text:
Wikiversity:Candidates for Custodianship/Archived

Requests listed here have been archived for any (but not limited to) the following reasons:
 * Lack of activity for a significant length of time
 * No reason to promote the user to custodian
 * No sysop willing to mentor the user
 * Candidate withdrew prior to confirmation as full custodian

Requesting admin privilege. I plan on being very active in this project, and want to do anything to best of my ability to insure it's success. Masterhomer 06:36, 18 August 2006 (UTC)

To the candidate: Please indicate who you will accept for your mentorship
 * Custodians offering mentorship:
 * none yet

I would like to request administrator status on the wikiversity project. I plan to be a major contributor to the site. My credentials are as follows : I have a degree from the University of London in Computer Engineering (1st Class Honours) and am about to commence a PhD which involves assisting Undergraduates and marking coursework. I therefore will be able to assist in most Engineering and Technical subjects as I have actually done or doing the courses. Oliver 11:49, 18 August 2006 (UTC)

 * Comment - I would like to say that I appreciate your enthusiasm and would like to thank you for applying for adminship here. I would also like to point out that there is much you can do simply as a "registered user" here where your contributions will be taken seriously.  The primary purposes of "adminship" is mainly a protection of the project against those who would do harm.  Significant tools available for those with "sysop" status include user blocking, page protection, and page deletion/undeletion, all of which are mainly to stop those who would try to "vandalize" this project and add content that is decidedly inappropriate.  Those individuals currently with this "privilege" are mainly those who have been involved with Wikiversity for some time and have been known among the organizers of Wikiversity.  With one exception, everybody has also been an admin on other projects and brings considerable experience from the other Wikimedia projects to here as well.  That said, becoming an admin is not supposed to be a big deal. --Robert Horning 13:46, 18 August 2006 (UTC)

To the candidate: Please indicate who you will accept for your mentorship
 * Custodians offering mentorship:
 * None yet

Hi :) I request Custodianship on Wikiversity. I have been on English Wikipedia for quite a while, and have around 1,500 edits. I have my own wiki that I mess with and test things on, so I am familiar with the tools. I have Vandalproof and Rollback priv's on english wp, so I am trustworthy. I would be happy to be under the full watch of a mentor or two, and am happy to learn new things. I would mainly watch Recent Changes, New pages etc for vandalism; and would protect pages and temp block users where necessary. Thankyou. --Deon555 03:54, 20 August 2006 (UTC)

To the candidate: Please indicate who you will accept for your mentorship
 * Custodians offering mentorship:
 * None yet

I request Custodianship on Wikiversity. I have some personal wikis and am trustworthy. I am a active contributor to other Wikimedia Projects. i will be focusing on vandalism, deleting garbage, and protecting MVPs. Thanks Geo.plrd 01:35, 25 August 2006 (UTC) Custodians offering mentorship To the candidate: Please indicate who you will accept for your mentorship

 * I will accept anyone, I would prefer Robert Horning though.

==  Jimmy Ambo |**| Talk |**| Contributions

I think I should be an admin because I am admin and founder of The Beatles Wiki, and the Your Pets wiki, on Wikia. I think I am elligible because I spend lots of time online, and love helping.Jimmy Ambo 14:47, 17 November 2006 (UTC) To the candidate: Please indicate who you will accept as your mentor
 * Custodians offering mentorship:
 * no mentorship offers yet

Discussion

 * Comment: "Dealing justice" isn't what custodianship is about - or, even if it unfortunately turns out that way, it should not be someone's intention in becoming one. It sets an immediately bad tone, in my opinion. Perhaps you have other motivations/desires that would be more appropriate? Cormaggio 14:13, 9 November 2006 (UTC)

 * I am requesting a mentorship for custodianship. I want to help with many of the custodian related tasks here on Wikiversity, as there aren't a whole lot here now, and I think I could be of help. Just to be clear, I do realize there is much I can help with without having sysop access, but I'm very familiar with the way MediaWiki works, and as such, this is my main interest here. Although I am not a sysop on any Wikimedia projects (yet), I have about 2800 edits on Wikipedia, where I contribute ALL over the place (see my userpage here). I have been all around Wikimedia for a couple years now, and I have the utmost interest in helping it achieve its full potential. As far as MediaWiki goes, the reason I understand it well is that I have helped develop php code for my own wikis and have taken the role of sysop/bureaucrat on a few others. Since I am requesting a mentorship for custodianship, I think that if chosen to be mentored, you will see the amount that I have to offer. Thank you for the opportunity, and I hope there is a mentor willing to accept me. Alex43223Talk 04:54, 27 January 2007 (UTC)
 * archived March 27 due to lack of mentor (no activity) sebmol ? 21:29, 27 March 2007 (UTC)

 * I am requesting a mentorship for custodianship. I want to help with many of the custodian related tasks here on Wikiversity, as there aren't a whole lot here now, and I think I could be of help.

I am very familar with Mediawiki, being a Wikipedia editior and wanting to learn.

Thank you

Punk Boi 8 06:50, 5 March 2007 (UTC)
 * archived March 27 due to lack of mentor (no activity) sebmol ? 21:29, 27 March 2007 (UTC)

 * Archived 8/21/07, no mentor.

I request the "no big deal" of sysop status. I am a seasoned editor over at the English Wikipedia, and enjoy taking part in behind-the-scenes housekeeping tasks. Granted I'm brand-spanking new here (however I've done a fair bit of reading), but I would like to put the custodian buttons to good use in the running this wiki, and my mop would be used as a mop, not as an accompaniment to subject matter edits. I intend to help out with any tasks needing custodian action, especially things like setting up new initiatives and projects, as I have done on Wikipedia. I'm sure this excellent project would benefit from someone else's help - I won't hurt anyone :-) --Bennyboyz3000 17:07, 25 August 2007 (UTC)

Questions and discussion

 * Custodianship might be "no big deal", but you have to be able to attract a mentor. Generally this means that you have to show some devotion to editing at Wikiversity. --JWSchmidt 15:41, 26 August 2007 (UTC)
 * Archived 9/9/07, no mentor.

Hi OpenSource lovers! I am here to kindly request the role of custodian... I have been using wiki-related services for about 5 years. I have at my disposal many papers that I have written from my research that have piled up. I haven't had the nerve to publish my papers until now. I hope Wikiversity will give me a chance.

I am always online, participating in various collaborative projects and I feel I want to be a part of what's going on at Wikiversity! I hope this plea of mine will be granted. Thank you. Vicmiclovich 11:06, 15 July 2008 (UTC)Victor

 * Hi Victor, Sounds like we could really do with you around here! Lots of possibilities. Custodianship I would think sounds very much within your grasp, but you would be well advised I think to plough ahead with editing, develop your user page, build your edit history, participate, create some learning resources, and start publishing your papers (we really need more of this!). And delve into Wikiversity, what it is, how it works, etc. This will help you to get to know the place while it gets to know you :). Then you would be well placed, I imagine, for custodianship. That could all happen quite fast, depending on you. We want custodians, but we are also wary of those who seek for fast 'status' without first some dedicated local apprenticeship. See Custodian and How to be a Wikimedia sysop for some more ideas. Also, feel free to discuss anything you like also at the Colloquium. Look forward to seeing you around. -- Jtneill - Talk - c 12:24, 15 July 2008 (UTC)
 * Oh, and when you want to nominate (or when someone nominates you) for Probationary Custodianship, it goes here: Candidates for Custodianship. -- Jtneill - Talk - c 12:32, 15 July 2008 (UTC)
 * Try also visiting the Chat, Erkan Yilmaz uses the Chat (try) 16:27, 15 July 2008 (UTC)

 * above copied from Custodian requests --Abd 00:01, 23 April 2011 (UTC)

I request adminship and sysop status. I was an early administrator on English Wikipediaw:User:Mirwin][[[w:User:Lazyquasar] until nonparticipation triggered reversion to regular user status.  As http://en.wikibooks.org/wiki/User:Lazyquasar at Wikibooks for the express purpose of participating with Wikiversity, I have been active in discussion and debate regarding Wikiversity on all applicable sites and the foundation mailing list.  I have contributed a fair bit to the Engineering section at the Wikibooks prototype.  I intend to be doing a fair amount of work with Wikiversity and feel I can be an efficient and fair administrator.   I also have some interest in seeing Wikimedia ported to Java and interfaced to some distributed technologies.  I owned/operated a computer consultanting firm for eight years and have a clear understanding of "first do no harm" when given access to mission critical servers.  As owner it was my responsibility to train the systems analysts I dispatched to client site in the art of doing no harm that could not be repaired or recovered efficiently. --Mirwin

 * Support - Michael has been a very long-time supporter of Wikiversity during much of the phase while this project was before the WMF board of trustees, and has helped contribute a major portion of the content that is already here on this project as well even before en.wikiversity became live. I would love to see him become the first "official" admin (not done on a temp basis just to get thing going).  He certainly understands the mission of Wikiversity and wants to make some very meaningful contributions, and would be very useful for the vandalism patrol as well.  --Robert Horning 13:38, 18 August 2006 (UTC)

 * I no longer require custodialship, please put me on the list to be stripped of this responsibility at earliest opportunity. I will be limiting my participation for a while to tutoring algebra if my nephew or other people need it from Robert's Algegra Environment.  Thanks!  Mirwin 06:14, 20 August 2006 (UTC)

Request for permissions change

 * above moved from Custodian requests --Abd 00:01, 23 April 2011 (UTC)

 * Archived 12/13.07, no mentor.

 * Archived 12/13.07, no mentor.

 * User:Sunderland06 never gave any self-description and never got a mentor.

