text:
Portal talk:Anatomy

Proposed Departments
This division is quite a broad subject area, and so should be divided into Departments. The following are proposed.
 * Department of Histology - Studying the microscopic structures of the body
 * Department of Surface Anatomy - Studying anatomical landmarks on the surface of the body
 * Department of Gross Anatomy - Studying structures through dissection visible to the naked eye
 * Department of Systematic Anatomy - Studying a specific body system i.e. nervous
 * Department of Regional Anatomy - Studying the interactions of systems in a specific region
 * Department of Radiographic Anatomy - Studying body structures through radiographic (and electronic) imaging methods
 * Department of Pathologic Anatomy - Studying pathological change (both microscopic and gross) in the body
 * Department of Comparative Anatomy - Comparing anatomy of humans and other animals (mammals) (multidisciplinary)
 * Department of Developmental Anatomy - Study of the anatomical development of the body

If you have knowledge of these fields your contribution is greatly appreciated. Or if you know of any other fields of anatomy please expand this list, keep in mind, this is an anatomy list, not a physiology list, the two are very closely linked.

Take it easy and happy wiki-ing, =Benjamin= ( t ) · ( c ) · ( e ) 23:14, 22 June 2010 (UTC)

Question
Under Topic: Anatomy, Unmaintained Lessons I would like to add lessons on the bones and muscles of the lower limb. This would be lesson 6.1 and 6.2. My issue is that I do not actually know how to create the pages or add the 6.1 and 6.2 to the overall lesson list. I may be going about this the wrong way but if someone could point me in the right direction here, or on my talk page it would be very appreciated. I have a lot to offer in Anatomy and just need to know where to start. Thanks Knssilm (talk) 18:42, 2 April 2012 (UTC)

 * Hi Knssilm sorry it has taken almost a year to get back to you! Hopefully you're still active and participating in Wikiversity.
 * To create the pages, simply click on the broken links. This will take you to an edit window. Learning how to edit wiki pages is a really valuable skill that translates to many computer based and real life skills.
 * Here are some useful links to get you started:
 * The Wikipedia Page on Starting an Article
 * Learning to edit a wiki
 * The Wikipedia Cheatsheet
 * The Wikipedia Page on Editing
 * I look forward to seeing what you create! =Benjamin= ( t ) · ( c ) · ( e ) 00:15, 15 February 2014 (UTC)

Unsigned Question
what about ligaments and tendons?
 * Hello, I guess you would like some learning resource regarding these added ? If there is nothing yet available would you or someone else start adding something about Ligament or Tendon ? "Remember, Wikiversity has adopted the "learning by doing" model for education. We learn by doing." If you need more info about how to participate, you can look here. Just be bold, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 15:37, 25 May 2008 (UTC)

title: Portal talk:Anatomy


text:
Introduction to Swedish/Time and dates

Exercise
Translate into English.
 * 1) Hon har väntat i en halvtimme.
 * 2) Mötet börjar tjugo över nio.
 * 3) Man har fem veckors semester här.
 * 4) Hon är i sjunde månaden.
 * 5) Hon är fem månader.

Translate into Swedish.
 * 1) January was colder than February.
 * 2) The Swedish Academy has eighteen chairs.
 * 3) You owe me a thousend crowns.
 * 4) They were born nineteen hundered and eighty seven.
 * 5) The pizza will be ready in fifteen minutes.

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

title: Introduction to Swedish/Time and dates


text:
User:CQ/BCSTM

Portal:Christianity

Bethel Colony South Transformation Ministry is at 4114 Old Gentilly Road in New Orleans, Louisianna, USA. map

The colony recently obtained 501 (c) (3) status as a non-profit organization. It is a community of addicts and homeless men who live and work together to improve their situations and gain experience living in the Way described in the New Testament. Our weekday schedule begins with wakeup at 5:45 am and 'pray up' for breakfast at 6:15 followed by some singing and a bible class or similar service. By 9 or 9:30 we are off to work. We have a grass-cutting crew, construction crews, janitorial teams, and other crews that go out, as well as kitchen staff and house keeping staff that handle the facility.

There is some very good camaraderie and brotherly kindness (most of the time) and the guys are usually sincerely trying to be good citizens. It's been a great experience for me so far.

Meet Pastor Mel

Right to Return
 Right to Return New Home Movies from the Lower 9th Ward

more later...

Practical Christianity
Everyone is aware that not everything that calls itself "Christianity" is the real thing. I joined Bethel Colony South in Late October of 2007 as part of my quest to get back into the will of God. Living with 50 other brothers in close quarters helps one to focus on the one commandment. Jesus came a long way to deliver it and went through a whole lot of trouble to demonstrate it. Obeying it works.

I was first 'called' to ministry in 1979, but since then, it has been a long bumpy path, mostly because of my own misconceptions, presumptions, and worst of all, isolation. By 1989, I had given up on celibacy and married a nice, religious 28-year-old schoolteacher thinking I was marrying a godly woman. We had two lovely children and I became an electrical contractor. Just look at us! By 1999, both my parents had passed away and I had developed a nasty Internet addiction disorder. I lost interest in the "real world" so she dumped me and the rest of the story is online, somewhere.

My previous Wikiversity project, User:CQ/THD was an experience based in my friendship with Crystal, whom I was 'living in sin' with on her beautiful land up in Illinois. We had great ideas and big plans, but we laid around and drank too much, watched too much TV and had no discipline to stay on task. I 'escaped' from her in Champaign, and rode down to New Orleans after praying earnestly for direction.

 Practical Christianity is walking the walk. 1 John 2:6

I spent a good month walking among the homeless around the French Quarter and Uptown. I started out with a well-furnished backpack and a few dollars but was soon reduced to my 'ground state' and back in the care of my God.

What is truth?
 Pilate therefore said unto him, Art thou a king then? Jesus answered, Thou sayest that I am a king. To this end have I been born, and to this end am I come into the world, that I should bear witness unto the truth. Every one that is of the truth heareth my voice. Pilate saith unto him, What is truth? And when he had said this, he went out again unto the Jews, and saith unto them, I find no crime in him. John 18:37-38

Many prospective christians (note the lower case) set out to establish their own righteousness through good deeds, religiously/politically-correct speech and an ostensible notion of connectedness with the organized church. My struggle with the mainstream 'religion' of Christianity is with the phony hyped-up claims and lukewarm attitudes that are actually just watered down rhetoric and ploys to capitalize on the shortcomings of weak and unstable souls. II Peter 2:1-22 My redemption and entrance into the Kingdom is being predicated on my surrender to God as Father and His Son, Jesus. Realizing the Kingship of Jesus is the first step in the process. Accepting as fact that God, the Father raised His beloved son from actual human death is difficult to a 'man of science' which I once purported to be, but I'm getting there.

walk with me ...

The Transformation Network
When an addict reaches the end of his rope and turns toward the Living God, the process of salvation, restoration and redemption begins. I'm currently (8-8-8) in New Jersey with Pastor Mel and Brother Eddie reciprocating visits to Bethel to NOLA by our support network up here. This network includes many affluent people from what we sometimes refer to as 'the other side' but under the kingship of Christ, all ground is level at the foot of the Cross of Calvary. Here are a few groups and leaders we're connecting with:

 * Cornerstone Christian Church - These folks came down to New Orleans in a mass of 85 brothers and sisters armed with phenomenal construction skills and a work ethic far beyond reproach. In only 8 days, Servant's Heart built our two-story building from the slab to the roof without so much as one moment of the crippling confusion that we are familiar with. They didn't argue, boast, bicker, cuss, abuse or falter in executing the enormous set of tasks required. When they left, all we had to do is some sheet rock finishing, trim-out and siding. All of the framing, hanging, wiring, plumbing, rough-in was done! We now have a new recreation room and handicap-accessible restroom downstairs and a nice classroom upstairs. This is what the christian community refers to as a blessing.

 * Transformation Life Center in New York is a similar program. A guy from there came to visit us in New Orleans.

