) /Action Research Planning Form/ (A template for writing the Action Research Planning)
 * 4) /AR Planning Assessment Grid/ (A template for assessing the Action Research Planning)
 * 5) /AR Project Assessment Grid/ (A template for assessing Action Research Final Reports)
 * 6) /Students' work/ (Samples of Action Research Planning Form and Action Research Final Reports)

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title: Ejump/Action Research


text:
User:EmergencyMedicineGroup

Emergency Medicine Group

This Page has been designed for the addition of links to resources that may be useful to Emergency Medicine Trainees

Category:OSCE - WikiVersity Excellent OSCE Resource

Category:Clinical_Skills - WikiVersity Excellent Clinical Skill Resource

title: User:EmergencyMedicineGroup


text:
User:Graeme E. Smith/GreySmith Two Author Article Framework

  , GreySmith Institute of Advanced Studies  http://en.wikiversity.org/wiki/Portal:GreySmith_Institute   http://en.wikiversity.org/wiki/User:GreySmith_Institute  grysmith@telus.net


text:
User:Lunallena89

I am a graduate of University of North Carolina Charlotte, an educator, and a graduate student at Appalachian State University in the New Media and Global Education M.A. program. I am new to Wikiversity and am very interested in learning more about it and I would like to contribute more to Wikiversity.

title: User:Lunallena89


text: User:Graeme E. Smith/Top-Down Encoding: A Solution to the Granularity Problem


text:
User:TheProf

TheProf has been the chair of music and worship studies at an American university for over three decades. He has experience as a composer, theorist, music minister, worship leader, and songwriter. TheProf is excited about this project at Wikiversity, and hopes that top scholars will contribute and create resources that students can access for free.

title: User:TheProf


text:
User:Brett Pulsford

My name is Brett Pulsford. I was born in Charlivle QLD. I am not rich or famous... Yet!.I am hoping that wikiversity can help me on my journy not to just be known as the guy who owns the shop, or the man who works in the games shop. I want to have my name out there and be noticed. I am into computer programing and hope I can make some money out of it. So that is why i chose wikiversity to help me.

title: User:Brett Pulsford