 * see Candidates for Custodianship/Mikegodwin

 * see Candidates for Custodianship/Salmon of Doubt

 * Candidates for Custodianship/Abd
 * Candidates for Custodianship/Abd 2

 * Withdrew - Candidates for Custodianship/S Larctia (full custodian)

 * Candidates for Custodianship/Brett Johnston - Withdrew

 * Candidates for Custodianship/Jasper Deng - Withdrew

 * Candidates for Custodianship/Claritas - Retired

 * Candidates for Custodianship/Mathonius - Probationary custodian since 2011, full custodian since 2013

 * Candidates for Custodianship/Ruy Pugliesi - Inactive since June 2012

 * Candidates for Custodianship/Collingwood (Bureaucrat) - confirmed as sockpuppet of globally banned Poetlister account

 * Candidates for Custodianship/Draubb - Unsuccessfull
 * Candidates for Custodianship/Draubb (Bureaucrat) - Invalid

 * Candidates for Custodianship/Jorge Louçã - Withdrawn

 * Candidates for Custodianship/Sidelight12 - Mentor withdrew support


text:
Computer Forensics/Security

Computer Security Lesson (0100) Main Contributors: Ryan524

Last Update (by/time): Ryan524 07:09, 8 Jun 2005 (UTC)

NOTE: This Lesson is in the development stage and may include links to non-existsnt or uncompleated works, please be patient and live the links as they are, thankyou.--Ryan524 07:09, 8 Jun 2005 (UTC)

 * In This Lesson You'll Need To Read: Basic Computer Security Main Contributors: Ryan524
 * Good Reading Also Includes: A Neutral Look at Operating Systems Main Contributors: Hyperlink
 * Prerequisites: (none)

Questions to ask yourself
1. Do I have a firewall? (hardware or software) 2. Do I have an anti-virus scanner? 3. Do I have a spyware scanner?

''NOTE: Certain Operating Systems such as Mac OSX may not NEED any or all of the programs listed, this list is based on a Windows operating system. It is suggested that you read "A Neutral Look at Operating Systems" to determine the vulnerabilities of the operating system you use.''

If you answered "No" to any of those questions: Look into getting what you lack, there are FREE software programs for each of the three basic computer security apps listed in the questions. Please note the FREE ones may not be as good as ones you have to pay for. Click Here for a list of many possible security apps, including their price, and where to download or buy them.

If you answered "Yes" to all of those questions: Well good job, be sure to continue to keep them updated or they will loose effectiveness.

Additional Questions
If you have any additional questions please feel free to ask them in the Class Room.

Helpful Wikipedia Articles

 * Viruses
 * SpyWare
 * FireWall

<>

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

title: Computer Forensics/Security


text:
Portal:Humanities/SchoolHeader

W ELCOME TO THE S CHOOL OF        PART OF THE F ACULTY FOR H UMANITIES.

Usage
For use with schools part of the faculty for humanities. Add: To the top of relevant schools pages. Will appear as above except without a link to the school's page it is present on (MediaWiki feature) and with a school filled in for (school_name).

Members
All schools (in fact, all articles) using this template are listed at Category:Global header humanities schools using a template not included in this page.

title: Portal:Humanities/SchoolHeader


text:
User talk:Rowan~enwikiversity

--07/10/2006--

Hi and welcome all, to my little space on Wikiversity.

I'm a 3rd year student at the university of Bydgoszcz (Poland) and currently working on my B.A equivelant in lingustics, in the english philology depratment. I'm bilingual, which means that I'm a native speaker of both english and polish, hence if you need help with either, feel free to contact me. I'm also greatly interested in cultral studies, with an emphasis on American culture - my B.A. thesis is about the Civil War and its effect on the modern Americans.

I guess this is it for now. Take care all.

FYI
You may want to move biographical information to your user page; that's where most people will look for it. And welcome to Wikiversity. The Jade Knight 22:56, 15 October 2006 (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 Rowan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rowan~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 23:42, 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) 06:20, 19 April 2015 (UTC)

title: User talk:Rowan~enwikiversity


text: Template:NowCommonsThis

title: Template:NowCommonsThis


text:
Template:NowCommons

This adds template to Category:NowCommons.

title: Template:NowCommons


text:
Portal talk:Media

If you want to experiment with a radical new version of Portal:Media you can work at Portal:Medianew.

If you update featured content on this portal, make sure that you update Portal:Media/Featured.

Please add your comments on how we could improve our media-related content (or on any other subject related to the media and your interests in it) here.

New page format
Portal:Medianew can be used to design new versions of Portal:Media. My main goal was to include featured content and links to other Wikiversity content about Media. --JWSchmidt 01:28, 25 January 2007 (UTC)

What size window?
What screen size is this page designed for 1024 by 768? Or larger? Robert Elliott 11:15, 25 January 2007 (UTC)

 * I checked appearance of the current page contents at display widths of 800, 1024, 1280 and 1440 pixels. According to this, as many as 20% of existing displays may only go as high as 800 pixels across, but 1024 is fairly common. --JWSchmidt 14:13, 25 January 2007 (UTC)

Formatting Information?
Is there any documentation for "subst:box portal skeleton"? I am sure I can figure it out in time but I am getting lazy in my old age. Robert Elliott 11:42, 25 January 2007 (UTC)

 * I placed a useful link at Template talk:Box portal skeleton. The link is to the Wikipedia page that explains how to use this portal format. If you have any questions, feel free to ask. --JWSchmidt 13:54, 25 January 2007 (UTC)

Interesting! Robert Elliott 20:34, 25 January 2007 (UTC)

title: Portal talk:Media


text:
School talk:Strategic studies

Good start on this school so far. Is this related to any brick-and-mortar institutional activity, by any chance? I'd suggest, in any case, that the units/modules of study to be undertaken are indicated by some sort of real name rather than a number, like "Str 1100" (which doesn't mean much outside the US, as far as I'm aware - see Naming conventions). All the best. Cormaggio 15:38, 7 October 2006 (UTC)
 * I was actually just following the example of the Poli Sci School. I've been looking around and there is actually not a good feel for what exactly this place is supposed to be... as much as it seems people are trying to write about it, I don't think anybody is standardizing at all... so I hope at some point someone just comes along and standardizes the great chain of being here. For now I'm structuring it sort of like my own training, and trying to make it look like a proper B.A. course load. If I had it my own way, I'd have used a Canadian numbering system.--Dnjkirk 16:42, 7 October 2006 (UTC)
 * Fully understood, point taken, and thanks for pointing it out. You're absolutely right that we need to make the basics more clear to newcomers - though, in a sense, we are also trying to encourage people to try out their own ideas too (and, of course, everything's modifiable). But, in any case, the fact that you've just 'jumped in' and starting developing your own material is most encouraging. Welcome to Wikiversity! Cormaggio 22:32, 7 October 2006 (UTC)
 * Thanks! Actually you can't imagine how happy I am that something like this exists. The world needs more free information, and I am so stoked that Wikiversity has been started up. My understanding of Learning Projects though is somewhat different from the way it seems they are being used. Most people seem to thing a project is a full class, but I thought they were parts of a class that are discreet activities with discreet learning objectives, and that classes were made up of projects. For example, I might make a course "War in the Middle Ages" and have a project called "Build a Catapult" or something like that. Once that project had been completed by the student, maybe they would then look at the "Play a Simple Medieval Wargame" project. Am I on crack?--Dnjkirk 04:56, 8 October 2006 (UTC)
 * That sounds great to me - and there's absolutely no need to feel reticent about creating learning projects (or courses, or however you're structuring it for now) into as general, specific, long or short projects as you like. So maybe you could use that "crack-ness" towards simply creating tonnes of material.. :-) Cormaggio 18:21, 16 October 2006 (UTC)

A vision for this page
I'm looking to turn this into a model Undergraduate program comprised of classes that should hopefully span 30 hours of project work each. Each class should hopefully be accompanied by ample reading material. The reading material in its raw form can be stored in the "Topics" Section on the main school page. General and broad topics are listed, and if you want to set yourself to hunting and gathering, then you can start piling resources (both on and offline) into the Topics of Study section, my interpretation of the Learning Materials concept. Below is an image of what I envision, but since it's still early days, this may just end up being a crappy picture with blobs of colour on it: (The preceding unsigned comment was added by Dnjkirk (talk • contribs) 18:59, 10 October 2006 (UTC).)

 * This all looks great, but please stop making empty pages. I'm trying to keep abreast of changes in this Department (particularly as they relate to the History department), and they keep me unnecessarily busy.  The Jade Knight 09:23, 28 October 2006 (UTC)
 * The original blanks were put up some time ago when I was new to this. If I put up blanks now, it's either to work out structure or to hash out ideas and outlines. Cheers for keeping track, I actually hope to get a history course up and running soon, just have to find time between baby and work. My original discipline was history.--Dnjkirk 17:35, 30 October 2006 (UTC)

Resolution issue?
This page doesn't seem to work (lacks having both columns next to each-other) on smaller resolutions or computers with bigger fonts. The computer I'm on is 1024 x 768 with a medium-sized font, and the page doesn't format correctly unless the page is maximized. The Jade Knight 19:36, 22 November 2006 (UTC)

Decision Theory, Reasoning Under Uncertainty, Interpretation of Statistics
A rational agent which is supposed to make strategies to deal with a situation should obey the rationality critera set forth by decision theory (maximizing expected utility, given risk aversion levels and known data), and should take into account the statistical nature of the universe (using bayesian or frequentist statistics, or a mix). While it's true that humans and computers are, at best, limited rational agents, I still believe strongly that the cirriculum should cover this material, both in an abstract manner, and with concrete applications to various strategic problems. Any study of strategy that neglects the nature of rational decisionmaking (especially with regards to incomplete and uncertain information) is necessarily incomplete. As for how to go about this, well I've taken several classes in this area when I went for my masters degree, so interested individuals could get in touch with me. - JustinWick 02:57, 6 December 2006 (UTC)

 * This is a good point, but in a School of Strategic Studies (S3) is there a real need to offer a full course on this issue ? In my opinion it should be dealt with by the School of Political Science curriculum. S3 students should be aware of decision making and bounded rationality models while they study, for example, the way military organizations react to their environment, but don't you think there would be enough of one or two classes to give S3 students enough material to fully understand the basics of rationality in decisionmaking ? --CorentinB 10:03, 16 February 2007 (UTC)