 * Celebrate Recovery A twelve-step recovery program that stresses that there is no other Higher Power except for Jesus, as opposed to groups like Alcoholics Anonymous which encourage members to choose their own concept of a Higher Power. Members of BCSTM go there once a week on Fridays.

A New Chapter
After 11 months at Bethel of a total of 18 months in New Orleans, I am now back home in West Kentucky. I've been ordered to stay put and wait. Something catastrophic is coming perhaps in July this year (09). I don't know when but the place is near Paducah, Ky. Something like a nuclear disaster involving a plume of Radioactive funk coming from below. Maybe its the Chernobyl blob in some sort of China Syndrome? It's a dream I had years ago that simply wont quit. Where I saw it from in the dream is a real place with a physical locus in the non-dream world and I can extrapolate an approximate line. Well enough of that. We all know that this is the end/beginning. The jig is up! electrical contractor in virginia

title: User:CQ/BCSTM


text:
Praying in the synagogue/Shema Yisrael

The length of the Shema (short for Shema Yisrael) depends on your denomination, or the denomination of the shul (synagogue) you wish to visit. The Orthodox shuls have an elaborate list of blessings preceding the Shema itself, while Conservative and Reform seem to just jump right into it.

It is extremely important when reciting the first verse of the Shema (Shema Yisrael, HaShem Eloenyu, HaShem Ekhad) to cover your eyes with your right hand and enunciate each word clearly. For this reason, some ArtScroll siddurs (prayerbooks) have separating bars after each word. The verse literally means Hear, O Israel, The Name (i.e., G-d) is our L-rd, The Name (i.e., G-d) is One.

title: Praying in the synagogue/Shema Yisrael


text:
Electric Circuit Analysis/Nodal Analysis

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Lesson Review 5 & 6:
What you need to remember from Kirchhoff's Voltage & Current Law. If you ever feel lost, do not be shy to go back to the previous lesson & go through it again. You can learn by repetition.

 * Remember what was learned in Passive sign convention, You can go back and revise Lesson 1.

 * Define Kirchhoff's Voltage Law ( word-by-word ).

 * Kirchhoff's Voltage Law: $$\sum_nv_n = v_4 + v_1 + v_2 + v_3 = 0$$

 * Define Kirchhoff's Current Law ( word-by-word ).

 * Kirchhoff's Current Law: $$\sum_ni_n = i_1 + i_2 + i_3 + i_4 = 0$$

This part of the course onwards will collaborate with the Mathematics Department extensively. Mathematical Theory will be kept minimal as mathematical tools are only used here as a means to an end. Links to relevant Mathematical theories will be supplied to assist the student.

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Lesson 7: Preview
This Lesson is about Kirchhoff's Current Law. The student/User is expected to understand the following at the end of the lesson.

 * Use KCL at super nodes to formulate circuit equations.
 * Create matrix from circuit equations.
 * Solve for Unknown Node Voltages using Cramer's Rule.

Part 1: Pre-reading Material
The student is advised to read the following resources from the Mathematics department:

 * College Algebra
 * Linear algebra

The following external link has an excellent summary on using Cramer's rule to solve linear equations:

*Solutions/Cramer

After you have satisfied yourself with the above resources, you can go to Part 2.

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Part 2: Nodal analysis
Let's start off with some useful definitions:

 * Node:
 * A point in a circuit where terminals of atleast two electric components meet. This point can be on any wire, it is infinitely small and dimensionless.

 * Major Node:
 * This point is a node. A set of these nodes is used to create constraint equations.

 * Reference Node:
 * The node to which Voltages of other nodes is read with regard to. This can be seen as ground ( V = 0).

 * Branch:
 * This is a circuit element(s) that connect two nodes.

Basic rule: The sum of the currents entering any point (Node) must equal the sum of the currents leaving.( From KCL in Lecture 6).

 * }

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Part 3
The following is a general procedure for using Nodal Analysis method to solve electric circuit problems. The aim of this algorithm is to develop a matrix system from equations found by applying KCL at the major nodes in an electric circuit. Cramer's rule is then used to solve the unkown major node voltages.

Once the Node voltages are solved, normal circuit analysis methods ( Ohm's law; Voltage and Current Divider principles etc... ) can then be used to find whatever circuit entity is required.

Remember to consult previous lessons if you are not confident using the circuit analysis techniques that will be employed in this lesson.

Manual Nodal Analysis Algorithm:

1.) Choose a reference node. ( Rule of thumb: take the node with most branches connecting to it )

2.) Identify and number major nodes. ( Usually 2 or 3 major Nodes )

3.) Apply KCL to identified major nodes and formulate circuit equations.

4.) Create matrix system from KCL equations obtained.

5.) Solve matrix for unknown node voltages by using Cramer's Rule (Cramer's Rule is simpler, although you can still use the Gaussian method)

6.) Use solved node voltages to solve for the desired circuit entity.

The above algorithm is very basic and useful for 2 x 2 and 3 x 3 size matrices. Generally as the number of major node voltages increase and the order of the matrix exceeds 3, numerical methods (beyond the scope of this course) are employed, sometimes with the aid of computers, to solve such circuit networks.

Let's try an example to illustrate the above nodal analysis algorithm.

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Part 4 : Example
Consider Figure 7.1 with the following Parameters:
 * $$V_1 = 15V$$
 * $$V_2 = 7V$$
 * $$R_1 = 2\Omega$$
 * $$R_2 = 20\Omega$$
 * $$R_3 = 10\Omega$$
 * $$R_4 = 5\Omega$$
 * $$R_5 = 2\Omega$$
 * $$R_6 = 2\Omega$$

Find current through $$R_3$$ using Nodal Analysis method. Solution:

This is the same example we solved in Exercise 6, except that in this case we have added some resistors to increase the complexity of the circuit.

Figure 7.2 shows voltages at nodes a, b, c and d.

We use node a as the common node (ground if you like). Thus $$V_a = 0V$$ as we did previously.

 Carefully follow the progression of the nodal analysis algorithm explained in Part 3 of this lesson as follows in Part 5 and 6.

 * }

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Part 5 : Example (Continued)
Now that we have labelled the currents flowing in this circuit using the Passive Sign Convention, and have identified nodes b; c and d as major nodes, we proceed as follows:

KCL at node b:

$$i_1 = i_2 + i_6$$

Thus, by applying Ohm's Law to the above equation we get:

$$\begin{matrix}\ \frac{V_1 - V_b}{R_1} = \frac{V_b - V_c}{R_2} + \frac{V_b - V_d}{R_6} \end{matrix}$$

Therefore

$$\begin{matrix}\ \ V_b(\frac{1}{R_1}+\frac{1}{R_2}+\frac{1}{R_6}) - V_c(\frac{1}{R_2}) - V_d(\frac{1}{R_6}) = \frac{V_1}{R_1} \end{matrix}$$  ............... (1)

KCL at node c:

$$i_3 = i_2 + i_4$$

Then, by applying Ohm's Law to the above equation we get:

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Part 6 : Example (Continued)
$$\begin{matrix}\ \frac{V_c}{R_3} = \frac{V_b - V_c}{R_2} + \frac{V_d - V_c}{R_4} \end{matrix}$$

Therefore

$$\begin{matrix}\ \ V_b(- \frac{1}{R_2}) + V_c(\frac{1}{R_2}+\frac{1}{R_3}+\frac{1}{R_4}) + V_d(- \frac{1}{R_4}) = 0 \end{matrix}$$  ............... (2)

KCL at node d:

$$i_4 = i_5 + i_6$$

Applying Ohm's Law...

$$\begin{matrix}\ \frac{V_d - V_c}{R_4} = \frac{V_2 - V_d}{R_5} + \frac{V_b - V_d}{R_6} \end{matrix}$$

Therefore

$$\begin{matrix}\ V_b(- \frac{1}{R_6}) - V_c(\frac{1}{R_4}) + V_d(\frac{1}{R_4}+\frac{1}{R_5}+\frac{1}{R_6}) = \frac{V_2}{R_5} \end{matrix}$$  ............... (3)

