text:
Solar System, technical/Mercury

Mercury is the smallest and least massive of the eight major planets in the Solar System (Pluto is no longer considered a planet). Mercury is the second densest planet in the solar system after Earth. At a mean distance from the Sun of 57.8 million kilometres, it is also the closest. Mercury has a faint atmosphere, mainly helium, and experiences extremes of temperature ranging from over 350°C during the day to -170°C at night. The planet orbits the Sun in 88 Earth-days and rotates on its axis in a period of 58.6 days. The gravity at the surface is 37.7% of what it is on Earth. Mercury's radius is 2439.7 kilometers at the equator, and has a mass 3.302 x 1023.

Orbital characteristics

 * Aphelion: 69,816,927 km (0.46669733 AU)
 * Perihelion: 46,001,210 km (0.30749909 AU)
 * Semi-major axis: 57,909,068 km (0.38709821 AU)
 * Eccentricity: 0.205630294
 * Orbital period: 87.969 098 d (0.240846264 a)
 * Synodic period: 115.88 d
 * Avg. orbital speed: 47.362 km/s
 * Mean anomaly: 174.795884°
 * Inclination: 7.005015818° (3.38° to Sun’s equator)
 * Longitude of ascending node: 48.330541°
 * Argument of perihelion: 29.124279°
 * Satellites: None

Physical characteristics

0°N, 0°W 100 K 	340 K 	700 K   85°N, 0°W 	80 K 	200 K 	380 K
 * Mean radius: 2439.7 ± 1.0 km (0.3829 Earths)
 * Flattening: < 0.0006
 * Surface area: 7.48 × 107 km² (0.108 Earths)
 * Volume: 6.083 × 1010 km³ (0.054 Earths)
 * Mass: 3.3022 × 1023 kg (0.055 Earths)
 * Mean density: 5.427 g/cm³
 * Equatorial surface gravity: 3.7 m/s² (0.38 g)
 * Escape velocity: 4.25 km/s
 * Sidereal rotation period: 58.646 day (58 d 15.5 h)
 * Rotation velocity at equator: 10.892 km/h
 * Axial tilt: 0.01°
 * Right ascension of North pole: 18 h 44 min 2 s (281.01°)
 * Declination of North pole: 61.45°
 * Albedo: 0.119 (bond) 0.106 (geom.)
 * Surface temp.: min 	mean 	max
 * Apparent magnitude: up to -1.9
 * Angular diameter: 4.5" — 13"
 * Adjectives: Mercurian

Atmosphere

 * Surface pressure: trace

 * Composition: [citation needed]
 * 1) 31.7% Potassium
 * 2) 24.9% Sodium
 * 3) 9.5% Atomic Oxygen
 * 4) 7.0% Argon
 * 5) 5.9% Helium
 * 6) 5.6% Molecular Oxygen
 * 7) 5.2% Nitrogen
 * 8) 3.6% Carbon dioxide
 * 9) 3.4% Water
 * 10) 3.2% Hydrogen

Cosmic-rays
From the Mariner 10 observations in electron astronomy, it is concluded that "[d]ue to the limited shielding provided by its relatively weak magnetic dipole moment, the surface of Mercury is everywhere subject to bombardment by cosmic rays and solar energetic particles with energies greater than 1 MeV/nucleon."

"Galactic cosmic rays should have very similar fluxes on Mercury and the Moon." "Solar Cosmic Rays which result in the formation of particle tracks also increase by a factor of up to 10 when compared to the Moon. However, surface temperatures reach 700 K, which can result over millions of years in the annealing of irradiation effects."

Protons
"During the Mercury flyby of Mariner 10, observations of large fluxes of energetic ... protons (0.53 < E < 1.9 MeV) have been reported" but these may be due to "the pileup of low-energy electrons rather than the presence of protons in the vicinity of Mercury."

The Energetic Particles Experiment aboard Mariner 10 "was designed to measure energetic ... protons ... in the interplanetary medium and in the vicinities of Venus and Mercury. The instrumentation consisted of a main telescope and a low-energy telescope. The main telescope consisted of six co-linear sensors (five silicon detectors and one CsI scintillator) surrounded by a plastic scintillator anti-coincidence cup. One pulse height analysis was performed every 0.33 s, and counts accumulated in each coincidence/anti-coincidence mode were measured every 0.6 s. Particles stopping in the first sensor were protons ... in the range 0.62--10.3 MeV/nucleon ... . The aperture half angle for this mode was 47 degrees, and the geometric [factor was] 7.4 sq cm-sr for protons ... . The telescope aperture half-angle decreased to 32 degrees for coincident counts in the first and third sensors. The low-energy telescope, a two-element (plus anti-coincidence) detector with a 38 degree half angle aperture and a 0.49 sq cm sr geometrical factor, was designed to measure 0.53--1.9 MeV and 1.9--8.9 MeV protons without responding to electrons over a wide range of electron energies and intensities."

"The ... solar proton flare on 20 April 1998 at W 90° and S 43° (9:38 UT) was measured by the GOES-9-satellite (Solar Geophysical Data 1998), as well as by other experiments on WIND ... and GEOTAIL. Protons were accelerated up to energies > 110 MeV and are therefore able to hit the surface of Mercury."

Neutron astronomy
The neutron spectrometer on the MESSENGER spacecraft "[d]etermines the hydrogen mineral composition to a depth of 40 cm by detecting low-energy neutrons that result from the collision of cosmic rays and the minerals. "

"During large solar flares, the region near Mercury may be strongly illuminated with solar neutrons."

Electron astronomy
Mariner 10 has aboard "one backward facing electron spectrometer (BESA). ... An electron spectrum [is] obtained every 6 s, ... within the energy range 13.4-690 eV. ... [B]y taking into account [the angular] distortion [caused by the solar wind passing the spacecraft] and the spacecraft sheath characteristics ... some of the solar wind plasma parameters such as ion bulk speed, electron temperature, and electron density [are derived]."

Mariner 10 had three encounters with Mercury on March 29, 1974, September 21, 1974, and on March 16, 1975.

The BESA measurements "show that the planet interacts with the solar wind to form a bow shock and a permanent magnetosphere. ... The magnetosphere of Mercury appears to be similar in shape to that of the earth but much smaller in relation to the size of the planet. The average distance from the center of Mercury to the subsolar point of the magnetopause is ∼ 1.4 planetary radii. Electron populations similar to those found in the earth’s magnetotail, within the plasma sheet and adjacent regions, were observed at Mercury; both their spatial location and the electron energy spectra within them bear qualitative and quantitative resemblance to corresponding observations at the earth."

"[T]he Mercury encounter (M I) by Mariner 10 on 29 March 1974 occurred during the height of a Jovian electron increase in the interplanetary medium."

X-rays
"Now, 205 measurements of Mercury's surface composition, made by the X-ray spectrometer onboard Messenger, reveal how much Mercury's surface differs from those of other planets in the solar system."

"The surface is dominated by minerals high in magnesium and enriched in sulfur, making it similar to partially melted versions of an enstatite chondrite, a rare type of meteorite that formed at high temperatures in low-oxygen conditions in the inner solar system."

""The similarity between the constituents of these meteorites and Mercury's surface leads us to believe that either Mercury formed via the accretion of materials somewhat like the enstatite chondrites, or that both enstatite chondrites and the Mercury precursors were built from common ancestors," [Shoshana] Weider [a planetary geologist at the Carnegie Institution of Washington] said."

Ultraviolets
"[U]ltraviolet observations by Mariner 10 provided evidence for the presence of H and He in the atmosphere (~1011 and 1012 atoms cm-2 respectively3".

Aboard Mariner 10, "[t]he extreme ultraviolet spectrometer consisted of two instruments: an occultation spectrometer that was body-fixed to the spacecraft and an airglow spectrometer that was mounted on the scan platform. When the sun was obscured by the limbs of the planet, the occultation spectrometer measured the extinction properties of the atmosphere. The occultation spectrometer had a plane grating which operated at grazing incidence. The fluxes were measured at 47.0, 74.0, 81.0, and 89.0 nm using channel electron multipliers. Pinholes defined the effective field of view of the instrument which was 0.15 degree full width at half maximum (FWHM). Isolated spectral bands at approximately 75 nm (FWHM) were also measured. The objective grating airglow spectrometer was flown to measure airglow radiation from Venus and Mercury in the spectral range from 20.0--170.0 nm. With a spectral resolution of 2.0 nm, the instrument measured radiation at the following wavelengths: 30.4, 43.0, 58.4, 74.0, 86.9, 104.8, 121.6, 130.4, 148.0, and 165.7 nm. In addition, to provide a check on the total incident extreme UV flux to the spectrometer, two zero-order channels were flown. The effective field of view of the instrument was 0.13 by 3.6 degree. Data also include the interplanetary region."

Blue astronomy
"MESSENGER's Wide Angle Camera (WAC), part of the Mercury Dual Imaging System (MDIS), is equipped with 11 narrow-band color filters. As the spacecraft receded from Mercury after making its closest approach on January 14, 2008, the WAC recorded a 3x3 mosaic covering part of the planet not previously seen by spacecraft. The color image shown here was generated by combining the mosaics taken through the WAC filters that transmit light at wavelengths of 1000 nanometers (infrared), 700 nanometers (far red), and 430 nanometers (violet). These three images were placed in the red, green, and blue channels, respectively, to create the visualization presented here. The human eye is sensitive only across the wavelength range from about 400 to 700 nanometers. Creating a false-color image in this way accentuates color differences on Mercury's surface that cannot be seen in black-and-white (single-color) images."