Adding and moving courses
Dnjkirk, as a French guy the courses' numbers dont mean anything to me :) Please, could you take a few minutes to explain what's the logic behind these numbers ? How do you choose them ? Would you mind if I changed them ? About the two types of courses: I guess the "Elective" ones should deal with more precise issues ? --CorentinB 21:55, 20 February 2007 (UTC)
 * Personally, I think all this adopting of course #s is premature. The Jade Knight 02:38, 21 February 2007 (UTC)
 * Corentin: the logic was to organize them into groupings of level of difficulty (higher numbers in the hundreds would indicate an increasing number of prerequisites). The rest just denote a course's difference from other courses. Since I was the only person actively working on the courses, I organized them in a way I saw fit for my own purposes. If you'd like to reorganize them, be my guest. It helps to put things into logical structures, especially when you are building something big.--Dnjkirk 15:29, 21 February 2007 (UTC)
 * Thanks to both, I'm gonna take a look at it ASAP and will try to do some changes toward a more interdisciplinary approach.--CorentinB 22:20, 22 February 2007 (UTC)

will the goverments ever work together as they say they do 4 us all or is it all say so
will the goverments ever work together as they say they do 4 us all or is it all say so

Course- Fall 2008
I would be interested in taking courses in this area.--Jolie 22:34, 10 October 2008 (UTC)

in the absence of teachers and having a rising level of curiousity, I will be studying this subject from notes. ST100 has a developed course; I will start studying. --Jolie 19:41, 14 October 2008 (UTC)
 * I am very interested in strategy, and know something about it, but unfortunately have neither the time nor the expertise to develop this course. If you want someone to discuss what you're learning with, however, I'd be glad to be a sounding-board.  The Jade Knight (d'viser) 20:06, 14 October 2008 (UTC)

wonderful; I'm posting notes here

if I have questions I'll leave notes in your discussion page.--Jolie 17:14, 15 October 2008 (UTC)

title: School talk:Strategic studies


text:
Algorithms

An algorithm is, in layman's terms, a method to go about achieving a particular task. Usually, this task is meant to be performed by a computer or other machine, like calculations and data analysis; however, its definition can be easily extended to tasks in everyday life and other situations.

Resources and readings

 * /Overview/
 * Introduction to Algorithms

Wikipedia

 * Algorithm

Wikibooks

 * Algorithms

Full Video Lecture Series
Each of these is a full series of lectures on algorithms, as well as some other course materials. These are designed as roughly third-year courses in computer science.
 * MIT
 * ArsDigita University
 * IIT Bombay

Open source software

 * Algorithmic projects at Sourceforge
 * jSVR - GPL'd Java program that creates 3D models out of 2D images.
 * Fast Genetic Algorithm Library 1.0.2
 * Multicore Swarm - Libs for writing code for multi-core chips.

Data compression

 * QUAD
 * File-transfer
 * ZZIPlib Library
 * Dot 100 Audio Compression (1/100th)
 * KGB Archiver

Document formats

 * DjVuLibre

Related news

 * March 30, 2007 - Better algorithms for image labeling created.

Miscellaneous

 * Some papers on genetic algorithms

Learning videos

 * The Most Important Algorithm Of All Time (Fast Fourier Transform)

ja:Topic:アルゴリズム

title: Algorithms


text:
Introduction to Abstract Algebra

{| An introductory course from the School of Mathematics
 * bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| Introduction to Abstract Algebra
 * bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| Introduction to Abstract Algebra

 * bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"|
 * bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"|

Course Overview
The main topic of the course is to introduce students to Group Theory, including the Sylow theorem. We'll also cover the structure of abelian groups and various permutation groups. If we have time, I'll also give a brief introduction to rings and fields including polynomial rings, factorization, the classical geometric constructions, and Galois theory.

Course requirements
The following knowledge is required or desirable on commencement of study of this course:
 * School of Mathematics:Introduction to Proofs
 * Linear Algebra

Course outline
We're going to follow a number of different sources for ths course. Primarily, we will follow Wikibooks' Abstract Algebra textbook. A good textbook to pick up is Topics in Algebra by I.N. Herstein. Another is Abstract Algebra by W.E. Deskins.

 * Set Theory, Mappings and some Number Theory
 * Introduction to Groups
 * Subgroups
 * Cosets
 * The Lagrange Theorem
 * Normal Subgroups
 * Homomorphisms
 * Automorphisms
 * Cayley's Theorem
 * Permutation Groups and Class Equations
 * Sylow's Theorem
 * Direct Products
 * Intro to Rings, Fields and Galois Theory

I will not assign grades unless you ask me to. If you would like to have your work graded, your grade will be the best of weighted averages of the three exams.

Lecture series
Lecture 1 - Introduction/Set Theory Lecture 2 - Relations and Mappings Lecture 3 - Groups

Assignments
Problem sets will be posted here after every lecture. These problem sets are designed to prepare the student for the exams. These will not be graded.

Problem Set #1 Problem Set #2 Problem Set #3

Examinations
The plan is to have two 'midterm' exams and a comprehensive 'final' exam. Exam questions will be based on questions from the problem sets and the lectures. I'm debating on how to implement the exams, more information will be available soon. More than likely a link to the exam will be posted here, and you will post the answers on your user page or other page.

Recommended student evaluation scheme
not available yet

Sign Up List
If you are interested in taking this course, please indicate so here.

With video

 * Verity Seeker, Basic abstract algebra, Youtube.
 * Benedict Gross, Abstract Algebra, Open Learning Initiative, Harvard University Extension School.
 * Bob Donley, Abstract Algebra, Math Doctor Bob, Youtube

Without video

 * Scott Williams, Introduction to Abstract Algebra, University of Arizona, Fall 2013.

Reading

 * Abstract Algebra
 * Thomas W. Judson, Abstract Algebra: Theory and Applications
 * Samir Siksek, Lecture Notes, Introduction to Abstract Algebra, Mathematics Institute, University of Warwick -- Also see associated homework sets, listed under the appropriate section here.

 * }

title: Introduction to Abstract Algebra


text:
United States Government/Assignment

Welcome to American Government!

Government perhaps is one of the most perplexing, yet fully rewarding subjects of the twenty-first century. This course will provide applicable information pertaining to the American democratic process and will allow you to make wise decisions in terms of voting and political discussions.

Feel free to review the course information and requirements below. If you are interested in enrolling in this course, please send an email to. Classes will begin on October 27,2013.

Grading/Evaluation
Grading in this course follows a weights system as follows:

 * 50% Exams, Tests
 * 40% Reading Quizzes, Worksheets, etc.
 * 10% Regular Attendance

Course Materials
Students are expected to have some sort of access to the internet and/or a public library; Many reading assignments may be found online and libraries have a wide-range of texts relating to the political spectrum.

Although a standard text is not required, students are encouraged to have some sort of supplement. The wikibook for this topic maybe found with this link

First Assignment
Please read the first section of the wikipedia page "United States Of America." A short Quiz will be posted!

Wikimedia

 * United States budget process

title: United States Government/Assignment


text:
Wikiversity talk:Import

Rules for importing Pages from Wikibooks
Only import pages for books that you plan to turn into lessons. It is totally against the concept of Wikiversity just to duplicate works done in other media. Robert Elliott 22:49, 7 October 2006 (UTC)

imports from wikipedia
There are a significant number of Philosophy articles that I'd like to import from wikipedia, mainly for the introductory sections, it would save a lot of duplicate work. Is there any direct from wikipedia import planned in the near future? RichMac 15:08, 27 October 2006 (UTC)
 * Wikiversity custodians can do imports of Wikiversity-related pages from the meta-wiki and Wikibooks because that is where this project was developed. If you want to include text from a Wikipedia article here at Wikiversity, I suggest making a list of sources on the Wikiversity page and cite Wikipedia as your source for the text you use. --JWSchmidt 15:30, 27 October 2006 (UTC)
 * Will take that route then, thanks for the advice. RichMac 01:35, 28 October 2006 (UTC)

Import Template
For pages which have been imported from different Wikimedia sites please also use - it's a template which I've done, yesterday and is designed for articles which was imported - if you want to mention that an article was imported from lets say Wikibooks the coding will be  , I've had a number of problems with sorting out the Usage section - but thanks to Darklama the coding was properly fixed. DarkMage 10:20, 9 August 2008 (UTC)

Decision-making
If you don't want to import some of the pages I've listed on the main page, simply indicate this below the pages. It won't hurt my feelings. If I'm suggesting pages that don't fit in Wikibooks' scope and you don't feel they belong here, I need to know so I can delete them at Wikibooks' end with the assumption that the marked pages don't belong at either project. "Work with me here, people." -- Adrignola 13:28, 12 December 2009 (UTC)

 * Sorry for the delay. This is a small project and we don't have as many active participants as we would like.  The page request has been imported.  --mikeu talk 18:19, 20 December 2009 (UTC)

 * Thanks. -- Adrignola 18:35, 20 December 2009 (UTC)

Pending imports
I'd appreciate a decision one way or another on these issues. Adrignola 13:33, 22 September 2010 (UTC)

Wikipedia article tagged for import since October 2010
The article "Introduction to mathematics of general relativity" on wikipedia has been tagged for import for some time. Was a request ever made here? I looked through the archives but could not find anything. Please let me know whether the tag on the WP article needs to be removed, or how to otherwise proceed. diff Thanks, Clifsportland 16:42, 4 May 2011 (UTC)

Purpose of importing.
Should editors only import materials they intend to use, or should material be imported when possible to help others develop their lessons? I'm still relatively new to Wikiversity, and am unsure exactly how it is used. Thanks for your help. Clifsportland 17:16, 4 May 2011 (UTC)

Which is easier for the importer: that the editor copy text over from another wiki, then ask for a history import; or for importer to copy and import the history? Sidelight12 Talk 12:38, 4 December 2012 (UTC)

title: Wikiversity talk:Import


text:
User talk:BrainiacOutcast~enwikiversity

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 BrainiacOutcast. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name BrainiacOutcast~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 23:31, 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) 06:04, 19 April 2015 (UTC)

title: User talk:BrainiacOutcast~enwikiversity


text: User talk:Amrykid

title: User talk:Amrykid


text:
User:Kzollman

The best place to find me is at wikipedia.

title: User:Kzollman


text:
User talk:Kzollman

Please contact me at wikipedia.

title: User talk:Kzollman


text:
User:PdDemeter

Please see my user page on Wikipedia for more details

My interests are in The School of Computer Science, specifically in Cryptography and Computer Programming

title: User:PdDemeter


text: User talk:PdDemeter

title: User talk:PdDemeter


text:
Wikiversity:Portal

Some Wikiversity webpages have names that begin with the prefix Portal:. This means that these pages are in the portal namespace of Wikiversity. All pages in the portal namespace can be viewed with Special:Allpages.

