text:
Thucydides: The Peloponnesian War/Meetings

18. November 2007
The first meeting took place in the Chat of #wikiversity-en. For this was read:
 * first book of Thucydides until aphorism 23: it descibes the history of Greece and the major causes for the war
 * Wikipedia article on Thucydides

feedback
the following is taken from user pages

Hi Erkan,

The first session of the book reading club was a success! Though, i think we need a certain task with the texts that we read. Yesterday i told you some of my ideas with the text, but you didn't know what was coming and we both had no idea on what to do with the text. Perhaps for the next session, we could help improve the Wikipedia articles related to the Peloponnesian War, or perhaps think of some questions related to the text. Another idea is that we could both write a small summary of the text and think of some points which could bring up a discussion. It would be much better if others would join. Than a real debate is possible with several conflicting views. We were both on the same side with the conflict that i made apparent, so there was no space for a juicy discussion on the topic.--Daanschr 09:49, 18 November 2007 (UTC)
 * Hello Daanschr, yes, that is a good idea. We could also for each session consider the written text from the eyes of different involved people (e.g. a Spartan or Athenian or another Greek city or barbarian. And then from each different groups like e.g. politician, warrior, mother, sister, ..., young children, old people, ...). About the views: well, I guess we are still at the surface. Arguments will come for sure :-)
 * About updating Wikipedia articles: sounds good, I mean small edits we can do any time while searching for info. While we gain more info on the subject we can improve over time more and more.
 * What we could do is: we could make a Reading group page, where we write down what we did over time. Others can then easily join after reading these ? Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 10:35, 18 November 2007 (UTC)

08. December 2007
Second "official" meeting (before was read I.24-50):
 * short feedback in German
 * todo: translation into English, until then a machine translation here

19. January 2008
skipped, current status of the reading group

02. February 2008 - with chat log
chat log of meeting

 * 6 persons were in the chat
 * time: ca. 13-15:30 UTC
 * material read for meeting: Book 1, aphorisms 50-100

09. February 2008 - with chat log
chat log of meeting

 * 8 persons were in the chat
 * time: ca. 13-15:30 UTC+1
 * material read for meeting: Book 1, aphorisms 50-100

16. February 2008 - with chat log
chat log of meeting

 * 8 persons were in the chat
 * time: ca. 14-17:00 UTC+1
 * material read for meeting: Book 1, aphorisms 100-125

Themes for discussion on 16 February There are several major themes that can be discussed this time, because the text is very rich in contents. If the discussion is to be followed by all attendants, including those who didn't read the text and have limited knowledge of the Greek antiquity, than we could discuss only a few themes. Possible themes are:
 * Democracy and oligarchy. Athenian oligarchs supported Sparta versus Athens in the first war between Sparta and Athens. The Samian rebellion was led by oligarchs versus the Samian democrats, who were pro-Athenian.
 * The truce between the Peloponnese and Athens. Why did the Peloponnese stop the first invasion of Attica and than made a truce with Athens? Why was it suddenly mandatory to fight the Athenians because of Corcyra and Potidaea? The Corinthian speech is about fighting for liberty. Free men who can't be bought fighting against the Athenian mercenaries. Why did the ancestors of these Corinthians make peace with Athens?
 * Free men versus democracy. What is the liberty Corinth defends in the speech? It is the liberty of several small states gathered in a confederacy ruled by local oligarchs. While Athens advances the establishment of democracies, local populace ruling. But these democracies have to pay tribute and fight for the Athenian Empire, something Corinth regards as slavery.
 * Persia and Greece. In the first war between Sparta and Athens, Sparta cooperated with the Persians. The Persians were very keen on fighting the Athenians when the Athenians invaded Egypt. The Persians tried to persuade the Spartans to join their side, without success. But there were Corinthians and Epidaurians fighting in Egypt on the Persian side versus Athens.
 * Breaking the code of honor in combat. I have followed a course on military history and i learned about the ancient combat rules that the Greek obtained. War was over after one battle, after which the winners could build a trophy to celebrate victory. This is described in the war of Athens versus Corinth, in which Athens and Corinth quarrel about who won the battle, they both claim victory and build a trophy. A second battle is definitely won by the Athenians. Later on there is a major battle, which is won by the Spartans, but despite this victory, Athens wins the military campaign and a Spartan trophy would be pointless after the battle of Tanagra. Athens didn't accept defeat after the loss of the battle.
 * Thucydides names himself in the text. He was an Athenian fleet commander fighting versus Samos.
 * The German translation I have tells this was another Thucydides, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:50, 16 February 2008 (UTC)

 * Greek nationality. Does Thucydides favor a Greek nation? It seems that Sparta regards the Athenians as a different race. Spartans and Corinthians are both proud of being of the Peloponnese and of their Dorian ancestry, which are two different things. Several places on the Peloponnese support Athens, for instance Argos and Achaea.
 * Corinthian speech. A contradiction is made between wise and brave, in which brave is seen as good and wise as bad. There is an appeal to temporarily give up freedom to defeat the enemy in order to avoid lasting slavery.