"Color differences on Mercury are subtle, but they reveal important information about the nature of the planet's surface material. A number of bright spots with a bluish tinge are visible in this image. These are relatively recent impact craters. Some of the bright craters have bright streaks (called "rays" by planetary scientists) emanating from them. Bright features such as these are caused by the presence of freshly crushed rock material that was excavated and deposited during the highly energetic collision of a meteoroid with Mercury to form an impact crater. The large circular light-colored area in the upper right of the image is the interior of the Caloris basin. Mariner 10 viewed only the eastern (right) portion of this enormous impact basin, under lighting conditions that emphasized shadows and elevation differences rather than brightness and color differences. MESSENGER has revealed that Caloris is filled with smooth plains that are brighter than the surrounding terrain, hinting at a compositional contrast between these geologic units. The interior of Caloris also harbors several unusual dark-rimmed craters, which are visible in this image. The MESSENGER science team is working with the 11-color images in order to gain a better understanding of what minerals are present in these rocks of Mercury's crust."

Yellows
"[H]igh-resolution spectral measurements of Mercury show emission in sodium D lines (Potter and Morgan 1985a). This suggests a substantial sodium population in Mercury's atmosphere ... possibly due to photo-sputtering of the planetary surface".

Radars
"Water ice strongly reflects radar, and observations by the 70 m [Goldstone Deep Space Communications Complex] Goldstone telescope and the [Very Large Array] VLA in the early 1990s revealed that there are patches of very high radar reflection near the poles. While ice is not the only possible cause of these reflective regions, astronomers believe it is the most likely. "

Radar astronomy of Mercury "[i]mproved [the] value for the distance from the earth [including] [r]otational period, libration, [and] surface mapping, [especially] of [the] polar regions."

Crater astronomy

"Mercury's surface is heavily cratered and similar in appearance to Earth's Moon ... For example, an unusual crater with radiating troughs has been discovered which scientists called "the spider." ... Craters on Mercury range in diameter from small bowl-shaped cavities to multi-ringed impact basins hundreds of kilometers across. They appear in all states of degradation, from relatively fresh rayed craters to highly degraded crater remnants. Mercurian craters differ subtly from lunar craters in that the area blanketed by their ejecta is much smaller, a consequence of Mercury's stronger surface gravity. "

"The largest known crater is Caloris Basin, with a diameter of 1,550 km. The impact that created the Caloris Basin was so powerful that it caused lava eruptions and left a concentric ring over 2 km tall surrounding the impact crater. At the antipode of the Caloris Basin is a large region of unusual, hilly terrain known as the "Weird Terrain"."

"Overall, about 15 impact basins have been identified on the imaged part of Mercury. A notable basin is the 400 km wide, multi-ring Tolstoj Basin which has an ejecta blanket extending up to 500 km from its rim and a floor that has been filled by smooth plains materials. Beethoven Basin has a similar-sized ejecta blanket and a 625 km diameter rim. Like the Moon, the surface of Mercury has likely incurred the effects of space weathering processes, including Solar wind and micrometeorite impacts. "

"On November 29, 2012, NASA confirmed that images from the space probe Mercury Messenger had detected that craters at the north pole contained water ice. Sean C. Solomon was quoted in the New York Times as estimating the volume of the ice as large enough to "encase Washington, D.C., in a frozen block two and a half miles deep.""

"A small crater named Hun Kal provides the reference point for measuring longitude. The center of Hun Kal is 20° west longitude. "

"Mariner 10 provided the first close-up images of Mercury's surface, which immediately showed its heavily cratered nature"

Meteorites
"NWA 7325 is actually a group of 35 meteorite samples discovered in 2012 in Morocco. They are ancient, with Irving and his team dating the rocks to an age of about 4.56 billion years."

"NWA 7325 has a lower magnetic intensity — the magnetism passed from a cosmic body's magnetic field into a rock — than any other rock yet found, Irving said. Data sent back from NASA's Messenger spacecraft currently in orbit around Mercury shows that the planet's low magnetism closely resembles that found in NWA 7325, Irving said."

"NWA 7325 has olivine in it that is insanely magnesium-rich. Iron and magnesium are two elements that are almost always found together in rocks; the ions they make have the same size and charge so they happily occupy the same positions in crystal lattices. It's weird to have a rock that is so dominantly magnesium-rich. Mercury's surface rocks are known (thanks to MESSENGER) to be unusually low in iron."

"NWA 7325's oxygen isotope ratios do not match any known meteorites from any other planet-size body. In fact, they're not particularly similar to much of anything that we've measured oxygen isotope ratios for."

"The ratios of Al/Si (0.224) and Mg/Si (0.332) plus the very low Fe content of NWA 7325 are consistent with the compositions of surface rocks on Mercury [6], but the Ca/Si ratio (0.582) is far too high. However, since NWA 7325 is evidently a plagioclase cumulate (and presumably excavated from depth), it may not match surface rocks on its parent body. The abundance of diopside rather than enstatite might be consistent with some earlier spectral observations of Mercury [7]."

"[I]t's about 23 times harder to get a rock from Mercury to Earth than it is from Mars to Earth. Given that we've got more than 70 known Mars meteorites in our collections, that means we ought to have found 3 (give or take a couple) Mercury meteorites by now."

Magnetohydrodynamics
"Despite its small size and slow 59-day-long rotation, Mercury has a significant, and apparently global, magnetic field. According to measurements taken by Mariner 10, it is about 1.1% as strong as the Earth's. The magnetic field strength at the Mercurian equator is about 300 nT. Like that of Earth, Mercury's magnetic field is dipolar. Unlike Earth, Mercury's poles are nearly aligned with the planet's spin axis. Measurements from both the Mariner 10 and MESSENGER space probes have indicated that the strength and shape of the magnetic field are stable. "

"During its second flyby of the planet on October 6, 2008, MESSENGER discovered that Mercury's magnetic field can be extremely "leaky." The spacecraft encountered magnetic "tornadoes" – twisted bundles of magnetic fields connecting the planetary magnetic field to interplanetary space – that were up to 800 km wide or a third of the radius of the planet. These 'tornadoes' form when magnetic fields carried by the solar wind connect to Mercury's magnetic field. As the solar wind blows past Mercury's field, these joined magnetic fields are carried with it and twist up into vortex-like structures. These twisted magnetic flux tubes, technically known as flux transfer events, form open windows in the planet's magnetic shield through which the solar wind may enter and directly impact Mercury's surface. "

"The process of linking interplanetary and planetary magnetic fields, called magnetic reconnection, is common throughout the cosmos. It occurs in Earth's magnetic field, where it generates magnetic tornadoes as well. The MESSENGER observations show the reconnection rate is ten times higher at Mercury. Mercury's proximity to the Sun only accounts for about a third of the reconnection rate observed by MESSENGER. "

There are "observed MHD fluctuations in the magnetosphere" of Mercury.

Planetary science
"Optical reflectance studies of Mercury provide evidence for Mg silicates."

"Solar heating at ‘‘noontime’’ at Mercury’s equator causes surface temperatures of ~700 K, while the side of Mercury away from the Sun cools to ~100 K (due to radiation losses) during the long night."

"Mercury [has a] tenuous ballistic [atmosphere]."

The MESSENGER X-ray spectrometer (XRS) "[m]aps mineral composition within the top millimeter of the surface on Mercury by detecting X-ray spectral lines from magnesium, aluminum, sulphur, calcium, titanium, and iron, in the 1-10 keV range. "

Classical planets
Wednesday is the day of Mercury and its color varies blue/brown/black.

-5102 b2k, is the historical year assigned to a Hindu table of planets that does include the classical planet Mercury (or Hermes). "Hermès observait en -1660; donc les Indiens observaient en -3102, et ils observaient bien!" "Babylonian astronomy, too, had a four-planet system. In ancient prayers the planets Saturn, Jupiter, Mars, and Mercury are invoked; ... and one speaks of "the four-planet system of the ancient astronomers of Babylonia." "

~ 3300 b2k: “The earliest known recorded observations of Mercury are from the Mul.Apin tablets. These observations were most likely made by an Assyrian astronomer around the 14th century BC. The cuneiform name used to designate Mercury on the Mul.Apin tablets is transcribed as Udu.Idim.Gu\u4.Ud ("the jumping planet"). ”.

~2900 b2k: “Babylonian records of Mercury date back to the 1st millennium BC. The Babylonians called the planet Nabu after the messenger to the gods in their mythology. ”.

~2400 b2k: “The ancient Greeks of Hesiod's time knew the planet as (Stilbon), meaning "the gleaming", and (Hermaon). Later Greeks called the planet Apollo when it was visible in the morning sky, and Hermes when visible in the evening. Around the 4th century BC, Greek astronomers came to understand that the two names referred to the same body.”.

“The Romans named the planet after the swift-footed Roman messenger god, Mercury (Latin Mercurius), which they equated with the Greek Hermes, because it moves across the sky faster than any other planet. ”.

"In ancient China, Mercury was known as Chen Xing (辰星), the Hour Star. It was associated with the direction north and the phase of water in the Wu Xing. ... Hindu mythology used the name Budha for Mercury, and this god was thought to preside over Wednesday. The god Odin (or Woden) of Germanic paganism was associated with the planet Mercury and Wednesday. The Maya may have represented Mercury as an owl (or possibly four owls; two for the morning aspect and two for the evening) that served as a messenger to the underworld. "

"In my understanding Mercury was once a satellite of Jupiter, or possibly of Saturn. In the course of the events which followed Saturn’s interaction with Jupiter and its subsequent disruption, Mercury was pushed from its orbit and was directed to the sun by Jupiter. It could, however, have been a comet and the entwined snakes of the caduceus may memorialize the appearance it had when seen by the inhabitants of the Earth."

Enki
"Enki ... is a god [dingir] in Sumerian mythology ... Beginning around the second millennium BCE [~4000 b2k], he was sometimes referred to in writing by the numeric ideogram for "40," occasionally referred to as his "sacred number."   The planet Mercury, associated with Babylonian Nabu (the son of Marduk) was in Sumerian times, identified with Enki."