Utility
A portal is intended to be a page which helps readers quickly find Wikiversity content related to a specific subject. One example of a mature portal on Wikipedia is Portal:Science. Portals are also useful for organizing resources around unique study areas.

Many portals on Wikiversity index information in a hierarchical fashion. Wikiversity has a small number of major portals organized around large subject areas such as Category:Life science. Portals can be created to serve the needs of specific topic areas, whether large or small.

Items often found in a portal

 * Links to learning resources for the subject area of the portal.
 * Links to encourage readers to contribute new content to Wikiversity in the subject area of the portal. Content development projects are found on pages in the School: and Topic: namespaces.
 * Links to relevant categories for the subject area of the portal. (see these major categories)
 * Links to other related portal pages. (see Category:Portal and Category:Wikiversity portals)

Starting a new portal
One format for a portal page can be created by Template:Box portal skeleton. See Template talk:Box portal skeleton for instructions about how to start this kind of portal page. Contact Support staff if you have any questions. See also: Make a portal and How to start a portal.

Another way to create a portal page is with Template:Box portal skeleton 2. This format uses slightly fewer boxes and includes a dynamic category tree system with a maintenance free directory of all content which relates to the portal. A standard right hand column includes wikiversity-wide exploration and help paths, while a standard footer includes a fuller range of links to other major portals. Contact User:McCormack if you have any questions or if you need variations on this for your portal.

title: Wikiversity:Portal


text:
Template:GarageBand

Welcome to Introduction to GarageBand.

GarageBand is software that allows you to make music, podcasts and movie sound tracks. This tutorial allows participants to learn how to use GarageBand to make audio and visual resources for projects such as Wikiversity the Movie. If you have audio or visual clips to donate, please upload them to Wikiversity and/or leave a link at Introduction to GarageBand/Audio and video resources.

How to get GarageBand software
GarageBand software is included with all Macintoshes bought from Apple. GarageBand is part of iLife, a suite of applications that allow creation and organization of digital images and sounds. In addition to GarageBand, iLife includes iPhoto, iMovie, iDVD, iTunes, and iWeb. The GarageBand 3 version of 2006 introduced two major features, support for podcasting and support for movie sound tracks. If you have an older Macintosh (pre-2006) with GarageBand 2, you need to upgrade by purchasing the latest version of the iLife application suite.

Start using GarageBand
The GarageBand application can be found in the Applications folder of a new Macintosh. The image (Figure 1, to right) shows the GarageBand icon in the dock and part of a GarageBand project window containing musical notes in an edit window. GarageBand has eight menus including "Track", "Control" and "Help". The Help menu provides access to the GarageBand Help feature (see Figure 2, to left).

There is more help at the Apple webpage for GarageBand: www.apple.com/garageband. At the Apple website there is a video tutorial for GarageBand. The Apple tutorial video emphasizes how to use GarageBand for making podcasts and sound tracks for movies. There are many help files in GarageBand Help, the first help file is called "GarageBand basics".

A fun way to get started with GarageBand is to download a project file such as "Only" by Nine Inch Nails.

GarageBand comes with pre-recorded sound files called "Apple Loops". To access the Apple Loops, click on the "loop browser" button (see Figure 3, right, below). The loop browser helps you find interesting instrument sounds and hear them. When you find a sound you like just drag it up into the "tracks" window. Click the "play" button and adjust the volume control slider.

Note: the red button is for recording (see below for details). The play button (triangle) works as both a play button and a stop button and you can also use the space bar to control play of your project's sounds.

Movie scores
When you start GarageBand 3 you can select music, podcast or movie score projects (See figure 4, left). As an example, imagine that someone created a movie (QuickTime .moov format) corresponding to the animated Gif shown in Figure 5. This tutorial will explore how you can use GarageBand to produce a sound track for the movie. First, launch GarageBand 3 and select a new movie score project. After the new project window opens, drag a copy of the movie into the area of the GarageBand window that says "drag movie here". In this case, the original movie file only has video. Once the movie is in your GarageBand project, you can start adding sound tracks. In this case we will use several over-lapping channels of Apple Loops and voice input. The movie that is used as an example was created as an example for Wikiversity shorts, so it is a short movie, only about 15 seconds long.

The sample movie (Figure 5) is playing around with the term "short". The basic background sounds of the movie are sounds like electrical "shorting". The voice content is simple, "Learning the wiki way". See the QuickTime version of this short movie with a sound track produced by GarageBand.

The GarageBand project for the sample movie combines four GarageBand sound tracks to produce a single sound track for the final QuickTime movie (See Figure 6, below). The list of tracks first shows the video track of the movie followed by two sound effects tracks, a music track and a voice track. All of the sounds used were taken from the Apple Loops library of sounds that comes with GarageBand, but some of these sound samples were shortened (easily accomplished by just click-draging the end of the colored box representing a sound). The Appple Loops browser at the bottom left of Figure 6 shows the source of the electrical sound used when the words "Wiki" and "Versity" collide. The track information for the voice track is shown in the lower right corner of Figure 6.

Time-variable volume control was used for three of the four sound tracks (the blue shaded track volume profiles). The voice saying "Learn the wiki way" was computer generating using the built-in Macintosh voice synthesizer. The desired text was entered into the SimpleText application, read by the computer and recorded (use the red "record" button) into GarageBand using the Macintosh's built-in microphone. The video preview window (upper right corner in Figure 6) allows you to watch the movie as you build the sound track.

When you are happy with the sound track for a movie, use the "Share" menu to export the finished movie.

Your turn
Try a small Garageband project. Describe your experience below:

Podcast creation with Garageband
There is a set of tutorial videos that you can download from Apple's website into iTunes. If that link does not work for your browser (requires iTunes), try this one.
 * Creating Your Own Podcast	- An overview of what a podcast is and how to create, manage and publish your podcast using iLife'06.
 * Planning Your Podcast Recording Session - Setting a structure for each episode and outlining each segment.
 * Recording Your First Podcast Episode - Creating a new episode, setting recording levels, and starting to record.
 * Polishing the Sound of Your Podcast Episode - Eliminating mistakes or pauses and adding introductory music and sound effects.
 * Enhancing Your Podcast Episode with Artwork and Chapters - Adding images and web links to each segment.
 * Exporting Your Podcast to iWeb - To begin collecting your episodes into a podcast series, you export from GarageBand to iWeb.
 * Making a Video Podcast - Using iMovie HD to capture and edit a video episode.
 * Adding a Podcast - Using iWeb to create a podcast with the episodes you made in GarageBand or iMovie HD.

Sample podcast
The basic idea for this sample podcast (Wikiversity Reports Volume 1) was to put the contents of this report on Wikiversity into podcast format. GarageBand exports podcasts in M4A format. This example file is about 3.7 Mb and runs 5 minutes.

If you are using most browsers including the Safari browser, use this .mac website to view the podcast. Internet Explorer for Mac may have problems with that webpage.

You can also use this webpage to download the "Wikiversity Reports Volume 1" podcast to your hard drive. If your web browser has problems downloading this file, you may want to use Firefox. Other browsers may load the M4A file into a browser window as a text file. If so, you can right click on this link and download the "text" file to your hard drive (WikiversityReports1.m4a.txt). Remove the ".txt" extension from the downloaded file name and open the "WikiversityReports1.m4a" file using QuickTime or iTunes (see below).

RealPlayer will play the audio part of the podcast, but it has trouble with the images. Windows media player does not recognize M4A files.

You can view the downloaded podcast with Apple's Quicktime player. For some reason, the Quicktime player by default opens the images in a 160 x 160 pixel window. For best viewing of the podcast images, use the Window menu of the player to open "Movie Info". Re-size the podcast window to 300 x 300 pixels.

You can also use iTunes to watch the image "slide show" that is in this podcast. Make sure you turn on the "song artwork" feature of iTunes (use the button circled in red, Figure 8). The default size for the song artwork window in iTunes is too small. Click and drag the window boundary (green oval in Figure 8) to enlarge the window. You can also get an even larger magnified view of an image by clicking on the song art window. While the song art window is in the lower left hand corner of iTunes, the chapter menu button is at the top near the search tool in iTunes 6. In iTunes 7, there is a regular chapter menu for podcasts with chapters. Chapters. Each image in a podcast can be given a chapter name and a URL can be provided. Quicktime and iTunes use different methods for display of a chapter's link at the bottom of the image (compare Figure 7 and Figure 8). The method used by iTunes is the same as what is shown in the GarageBand image preview. The QuickTime view of the podcast at this website does not allow you to select chapters and for some browsers the links in the chapter images may not function optimally. It is best to subscribe to the podcast and view from within iTunes.

Tips and hints. The GarageBand interface has a few features that I found to be sources of problems. As a company that has done much to bring us "what you see is what you get", Apple got a bit lazy with how GarageBand shows the video images for podcasts. The video image preview within GarageBand can be misleading. It does not indicate the the way that either iTunes or QuickTime shows images by default.

When you insert an image into GarageBand, it creates a rectangular box that represents the temporal location and duration for display of the image in your podcast. GarageBand allows you to drag these rectangles around, but be careful! If the last thing you clicked on was the icon representing the entire image channel, then all of the individual images are selected. If you try to move or re-size just one image, you will actually move or re-size all ow the images. If you are zoomed in on one image you might not notice that you have messed up all of the other images until you zoom out again. Always make sure you know exactly what is selected before you edit your podcast.