23. February 2008 - with chat log
chat log of meeting

 * 4 persons were in the chat
 * time: ca. 14:15-16:30 UTC+1
 * material read for meeting: Book 1, aphorisms 125 until end of Book I

Themes for discussion on 23 February
The text for this meeting is a bit like a frame story.
 * The present is the year 432/431 at the start of the Peloponnesian War between Sparta and Athens. Both sides know that war is inevitable but the fighting has not started yet. It is the silence before the storm. Both Sparta and Athens send messengers to each other to insult each other (using religious reasons: curses) and to convince each other to be just. Questions:
 * What is the role religion plays at the start of this war?
 * How sincere is the appeal to give freedom to the Greeks?
 * Both Pericles, the leader of Athens, and the king of Sparta (earlier in the text) describe the strengths of their country compared to the other. The speeches contradict eachother.
 * The background of the curses are explained in great length, especially the story behind the Spartan Pausanias and the Athenian Themistocles, leaders of the Greeks during the Greco-Persian Wars. Pausanias wanted to become the governor of a Greek province, as part of the Persian Empire and Themistocles was accused of being in league with Pausanias.
 * The text indicates that there was some Greek support for making Greece part of the Persian Empire.
 * The rule of law in Sparta.
 * The respect for the king of Persia. Both Macedon and Persia were kingdoms, yet Thucydides simply says 'the king' when referring to the king of Persia. Persia has a strong appeal to Pausanias.

1st March 2008 - with chat log
chat log of meeting

 * 4 persons were in the chat
 * time: ca. 19:30-22:30 UTC+1
 * material read for meeting: Book II, aphorisms 1-25

Themes for discussion on 1st March
Thucydides describes the first months of the war.
 * The peace was broken by the Boeotians, who tried to regain a Boeotian city, Plataea, which was allied with Athens. Plataea was an enthusiastic ally of Athens and defeated Boeotian (Theban) forces. We can discuss the breach of the oath, after which Theban prisoners of war were killed.
 * Most people in Greece were enthusiastic about the war and they supported Sparta, because Sparta was fighting for the freedom of the Greeks.
 * During the Spartan invasion of Attica, there is a conflict between commanders and followers. Followers are angry with the lack of initiative of the Commanders, Archidamus for Sparta and Pericles for Athens. Archidamus halted the advance in Attica, hoping for an Athenian surrender to the dismay of his army. Later on he advances into Attica, pillaging the most populated region, of which the inhabitants were now in Athens. Now Pericles is suffering from complaints of his followers. the athenians want to stop the sack of their lands and blame Pericles for not marching out to meet the enemy in battle.
 * Athens is not being besieged, because the Spartan army runs out of supply.
 * Athenians sack the Peloponnesian coast and take some Messenians on board of their ships.
 * Speeches of Archidamus and Pericles. Archidamus wants his men to be afraid, so they are prepared for battle. A small army could defeat a large army if the large army is not prepared. Pericles makes the Athenians feel confident by stating that athens is well prepared with a lot of money and a large army and navy.

8th March 2008 - with chat log
chat log of meeting

 * 6 persons were in the chat
 * time: ca. 14:15-16:00 UTC+1
 * material read for meeting: Book II, aphorisms 25-50

Themes for discussion on 1st March

 * Athenian campaign along the shores of Greece.
 * King Perdiccas of Macedon switches sides to Athens for the third time, this time with the Thracians as allies.
 * Funeral speech of Pericles, gives more insight on his ideas on Athenian imperialism.
 * The Great pestilence of Athens, where animals die when they eat flesh of disseased humans.