 * }

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Part 7:
The next step in this algorithm is to construct a matrix. To do that easily, we substitute all resistances in the above equations 1, 2 and 3 with their equivalent admittances - as follows:

$$G_1 = \frac{1}{R_1}$$  etc  thus equations 1, 2 and 3 will be re-written as follows:

$$\begin{matrix}\ V_b(G_1+G_2+G_6) + V_c(-G_2) + V_d(-G_6) &=& (V_1 \times G_1) ....(1) \\ \ \\ \ V_b(-G_2) + V_c(G_2+G_3+G_4) + V_d(-G_4) &=& 0 ....(2) \\ \ \\ \ V_b(- G_6) + V_c(- G_4) + V_d(G_4+G_5+G_6) &=& (V_2 \times G_5) ....(3) \end{matrix}$$

Now we can create a matrix with the above equations as follows:

$$ \begin{bmatrix} (G_1+G_2+G_6) & -(G_2) & -(G_6) \\ (-G_2) & (G_2+G_3+G_4) & (-G_4) \\ (-G_6) & (-G_4) & (G_4+G_5+G_6)\end{bmatrix}. \begin{bmatrix} V_b\\ V_c \\ V_d \end{bmatrix} = \begin{bmatrix} (V_1 \times G_1)\\ 0 \\ (V_2 \times G_5)\end{bmatrix}$$

The following matrix is the above with values substituted:

$$ A.\vec{X} = \vec{Y}$$ → $$\begin{bmatrix} 1.05 & -0.05 & -0.5 \\ -0.05 & 0.35 & -0.2 \\ -0.5 & -0.2 & 1.2\end{bmatrix}. \begin{bmatrix} V_b\\ V_c \\ V_d \end{bmatrix} = \begin{bmatrix} 7.5 \\ 0 \\ 3.5 \end{bmatrix}$$

Now that we have arranged equations 1, 2 and 3 into a matrix we need to get determinants of the general matrix, and determinants of alterations of the general matrix as follows:

 * }

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Part 8:
Remember to read *Solutions/Cramer Also, use the provided link for details on working out the determinant of a 3 x 3 Matrix.

Solving determinants of:

 * Matrix A : General matrix A from KCL equations

 * Matrix A1 : General Matrix A with Column 1 substituted by $$\vec Y$$.

 * Matrix A2 : General Matrix A with Column 2 substituted by $$\vec Y$$.

 * Matrix A3 : Genral Matrix A with Column 3 substituted by $$\vec Y$$.

As follows:

$$\begin{matrix}\ det\begin{bmatrix} 1.05 & -0.05 & -0.5 \\ -0.05 & 0.35 & -0.2 \\ -0.5 & -0.2 & 1.2\end{bmatrix} &=& det A \\ \ \\ \ &=& 0.299\end{matrix}$$

$$\begin{matrix}\ det\begin{bmatrix} 7.5 & -0.05 & -0.5 \\ 0 & 0.35 & -0.2 \\ 3.5 & -0.2 & 1.2\end{bmatrix} &=& det A1 \\ \ \\ \ &=& 3.498\end{matrix}$$

$$\begin{matrix}\ det\begin{bmatrix} 1.05 & 7.5 & -0.5 \\ -0.05 & 0 & -.02 \\ -0.5 & 3.5 & 1.2\end{bmatrix} &=& det A2 \\ \ \\ \ &=& 2.023\end{matrix}$$

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Part 9:
$$\begin{matrix}\ det\begin{bmatrix} 1.05 & -0.05 & 7.5 \\ -0.05 & 0.35 & 0 \\ -0.5 & -0.2 & 3.5\end{bmatrix} &=& det A3 \\ \ \\ \ &=& 2.665\end{matrix}$$

Now we can use the solved determinants to arrive at solutions for Node voltages $$V_b; V_c and V_d$$ as follows:

1. $$V_b = \frac{det A1}{det A} = \frac{3.498}{0.299} = 11.717V$$

2. $$V_c = \frac{det A2}{det A} = \frac{2.023}{0.299} = 6.776V$$

3. $$V_d = \frac{det A3}{det A} = \frac{2.665}{0.299} = 8.928V$$

Now we can apply Ohm's law to solve for the current through $$R_3$$ as follows:

$$I_{R_3} = \frac{V_c}{R_3} = \frac{6.776V}{10\Omega} = +0.678A $$

As we previously saw, the positive sign in the above current tells us that the effective current flowing through $$R_3$$ is in fact in the direction we chose when drawing up the circuit in figure 7.2.

To appreciate the algorithm we have just used, try solving the above problem using either KVL or KCL as we did in lessons 5 & 6 and see just how cumbersome the process would be.

As usual the following part is an exercise to test yourself on the content discussed in this lesson. Please refer to Part 11 for further reading material and interesting related external links.

 * }

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Part 10:Exercise 7
Consider Figure 7.3 with the following parameters:
 * $$V_s = 9V$$
 * $$R_1 = 200\Omega$$
 * $$R_2 = 20\Omega$$
 * $$R_3 = 10k\Omega$$
 * $$R_4 = 5k\Omega$$
 * $$R_5 = 15k\Omega$$
 * $$R_6 = 1k\Omega$$

Find the current through $$R_3$$ using the Nodal Analysis method.

 * Answers to Exercise 7

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Part 11:
Further Reading & Other Interesting Links:

 * Nodal analysis

 * Free Nodal Analysis EBook by Dr. Yaz Li

 * Node voltage Analysis Web Application

 * MIT Circuits and Electronics (Video) Lecture - Basic Circuit Analysis Method

References:

 * Add reference here!

 Completion List

Once you finish your Exercises you can post your score here! To post your score just e-mail your course co-ordinator your name and score *@undefined.

 * }
 * }
 * }
 * }


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User talk:Shraktu

Hi, your answer was moved to here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 17:07, 25 May 2008 (UTC)

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 17:07, 25 May 2008 (UTC)

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Brezhoneg Daoù/Lesson 6

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Lesson 6/Kentel C'hwec'h : Araogennoù (Prepositions)
Prepositions are combined with the personal pronoun when relevant.

Eg. "Evid" (for) gives "Brezhoneg zo mat evidon." (Breton is good for me).

Preposition "For"
Prepositions from the same type :

 * Davet (toward) : Davedon
 * Eget (than) : Egedon
 * Estreget (other than) : Estregedon
 * Evel (as) : Eveldon
 * Hep (without) : Hepdon
 * Nemet (but for) : Nemedon
 * Panevet (if it hadn't been for) : Panavedon

Preposition "Upon"
Prepositions from the same type :

 * Diwar (of) : Diwarnon

Preposition "In"
Ne sonjan nemet ennoc'h ! I only think of you ! (Song from Nolwenn Korbell)

Prepositions from the same type :

 * Dindan (under) : Dindanon

Preposition "By"
Prepositions from the same type :

 * A-raog (before) : Araozon
 * Dirak (in front of) : Dirazon
 * Kenetre (between) : Kenetrezomp
 * Eme (said I, said he, etc.) : Emezon
 * Etre (between) : Etrezomp
 * Hervez (According to) : Hervezon
 * Rak (before) : Razon

Preposition "Against"
Prepositions from the same type :

 * A-zioc'h (above) : Aziouzhin
 * Diouzh (from) : Diouzhin

Preposition "With"
Prepositions from the same type :

 * Digant (from) : Diganin

 * }

title: Brezhoneg Daoù/Lesson 6


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User:KTucker/Research Interests

ICT in education
On WikiVersity I have an interest in research in general (on wikis and other forms of socially connected learning).

One of my interests relates to how people and developing communities who have not had access to technology previously will use resources as they become connected.