Hermes
"Hermes ... Greek : Ἑρμῆς ... [is] son of Zeus and the Pleiade Maia. ... In the Roman adaptation of the Greek pantheon ..., Hermes was identified with the Roman god Mercury, who, [is] inherited from the Etruscans ... The Thracian princes identified him with their god Zalmoxis, considering his ancestor. "

Nabu
"Nabu (in Biblical Hebrew Nebo נבו) is the Assyrian and Babylonian god of wisdom and writing, worshipped by Babylonians as the son of Marduk and his consort, Sarpanitum, and as the grandson of Ea."

"In Chaldean mythology, Nebo was a god whose worship was introduced into Assyria by Pul [Tiglath-pileser III] (Isa. 46:1; Jer. 48:1). The great temple at Birs Nimrud was dedicated to Nebo."

Ningishzida
"The caduceus was an emblem of the Babylonian deity Ningishzida, and an astronomical tablet from Boghazkoi [Boghaz Keui, in Anatolia] identifies Ningishzida with Nebo-Mercury (Weidner, Handbuch der babylonischen Astronomie, p. 61 )."

Thoth
"Thoth ... [in] the Greeks' interpretation ... was the same as their god Hermes) and ... [Shmounein] in the Coptic rendering. ... The Greeks related Thoth to their god Hermes due to his similar attributes and functions. ... [Egyptian] mythology also credits him with the creation of the 365 day calendar. Originally, according to the myth, the year was only 360 days long and Nut was sterile during these days, unable to bear children. Thoth gambled with Khonsu, the Moon, for 1/72nd of its light (360/72 = 5), or 5 days, and won. During these 5 days, Nut gave birth to Kheru-ur (Horus the Elder, Face of Heaven), Osiris, Set, Isis, and Nepthys."

"In the Ogdoad cosmogony, Thoth gave birth to Ra, Atum, Nefertum, and Khepri by laying an egg while in the form of an ibis, or later as a goose laying a golden egg."

title: Solar System, technical/Mercury


text: User talk:Spfergus

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

title: User talk:Spfergus


text:
Portal talk:Practical Arts and Sciencesnew

Note: This is a "backup" copy of Portal:Practical Arts and Sciences where new versions of the portal can be planned.

Colors
The page Portal:Practical Arts and Sciencesnew/box-header contains the settings for the portal colors:
 * border=#aaaaaa
 * titleforeground=white
 * titlebackground=#aaccff
 * background=#f9f9ff
 * foreground=black

See w:Wikipedia:Portal/Instructions for details about how this portal format was created and can be modified.

perhaps move into a subpage...
like Portal:Practical Arts and Sciences/New --Remi 06:57, 26 March 2008 (UTC)


text:
User:Runnerupnj~enwikiversity

My name is Rob. I am a 23 year old male, raised in New Jersey and living in Philadelphia, PA. For any other information, please see my user page at Wikipedia.

title: User:Runnerupnj~enwikiversity


text: Portal:Learning Projects

title: Portal:Learning Projects


text: Portal:Learning Projectsnew/box-header

title: Portal:Learning Projectsnew/box-header


text: Template:Learning Projectsnew/box-footer


text:
Template:Learning Projectsnew/Intro

Welcome to the portal for Learning Projects.

A major part of Wikiversity learning is being organized around Learning Projects and Learning Groups. Wikiversity has adopted a "learn by doing" model for education at Wikiversity. Wikiversity editors are encouraged to provide Learning activities for Wikiversity participants. Wiki technology promotes collaborative webpage editing and collaborative wiki editing projects can be thought of as "learning projects".....participants learn while they edit wiki pages and explore topics of interest.

title: Template:Learning Projectsnew/Intro


text:
Talk:Programming Logic

I don't want to be negative here, but I am not sure that I agree that this course is necessary or even useful. Many of the proposed topics such as variables should be covered in Introduction to Programming and then in the languages themselves - and that should pretty much cover everything. I would much rather see an introductory algorithms class or ... I'm not sure what else, I'll have to think about it. Dmclean 23:38, 27 January 2007 (UTC)
 * I agree. I'd nominate this article for deleting/merging but I don't know how!
 * --James Tharpe 19:59, 30 January 2007 (UTC)

Topic namespace?
I'm curious, as I'm rather new to such things: wouldn't it be more appropriate for this article to be in the Main namespace, as opposed to the Topic namespace? It seems as though topics are meant for departments within schools, while this seems to be analogous to a class... any thoughts, anyone?

-- NehpestTheFirst(Talk) 21:15, 28 January 2007 (UTC)

 * EDIT: By the way, as soon as I'm cleared up on this, I intend to start an Intro to Algorithms class, as referenced above by Dmclean. Ciao!

-- NehpestTheFirst(Talk)

 * I think there is a lot of confusion in general about the namespaces on Wikiversity. For whatever reason, the guidlines won't stick in my brain (I've skimmed them here and there, but can't seem to find what I read right now). Do you (or anyone else reading this) know of a good explination overview of how Wikiversity is organized? Perhaps one with a graphical illustration?
 * --James Tharpe 19:59, 30 January 2007 (UTC)

title: Talk:Programming Logic


text: Category:Introduction to the Planets

title: Category:Introduction to the Planets


text:
Wikiversity talk:How to Blog

questions
I followed the howto and created a test page. A couple of notes and questions... --mikeu 01:52, 28 January 2007 (UTC)
 * Is there any way to use templates or includes to synchronize /Blog and /Blog/rss instead of manually entering the new item twice?
 * When I click on the RSS icon in Firefox on Windows XP I get a popup "Opening index.php" asking "What should Firefox do with this file?" In Opera on Solaris the popup box asks "Open or Save the file?" (and shows a mime type of "text/x-wiki")
 * I subscribed to User:Chrismo/Blog but the date info in my RSS reader does not seem to match the info in the User:Chrismo/Blog/rss page.
 * It would be helpful to include information here on what the and etc. markup does.

Chrismo: i've added &section=new to the add entry url on my test of mediawiki blogging over at wikieducator to automatically give me a headline field for new blog posts (same as the [+] on talk pages). Nice hack too by the way :-) BrentSimpson 09:22, 31 January 2007 (UTC)

title: Wikiversity talk:How to Blog


text:
Methodism

This learning resource offers information about Methodism through the Wikiversity School of Theology. It is being expanded to be as inclusive as possible. Feel free to add links to other relevant pages and learning projects.

Introduction
Methodism is a group of Protestant denominations within Christianity, developed from the life and ideas of the18th century Anglican preacher John Wesley.

External

 * Methodist Doctrine And The Preaching Of Universalism (1992)
 * Does The United Methodist Church believe in universal salvation?

title: Methodism


text: Portal:Learning Projectsnew/Things you can do


text:
Portal:Learning Projectsnew/Featured learning resource

 * Community service projects - Wikiversity provides scholarly services to Wikimedia sister projects.
 * Wikiversity the Movie - community-wide project to produce a promotional videao.
 * Wiki-based learning - The implications of wiki technology for online learning.
 * Bibliography and Research Methods - How to find and cite verifiable sources.
 * Learning materials projects - Find and evaluating existing learning resources or develop new ones.
 * Wikiversity translations - Community service project to support Wikiversity Beta.
 * Outreach - collaborations with other institutions and projects.


text:
Portal:Learning Projects/Learning Projectsnew topics

 * Aquaculture - Economic, Political, Social and Scientific Perspectives
 * Astronomy Project - Project participants access public astronomy databases and explore outer space.
 * Bloom clock project - an attempt to create a language for discussing the bloom times of wildflowers and other plants that is neutral in respect to climate, region, and hemisphere.
 * Cell biology improvement drive - service-oriented project.
 * Chain mail - How to make a suit of chain mail armour. Involves actually making a suit from simple materials.
 * cisLunarFreighter -- A community project of the learning trail A Hands-On Introduction to Game Design and Production Processes which uses primarily open source software tools to create free licensed materials to be published at Wikiversity and other free online archives. Participants also work on other projects.  All are welcome to come help learn and document techniques to accomplish the production tasks need for high quality (fun and educational) games.
 * Collaborate and Create In-service- a professional development collaborative for teachers interested in computer technology integration aligned to relevant curriculum with a focus on OLPT[OLPT]
 * College Algebra - Basic mathematics on a college level.
 * Hitler's Germany - A brief study into the workings of the Third Reich.
 * Human Genetic Uniqueness Project - students search for genes that make humans different from other mammals.
 * Institutional ethnography - Introduction to a social research method for the study of everyday life and group organization.
 * Help create an introductory course to International Relations
 * Learning to learn a wiki way - An action research project to investigate ways of learning using a wiki.
 * Microsystems for molecular analysis -- Includes DNA integrated circuits and the capillary electrode array.
 * Strategic Simulations - Help develop strategic level simulations for the purposes of learning and teaching military strategy.
 * VoIP activity group - Learn to communicate over the Internet in realtime using Voice over Internet Protocol
 * Wikiversity Distributed Virtual Supercomputer - support for group computing projects and mathematical simulations.
 * War Seminar - discussions about the history of war as a cultural practice and current wars in the world.


text:
Template:Basic filmmaking:Footer:Formatting the script

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The Next Page

 * |

Contact Your Instructor

 * Your instructor for this class is User:. To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

 * }


text: Wikiversity:Changing username

title: Wikiversity:Changing username


text: File:Wikio-launch.ogg

title: File:Wikio-launch.ogg


text: Category:Martial Arts

title: Category:Martial Arts


text:
User talk:Redlion~enwikiversity

Image licence
An image you uploaded, pictured at right, doesn't have any information on licencing. If you could add the information, it would avoid the image having to be deleted as per policy. Thanks. Historybuff 03:46, 10 April 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

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

title: User talk:Redlion~enwikiversity


text:
Talk:Historical Introduction to Philosophy/Determinism and the Problem of Free-Will

This article needs to be cleaned up. The citations need improvement, there are grammatical issues all over, and the leading and closing paragraphs don't open or close very well, among other things. I think this page could potentially help newcomers to philosophy if it were improved, so I plan to peck away at it every now and then. If you have in mind a way this page could be improved, please edit away!


text:
Valuation of Renminbi options using a flucutation-dissipation model

The issue of the valuation of the Renminbi is a very strongly discussed topic. There has been a lot of

How to hedge
You can hedge renminbi options using currency forwards rather than the underlying.