15th + 16th March 2008 - with chat log
chat log of meeting on:
 * 15th March, 14:45-16:00 UTC+1, 3 persons
 * 16th March, 15:15-16:30 UTC+1, 2 persons

material read for meeting: Book II, aphorisms 50-75

Themes for discussion on 15th + 16th March

 * Pestilence in Athens. Society breaks down.
 * Pericles saves his skin. Athenians are angry with him for the unpopular war. Pericles convinces them to struggle on and preserve their empire which is hated by other Greeks.
 * Thucydides gives a summary of the Peloponnesian War. He sees Pericles as a great leader. Athenian leaders after him blew it and missed out on an easy victory.
 * Local conflicts are becoming part of the major war: Thracians want to conquer a town, Ambraciots take revenge on the Amphilochians, Plataea doesn't trust the Thebans.

 * The view on the war becomes more pronounced by the speech of Pericles and the issue of Plataea. The Greeks are angry with the Athenians, because they use terror to subdue the Greeks. Pericles defends this terror by stating that it makes the Athenians rich and powerful, otherwise they might become the slaves of others. But even richness is not enough, serving and dying for the state is of the most importance according to Pericles, who has a distaste for easy temporary pleasures and individualism.

22nd March 2008 - with chat log
chat log of meeting on:
 * chat log, 10:00-11:00 UTC+1, 3 persons

material read for meeting: Book II, aphorisms 75-end of book II

Themes for discussion on 22nd March

 * Siege of Plataea.
 * Naval warfare. Two battles won by the Athenians and an assault on Salamis.
 * We can discuss tactics and engines used for naval and siege warfare.
 * Northern front: Odrysian Thracians, Macedonia, Chalcidice.
 * Invasions of Athenians in Chalcidice and of the Peloponnesians in Acarnania fail.

29th March 2008 - with chat log
chat log of meeting on:
 * chat log, 15:30-16:45 UTC+1, 4 persons

material read for meeting: Book III, aphorisms 1-25

Themes for discussion

 * Speech in Olympia
 * Mytilene revolts against Athens
 * Plataea: escape of 212 people (over the Peloponnesian wall)
 * Peloponnesians + allies plunder again in Attica
 * campaign of Athenian Asopios in Acarnania

5th April 2008 - with chat log
chat log of meeting on:
 * chat log, 15:30-16:45 UTC+2, 3 persons

material read for meeting: Book III, aphorisms 25-50

Themes for next meeting

 * topic: The whole text is about the siege of Mytilenè on Lesbos. Some themes that interests me (Daan):
 * The bad leadership of Alcidas, sailing too slow, killing neutrals, not taking a risk, but rather going home.
 * Democracy at work: Cleon versus Diodotus. Cleon could be described as a conservative and Diodotus as a liberal. Cleon defends terror and Diodotus defends free speech and carefull analysis.
 * The speech of Diodotus compared to other speeches so far.
 * Diodotus versus Archidamus Book I, aphorisms 80-85. Archidamus has a different kind of 'conservatism' than Cleon, defending not to change anything. 'Real conservatism', so to say.
 * Diodotus versus Pericles Book II, Aphorisms 60-64. Pericles is positive about the wealthy, while Diodotus is clearly negative.
 * Cleon mentions the Sophists in his text and is negative about them.


text: Category:Thucydides: The Peloponnesian War

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


text:
Talk:World War I

Participants

 * Slong 12:05, 18 November 2007 (UTC)
 * Dctrainor 20:40, 23 November 2007 (UTC)
 * L0stUs3r 06:16, 14 May 2010 (UTC)
 * Harrypotter 19:27, 8 August 2010 (UTC)

Hi, I tried to figure out a plan for this course, i would be happy to read some of your opionions. --Slong 11:48, 18 November 2007 (UTC)
 * I just wanted to say: Welcome at Wikiversity. Thank you for your participation. Just continue with how do you think it should work out (at the moment there is not so much). Be bold. When you have some pages for review you could announce this e.g. here or in the Colloquium. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 12:10, 18 November 2007 (UTC)
 * Hi Slong, just wondering if you are still working on the World War I topic? I would gladly be able to help you out with any of the content. I have a B.A. in History and European History in the Twentieth Century is one of my strong suits.

Hi, yes I'm still working on it, but had not enough time this week. I would be happy if you could help me. I'm studying political science and history of the 20th Century.Slong 13:04, 24 November 2007 (UTC)

Just wondering if anyone else is currently working on this course. L0stUs3r 06:52, 14 May 2010 (UTC)

World war one history
I have nominated World war one history for deletion as I do not think it is of much use.Harrypotter 21:22, 8 August 2010 (UTC)

Structure
The following was added to the European History Tasks page. I'm moving it here. Do what you like with it:

The map of Europe after the war
Cheers. The Jade Knight 03:06, 3 September 2008 (UTC)

title: Talk:World War I


text:
User talk:Slong

Welcome
Hello Slong, 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; for 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 ( Wikiversity:Chat, wiki blog ) 11:50, 18 November 2007 (UTC)

title: User talk:Slong


text:
User:Slong

Welcome - This is my Page on Wiki.

title: User:Slong


text:
World War I/The Treaty of Versailles

Literature

 * Treaty of Versailles
 * Collection of the key clauses

Questions
What was the role of the Race Equality proposal?

