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Category:Wikimedia Ethics

(subpages)

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

title: Category:Wikimedia Ethics


text:
User:Turbodexel

Busz (helyi)
Wikipédia-Wikiegyetem

Wikiegyetem Előző megálló:Wikimédia

Sulibusz
Non-stop járat a Wikipédiáig!

FIGYELEM!!!:Csak akkor használd a sulibuszt,amikor tanultál,és vissza szeretnél menni!Ha csak látogatóba jöttél,akkor ne használd a sulibuszt!!!

Wikiegyetem-Wikipédia(Non-stop).

Wikiegyetem Előző megálló:Wikipédia

title: User:Turbodexel


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Historical geology

Comprehension
The act of comprehending is defined as a person's ability to understand a concept completely. When a human attempts to understand geological time they run into the problem of understanding numbers. Let's assume that understanding is related to experience. The number “10” is easy to understand since not only is it easy to count even as a child, but a standard human hand has ten digits. Let's continue that assumption and view “100”. The number takes long to count, but it can be done in minutes and can be viewed easily.

Study
10 randomly selected people were timed for their ability to count in a clear and understandable fashion. The average time to count ten seconds was 3.75 seconds. The average showed that every second a person is able to count 2 single digit numbers. We will assume I can keep this pace even as the number of symbols of the pronunciation of the number increases such as saying “9” compared to “9,999” and use a precision of whole numbers for seconds.

Conclusion
The time required to count to one billion would take a person almost 16 years to count if they count at a continual pace. Earth is currently thought to be 4.5 billion years old. Just counting to that number would take about 70 years. That's nearly a human lifetime. This number is simply incomprehensible due to its vastness.

Geology Time and a Clock
Each geological time unit can represent a unit of daily time. An Eon can stand for hours, era for minutes, periods for second, and epoch for milliseconds.

As the animation shows. Time starts at the beginning of the Earth and continues to the present 4.6 billion years later. Eons change and has Eons move on Era's change. Era are a division of Eon's. This is the same for Periods and Epochs. The units of time increase in precision and decrease in scale. Comparing the Eon clock rotation to the Epoch rotation and you can see how small Epoch and even Eras are in the scale of geological time.

Values
The geological time scale is measured in Million Years Ago (Mya).

=Geological Time Scale=

Archean Eon (? - 2500 Mya)
Eoarchean Era(? - 3600 Mya)

Paleoarchean Era (3600 Mya - 3200 Mya)

Mesoarchean Era (3200 Mya - 2800 Mya)

Neoarchean Era (2800 Mya - 2500 Mya)

Proterozoic Eon (2500 Mya - 542 Mya)
Paleo-Proterozoic Era (2500 Mya - 1600 Mya)

Meso-Proterozoic Era (1600 Mya - 1000 Mya)

Neo-Proterozoic Era (1000 Mya - 542 Mya)

Paleozoic Era (542 Mya - 251 Mya)
Cambrian Period (542 Mya - 488 Mya)

Ordovician Period (488 Mya - 443 Mya)

Silurian Period (443 Mya - 416 Mya)

Devonian Period (416 Mya - 359 Mya)

Carboniferous Era(359 Mya - 299 Mya)
Mississippian Period (359 Mya - 318 Mya)

Pennsylvanian Period (318 Mya - 299 Mya)

Permian Period (299 Mya- 251 Mya)

Mesozoic Era(251 Mya - 65 Mya)
Triassic Period (251 Mya - 200 Mya)

Jurassic Period (200 Mya - 145 Mya)

Cretaceous Period (145 Mya - 65 Mya)

Paleogene Period (65 Mya - 23 Mya)
Palocene Epoch (65 Mya - 55 Mya)

Eocene Epoch (55 Mya - 34 Mya)

Oligocene Epoch (34 Mya - 23 Mya)

Neogene Period (23 Mya - Present)
Miocene Epoch (23 Mya - 5 Mya)

Pilocene Epoch (5 Mya - 1.8 Mya)

Pleistocene Epoch (1.8 Mya - .01 Mya)

Holocene Epoch (.01 Mya - Present)

title: Historical geology


text:
Phanerozoic/Devonian period

The Devonian is a period within the Paleozoic era in geologic time. It spans from 416ma to 359ma. It follows the Silurian period, and precedes the Mississippian. The Devonian system was proposed by Sedgwick and Murchison in 1839, after finding differences between fossils in rocks between the carboniferous and the underlying Silurian, found near Devonshire, England, for which the system is named. During the Devonian period, land-walking tetrapods evolved from fish. The evolution of the seed allowed plants to move further from the ocean, allowing them to grow in fully dry places and form forests.

Geology
NA and Europe collided forming a large continent called Euramerica, also known as Laurasia, which caused the formation of the Appalachian mountain range. Euramerica was formed by the collision of the Laruasian and Baltic cratons. Another large mass was called Gondwana, or Gondwanaland; made up of South America, Africa, Antarctica, India and Australia, it included Florida and most of Southern Europe for a time. This large land formation was named after the formations of the Gondwana district of India, displaying many geologic similarities. Gondwanaland had a lifespan of around 520 million years, it existed as nearly 650 million years ago, and only started breaking up about 130 million years ago. Euramerica and Gondwana lay close to each other and were near the equator. These two continents would eventually collide to form Pangea in the Permian period, the event is more than 64 million years after the Devonian.

Climate
Because the land masses were near the equator in the Devonian, the climate was warm. This made life on land good for plants. Plants developed vascular tissues to carry food and water into the roots and leaves, perhaps the most important development was that of the seed. Because of the seed the plants no longer relied on the presence of water to reproduce, they were able to move further inland. Ferns and trees began to grow and cover the land. There was a wide variation in temperature on different continents in the Devonian. A southern cool zone begins to form, while land northward experienced an increase in temperature. It seems that it isn't simply planetary cooling that's occurring during the Devonian, but rather changes in temperature due to a drop in sea levels combined with the effects of the continents coming together to form the supercontinent Pangea.

Life
Red Hill is a fossil elite located in Pennsylvania. The geology tells us it was formed 361 million years ago during the Late Devonian, and it amassed a variety of animal and place fossils. Most of the vertebrate fossils were recovered from the shallow channel margin. In floodplain ponds, both vertebrates and invertebrate fossils were found.

Fish
Devonian is called the age of fishes, rather appropriately. There were very significant evolutionary changes in all of the major fish lineages during this period. Lobe and ray fin fishes first appear during the Devonian, the love-fins diversify rapidly, reaching their peak during the Devonian and carboniferous periods. The first shark fossils come from the early Devonian and they increase in variety throughout the period

Vertebrates
At least 13 vertebrate taxa were discovered at Red Hill, making it the most diverse gathering of vertebrate remains associated with Late Devonian tetrapods. From the shallow channel margin one of the most common is the Turrisaspis Elektor. Phyllolepis, Ageleodus, and Gyranthus are also very common lobe-fin fishes collect at Red Hill. The size of these ranged from 3m in length all the way to less than 10cm. In the floodplain ponds, other vertebrate taxa were collected a well; one was a specimen of the ray-fish, Limnomis Delaneyi.

Invertebrates
Invertebrates were also found in both areas of Red Hill. The quiet waters of the flood plain were favorable conditions to preserving delicate invertebrates. Here we find a Gigantocharinus Szatmaryi, which resembles a modern spider, and an Orsadesmus Rubecollus, which is early version of the millipede. In the shallow channel margin, they have found unidentified Arthropods that resemble millipedes but are much larger, about 7cm long, as well as scorpion fragments.

Plants / Fauna
Early vegetation consisted of low-lying plants near the oceans edge. By the late Devonian, they extended upstream forming floodplain forests, consisting of large trees. Terrestrial plants had started forming faster, coal was being formed and natural fires could be sustained.

Development of Soil
A much overlooked importance of the Devonian is the development of soils that took place during it. Changes to weather and soil formation during the period had great effects on nearly all environments. Weatherin g is a process that breaks bigger rocks into smaller fragments and eventually into soil. Vascular plants during the period increased the weathering by reducing erosion, both physically and chemically, and increased the amount of the time the rocks can be weathered. The process of slowing down the speed of weathering increases the amount of finer particles, such as clay, in the soil. An increase of soil during the period is associated with the development of plant rooting systems; root traces become much more frequent during the Devonian. One major benefit of these enhanced soils is that flooding was much less dangerous to plants than it was before, because the soil could absorb large quantities of storm water.

The First Forests
Vegetation of the Silurian and Early Devonian was short and typically only found near the waters edge. However by the middle Devonian, there’s evidence of taller forms evolved independently. One of the most famous Middle Devonian sites is the Gelboa Forest, located in eastern New York. The vegetation at this site reached heights up to 9m tall, but it didn’t have some important characteristics of a modern forest, perhaps most important, lacking deeply penetrating roots to stabilize stream banks and enhance soil formation.

In the late Devonian, vegetation that resembled modern forests first started occurring because of the appearance of the Archaeopteris. This genus has been recorded from nearly all known Devonian land masses, from tropical to sub-polar. They were very large trees, 20m or more in height, and possessed webbed leaves to provide shade. Unlike the vegetation in the Gelboa forest, these trees had a deeper root system allowing them to appear in drier floodplains and costal lowlands.