GarageBand can also be misleading in terms of audio quality. There are several choices available for podcast audio quality. In order to save on size, you might export your podcast project with a lower level of audio quality that what you heard while working in GarageBand. This can be a problem for certain sound and voice effects that might essentially become inaudible or simply be heard as noise in your final podcast.

Video podcasts
Video podcasting is for situations where you have a real digital video track. For example, see this video podcast of Jimmy Wales.

An example of a video podcast that was made using GarageBand on a Macintosh is for the example video from Figure 5, above. Video podcasts are basically just .mov QuickTime files.

Active participants
Active participants in this Learning Group
 * User:JWSchmidt - I want to be able to make sounds for Wikiversity the Movie

title: Template:GarageBand


text: Category:Wikiversity tour

title: Category:Wikiversity tour


text:
Template talk:GarageBand

This template is used by Guided tour/Lesson. --JWSchmidt 03:04, 8 October 2006 (UTC)

title: Template talk:GarageBand


text:
Wikiversity talk:Copyrights

Creative Commons
Any chance of getting Creative Commons dual-licensing for Wikiversity? The Jade Knight 04:34, 8 October 2006 (UTC)
 * The german Wikiversity use CC-BY-SA 2.5. Why not the english Wikiversity?
 * We now have a Creative Commons learning project. CQ 22:58, 29 April 2007 (UTC)

Non-free content
Hello. I am usually at English Wikipedia. There I noticed that at the article for someone added links to non-free textbooks hosted locally here at Wikiversity. I am posting because I believe this is not allowed.

Global policies for this is are at wmf:Terms_of_Use/en and wmf:Resolution:Licensing policy. The second of those says, "All projects are expected to host only content which is under a Free Content License...". I interpret this to mean that while different Wikimedia projects can have variations in their exemption policies, activities like hosting entire non-free works are out of bounds. Friends of Wikimedia projects like the Internet Archive are alternative options for hosting nonfree Creative Commons content including textbooks with noncommercial or nonderivative licenses.

There is a template here Template:Cc-by-nc-sa-3.0 and a category Category:Creative Commons Non-Commercial ShareAlike. I think all of this content will need to be deleted and I started a deletion discussion at Requests_for_Deletion. Over there anyone can discuss the deletion. I think here would be the best place to discuss how to make Wikiversity's copyright policy as clear as possible.  Blue Rasberry   (talk)   11:00, 24 August 2017 (UTC)

 * As I read Terms of Use, the only relevant section is 7d on non-text media. CC-BY-NC-SA is a "Free Content License", so the only part of 7d that is open for interpretation here is whether non-commercial is consistent with "unrestricted". Since the full phrase is "general goal of allowing unrestricted re-use and re-distribution", and content under CC-BY-NC-SA is generally available for re-use and re-distribution, I'm not seeing a violation of the Terms of Use. Do you have a reference to comments from WMF Legal supporting this interpretation? -- Dave Braunschweig (discuss • contribs) 12:39, 24 August 2017 (UTC)
 * Anyone can contact legal but for my part, I would prefer to talk this through. You could contact legal either now or later as you like.
 * Section 7d of the terms of use says, "you agree to comply with the requirements for such licenses as described in our Licensing Policy", and links to the license policy I presented above.
 * At Creative Commons they draw a line between their free and non-free licenses. Instead of WMF legal, most copyright issues in Wikimedia projects get resolved at Commons:Commons:Village pump/Copyright. NC licenses are already forbidden on Commons. They would give comments immediately if asked.
 * There are a few directions we can go with this. Can you tell me if you disagree with any of these, so I know more about what we are discussing?
 * NC licenses are non-free
 * Non-free licensed content is generally not allowed on Wikimedia projects
 * There are special exceptions which permit NC-licensed content, but the content in this Wikiversity category does not meet those exceptions, and the exception rule probably will not have any applications here.
 * Thanks.  Blue Rasberry    (talk)   13:15, 24 August 2017 (UTC)

 * We seem to have a difference of opinion in that I believe NC licenses are free content licenses, while you, apparently, do not. Commons isn't relevant here. If you'd like to see a change in Wikiversity content hosting, please contact WMF Legal and provide a reference supporting your position. Thanks! -- Dave Braunschweig (discuss • contribs) 13:58, 24 August 2017 (UTC)

 * Clarifying: The difference between the Creative Commons article you linked to and WMF Terms of Use is that Creative Commons describes "Free Culture" while WMF refers to "Free Content". CC-BY-NC-SA content is free, and generally open to re-use and re-distribution. -- Dave Braunschweig (discuss • contribs) 14:29, 24 August 2017 (UTC)

 * This was my mistake (if it was a mistake). I just deleted my reinsertion of a link to these pdf files on WIKIPEDIA. See https://en.wikipedia.org/w/index.php?title=OpenStax_College&type=revision&diff=797042652&oldid=796953307 --Guy vandegrift (discuss • contribs) 16:19, 24 August 2017 (UTC)
 * Thanks, yes, we have a difference in interpretation. I am comfortable letting the deletion discussion progress without my further participation. Here are my positions:
 * NC licenses are non-free according to all authorities, including Creative Commons, the open access community, and the consensus of the Wikimedia community.
 * There is no ambiguity in defining free versus non-free licenses.
 * I can agree that either or both my phrasing of all this is unclear, or that Wikimedia policy can be difficult to read. Still, Wikimedia projects do not permit hosting of this kind of NC content.
 * Thanks, I think we reached the end of the conversation.  Blue Rasberry    (talk)   19:25, 24 August 2017 (UTC)
 * Does this mean I need to delete files such as File:Openstax_University_Physics_Volume_1-LR.pdf?--Guy vandegrift (discuss • contribs) 19:29, 25 August 2017 (UTC)

There is no problem with CC-BY content. The question Bluerasberry has asked is whether the community agrees with the other Wikimedia projects that CC-BY-NC-SA content is not free, and if not free, then not hosted. But it should be noted that there are four paths to address this request: Based on the options available, what is your preference? -- Dave Braunschweig (discuss • contribs) 19:43, 25 August 2017 (UTC)
 * 1) The community can decide that CC-BY-NC-SA is not free and should be deleted.
 * 2) The community can decide to ignore the request and continue as is, accepting CC-BY-NC-SA as generally free (free content rather than free culture).
 * 3) The community can decide that CC-BY-NC-SA is not free, and add Fair Use tags to retain the content.
 * 4) The community can decide that CC-BY-NC-SA is not free and revise our EDP to allow the content.

 * Looking at Wikiversity history, numbers 2 & 3 have precedents! While number 1 may have occurred, I have found no precedent and, therefore, do not agree with it. Since we are already allowing the content with that license as well as have some images originally uploaded under that license and converted to fair use per uploader or faculty request, number 4 may not garner much interest. --Marshallsumter (discuss • contribs) 00:21, 26 August 2017 (UTC)
 * My thoughts are aligned with Marshallsumter's. I have no knowledge or understanding of our relationship with Wikimedia Foundation, and cannot judge the relative merits of 2,3,4.  But I fully endorse the principle that we obey the rules and conform to the WMF power structure. The fact that Wikiversity can host sister links onto Wikipedia articles gives the WMF both the moral and legal authority to exert power over Wikiversity. Wikiversity should never "revolt" against WMF.  Instead, we (as individuals) should find other wikis such as https://wikiversity.miraheze.org/wiki/. I created this wiki and propose that we consider creating an official relationship with Miraheze (subject to the approval of WMF of course).  Miraheze has no advertising and relies on small donations and free labor.  It links into WMF wikis (WP, WV, Commons...) but has no sister links out of WMF wikis.  Miraheze is performing a valuable service for my university by hosting a private wikinode at https://wright.miraheze.org/wiki/ where 100 students can write term papers without "peeking" into each other's projects, which I later grade for university credit.  This service would cost $1000 per year on another wiki, and I suggested to a Miraheze administrator that they "sell" this service to my university at a low cost.  I was informed that they are committed to being a free service.  These are noble people!
 * FYI to all: I adopted a wiki that was abandoned on Miraheze, and uploaded this pdf file there b/c I don't have time to get the original authors permission. I will properly license it in a few weeks when I see this person.  Anybody is more than welcome to use this wiki for similar purposes.--Guy vandegrift (discuss • contribs) 13:59, 26 August 2017 (UTC)

 * If there was a legal violation, we would hear from WMF Legal or WMF Office. It's a question of how we want to handle NC content. As I understand the CC-BY-NC-SA license, there is no issue. Wikiversity is non-commercial, and files (not pages) can be tagged and shared NC-SA.
 * Separately, hosting something elsewhere in the situation described is unnecessary. A Fair Use tag should be applied to resolve the freecollegeproject issue until the content is publicly licensed, whether hosted here or elsewhere.
 * Dave Braunschweig (discuss • contribs) 13:55, 27 August 2017 (UTC)
 * Thanks for the info on the file hosted by the freecollegeproject. I will leave it there because I am writing a pdf document to be read online and wanted a hyperlink to it (note also how I signed my comment on this miraheze-supported wiki with my WV username, "Wikiversity:User:Guy vandegrift").  The readers will be interested in seeing that there are lots of wikis out there.  --Guy vandegrift (discuss • contribs) 22:02, 27 August 2017 (UTC)

Regarding the licensing of Openstax textbooks: Page two of each pdf contains the copyright information:
 * File:CalculusVolume1-OP.pdf (as well as volumes 2 and 3) are CC BY-NC-SA 4.0
 * File:Openstax Astronomy-LR.pdf is Creative Commons Attribution 4.0 International License
 * File:Openstax University Physics Volume 1-LR.pdf (and volumes 2 and 3) are Creative Commons Attribution 4.0 International License
 * File:College-physics-9.72.pdf is Creative Commons Attribution 4.0 International License

 * Per https://openstax.org/tos, Openstax is CC-BY unless otherwise noted. -- Dave Braunschweig (discuss • contribs) 22:15, 27 August 2017 (UTC)

Source of endless dispute
There is a conflict of purposes. The WMF policy was largely designed for encyclopedias, and "free content" was interpreted to mean "free for any use (with attribution)." The NC licenses discussed are not "free" for "commercial use," so the effect of the policy is to support commercial users, who, in theory, then, can just copy WMF content without worrying about copyrights. In fact, the projects are full of copyright problems, including Commons, as you can tell by the constant flow of deletions there of files that had been hosted for years, where someone discovers an alleged defect in the license.

