text:
Defense of the resurrection

=> School of Theology > Department of Christian Apologetics > Defense of the Resurrection

Introduction
When skeptics come to look at the Resurrection, it will often seem completely impossible that such a thing could happen. Below are the most commonly used arguments against the Resurrection, followed by the Christian response.

Jesus wasn't dead - just in a coma.
This seems plausible at first. However, looking at the evidence, it is almost impossible for this to have been the case.

Firstly, the Roman executioners wouldn't have allowed this to happen. The penalty for an executioner not insuring death was death in itself. Would an executioner have been lax, if it had meant a risk to his life?

Secondly, there were four executioners put in charge of each execution. All four would have been executed themselves if the execution wasn't carried out properly. Would all of these men have been neglectful enough to risk their lives?

Further, Pilate was very surprised when he was asked if Jesus could be buried, as it was very early for someone to have died from crucifixion. He sent a man to check whether this was true. The man reported back that it was indeed true. He would've checked with each of the four men, and certainly would have had no reason to lie about the state of Jesus.

There are eyewitness accounts describing Jesus' death, from primary sources, such as John, who is recorded as having been there. It says that when Jesus breathed his final breath, the soldiers shoved a spear through his side, in order to check his death. If he was still alive, water mixed with blood would have come out. However, if he was dead, water and blood would have come out separately, which it is recorded as doing. This is taken as final proof that Jesus was dead.

The disciples stole the body, to fake the resurrection
This again seems plausible at first glance. It is true that Jesus had told the disciples that he would rise from the dead. When he didn't appear to be doing so, they could have tried to fake a resurrection so as not to look fools.

However, the main flaw with this is the consequences of the resurrection, whether real or fake. The Roman and especially Jewish authorities were very unhappy with the idea that Jesus had been resurrected, for obvious reasons. The Jews were in fact having many of their beliefs threatened by it. They themselves would look fools if it was true. Therefore, they did their best to torture and kill anyone who claimed that Jesus had indeed been resurrected. A fair number of disciples and other believers were caught, and suffered this fate. In fact, Saul, in Acts, was on his way to do just that when he himself was converted. As well as people witnessed him after the resurrection

So if the disciples had faked the resurrection, would they all, on separate occasions, hold to their story under severe torture and eventual death? If they had faked it, it is almost certain that one of them would have cracked under pressure, and rather had his life than had his reputation look good.

The logical conclusion as to why they didn't show it is because they didn't have it. If they didn't have it, then they didn't steal it in the first place.

The Romans stole the body, in order to stop a resurrection
This argument seems a little flawed from the beginning, since if they did believe Jesus might rise from the dead, and they didn't want him to, what good did they think stealing the body would do?

However, there are other, better arguments against this theory. It is linked to the previous argument a little, in that it rests on the disciples causing disruption by spreading the message around.

The Romans were certainly not very happy when the disciples began to cause chaos by claiming the resurrection of Jesus, as we already know. Now they clearly wanted to stop it, since they were supportive of the Jews' killing of Christians, and themselves jailed prominent Christians, such as Paul. So since they wanted to stop belief in the resurrection, and they had possession of the body, why did they not produce it?

One simple showing of the dead body for examination would have cleared up the entire affair, in the Romans' favor. There would have been no more danger of losing some of their people, or any more riots, and all that was needed was for them to show the body.

Again, the most logical conclusion to come to from this would be that they didn't in fact have the body at all, and this is why they didn't show it. Because they couldn't. If they didn't have the body, then they didn't steal it.

The appearances of Jesus were hallucinations
Hallucinations are perceived individually. It is highly unlikely, and therefore not plausible, that an entire group experienced the same hallucination. It becomes even less feasible considering that because the appearance of the resurrected Jesus occurred at different times and places to different people. This also diminishes the applicability of many group psychology theories that might explain an illusion. (though, this does not discount cases of mistaken identity or false claims made by people who didn't know Jesus personally but claimed to have seen him resurrected.)

The appearances of Jesus resurrected was to variety of groups and individuals. This is not cogent with scientific and psychological knowledge of the nature of hallucinations. Therefore, it is very unlikely and nearly statistically impossible that ALL occurrences of the resurrected Jesus are hallucinations.

It wasn't Jesus who was crucified
The first problem with this is the amount of witnesses. His mother and close friends were all recorded as being present. John, who may have been Jesus's best friend but certainly knew him personally, was one of the people who claimed to have seen the resurrected Jesus. Given how close each person was to Jesus, surely one of them would have noticed if the person who claimed to be Jesus resurrected was not Jesus (even in the case of a person who appeared very similar to Jesus). To emphasize this, scripture provides proof that Jesus talked to John and his mother, two people who knew Jesus very well and personally who wouldn't have been swayed by an impostor posing as the resurrected savior.

The second flaw is that there is no good time for a switchover. He would have to have been Jesus when Judas betrayed him, since Judas knew Jesus and pointed him out by kissing him. From then on, he was constantly under guard: he was taken by a mob, and then transferred to Roman guard. With all the members of the mob, he couldn't have got away, and once transferred to the Romans, he would have had even less chance; they had the strictest and most organized criminal justice system, similar to those seen today.

The logical conclusion from this evidence is that the theory is in fact false. Jesus would have to have been the one who died, not least because people would have noticed if it wasn't the famous man. Throughout the crucifixion process he had no chance to get away.

Grave robbers stole the body
The aim of grave robbers then and the aim of grave robbers now is the same: profit. The most profitable items in a tomb like Jesus' would have been the cloths saturated with expensive ointments and spices. It is known that the women didn't have time to put them on until they returned after the Sabbath: by this time the body was gone.

So the only thing worth anything when the grave robbers broke in would have been the cloths. And yet even they are recorded as being left. The body was worthless, and very difficult to hide. Grave robbers wouldn't have stolen the body, they would have stolen everything else but the body.

Therefore, one can conclude that grave robbers did not steal the body, since there was simply no reason to.

The women went to the wrong tomb
Some of the gospels say that it was dark when the women went to the tomb, with others simply saying it was morning. However, in their state of grief, it is possible that they could have gone to the wrong tomb, and if it was dark, it would have made it an even more likely occurrence but the likelihood ends at this point, though. This theory does not explain a number of things. They found burial cloths in the tomb, and the tomb was also open. It is unlikely that there would be an open tomb with cloths in it around. Also, the womens' sight of the angel, or young man, is unaccounted for.

However, there is one, more weighty point against this theory. The claim the women made when they returned to the disciples was not to be lightly taken. So of course, people would have gone to the tomb to see for themselves that it was empty, and that the women had indeed not gone to the wrong tomb, or been lying.

It would certainly have soon been found out if they were mistaken, as many high profile people were trying to disprove the claims, and if the tomb still contained Jesus, they would have wasted no time in finding and showing his body.

Since no one ever disputed that his tomb was empty, it is therefore extremely unlikely that the women simply went to the wrong tomb.

title: Defense of the resurrection


text:
Christian apologetics/Defense of Creation

=> School of Theology > Department of Christian Apologetics > Defense of Creation

Introduction
There are two main camps of creation theory; old-earth creationists, and young-earth creationists. Old-earth creationists assert that the six days of creation mentioned in the first chapter of Genesis were not literal days, but rather long periods of time (spanning anywhere from millions to billions of years). Young-earth creationists assert that the earth is approximately 6,000 years old, and that the word "day" (יוֹם in the original Hebrew, pronounced yôm) is literal. The 7 day week is said to have derived from this.

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


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Template talk:Solid mechanics/box-header

hmm go in the template namespace perhaps? --Remi 17:12, 25 March 2008 (UTC)


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User:M7

M7 (M/)

Steward for Wikimedia wikies.

it:Utente:M7

title: User:M7


text:
User talk:Su2ge

Thank you for your corrections. I hope you have a good time around here. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 17:25, 25 March 2008 (UTC)

Welcome
Hello Su2ge, 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, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 17:25, 25 March 2008 (UTC)

Networking Regenesis
Hi, I've noticed you are listed as one of active participants in the topic: Computer networks page. If you are still active we are holding discussions as to how we wish to clean up the topic and move it forward. Please see the Topic_talk:Computer_networks page and add your thoughts there. Lysander89 00:29, 24 August 2009 (UTC)

title: User talk:Su2ge


text: User:MBisanz

title: User:MBisanz


text:
User Testing of E-learning Courses

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Conducting User Testing

The following

12 Tips to Successful E-Learning
The following tips can be helpful conducting and/or observing the evaluation of an e-learning course.