The basic model
Problem, how do you get volatility for Black Scholes. Answer: use fluctuation-dissipation theorem.

The dynamics of the RMB is

$$ \frac{1}{p_0}\frac{dp}{dt} = -\Gamma p + f(t) $$

where $$p$$ is the difference between the price of the renminbi equilibrium price which is derived from currency forwards and the current price, $$\Gamma$$ represents a constant which accounts for the People's Bank of China intervention that prevents the RMB from reaching its equlibrium value, and f(t) is a stochastic process. p_0 is the average level of the RMB which we are setting constant.

Intuitively our model corresponds to an ant being tied to a piece of elastic. The ant moves in random motions, however because of the RMB peg, there is a force that opposes the motion of the the ant.

Following the treatment in Deserno (2004), we have the Green function for the homogenous equation

$$ p_g(t) = \mathbb{I}e^{-\Gamma t}\Theta(t) $$

Convolving this Green function with the stochastic force we get

$$ \begin{align} p(t) & = | p_g \star f|(t)\\ & = \int_{-\infty}^{\infty}dt^{\prime}\Theta(t^{\prime})e^{-\Gamma t}\mathbb{I}f(t-t^{\prime})\\ & = \int_{0}^{\infty}dt^{\prime}e^{-\Gamma t}f(t-t^{\prime}) \end{align} $$

Given the noise factor

$$ \begin{align} \langle f(t) \rangle & = 0\\ \langle f(t_1) f(t_2) \rangle & = \sigma^2(t_1 - t_2) \end{align} $$

Calculating the expection value of p we find

$$ \begin{align} \langle p^2 \rangle & = \langle \int_0^\infty dt_1 e^{-\Gamma t_1} f(t-t_1) \int_0^\infty dt_2 e^{-\Gamma t_2} f(t-t_2)\rangle\\ & = \int_0^{\infty}dt_1 \int_0^{\infty} dt_2 e^{-\Gamma(t_1+t_2)} C(t_1 - t_2). \end{align} $$

This gives you

$$ p^2 = \frac{\sigma^2}{\Gamma} $$

Analysis
Here should be a chart of the expected value of the RMB has described by RMB futures and the implied volatility of options. They should be identical. Cite Zhang's masters thesis here since he has one chart that shows the correlation before 7/22.

Public policy implications
This model suggests that it would be unwise for the People's Bank of China to suddenly stop intervention in the currency markets. PBC intervention acts as a frictional force which dampened currency volatility. If this damping force were removed, the volatility of the market would increase cause widespread instability.


text: User talk:Balu g

title: User talk:Balu g


text:
Talk:Learning Java/Important Java classes

Are "save time" and "save effort" similar? I think yes.


text: User talk:Andrej shine

title: User talk:Andrej shine


text:
Template:Blank lesson page - Color scheme 3

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" ACID-BASE DISORDERS :
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

What are acid-base disorders?

 * Acid-Base disorders occur in the body Acid-base balance is critical for maintaining the narrow pH range that is required for various enzyme systems to function optimally in the body.4 Normal blood pH ranges from 7.3-7.4.3 Decreased pH is termed acidemia and is caused by an increase in the concentration of hydrogen ions ([H+]). Increased blood pH is termed alkalemia and is caused by a decrease in the [H+].

The buffer systems that maintain this pH balance are bicarbonate, phosphates, and proteins.4 Bicarbonate is the most important extracellular buffer, while phosphates and proteins contribute mostly to intracellular acid-base balance.

In addition to buffers, the lungs and kidneys play a major role in acid-base homeostasis.1 The lungs function in ventilation and they are responsible for regulating the amount of CO2 present in plasma. The kidneys are responsible for controlling the amount of HCO3- in the blood by resorbing or excreting it in the proximal tubule.1 Abnormalities in acid-base status are classified as to whether the primary abnormality lies with the CO2 concentration or the HCO3- concentration ([HCO3-]). If CO2 is primarily affected, then a respiratory disturbance is present. If HCO3- is primarily affected, then a metabolic disturbance is present.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Discover
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Heading Left

 * Description on left of two box section.

 * style="padding:0em 0.5em 0em 0.5em;" |

Section heading right
 * style="width:40%; vertical-align:top; border:1px solid LightBlue; background-color:AliceBlue;" |

Description on right
 * Title of right section
 * Item
 * on right
 * of two box section
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Section heading left
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Heading left

 * Description on left of three box section.

 * style="padding:0em 0.5em 0em 0.5em;" |

Top heading on right
 * style="width:60%; vertical-align:top; border:1px solid LightBlue; background-color:AliceBlue;" |

Description on right top
 * Title of top right section
 * Item
 * on right top
 * of three box section
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Title on right bottom
 * style="width:60%; vertical-align:top; border:1px solid LightBlue; background-color:AliceBlue;" |

Description on bottom right
 * Title on bottom right
 * Item
 * on left botton
 * of three box section
 * }

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

The next page

 * Continue this lesson on Next Lesson Description

Contact your instructor

 * Your instructor for this class is Your Name. To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

 * }


text:
Portal talk:Research/Researchers

Table
Maybe table could be better. I mean place it on the beggining like the overwiev. Name, area of interest, etc. and then reference going to full description.--Juan 15:30, 28 January 2007 (UTC)

title: Portal talk:Research/Researchers


text:
Portal:Nursing

Wikiversity School of Nursing

Education Across the Lifespan

Beginning a nursing education in most universities requires the successful completion of prerequisite survey courses in Anatomy & Physiology, Basic and Organic Chemistry, Pharmacology, Sociology, Psychology, Composition, Nutrition, Microbiology, and Mathematics. A basic knowledge of these areas will be assumed in the nursing learning materials. If you would like to refresh your knowledge in these areas at any time, then you may follow the link entitled, "Pre-Nursing:Prerequisite Knowledge".

Learning Projects

 * Pre-Nursing:Prerequisite Knowledge
 * Basic Nursing Care, History, and Theory
 * Medical/Surgical Nursing
 * Psychiatric Nursing
 * Maternal/Newbon Nursing
 * Community Health Nursing
 * Intensive Care Nursing
 * Pediatric Nursing
 * Subspecialties of Nursing and Advanced Practice
 * Nonkilling Human Biology
 * Leadership in Nursing

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

 * Since 27 March 2016 with creating Animal physiology --Marshallsumter (discuss • contribs) 13:47, 12 May 2018 (UTC)!
 * Since 10 August 2020 with Psychiatric Nursing

Inactive participants

 * Wkc3
 * Shalni
 * NTLDR
 * California State University, Sacramento (CSUS)
 * Irone2
 * Thayk
 * rhowardrn
 * delta424
 * ICUnurses

School news

 * Febuary 6, 2008 - School founded!

title: Portal:Nursing


text: Category:Nursing

title: Category:Nursing


text:
User talk:端くれの錬金術師

If you need to contact me immediately, Please use my talk in jawp. I don't check this page so much...

title: User talk:端くれの錬金術師


text:
Talk:SchoolForge

Wikiversity should have contacts with other organizations that have a similar mission. We should make clear to these other organizations that they are free to use Wikiversity resources. I need someone to explain what SchoolForge actually does or has done or plans to do. I've made several trips into their webpages and I still do not understand what they actually do. --JWSchmidt 16:48, 28 January 2007 (UTC)
 * SchoolForge is currently dormant, but is expected (by me, at least) to bounce back to "life". It had steady growth and surges of interest from 1998 to 2002 thanks to the KDE Edutainment Project, SEUL, the Debian community and many others. No one can say exactly what happened. (I have a theory.) But the advent of Wikiversity could change the context dramatically. CQ 21:07, 28 January 2007 (UTC)

Project for SchoolForge
I get the idea that they are not too sure of what they want do. Fortunately, I have something which needs to be done which people can learn from. Therefore, I will create a project and see what happens. If it does not fit their needs, then we can move it to some other kind of educational category. Robert Elliott

Thanks Robert - I would invite you to stop by the SchoolForge discussion list to share more about this project. I can understand how it may have appeared that we weren't too sure of what we wanted to do - but there are probably a few good reasons for this. The overall goal is to increase awareness and facilitate communication - and simply to bring people to find the benefits of free software. There were a lot of ideas bounced around when I started working on the web development, and I switched from Joomla to Drupal (which I had never used, but was willing to learn) after a discussion with the community. As I've been learning Drupal and getting through the learning curve, things have started to mesh and perhaps now the direction would be a bit more visible. JustinR

SchoolForge is a Coalition
Individuals may not join SchoolForge. Only organizations may. There is a document that states that somewhere But I can't find it any more. (...and that is, I think, an acceptable, if not typical practice for a coalition). The site has been refactored since my group, OzoneFarm participated. (Ozonefarm is now reduced to a dead SourceForge project and a channel on FreeNode with some hangers-on lurking) CQ 21:07, 28 January 2007 (UTC)
 * A bit of an update: ozonefarm is coming back to life now that I'm in Memphis and have access to a mountain of old computers via a group called CCM. I'm setting up servers and workstations in several locations running FreeBSD and Linux. Things are finally getting back on 'tract'. yeoman 13:37, 2 May 2009 (UTC)

SchoolForge then and now
The story is best seen by looking at the Coalition page and its subpages:
 * current
 * historical

A Comment on this - While there is a significantly lesser amount of members in the Coalition presently as compared to the historical status of the SchoolForge Coalition - to suggest that some 'story' can be read into this, I think, is a bit of a stretch. There had been no organized coalition activity for a number of years. When I started leading the web project, many of the projects that were listed didn't even exist anymore. We made contact with as many people that were involved as we could, and asked those who would like to carry on with the Coalition to sign up. I think it's better to have fewer, but more involved members than a huge list of some defunct projects (and some not) presented as members. Also, the Coalition was formed primarily to show unity amongst free software projects and organizations in response to the DOJ Anti Trust case with Microsoft - I think that now, that shared sense of unity exists without it having to be explicitly stated. I feel that there is some truly fascinating and visionary work happening by members of this community, and I can only hope that my efforts with the website provide a focal point to others who wish to learn more and become involved. JustinR