The actual WMF policies allow individual projects to have differing policies, by creating and maintaining an Exemption Doctrine Policy. This has been discussed many times, and some of the discussion has been disruptive. See and. There has never been a clear resolution.

As pointed out there, we have an EDP. If the EDP is not clear enough to cover common situations, it should properly be revised, by the community, so that the endless arguments and questions can cease. Mu301, in 2016, amended the EDP section to add a bolded note at the end: Note: any "fair use" at Wikiversity must conform to Foundation:Resolution:Licensing policy

That was circular, since the Foundation policy allows Wikiversity to amend its own policies. Who decides what conforms? First of all, the Foundation policy was clearly written with encyclopedic content-creation purposes in mind. Wikiversity has a quite different mission, learning, including "learning by doing." The way I read the Foundation policy is that they give examples of exceptions, and possibly non-exceptions, but within an encyclopedic context. The WMF has the ability to enforce its own decisions, but will also generally respect community rights. We are not required to consult the WMF to develop our own policy. Rather, if the WMF considers our policy to be in violation it is free to object. Per discussions long ago, to consult the WMF in advance of finding an actual community consensus is backwards, and likely to result in the most conservative answer possible, rather than the one that most serves the purposes of this particular community.

Having a clear local policy will allow users and custodians to avoid endless disputes (and damage to content). We are free to define that policy. Instead, what we have is what could be called "established local practice." This turns something that could be simple into a more complex decision, that could then readily vary with time and the custodian involved. One point to make very clear: the existing practice requires that all "non-free" content be tagged in a way that it is machine-readable. That will allow a commercial user to quickly find all such content and, if they choose to, remove it. This fully covers the clear purpose of the Foundation Policy.

There is no issue of copyright violation on this, no risk to Wikiversity or the WMF, which is fully protected legally, and so "fair use" considerations are largely a red herring. A commercial user could decide to use NF content on a fair use argument as well; for commercial users, such uses are more restricted than are non-commercial users. But how much work are our users and custodians, volunteers, to be required to do in order to avoid some work by commercial users? Non-commercial re-users don't need to worry about it. If we can use it, so can they (assuming the license is NC. If the material is ordinary copyright, it may still be used with a Fair Use Rationale, and that requires some level of judgment. --Abd (discuss • contribs) 14:24, 20 September 2017 (UTC)

The need to disseminate information.
Hello, At 94 years of age not too sure if I am in the right location. I will provide personal information and if someone could get back to me and advise. At my age time is not on my side. The plethora of technical information on the site is well outside my ability to digest. Born in Scotland, left school at 14 years of age. Emigrated to New Zealand with my family just after the war and lived there for some thirty years. My wife and I later retired to Australia where I now live. In New Zealand, at fifty years of age, I did a four-year Liberal studies course at Canterbury University and graduated from there. Have written and published ten books through Google Books under the title "Universal Language of Absolutes". Have decided to rewrite that series using Wikimedia images and to avoid any Copywrite issues. Would welcome any advice available.

Sincerely,

James Brines. Hamish84 (discuss • contribs) 04:07, 10 January 2022 (UTC)

 * Welcome! If you wrote the content, there are no copyright issues. You own the copyright. Creative Commons licenses describe what others may do with the content. As the copyright owner, you aren't limited either way. As you note, images you don't own need to be free. Any content you didn't write yourself needs to be properly referenced and consistent with Fair Use. -- Dave Braunschweig (discuss • contribs) 14:07, 10 January 2022 (UTC)

title: Wikiversity talk:Copyrights


text:
User talk:Saktijnana

Praise to the Great Goddess!

title: User talk:Saktijnana


text:
School:History/Resources

 * Note: These lists are far from complete.  Feel free to add to them.

Keynote lectures

 * History using Geochronology

Helpful Guides

 * Categorization Guide for the School of History
 * How to write a research paper in History
 * Overview of History and related concepts

World History

 * History of the world

Books and Articles by Period

 * Ancient History
 * Modern History

Wikibooks

 * History of the United States
 * Study Guide:French History
 * Study Guide:US History

Wikipedia

 * History of Afghanistan
 * History of Albania
 * History of Algeria
 * History of Angola
 * History of Armenia
 * History of Aruba
 * History of Australia
 * History of Austria
 * History of Azerbaijan
 * History of Canada
 * History of Denmark
 * History of England
 * History of France
 * History of Germany
 * History of Greece
 * History of India
 * History of Ireland
 * History of Italy
 * History of Ancient Rome
 * History of Latin America
 * History of Mexico
 * History of Poland
 * History of Russia
 * History of Serbia
 * History of Suriname
 * History of Sweden
 * History of Turkey
 * History of the United Kingdom

Wikipedia

 * History Organizations
 * History of banking

title: School:History/Resources


text: User talk:Gaston Gonnet

title: User talk:Gaston Gonnet


text: Strategic Studies/Topics

title: Strategic Studies/Topics


text: Strategic Studies Topics

title: Strategic Studies Topics


text: Template:Strategic Studies/box footer

title: Template:Strategic Studies/box footer


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School:Strategic Studies/box header

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title: School:Strategic Studies/box header


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Talk:Hitler's Germany

Is this a calendar-specific course (ie "week one" starts on a specific date), or can people start whenever they want? If so, what would a student's options be if they were interested in starting the course now? Cormaggio 18:21, 8 October 2006 (UTC)
 * My understanding is that Kfitton would be fine with students starting the course "late". I recommend you email him.  The Jade Knight 19:21, 8 October 2006 (UTC)

I don't have a problem with people jumping into the discussion mid-point as long as they take the time to catch up. Preferably anyone that jumps in should really try to make it to the point of writing a paper on the topic, as the discussion and analysis of that work is going to be the major feedback from me as to whether or not you would likely pass a university class on the same subject. It's also good practice for writing history papers and there are plenty of topics in this discussion to choose from. When I took the class myself, it ended up being a 15 pg paper on the Use of Social Pedagogy in the Third Reich. --Kfitton 07:22, 9 October 2006 (UTC)

 * Right - thanks for clarifying (and Michael too). So, then, will this course be "over" at a certain point in the future? Cormaggio 08:22, 9 October 2006 (UTC)

Well...for the moment, I'm not planning on continually recycling the class each time we hit 7 weeks. I want to run through one cycle and see how it looks with one complete class. If there is enough depth and information presented, then I believe others will be able to read the information and follow the discussions that have already occurred and hopefully gain something. It is by no means a complete class as in the traditional sense, rather an opportunity for learner to be guided along this train of thought so that if at some point in the future they plan on taking a university class on the subject, they will already have a familiarity and perhaps better chances at passing. --Kfitton 17:10, 9 October 2006 (UTC)

 * Nod. I hope that it will be useful to more people in the future - or possibly restructured or modified to make it into a course which could be used at any time. It'll be interesting to see if/how we can recycle such a course structure - I can try and help out if possible. Cormaggio 17:13, 9 October 2006 (UTC)

Nazi Revolution recommended for who?
You must be joking. This book probably reveals more about the authors and their peculiarities/fixations than it does the history of Nazi Germany. There is not a single citation in sight, yet it tries to push highly controversal "Nazi sexuality" theories, venturing into an absurd world of pseudo-scholarship. Again, did I mention there are no sources? Its take on Nazism and classism is skewed (part of the "bury the lower classes" flavor) and there isn't so much an argument as there is a narrative in most of these articles. I have this book sitting on my toilet to use as toilet paper when I run out.--72.94.90.144 05:54, 11 October 2006 (UTC)
 * 1) The Nazi Revolution by Allan Mitchell, 4th ed. Highly recommended!

 * Your trolling would be much more convincing if you had an actual username instead of just an IP. But to answer your accusation, yes I am quite serious about suggesting that particular book almost for the exact reasons with which you seem to vilify it - the point that historians need to learn that there are more than one version of events out there and it is necessary to take into account multiple points of view, even if you disagree with them in order to try and construct the most accurate analysis possible.  By looking at theories as presented in Mitchell, it is possible to see how widely people differ over this topic.  Considering that Nazi Germany and the Holocaust are highly debated, I find that the resource has merit.  --Kfitton 18:39, 11 October 2006 (UTC)
 * I agree wth Kfitton that the tone you take is anything but analytical, and if you plan to have academic discussion here, you should register a username. That the book does not use citations, however, is (in my opinion) a very valid concern; such books can certainly be used effectively in a classroom setting, but must always be taken with a particular grain of salt—without citations, they are extraordinarily difficult to verify.  The Jade Knight 20:05, 11 October 2006 (UTC)

"'The Ominous Parallels"' by Leonard Peikoff
Someone added this to the reading list and I have taken it off for a variety of reasons - the main one being that the person does not have an account (only ip was listed in the edit) and has not introduced themselves as a participant. If they want to take part, please take part in the discussion or the talk before adding things willy-nilly. --Kfitton 00:50, 10 November 2006 (UTC)

 * Hmm, this isn't exactly welcoming of newcomers - surely, the book should be analysed on merit or interest, rather than simply having been added by an anonymous user. It could well be a participant in this course who hadn't logged in. This also goes for the comment above - I thought it was a valid critique, if a little fiery (though I have no idea if it's an appropriate response on the book itself, not having read it). Surely we can take a bit of criticism - both personally, and of our sources? You're of course free to dismiss that criticism - as is anyone. But, most importantly, let's try to encourage people to participate, rather than shun them just because they haven't revealed their identity yet.. Cormaggio 14:12, 10 November 2006 (UTC)