Use technology that’s easy to access such as an easy synchronous technology,, i.e. WebEx, if it’s a virtual evaluation to Microsoft Office products and e-mail. Many synchronous technologies contain built in recording features. Other tools that can be used are Captivate which will create a recording of the learner’s actions and SnagIt is a static screen capture utility similar to Print-Screen for static pictures that can be pasted into a document. Make sure each person performing the evaluation has their own computer. Use virtual recording within the synchronous technology, screen captures, or complete paper or online evaluations. Virtual evaluations cannot observe body language but they can hear what the learner is saying. Examples of positive trigger words include wow, cool, and great. Examples of negative trigger words include hmm, just a minute, and I don’t understand, where do I go now. If an observer is not present, a background program such as WebTrends can report how many times a user clicks on a certain page within the course or runs a particular interface element. Time may be a factor in the evaluation process so it’s important to prioritize up-front on which activities/content the learner should spend their time. Learners have a more positive evaluation experience if they can see their suggestions implemented while they’re testing. Provide additional feedback tools as links within the course they’re testing. This feedback can be submitted directly to a database or via email to the designer.
 * Select effortless technology
 * Have a means of capturing/recording screens.
 * Focus on a single subject per session
 * Describe the learning Scenario
 * 1) Always communicate to the learner the goals of the test. For user testing, the goal is to assess the course usability and learner attitudes while completing the instruction. It’s important to a ssure them they are not being tested, the instruction.
 * 2) Don’t provide too much detail or commentary about the course to explain various parts because it should be self explanatory. If the learner runs into problems, that’s a sign there’s something wrong with the instruction.
 * 3) Ask the learner to talk out loud while performing the testing. Not only the steps they’re taking but also what they’re thinking about the course itself and various parts such as activities, images, etc.
 * Record the test
 * If the evaluation includes an observer, listen for “trigger words” and read body language
 * Watch for “mouse mania”. If the learner is being observed virtually or in person, the following actions from the learner are considered “mouse mania” and signal the learner might be confused or impatient with the e-learning course:
 * 1) Rapid, undirected movement of the mouse.
 * 2) Frequently scrolling up and down the screen.
 * 3) Rapidly clicking on buttons and other interface elements within the course
 * Cherry-pick key learning activities
 * Allow the client to “listen in”
 * 1) If it’s a virtual evaluation, the client can be in the same room as the observer listening to the conversation and watching the computer screen.
 * 2) If the evaluation is in-person, the learner may be uncomfortable with an extra person in the room but they can listen to audio or view screen captures of the completed evaluation.
 * On-The-Fly Updates
 * Feedback and Subsequent Engagement

Resources
Adapted from...

I'm trying to upload it but don't have the licensing, emailing Dr. H.

Also having problem linking the file to a different name..

For more information and a complete description of each tip, read, “” by Dr. Peter Honebein and Darryl Sink.

title: User Testing of E-learning Courses


text:
Instructional design/User testing of e-learning courses/Evaluation Tips

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Conducting User Testing

The following tips have been adopted from the article, "Virtual Formative Evaluation: Twelve Tips for E-Learning" by Peter Honebein and Darryl Sink (2006). The artle is specific to the virtual observation but the concepts are helpful in conducting user test of an e-learning course.

The Tips

 * Record the test

Make sure each tester has their own computer and when possible, observe one tester at a time.
 * Focus on a single subject per person

 * Describe the learning scenario
 * 1) Always communicate the goals of the test. For user testing, the goal is to assess the course usability and learner attitudes while completing the instruction. It’s important to assure them they are not being tested, the instruction.
 * 2) Don’t provide too much detail or commentary about the course because it should be self explanatory. If the tester runs into problems, that’s a sign there’s something wrong with the instruction.
 * 3) Ask the tester to talk out loud while performing the testing. Not only the steps they’re taking but also what they’re thinking about the course itself and various parts such as activities, images, etc. If the test is self-paced, encourage them to write down their comments.

If an observer is not present, a background program such as WebTrends can report how many times a user clicks on a certain page within the course or runs a particular interface element.
 * Listen for triggers via words, body language, and mouse mania.

Testers have a more positive evaluation experience if they can see their suggestions implemented while they’re testing. Provide additional feedback tools as links within the course they’re testing. This feedback can be submitted directly to a database or via email to the designer. Are you ready to put all of this together and perform a user test on an e-learning Wikiversity page?
 * Prioritize learning activities.
 * Perform On-The-Fly updates if possible
 * Provide Feedback and Subsequent Engagement

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Conducting User Testing


text:
User talk:Ricpin

Hello Ricpin, thank you for your contribution. I hope you have fun around here. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 19:40, 25 March 2008 (UTC)

Welcome
Hello Ricpin, 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;
 * 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, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 19:40, 25 March 2008 (UTC)

Tags and links
Hi there - thanks for your contributions! You can remove the "welcome and expand" tag on all pages as you see fit, especially when a lot of material has been added. See my edit here for example.

To add links internal to Wikiversity, you enclose the words with square brackets. So, pneumothorax will produce a clickable link to the page pneumothorax. If you need to link to external websites, you can type in their web address, and enclose the address in single brackets. Does this help? Feel free to leave comments on my page if you have more questions. --HappyCamper 21:36, 25 March 2008 (UTC)
 * The request was moved to the Help desk, Erkan Yilmaz uses the Wikiversity:Chat (try) 10:11, 26 March 2008 (UTC)

title: User talk:Ricpin


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User talk:Poppy old

Request for Usurpation
Hello, Poppy. A request has been made at Changing username to usurp, or "take over", your username because you have not used it to edit, and another user would like to use it to edit. w:Wikipedia:Changing username/Usurpations says that any unused username may be usurped if the user is given 14 days notice to object and does not do so.

If you have an email set in your preferences, you should be getting an email from a bureaucrat explaining how to consent or object to this process.

If you do not object to being renamed to a new username in order for another user to utilize the name you currently have, please log in and post a reply here saying so (you may also tell us what username you would like to be renamed to, or we will provide you with a generic one).

If you do nothing : the request will be filled after 14 days, and your account will be moved to a generic username. You may request that it be moved to a new username of your choice at any time.

If you object to being renamed : please log in and make an edit. You may make an edit here saying "No", you may make an edit to blank this page, or any other edit you like; making any edit at all prevents your username from being usurped, because users with edits cannot have their usernames usurped.

Please note that even if your current username is usurped, you can still edit and your data will not be lost; your preferences, watchlist, and other user settings will be transferred to a new username.

Thank you for your time.. Poppypetty 20:41, 25 March 2008 (UTC)

title: User talk:Poppy old


text:
User:Mercy

See meta:User:Mercy.

I'm the owner of ArthurBot, a pywikipedia robot.

Babel: cs, en-3, de-1, fr-1, sk-1, la-1, grc-1

ar:مستخدم:Mercy beta:User:Mercy cs:Uživatel:Mercy de:Benutzer:Mercy el:Χρήστης:Mercy es:Usuario:Mercy fi:Käyttäjä:Mercy fr:Utilisateur:Mercy it:Utente:Mercy ja:利用者:Mercy pt:Utilizador:Mercy ru:Участник:Mercy sv:Användare:Mercy

title: User:Mercy


text:
Instructional design/User testing of e-learning courses/Module Introduction

Back to Topic: Instructional Design > User Testing of E-Learning Courses

Overview
In this lesson, you'll learn about how formative evaluations fit into the "E" of ADDIE. The ADDIE instructional systems design model uses formative evaluation throughout its life cycle, not just at the end as a final evaluation. “Formative” means to shape or transform; it should be conducted at regular review intervals during the development cycle. “User Testing” is a specific type of formative evaluation that occurs at the end of the development cycle.

Objectives
Upon completion of this lesson, you will be able to:
 * Describe Formative Evaluation
 * List different stages and examples of Formative Evaluation

Lesson Topics
To go to a topic, click its title below:
 * 1) Before You Begin
 * 2) Check Your Knowledge 1

Back to Topic: Instructional Design > User Testing of E-Learning Courses


text:
Instructional design/User testing of e-learning courses/Module Summary

Back to Topic: Instructional Design > User Testing of E-Learning Courses

User Testing of E-learning Courses
In this module, you learned about the essential role that formative evaluation plays in the ADDIE model. You also learned about "User Testing” as a specific type of formative evaluation that occurs at the end of the development cycle. This module focused on user testing for e-learning courses; specifically, web-based, self-paced, asynchronous instruction.

Using the techniques and guidance described, you can now develop a plan for user testing of an e-learning course, conduct the test, and then analyze the qualitative results of the test.

This isn't all there is to user testing. After analyzing the results of the test, you'll need to revise your e-learning course based on what you learned from the user test and improve the course. In some settings, you may be required to synthesize the findings and recommendations of the user test in a report.

Below are some of the resources found in this module's lesson.