SchoolForge-UK
SchoolForge-UK is alive! I started a page there for Wikiversity. --CQ 17:45, 29 January 2007 (UTC)
 * Update: Cormaggio (who studies at Manchester-UK) and I have started contributing there. Hopefully some SchoolForge people will reciprocate. CQ 20:25, 3 February 2007 (UTC)

Coalition-building
I've added a section, Related groups at the bottom of the SchoolForge page with a couple of entries for groups that may qualify as coalition members. I think it is important and possible to increase participation by identifying groups out there that fit coalition membership criteria. I was pleased to chat on #wikiversity-en with Justin Riddiough who administers the main SchoolForge.net site. Whether or not Wikiversity becomes an official "member" of the coalition, we can still contribute greatly to expanding its mission through this learning project. CQ 13:48, 11 April 2007 (UTC)

BeautifulIinteresting site!
BeautifulIinteresting site! Thank you

title: Talk:SchoolForge


text:
Template talk:Blank lesson page - Color scheme 3

The "Help:" namespace is for pages such as Help:Editing tips and tricks. Help:Color schemes 3 seems to be a template. If so, it should be in the "Template:" namespace (see w:Wikipedia:Template namespace). --JWSchmidt 17:04, 28 January 2007 (UTC)

Originally, it was a just simple help item...

 * Where to put it?
 * Originally, the pages called "color schemes" were a simple list of help ideas for instructors hence it was listed in the HELP section. However, I got carried away this time and created a blank but formatted page which is complete with (limited) build in instructions.  I did not know what to call it or where to put it.

 * This page is NOT a TEMPLATE. Rather, it is a rough framework which authors can duplicate and then use to flesh out a page.  (It looks like a template and it includes templates but it does not work like a template and it does not function as a proper Wiki template so I don't think it can be classified as a TEMPLATE.)

 * All it does is save a lot of time when creating a new page.

 * Therefore, I have no idea where to put it. Feel free to move it anywhere it should be.Robert Elliott 18:17, 28 January 2007 (UTC)

I think I see the problem...

 * Templates vs. boilerplates and skeletons.
 * In the Wiki software, TEMPLATE has a very specific meaning. For something to be a template, it must conform to strict formatting rule and it must be capable of inclusion into other pages.

 * Most people create templates which conform to the requirements of the Wiki language. These are just simple templates which are inserted into other pages.  I do this all the time now.

 * Occasionally people create useful boilerplates. That is good.  But these do NOT conform to the TEMPLATE formatting.  Instead, these are just rough skeletons which must be copied manually into a new page with cut and paste and filled out.  That is not a problem.

 * The problem is some of the boilerplates have been put into the TEMPLATE namespace which means when the Wiki servers sees this name in the template brackets, this page is inserted into other pages. That is not the function of boilerplates and boilerplates do not function properly if called with a Wiki software call.

 * Therefore, it might be damaging to the speedy function of the server if boilerplates (which are just rough pages to be filled out by the author) are put into the TEMPLATE namespace.

 * Probably these should be in the main namespace in the category of "Boilerplates". Robert Elliott 18:42, 28 January 2007 (UTC)

 * I'm not sure, but it may have been Messedrocker who started using the term "boilerplate" for Wikiversity templates that should be used by Template substitution. "Boilerplate refers to any text that is or can be reused in new contexts or applications without being changed much from the original." (source) It is true that when people transclude templates that are meant to be substituted, it causes problems. The existing "solution" to this problem is to try make sure that the usage instructions are clear for each template. It is true that you can treat pages as templates even if they are in other namespaces besides the "Template:" namespace. However, the only systematic use of this I have seen is for "userbox" templates. At Wikipedia, userbox templates that do not help the encyclopedia must be kept in the "User:" namespace. This was done because editors are allowed to make use of the "User:" namespace to discuss their personal interests. I'm not sure that moving templates that are meant to be substituted out of the "Template:" namespace would be of any real use. Tey could still be mistakenly transcluded. --JWSchmidt 20:08, 28 January 2007 (UTC)

 * I will look into this.
 * I will be trying various templates and boilerplates to see what happens in the different cases. Robert Elliott 22:11, 28 January 2007 (UTC)

This page has been moved...
This page is moved from Help to Template namespace. I agree that HELP is not the correct namespace for this page but I am not happy about the clarity of the term TEMPLATE. The use of this name just because this page can be substituted into another page is not a good reason to use the TEMPLATE namespace. Hopefully, a new system will be developed which is clearer and more regular. Robert Elliott 22:50, 28 January 2007 (UTC)

Comments
I really like the look of the design on this page. Perhaps we should think about this terms of the wikiversity in general. Perhaps, a warm design might be more advantageous for the look here overall as a learning center rather than as a reference like the wikipedia. Mundhenk 08:49, 6 March 2007 (UTC)


text:
User:Tom Herbert

My name is Tom Herbert.

My Interests

 * General Knowledge
 * Science
 * Physics
 * Chemistry
 * Biology
 * Computer Science and Technology
 * Media
 * Music
 * In particular, rock music
 * Psychology
 * Philosophy
 * Culture and Politics
 * Books
 * I am very interested in learning new things, in any subject.

title: User:Tom Herbert


text:
User talk:Tom Herbert

This is the talk page for Tom Herbert. Please sign and date your posts by typing four tildes ( ~ ). I will reply on this page unless you request otherwise. Please watch this page if you comment. If I commented on your talk page please reply there.

title: User talk:Tom Herbert


text:
Storyboard Artwork Project

To see the completed stamps, go to Storyboard Artwork Project/Stamps.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" This Filmmaking lesson develops free educational materials for schools as part of Wikiversity's SchoolForge Project
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The Storyboard Artwork Project

 * In this project, you create educational materials for schools. If you like to draw human figures or if you have Poser or DAZ Studio, you can join.

 * The artwork that you will create in this project turns Tux Paint into a storyboarding program. The artwork is a human figure viewed from many angles. Once you have drawn the artwork, you mask the figures so they can be used as "stamps" in Tux Paint for kids to create storyboards for motion pictures.

 * These special stamps allow Tux Paint to work like a simple version of Storyboard Quick and Storyboard Artist.

 * Hopefully, this project teaches you everything you need to know to create storyboarding stamps for Tux Paint. If you need more information, please contact the co-ordinator for this project.  The co-ordinator for this project is Robert Elliott.  To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|24px]]

We need you to create illustrations of people from multiple angles. We need both photo realistic images and hand drawings.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" A free and wonderful drawing program
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="3"|

Tux Paint
Tux Paint is a fun drawing program for kids. It allows kids to add pictures called "Stamps" to their artwork.

Storyboard Quick and Storyboard Artist also uses stamps to draw storyboards but unlike Tux Paint, these programs are not free.

These special stamps are pictures of people in various poses. Storyboard Quick uses hand drawn pictures of people while Storyboard Artist uses pictures from Poser.

Anyone who likes to draw figures or is learning to use Poser or DAZ Studio can participate. All they have to do is create poses of people in various positions. I will show you how!

 * style="padding:0em 0.5em 0em 0.5em;" |

2D Human Figures
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

We need artists who can draw human figures from many different angles. If you are interested, you can practice by drawing the same figure from 3 or more angles. This can be stick figures, realistic artwork, or cartoon art. We need them all.
 * Hand drawn artwork

 * ArtRage Free
 * ArtRage 2
 * Painter
 * Photoshop, etc.
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

3D Human Figures
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

We need artist who can render 3D human figures from many angles. If you are interested in learning to use 3D programs, you can practice by drawing the same figure from 5 or more angles.
 * 3D art programs

 * DAZ Studio
 * Poser
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Blank Storyboard Frames
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Once the artwork is created and masked, we need a storyboard worksheet in Tux Paint ready for children to be painting on. These sheets can be done with :
 * Storyboard work sheet for Tux Paint

 * Adobe Photoshop
 * Adobe Illustrator
 * Freehand

 * }

title: Storyboard Artwork Project


text:
User:JWSchmidt/Blog/test

testing media file calls from Commons

Local File
"Wedding-day at Troldhaugen" by Edvard Grieg. Listen to a GarageBand-generated version:. Help with ogg audio play.

title: User:JWSchmidt/Blog/test


text:
Wikiversity as narrative

Wikis as Literature - can they say everything?
After reading Derrida, Jacques (Attridge, D, ed) (1992) Acts of Literature, New York, Routledge

... a little bird told me there was an interesting discussion going on here. He wasn't wrong. I'm very happy to see Mystictim's angle of entry into considerations of meta questions for an action research agenda being inspired by an Adorno-esque and Derridian narrative - being a bit of a Derrida freak myself. In reading the discussion here and the main article page, I was left wondering how both 'action research' and 'Wikiversity' seem to be being treated as absolute wholes, monological entities, as distinct from emerging as the contingent outcome of both action research and Wikiversity being written into existence by numerous subjectivities 'on the fly', as it were. Can action research say everything there is to say about wikis? I don't think so, as wikis are 'always to come', always unfinished, much the same as action research is always to come. Treating these things as absolutes implies a telos, a finality, a reason for their being which I'm not so comfortable with.