What are the barriers to becoming participants in the global knowledge society, and what kind of a difference will global connectivity make (on local and global levels) towards sustainability.

title: User:KTucker/Research Interests


text:
User:KTucker/Sporting Interests

 * Running (road, trail, mountain, track 5-10,000m)
 * Triathlon (swim, cycle, run)
 * Cycling (road)
 * Taiji.

title: User:KTucker/Sporting Interests


text:
User:KTucker/Other Interests

 * Philosophy
 * FLOSSophy
 * Taiji
 * etc.

title: User:KTucker/Other Interests


text:
User talk:Dennis L Thomas

Hello Dennis, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 18:53, 25 May 2008 (UTC)

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

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 18:53, 25 May 2008 (UTC)

title: User talk:Dennis L Thomas


text:
Portal:Social entrepreneurship/networking/activities/Advisory Group Meeting 20080521

=Present=

Participants included representatives of the University of Johannesburg, North West University, Youth Alliance for Leadership and Development in Africa, independent entrepreneurs, the Win Win Group, Sulaco New Media, World Bank Institute, Meraka Institute, Young Engineers of South Africa, Umsobumvu Youth Fund, DST, etc.

=Agenda=

 * Presentation on the World Bank Institute's Student Social Entrepreneurship Project.
 * Presentation and Discussion on the development of a collaborative online game to support the initiative.

=WBI in SA=

 * 1) * WB does not have a lending relationship with SA
 * 2) WBI Foci include
 * 3) * Knowledge society
 * 4) * Urban development
 * 5) * Infrastructure
 * 6) * Land reform
 * 7) * Environment
 * 8) * Service delivery
 * 9) * Science and technology for development
 * 10) * Capacity building
 * 11) * Institutional partnerships
 * 12) * Innovation, pilots, incubation, ...
 * 13) * Regional Hub

=Background on the World Bank Institute's Student Social Entrepreneurship Project=

Development Imperative
2006 Conference involving Finland and the DST in SA - identified the following priorities:

 * Education is fundamental to the success in the knowledge economy
 * Key role of youth
 * how to better engage
 * facilitate/enable youth to build their own capacity
 * orientation of youth towards development goals
 * Technology, particularly ICT
 * Innovation to drive growth
 * Community Innovation and Indigenous Knowledge.

Economic Imperative (competitiveness)

 * Speed
 * Networking
 * How to learn and adapt
 * Reliable, competent, competitive
 * Appropriate skills and knowledge
 * Business sense

Demands of the new economy:

 * Inclusion
 * being able to use knowledge effectively
 * education linked to the real world
 * creative thinkers
 * problem solvers
 * collaborative
 * technical literacy
 * global citizens
 * entrepreneurship.

Challenges and Opportunties
South Africa has one of the highest Gini coeficients in the world. 57% of the population lives on less than R3,000/year (c. $437/year). Depending on definitions, 25 - 40% of the population have no "proper" job.

Education is not responding to the market needs.

South Africa is often described as a world in one country: the learning in South Africa may be transferable (to other countries, regions, continents, etc.).

Innovation Response Gap
Market needs and required innovation change rapidly. The educational systems are reactive and slow to adapt and change as required.

The idea of the sole researcher innovating for society is outdated at best.

This (and other related) initiatives strive to teach/research collaboratively (researchers and communities) to elicit ideas which may become ventures towards sustainable commercial enterprises.

Networked innovation, community innovation, users as innovators, ....

This requires free/libre and open source underpinning.

(See Libre Knowledge vision: Knowledge for all, freedom to learn, towards collective wisdom: enabling communities to empower themselves with knowledge).

Engagements to Date

 * Gauteng universities: a series of interactions since December 2006 leading to
 * a National Workshop (March 2008)
 * a collaborative framework (step by step through a social entrepreneurship course), and
 * a collaborative Wiki including a curriculum framework.

These build on previous engagements around "Service Learning" and "Community-based Learning" extending these approaches to include sustainability and social impact.

 * Definition of social entrepreneur.

Objectives

 * Update so far (done - above)
 * Share:
 * Gartner input to this early conceptual level.
 * Our own experiences
 * How the initiative could benefit our own constituencies
 * Brainstorm system(s) in support of the initiative.

=Comments and Discussion=

Neoliberal Tone
AA:

 * dialect: "new economies" v "social knowledge society"
 * different drivers
 * Globalisation and impact
 * Many countries, including South Africa, are removing neo-liberal components of their economic policies.

RH:

New opportunities: e.g. call centres in India - possible now that they are ICT-enabled. Some neo-liberal policies are taking root - in industries and in both private and public sectors.

There are new opportunties for NGOs and individuals (etc.) to tackle development challenges that were previously left to governments (which did not succeed).

NGOs are developing new operational models from donor-dependent to sefl sustaining. New and different business models, hybrid models. Organisation principles are changing. Mision-driven towards social causes, and becoming morer sustainable (as a result (i.e. serving needs)).

Identifying Social Issues
Q (DD): How are social issues identified?

A (RH): via exisitng CBOs and NGOs already grappling with community issues, and linking them to budding social entrepreneurs.

Nature of Education
Story (AA): re a young person "diagnosed" with ADHD (i.e. distracted, not doing well in school and given Ritalin): teachers asked students if they would like to learn about real problems ... Yes ... Whole community involved (identified issues, co-developing solutions): parents took the kids to these problem areas. The young person in question was inspired and became an organiser/coordinator ... highly valued contributer ... so, people come out of themselves in context. Education is about helping people find their space, or niche, in the world.

Educational Gaming: Stay Close to the Reality
DD:

 * Gaming community: building maths games (Mindset involved).
 * Learners learning maths designing games to help.
 * Grade 11 learner earning money doing this.
 * Discovery method.
 * Farm out the task to people actually there (learning maths).

RH:

ThinkQuest example of students producing as good or even better learning resources than educators. Peer-to-peer learning Student input to the learning resources and process.

RB:

 * Mentioned an example of students using Internet, e-mail, ...
 * appeal to International Student Programme,
 * students present their findings
 * (Australian example).

Mobile Access and New Technologies
MF:

 * Look at new tools and mobile access
 * e.g. MXit, etc. ...
 * rather than assume access to PCs

FH:

 * Time constraints in the project
 * Many users under-priviledged
 * So, not too much focus on new technologies and tools
 * Protoype not for large scale deployment.

RH:

 * The idea is to pilot the system with c 500 social entrepreneurship or service learning students to evaluate the system concept.

Gaming Approach
DD:

 * Gaming is a good approach
 * rewards easy to build in
 * user interface can be very intuitive
 * learning occurs as playing is fun.

Sulaco:

The aim is to produce a collaborative web site for students studying social entrepreneurship and operating in disadvantaged communities.

Features include: ( other participants chipped in) )

 * Identify projects, mobile access, blogging, sharing media chips,etc.
 * Gaming: set tasks, challenges and assessments, ...
 * User-driven market system
 * Player share trading
 * Assessments
 * etc.

Process

 * Register
 * Identify project(s)
 * Form teams
 * Invest virtual capital
 * Start a company
 * Engage with communities
 * Game starts.
 * Weekly challenges
 * Points
 * Monetary reward
 * Ratings
 * Influence in the game
 * Virtual stock market
 * Use wiki, blogs, etc.

Other Ideas

 * Company has
 * Employers
 * Employees
 * Company may
 * contract advisors, etc.
 * buy a franchise, etc.

FH:

 * Registration
 * Profiles
 * Groups
 * Global discussion forum
 * Pool of projects

Basis: market driven

 * How to run a business
 * Set company goals
 * Project goals and tasks

Assessments

 * How educators and peers see what you are doing
 * Challenge: how to make this interactive

DD: if you structure the game correctly, then users can set up their own assessments,

FH: e.g. suppose the issue is water pollution: develop proposal and set ratings therein ....

DD: instead of the standard approach, make it easy for students to act and the system and other players can provide feedback.

Output: business plan (rather than the business plan being the end of a planning process which then start off the game).

FH: the business plan will be an output in the process.

Mobile Access
MF: phone friendly?

FH: No.

MF: can be done ...

(FH should contact Meraka Institute for details and/or work with them to implement the solution).