These forests produced a very large amount of organic matter due to leaves being shed and falling. This organic matter may have had a great effect on aquatic systems; it is likely that, through flooding, the organic matter found its way into streams which stabilize stream habitats.

Extinction event
The Devonian is one of the “big five” extinction events, however the timing and duration of the late Devonian mass extinction is subject to great debate and several interpretations.

For example, one proposed cause is a prolonged marine biotic crisis lasting about 20-25 million years, punctuated by nearly 10 extinction events. The two largest extinction events are the Kellwasser (from middle Devonian to carboniferous) and Hangeberg Event (the Devonian-Carboniferous boundary). Others recognize that there were several extinction events, but regard the Kellwasser as the Late Devonian extinction. The Kellwasser event accounted for 20% of all animal families and about 80% of all animal species, while the Hangeberg event accounts for 16% of all marine families.

Another theory is called The Devonian Plant Hypothesis, proposed by Thomas Algeo, Rober Berner, J. Barry Manard and Stephen Scheckler in 1995. It attributes the extinctions in tropical oceans to terrestrial plants. It is argued that black shales in the seas of North America and Eurasia were produced by organic matter imported from vegetated landscapes. Terrestrial plants contributed to accelerated soil formation which resulted in silicate weathering. This process removes Co2 from the atmosphere, which is believed to have contributed to global cooling. A short period of glaciations occurred at the end of the Devonian, associated with the Hangeberg event.

title: Phanerozoic/Devonian period


text: Category:Qualitative analysis

title: Category:Qualitative analysis


text: Category:Research resources

title: Category:Research resources


text: Category:Research by discipline

title: Category:Research by discipline


text: Category:Computer programming data types


text: Category:Research data

title: Category:Research data


text: Category:Research journals

title: Category:Research journals


text: Category:Theses

title: Category:Theses


text: Category:Research ethics

title: Category:Research ethics


text: Category:Theories

title: Category:Theories


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Talk:Using social media for teaching and research

Leigh et al.

This is fabulous. I love the workshops planned, I think a lot of staff would benefit. Looking forward to this, let me know if I can support (may be able to help lead to some extent, but quite busy atm with BLT so can't confirm yet). (The preceding unsigned comment was added by Mlearning (talk • contribs) .)

This is a great resource to support the recent workshop Leigh has done at UC. Thanks!! Diane Phillips 23:59, 15 December 2010 (UTC)


text:
Google/Summer of Code 2010 Proposal: GIFT Conversion

 * For more information about GIFT please see http://microformats.org/wiki/gift and http://docs.moodle.org/en/GIFT

Identity
Name: Meadowlark Bradsher Email: meadowlarkb at gmail dot com Project title: Microformat conversion: GIFT to Mediawiki

Contact/working info
Timezone: UTC-08 Typical working hours: 9-5 IRC or IM networks/handle(s):

The Pitch
This is a project to write conversion algorithms that translate from the GIFT microformat to the Mediawiki microformat.

Background
Microformats are very simple, very high level, human readable formats designed to aid non-programmers in writing formatted data. In this case the formatted data are quiz questions and Mediawiki has one as does Moodle (which is called GIFT). The purpose of this project is to write code that can convert GIFT microformat to Mediawiki microformat, or alternately simply to support GIFT as a microformat.

Project Benefits
The value of doing this can be expressed on a few levels:

 * The Importance of Assessment: Assessment is the word currently being used to describe what Quiz.php does. It provides feedback to the learner, and to instructors, about the status of a learner's academic transformation. For hundreds of years it had been done in the same way, primarily through grades or summative assessments, but in the last 25 years the Assessment Movement has been growing, roughly concurrently with the growth of information technology, to ask in general how formative assessment, or assessment as feedback, can do more than it is doing. Like many things, because of information technology it now makes sense to develop a discipline dedicated to the study of formative assessments, and this is what the Assessment Movement represents. Since this is the only type of assessment that Wikiversity might engage in it makes sense that it too should be interested in this movement and that this interest might be reflected in it's own Quiz extension.

 * The Specific Importance of Assessment on Mediawiki: One of the forms of information that Wikimedia explores is that of the lesson-form of content on Wikiversity, a structure designed particularly for information with a high learning curve. However because it is written exclusively by a community these lesson-structures are designed for self-motivated learners, not for students with a motivated instructor and a grade as incentive. Interestingly in academia the pedagogy is shifting from instruction-centric learning to experiential learning, an increasingly learner directed pedagogy (see experiential learning). That means that academia is moving closer to the autodidactic kind of learning that Wikimedia seeks to facilitate. It seems as though any advances that are learned by Wikimedia as it explores the low-stakes, self-directed learner, is going to automatically be relevant to work on learner-centric pedagogy as well. Wikimedia, and information sources similar to it, are in a unique position to aid this pursuit in academia.

 * The Importance of GIFT and Moodle: When a community is working either in silos or with only modest efforts to work cooperatively, innovation is prevented from lateral movement much of the time by differences in protocols, code, and best practices. The concept of crowd sourced lesson-format content has not yet reached a level that would favor a single website, possibly because of the high learning curve involved with writing this kind of information, but the act of creating conversion code is one way to prevent the forking of creative energy that is generated by instructors and amateurs alike in creating assessment content. It is a step that allows Wikiversity editors, and other educational Mediawiki users, access to Moodle's assessment content, and signals cooperation with other institutions instead of competition for developing and perhaps sharing a concept of an educational commons.

About me
I am strongly attracted to autodidacticism, something I have worked at trying to figure how to maximize for myself. I am however a full time student, currently attending City College of San Francisco. Since I am still the equivalent of a prospecting transfer student in his sophmore year, my interests are still widely distributed. The opportunities I take to specialize will be influenced by the programs that I am accepted in next Fall. These interests include serious games for democratic collaboration, personal computer adaptive testing, information visualization work like Edward Tufte's work, social causes like the reduction of information asymmetry in everyday consumer and citizen life, and cognitive science topics that pertain to learning such as the spacing effect. The common thread is that I am interested in anything that appears to make high learning-curve information easier to process and share, and I am equally interested in applying what I can learn and develop to develop my own interests.

On a more specific level I have interests in computer science programs. In reality my interest is in information which in my mind is inseparable from computer programming. So far in my career, I have taken 2 Java programming classes, a C++ class, and a PHP class. I also have an old Sun Java 2 cert and an old IBM XML cert. My top choices for going forward are for informatics programs and computer science programs that interface with linguistics. I already see education as a domain of interest in this field, in particular computer-enabled consumption of information whether for education or social reasons.

My participation with Wikimedia started as a consumer of Wikipedia information. I turned to Wikiversity out of frustration with self-learning problems such as picking up a Wikipedia topic and not understanding it, nor knowing what I need to understand to understand it. I haven't been here long but my education on the context of Wikiversity, as well of my ideas and beliefs surrounding assessment and self-education have grown exponentially since I began. This to me is a sign that I am onto something worth pursuing.

Required deliverables

 * An object that can read GIFT microformat, and express it in Mediawiki's Quiz extension microformat or present it directly to the user as a quiz, for these question types:
 * true/false
 * multiple choice
 * multiple response
 * fill-in-the-blank
 * numeric response
 * matching (optional -- no matching questions in Quiz, but they can be re-written as multiple choice of permutations)
 * integration with Mediawiki using a GIFT namespace and the ArticleViewHeader hook

If time permits

 * Feasibility study for learner adaptation
 * Exportation of Wikiversity to GIFT format

Project schedule
This is tentative.

 * Week of May 24 Start with design, build empty functions (classes too if extending Quiz and/or Question with the ArticleViewHeader hook in a new GIFT namespace)
 * Week of May 31 GIFT-to-Quiz PHP functions for multiple choice and true/false. Test. Document tests. Iterate if necessary.
 * Week of June 7 GIFT-to-Quiz PHP functions for multiple response and fill-in-the-blank. Test. Document tests. Iterate if necessary.
 * Week of June 14 GIFT-to-Quiz PHP functions for numeric response questions (if ahead of schedule: convert matching to permuted multiple choice). Test. Document tests. Iterate if necessary.
 * Week of June 21 Implement and test algorithm for identifying question types. Test question type identification. Document tests.
 * Week of June 28 Work on point scoring system. Document point system. Test.
 * Week of July 5 Evaluate feasibility of automatic conversion for direct presentation of GIFT questions, and design if appropriate.
 * Week of July 12 Integrate code as an extension and test installing extension on clean mediawiki install.
 * Week of July 19 Evaluate Project for Midterm.
 * Week of July 26 Test. Document tests.
 * Week of August 2 Edit documentation for beginning user tutorial and reference, reference manual, and code overview.

 * if time permits: feasibility study of various forms of learner adaptation, prototype implementation of various learner adaptation possibilities, test, determine which are suitable, document, merge code and docs; export from Quiz to GIFT (not too important since there are about 90 Quiz format quizzes and 1000s of open license GIFT format quizzes)

Any other info
As of this time I have written one document. It compares GIFT microformat with Wikimedia's microformat and looks for problems without yet committing to any solutions.