For instance: Mystictim seems to be saying that we have a duty to make truth claims ("If the questions these challenges bring up aren't answered then how can we make any claim to the truth and how will we know if our actions aren't just random walks in the great unknown"). I'm not sure whether it's Cormaggio's action research or general Wikiversity endeavours that have this duty bestowed upon them. I'm also not sure what extra-linguistic Truth this is referring to, outside of the consensus established via the contingencies written into existence by Wikiversity users: what metaphysical realm is being invoked here that can somehow act to rescue our endeavours from 'random walks' in the great unknown, when that is all they may be? What feat of rescue is this? What verifying mechanism is at play outside of the contingent, consensual, non-totalizing yet exigent discourse that is Wikiversity (and this languaged discussion, for that matter)? It would seem Cormaggio has both his subject (multiple subjectivities of us posters and lurkers) and his object (multiple subjectivities of us posters and lurkers) in one, without recourse to a transcendent and arbitrating referent. Our little textual events here organize memory, manage knowledge and legislate not only the apparent extra-linguistic phenomenon under study (the Wikiversity environment), but also the subjects of that environment - we are both subject and object of his (and our) study. Which is why an appeal to Derrida is especially useful in this text-based reality, as big-D's interest is in the 'languageness' of things. I guess I'm keen to reveal the languageness of wikis.

In a separate email conversation with Cormaggio I've been pondering whether the ultimate censure against Wikiversity is to call it literature, and/or whether the tag of literature is the ultimate accolade for Wikiversity. The institution of literature (and I'm referring specifically to D's work 'Acts of Literature') is one which has the authorization to say everything (i.e. not just anything but everything that can possibly ever be said). And given this, literature is related to what it is that calls forth a democracy - not that it depends on democracy, just that the breaking out of prohibitions of speech denotes a democracy. So the tag of literature on what is going on here is both an insult and a compliment: insult since, at least as it relates to recourses to a metaphysical, proponents would claim that these pages are not acts of fiction, works of fiction or in anyway staged fictive acts: but a compliment since it allies our authority to say everything to a nascent democracy. Can wikis say everything, and what would be a non-transcendent reading of a wiki as literature? Surely there's no pure, unadulterated essence to a wiki? What is the wiki's referent: to what does it refer other than itself?Executivezen 21:17, 26 January 2007 (UTC)

"to what does it refer other than itself?" <-- Are you suggesting that wiki is not a tool that people use to help understand and live their lives? --JWSchmidt 15:07, 27 January 2007 (UTC)

good question, and no, I'm not suggesting that a wiki is not a tool that people use to help understand and live their lives. What I am suggesting is that we do not get on more intimate terms with a wiki, closer to its intrinsic nature, within grasping distance of its essence, by unpacking it via an action research endeavour than we do by talking about it (and talking generally) and using it specifically. Neither the wiki, nor the action research allows us a priviledged move out of language into fact, or out of appearance into 'reality', or out of a disinterested and remote relationship and into an intense and intimate relationship with a wiki (as Rorty would say). Don't get me wrong: I'm all for action research so long as it remains non-essentialist in outlook. What essentialist-oriented research endeavours do afford is that we are able to relate their findings to other endeavours, i.e. non-wiki oriented education, learning, communication, biology, architecture. Only, I'm suspicious of positing an 'essence' to wikis, to making that claim to a transcendence, or a metaphysic, that is lingering here. The beauty of wikis lies in their (linguistic) practice: and, as an antiessentialist, I believe there to be only linguistic practice. Yes; a wiki helps us live our lives if by that you mean 'be situated within the linguistic practices of our lives'. The consequences of developing Wikiversity through action research, when done via the wiki in the fashion demonstrated here, are those born from extraordinary congruence - namely, genuineness, empathy, relevance, and contingency. We do not need to appeal to a transcendent order in an attempt to get behind language. Executivezen 14:49, 28 January 2007 (UTC)

This debate is fascinating and opens up a whole field of investigation in itself. It could quite easily come to dominate the whole of this action research project. For this reason and as Wikiversity is about learning I would like to suggest we restructure and develop this debate as a learning activity. The outcome of this separate project could feedback and inform the critical reflection/analysis of this action research project and indeed any other Wikiversity activities. We could continue our critical reflection/analysis of Wikiversity which I feel is important but link this to explanations of the various approaches taken. Also we could strive to show how these various approaches might be applied to specific situations. Mystictim 15:26, 28 January 2007 (UTC)

Sounds good: and at the same time, with a scheming deconstructive evil Scooby-do laugh, I'd say this request to 'learnify', to 'activityize', this suggestion to reframe, has perhaps revealed something telling about wikiization: a reflex towards structuring, towards sedimenting and organising, towards (in this instance, not surprisingly) a pedagogic tendency. Granted that our natural (?) inclination in any strenuous mental activity is to extract the meaning, the theme, meme or repeatable programme - and there is much to commend in this activity - I'd suggest that we, for a second, try to catch a glimpse of this impulse and remind ourselves of the sometimes idiomatic, the irreducibly singular, unrepeatable aspect of any act of writing on/in wikis. Sometimes our posts are radically situated, written and read at particular times and places, and which possess a singularity which cannot always be distilled by criticism, re-situation or theoretical contemplation (much like this Derridian blarney). This appeal goes back to my earlier point about the literary-ness of wikis. I suppose I'm attempting to make this wiki text(s) strange again, "offering not a reduced and simplified version of the text(s) but one which operates at its own level of difficulty" (Attridge in Derrida's 'Acts of Literature'). Executivezen 19:46, 28 January 2007 (UTC)

"a priviledged move" <-- I'm not sure what you mean by privileged. For me, a goal of research on wiki-related phenomena is to attain a different perspective than what is likely to be obtained by simply participating in a wiki-based community like Wikiversity. Good research places the phenomenon under study into a broad context. If we study wiki technology and the communities that are made possible by that new technology then we should be able to make connections between wiki-related processes and various non-wiki phenomena, connections that are likely to be totally invisible to someone who just participates in a wiki. Systematic study of complex phenomena (such as wiki-based community dynamics) can reveal non-obvious and useful information and patterns that we can feed back into our attempts to make use of a tool like wiki. --JWSchmidt 22:38, 28 January 2007 (UTC) technology

Telos
I think the reason I have not participated here thus far is that I do not know what "telos" is - or perhaps how Executivezen uses it here. So, I'm bringing this up in order to explore what it means, and how it relates to an action research project like Developing Wikiversity through action research. Particularly, I think it might be useful to explain from what philosophical bases we are coming from, so as to examine what we think and why. Personally, I am very interested in the work of Jürgen Habermas (amongst others) - and the following is a quote from the (brief) Wikipedia article about his book, "The Theory of Communicative Action":

 * "(Habermas) holds an assumption about identity - that we learn who we are as autonomous agents from our basic relations with others. This framework of feedback rests on the argument called universal pragmatics - that all speech acts have an inherent telos (the Greek word for "purpose" or "goal") — the goal of mutual understanding, and that human beings possess the communicative competence to bring about such understanding. Habermas promotes the model of "deliberative democracy", based on the participation of civil society and a consensus between rational citizens."

In this sense, I think this telos of mutual understanding is a valid and compelling notion - and corresponds to what I personally desire our efforts here to become. I hope we can become better versed in theories of identity - generally, and personally. I hope that we can become better critical thinkers. I hope we can form a community of practitioners dedicated to examining education - in general, and in this context (cf Learning to learn a wiki way). Is this problematic for other people? Does this make you feel uncomfortable? Do you think this research has (or should have) a different purpose? Or do you think it cannot? Cormaggio beep 15:55, 26 February 2007 (UTC)

 * "Treating these things as absolutes implies a telos, a finality, a reason for their being which I'm not so comfortable with." <-- It would not be easy to find "a reason" for a phenomenon as complex as Wikiversity. Wikiversity arose from a self-organizing process by which many dozens of people came together in a rag-tag collaboration to open up a new playground. Each of those individuals could outline their motivations as Cormaggio did (above) and my expectation is that no two people would give exactly the same reasons for their interest and involvement with Wikiversity. I'm also skeptical about any real prospects for finding "absolutes", but I do think it can be a fruitful activity to systematically explore the "philosophical bases we are coming from". We can value and respect our diversity while also exploring for networks of common interests upon which a strong community can be built. I'm fearful of the dangers that lurk in limited communications channels. When we step into the virtual realities of our wikis and chat groups we leave behind much of our innate powers for communication and mutual understanding. I'm rather fanatical about the need to expand our technological base so as to open up more and better channels of communication in support of the Wikiversity community. I'm a big fan of keeping critical thinking as a core pillar in any complex learning environment. Our species evolved under conditions where survival depended on an innate capacity to efficiently learn and adopt the customs of one's local community. Wikiversity is a mixing pot for many different customs and points of view. I think a major challenge for learners within such a diverse community is to find ways to explore multiple points of view while being willing to critically evaluate customs we previously adopted without first questioning them or even being aware of alternatives. Wikipedia has made use of it Neutral Point of View policy to force people to move away from their personal biases towards a community point of view built upon verifiable and reliable sources. I'm fascinated by the challenge of finding ways to allow Wikiversity participants to make scholarly explorations that will go beyond the bounds of existing knowledge. --JWSchmidt 05:03, 27 February 2007 (UTC)

title: Wikiversity as narrative


text:
User:Klon~enwikiversity

{| id="userpage" image= style="text-align:center; border: 1px solid #ffc9c9; background-color:#FFFFF3"
 * }
 * - padding:1em;padding-top:0.5em;"
 * style="font-size: 85%"|This is a Wikiversity user page. The current design was borrowed from Alex's user page.

This is not an article or learning resource. If you find this page on any site other than Wikiversity, you are viewing a mirror site. Be aware that the page may be outdated and that the user this page belongs to may have no personal affiliation with any site other than Wikiversity itself. The original page is located at http://en.wiki versity.org/wi  ki/.
 * Wikimedia Foundation RGB logo with text.svg

title: User:Klon~enwikiversity


text: File:Gftp.png

title: File:Gftp.png


text:
Develop cascading style sheets

From the official document:
 * "This unit defines the competency required to develop cascading style sheets (CSS) that are attached to a mark-up language document in order to externally define and control styles to enhance and achieve commonality between web documents."

That means you'll be able to add some style to your web pages without putting your style directly into your HTML document. Why is that important? Take a few minutes to browse some of the designs at the css Zen Garden.

Imagine putting together a 100+ page website, then the boss comes down and says, "Actually, I think I'd like a blue background better." and walks off. If you've coded your styles the right way, then you'll only need to change one file to affect all 100+ web pages with the new blue background!