Websites

 * ADDIE ISD Model ADDIE_Model
 * Quality Assurance Quality_assurance
 * Subject Matter Expert Subject_matter_expert
 * Storyboarding Storyboarding
 * Alpha Version Alpha_version
 * Likert Scale Likert_scale
 * Learning Management System (LMS) Learning_Management_System

Documents

 * User Testing Steps
 * Evaluation Form
 * Completed Evaluation Form [[Image:Completed_User_Evaluation_Form.pdf | Completed Evalustion Form]]


text:
Instructional design/User testing of e-learning courses/Formative Evaluation Overview

Back to Topic: Instructional Design > User Testing of E-Learning Courses

Overview
In this lesson, you'll learn about how formative evaluations fit into the "E" of ADDIE. The ADDIE instructional systems design (ISD) model uses formative evaluation throughout its life cycle, not just at the end as a final evaluation. “Formative” means to shape or transform; it should be conducted at regular review intervals during the development cycle. “User Testing” is a specific type of formative evaluation that occurs at the end of the development cycle.

Objectives
Upon completion of this lesson, you will be able to:
 * Describe formative evaluation
 * Explain what user testing is
 * Explain why to conduct user testing

Lesson Topics
To go to a topic, click its title below:
 * 1) Reviewing Evaluation Fundamentals
 * 2) Check Your Knowledge 1

Back to Topic: Instructional Design > User Testing of E-Learning Courses


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Instructional design/Learning objectives/Performance self-test/Answers

The following identifies the performance phrases with the cognitive level of Bloom's Taxonomy.

Remember to ask yourself
 * Is the performance phrase a main intent of the instruction?
 * Is the performance overt or observable?
 * Is the performance measurable?

1. Which of the following is a performance phrase for knowledge ? ...List the 5 phases of the ADDIE Model (Knowledge) ...Know the 5 phases of the ADDIE Model (Not observable) ...Explain the 5 phases of the ADDIE Model (Comprehension) ...Demonstrate the 5 phases of the ADDIE Model (Application)

Knowledge is the recall or remembering of information that was previously learned. The information could be a fact, concept, procedure, or principle. Verbs that communicate knowledge are cite, list, name, point, select, write, and state.

2. Which of the following is a performance phrase for comprehension ? ...Design a Goal-Based Scenario instructional strategy (Synthesis) ...Use the Goal-Based Scenario instructional strategy (Application) ...Understand the Goal-Based Scenario instructional strategy (Not observable) ...Classify the Goal-Based Scenario instructional strategy (Comprehension)

Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). Verbs that communcate comprehension are discuss, describe, classify, explain, and summarize

3. Which of the following is a performance phrase for application ? ...Calculate a solution with Boyle's Law (Application) ...Define Boyle's Law (Knowledge) ...Explain Boyle's Law (Comprehension) ...Discuss the pressure in Boyle's Law (Comprehension)

Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Verbs that communicate application are demonstrate, develop, calculate, compute, and apply

4. Which of the following is a performance phrase for analysis ? ...Describe cancerous cells (Comprehension) ...Identify a cancerous cell (Knowledge) ...Differentiate between several types of cancer (Analysis) ...Name several types of cancer (Knowledge)

Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Verbs that communicate analysis are dinstinguish, differentiate, discriminate, compare, contrast, and examine. (A note about "Identify" and "Differentiate." Both verbs by themselves might lead to some misunderstanding concerning how the learner is supposed to "identify" or "differentiate" the cancer cells.  In these instances, we will need to provide clarification throught the addition of a condition phrase)

5. Which of the following is a performance phrase for synthesis ? ...Appreciate constructivst learning theory (Not observable or measurable) ...Formulate a constructivist learning theory (Synthesis) ...Apply a constructivist learning theory (Application) ...Explain a constructivist learning theory (Comprehension)

Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures. Verbs that communicate synthesis are desing, compose, construct, create, formulate, prepare, and propose.

6. Which of the following is a performance phrase for evaluation ? ...Draw an accident diagram (Knowledge or Comprehension) ...Describe the accident sequence (Comprehension) ...Arrange the events in chronological order (Synthesis) ...Determine the probable cause of the accident (Evaluation)

Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Verbs that communicate evaluation are appraise, assess, critique, diagnose, evaluate, justify, and determine. (A note about "determine". When making a judgement or assessment concerning a concept, more information needs to be provided in the condition phrase of the objective statement)


text:
Instructional design/User testing of e-learning courses/Check Your Knowledge 4/Compare your answers

The 10 steps of a user test are:

 * 1) Introduce yourself
 * 2) Describe the purpose of the observation and set the participant at ease.
 * 3) Tell the participant that it’s OK to quit at any time.
 * 4) Talk about the video equipment in the room (if applicable).
 * 5) Explain how to think out loud.
 * 6) Explain that you cannot provide help.
 * 7) Introduce the product.
 * 8) Ask if there are any questions before you start; then begin the observation.
 * 9) Describe the task.  At this point, you or a volunteer will hand the task description documents (readme files, forms to fill out, etc., to the evaluators.)
 * 10) Conclude the observation.

Return to Check Your Knowledge 4


text: File:Readme Usertesting.pdf

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text:
Topic talk:War surgery

This page should be deleted as the content will be in the department of Military Medicine (topic:military medicine). I would do it, but I do not know how.

title: Topic talk:War surgery


text:
Category talk:Medicine

Topic:War Surgery should be deleted as it will be covered in the Topic:Military Medicine. Topic:War Surgery is a left over stub from before the Medicine merge.

title: Category talk:Medicine


text:
Reliability and validity/Data analysis tutorial

Data analysis tutorials for reliability and validity:
 * 1) Internal consistency
 * 2) Composite scores
 * 3) Test-retest reliability


text: Category:Reliability and validity

title: Category:Reliability and validity


title: File:Doc1.pdf


text: File:Completed User Evaluation Form.pdf

title: File:Completed User Evaluation Form.pdf


text:
Alternatives to partying

The following statistics show that the number of teens partying and driving under the influence is alarming and they need to be aware of other options for their weekend activities.
 * According to the Missouri Student Survey conducted by the Missouri Institute of Mental Health (MIMH), almost 30% of Missouri students indicated they drank in the past 30 days.  In Clay County, 20% to less than 30% of the students in the county reported drinking in the past 30 days.
 * According to the MSS, 22.1% of students in Missouri indicated they were a passenger in a vehicle which was being driven by someone who was drinking alcohol and around 14% of the students, 16 or older, said they had driven while drinking in the past 30 days.
 * According to the 2004 Traffic Safety Compendium, 10.2% of the fatal accidents involving teens were attributed to alcohol consumption by the driver and 3.3% of the total crashes involving teens were attributed to alcohol consumption. For Clay County, 2.5% or 28 teens were involved in drinking and driving traffic accidents.  This ranked them as number eight for alcohol related teen driving accidents.

If you are going to party, party RESPONSIBLY. Irresponsibility has consequences, often undesirable ones.

Effect of alcohol on the body

 * Impaired judgment is one of the first things to happen after drinking
 * Impairment of reaction time
 * Weaving from side to side; inability to stay on path or road
 * Diminished ability to perceive details in an object in motion (blurry vision)
 * Motor skills are lessened
 * Impairment of processing hazards/info.
 * Limited ability to respond to emergency situations in car
 * Steering, braking, & speed control are also impaired

Alternatives to Partying
On a Friday night you and your friends are trying to find something to do and someone from your school tells you that there is a party going on out at one of your friend’s house. What do you do: take a chance at the party and maybe end up getting busted or worse get in a car wreck that could change your life forever? Well, if you do not want to take those chances, here are just a few suggestions for those of you who would rather be safe than sorry.

 * If you just want to have a relaxing night at home with some friends then hop right over to anyone of the video stores located in your town or near your town and rent some movies. Maybe you’re into video games? Well, most rental places care a variety of video games.  Sit around and play Halo on the Xbox or Mario Galaxy on the Wii. Order a couple of pizzas and catch up on the latest gossip from school.