Comparison of GIFT and Wikiversity Microformats


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User talk:Blindscholar

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:17, 12 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 12 March 2010 (UTC)

title: User talk:Blindscholar


text:
User talk:Kristenswangin

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 12 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 12 March 2010 (UTC)

Copyright concerns
A number of your recent uploads do not have copyright data. If you created these images yourself, could you please note that on the page and say that you are releasing them as GFDL approved? If you did not create them, could you please state who did and what they are licensed as? Ottava Rima (talk) 16:02, 25 March 2010 (UTC)

title: User talk:Kristenswangin


text:
User talk:Copernicus~enwikiversity

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 12 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 12 March 2010 (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 Copernicus. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Copernicus~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 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

title: User talk:Copernicus~enwikiversity


text:
Human anatomy quizzes/Pectoral girdle

Bones and ligaments of the pectoral girdle

{ Label the picture  A: { Acromioclavicular joint (i) } B: { Sternoclavicular joint (i) } C: { Acromion (i) } D: { Glenohumeral joint | Shoulder joint (i) } E: { Coracoid process (i) } F: { Scapula (i) } G: { Clavicle (i) } H: { Humerus (i) }</li>
 * type="{}"}

</ol>

title: Human anatomy quizzes/Pectoral girdle


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Human anatomy quizzes/Sternoclavicular joint

The sternoclavicular joint

{ Label the picture  A: { Clavicle (i) } B: { Sternoclavicular joint (i) } C: { Intra-articular disk (i) } D: { Costoclavicular ligament (i) } E: { Primary cartillagenous joint (i) } F: { Manubrium (i)|Sternum (i) } G: { Rib (i)|1st rib (i)| first rib (i) }  (note: Label E refers to the type of joint in question, not it's name)
 * type="{}"}


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Human anatomy quizzes/Shoulder joint

The glenohumeral (shoulder) joint

{ Label the picture  A: { Acromioclavicular ligament (i) } B: { Acromion (i) } C: { Coracoacromial arch (i) } D: { Coracohumeral ligament (i) } E: { Tendon of long head of biceps (i) } F: { Lesser tubercle (i) } G: { Glenohumeral joint | Shoulder joint (i) } H: { Coracoid process (i) }

I: { Coracoclavicular ligament (i) }

J: { Clavicle (i) }

K: { Greater tubercle (i) }

 * type="{}"}

title: Human anatomy quizzes/Shoulder joint


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Human anatomy quizzes/Shoulder capsule

The shoulder capsule

{ Label the picture  A: { Transverse ligament (i) } B: { Synovial membrane (i) } C: { Tendon of long head of biceps (i) } D: { Suprascapular ligament (i) } E: { Shoulder capsule | Glenohumeral capsule (i) }
 * type="{}"}

title: Human anatomy quizzes/Shoulder capsule


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User:RobDzi

This is my user page

title: User:RobDzi


text: Template:Simple box

title: Template:Simple box


text: Template:Simple box end

title: Template:Simple box end


text: Template:Simple box row

title: Template:Simple box row


text: Template:Simple box col

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Human anatomy quizzes/Back muscles

The musculature of the back

{ Label the picture  A: { Trapezius (i) } B: { Infraspinatus (i) } C: { Teres major (i) } D: { Latissimus dorsi (i) } E: { Levator scapulae (i) } F: { Rhomboids (i) }
 * type="{}"}

title: Human anatomy quizzes/Back muscles


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Human anatomy quizzes/Superficial muscles of pectoral region

Superficial musculature of the pectoral region

{ Label the picture  A: { Deltoids (i)|Deltoid (i) } B: { Biceps|Biceps brachii (i) } C: { Pectoralis major (i) } D: { Corachobrachialis (i) } E: { Brachioradialis (i) } F: { Trapezius (i) }
 * type="{}"}


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Template:Simple box/example

Demo
Example

Example

Example

Example

Source

Example

Example

Example

Example

title: Template:Simple box/example


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Human anatomy quizzes/Scapula

The scapula

{ Label the picture  A: { Subscapular fossa (i) } B: { Glenoid fossa (i)| } C: { Coracoid process (i) } D: { Acromion (i) }
 * type="{}"}

Scapola

title: Human anatomy quizzes/Scapula


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User:MattStarsky/Cory lane

Cory Lane is a pornstar who has stared in many porn and bondage films such as:

Bob's Videoes #163 Cory's Lucious Legs: Cory Lane is pure loveliness and puts on an elegant and sparkling nylon show in full sunlight (176 minutes) Includes: Pretty blonde Cory undresses herself showing how juicy and yummy she is, Horny brunette Logan on a seductive change costume scene showing off her assets, Dirty blonde slut Zana fingers her pussy while taking off her stockings, Horny Tabitha fingers her pussy until it's wet and then inserts a vibrator to finish the job, Horny Latina Monica massages her pussy while smocking, Hardcore chick Lauren masturbates until she gets wet followed by her warm cream pie.

Bob's Videos #198 The Temp Is Hot: There's nothing like a sexy new temp around the office to stir up the libidos imaginations of the randy bosses who loves to peep and check out the eye candy in the secretarial pool (179 minutes)

Bound & Gagged 5: Eight gourgeous models are securely bound and gagged in the exciting storyline (146 minutes) Includes: Bonus behind the scenes, Tied up and blind folded chick forced to have orgasm, Hot blonde tied up inside the closet, Blonde hottie got tied up on the bed, Chick showing off her body then tied up, Ttwo hot chicks tied up along the sofa, Hot blonde tied up on a chair.

Bound & Gagged 9: Some of the most beautiful models are bound, gagged and humiliated for your pleasure (159 minutes) Includes: Bonus behind the scenes, Two hot chicks tied up in the bedroom, Three hot chicks tied up in a room half naked, Four chicks drugged then tied up, Hot blonde tied up in a closet, Three hot chicks bound inside the closet, Hot babe died up and used, Two girls tied up and nakedby the soaf, Chick in black leather suit tied up by the sofa.

Bound & Gagged 10: Gourgeous girls in hot bondage and gags (133 minutes) Includes: Bonus behind the scenes, Busty brunette being tied up, Brunette touched by her captor, Bustly victim being touched and licked by her captor, Redhead captor undressed her victim, Brunette victim escapes, Brunette victim tied her captor and started touching her, Busty brunette touching and taking videoes of her victim, Both beautiful ladies are tied up against each other, Blonde girl being tied up, Tied blonde girl being dragged to his room, Three very sexy girl tied up, Three lovely girls tied up waiting for some action.

House Of Legs 25: A lush tribute to sleek, nylon encased legs

And Many More...

title: User:MattStarsky/Cory lane


text:
Instructional design/Technology-based lessons/Elements of a good TBL

Elements of a TBL
To take a TBCL and turn it into a successful TBL is not difficult. To complete this task, one must first be able to recognize the key elements that comprise a TBL.

Tectonics as a TBL
Below you will again see the lesson. However, this time there will be technology integrated in place of book work.

TBL Checklist
To ensure that the lesson is a TBL, once can follow this rubric to see if the lesson has the key elements of a TBL.

Excellent technology lesson: 18-20 points

Acceptable technology lesson: 15-17 points

Needs revised lesson: 11-14 points

Rethink is this is the best way to teach it: 7-10 points

Not based on technology: 0-6 points

Now, it's your turn
Take a moment to grade the above lesson on the rubric. Decide on a grade you would give this TBL based on the above rubric.

Example TBL graded against checklist
The tectonics lesson is graded against the rubric now to ensure that all key elements are there.

As you can see from the checklist above, this lesson scores a 20/20 on the technology rubric for a good technology based lesson.

This lesson has technology available both in the research and presentation phases of the project that allow the user the freedom to enhance their knowledge the way they see fit.

By allowing this open format, the students are able to gather more information than what is required through the scope of the project and cater to their own particular interests.

Since the primary goal of the project is to enhance the users knowledge of plate tectonics, this project definitely allows that to happen.

Since it is a web-based project with approved websites provided by the instructor, the student has maximum opportunities to learn information that they find interesting.

Finally, since the student is allowed to display their information in a variety of technology based ways, they have an appropriate and creative outlet to showcase this information.

 * Back
 * Next


text:
User:Vin~enwikiversity/Gear oil equivalent chart

Gear box equivalent chart


text:
Online social networking

An online social network is an internet-based services which allows people to create accounts and to use these accounts to build an online social identity, to communicate electronically with others, and to follow and respond to the electronic communications of others.