You can read more about this unit on the National Training Information Systems Official document for ICAB4171A.

This unit forms part of the following qualifications:
 * Cert IV Websites Qualification in Australia

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * identifying the presentational aspects of your web page that can be controlled with CSS (e.g. fonts, colours, the position of blocks of text and images)
 * removing any old HTML that has been used to control the presentation of the web page.
 * writing the CSS to control the presentation of your web page
 * including that CSS in your web page in a variety of ways (in-line, internal and external)
 * editing your CSS to change the way it affects the HTML
 * validating the CSS and checking that it works in a range of browsers

Ideas for learning the required skills
Work through the Tizag tutorial then look back through a web page you've created already (or pick up a page from the web), replacing HTML attributes with CSS wherever possible.

Taking on the CSS challenges to flex your CSS skills!

Have a look at Creating a CSS layout from scratch to see how CSS is used to position images and blocks of text on a page, then try it with a page of your own.

Build a Photographic Gallery Using CSS using pictures of your own or some creative commons images from flickr

Follow the tutorials at Web_Design/CSS.

Ideas for demonstrating this unit
Create some web pages that use CSS to define the look and feel of the pages, as well as the placement of page elements. Include this CSS in different ways (in-line, internal and external), and show how you can over-ride external CSS with internal and/or in-line CSS. Upload and validate your CSS using the W3C CSS Validation Service. Show your pages in a variety of browsers (perhaps browsercam, netrenderer or browsershots could help here)

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:

 * Complete layout with CSS positioning.
 * use CSS with lists to create navigation 'buttons' on a page
 * understand and discuss the difference between CSS level 1 and 2
 * create both fixed-width and floating layout pages using CSS
 * Demonstrate min-width/max-width in a design (and degrade gracefully in IE6)
 * create css for print, mobile and screen media types
 * discuss the difference between @include and <link for external CSS files
 * investigate and experiment with CSS level 3
 * use CSS for image manipulation (rounded corners, rollovers, popups, drop shadows)

Notes and discrepancies

 * To my mind inheritance, classes, IDs and pseudo classes don't get enough emphasis in this module.
 * what happened to CSS media types - don't people care about these any more?

title: Develop cascading style sheets


text:
Talk:Algebra/Linear transformations

Add it here
Since the external book is GFDL, the text can be safely added here, no? --Witchinghour 23:39, 28 January 2007 (UTC)
 * Well, copy and paste wouldn't add any value other than placing it on the wiki, but you could summarize and wikify it. But then you have to say where the material is coming from...--Rayc 00:27, 29 January 2007 (UTC)

title: Talk:Algebra/Linear transformations


text: File:Sample Illustration in TuxPaint.png


text:
User talk:Zenythmon~enwikiversity

Tutoring
I'll place your question in the right place, and you can look at Portal:Writing Center while you wait.--Rayc 00:21, 29 January 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:25, 19 April 2015 (UTC)

title: User talk:Zenythmon~enwikiversity


text:
Storyboard Artwork Project/What is storyboarding artwork?

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" This is the first lesson of the Storyboard Artwork Project
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

What is storyboarding artwork?

 * Tux Paint is a fun program that kids can use to create beautiful scenes thanks to a feature called "rubber stamps". Stamps are completed pieces of artwork which can be added to a scene with a single keystroke.

 * Tux Paint can be a useful tool for creating storyboards by budding filmmakers. To do this, there needs to be stamps in Tux Paint which can draw human figures in a variety of poses and from a variety of position.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Examples of Artwork for Storyboarding
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Artwork Samples
Here are three examples of storyboarding artwork. These are human figures seen from many angles.

These are excellent samples to look at... but don't copy. Create your own original artwork and submit it to us.

 * Cartoon Solutions

 * Storyboard Quick

 * ToonBoom Studio]

 * style="padding:0em 0.5em 0em 0.5em;" |

Example #1 - Cartoon Solutions
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Go to Cartoon Solutions and look at one of their cartoon figures. This link takes you to a teenage boy. As you can see, the artwork is gorgeous but the boy is drawn in pieces.  We need whole figures.  Draw your figures as complete drawings.

 * Note: We are currently looking for a young person about 10 years old (rather than a teenager.) Can you please create a young person (boy or girl) about 10 years old who is intellegent and curious?  And in the same style, we also need an older person who is very wise and drawn with the same style as the young person.

 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Example #2 - Storyboard Quick
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * A 2D storyboarding program that includes artwork (characters, locations and props)
 * Go to Storyboard Quick to see the basic information about this program. There is also a QuickTime  which demonstrates this program.  (You get extremely useful information.)

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Useful visualizing program
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid #ff7777; background-color:#ffffff;" |

Highly Recommended by Robert Elliott

 * FrameForge 3D Studio Demo version
 * When drawing 2D human figures, it is often useful to have a model (human figure) to draw from. FrameForge 3D gives you this ability.  You can download the demo version of FrameForge 3D Studio which works for 20 times and has other minor limitations.

 * Fantastic Learning Tool
 * If you are interested in learning about 3D storyboarding, learning about camera lenses and learning about directing actors, etc., you will find that FrameForge 3D Studio is absolutely fascinating. It is one of the most highly recommended programs for learning filmmaking.  Since it has a FREE working demo version, I highly recommend you try it.  (Please tell them that your middle name is "WikiU" so they know that you are working with Wikiversity.)

The 3D-software package Blender has a great tutorial on storyboarding on its wiki. Did you know Blender is not only free (as in free beer), but is open source software as well (free as in free speech) and runs on Windows, Mac and Linux.
 * Other useful resources
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" What do we need from you?
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Your Assignment

 * To turn Tux Paint into a useful storyboarding tool, we need you to create views of human figures.

 * Currently, we need both a Young Person (age 10 to 12) and a very wise person.

 * For each of these figure we need three to five basic poses. If you wish, we also need the same models with the camera looking up and looking down for a total of 15 illustratons (or more.)

 * style="padding:0em 0.5em 0em 0.5em;" |

The Five Basic Poses
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

The five basic poses that we need are:
 * Drawing the figure from five different angles.
 * Front
 * 30 degrees to the side
 * Profile (turned to the side)
 * Back
 * Back at a 45 degree
 * }


text:
Portal:Learning Projectsnew/Related portals

Browse learning projects in these portals: Humanities · Physical Sciences · Life Sciences · Practical Arts and Sciences · Mathematics · Engineering and Technology · Interdisciplinary Studies · Social Sciences · Education · Media · Professions · Other portals


text:
Portal:Learning Projectsnew/Selected picture

Picasso was inspired by Picasso's horror at the Nazi German bombing of Guernica, Spain on April 26, 1937 during the Spanish Civil War. What roles do the reactions of artists and journalists play in our perception of war? Can a single painting express more than any single photograph?


text:
Portal:Learning Projectsnew/WikiProjects

Research-related content development projects:
 * Exobiology
 * Institute of Construction
 * Internet Audio and Video
 * Introduction to International Relations
 * Linux Desktop


text:
Portal:Learning Projectsnew/Categories

 * Learning projects
 * Astronomy Project
 * Biology learning projects
 * Business learning projects

title: Portal:Learning Projectsnew/Categories


text:
Portal:Learning Projectsnew/Selected biography

Intermediate filament proteins Participants explore gene databases and the molecular evolution of cell proteins.


text:
Portal:Learning Projectsnew/Did you know

Supernova SN 2006sr, discovered by Doug Rich in December 2006, is about 100 megaparsecs away. See the Wikiversity Supernova project.


text:
Portal:Learning Projectsnew/Quotes

Active learning "Learning is the product of the activity of learners." - John Holt

"When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." - Albert Einstein

"I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas." - Agatha Christie

title: Portal:Learning Projectsnew/Quotes


text:
Portal:Learning Projects/Learning Projectsnew news

"Thoughtful learning" by James Roberts Research-based learning activities customized for specific learning styles.


text: Portal:Learning Projects/box-header

title: Portal:Learning Projects/box-header


text: Portal:Learning Projects/box-footer

title: Portal:Learning Projects/box-footer


text:
Portal:Learning Projects/Intro

Welcome to the portal for Learning Projects.

A major part of Wikiversity learning is organized around Learning Projects and Learning Groups. Wikiversity encourages a "learn by doing" model for education. Wikiversity contributors develop learning activities on a wide variety of topics. Wiki technology promotes collaborative editing of "learning projects". Participants are encouraged to learn by exploring topics of interest and editing the wiki pages.

title: Portal:Learning Projects/Intro


text:
Portal:Learning Projects/Featured learning resource

 * Community service projects - Wikiversity provides scholarly services to Wikimedia sister projects.
 * Wiki-based learning - The implications of wiki technology for online learning.
 * Bibliography and Research Methods - How to find and cite verifiable sources.
 * Learning materials projects - Find and evaluate existing learning resources or develop new ones.
 * Reading Groups - learning projects around specific books, texts, videos, or entire oeuvres.
 * Wikiversity translations - Community service project to support Wikiversity Beta.
 * Outreach - collaborations with other institutions and projects.
 * Highschool Help Forum - A Q&A based forum made with liquid threads. You can discuss the use of HHF to create for an easier collaboration. Refer Moving HHF Forward


text:
Portal:Learning Projects/Related portals

Browse learning projects in these portals:
 * Reading groups
 * Advanced General Studies
 * Humanities
 * Physical Sciences
 * Life Sciences
 * Practical Arts and Sciences
 * Mathematics
 * Engineering and Technology
 * Interdisciplinary Studies
 * Social Sciences
 * Education
 * Theological Studies and Culture
 * Media
 * Professions
 * Other portals


text:
Portal:Learning Projects/WikiProjects

Content development projects exist on pages in "School:" or "Topic:" namespaces.
 * Exobiology
 * Institute of Construction
 * Internet Audio and Video
 * Introduction to International Relations
 * Linux Desktop

title: Portal:Learning Projects/WikiProjects


text:
Portal:Learning Projects/Selected picture

Guernica was inspired by Picasso's horror at the bombing of Guernica, Spain on April 26, 1937 during the Spanish Civil War. What roles do the reactions of artists and journalists play in our perception of war? Can a single painting express more than any single photograph? Participate at the Art and War seminar.