 * Everyday Fun
 * Dinner & movie
 * Dinner & shopping
 * Bowling
 * Skating
 * Running
 * Hanging out at home watching movies

 * Self development
 * Judo
 * Aikido
 * Qigong
 * Taichi
 * Kravmaga
 * Yoga
 * Creating art

title: Alternatives to partying


text: Category:How to use SPSS

title: Category:How to use SPSS


text:
Template:Nav bar - school of theology

=> School of Theology >

title: Template:Nav bar - school of theology


text:
Talk:Forbidden Kingdom (Strategic Simulation)/Player brief Government

page moving
to main namespace? --Remi 07:02, 26 March 2008 (UTC)
 * I don't understand this note. Please elaborate. --Pnoble805 23:57, 27 March 2008 (UTC)
 * Perhaps he meant to move the page from here:
 * School:Strategic Studies/Strategic Simulations/Forbidden Kingdom (Strategic Simulation)Player brief Government
 * to here as subpage:
 * School:Strategic Studies/Strategic Simulations/Forbidden Kingdom (Strategic Simulation)/Player brief Government ?
 * Another option could be also:
 * Forbidden Kingdom (Strategic Simulation)/Player brief Government
 * What do you say ? Erkan Yilmaz uses the Wikiversity:Chat (try) 00:08, 28 March 2008 (UTC)
 * I'd be happy to have the pages named appropriately. If there's a better way, please make the necessary changes. I'm a bit out of my depth on page naming conventions in Wikiversity, and the other articles in this section weren't of much assistance as a guide. --Pnoble805 00:18, 28 March 2008 (UTC)
 * moved, Erkan Yilmaz uses the Wikiversity:Chat (try) 14:13, 28 March 2008 (UTC)

I should have been more clear. I was meaning to suggest that this whole project may be appropriate in the main namespace instead of being a bunch of subpages in the school namespace. It seems there are similarly geared pages in the main namespace and to have them all together may contribute to a greater amount of organization. Forbidden Kingdom/Player brief Government could in theory be the page name, and then it could be linked to from Strategic simulations. The whole project could have its root at just Forbidden Kingdom. This is all just a potential for discussion... --Remi 09:06, 29 March 2008 (UTC)
 * I think the page name is monstrous in it current state. I think Forbidden Kingdom (strategic simulation) makes sense as the main page. The current title looks more like DOS subdirectories and file naming than anything to do with Wiki. Can we get away from the slashes in the many components? Maybe they could be numbered, like (1 of 7) and (2 of 7), something like that? Any thoughts? I've been busy with my thesis of late. Sorry for the delay. --Pnoble805 03:27, 15 April 2008 (UTC)
 * Hi, the main page was moved to Forbidden Kingdom (Strategic Simulation) and all internal pages as subpages, see here, Erkan Yilmaz uses the Wikiversity:Chat (try) 06:29, 15 April 2008 (UTC)


text:
Template:Nav bar - Biblical studies

Department of Biblical Studies >

title: Template:Nav bar - Biblical studies


text:
Template:Nav bar - Biblical survey

Center of Biblical Survey >

title: Template:Nav bar - Biblical survey


text:
User talk:AtlantisEndevour

Thank you for your contribution. Have fun around here. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 08:28, 26 March 2008 (UTC)

Welcome
Hello AtlantisEndevour, 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;
 * 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, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 08:28, 26 March 2008 (UTC)

title: User talk:AtlantisEndevour


text:
Wikiversity:POV

The abbreviation "POV" is short for "Point of View", and is a topic that helps determine what sort of content is allowed on Wikimedia projects. Wikiversity has an approach that differs from the strict NPOV (Neutral Point of View) of many other Wikimedia projects. There is a proposed policy that, if approved, will allow multiple points of view to flourish on Wikiversity.

To help users to understand the educational biases of a given learning plan, a number of "recognized" points of view are listed below. If you need to create a new point of view, follow the steps in the "How to add a POV" section to make sure the system recognizes it.

Recognized POV's

 * NPOV
 * Creationist
 * Literal-Normal Interpretation
 * Unknown

How to add a POV
The following instructions will help you add a new point of view to the system:
 * 1) Make sure that an equivalent point of view is not already listed above.
 * 2) Create a new page to represent the new POV.
 * 3) * The POV should be a subpage of this page (ex: "Wikiversity:POV/Insert new pov name here")
 * 4) * Make sure to create a link to the new POV page in the section above.
 * 5) * the POV page should give a brief description of the POV.
 * 6) The Disclosures template needs to be updated to recognize the new POV.
 * 7) * Edit the Disclosures/POV page, adding the following line:
 * | (POV name) = (POV page name)
 * ex:
 * | Creationist = Wikiversity:POV/Creationist
 * 1) * Test out the new POV by including the following template on a page, or in a sandbox:
 * ex:
 * ex:

title: Wikiversity:POV


text:
Wikiversity:POV/Unknown

This wikiversity point of view is unknown to the system. You can add it yourself, if you like.

title: Wikiversity:POV/Unknown


text:
Wikiversity:POV/Literal-normal interpretation

This point of view (POV) refers to a method of textual analysis known as Literal-Normal Interpretation. Often applied to the Bible, it is roughly equivalent to the concept of Biblical Literalism.


text:
Wikiversity talk:POV

Disclosures Template
taken from Wikiversity talk:Disclosures:

 * Since much of my writing is from an interpretive bias, I've been fooling around with the Disclosures Template a bit. Mostly my goal was to understand how it works so that I can add a new bias effectively.

 * Well, I figured it out, but I disapproved of the method of categorizing bias pages. The categorization system consisted of linking to pages with the following format: "Wikiversity:name_of_bias_point_of_view" (ex: Creationist_point_of_view).  Because no bias pages had yet been created, I reworked the system to the following format: "Wikiversity:POV/Name of bias" (ex: Wikiversity:POV/Creationist)

 * I find the use of subpages in this context to be helpful in grouping POV's together. Thus I created a root page at Let me know what you think,
 * --Opensourcejunkie 10:29, 26 March 2008 (UTC)

title: Wikiversity talk:POV


text:
Bloom Clock/Keys/Global/Temperate/Mid Winter

Mid Winter

 * All flowers (15)


text:
User:Cnljames

Under Construction

title: User:Cnljames


text:
Portal:FLOSS4Science/software/GRASS GIS

Commonly referred to as GRASS, this is a Geographic Information System (GIS) used for geospatial data management and analysis, image processing, graphics/maps production, spatial modeling, and visualization. GRASS is currently used in academic and commercial settings around the world, as well as by many governmental agencies and environmental consulting companies. GRASS is official project of the Open Source Geospatial Foundation.

GRASS GIS usage in scientific articles:
 * ResearchIndex
 * Google Scholar
 * CiteULike

For more details, see the GRASS GIS home page for now.

title: Portal:FLOSS4Science/software/GRASS GIS


text:
User talk:Fruity~enwikiversity

Hello J., thank you for your interest - I hope you will achieve your goals here. Have fun around here. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:43, 26 March 2008 (UTC)

Welcome
Hello Fruity, 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;
 * 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, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 15:43, 26 March 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 Fruity. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Fruity~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 23:36, 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) 06:09, 19 April 2015 (UTC)

title: User talk:Fruity~enwikiversity


text:
Network+/Architecture/Routing/Introduction

Routing Protocols are used to dynamically propagate network routes to other routers on the network. This saves administrative work as each route required by a network does not have to be manually configured on every router in the network.

Routing protocols are defined in three broad classes Distance Vector, Link State, and Hybrid. Distance Vector devices calculate the route by how far away (in hops) the destination is, while Link State protocols can use many other values such as bandwidth, latency, reliability and load. Hybrids, as the name implies, use a mixture of Distance Vector and Link State methods.

Distance Vector
Distance Vector routing is sometimes derisively described as routing by rumor. Referring to the fact that no single router really know more about the topology and state of the network than what his neighbour tells/advertises to him. Each neighbour is presenting a list of destinations and promising that that traffic forwarded via itself will reach these destinations. Some form of numeric values, (metrics/hop counts/cost/etc), are attached to these advertisements between neighbours so that the receiving device can compare competing routing to the same destination, from different neighbors, and tie break between them or even determine eligibility for load balancing of traffic over equal cost multiple paths (ECMP).

The name Distance Vector was chosen because the neighbour from which you learn a potential path to a destination, (route), represents a possible direction of travel through the network to reach that destination. Hence vector. Distance refers to the numeric values advertised with the routes. Given multiple paths to the same destination but following different vector, neighbours, we can imagine the numbers indicate a distance to the destinations. More over a router would prefer to forward traffic via the shorted path. Administrators can manipulate these values to prefer one path over another. This ability to manipulate the advertised values/metrics mean that there is no hard link between the value and Actual distance to a destination.

Distance Vector routing protocols repeatedly announce their known destinations to its neighbours at specific intervals. Routers are considered possible neighbours for distance vector protocols when they are linked together by some transmission medium. For example ethernet, ATM, Packet over Sonet/SDH, Frame relay or DSL links. There are many more possible types of links / interfaces that can connect routers together, some of more complex logical rather than physical links.