Examples of popular online social networking services are Facebook, MySpace, Twitter, Identi.ca and Moodle, but there are also many others: List of social networking websites. A wiki can also, arguably, be thought of as a social network.

title: Online social networking


text:
User talk:Gristow~enwikiversity

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:17, 13 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 13 March 2010 (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 Gristow. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Gristow~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:32, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:10, 19 April 2015 (UTC)

title: User talk:Gristow~enwikiversity


text:
Wikiversity:Community Review/Wikimedia Ethics:Ethical Breaching Experiments

Related links
This community review has attracted wider public comment, including:
 * Wikipedia Review (forum thread, 2010-03-13)
 * Is the Wikimedia Foundation going to close Wikiversity? (leighblackall.blogspot.com, 2010-03-14)
 * Wikiversity controversy (Wikipedia Signpost, 2010-03-15)
 * foundation-l Wikiversity (mailing list thread, 2010-03-17)
 * wikiversity-l (mailing list threads, 2010-03-19)
 * Meta:Talk:Wikiversity/Problems (meta discussion, 2010-03-20)
 * Requests for comment/Remove Founder flag (meta rfc, 2010-03-25)
 * Wikiversity: When Breaching Experiments Attack (Wikipedia Review, Blog post, 2010-04-06)
 * Commons deletions (Wikipedia Signpost, 2010-05-10)

Wikimedia Ethics
Why does the resource Wikimedia Ethics/Ethics on Wikipedia and the Internet appear as a subfield of Wikimedia Ethics/Ethical Breaching Experiments? Are there signs that the whole area has been approached with careful thinking? RTG 17:32, 14 March 2010 (UTC)
 * Not sure what you mean by "subfield", but both pages are part of the same project. You might want to ask on Talk:Wikimedia Ethics, as this really isn't an issue for this discussion. --SB_Johnny talk 17:37, 14 March 2010 (UTC)

WMF view of WV
It is becoming clearer that there is a broader agenda here that is being pursued by the WMF in relation to WV. Jimbo Wales is drawing a line in the sand with regard to speedy deletion of material considered to be trolling as a first step - presumably there are subsequent steps in mind too? Could we please get access to full picture of the WMF board's view of WV - what it likes and what it doesn't? What does the WMF want done differently on WV? Where are the relevant minutes or information? Also note that the questions raised about the WMF relationship with WikiEducator at this stage are also not yet addressed. What's really going on here - can we please get some transparency? -- Jtneill - Talk - c 01:12, 17 March 2010 (UTC)

 * The only detailed discussion I have seen about what WV should be or become has been here, on this wiki (and recently on this page). There is no particular WMF view of WV - though recently I have heard a number of Wikipedians suggest that trolls are more welcome here than elsewhere.  (It's not clear to me that this is true, but some of the discussions about the deleted project are flavored by those thoughts.) I think the current concerns would be resolved by developing ways to
 * review research projects that would cause trouble for other groups or projects online, or that might hurt individuals through the course of research
 * review any WV projects that might be veiled attempts to continue an ongoing campaign of wiki politics (forum-shopping a grudge, targetting a user one has disagreed with on another project by using them as a case study for 'research', exploring failure modes of other projects)
 * focus WV's scope and mission
 * –SJ + > 14:17, 18 March 2010 (UTC)

 * And to add to this, there is absolutely no connection to anything having anything at all to do with WikiEducator. There is nothing to be transparent about in this regard, because there is nothing to it.  I'm only vaguely aware of WikiEducator, to be honest, and certainly unaware of why anyone here should be hostile or worried about them.
 * My goal here does not extend beyond what I have said, and SJ sums it up well.--Jimbo Wales 14:50, 18 March 2010 (UTC)

Thanks very much for these clarifications and your inputs both Sj and Jimbo - I think we're getting a clearer picture of what the WMF wants from WV through this conversation. I think Sj's 3 action suggestions offer positive ways forward. However, I am also a bit skeptical - i.e., the "concern" could be a storm in a tea-cup. By this I mean that my impression is that inappropriate content is a rarity on WV - e.g., besides some Moulton's WV trolling/sockpuppeting contributions some time back and the current breaching experiment about how to content contributed by privatemusings are there other existing materials that you are aware of that are of particular concern? Darklama and I recently organised known research projects into - so that could be one way to take a closer look with regard to original research. Overall, though, original research overall is very rare on WV - almost all of the content is Learning resources. We could probably do with a quality system, but to be honest for WV it is still early days and to date I've largely taken the view that some content (even if low quality) is better than no content. Jtneill
 * I agree with you, the current needs seem to be breadth of material and good models for learning resources, not high quality across the board. And as far as I can tell the issue of original research that may cause harm is not an endemic problem; but it has been around for a long time and deserves swift attention.   –SJ + >

Maybe the project is now in the processing of maturing to a next stage of tightening the scope. But in my day to day life with fellow academics at a university the real battle for me is encouraging sharing and contributing of educational and research materials. -- Jtneill - Talk - c 02:32, 19 March 2010 (UTC)
 * That is the greatest battle I encounter as well. Brion and I took part in a discussion of how to improve OER search (for all internet users), where the implication of the invitation was that Wikipedia should be part of that search; but we raised the idea of hosting and categorizing a more comprehensive collection of course materials on Wikiversity.  The attendees said that getting educators to find time to share was the difficult first step... and that licensing uncertainties and the awkwardness of simply 'uploading a directory of files' here and walking away would be the prime barrier to using Wikiversity. –SJ + > 03:27, 19 March 2010 (UTC)

 * Regarding the first 2 of the 3 points that Sj suggests (to which Jimbo seems to agree are good suggestions) aren't they in fact what I think most people here are arguing for, and what Jimbo did not?

 * review research projects that would cause trouble for other groups or projects online, or that might hurt individuals through the course of research
 * review any WV projects that might be veiled attempts to continue an ongoing campaign of wiki politics (forum-shopping a grudge, targetting a user one has disagreed with on another project by using them as a case study for 'research', exploring failure modes of other projects)

 * I don't think we can know in advance if a project is goingto come into question, but an early suggestion by Sj may be equally helpful.. that research projects must set out a review panel at the outset of the project (or very soon after describing the project). Obviously deleting a page on the basis of its description is not fair (obvious to most people here it now seems), and that instead, a questionable project ought to be challenged through discussion, and asked to form an acceptable review board before proceeding. Acceptable would in this case probably require someone from the sister project being affected... --Leighblackall 06:08, 19 March 2010 (UTC)

Detecting and preventing hoaxes in wikis
I created a page based on idea of Jimbo. While the questions about the initial deletions and appropriateness of those projects is not solved with this particular page, it is a way to try to achieve some kind of consensus. While the "WMF side", if I can call you like this, strongly oppose the idea of the deleted pages in question, others from the "WV side" (including myself) feel that there was some kind of value in there. My personal opinion is that while the planning part was very much on the border what I can accept, the documentation of the past events is something that we can learn from. So let's see what we can do with the new page... I hope you have no problems with the title Jimbo? :) ( <- This was a joke trying to lift the heavy atmosphere from this page.) --Gbaor 16:11, 18 March 2010 (UTC)

 * Thank you, I think this is a very positive step forward, and I hope will be a major milestone in rethinking editorial policy to protect Wikiversity from abuses.--Jimbo Wales 16:16, 18 March 2010 (UTC)

Quick note from Cormaggio
Wikiversity was set up to do two things: produce learning materials, and support learning/research activities and communities. The second question was always more vaguely defined, but was always the more interesting question for me. The English Wikiversity's problems have stemmed from an uncertainty about what a legitimate learning/research activity would be, and a consequent uncertainty in Wikiversity's scope as a project. Dealing with the question of what someone is free to learn in Wikiversity is the useful course of action to take here; rather than talk of closing the project. Unfortunately, due to imminent submission of my thesis, I have no time to give this for the next two weeks, and I am only partially up to speed on what has been happening of late, but I will get back to the discussion thereafter. However, just to lend my support to proposals above about clarifying Wikiversity's scope, and its policies on original research - to which I'd also add Scholarly ethics (no relation of the originally offending pages). Was there no specific workspace created on (something like) 'legitimate learning projects' in the aftermath of the Moulton/JWS drama? Cormaggio talk 17:53, 18 March 2010 (UTC)