I think anyone reading this page is learning that I don't like people that completely hide behind the security of the internet (using an ip only) while trying to make claims on this page. I don't discourage anyone from participating, in fact I'm a bit disappointed that discussion on the main page has died down, What discussions were had, I felt that people were gaining a real good traction on the subject. If the shadowy slipper-in of sources wants to actually take part in the discussion I'm all for it, but just putting something in the list without any background..I don't want people thinking that I've stopped looking at this page. I put more than a few hours into making sure that the information was as accurate as I could. If I wanted to be hostile, I would have just deleted the insert entirely...instead I pasted it into this page to get some discussion on it before it's a main page item. To be quite honest, while I'm not a fan of Rand and Objectivism, I would still like to hear from our shadowy figure why they chose to slip that in there. --Kfitton 23:55, 10 November 2006 (UTC)

Also i would recommend reading the books as published by Albert Speer; " Spandauer Tagebucher" and other publications. I recommend them because it gives an insite from behind the scenes. One might not find it neutral, but it is highly interesting to see the view from a leading figure. Bart 21:48, 8 January 2007 (UTC)

One of the interesting things about the period in question is that there are SO many records available...someone could read years and years worth of records and still find something new each time. Without a lifetime of study, it would be nearly impossible to give a complete recount of what it was like in those days. --Kfitton 01:40, 9 January 2007 (UTC)

Orphaned?
Is this project still being maintained? There has not been significant activity on it for ages. The Jade Knight 13:54, 3 September 2008 (UTC)

 * I check it from time to time, but no one has added questions or commentary to address...so I haven't added the answers to the last questions until someone wants to attempt it. --Kfitton 20:17, 14 September 2008 (UTC)

 * Ok. Just checking.  I'm wondering if we could make instructions more clear; your introduction certainly does this to an extent, but doesn't seem to be getting through; people are signing up, but not participating.  Perhaps you could consider sending a canned message to everyone that signs up?  Just save it on a user subpage (like User:Kfitton/Messages) and then just copy and paste it at the talk pages of anyone who signs up.  Perhaps that would encourage them to be more active?  Also:  your image appears to be broken.  Thanks for providing this good discussion resource.  FYI:  Categorization of pages is now very important.  I've started the process, and started a discussion at the school talk page, and you're welcome to get involved.  I'll be posting more as I come along.  The Jade Knight 08:01, 15 September 2008 (UTC)

Opposing Viewpoints

 * Some pro-Nazi but more specifically sober nationalism can be found on stormfront.org forums. From a quick skim of this course, I've probably learned more from that website than I have in schools or would expect to in this class.

title: Talk:Hitler's Germany


text:
User:Dtylercade

Dathan Tyler Cade am I.

title: User:Dtylercade


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Talk:Applied mathematics/Basics

Ugly name. How about 'Basic Mathematics'? 'Numeracy' is a term that is increasing used in the UK. I'm not sure what meaning it may have elsewhere though. Smockdotcom 21:41, 8 October 2006 (UTC)

 * I also like the name Basic Mathematics. --Zoo 05:23, 16 November 2006 (UTC)

Is the purpose of this page to provide an introduction to the absolute basics of mathematics? I am going to act on the premise that it is and if I am wrong just delete anything I add. FortyTwo 20:38, 3 January 2007 (UTC)

Gathering already done stuff
There has already been some work done among the "Early Childhood Mathematics Education" bunch of folks. How could we use their work?

title: Talk:Applied mathematics/Basics


text:
Philosophy of mathematics/Structure

The subject is primarly structured from the perspective of the reader, i.e. other perspectives like the ones of philosophical schools, people or history are secondary.

Since the main group adressed are people that are doing Maths or interesting in the work of people doing Maths the subject is seen from the perspective of a Mathematician that is questioning what he is doing.

The further structuring is done mainly by analysing the elements of a mathematical result and expanding the notion of the environment in which the mathematical work takes place.

Structuring According to the Elements of the Mathematical Result
This questioning takes place step-by-step from how to reasonably exploit certain degrees of freedom the Mathematician has to questioning the fundamentals required for the Mathematicians work.

Hereby the steps are structured along the elements of a mathematical result, starting with the Proof that is being delivered, the Sentence that is chosen to be proven and the underlying Theory, and finally the concept of Proof used above as well as the Language of Mathematics itself.

So 'questioning' means deciding on how to use the remaining degrees of freedom ('I have different ways to do my Proof - is one better than the others?') or getting to the bottom of things like 'my Language has some restrictions in expression - what is the cost of choosing a more expressive one?'

Thus we get the following structure:
 * Questioning the Instance of Proof
 * Questioning the Sentence
 * Questioning the Theory
 * Questioning the Concept of Proof
 * Questioning the Language

Structuring by notions of the working environment
Metamathematical results can be obtained without considering the circumstances under which the mathematical results are found.

Above this the nature of PhilM is to go beyond these purely (meta-)mathematical results, i.e. asking questions like '.' or '.'. So it expands the pure mathematical view on how results are achieved with further aspects.

These aspects are achieved by expanding the notion of the Mathematician who is doing the job. First by presuming computational costs for performing Proofs etc, then by taking human aspects like cognition and understanding into account and finally by considering the Scientific Community as a whole.

This results in questions like 'Where do Definitions make sense?' and 'How does information access influent the development of Theories?' that bring in different cognitive, social and efficiency perspectives etc.

Thus we get the following structuring:

 * Metamathematics & Computability
 * Human-Cognition & -Thinking
 * Scientific Communities and their Principals

Joining result-based and enviromental structuring
The above structuring approaches are compatible. They are joined in the following way:

 * Questioning the Instance of Proof
 * Metamathematics & Computability
 * Human-Cognition & -Thinking
 * Scientific Communities and their Principals
 * Questioning the Sentence
 * Metamathematics & Computability
 * Questioning the Language
 * Metamathematics & Computability
 * Human-Cognition & -Thinking
 * Scientific Communities and their Principals
 * Scientific Communities and their Principals

Although the focus of the single areas may vary. While in sections on judgement of mathematical work (using degrees of freedom) human and social issues are more in the centre of interest the focus in questioning the mathematical fundamentals is likely more on mathematical & compuntational issues.

title: Philosophy of mathematics/Structure


text:
Talk:Medical microbiology/Sugar in the times of cholera

This is a potentially really fascinating project, and I've just added it to Examples. However, I'd like to see, in the introduction (or perhaps - with this layout - before it), an outline of what exactly this project endeavours to find out about. Even having read it closely enough, i cannot discern what I would do if I was interested. (Personally, I am interested in issues around this project, but perhaps not in the project itself for now..) All the best with it though. Cormaggio 22:45, 8 October 2006 (UTC)

Transwiki?
Very interesting. I'm not sure if it fits with Wikiversity's scope though. If it's looking for another home, I'm sure it would be welcome at Appropedia (the wiki for sustainability, international development and appropriate technology). --Singkong2005 aka Chriswaterguy.

Failed research proposal
I think this page is probably best described as a failed research proposal. Failed because whoever was behind it failed to build a team or follow through on the proposal. --McCormack 14:50, 19 August 2008 (UTC)


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School:Language Studies/Resource catalogue

Welcome to the Language and Literature catalog of resources, projects and courses, listed by department. This does not include the external links listed on department pages. We will try to keep these up-to-date, but if you see that a resource is missing from our list, please add it below. You may also want to check out the School of Language and Literature library.

The School of Language and Literature currently contains the following projects, courses and resources listed by department. Departments are listed in alphabetical order.

Note: similar resources listed outside of the School of Language and Literature will not be listed here. Sorry for any inconvenience or confusion this may cause.

Arabic language department
Resources, projects and courses currently being offered by the Arabic department
 * Arabic stream
 * Elementary Arabic I

Aymara language department
Resources, projects and courses currently being offered by the Aymara department
 * Aymaran stream
 * Introduction to Aymaran

Breton language department
Resources, projects and courses currently being offered by the Breton department
 * Introduction to Breton introductory course
 * Brezhoneg Unan beginner's course I
 * Brezhoneg Daoù beginner's course II
 * Brezhoneg Tri beginner's course III
 * Brezhoneg Pevar beginner's course IV
 * Brezhoneg Pemp advanced course I
 * Brezhoneg C'hwec'h advanced course II

Chinese language department
Resources, projects and courses currently being offered by the Chinese department

Note: there are also resources included as part of the department's main page
 * Mandarin One
 * Conversational Cantonese One

Cornish language department
Resources, projects and courses currently being offered by the Cornish department
 * Cornish stream
 * Kernewek Onan part 1 of a course
 * Kernewek Dew part 2 of a course

French language department
Resources, projects and courses currently being offered by the French department
 * French stream
 * La Littérature Française
 * French mentoring project
 * Français I
 * Français II
 * La Littérature du 18e siècle

German language department
Resources, projects and courses currently being offered by the German department
 * German stream
 * Basic German introduction to German
 * German I
 * German exercises
 * German Home Immersion School

Hebrew Language Department
Resources, projects and courses currently being offered by the Hebrew Department

Italian language department
Resources, projects and courses currently being offered by the Italian department
 * Italian literature

Japanese language department
Resources, projects and courses currently being offered by the Japanese department
 * Japanese stream
 * Introduction to Japanese
 * Beginner Japanese
 * Basic Japanese vocabulary
 * Everyday Japanese phrases

Klingon language department
Resources, projects and courses currently being offered by the Klingon department
 * Klingon course

Korean language department
Resources, projects and courses currently being offered by the Korean department
 * Korean writing system
 * Introductory Korean

Literary studies department
Resources, projects and courses currently being offered by the Literary studies department
 * Reading lists
 * Web writing course
 * Introduction to creative writing
 * T.S. Eliot
 * Nonkilling linguistics

Quechua language department
Resources, projects and courses currently being offered by the Quechua department
 * Quechua stream
 * Introduction to Quechua introductory course
 * Runa Simi 1 beginner's course I

Southeast Asian language department
Resources, projects and courses currently being offered by the Southeast Asian language department
 * Introduction to Southeast Asian languages
 * Vietnamese 1 beginner's course
 * Filipino 1 beginner's course
 * Bahasa Indonesia lessons

Spanish language department
Resources, projects and courses currently being offered by the Spanish department
 * Spanish One
 * Spanish 1 different from Spanish One
 * Spanish 2

Tamil language department
Resources, projects and courses currently being offered by the Tamil department
 * Foundation
 * Lesson 1 - Vowels and Consonants
 * Lesson 2 - Vowel Consonant Combinations

Tolkien Language Department
Resources, projects and courses currently being offered by the Tolkien department
 * Quenya course
 * Elvish stream

Turkish language department
Resources, projects and courses currently being offered by the Turkish department
 * Basic Turkish words
 * Turkish numbers

Writing center
Resources, projects and courses currently being offered by the Writing center
 * Composition help
 * Rhetoric help
 * Creative writing help
 * Technical writing help
 * English Language Reference Desk a place to ask questions about grammar and the English language
 * Fiction writing support group


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User:Juxi~enwikiversity

Juxi - Student

title: User:Juxi~enwikiversity


text:
Portal:English Language

Welcome to the English Language Division of the Schools of Language and Literature and Linguistics.