The Routing Information Protocol (RIP) is a routing protocol that was designed for small networks. It can handle a maxiumum of 16 hops and is a classful routing protocol meaning that it does not support Variable Length Subnet Masks (VLSM) and does not support authentication. The Routing Information Protocol version 2 (RIPv2) makes improvements to the original RIP protocol by adding classless routing (CIDR)and authentication to its list of features, however the 16 hop count limitation still remains to allow for backwards compatibility. The Interior Gateway Routing Protocol (IGRP) is a routing protocol developed by Cisco Systems to make up for shortcomings of RIP version 1. Instead of the 16 hop count limit imposed by RIP, IGRP supports up to 255 hops.
 * RIP
 * RIPv2
 * IGRP

Link State
Link State routing protocols gather information about the state and what other devices are connected to it's links, this information is then flooded through the network, to each router in an Autonomous System. Routers then use this topology information to build it's routing table. Each device then sends periodic messages, "hellos" to each other, to ensure the topology matches their records. If the device detects a change (e.g. A link going down), this change is propagated to all devices, who then recalculate their routing tables, accounting for the changes.

When all devices have identical topology records, and have recalculated their routing tables, the network is said to have converged.

 * IS-IS
 * OSPF

Hybrid
The Enhanced Interior Gateway Routing Protocol (EIGRP) is a routing protocol developed by Cisco Systems to expand upon IGRP. It utilizes the Diffusing Update Algorithm (DUAL) to determine the best possible loop-free path through a routed network. EIGRP maintains routing data in three tables known as the Neighbor Table, Topology Table, and Routing Table.
 * EIGRP

Gateway Protocols
*'''Border Gateway Protocol (BGP) is currently in version 4. Successor of Version 2/3 and replace Exterior Gateway Protocol (EGP) in the early 1990s.''' *Designed to route IP through Autonomous Systems (AS). *There are two types of BGP as per there use Interior Border Gateway Protocol (IBGP) and Exterior Border Gateway Protocol (EBGP). *By default BGP finds the best path to a network by using the best Autonomous Systems (AS) path. *Routing policies are configured using BGP attributes. *BGP converges slowly, batch updates are sent once every 5 seconds for IBGP peers, once every 30 seconds for EBGP peers. *'''BGP does not enable one AS to send traffic to a neighboring AS intending that the traffic take a different route from that taken by traffic originating in the neighboring AS. - RFC1771 '''
 * IS-IS
 * BGP


text:
Wikiversity:Draft policy on religious content

This is a draft policy on religious content at Wikiversity, and is a proposed sub-policy of Disclosures, elaborating on when and how NPOV applies to religious educational materials placed on Wikiversity. This policy applies only to content in the Main, Topic, Portal and School namespaces that is presented as explicitly educational. Content that is supplemental to education (class discussions, curriculum development projects, original research, etc.) is exempt, or subject to alternative criteria.

Religion and the goals of Wikiversity
The primary goals of Wikiversity are defined as follows: Religion is certainly a valid topic of study; hence Wikiversity encourages editors to develop learning materials that study religion. A religion may be written about individually, or in comparison to others, with no limit to its type, number of constituents, or general acceptance among a population, except when such writings disrupt or destroy the Wikiversity learning environment. That being said, when writing religious content, editors must follow the set of guidelines delineated below.
 * Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages
 * Host scholarly/learning projects and communities that support these materials
 * Complement and develop existing Wikimedia projects (eg. a project devoted to finding good sources for Wikipedia articles)

NPOV: The default point of view
As a means to ensure that its educational content is written in a scholarly fashion, Wikiversity requires such content to be written from a neutral point of view. The neutral point of view (abbr. NPOV) is a method of dealing with topics that may have more than one point of view (abbr. POV). It requires that all significant views that are published by reliable sources be represented fairly and without bias.

Wikipedia says the following about NPOV: "The neutral point of view is a means of dealing with conflicting verifiable perspectives on a topic as evidenced by reliable sources. The policy requires that where multiple or conflicting perspectives exist within a topic each should be presented fairly. None of the views should be given undue weight or asserted as being judged as 'the truth'"

Therefore, when writing content on a religion, as a rule an editor cannot himself assume the positions held by that religion. He can provide and fully explain such viewpoints, but he must also fully explain any pertinent opposing viewpoints as well. Moreover he cannot claim that one viewpoint is "better" than another, or himself argue in favor of a position; rather, he must give an unbiased presentation of the verifiable facts. See WP:NPOV for more details, or below for examples.

Editing from a specific point of view
NPOV works well in a number of fields of study, but in religion, it can make resource development a challenging task. For instance, a study of the Muslim faith can be done in an objective, unbiased manner. However, the constant need to present all opposing belief systems can distract the student from the study of Islam itself, and thus inhibit her from thoroughly understanding its tenets. In some learning projects, being allowed to write from a non-neutral viewpoint can greatly enhance the learning experience, thus furthering the goals of Wikiversity.

Hence Wikiversity allows its editors to step slightly outside of the boundaries of NPOV by permitting them to assume specific points of view in their writings. The proposed Disclosures policy describes in detail the protocol for assuming a POV; in summary, a resource must identify its POV bias(es) at the top of the page, using the Disclosures Template (see Help:Template)

Now while the Disclosures system allows an editor to sidestep the NPOV requirement, it does not allow him to publish unscholarly content. Wikiversity POV content must conform to the scholarly requirements for religious writings.

Statements of fact
In order to ensure scholarship in religious writings, statements of fact must be used carefully. A statement of fact is any statement that seeks to establish a fact. For instance, the sentence "Jesus was the Jewish messiah" is a statement of fact. Moreover, the sentence "According to Conservative Christianity, Jesus was the Jewish messiah" is also a statement of fact. The first sentence states an opinion, while the second sentence states that someone has an opinion.

All statements of fact must either be backed by verifiable sources, or be drawn from a learning project's disclosed biases. Therefore, the first sentence above is unacceptable unless an applicable disclosure of bias (e.g. Conservative Christianity) is present. If a statement of fact is not covered by a verifiable reference or a disclosure of bias, then it should either be removed, or an acceptable disclosure should be added.

Scholarly requirements
Because scholarship differs from field to field (e.g. biology is subject to the scientific method whereas literature is subject to various forms of textual analysis), a set of scholarly criteria has been written to judge the scholarship of non-NPOV religious content. Any such content that does conform to its respective requirements is subject to revision or deletion.

Primary sources / original research
"Primary source" in this context refers to a religious work that argues in favor of a POV without interpreting a source text. For instance, a chain of logic that tries to logically prove the premise "I think therefore I am" would be classified as a primary source. The following criteria will be used to judge religious primary sources:
 * All biases/POV's must be disclosed as detailed in Disclosures, except the POV that you are attempting to reach.
 * A clear statement of intent must be placed directly before the argument. In the statement, the reader must be informed of the document's intent to persuade, and a description/summary of the viewpoint must also be included.
 * All statements of fact must adhere to the guidelines above.
 * Logic must be clear and understandable.

Secondary sources / interpretive research
"Secondary source" in this context refers to a religious work that argues in favor of a POV by interpreting one or more source texts (primary sources). For example, an attempt to demonstrate that the Biblical characters Jonathan and David were homosexuals would be classified as a secondary source. The following criteria will be used to judge religious secondary sources:
 * The goal in such a work is to argue for a specific interpretation of (a) source text(s); hence no statements/arguments should assume that a given source text is "true" unless such a bias is disclosed.
 * Any interpretive biases should also be disclosed, i.e any methods of interpretation adhered to, etc.
 * Logic must be clear and understandable.

Tertiary sources / compilations
"Tertiary source" in this context refers to a religious work that presents the opinions of secondary sources. For instance, a summary of the Mormon "Adam-God" doctrine would cite reliable Mormon interpretations of scripture. The following criteria will be used to judge religious primary sources:
 * Must cite reliable, verifiable sources, as in NPOV.
 * May be written from a POV, but all POVs must be disclosed, as detailed in Disclosures

Combination Works
Some scholarly works may not conform to any one of the above classifications, but represent rather a combination of material. The following criterion will be used to judge such combination works:
 * Portions of a work which conform to a given classification will be judged by that classification's criteria. If all portions pass their respective criteria, the work as a whole passes.

Scholarly genres not represented here
The above list of religious genres may or may not be complete. If you believe that another type of scholarly religious work should be allowed on Wikiversity, discuss it on this policy's talk page.

Examples
The following are examples of unacceptable content, acceptable NPOV content, and acceptable POV content.


text:
Network Classifications

Topic:Computer networks : Network Classifications

Computer networks are typically classified by scale, ranging from small, personal networks to global wide-area networks and the Internet itself. The following readings provide detailed information on the common network classifications:
 * Wikipedia: Computer Network - Scale
 * Wikipedia: Personal Area Network (PAN)
 * Wikipedia: Storage Area Network (SAN)
 * Wikipedia: Local Area Network (LAN)
 * Wikipedia: Campus Area Network (CAN)
 * Wikipedia: Metropolitan Area Network (MAN)
 * Wikipedia: Wide Area Network (WAN)

title: Network Classifications


text:
User:Su2ge

Hello world.