 * I don't know the exact best solution, but in many cases, reference to some external standards can be very helpful. For example, I might suggest that a much higher level of scrutiny be given to "producing learning materials, and supporting learning/research activities and communities" when there exists no known formal or informal equivalent commonly taught at schools and universities.  This is not directly a restriction of scope in and of itself, but a useful tool for raising sensitivity.  "How to rob a bank" isn't normally taught in community colleges or universities, but "Bank security" is taught at least informally (i.e. not in a degree program but professionally taught) for example here.
 * Other sources of guidance will be the myriad of policies at universities on research involving human subjects, which will have useful and well-tested language barring projects which will disrupt people's work without their consent.
 * Finally, I think it worthwhile to note that as Wikiversity grows, it will attract its own homegrown trolls, who will create projects not just to annoy Wikipedians, but to annoy and embarrass people here.--Jimbo Wales 18:23, 18 March 2010 (UTC)
 * I don't think we'll have trolls as long as we keep in mind the basic worth and dignity of human beings. Our processes are perfectly functional, and individuals who choose to disrupt our environment are handled quickly and fairly. Geoff Plourde 07:35, 20 March 2010 (UTC)
 * I like Jimmy's advocacy of a "tool for raising sensitivity". An example would be WP's development of its BLP policy in the wake of related problems - a policy which does not proclude such articles being written, but holds them to particularly intense standards. I don't think Wikiversity has "perfectly functional" processes, since I think it is still not clear what a legitimate learning/research project on Wikiversity is ("legitimate" meaning authorised by project scope and subject to validation by the community). Cormaggio talk 07:51, 21 March 2010 (UTC)
 * It would be morelike the whole Wikiversity issue to set research and scope issues. So after something is prepared in here, it should move in some form to Wikiversity Beta for further discussion.--Juan de Vojníkov 05:39, 19 March 2010 (UTC)
 * That's a good point, Juan. Ideally, the multilingual community would be involved from an early stage - i.e. now. :-) Cormaggio talk 07:51, 21 March 2010 (UTC)
 * I am unclear about the relation of Wikiversity Beta original research guidelines and Wikiversity original research guidelines - e.g., Beta covers ethics, but English Wikiversity doesn't: Original research - Wikiversity:Research guidelines/En. Are these separate policies with separate jurisdictions or should en.wikiversity also be following betawikiversity/en policies? -- Jtneill - Talk - c 10:26, 21 March 2010 (UTC)
 * The idea was always to develop multilingual guidelines on research - this was actually one of the conditions of Wikiversity's original setting up. Each language can develop its own variations of course - but it is probably necessary to set some major principles in place centrally. For example, what of NPOV? What of ethics? Without having looked at these two links in detail, relying more on memory, I think Beta's policies are more advanced, since that's where most of the work took place (thanks mainly to Xenon and JWSchmidt). Cormaggio talk 23:18, 21 March 2010 (UTC)
 * Having looked again at Beta's research guidelines, I think they're pretty good and should mostly suffice. A few tweaks may be necessary, and a few old edits are still pending; there is also some useful discussion on talk page. The main question, I think, is around the review boad - how it would be set up and managed, or even whether it is a viable idea. So, some good work from which to build, applying recent experience. Cormaggio talk 07:31, 22 March 2010 (UTC)

Comment from an occasional contributor
I have not seen the original (now deleted) pages. I have no idea how appropriate the research project was or was not. And I won't be able to weigh in on that now; I'd be trying to analyse something in complete reliance on the not so disinterested interpretations of others. But I can weigh in on one thing.

The problem with intervention from "on high", however well intentioned, is that it undermines the very community cohesion and self-determination that the project needs to have in order to defend itself against trolls, vandals, inappropriate research, etc.

Wikiversity is still in its infancy, in comparison with Wikipedia, and justifiably so, as it is a much newer project. When it matures, it will be amazing in ways we cannot begin to imagine now, just as the crazy success of Wikipedia today was unimaginable to its proposers back in 2001. Let's not talk any more about closures, even as a threat lurking in the background. Let's figure out how to give the community the tools it needs to get from here to that crazy success. Thanks for reading, -- Απεργός 05:56, 19 March 2010 (UTC)

I absolutely agree with your diagnosis. The problem is not that people here are not well-intentioned, etc., but that the project is still in its infancy. I don't agree, clearly, with the prognosis. A well-timed and well-discussed intervention from "on high" can be extremely useful in assisting the best members of the community feel strong enough to stand up to trolling. This is not a democracy. Every vote need not count equally, and so if you have a bunch of banned users showing up from Wikipedia and engaging in pure sophistry to hijack the project for their own ends, you can toss them out. This is how the Wikipedia community formed and became strong - we have always said that the work (building a high quality free encyclopedia for everyone) is what defines the community, not the other way around. So at various times we were able to set policy based on that notion - the end goal - rather than endlessly hoping to appease every random person who popped by with an obnoxious purpose.--Jimbo Wales 10:50, 19 March 2010 (UTC)

 * Also an only occasional contributor (as an educator, I probably should spend more time here) - while I'm not a Wiccan, the principle of the Wiccan Rede (summed up, "do what you will if it harms none") seems the obvious corollary to recent events. If applied in a more specified fashion as a policy or rule I think it could work to weed out rubbish growing on the edges without unduly limiting or restricting those here working in good faith with what they want to do. Orderinchaos 11:24, 19 March 2010 (UTC)

 * "The work defines the community, not the other way round." <-- Wait a minute.   The Wikiversity Community itself, as an active learning community, is a principal goal of the project.  This is one of the defining characteristics of Wikiversity.  Wikiversity is a particularly plural society and we don't always agree on what is "good", and we don't always try to.    We don't care if there are multiple pages on the same topic representing different point of views.  I think it is rather an over-statement and over-reaction to describe a few pages of dubious content as "hijacking the project".   In the end, Wikiversity is fundamentally different from Wikipedia and it is not clear that we should grow in the same turbulent way as the online encyclopedia that everybody can edit.  Peace.  Hillgentleman | //\\ |Talk 22:32, 19 March 2010 (UTC)

Comment from Collect
WV has established deletion procedures (RfD). Clearly JW has the ability to establish a top-down precedent (as he did) with the concomitant drama, though he might well have been advised to simply follow the extant process, with little drama ensuing at all. SBJ clearly was of the opinion that where a process exists, it ought well be followed. I thus doubt the wisdom of punishing SBJ for doing what was clearly the process in existence at the time on WV.

The issue at the heart, moreover, is whether WV is "a textbook producer" or is a "research institution." If the former, that is fine. If the latter, then (like all research institutions) it must face the fact that some of the research is going to be unpopular with someone. I find the bit about "trolls" therefore to be a distasteful tangent entirely, and not applicable to any of the contributors I have seen here. Collect 14:34, 19 March 2010 (UTC)

 * WV is for "class materials" and "research". Wikibooks is the textbook producers. The distinction between "class materials" and "textbooks" seems to be blurred for some people. I agree research will be unpopular with someone. "trolls" is a poor way to establish and understand why research is unpopular with someone. If every unpopular research was dismissed as "trolling", research would likely never get anywhere in the academic world. New research is usually unpopular to begin with. -- dark lama  15:12, 19 March 2010 (UTC)
 * I fear you misapprehended the point being made. Kindly note the tenor of the comments .  Collect 18:49, 19 March 2010 (UTC)

Jimmy Wales on Disruptive Technology
“Next up the panel of Jimmy Wales (Wikipedia), Niklas Zennström (Skype, KaZaA, Joost), and Mitchell Baker (Mozilla) ponder the subject of "disruption" in relation to breaking old business models. When asked how he felt about busting the old encyclopedia model, Jimmy Wales responded, “I’m a bad man” …” — Technorati, 27 Jan 2010.

Cited by Jon Awbrey 18:44, 19 March 2010 (UTC)

Jimbo's statement illustrates the fact that anything we do "disturbs the universe" (Freeman Dyson) to some degree, and it's equally trite but true to say that "life is an experiment" for all of us. Jimbo thinks he's a "bad man" in the nicest possible way, I'm guessing, and Wikipedians think that it's just tough luck for anyone who doesn't like their experiments with disruptive social-technical forms.

So firing those kinds of words back and forth does very little to settle the question of when a perturbance has crossed a line too far or when a rupture has ruptured something we'd like to preserve. Life, the experiment, is just not that simple.

Which brings us back to all the years and centuries and millennia that civilizations around and before us have devoted to saying what it means to be civil. Jon Awbrey 20:44, 19 March 2010 (UTC)

Research vs. Experiments
Are research and experiments both equally viable for the university? Are they of equal value to the university? As these two words have been bandied about a bit here as (from my view) equal in importance, and the whole debate has interested me, can it be said that one thing is more important than another? Why? I can think of countless research routes but few experiments. RTG 23:06, 19 March 2010 (UTC)

 * I think research and experiments are both viable for Wikiversity and are likely of equal value to Wikiversity. Saying one is more important than the other is probably not the way to go. Experiments are important for testing the validity of hypotheses or assumptions, and for learning answers to some questions. Which is heaver apples or oranges? You could learn the answer by dropping an apple and an orange, record which falls first, and repeat the experiment several times. You could also use this same experiment to test the validity of someone's theory that apples are usually heaver than oranges. If you were to do this you would be doing both an experiment and research. Research does not always involve experimentation though.
 * I think you are misunderstanding the issue of Research vs Experiment that is debated on this page though. Did you take my apples and oranges, did you suggest that my apples and oranges be taken, or did you simply observe someone take my apples and oranges and wonder why? The Research vs Experiment bit is centered around was the work research or was the work an experiment? -- dark lama  23:50, 19 March 2010 (UTC)

On the issue of policies
I actually see a broader problem here than mere scope. Wikiversity's lack of hard rules might seem good in practice, but it leaves the door open to disasters and detracts us from important resources. We need to set a firm scope as to what's just not allowed. Some good content might get caught up in the heat of things, but the imperfect order of Wikipedia is far to be preferred to this outright mayhem. If we are to become a usable resource, we must sort things out in a more efficient manner.--Ipatrol 00:29, 20 March 2010 (UTC)