 * For studies of English Literature, please see Literary Studies.

The English Language Division coordinates and focuses studies on the English language which relate to the language itself, and not its literary tradition. Studies and projects on Old and Middle English, as well as English grammar and linguistics will be listed here.

Courses/Projects
Learning projects currently being offered in the English Language Division:

 * Learning English as a second language—currently in need of contributors!
 * ESL for Primary School—(currently pending a reformat)
 * Historical English Linguistics
 * Technical Writing
 * Perfect tenses in English—in need of expansion!
 * English grammar

Tasks

 * Integrate Wikibooks materials into Department.
 * Create relevant courses. Cross-list with other departments.

Proposed Courses
These have been proposed. Contributors are necessary to complete these courses.

 * Primary English 1 - This course should be for young English speakers and/or their teachers, so younger children can expand their knowledge of English.

The Reference Desk

 * The English Language Reference Desk is an excellent place to go to get specific help with any aspect of English (modern or ancient).

Links

 * http://www.edufind.com/english/grammar/Tenses11.cfm
 * valodas - free cross-platform language learning software

The Writing Center

 * An excellent place to find resources on writing

Wikibooks

 * The English Usage Center
 * English as an Additional Language
 * Rhetoric and Composition—Book of the Month
 * First Certificate of English (help for the Cambridge examinations)
 * English in Use—English Grammar

Wikipedia

 * History of the English language—with links to Old, Middle, and Early Modern English

Wiktionary

 * English Wiktionary is a multilingual dictionary focusing on English.
 * Simple English Wiktionary is an English dictionary written in simple English for English language learners.

Department news

 * October 8, 2006—Division founded!

Degree plans

 * Pending… See: Degree plan

title: Portal:English Language


text:
Talk:Wikiversity scholarship

I'm interested in this project, but seeing as I have not contrubited anything, I'm not yet listening myself as a participant. The Jade Knight 01:00, 9 October 2006 (UTC)

External recognition
I've been actively involved in university life from undergraduate to post-graduate student, to researcher, lecturer and Prof. since 1975 (both in Europe and the Americas, in addition to industry-baseed R&D on both sides of the Atlantic). For the past couple of years I've been an active and enthusiastic contributor to Wikipedia etc. I had great hopes for Wikipedia, but it has, in many ways, exceeded my expectations.

I feel that the "versity" suffix throws us into a whole new, and very much more exigent and critical arena. (And rightly so. -I expect that the people who'll come here won't be seeking "general knowledge" but rather, expecting something much more advanced). I fully support the initiative, but feel duty-bound to express my concerns that contributors MUST adopt a very conscientious, rigorously self-critical and professional attitude (be they formally "qualified" or not) when preparing their submissions, edits, suggestions etc. etc.

"Versity-level" respect and recognition can only be won by long, hard work, but can be lost in the blink of an eye !

Have no doubt, numerous representatives (probably the majority) of the traditional academic community will be very vocal in denouncing any error or misconduct, no matter how insignificant or short-lived. It would be an enormous pity to see such a noble project flounder under such criticism. wikityke 22:40, 23 February 2007 (UTC)

against NPOV
i don't believe wikischolars should be neutral:
 * first, because no one is neutral;
 * second, because trying to be neutral when one is not means reducing our own discourse, thus crippling both our knowledge and passion;
 * third, because the strongest argument for NPOV does not apply to wikiversity. that argument being "on regular institutions, there's no room for every political position to be represented, therefore scholars must take neutral positions on teachings and publications". however, as long as wikiversity is open and free, there'll be always room and forks.
 * capi talk 22:04, 20 July 2007 (UTC)
 * What do you think about the proposed Wikiversity NPOV policy? --JWSchmidt 22:11, 20 July 2007 (UTC)
 * i believe it is good, however it seems to me that it believes diversity cannot cooperate. i mean, if i display left-wing on a resource, it'll probably keep the right-wing away. when discussing topics such as keynesianism, it'd be wonderful to see left, right, libertarian, neocon and postmodern approaches coexisting. forking works, but i think forks can be on the same page, different sections - and this is just to make sure it'd be possible to view them all and merge knowledge into comparative approaches.capi talk 06:02, 21 July 2007 (UTC)

 * I believe that a mandatory NPOV will undermine the ability of wikischolars to present original research in a credible and convincing way. When one goes to college and takes a public speaking class or an English composition class one is instructed to write and speak about that which one has passion for. In persuasive presentations, essay or otherwise, one is required to take a side and present a case for it. Scholars champion the fields they study and the methods they use.

 * A scientist champions the scientific method in favor and perhaps in defiance of other philosophical or religious methods. In that respect a scientist is most definitely critically biased as is necessitated by his field of study. If I as scholar of the origin of the universe had to stop and present all the other views on the origin of the universe, I would be unable to get to the part about what science has to say about the origin of the universe or what a dissenting voice in the scholarly community at large has to say about the origin of the universe. It binds ones ability to do what scholars are supposed to do by their very nature: Engage in critical discourse regarding fields of interest.

 * Beyond that I like the guidelines presented, and I do believe that one should disclose one's position. I believe that is the point in this case. I believe that in favor of NPOV it would be more beneficial to the scholars to implement a system of responsibility and accountability. In college, the entire point of learning the MLA, APA, Chicago, etc formats is to learn the system of accountability and credibility that has been developed over the past century or so. In the talk pages, the signatures we use are a form of just such a system, so our comments and opinions are attributable to us.--KickAssClown 11:38, 16 June 2008 (UTC)

title: Talk:Wikiversity scholarship


text:
WikiFilmSchool Thumbnail Storyboard

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$  Lesson #004: Thumbnail Storyboards - Title Page$$\Leftrightarrow$$   The Thumbnail Storyboard created by Robert Elliott

"The Thumbnail Storyboards created by Robert Elliott for Seduced by the Dark Side!
Here is a simple storyboard created using Adobe Photoshop 5.5 on a Powerbook 3400c (a real antique!!!)

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

Note: This is a wide angle shot to give the feeling of being far apart. The camera slowly dollies in. (Example: a 24mm lens in 35mm still camera equivalents)

(2) Young Person: "That was a great movie..."

(3) Young Person (continued): "but I do not understand one thing."

Note: After the camera dollies in, it dollies left to see the face of the boy as he turns toward the camera.

(4) Old Person: "What's that?"

Note: Wide angle shot to emphasize the emotional distance between the two characters.

(5) Young Person: "How can anyone be seduced by the Dark Side?"

Note: Still a wide angle shot but not as wide as before.

(6) The old person thinks for a while.

(7) Old Person: "What computer do you have at home?"

Note: Mild telephoto (85 mm lens in 35 mm film camera equivalent)

(8) Young Person (eagerly): "A Macintosh!"

Note: Mild telephoto (85 mm lens in 35 mm film camera equivalent)

(9) Old Person: "But what computer does your father use at work?"

Note: Telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent)

(10) The young person thinks for a moment.

Note: A portrait telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent)

(11) Young Person (amazed and excited): "Seduced by the Dark Side!"

Note: A portrait telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent)

(12) The Old Person smiles.

Note: A portrait telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent)

$$\Rightarrow$$ $$\Rightarrow$$ $$\Rightarrow$$

(13) Old Person and the Young Person walk toward home together.

Note: A portrait telephoto to give a warm and close feeling (135 mm lens in 35 mm film camera equivalent). This is shot full frame of just the old person and the young person. The rest is a matte painting. The dolly out is done in compositing. The actual movie set is just a blank wall and a movie poster. Everything else is a matte painting.

(14) Fade to Black.

 * The End

title: WikiFilmSchool Thumbnail Storyboard


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File:Reptsb3.jpg

Used with the WikiU Film School Lessons

3. This thumbnail storyboard was created by Robert Elliott for "Seduced by the Dark Side".

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text:
Conservation of money calculations and status reporting

This course is proposed as a jointly developed learning experience/environment delivering business acumen and practical engineering analysis skills to businessmen, professionals, and team leaders of all kinds for use within government, organizations, industry and commerce of all kinds.

Some prior experience or study is recommended for effective participation in this course. For example: On the job budgeting or reporting, engineering economics, accounting fundamentals. Students with little or no previous exposure to spreadsheets and/or financial budgeting or operations will be expected to audit other appropriate study materials or learning environments and not place an undue burden on this course's participants with regard to extreme fundamentals of cash flow management, budgeting and accounting.

Topics
Some proposed topics of potentially fruitful study

 * Proposal development
 * Budget Estimating and planning
 * Sales Pitching for approval or closing the deal
 * Formal proposal or project/business plan
 * Story boards
 * Summary briefing slides
 * Cash Flow analysis, tables, and diagrams
 * Sources and sinks
 * Routine checks, balances, audits, and reporting techniques
 * /Asset Tradeoffs and Management/
 * Liability or risk management
 * Fluctuation or reserve management
 * Team (self) defense via competent information management
 * Task scope closeout or project shutdown
 * Taking due credit at task/project completion
 * Giving due credit to stakeholders

Recommended resources

 * Access to a workstation and a spreadsheet program interested in learning to use
 * Available Course Development Consultants or Tutors (Been there done some of that.)

Participants

 * Lazyquasar 08:50, 26 November 2005 (UTC)