=Current Projects= Topic:Computer_networks
 * Basically trying to fill in as much content into this section as possible. Trying to organize like a book for ease of navigation. We'll see how it goes.

title: User:Su2ge


text:
Databases

Welcome!

Why do I need a database? While not everyone needs a database, having one can make business life and understanding the flow of information easier for everyone involved.

Information Management is huge! While I control what comes into my personal space, it is difficult and hard to control what enters your business environment. You want to receive offers from companies, you want people to know about your business, because you need to sell your business to make money!

Controlling the flow of information, how it is stored, how long to keep it, what do I do with it, is what many people do all day long. We have emails, downloaded files, faxes, paper mail, magazines, catalogs, and the list will continue. Sometimes the amount of paper or information is so overwhelming people just ignore it; or they throw everything out. This is not an answer, just a way to make the problem seem to go away. If you are in business - you could lose everything.

Database Management Software
There are a substantial number and variety of database management software available, some of which are freely available while majority of them are paid. They also differ from the underlying model they support( e.g. relational database models such as; MS-SQL Server, IBM DB2, and MySQL Server). These software programs handle the majority of the most common tasks by default, while offering excessive control to the database administrator or developer.

Resources

 * /Introduction/
 * SQL
 * MySQL
 * MariaDB
 * MongoDB
 * /PostgreSQL/
 * Redis
 * SQLite
 * Database Fundamentals
 * Database Applications
 * Database Management
 * /Object-relational databases/
 * Oracle SQL Fundamentals
 * Oracle Database Administration
 * Relational Databases

title: Databases


text:
User:Pymouss44

Cf. Utilisateur:Pymouss44 (Sysop on fr:WP)

fr:Utilisateur:Pymouss44

title: User:Pymouss44


text:
User:AHMAD-G

'' == In the name of God, the Merciful, the Compassionate Praise be to God, Lord of the universe, The Gracious, the Merciful, Master of the Day of Judgment. You alone we worship; You alone we implore for help. Guide us unto the straight path The path of those whom You have blessed, Those who have not incurred Your displeasure, Those who have not gone astray.

Amen

(Al-Qur'an, 1:1-7) ==''

title: User:AHMAD-G


text:
Film editing/Entrance Exam

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |  A super short but fun scene to edit and score
 * style="width: 55%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 55%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Your first Editing Workshop DVD-Video

 * Before you take this course
 * Before you begin this course, you must test your software.

 * This super simple Editing Workshop is an excellent way to see if you have the right equipment and software

 * This DVD-Video disks tests to see that you are a serious film student.

 * Available in most locations
 * This disk is available for shipping to most locations of the world.

 * style="width: 45%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Select one of these

 * Free
 * Once you complete the first half of the basic filmmaking course or you complete the first half of the film scoring class, this disk will be sent to you for free.

 * From your local film school
 * You can get this disk from your film school. Available at better film schools everywhere.

 * Direct purchase
 * Or you can purchase this disk from the Star Movie Shop. It costs $20 US including shipping.

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

This is a test

 * "The Promotion"
 * To get started with the film editing course, you must edit and score an extremely short scene called "The Promotion" on the Entrance Exam DVD-Video disk. This is a test to see that you have the right equipment and software.

 * For best results use Final Cut Pro or Adobe Premiere for editing and GarageBand with Jam Pack: Symphony Orchestra for film scoring. If you do not have these, try whatever you have.  If it works, you are in!

 * Watch the DVD-Video disks

 * Start by watching the entire content of the DVD-Video disk (which plays automatically when you put it into a DVD-Video player or a modern computer.  The entire program is only 6 minutes long.  You will see

 * 1) A rough edit
 * 2) A very brief overview of the film dailies
 * 3) A spotting session (instructions to the music composer person)
 * 4) Six film dailies

 * From the DVD-Video disks, you will see that this scene is a typical over-the-shoulder conversation. The scene consists of she says then he says then she says then he says and then he exits.  All of this happens very fast!

 * DVD-data disk
 * In the data section of this disk, there are six film dailies clips (both MOV and AVI). This clips consist of two camera setups with three takes for each camera setup.  You need to copy these clips to your hard drive.

 * Because this is such an easy scene, you should be able to edit this scene in ten minutes or less.
 * However, creating the best possible edit with just the right emotions is surprisingly challenging... even though there is a sample edit of the scene on the DVD-Video disk for you to look at.

 * In this scene, the man has almost no expression yet there is enough difference in his voice to give a whole new meaning to the scene depending on which clip the student selects.

 * In this scene, the young woman changes the volume of her speaking voice from take to take which greatly effects how you might edit the scene.

 * The Music
 * The scene needs two musical sound effects to give the scene a clear meaning. The young woman needs "Joyous Anticipation" music and the man needs very grumpy music or sound effect at the end of the scene (comically, not serious.)

 * Important -- If you do not add the necessary music, the audience will not clearly understand the feelings of the characters in the story. People do not know if the young woman is serious or is pretending or playing a joke or whatever.  Only the music can explain this.  The dialog does not explain this.

 * Therefore, to make the meaning of the scene absolutely clear to the audience, the music, no matter how brief, must explain and clarify the situation to the viewer.

 * Getting Started
 * As mentioned above, you start by watching the DVD-Video section. It will play automatically and the entire content is less than 6 minutes long.  They do not have to select anything.

 * Later, you can look more carefully at all of the items a second time by navigating in manual mode.

 * Begin editing the clips
 * Copy the clips from the DVD-data section to your hard drive and begin editing.

 * For Music Students
 * In the data section, there is a film scoring section. In this folder is an edited version of this scene.  Download this to your hard drive.  Import it into your music program and begin film scoring the scene.
 * Your instructions for film scoring are in the Spotting Session on the DVD-Video disk section of the disk.

 * Please share
 * The informational content of the DVD disk is release under the GNU Open Source Document License. Please share this disk with other film students in your area.

 * Additional help
 * All the rest should be self explanatory. If not, email me!

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next lesson

 * Later, there will be instructions for editing this scene. For now, just go ahead.

 * After you are finished editing this scene, you quality for a free copy of the "Follow Dave?" Editing Workshop CD which is the next disk in this series.

 * Click here to return to the course outline.

 * }

title: Film editing/Entrance Exam


text:
User talk:John Progatsky

Hello John, thank you for your edit. I hope you have fun around here. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 00:08, 27 March 2008 (UTC)

Welcome
Hello John Progatsky, 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;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 00:08, 27 March 2008 (UTC)

title: User talk:John Progatsky


text:
Hydrostatics: Fluids at Rest

The Hydrostatics is the science of fluids with no motion. A fluid is defined as a substance that continually flows under an applied shear stress regardless of how small the applied stress. All liquids and all gases are fluids. The term fluid is usually mistaken as liquid, but it actually covers a lot of the phases of matter (liquids, gases, plasmas and others).

Basic Concepts
Studying the science of Hydrostatics, we are forced to realize a number of basic concepts of physics are as follows. The density (designated by the script Greek "$$\rho\,$$", said "rho"), which is equal to the mass divided over the volume of an object. Density is measured in kilograms per cubic meter ($$kg/m^3$$).

$$ \rho\,=\frac{m}{V} $$

Pressure (P), which is the strength over the area and is measured in N/m (Pa.) ($$N/m^2$$).

$$ P=\frac{F}{A} $$

Pascal's law
Pascal, in his law, states that at equilibrium state of rest, the pressure acting on every single point in the fluid, excluding the pressure due to gravitational force, will be constant. It states that the pressure applied in an enclosed fluid is proportional to the total pressure in the enclosure.

Buoyancy
The buoyancy of an object is the relationship between the object's density to the density of the fluid in which it is submerged.

title: Hydrostatics: Fluids at Rest


text:
Electrical systems

Electrical Systems in Construction is generally broken down to into New Construction, Existing Construction, and Design Build. All designs should meet the standards of client satisfaction, safety, code compliance, aesthetics, and profit.

General Design
A successful design involves a strong understanding of application, safety, layout, growth, flexibility, incorporating old technology with new, and meeting "local" requirements. All Electrical designs needs to be coordinated with the involved trades, such as but not limited to structural, Mechanical Systems/HVACs, Plumbing, and Fire/Life Safety.

Also see Code of Ethics, and Grounding

Power
Branch Circuits can be broken down into /Conductors/, Overcurrent Devices, and Raceways. Each component has maximum loads which needs to be calculated and properly designed to protect the system. Each component should have proper protection from the elements depending on the local conditions. Conduits need to have their proper insulation and overprotection devices should be kept in panelboards or switchboards.