Focus: over-emphasis of Financial Matters?
AK: Too much on financial motivators:

 * Health
 * moral development
 * sharing
 * what moral values are underpinning the game?
 * In the real world there is often no money involved but trading and exchange of goods and services.

KT:

 * For the game: goodwill points, kindness, positiveness, altruism, karma points, etc.
 * community developed values.

RH: details of the game to be worked out later.

Mentorship
Q. Mentorship?

RH: via DST activities, CSI, etc. An issue to be explored later.

Balance of Virtual and Real Activities
P: How much of the game is learning and pre-action, and how much is during community engagement and implementation?

RH:

Part of the design detail. The institutions have different ways of working, of structuring courses, phasing, and offer SE at different levels.

Idealogical Underpinnings
AA: Ideological underpinnings ... important to consider.

 * Ideology built in post-modernity
 * e.g. medical profession has many medical systems

How do we solve a problem in South Africa?

 * text (documents in the broad multi-media sense)
 * political ideology and meaning are context-specific and context-sensitive

We are starting at the wrong place!

A problem to solve?

Learners to make the games themselves. e.g. SecondLife ... books, cards, board games, etc. ... appropriate for the age group.

Purpose of the System?
RH: managing the dynamic between students, youth and communities:

 * Help students to understand their context
 * before coming in with their own ideas
 * how to teach students not to impose their ideas, but to work with communities.
 * Users will be initally at tertiary educational institutions
 * but engage youth.

The game will include the corporation concept, private and public collaboration on addressing issues such as environment, water, energy, social issues, etc.

Value proposition of the system: help drive the development of ideas:

 * build something from scratch to a viable, useful and sustainable operation with life beyond the intervention or prototype
 * reward structure in the game.

So, although the game might seem business-oriented and entreprenerial, the underlying ideas are more ideological.

Types of Educational Gaming Software
DD:

There are different types of educational games which can help develop certain types of skills.

e.g.

 * Championship Manager can instill an understanding of advanced management concepts
 * A Soccer game will not teach anyone how to kick a ball.

For educational effect the game needs to be as close to reality as possible.

Ethics and Moral development in Games
AK: reminder re ethics and moral values underpinning the game.

DD:

 * Interactive web game:
 * game collects points on actions
 * e.g. train employees, etc.
 * attaching value ratings/scores on actions

For the pilot:

 * test that this web game approach works
 * develop a framework which enables users to create the models

BH (YALD):

Evaluation:

 * points
 * money
 * social impact

DD:

In the game, money is a decoupled object which could assume different forms and be handled in different ways:

 * trading shares
 * confidence shares
 * digg ratings
 * etc.

Game Design
RH:

 * 1) Actions: with startup resources the user can do (e.g.) 100 things: spend, invest, ...
 * 2) Trading: another assessment tool.
 * 3) * one teacher assessing student activities is not scalable.
 * 4) ** i.e. a peer review model.

DD: outcomes may be determined by the model (developed by the players)

AK: develop a model of the long term programme: its portfolio of projects and impact.

RH: e.g. focus on secondary education:

 * define a hierarchy of needs
 * define a development path
 * engage students to get it done.

The Game of Life
KT:

 * Life is a collaborative game.
 * Provide tools to help the learners make sense of the contexts they find themselves in.
 * Mapping tools (spatial view)
 * Mind mapping
 * Modelling and simulation environments
 * Social software, Web 2.0 facilities: wikis, blogs, discussion forums, networking, etc.
 * cf FaceBook, SecondLife, Wordpress, LinkedIn, MySpace, WikiSpaces, Pounce, ....
 * Students also learn to use available Internet facilities for professional and social life in the 21st century.

AA: drew a simplified diagram depicting the structure of human activity (sensu Vygotsky)

(found a relevant page on the Internet)

Aim/Outcome of the Game Process?
SG: What is the outcome?

 * game component
 * unconscious incompetence --> conscious
 * support tools to make it happen.

Go in and solve problems?

Empower the learners to solve problems ... play ... learn ... experiment ... act ... real world outcome.

WinWin: money cannot be eaten. WBI et al can help people connect with this.

Indigenous Games
Lucky (teleconferencing):

 * Creating online games will not reach many people - accessibility, no power, under-privileged.
 * Consider Indigenous Games and what ca be learned with them:
 * Morabaraba - teaches how to invest and trade.
 * accessible by rural people.

RH: excellent point - a challenge.

BH: Social impact of games?

Lucky:

 * For Social Entrrepreneurship: organisations are formed to address social issues
 * Morabaraba is about investment and trading towards a sustainable business
 * e.g. if the homeless people in Gauteng learn this they will not be homeless for long.

=Starting to Wrap Up=

Questions around the table:

RH:

Aim

 * facilitate, enable and catalyse connection - reducing isolation (of social entrepreneurship educators and learners)
 * enhance their knowledge and understanding towards effective action.

Most of the ideas generated will be academic. Most would fail. But how do we identify the few really powerful ideas and take them to realisation and fruition?

Evaluation
Evaluation needs to be holistic: triple bottom line (assessing sustainability).

We have discussed the role of the pilot.

Key steps:

e.g. identify issues and activities at health clinics - what could students do?

Gaming Model/Metaphor

 * Peer-to-peer learning.
 * Balance online and realworld benefits.

Next

 * Define concretely what students do ...

Assessment will have to be discussed later.

 * Ongoing wiki and mailing list.

Sulaco NM
FH:

 * lots of good info shared
 * will respond by e-mail
 * now we can develop a good conceptual proposal. Thanks all.

Academics
TNS:

Q to academics:

 * will this help?
 * save time?
 * in a 1-year or 6-month module?

AK:

For post-graduate health science it will be useful for developing business plans - but only if the moral issues in our country are addressed. The initiative as a whole should help - not sure about the gaming approach.

Prudence:

Yes - a good initiative. Pay attention to continuity. Keep it simple.

CIDA:

Students focus on social entrepreneurship, businesses focus on profit - and create jobs. This will not add time - social entrepreneurship is already built into the programme.

Once the game is running, keep it simple. continue off-line - for rural communities (not connected).

Assessment: apply a standard approach.

For incubation - CIDA can help.

Technology
MF: on the technology side, think out of the box wrt accessibility: mobile phones, SMSs, etc.

RB: game vs model.

Sustainability and Services for the Game of Life
KT:

 * Sustainability requires simultaneous consideration of all three of social, economic and environmental sustainability (otherwise not sustainable).
 * Focus on services for students to be more effective in the collaborative game of life (including social entrepreneurship)
 * modelling and other thought and colaboration tools.

Gaming Approach and Design
DD:

 * 1) Community - on-line
 * 2) * social framework
 * 3) ** blog, forum, etc.
 * 4) Game approach for (e.g.) farming ideas
 * 5) * unconscious ignorance
 * 6) * the initial game can inform and influence the shape future games.
 * 7) Sculpture an environment for people to create their own games
 * 8) * and scenarios.

Expert Input
WinWin (wearing look and feel hat):

 * ensure access by experts to student discussions.

DST:

Agree with AA: game concept as facilitator:
 * the problem is not known yet
 * learning how to collaborate with the communities.

Curriculum: Sustainability
KT:

Curriculum needs to include:
 * What is sustainability
 * How to model it - tools to be included among:

Curriculum: Using the Services

 * Services for students (modelling and thought tools)
 * and ultimately, the communties themselves.

Protecting Ideas
BH:

Q. re protection of ideas in an open environment.

KT: "free" and "open" does not mean no protection. Knowledge shared on the wiki: via GNU Free Documentation License, on WikiEducator: CC-BY-SA., etc.

MF: Cannot patent an idea - only the implementation. Ideas are plentiful. Successful implementations are scarce. Focus on the services that people provide.

DD: the best and most successful games were developed collaboratively.

BH: but when people start competing for funds ... problem of sharing ideas.

Lucky: support this concern wrt student assessment - who's idea was it? How much credit for which student(s)?

Community Impact (of new ideas)
Implementing an idea: as soon as the student (outsider) is introduced to the community, the values of the community and the student change.