 * Wikiversity is not wikipedia. If it is your opinion that the current situation is a mayhem, please take a look at the list of participants in the discussion.   Wikiversity is set out to be a place for exploration.  And it is to attract a set of participants different from, you know, wikipedia.  Wikiversiters are here to explore and discuss knowledge, ideas and theories rather than to collect hard encyclopaedic facts.  There are certain things that are obviously not allowed - e.g. vandalism, personal attacks.   I don't know what you mean by "the imperfect order of wikipedia".  The scope of Wikiversity is outlined in the project proposal.  It defeats Wikiversity's own mission to shape it into what it is not. Hillgentleman | //\\ |Talk 15:31, 20 March 2010 (UTC)

 * "this outright mayhem" (above) <-- I agree that out-of-process page deletion and blocking of Wikiversity participants is "mayhem". We need policies that prevent the deletion of pages without community discussion. We need policies that prevent the blocking of Wikiversity editors who have never violated any Wikiversity policy. We need policies that require community discussion before blocks are imposed. We need policies that exclude from participation at Wikiversity disruptive invaders from outside the project who believe that they are above the fundamental rules of a wiki-based learning community: think, discuss, edit. --JWSchmidt 15:52, 20 March 2010 (UTC)

 * I think your view of policies is flawed. You say "We need policies that prevent the deletion of pages without community discussion". So should we never speedy delete anything which is obviously not constructive such as attack pages? You say "We need policies that prevent the blocking of Wikiversity editors who have never violated any Wikiversity policy" but that seems to fail to recognise that no policy we can ever write can cover every eventuality. Just because there isn't a policy saying something is wrong it shouldn't mean a custodian can't block someone if what they are doing isn't in the interests of the project. Also, you say "We need policies that require community discussion before blocks are imposed". So do you wish to custodians to feel they have their hands tied waiting for others to offer their opinions before acting to stop disruption to the project? Adambro 17:06, 20 March 2010 (UTC)

 * I think you are exaggerating the urgency of the matter. Vandals are blocked.  No question about it.  They produce nonsense like "aq34 azdlf gadg adgggfk".   On the other hand, controversial users like Private Musings doing controversial projects are rare.  If you have already let the matter sit for a considerable amount of time, I would expect that any drastic action should happen after the community has discussed it.  Adam, you seem to have some ideas of what "isn't in the interests of the project".  Great. The problem is that many others, like I, don't.  And I don't think any wikiversiters would have the same ideas.  That's why we need to discuss before we act.  Hillgentleman | //\\ |Talk 19:21, 20 March 2010 (UTC)

 * your view of policies is flawed <-- Splitting the hairs: "should we never speedy delete anything" <-- speedy deletion is fine for obvious vandalism. "attack pages" <-- I'd like to hear what you mean by "attack pages". In the past, there was a time when the Wikiversity community had some of its pages called "attack pages" by Wikipedians. There was community discussion and the community decided if those pages should be deleted or not... as I recall, all of the pages were kept, which probably upset the Wikipedians. I suspect that "attack pages" has a special meaning for Wikipedians in the same way that "troll" does. "Just because there isn't a policy saying something is wrong it shouldn't mean a custodian can't block someone if what they are doing isn't in the interests of the project" <-- this is where Wikipedia and Wikiversity differ. Unless "what they are doing" is obvious vandalism then there should be discussion and page editing before page deletion. In most cases, any problem with a page can be fixed by editing rather than deleting. Deletion is too often a crutch for people who can't be bothered to edit. If there is a problem and it isn't obvious vandalism then there should be discussion before blocking. At the very least people should be told if they are violating a policy and are in danger of being blocked. "acting to stop disruption to the project" <-- If it is a case of obvious vandalism then I trust custodians to act without discussion. For anything else, discussion should come before blocking. I certainly do not trust Wikipedians to decide what constitutes "disruption" of Wikiversity. People who reach for the ban hammer before discussion and community consensus that a policy was violated have done vast damage to Wikiversity. --JWSchmidt 22:40, 20 March 2010 (UTC)

 * Contorversy of these two points is going round the bush at this review:- Comments from a sister project are paramount in that which concerns them, ad finitum, no discussion thereof to be entered into. If you do not want to encourage the sister sites input, you shouldn't be contributing here because the goal is to make the sisters all happy families not ostracise them, no matter how big the chip on your shoulder is. Discussion contrary to those points are of no value to this review and is forming more basis for the comments of some than anything else. I am of the view, and have been of the view for some time, that editors who dispute by labelling a large group of people unworthy based on the actions of a few, should have their entire commentary removed until such time as they are prepared to be more specific about who they are accusing and of what so that we can be clear about the whys. I call it "Accusing persons unknown" because the editors of Wikipedia who have made opinions here are very few and yet when it is brought up that they are unreasonable it appears that the whole site, more persons unknown than known, is unworthy and that involvement with Wikipedia is to be considered an instant lowering of value. That is unfair defamation of character and it is actually illegal in most parts of the world. Stop talking so much about Wikipedia - you're not making sense with it. RTG 20:50, 20 March 2010 (UTC)

Does it concern wikiversité (the french wikiversity)
Hello,

There was a message on wikiversité chat asking to read and contribute, so here I am.

Does it concern wikiversité (and others non-english wikiversity) ? Because :
 * as far as I can see, wikieducator which represents a conflict of interest for some members of the board have only an english version ;
 * as far as I know, wikiversité (can't tell for others languages) have no troll problem.

I would be very disappointed to see all wikiversity disappear. So, my question is, should our peaceful and constructive french wikiversity be scared to be dropped by the WMF board ? Should we prepare for a fork, wasting time and energy that we won't be able to put in pedagogics works ?

If yes, the centralized part of WM projects – the WMF – is maybe a problem for our community.

This message wasted the time I planned to use for a course on data base systems. :(

By the way, our community reached 1000 articles this week (with [http://fr.wikiversity.org/wiki/Coniques,_courbes_param%C3%A9tr%C3%A9es "Coniques, courbes paramétrées", an IT/math stub)!

Don't remove the wikiversité please. Psychoslave 12:30, 20 March 2010 (UTC)
 * Bonjour! I wanted to answer this earlier, just forgot :) The idea of closure came up just briefly at the beginning, and now seems that no such thing will happen. At least this is what I understood from Jimbo's and SJ's clarification. As far as I know this problem is enWV specific, but anyone is welcomed to contribute to the discussion. ...and congratulation for the milestone (or kilometer-stone in this case)! --Gbaor 16:48, 20 March 2010 (UTC)

Same goes for Wikiversidade
Salut Psychoslave! Others as well,

Like Wikiversité, we at Wikiversidade (Portuguese Wikiversity) also received a call to comment here.

I and others wasted hours reading through all this material in order to figure out whether there was a threat to us as well. I am now convinced that what was a simple matter of clarifying ethical standards within a community of very reasonable people was turned into this conundrum by lack of dialogue and not the most exemplary use of power.

I am currently teaching a live course using Wikiversidade both as a virtual platform and to produce open educational resources, and working hard to convince other teachers to do the same so that someday this becomes legitimate in the Brazilian educational and cultural system.

I'm sure everyone involved is aware that there are others working for that in every WV, and that it is pretty clear how harmful it is, specially for WVs in their early stages — usually meaning developing nations, a priority of WMF's Strategic Plan — to say things like "we're discussing closing down this project".

However, I'm happy to see you're now sorting out the issues here, and the community was able to distill the best from each contribution. So I just wanted to leave this message in solidarity with Wikiversité and call attention to the negative impact that was perceived.

Best work to us all,

--Solstag 19:52, 25 March 2010 (UTC)
 * Ditto! I was going to comment something similar to what Solstag said when I saw concerns of someone from Wikiversité, since I'm following the work of my friend Solstag at Wikiversidade. I don't need mention names, but I'm very disappointed with some attitudes I've seen here. I wish us luck next time. --Everton137 20:13, 25 March 2010 (UTC)

 * Guys, I am deeply sorry for the problems and troubles experienced by genuine educators. Hillgentleman | //\\ |Talk 20:15, 25 March 2010 (UTC)

Moving forward
(with apologies if I'm posting in a wrong section) - I'm very glad to be unblocked!

To repeat what I just mentioned to ottava - I think the 'complete reformulation' Jimbo has stated is the condition of my unblock is probably a good idea, and following a dust settling period (maybe a week or so?) I think I'd quite like to move some of the important discussion we've had at this review over into some sub-pages of the 'ethics' area - it really seems on-topic and relavent to me.

I've asked Ottava for his thoughts on the outcomes of this review, but perhaps we could also bend the arm of a neutral steward to try and help us figure out the next steps? I think Jimbo created a rather unfortunate mess with what I feel was rather a blundering and clumsy intervention - the sooner we can get our best feet forward the better, I reckon.....

Once again - glad to be back :-) Privatemusings 01:00, 25 March 2010 (UTC)

Privatemusings let me be completely clear. Your unblock is conditional on your completely and totally abandoning this project of yours. Stay very far away from it.--Jimbo Wales 05:24, 25 March 2010 (UTC)
 * Jimbo, by project you mean the sockpuppetry pages, right? Geoff Plourde 06:20, 25 March 2010 (UTC)

It's probably best to leave this project in suspense. It may be appropriate in the future, but it's probably not worth it right now. Geoff Plourde 05:53, 25 March 2010 (UTC)

 * That's pragmatic advice, Geoff - but I think Jimbo is being a bully here, and I think it's wrong. Jimbo recently described one of the incidents that I'm interested in examining as 'fascinating and sad', and the en community regularly reports and discusses such matters. I came here because I think it's potentially a fantastic place to unpack all the issues, put forward ideas, talk, learn, share - you know, all of those warm fuzzies that wikiversity really should be all about. Jimbo seems to me to just be asserting that's it's not allowed, because.... well... because he says so. I think that's wrong.