Also see Panel Schedule and Single Line Diagram

Low Voltage Systems
The Low Voltage Systems (Signals) can include audio/video, voice/data, fire alarms, security, and other low voltage equipment. It also includes commercial and residential satellite systems, off air antennas, and coaxial cable design and installation. Low Voltage systems can also encompass intercom systems, wireless access systems, and surveillance.

Lighting
The purpose of lighting design should be to provide quality lighting for the task area, to be aesthetic, and minimize energy usage. Lighting is measured terms of footcandles, illuminance, lamp efficacies, footlambert, candlepower or lumens per watt. In theory, light dimishishes as a square function as the distance increases from the source.

Safety Hazards
Electrocutions are the fourth leading cause of death for construction workers in the U.S, so maintaining safe work conditions are important.
 * Overload of Cable Trays
 * Electrical Fires
 * Arc Flash
 * Failure to have electrical power disconnected during demolition
 * Working near underground electrical cables
 * Using heavy equipment near overhead powerlines
 * Failure to deenergize while working with or near live wires.

title: Electrical systems


text: Template:So fix it

title: Template:So fix it


text:
User talk:Gemste

Welcome
Hello Gemste, 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, and see you around Wikiversity! --HappyCamper 01:30, 27 March 2008 (UTC)

title: User talk:Gemste


text:
User talk:Kinnsj

Welcome
Hello Kinnsj, 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;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 01:31, 27 March 2008 (UTC)

title: User talk:Kinnsj


text:
Amos Bronson Alcott

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" American Transcendentalism 1835-1880
 * colspan="1" style="width:100%; vertical-align:top; border:15px solid Slategray; background-color:aliceblue;" |

Introduction
A New America emerged in the 19th century, a fusion of Eastern esoteric thoughts (Mystical secrets and knowledge of God as a Supreme Being), individuality of the person and nature. The merge of this philosophy by primarily theologians, authors, and poets was a unique effort to address a new America in the form of a Utopia. Any era of a "New" philosophy, art, music or anything else is always evidence of a result of something that has occurred. Transcendentalism was the result of a conflict with science in the Industrial age, with its bleak look at human nature, something new evolved, Romanticism in Art and painting. An extended transformation continued from intersections with European thought and Eastern philosophy, those of beliefs and attitudes, religion, literature and politics. The movement was given the name "American Transcendentalism."

In relation to Amos Bronson Alcott's 1842 time period, this philosophy progressed from the American Romantic period to become a fusion of sorts in unison within Literature and Thought. Transcendentalism occurred at the heart of the American Renaissance of 1835 to 1880. Transcendentalism is understood as an idealism of the time. The system of philosophy "Transcendentalism Ideology" took its name from German Philosopher Freidrich Schelling. He argued that scientific observation and artistic intuition were complimentary, not opposed, modes of thought. "Nature," Shelling wrote, "is visible Spirit; Spirit is invisible Nature." However, "American Transcendentalism" was a result from philosopher Emmanuel Kant who called "all knowledge transcendental which is concerned not with objects but with our mode of knowing objects." This philosophy gave authority and led to the inner light that Walt Whitman expressed in his poem of the "self."

"Instant Karma" by John Lennon. A modern Eastern Transcendentalist example, you can "see" the influence of eastern philosophy on western philosophy.

Themes
Themes and issues of this philosophy (although impossible to simplify) according to Michael Robertson of The Chronicle Review, contain these points: (1.) The Spark of Divinity is within us. (2.) That everything is a microcosm of existence and (3.) That the individual soul is identical to the World soul.

The "Spark" of Divinity alludes to Mystic or Esoteric (Inner self) knowledge of spiritual context. The persona of the self, the hidden knowledge, is exemplified by the scientist Emmanuel Swedenborg (1688-1772) and his images of Angels through his automatic writings of 25 years. Mythical refers to an external fact such as Zeus or other Greek and Roman Gods.

Notables
The Concord School of Philosophy was founded by A. Bronson Alcott. The school (1879-1888) taught adults about ideals, beliefs and values. In a sermon/lecture style of teaching, Alcott focused on the Transcendentalist philosophy. Table Talk- refers to diary entries, conversations and other notable items that Alcott had with others such as Emerson, Whitman, and Thoreau.

Remarks
1.) German Philosopher Frederich Schelling (1775-1854) and his philosophy of Idealism is instrumental in the gathering of Concord locals and ministers that formed "The Transcendental Club." The Humanities volume II: Culture Continuity and Change. Page 1069. 2.) In the article "I Hear American Singing" by Thomas Hampton of pbs.org, references Emmanuel Kant and the fundamental beginnings of American Transcendentalism. 3.) Michael Robertson, in his article "Reading Whitman Religiously" refers to the Philosophy of Transcendentalism an idea simplified and put into words by Ralph Waldo Emerson, as noted in "Self-Reliance."

Criticisms
In a letter dated Thursday May 10, 1888 Walt Whitman was being interviewed in Camden and asked to compare authors, Emerson, Alcott and Longfellow. His reaction can be found here in the Whitman archive-

On Sunday February 17, 1889, Walt Whitman expresses his thoughts regarding Alcott's eccentricities as a fellow writer. He is respectful although critical in his response-

Authors F.B. Sanborn and William T. Harris in their book, A. Bronson Alcott: His life and Philosophy suggest through an extensive study, that Alcott was a theological idealist. Alcott's artistic method and literary style showed a relationship of "man to Absolute" rather than "man to man" philosophy. For the most part Alcott kept his rhetorical skills focused on ascent or descent, to or from the vision of God. His style was of continuous oration of the "Genesis" theme and prevented, according to Sanborn, his poetry from having any "go." However, they seemed to have "depth of expression" with a "true philosophical theme." An example of his poetry can be seen here :

"The Seer's Rations"

"Takes sunbeams, spring waters, Earth's juices, mead's creams Bathes in floods of sweet ethers, Comes baptized, from the streams; Guest of Him, the sweet-lopp'd,- The Dreamer's quaint dreams.

'Mingles, orals idyllic With Samain fable Sage seasoned from cruets, Of Plutarch's chaste table.

"Pledges Zeus, Zoroaster, Tastes Cana's glad cheer ; Suns, globes, on his trencher, The elements there.

"Bowls of sunrise for breakfast, Brimful of the East ; Foaming flagons of frolic His evenind's gay feast.

"Sov'reign solids of nature, Solar seeds of the sphere, Olympian viand Surprising as rare.

"Thus baiting his genius, His wonderful word Brings poets and sibyls To sup at his board.

"Feeds thus and thus fares he, Speeds thus and thus cares he, Thus faces and graces Life's long euthanasies.

His gifts unabated, Transfigured, translated,- The idealist prudent, Saint, poet, priest, student, Philosopher, he."

title: Amos Bronson Alcott


text:
Electrical systems/Conductors

Conductors are limited by the Ampacity, which can vary with size, temperature and type of material.