RH: part of assessment. Localisation. Innovation. Assess degree of collaboration, sharing, cooperation, community engagement, ....

=Close=

RH:

 * The broad challenge is clear, the devil is in the details.
 * Evolving process
 * Sulaco NM to digest and come back with an updated concept
 * End of June or early July: demo and pilot.


text:
User:Jarble~enwikiversity

Lah. I'm just a random person. I like math, chemistry, and other assorted random stuff.

I think Wikiversity needs more users, as it is in serious need of editing. I will support the project.

title: User:Jarble~enwikiversity


text:
Portal talk:Social entrepreneurship/networking/activities/Advisory Group Meeting 20080521

The discussion raised many issues around the nature of "the game". For now, use this page to comment on the meeting in general and to develop the concept further.

=Consolidating the Game Metaphor=

The game concept needs to be fleshed out.

 * Develop use cases and workshop with students

=Tools for Shared Contextual Understanding=

One of the suggestions was that the whole learning process (course, module), including the community interaction could be seen as part of the "game of life" we all play all the time. The difference is that we have Web 2.0 and other tools to help us share knowledge, make decisions and assess performance, etc. - and most importantly, make learning a fun social collaborative game.

The list below comprises links to existing facilities/tools which support the collaborative activities of students of social entrepreneurship. The tools help the learners make sense of the contexts they find themselves in. Students also learn to use available Internet facilities for professional and social life in the 21st century. Life is a collaborative game.

 * Tools for Shared Contextual Understanding
 * Later consolidate and workshop around how such facilities could be used and how student work can be linked to and peer-assessed.
 * Most importantly, increase the fun factor and nurture the "life generating" forces in this system

=Ethical Underpinnings=

Recall the process which has underpinned many of our workshops and interactions to date: Appreciative Inquiry.


text:
Template:Use case

Usage

title: Template:Use case


text:
Template:Use case/doc

Usage:

Example:

The wiki markup for the above use case is:

See: Alistair's work, specifically the Basic use case template and Use cases, ten years later, and also Pluggable use cases by Devonne Strysick.

title: Template:Use case/doc


text: File:Structure of human activity (Vygotsky).png


text:
User talk:Jarble~enwikiversity

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

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 22:17, 25 May 2008 (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 Jarble. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jarble~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 23:34, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Jarble~enwikiversity


text: File:Wiki content development process.svg


text:
How to be a Wikimedia sysop/Wikiversity

In addition to the generic content about How to be a Wikimedia sysop which is about being an administrator on Wikimedia Foundation sister projects, this page seeks to provide guidance on sysop-related matters for Wikiversity. Note that on Wikiversity, sysop status is referred to as 'custodianship'.

What is Wikiversity?
One of the first starting points should be for custodian candidates to appreciate and understand Wikiversity's scope, mission, and vision. Since these are all in development, candidates are strongly encourage to contribute to improvements. An understanding of Wikiversity's history is also advisable. Sysops coming from other WMF projects are enouraged to appreciate that the Wikiversity scope for acceptable content is considerably broader than on the other projects because the mission is about providing learning content and learning spaces. Sysops coming from other projects are encouraged to engage in discussion with other contributors to help determine what content what or may not be considered to be within Wikiversity's scope.

Policies
Secondly, candidate custodians on Wikiversity are strongly encouraged to familiarise themselves with Policies. What could be useful here is to list a suggested reading in a table, noting the most commonly occurring issues/points of debate on Wikiversity.. Policies attempt to make clear what processes to follow. But many of the policies are still in draft format.

The tables below provides a guide for one's policy reading.

Also note that not everything about what makes a wiki work/not work can be found in these policies. One of the common debates, for example, is over how users, custodians, and bureaucrats interpret and act/don't act on the policies. Other key debates including application of the policies and custodian/bureaucrat attitude towards fostering a "developist" culture compared to a "deletionist" culture. Broader literature about Wikiversity can be found in the Wikiversity namepsace, e.g., some especially useful links are:

People and tools
Thirdly, candidate custodians on Wikiversity should familiarise themselves with people and tools.
 * Regarding people, communication is vital, so correspond with your mentor, share about yourself on your user page, discuss ideas and questions on talk pages, and possibly also on the mailing list, IRC etc. See if you can work out how to add News, Announcements, and Site notices.
 * Regarding tools, probationary custodians should already be familiar with Help:Editing but a thorough review is recommended (e.g., do you understand templates?) and should try out the sysop tools during their probationary period, including deleting (see also oversight), blocking, protection. Since use of each of these tools runs a potentially strong risk of community upset, but also to not use these tools when appropriate similar runs risk of community upset, you should get familiar with how they work (each action can be undone) and you should then seek guidance from others about their subsequent use in real situations.

Reading list

 * /Deletion/ (on Wikiversity)
 * /Blocking/ (on Wikiversity)

Policies
Community task: ''Make a reading list of policies which the community thinks should be read and understood by custodians. Use a helpful order for reading.'':
 * 1) Custodianship (official)
 * 2) Deletion policy (proposed)
 * 3) Blocking policy (proposed)
 * 4) Catalyst (proposed)
 * 5) list here
 * 6) Question: How can we make check-boxes?

Here is a list of Official policies and Proposed policies:

Other suggested

 * Custodianship
 * Wikiversity
 * Administering Wikiversity
 * Category:Custodian
 * Category:Wikiversity culture
 * Category:Wikiversity development
 * Category:Educational wikis
 * User:Gbaor/Custodianship - a useful collection of custodian-training links
 * It is a good idea to also read about controversial and 'sticky' custodial-type issues, e.g., Wikiversity talk:Custodianship and Community Review

title: How to be a Wikimedia sysop/Wikiversity


text: Category:Educational wikis

title: Category:Educational wikis


text:
BCP/Acer spicatum

Acer spicatum

title: BCP/Acer spicatum


text:
BCP/Acer spicatum/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * (no logs yet)

title: BCP/Acer spicatum/Logs


text:
BCP/Cypripedium acaule

Cypripedium acaule

title: BCP/Cypripedium acaule


text:
BCP/Cypripedium acaule/Logs

2008 Logs

 * --Jomegat 23:37, 25 May 2008 (UTC)
 * --Jomegat 22:56, 28 May 2008 (UTC)
 * --Jomegat 23:04, 31 May 2008 (UTC)
 * --Jomegat 01:07, 3 June 2008 (UTC)
 * --Jomegat 23:45, 9 June 2008 (UTC)
 * --Jomegat 23:10, 15 June 2008 (UTC)
 * --Jomegat 21:25, 21 June 2008 (UTC)

2009 Logs

 * Jomegat 23:14, 20 May 2009 (UTC)
 * Jomegat 00:28, 25 May 2009 (UTC)
 * Jomegat 00:10, 29 May 2009 (UTC)
 * Jomegat 02:08, 1 June 2009 (UTC)
 * Jomegat 00:27, 9 June 2009 (UTC)

Recent Logs

 * Jomegat 12:12, 4 May 2010 (UTC)

title: BCP/Cypripedium acaule/Logs


text:
User:Samwilson

 * Wood
 * My main area of interest on Wikiversity is in woodworking. I am — now and then — also working on the woodworking wikibook, and I'm hoping to develop these two projects in a related fashion.  There's lots of work (all of it, really; I've hardly done anything other than slightly form some ideas of what might be good) to do on the fundamentals of how and why and with what one should work wood.  I'm trying to work on that material, but I'm probably more keen about things like my possible research project about what the minimum requirements are, in terms of tools and techniques and materials, to produce furniture in a small workshop.  So, to that end, I shall probably be filling in those bits of the fundamentals that come up as I progress in the other.

 * Code
 * I'm also a computer programmer by trade, and so I contribute to that sort of material as well. I'd rather add information about things here than on Stack Exchange sites (which seem to hold the greatest claim these days (2012) to be the "dumping ground of record" for random thoughts about how to do geeky stuff) or any other profit- or control-driven sites.