text:
Portal:Learning Projects/Categories

 * Learning projects
 * Astronomy Project
 * Biology learning projects
 * Business learning projects
 * Advanced Placement and Pre-AP Chemistry projects

title: Portal:Learning Projects/Categories


text:
Portal:Learning Projects/Quotes

Active learning "Learning is the product of the activity of learners." - John Holt

"When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." - Albert Einstein

"I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas." - Agatha Christie

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

title: Portal:Learning Projects/Quotes


text:
Portal:Learning Projects/Selected biography

Intermediate filament proteins Participants explore gene databases and the molecular evolution of cell proteins.


text:
Portal:Learning Projects/Did you know

Supernova SN 2006sr, discovered by amateur astronomer Doug Rich in December 2006, is so distant that it has taken 325 million years for the light from this stellar explosion to reach Earth. It is the ninth supernova discovery that he has made. See the Wikiversity Supernova project.

title: Portal:Learning Projects/Did you know


text:
Portal:Learning Projects/Learning Projects topics

 * Academic writing contains a list of articles written by scholars in a workshop for learners of English as a second language.
 * ALISON is a FREE [Advertisement Funded] learning resource of interactive certification-based learning, focusing on proprietary software.
 * Aquaculture - Economic, Political, Social and Scientific Perspectives
 * Astronomy Project - Project participants access public astronomy databases and explore outer space.
 * Bloom clock project - an attempt to create a language for discussing the bloom times of wildflowers and other plants that is neutral in respect to climate, region, and hemisphere.
 * Building Automation - A project to standardize the education requirements and learning resources of building automation professionals.
 * Composing free and open online educational resources - The course reading and the assignments of this class will familiarize the participants with the main concepts related to open education resources and to the historical and philosophical ideas behind them.
 * CAD - Computer Aided Design and Analysis for engineers. Learn how to design and analyze systems, machines, parts in 2D and 3D.
 * Cell biology improvement drive - service-oriented project.
 * Chain mail - How to make a suit of chain mail armour. Involves actually making a suit from simple materials.
 * Collaborate and Create In-service- a professional development collaborative for teachers interested in computer technology integration aligned to relevant curriculum with a focus on OLPT[OLPT]
 * College Algebra - Basic mathematics on a college level.
 * Flycatcher - How to make a custom fly rod.
 * German Home Immersion School - How to build a customized immersion school wherever you are!
 * Glossary of Geology Terms
 * Elasticity - An introductory course on elasticity theory for all engineers, mathematicians, physicists, and biologists who are interested in stresses and deformations of elastic solids.
 * Highschool Help Forum - A simplified discussion forum within Wikiversity. It is being discussed to use this to facilitate an easier collaboration between students. Refer User_talk:Thewinster.
 * History of Europe to 1648 – A comprehensive survey of European history.
 * History of Ireland through Song - Irish History, the fun way.
 * Hitler's Germany - A brief study into the workings of the Third Reich.
 * Homeschooling - Building resources for parents and children who teach and learn outside of the compulsory public education systems.
 * Human Genetic Uniqueness Project - students search for genes that make humans different from other mammals.
 * International Relations - Help create an introductory course.
 * Institutional ethnography - Introduction to a social research method for the study of everyday life and group organization.
 * Learning to learn a wiki way - An action research project to investigate ways of learning using a wiki.
 * Lunar Boom Town - Want to get rich settling the moon? Come help us figure out how.  Excellent business planning practice for budding entrepreneurs of all types and ages.
 * Microsystems for molecular analysis -- Includes DNA integrated circuits and the capillary electrode array.
 * Public Policy Debate Learn to effectively develop and present public policy positions persuasive to enemies and sovereigns and useful to allies. Attempt to establish appropriate grounds, boundary conditions, usefully specific and general definitions and other attributes useful in a learning community.
 * Quiz -- learn about using the quiz extension in your pages; discuss the educational use of wiki quizzes; develop pages with quizzes.
 * Reading Clubs
 * Reading Groups
 * Self Paced Reading Labs - A project to develop a set of reading exercises that can be used for self managed reading practice and evaluation.
 * Strategic Simulations - Help develop strategic level simulations for the purposes of learning and teaching military strategy.
 * The Science Behind Parkinson's - To build an introduction to the science behind Parkinson's; to follow current research progress; to compile and share the information discovered; to discuss its significance.
 * VoIP activity group - Learn to communicate over the Internet in realtime using Voice over Internet Protocol
 * Visual Programming Language - To design and create a Graphical or Visual programming language thats freely available under GNU license.
 * Web 2.0 for Professional Use - A Web writing class learns how to write, design and effectively use new media in the academic and professional spheres.
 * Wikiversity Distributed Virtual Supercomputer - support for group computing projects and mathematical simulations.
 * War Seminar - discussions about the history of war as a cultural practice and current wars in the world.
 * Writing Discipline Specific Research Papers - Resources for students learning to write university level research projects.


text: Portal:Learning Projects/Things you can do


text:
Portal:Learning Projects/Learning Projects news

"Thoughtful learning," James Roberts. Research-based learning activities customized for specific learning styles. (original link was at Central Kentucky News Journal. This is either gone or is behind a pay wall.)
 * (See blog that refers to this original article.)
 * (See what may be related (same author, same newspaper, same schools, but more recent, at.


text:
Portal talk:Learning Projectsnew

Note: This is a "backup" copy of Portal:Learning Projects where new versions of the portal can be planned.

Colors
The page Portal:Learning Projectsnew/box-header contains the settings for the portal colors:
 * border=#aaaaaa
 * titleforeground=white
 * titlebackground=#aaccff
 * background=#f9f9ff
 * foreground=black

See w:Wikipedia:Portal/Instructions for details about how this portal format was created and can be modified.

title: Portal talk:Learning Projectsnew


text:
Portal:Learning Projects/Featured

This page is for keeping track of featured content on Portal:Learning Projects. If you change/update content in the portal, please be sure that the record of past content is updated here.

General interest learning resources

 * Community service projects - Wikiversity provides scholarly services to Wikimedia sister projects.
 * Wikiversity the Movie - community-wide project to produce a promotional videao.
 * Wiki-based learning - The implications of wiki technology for online learning.
 * Bibliography and Research Methods - How to find and cite verifiable sources.
 * Learning materials projects - Find and evaluating existing learning resources or develop new ones.
 * Wikiversity translations - Community service project to support Wikiversity Beta.
 * Outreach - collaborations with other institutions and projects.

Selected image
Picasso was inspired by Picasso's horror at the Nazi German bombing of Guernica, Spain on April 26, 1937 during the Spanish Civil War. What roles do the reactions of artists and journalists play in our perception of war? Can a single painting express more than any single photograph?

Featured research project
Intermediate filament proteins Participants explore gene databases and the molecular evolution of cell proteins.

News
"Thoughtful learning" by James Roberts Research-based learning activities customized for specific learning styles.

Did you know?
Supernova SN 2006sr, discovered by Doug Rich in December 2006, is so distant that it has taken 325 million years for the light from this stellar explosion to reach earth. See the Wikiversity Supernova project.

Quotes
Active learning "Learning is the product of the activity of learners." - John Holt

"When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." - Albert Einstein

"I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas." - Agatha Christie

Featured learning projects

 * Aquaculture - Economic, Political, Social and Scientific Perspectives
 * Astronomy Project - Project participants access public astronomy databases and explore outer space.
 * Bloom clock project - an attempt to create a language for discussing the bloom times of wildflowers and other plants that is neutral in respect to climate, region, and hemisphere.
 * Cell biology improvement drive - service-oriented project.
 * Chain mail - How to make a suit of chain mail armour. Involves actually making a suit from simple materials.
 * cisLunarFreighter -- A community project of the learning trail A Hands-On Introduction to Game Design and Production Processes which uses primarily open source software tools to create free licensed materials to be published at Wikiversity and other free online archives. Participants also work on other projects.  All are welcome to come help learn and document techniques to accomplish the production tasks need for high quality (fun and educational) games.
 * Collaborate and Create In-service- a professional development collaborative for teachers interested in computer technology integration aligned to relevant curriculum with a focus on OLPT[OLPT]
 * College Algebra - Basic mathematics on a college level.
 * Hitler's Germany - A brief study into the workings of the Third Reich.
 * Human Genetic Uniqueness Project - students search for genes that make humans different from other mammals.
 * Institutional ethnography - Introduction to a social research method for the study of everyday life and group organization.
 * Help create an introductory course to International Relations
 * Learning to learn a wiki way - An action research project to investigate ways of learning using a wiki.
 * Microsystems for molecular analysis -- Includes DNA integrated circuits and the capillary electrode array.
 * Strategic Simulations - Help develop strategic level simulations for the purposes of learning and teaching military strategy.
 * VoIP activity group - Learn to communicate over the Internet in realtime using Voice over Internet Protocol
 * Wikiversity Distributed Virtual Supercomputer - support for group computing projects and mathematical simulations.
 * War Seminar - discussions about the history of war as a cultural practice and current wars in the world.

title: Portal:Learning Projects/Featured


text:
User:JWSchmidt/Blog/29 January 2007

Portals  I updated Portal:Learning Projects to the "editable box" format.....that's portal number 13 modified for the new format! Only one portal is still remaining (master list) to be cleaned: Learning Materials.

It is not clear that there has ever been or ever will be an organized effort to get all of the learning projects into a single category. It is not clear that there is a coherent definition of "learning project". Anything that goes beyond expecting people to just read a webpage probably meets my definition. Are "learning materials" then those pages that are nothing but static text to be read or downloaded?

title: User:JWSchmidt/Blog/29 January 2007