 * I certainly won't edit whatsoever in this area whilst this community has the chance to think about how it feels about all this, so please don't block me again - I think I'm being rather pathetic in having to say that, but you wouldn't whack a guy in pink dress anyways, right? grumble grumble........ Privatemusings 06:05, 25 March 2010 (UTC)

 * I commend you for being wise about this. Policy discussions about this are likely to take some time, and the reformulation of policy to make clear that disruption of other communities is not ok is going to take some time.  It will be better for you to stay out of all of that, and certainly to not engage in any boundary-pushing.--Jimbo Wales 23:18, 25 March 2010 (UTC)

 * I'd suggest finding another area that's significantly less likely to lead to people going on the warpath. How about looking into why dispute resolution cases fail? That would be particularly helpful, and I could give you a hand since I did some work in that direction a few years ago? Geoff Plourde 06:20, 25 March 2010 (UTC)
 * heh... I'm not sure I'd agree that that would be a plain sailing type of project, geoff! (by the way, I also feel that there are some important, fundamental issues worth confronting in this whole mess, though I appreciate your enthusiasm to move forward) - see Colloquium for another idea I've had about what I may be up to. cheers, Privatemusings 07:57, 25 March 2010 (UTC)
 * You wouldn't have to get involved in disputes to study why they are failing would you? ~ R.T.G 09:41, 27 March 2010 (UTC)
 * He might well ask a similar question of you. Ottava had matters well in hand, but it appears his efforts were elided in raising the matter to JW's attention. I support JW's rights here, but not necessarily the wisdom in how this affair was handled. Collect 12:03, 27 March 2010 (UTC)

contributors to deleted page
cross posted from meta too

I've tried to keep up with the many threads relating (broadly) to the wikiversity matter, and have kinda failed (!!) - but I have seen a few people commenting to the effect that the project was clearly trolling, and perhaps either implying, or understanding, that editors blocked or banned on other wmf projects were active at wikiversity. I don't think anyone who was blocked or banned on any wmf project edited the project - here is a list of contributors;

 * 1) User:Privatemusings
 * 2) User:JWSchmidt
 * 3) User:Crochet.david.bot
 * 4) User:SB Johnny
 * 5) User:RTG
 * 6) User:Darklama
 * 7) User:Adambro
 * 8) 80.176.82.43 (I'm not sure who this is / was?)

See here for the full log. Privatemusings 01:57, 29 March 2010 (UTC)


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User talk:Raynigel

Copyright problem with File:XSqrDist.jpg

 * Thank you for your assistance with this issue. Adambro 18:25, 13 March 2010 (UTC)

title: User talk:Raynigel


text: Template:Cc-zero

title: Template:Cc-zero


text: Category:CC-Zero

title: Category:CC-Zero


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Turing/Answers To Programming Language Exercises

Lecture 1
Introduction to Turing Programming Language

1. Make a program that outputs a string on one line and then another one on the next. put "Hello, World" put "This is another line" 2. Make the second example print out both strings on the same line, without removing the second put. Note: You will have to do some research on this.

put "This part ends, ".. %This command is very useful for get statements after text put "But this one starts immediately after."

Lecture 2
Variables and Types in Turing

Exercises:

1.Make a program that has the user input their name and then prints it out (Hint: to print a variable, you cannot put quotation marks around it)

var name : string put "Please enter your name here: ".. get name put "Your name is ".. put name

2.Make a variable that stores 10 names in an array, and if you want, prints them out. You will learn a more efficient way of doing this next lesson.

var names : array 1..10 of string get names (1) get names (2) get names (3) get names (4) get names (5) get names (6) get names (7) get names (8) get names (9) get names (10) put names (1) put names (2) put names (3) put names (4) put names (5) put names (6) put names (7) put names (8) put names (9) put names (10)

Lecture 3
Control Structures and Logical Expressions in Turing

1.Make the user input a user name and password. (Hint: If statement)

var username, password : string put "What is your username?" .. get username put "What is your password?" .. get password if (username = "user1") and (password = "drowssap") then put "Welcome, username else    put "Incorrect password or username" end if

2.Make the program give the user as many tries as they want, or if you want a challenge, 5 tries (Hint: Loop)

var username, password : string var tries : int %Anything in this code with a '%' after it is for the challenge loop put "What is your username?" .. get username put "What is your password?" .. get password if (username = "user1") and (password = "drowssap") then put "Welcome, username else    put "Incorrect password or username" end if tries += 1 % exit when tries = 5 % end loop

3.Re-do exercise 2 (input 10 values from an array) from the last one, with for statements var names : array 1..10 of int for i : 1..10 get name (i) end for for i : 1..10 put name (i) end for

Lecture 4
Functions and Subroutines 1.Make a function that calculates the number times 6, plus 3 divided by 2 var iput : int get iput function math (x : int) : real result (x * 6 + 3) / 2 end math put math (iput) 2.Make a procedure that puts 'hi' and then one that gets a string. Then call on them at random. (Hint: Use Rand.Int: Rand.Int (1,5) randomly outputs a number between 1 and 5.) var iput : string var which : int procedure hi    put hi end hi prodedure getiput get iput end getiput loop which := Rand.Int (1,2) if (which = 1) then hi    elsif (which = 2) then getiput end if end loop


text:
Human anatomy quizzes/Humerus

The humerus

{ Label the picture  A: { Coronoid fossa (i) } B: { Medial epicondyle (i)|Epicondyle (i) } C: { Trochlea (i) } D: { Capitulum (i) } E: { Radial fossa (i) } F: { Greater tubercle (i) } G: { Head (i)|Head of humerus (i) } H: { Lesser tubercle (i) }

I: { Tubercular crests (i)|Crest of tubercle (i)|Crest (i) }

 * type="{}"}

title: Human anatomy quizzes/Humerus


text:
Human anatomy quizzes/Radius and ulna

The radius and ulna

{ Label the picture  A: { Olecranon (i) } B: { Coronoid process (i) } C: { Radial notch (i) } D: { Head (i)|Head of radius (i)|Radial head (i) } E: { Radial tuberosity (i) } F: { Styloid process of ulna (i)|Styloid process (i) } G: { Styloid process of radius (i)|Styloid process (i) }
 * type="{}"}

title: Human anatomy quizzes/Radius and ulna


text:
Human anatomy quizzes/Elbow joint bursa

The bursa of the elbow joint

{ Label the picture  A: { Humerus | Distal humerus (i) } B: { Olecranon (i) } C: { Bursa (i) } D: { Annular ligament (i) } E: { Radius | Proximal radius (i) } F: { Ulna | Proximal ulna (i) }
 * type="{}"}

title: Human anatomy quizzes/Elbow joint bursa


text:
Human anatomy quizzes/Elbow joint ligaments

The ligaments surrounding the elbow joint

{ Label the picture  A: { Olecranon (i) } B: { Annular ligament (i) } C&D: { Ulnar collateral ligament (i) } C: { Posterior band (i)|Ulnar collateral ligament (i) } D: { Anterior band (i)|Ulnar collateral ligament (i) } E: { Coronoid process (i) } F: { Radial collateral ligament (i) }
 * type="{}"}


text:
Human anatomy quizzes/Hand

Bones of the hand

{ Label the picture  A: { Phalanx(i)|Phalanges (i) } B: { DIP joint (i)|Distal interphalangeal joint (i)|Distal inter-phalangeal joint (i)| } C: { MCP joint (i)|Metacarpophalangeal joint (i) } D: { Metacarpal (i) } E: { Trapezium (i) } F: { Trapezoid (i) } G: { Scaphoid (i) } H: { Lunate (i) }

I: { Triquetrum (i) }

J: { Hamate (i) }

K: { Capitate (i) }

L: { Trapezoid (i) }

M: { Trapezium (i) }

N: { Capitate (i) }

O: { Hamate (i) }

P: { Scaphoid (i) }

Q: { Lunate (i) }

R: { Triquetrum (i) }

 * type="{}"}

title: Human anatomy quizzes/Hand


text:
User talk:Eglash

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:15, 13 March 2010 (UTC)

title: User talk:Eglash


text:
Human anatomy quizzes/Brachial plexus

The brachial plexus

{ Label the picture  A: { Median nerve (i) } B: { Ulnar nerve (i) } C & D: { Medial cutaneous nerve of arm (i)|Medial cutaneous nerve of forearm (i)|Medial cutaneous nerve of arm and forearm (i) } E: { Radial nerve (i) } F: { Subscapular nerve (i)|Lower subscapular nerve (i) } G: { Thoracodorsal nerve (i) } H: { Subscapular nerve (i)|Upper subscapular nerve (i) } I: { Medial pectoral nerve (i) }