 * WMF
 * I'm a Software Engineer on the Community Tech team at the Wikimedia Foundation. Disclaimer: I work for or provide services to the Wikimedia Foundation, but this is my personal account. Edits, statements, or other contributions made from this account are my own, and may not reflect the views of the Foundation. My WMF user account is User:SWilson (WMF).

Information (for me)
In decreasing order of size:

I am User:Samwilson on Wikipedia, Wiktionary, Wikibooks, Wikisource, Commons, and Wikiversity.

I am also User:Sam here on WV, but I no longer use that account.

title: User:Samwilson


text:
Wikiversity:Poster

Wikiversity poster - (Nb. having a hard time linking to the page and its talk, NOT the pdf directly...pasting this URL works - talk

title: Wikiversity:Poster


text:
Wikiversity:Leaflet

 * Leaflet - wikiversity (meta) - draft english text version - Wikiversity leaflet
 * German WB/WV flyer (in preparation)

title: Wikiversity:Leaflet


title: User:Xp54321


text: User talk:Xp54321

title: User talk:Xp54321


text:
User:Gbaor/Custodianship

Things to do and read during the probationary custodianship period.

Mentor's comments
Hi, Gbaor, and thanks for your message over on my talk page. For the time being, I suggest you just focus on "How to be a Wikimedia sysop" - there's a lot there! On the whole, I'd say that the most important thing is to think about long-term commitment. Long-term commitment means that when you choose the kind of things you do at WV, you have to choose things which you enjoy doing. Most custodians specialise in something - something they're good at and enjoy. If you look at all the things that custodians can do, and all the maintenance tasks available, you'll rarely find a custodian who actually does it all. So perhaps give most things a try, and then concentrate on those things which you feel right with. A custodian who stays around for years will probably change their editing specialisations every now and again so that they can maintain their commitment and motivation. --McCormack 08:02, 26 May 2008 (UTC)

To read
Feel free to add more...
 * How to be a Wikimedia sysop ✅
 * w:Wikipedia:Transclusion
 * w:Wikipedia:Template substitution
 * w:Wikipedia:Categorization
 * Templates
 * Import
 * Deletion policy ✅
 * Academic freedom ✅
 * Naming conventions ✅
 * Subpages ✅
 * Namespaces✅
 * Schools ✅
 * Topics ✅

Other projects

 * Steward handbook on Meta
 * Wikipedia:Administrators
 * Wikipedia:Administrators' how-to guide
 * Wikipedia:New admin school
 * Wikipedia:Administrators' reading list

title: User:Gbaor/Custodianship


text:
Template talk:Robelbox

On editing this page
If you are tempted to edit this page, please read the following first!

Why you need to watch out

 * This template was (at the time of writing) used in around 2000 pages on Wikiversity, making it probably the most frequently used template on Wikiversity. In addition, the template is key to the main page, user guides, browse page, major portals.... The best way to screw up Wikiversity is a single careless edit to this template.
 * So far two (well-intentioned, highly capable) custodians managed to misunderstand the template and introduce format errors. The trouble with complex templates is that sometimes only their originally creators really understand how they work and what their idiosyncracies are (perhaps because the code tends to end up being rather individualised). This is a template where you could easily go wrong, however talented you are.

Safety precautions

 * 1) Keep the main page (and a few other key pages) open in separate browser tabs, and refresh with a cache purge every time you edit this template. This may quickly make any side-effects clear to you.
 * 2) Contact McCormack (i.e. me, who made the original version) on IRC/skype and try to have me hanging around in real time just in case something goes wrong.
 * 3) Consider the possibility of provisionally forking or (programmatically) extending the template with your modified version, so that your modified version doesn't go live until it's been properly tested. The forked/extended version can be inserted into just a few test pages until it's clear that no damage will occur.

If you're not a custodian
You can't edit it directly, but you can ask a custodian (e.g. McCormack) or you can view the source and copy it into a new template, which you can then experiment with and use.

Additional themes
Can someone add this info please ?

 * Theme = 15 appears to create both a mauve header and body, as opposed to theme = 5, which is a mauve header and lighter body. Any theme outside of 1-15 produces a white header and body.  Here's an updated chart:

StuRat 11:46, 28 August 2008 (UTC)

 * Anything beyond 14 is an unintentional side-effect. --McCormack 12:26, 28 August 2008 (UTC)

 * Even so, shouldn't we tell people about the results, in case they actually want that format ? StuRat 18:03, 8 September 2008 (UTC)

title: Template talk:Robelbox


text:
Talk:Marketing for customized industrial products

Welcome to add more!--James 07:15, 26 May 2008 (UTC)

Any commends and suggestions always be welcomed!

You also can reach me at wx_wangjia@163.com

Thanks


text:
Topic talk:Seismology

possibly for external links - http://www.breitbart.com/article.php?id=080525173254.8uczuvwc&show_article=1 - quake triggered from other side of globe. --Remi 07:20, 26 May 2008 (UTC)

title: Topic talk:Seismology


text:
Arch/quiz1

On the internet open in a Search Images window and enter the below town followed by the word RED  WHITE   GREEN   YELLOW   BLUE   BLACK

title: Arch/quiz1


text:
User talk:Bradclacy

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

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 08:16, 26 May 2008 (UTC)

title: User talk:Bradclacy


text:
User:Carrignafoy~enwikiversity

Carrignafoy

Taking a leap of faith!

Totally new to Wikiversity.

title: User:Carrignafoy~enwikiversity


text:
Portal:Social entrepreneurship/networking/activities/Use Case Development

The best way of doing this would be to develop scenarios (or user stories) and describe the use cases in varying degrees of detail. The scenarios could be developed with students who have been through a social entrepreneurship or services-based learning course and have experience of the challenges faced, and ideas of how the process could be supported.

I made a template for use cases. Here is an example:

Though it might be easier to simply have people describe the scenario in plain text first.

Follow this up with a workshop to prioritise and plan the development process.


text:
Portal:Social entrepreneurship/networking/Tools for Shared Contextual Understanding

<< back to Game discussion

Start with a brain dump (below), and if you have time, insert the links and add comments.

 * Office Tools
 * OpenProj
 * Google Documents
 * Mapping tools (spatial view)
 * Google Maps
 * Google Earth
 * Mind mapping
 * FreeMind
 * Find a Web 2.0 mind mapping tool?
 * Modelling and simulation environments
 * Social software, Web 2.0 facilities:
 * wikis
 * WikiEducator
 * Wikiversity
 * Wikispaces
 * Blogs
 * Wordpress
 * LiveJournal
 * Discussion Forums
 * Google Groups
 * Networking
 * LinkedIn
 * Other Web 2.0 Social Environments
 * FaceBook
 * SecondLife
 * MySpace
 * Pownce
 * Assessments
 * Digg
 * Google Analytics


text:
Template:Bcpm/leilo/5

May

This template makes a link to the May key for Leipzig Lowlands, Saxony, Germany, and adds plant pages to Category:BCP/LEILO/5 and Category:BCP/Flora of Germany (it automatically adds ), for plants that have been recorded as flowering in May in Aurora, Colorado.

This template should only be used in the "New Region 6 = " field of Bloom clock plant middle

title: Template:Bcpm/leilo/5


text:
Bloom Clock/Keys/Leipzig Lowlands, Saxony, Germany

The pages linked below are "keys" for flowers that have been logged as blooming in the Leipzig Lowlands, Saxony, Germany during a particular month.


text:
Bloom Clock/Keys/Leipzig Lowlands, Saxony, Germany/May

May

 * 1) All Flowers blooming in May (category list)


title: Category:BCP/LEILO/5


text: Category:Bloom Clock/Leipzig Lowlands Categories


text:
Template:Bcp4-new regional month template

Bloom Clock/Keys//

This template makes a link to the key for, and adds plant pages to Category:BCP// and Category:BCP/Flora of  (it automatically adds  ), for plants that have been recorded as flowering in  in.