title: Electrical systems/Conductors


text:
Talk:Recovery psychology/Sum of course

Idea promotion versus Self-promotion and the hypothesis of my research
I understand that self-promotion is not allowed, but what I am writing here on wikiversity is not intended to be about myself, but my ideas. I am unclear if my research off wikiversity can be used here. The position or argument I am taking is that: any college student that studies clinical psychology and is introduced to the recovery model, would ask the same questions or have the same ideas I have. Ideas like:
 * 1) William Anthony in 1991 wrote Basic Assumptions of Recovery Oriented Mental Health System and listed as the very first assumption is that people can or sometimes do recover from psychological disorders with absolutely no professional intervention (So why does the recovery model only speak of professional intervention? Where is the research on recovery without professional intervention?)
 * 2) A picture in a Psychiatric Rehabilitation textbook that speaks of the recovery process shows brain imaging pictures of a “well” twin versus that of a “schizophrenia” twin, then discusses recovery in the context of a service provision or professional intervention. (so what is the biological basis or the brain imaging evidence for recovery?)
 * 3) If anything an organism does is behavior and a person recovers, is recovery a behavior that can be studied?
 * 4) If the President of the U.S. signed an executive order for a national public education campaign on mental health recovery to be established, then it can be assumed that this education campaign creates oppourtunities to obtain higher levels achievement, masters degreees and PhD's in Mental Health Recovery, right?  What kind of education does not advance one's ability to finnancially prosper?  Does not the person with higher education credentials earn the most money?  We are talking about George W. Bush, who signed that executive order, as in a conservative pro-capitalism individual?  What is the definition of education from a pro-capitalistic achievement point of view?
 * 5) If all the advances or progressive thinking is liberalistic and/or humanistic and such an oppourtunity arises from an opposite philosophical prespective than should not liberalistic and humanistic thinkers take full advantage in the advancement of their sciences? (New Freedom Commission on Mental Health, The Executive Order, National Education Campaign on Mental Health Recovery, Patient Empowerment, Civil Rights for those with Psychiatric Disabilities)
 * 6) Is not having having a Recovery model and a Medical model, just not more of the same childish bi-partisan politicking?
 * 7) Why are the pharmacuetical companies pushing harder to get people to take more psychotropic medications with the recovery concept being out there now?
 * 8) Would not scientific inquiry in to recovery, serve clinical psychology better than scientific inquiry in to pathology?
 * 9) Is not the general premise of having a clinical psychology, that a person with a disorder, gets treatment, therapy, counseling and rehabilitation services from trained clinical experts to help them recover?
 * 10) Are there any peer support psychologists in the American Psychological Association, or peer support psychiatrists in the American Psychiatry Association?
 * So the questions C.Nees asks are from the perspective of saying "I will believe in this course of study as correct information" and then learning another course of study that disagrees; logically these questions would have to be answered.
 * As a certified psychiatric rehabilitation practitioner and a member of various professional organizations that support this “recovery model,” I do have some credentials that warrant my claim to expertise. I can prove that any college student studying clinical psychology, if introduced to the recovery model would ask the same questions, by teaching a non-credit course on mental health recovery at either GCC or ASU West, with the school staff enticing clinical psychology students with extra credit, if they attend my presentation and produce a list of unanswered questions or complaints for their instructor. That these questions or compliants will be the same as the list I present the instructor with, before hand.  I would only be allowed to use educational materials sanctioned by an academic or a professional authority, therefore not preaching my beliefs, opinions, or argument. My method would be simple I would simply try to tie up all the holes in the recovery paradigm with out ever saying recovery psychology as much as these holes can possibly be patched; while presenting the facts that show what is wrong with clinical psychology from the recovery materials, and attempting to resolve it without saying recovery psychology, is the answer to address these gaps. I predict the results whether or not the students walk away accepting or embracing the recovery concept, that with in a 90-95% accuracy all clinical psychology students will ask the same questions I do, free from any type of indoctrination on my part. --recovery psychologist C.Nees 03:07, 15 April 2008 (UTC)

title: Talk:Recovery psychology/Sum of course


text:
Talk:Recovery psychology/Quality of Life

Quality of Life and Recovery
To say that a person has a psychological disorder, is to say that they are some how deprieved of having the appropriate quality of life, which they could potentially have if they were not to have a psychological disorder. So recovery is largely about obtaining Quality of Life. This is a principle of humanistic psychology.


text: Talk:Recovery psychology/Holistic therapy


text:
Template talk:Recovery psychology

Template
looks good...Thank You!--Recovery Psychology 02:46, 27 March 2008 (UTC)

title: Template talk:Recovery psychology


text:
User:Gemste

About The Author
The user currently living in the Los Angeles area. He works as a TBI & Associates consultant for Los Angeles Unified School District - New Construction - Central Region.

Specialities
Job Ordering Contracts (Progen System), working with macros in MS Excel, Scheduling with Primavera 3 and MS Project, Web Developement on PHP and MySQL

Authoring

 * 1) Electrical systems under Construction Engineering

Education

 * 1) University of California, Los Angeles Extention - Professional Designation in Construction Management, 2006-2008
 * 2) University of Southern California - MS, Industrial and Systems, 2004 – 2006
 * 3) University of Calfornia, Santa Barbara - BS, Electrical Engineering, 2000 -2004

Experience

 * 1) Office Engineer for Esteban Torres High School and East Los Angeles STAR Project for Los Angeles Unified School District [Feb 2008-Present]
 * 2) Project manager of Abatement and Demolition of various projects for LAUSD [Feb 2006-Feb 2008]
 * 3) Web Developer for DecorGroup.net [2004-2006]
 * 4) Computer Assistant for Media Equipment for University of Santa Barbara [2000-2004]

title: User:Gemste


text: Bloom Clock/Keys/Global/Temperate/Mid Winter/All


text:
Bloom Clock/Keys/Global/Temperate/Mid Winter/All/DPL

This page is used to help create a graphical list.

 category=BCP/Mid winter order=descending ordermethod=lastedit


text:
User:Riana

Hi, I'm Riana from Commons and the English Wikipedia. Mostly my contributions here will be in my capacity as a Commons administrator.

fr:Utilisateur:Riana it:Utente:Riana

title: User:Riana


text:
User talk:Riana

Welcome
Hello Riana, 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;
 * 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, and see you around Wikiversity! --McCormack 10:56, 27 March 2008 (UTC)

Looking for wikimedia promo video
Hi Riana, great to have you on board. Not sure if you can help out with this one: Village pump. -- Jtneill - Talk 11:16, 27 March 2008 (UTC)

title: User talk:Riana


text:
User talk:Bobert1358~enwikiversity

Hello, thank you for yor help. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:10, 27 March 2008 (UTC)

Welcome
Hello Bobert1358, 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;
 * 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, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 15:10, 27 March 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 Bobert1358. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bobert1358~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:Bobert1358~enwikiversity


text:
User talk:Rabiah17

Hello Rabiah, nice to see you here - I hope you have fun. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 16:21, 27 March 2008 (UTC)

Welcome
Hello Rabiah17, 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;
 * 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, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 16:21, 27 March 2008 (UTC)

title: User talk:Rabiah17


text:
User talk:Rachel Sifuel

thanks for this opportunity which i get but i,m new in this system of learning i will try my level best to do the needfull

title: User talk:Rachel Sifuel


text:
Category:Wikiversity proposals

Pages describing proposed policies, guidelines and processes still in development and undergoing discussion. All pages in this category should use.

ar:تصنيف:مقترحات ويكي الجامعة

title: Category:Wikiversity proposals


text:
User:OhanaUnited

I am Andrew. I hold a Ph.D degree in Environmental Science from University of Toronto. I'm a managing editor for WikiJournal of Science.

I'm an administrator on English Wikipedia and bureaucrat on WikiSpecies. If you need help on these 2 projects, just drop me a message in my talk page (preferably in the corresponding project's talk page which you require help on).

Old page: Sister Projects interview.

title: User:OhanaUnited


text:
Information management for small & medium sized enterprises

What is a Briefing Sheet
A briefing sheet is a very concise summary of a subject or document, intended to provide easily accessible information for professionals and interested leypeople.

Their intention is to fill a gap between lightweight journalistic reporting, and long publications that can take many hours to read and absorb. They help the reader understand the general scope and content of a subject, or document, and to act as an aide memoire. They are not intended as working documents. Individuals are advised to consult source documents for definitive information.

Types of Briefing Sheet
There are two main types of briefing sheet

-         best practice reviews

-         precis of publications

The Best Practice type of briefing sheets provide the reader with a concise, easy to read overview of a subject.

The Precis type briefing sheets provide the reader with an overview of a document, such as a key government policy document or guidance.

Guidance for on Writing A Briefing Sheet
Content Not a word wasted

Make your summary add to the document - make it simpler - try to enhance the document’s logical structure - even when it doesn’t have one.

Add Diagrams and Graphics- Produce a diagram to express the logical structure if you think it appropriate. Add graphics, or flow diagrams if that would help the reader understand.

Use the headings in your briefing sheet to summarise the document - the aim should be for the reader to be able to get an immediate grasp of the document just by reading the headings of the briefing sheet. Ensure the headings mean something.

Lists - Always arrange lists with a separate line or bullet for each item - rather than compressed into a paragraph - surveys show they are easier to take in when laid out in the former way.

Sentence Structure - Consider arranging the sentence structure on lists so that you have the subject, or main recommendation at the start of the sentence, you can then put it in bold print - which the reader can then scan - eg:

place the sentence subject first - this makes it easier for the reader to scan the briefing sheet. (but don’t go over the top with bold text).

Respect Copyright
Where the copyright of a document you are summarising belongs to someone else - you can

·      ask them for their permission to make the summary - which can be no bad thing, as it potentially generates good will, or alternatively

·      completely re-write the document to ensure that there is nothing that is directly lifted from the source document.

If ICE or Thomas Telford holds the copyright, then you may lift text liberally.

Suggested Structure for the Briefing Sheet
Start with an introduction which states what the briefing sheet is about and other reference details..

This briefing sheet is a summary of blah blah a report by the blah published 1998 and available from blah blah - price blah.

Add a highly compressed summary of the key points in the document

Super Summary Blah blah blah

·         blah blah ·         blah blah ·         blah blah blah

Add the main summary of the document

“The Document”
Use your judgement as to what you summarise as opposed to stating what the document includes.

Add appendices
In many instances it will be enough to list them – perhaps giving a flavour of what it contains.