J: { Dorsal scapular nerve (i) }

K: { Suprascapular nerve (i) }

L: { Nerve to subclavius (i) }

M: { Lateral pectoral nerve (i) }

N: { Musculocutaneous nerve (i) }

O: { Axillary nerve (i) }

P: { Long thoracic nerve (i) }

 * type="{}"}

title: Human anatomy quizzes/Brachial plexus


text:
Human anatomy quizzes/Brachial plexus in situ

The brachial plexus in situ

{ Label the picture  A: { Anterior humoral circumflex artery (i) } B: { Ulnar nerve (i) } C: { Median nerve (i) } D: { Medial cord (i) } E: { lateral cord (i) } F: { Musculocutaneous nerve (i) } G: { Subscapular nerve (i) } H: { Axillary artery (i) }

I: { Thoracoacromial artery (i) }

J: { Lateral thoracic artery (i) }

K: { Subscapular artery (i) }

L: { Brachial artery (i) }

 * type="{}"}


text:
User talk:Sweyn78~enwikiversity

 Hello Sweyn78, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:10, 13 March 2010 (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 Sweyn78. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sweyn78~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:05, 18 March 2015 (UTC)

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

title: User talk:Sweyn78~enwikiversity


text:
User:TutorJDD

Wiki stuff

 * Wikiversity article @ Wikipedia
 * Wikipedia Page @ Wikiversity
 * Wiki @ Wikipedia
 * Wiki @ Wikiversity

accessibility links @ Wikipedia

 * WP:JAWS
 * WP:WPACCESS
 * WT:ACCESS

Wikiversity namespace:

 * HELP
 * Namespaces
 * Schools
 * Topics
 * Portal
 * Categories
 * Templates
 * Browse

Special namespace

 * Special:SpecialPages

Help namespace

 * Help:Contents
 * Help:Subpages
 * Help:Resource types
 * Help:Experimental resource types
 * Help:Lesson

 * Help:Moving a page

Meta-Wiki

 * m:Help:Moving a page

link to WP:user:
My preferred user name @ WP

Pages @ Wikiversity
[ ... ] "proposal". [ ... ] Attribution is especially needed for direct quotes, [ ... ]
 * Cite sources

subPages of this Page

 * /Yoga

 * /miscellanea
 * money
 * boundary wellness
 * abilities
 * nutrition
 * object-oriented programming
 * audio engineering
 * learning resources
 * electromagnetic location recognition and orientation

Main namespace links @ Wikiversity

 * School
 * Topic
 * Wikiversity_scholarship
 * Laboratory
 * Research
 * Learning resource
 * Quiz
 * Lesson

 * Amino Acids

 * Object-Oriented Design

Wikiversity namespace @ Wikiversity

 * WV:Supporting Wikiversity participants
 * WV:Disclosures
 * WV:Research
 * WV:Sandbox

Portal namespace:

 * Portal:Learning Materials
 * Portal:Research

Category namespace

 * Category:Discussions
 * Category:HIV/AIDS

scholarly
TutorJDD 15:00, 4 May 2010 (UTC)

title: User:TutorJDD


text:
User talk:TutorJDD

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:15, 13 March 2010 (UTC)

Accessibility for the blind @ Wikiversity:
Reminder to self: An E-Mail I received from a totally blind computer user on Tue, 25 May 2010 17:13:32 -0700 says: I looked at [ http://En.Wikiversity.Org/wiki/User:TutorJDD ] but could not figure out what you wrote on it. JDD assumes this is an accessibility issue at Wikiversity, but, because of busy schedules and my tendency toward low energy levels, it'll take quite a bit more time to track down what the issues are so we can think about solutions. Hmm... As I look at said Page more, I realize that I do assume some familiarity with Wiki, which is not fair to most of the people I'll be sending to this Page in the foreseeable future...  Well, maybe, for now, I can get my subPages (such as Abilities) being clearer. TutorJDD 20:56, 28 May 2010 (UTC)

title: User talk:TutorJDD


text:
User:Flora-proactive

flora-proactive is the nickname of Laura Jane Clarke, born in June 21, 1989 is a illustration manga artist and one of the most members of inspired by artists is more of her childhood of Art Nouveau then becoming inspired by the world on the internet by people in Japan, Thailand and Malasyia, but more of by nickname Toonikun DA from Malasyia, her works include watercolours, inks, sketches, photoshop and corel painter. Laura primary subject was the female body and her works are marked by a frank eroticism—nowhere is this more apparent than in her numerous drawings in pencil.

life and work

Early life and education

Laura Clarke was born in United Kingdom, Staffordshire, Stoke-On-Trent, the fourth youngest of fourth children — two boys and two girls. All two brothers displayed no artist talents or her sister. her father, Peter Clarke, was most closer to her of her dreams of becoming a artists, her father really help her out with her university life and always wanted to make her father happy not matter what then anyone else, Laura lived in village of landscapes in england for most of her childhood, understand the world of beauty of art and wanted to do art in a young age at 4 years old.

In 2001, Laura went to high school, when she did her final year, she could pick her best subjects of only three kinds, she picked to do music, art and food technology, she pick the ones she is better to love and she loves making stuff with her hands, the over studys she had to do in high school like everyone else was maths, english, PE, science of biology & physics and computers, she was most closer to her art work becouse of her childhood and wanted to see if she could get any better, the art teacher was most wonderful teacher she ever meet and always had, her art teacher really look up to her with her art work and her personialty, when laura went to college of the first year, she show her art work to her one last time before saying good bye to her but she ways always in her memory in her art and moto not such word called can't in art.

In 2005, Laura wanted to go college of art when finsihed high school which her older brother college which he told her about it being a school of art college which he did in he's past years doing something else at leek college of Arts and Crafts where her studied until 2008, and received training as a illustator, her revered the foremost history illustrators of the time by more inspired by kidchan, kunisaki, and Meisan, they all from Deviantart and Pixiv art website, Laura began her professional tricks on photoshop more of the popluar us for manga artists.

In 2009, Laura begin to keep going with her studys at university in england received her first year, when she finished doing her 3 years of training, she wanted to do her master degree at univerisity at tokyo in japan and to see her two friends she as made in england, her dream goal is to be a manga illustration artist of which she doesn't know where to live in future or move another country, she want to purplish books in United Kingdom, United States Of America and Japan.

in her own time she is works on selling her art on the internet and working in different businesses to help her university life her inspiration still continues with her dream of becoming a better artist illustrator, she loves doing photography of fashion and landscapes in her own time hobbie and being inspired by them, she love fine art of painting canvas a lot in the past and sell them but she only does it as a hobbie now and only does it when needed at university but she still loves looking at different fine art works.

websites deviantart youtube

--laura jane clarke 21:05, 13 March 2010 (UTC) L Clarke

title: User:Flora-proactive


text: Category:Wikiversity templates by namespace


text: Category:User namespace templates

title: Category:User namespace templates


text: Category:Category namespace templates

title: Category:Category namespace templates


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title: Category:File namespace templates


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Survey research and design in psychology/Tutorials/Psychometrics/Composite scores

This tutorial explains how to create composite scores in SPSS, using the compute function.

 * 1) Before creating composite scores, consider conducting exploratory factor analysis and/or analyses of internal consistency to help identify the extent to which the items you are wishing to combine are correlated with one another.
 * 2) Use the Compute function in SPSS (via syntax or pull-down menus) to create unit-weighted composite scores. Alternatively you can create (regression-weighted) composite scores via exploratory factor analysis (not shown in this tutorial).
 * 3) Obtain descriptive statistics (M, SD, Skewness, and Kurtosis) e.g., via Analyze - Descriptive Statistics - Descriptives - Options - Distribution - Kurtosis and Skewness

Exercise 1: Openness
Data file: data_15_1.sav Allen and Bennett 15.2, pp. 209-221

COMPUTE Openness=MEAN(Open1,Open2R,Open3,Open4R,Open6R,Open7,Open8R,Open9,OPen10R). EXECUTE.
 * 1) Create a composite satisfaction score as the average of responses to the nine items: Open1, Open3, Open7, Open9, Open2R, Open4R, Open6R, Open 8R, Open10R (where the R indicates a recoded item).
 * 2) Open5 is dropped because analyses of internal consistency indicated that it didn't belong (it has negative and low correlations with other items and the Cronbach's alpha increases when it is removed). Why do you think it doesn't belong? (examine the wording of the item - "liberal" has different meanings in different contexts, e.g., in Australian politics, the Liberal Party is right-wing, whereas in North American politics, liberal means left-wing)
 * 3) Open7 (carry conversation to a higher level) could be dropped or included - it has small positive correlations with the other items and the Cronbach's alpha would basically stay the same whether it was included or dropped

See extra exercises


text:
User talk:Brian8326

 Hello Brian8326, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 14 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 14 March 2010 (UTC)

title: User talk:Brian8326


text:
User talk:SALVADOR BALI

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:18, 14 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 14 March 2010 (UTC)

title: User talk:SALVADOR BALI


text:
User talk:Mmmcounts

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:18, 14 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 14 March 2010 (UTC)

title: User talk:Mmmcounts