Temporarily, this template should only be used in the "New Region = " field of Bloom clock plant middle After the temporary region name is updated, this template should then only be used in the " = " field of Bloom clock plant middle


text:
Template:Bcpm/leilo/6

June

This template makes a link to the June key for Leipzig Lowlands, Saxony, Germany, and adds plant pages to Category:BCP/LEIILO/6 and Category:BCP/Flora of Germany (it automatically adds ), for plants that have been recorded as flowering in June in Leipzig Lowlands, Saxony, Germany.

 * Temporarily, this template should only be used in the "New Region 6 = " field of Bloom clock plant middle
 * After the temporary region name is updated, this template should then only be used in the "Leipzig Lowlands = " field of Bloom clock plant middle

title: Template:Bcpm/leilo/6


text:
Template:Bcp4-new region start

May
Template:

Page:

June
Template:

Page:

title: Template:Bcp4-new region start


text:
User:Prom3th3an

Please Refer To my English Wikipedia Page

title: User:Prom3th3an


text:
User talk:Prom3th3an

Please Refer To my English Wikipedia Page

title: User talk:Prom3th3an


text:
User talk:Nubivagari

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

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! -- Spud Greetings/Practice 14:53, 26 May 2008 (UTC)

title: User talk:Nubivagari


text:
BCP/Potentilla simplex

Potentilla simplex

title: BCP/Potentilla simplex


text:
BCP/Potentilla simplex/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 15:07, 26 May 2008 (UTC)
 * --SB_Johnny | talk 11:12, 4 June 2008 (UTC)

title: BCP/Potentilla simplex/Logs


text:
User talk:Carrignafoy~enwikiversity

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 15:42, 26 May 2008 (UTC)

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

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 15:42, 26 May 2008 (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 Carrignafoy. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Carrignafoy~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Carrignafoy~enwikiversity


text:
User:VasilievVV

See m:User:VasilievVV

ja:利用者:VasilievVV pt:Usuário:VasilievVV

title: User:VasilievVV


text:
Category:BCP/Genus/Helenium

This category is for articles listed under "BCP/Genus/Helenium"

title: Category:BCP/Genus/Helenium


text: Category:User knowledge-ags-0

title: Category:User knowledge-ags-0


text:
Category:BCP/Genus/Commelina

This category is for articles listed under "BCP/Genus/Commelina"

title: Category:BCP/Genus/Commelina


text:
Category:BCP/Genus/Alnus

This category is for articles listed under "BCP/Genus/Alnus"

title: Category:BCP/Genus/Alnus


text:
Category:BCP/Genus/Uvularia

This category is for articles listed under "BCP/Genus/Uvularia"

title: Category:BCP/Genus/Uvularia


text:
Category:BCP/Genus/Polygala

This category is for articles listed under "BCP/Genus/Polygala"

title: Category:BCP/Genus/Polygala


text: Category:User knowledge-womn-0

title: Category:User knowledge-womn-0


text:
Category:BCP/Genus/Lycoris

This category is for articles listed under "BCP/Genus/Lycoris"

title: Category:BCP/Genus/Lycoris


text:
User talk:VasilievVV

Hello Vasiliev, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 18:00, 26 May 2008 (UTC)

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

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 18:00, 26 May 2008 (UTC)

your request
see--JWSchmidt 19:38, 26 May 2008 (UTC)

title: User talk:VasilievVV


text:
Category:BCP/Genus/Coleus

This category is for articles listed under "BCP/Genus/Coleus"

title: Category:BCP/Genus/Coleus


text: Category:User knowledge-medi-0

title: Category:User knowledge-medi-0


text:
Category:BCP/Genus/Gleditsia

This category is for articles listed under "BCP/Genus/Gleditsia"

title: Category:BCP/Genus/Gleditsia


text:
Category:BCP/Genus/Alliaria

This category is for articles listed under "BCP/Genus/Alliaria"

title: Category:BCP/Genus/Alliaria


text:
Category:BCP/Family/Eleagnaceae

This category is for articles listed under "BCP/Family/Eleagnaceae"

title: Category:BCP/Family/Eleagnaceae


text:
Category:History of ideas

This category is for articles listed under "History of ideas"

title: Category:History of ideas


text: Category:History of philosophy

title: Category:History of philosophy


text:
Film scoring/Creating a story with a melody

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Moods created from delicate rhythms
 * style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

[[Image:Blue check.svg|48px]]Your assignment A story [[Image:Nuvola apps juk.png|48px]]

 * Create a melody which tells a STORY.

 * 2 points. Be sure to tell me what story your melody creates.

 * Don't try to get too fancy. Just a very simple melody which tell the audience a story.

 * Note : You can use the same stories in the Pop Quiz.

 * Suggestion: "Running fast", "Birthday party", "Stealth".

6 to 8 seconds maximum!

Maximum limit four each.
 * }

Completed assignments: Tell a story

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

The next page

 * Next is a fun pop quiz. You get to watch a movie and they make up stories.  What fun!  Creative pop quiz : The spy story - Deciding who is who?

 * }


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User:Jake Wasdin~enwikiversity

See Wikipedia:User:Jake Wasdin

title: User:Jake Wasdin~enwikiversity


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User:Shahin~enwikiversity

Welcome to User: Shahin, @ Wikiversity.org
This user is a member of IFIA and Iranian inventors association.

This user is an EEE student and he is so much eager to learn what he doesn`t know, and teach what he knows.

This user is the WIAS inventor.

WIAS is the acronym for Wireless Intelligent Answer Sheet , you can find out more about his new invention by searching through the net.

This user is intrested alot at wikiversity and you can find out more about this user at his boxes on: http://en.wikipedia.org/wiki/User:Schahinap

title: User:Shahin~enwikiversity


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User talk:Jake Wasdin~enwikiversity

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

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Countrymike 21:34, 26 May 2008 (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 Jake Wasdin. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jake Wasdin~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 23:39, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Jake Wasdin~enwikiversity


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User:Ciar

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Talk:Partial derivative

Is this accurate? --Remi 22:08, 26 May 2008 (UTC)

copy material from deleted mispelled version.
Partial derivatives are when the rates of change of a cross-sectional function gives only part of the picture. Instead of the derivative having a notation of dR/dr the partial derivative notation is ∂R/∂r. This notation is to remind ourselves that there is more than one input variable in the underlying function R.

How to find ∂R/∂r, you will have to treat r as a variable and c as a constant. Make note that r is the variable that is changing and is not held at a constant value.

For Example: R(c,r)= -57.496r² + 4275.432r - 59.247cr + 10,452.325c - 289.638c² so that: Rr = ∂R/∂r = -57.496(2r) + 4275.432(1)- 59.247c(1) + 0 - 0 In essence it would then be: = -114.992r + 4275.432 - 59.247c

We can use partial derivatives to estimate the partial rate of change of revenue with respect to regular sales, or, in general, we find the partial derivative of a multivariable function with respect to one input variabel by treating all other input variables as constants and proceeding to take derivatives as functions of a single input variable. For a two-variable function, a partial rate of change can be visualized graphically as the slope of a line tangent to a cross section.

(above was copied from Partial Derivatives; Using Partial Derivaties, deleted as part of cleanup, old spelling error that was copied over and over, here and there.... This talk page section may be deleted when no longer needed. Below is the content from the attached Talk page. --Abd 23:20, 28 July 2010 (UTC))

This page has to go. The title isn't right; the page Partial Derivative is the right place for this topic. When I have rescued the material here, I will have this page deleted.

Also, I was taught in 6th grade not to define something with a sentence "XYZ is when .....".

SamHB 03:10, 20 July 2010 (UTC)

title: Talk:Partial derivative


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BCP/Streptopus lanceolatus

Streptopus lanceolatus

title: BCP/Streptopus lanceolatus


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BCP/Streptopus lanceolatus/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --Jomegat 23:43, 25 May 2008 (UTC)

title: BCP/Streptopus lanceolatus/Logs


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Help talk:Creating educational content at Wikiversity/1

It's fixed now. Thanks! Hoogli 22:05, 27 May 2008 (UTC)


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User:Hoogli

wikibooks:user:hoogli

title: User:Hoogli