Why do you think there was harsh terms?

title: World War I/The Treaty of Versailles


text:
World War I/Lesson 2 - Europe explodes - The crisis which lead to World War I

The First Balkan War

A Punch cartoon of October 2,1912, by English cartoonist Leonard Raven-Hill depicting Britain, France, German, Austria-Hungary, and Russia sitting on a lid on top of a pot marked "Balkan Troubles", satirizing the situation in the Balkans leading up to the First Balkan War (Credit: Wikimedia)

Before the death of Archduke Franz Ferdinand of Austria-Hungary, there where the Balkan Wars, a series of conflicts taking place between the years of 1912-1913. The First Balkan War broke out in October 8th, 1912 when the Balkan League, comprised of Bulgaria, Greece, Serbia and Montenegro declared war on the Ottoman Empire.

The war broke out when a desire to liberate their kinsman and a response to repressive policies of the Ottoman Empire to the Balkan States (countries).

Bulgarian Theatre
List of Military engagements on the Bulgarian theatre during the first Balkan war

Battle of Kirk Kilisse
The battle of Kirk Kilisse took place on October 24th, 1912, When Bulgaria defeated An Ottoman army (was unable to find which army group it was) in eastern Thrace.The Battle was fought between Bulgaria and the Ottoman Empire. The initial skirmishes before the battle took place in small villages north of the town, and this forced the Ottoman army to retreat. On October 10th, the Ottoman forces threatened to split the 1st and 3rd Bulgarian army groups, but they where stopped by the 1st Sofian and 2nd Preslav Brigades of the Bulgarian army after a long a bloody fight in front of the town, the Ottomans again had to pull back on the morning of October 25th, ending the battle. The town of Kırk Kilise (Lozengrad) was now under the control of Bulgaria.

After the victory, the French minister of war Alexandre Millerand stated that the Bulgarian Army was the best in Europe and that he would prefer 100,000 Bulgarians for allies than any other European army.

Casualties and losses

 * Bulgarian losses:

887 KIA

4,034 men WIA

824 MIA

 * Ottoman losses:

1,500 KIA/WIA

2,000-3,000 POW

58 artillery cannons captured

2 planes captured

Outcome: Victory for Bulgaria

Battle of Lule Burgas
The Battle of Lule Burgas was fought by Bulgaria and the Ottoman Empire, it was fought between the 28th of October to the 2nd of November. Following the battle and capture of Kirk Kilisse, the Turkish forces retreated in a panic to the east and south lines. The Bulgarian second army began to besiege the town of Adrianople while the 1st and 2nd armies chased down the Turkish forces, but failed. This allowed the Turks to move long the Lule Burgas- Bunar Hisar line. Under the command of General Radko Dimitriev, the Bulgarian 3rd army reached the Ottoman lines on the 28th of October.The same day, three divisions, the 5th Danubian infantry on the left flank, the 4th Preslav infantry in the center and the 6th Bdin infantry in the right flank. By the end of the day, the 6th Bdin captured the town of Lule Burgas. When the First army arrived on the 29th of October (the very next day), attacks continued along the entire front, making this the single bloodiest battle in the entire war. These attacks where met with heavy resistance and to some extent, counterattacks by the Ottomans. Heavy fighting continued for the next two days and there where high casualties on both sides. In the end, the 4th and 5th divisions managed to push back the Ottomans, at the cost of heavy losses. They pushed them back 3.10 miles (5 kilometres) on the 30th of October. The Bulgarians pushed the Ottomans back along the entire front, the 6th division managed to breach the right flank, and after another two days of fighting, The Ottoman defense had failed. On the night of November 2nd, the Turks retreated on the right flank, allowing themselves to take position just 30 kilometres from Constantinople because the Bulgarians did not immediatly take chase.

First Battle of Çatalca
The First Battle of Çatalca was one of the first major military engagements in the First Balkan War. The battle was fought between Bulgaria And the Ottoman Empire.

The Battle was fought between the 17th and 18th of November. It began as an attempt to defeat the Turkish army at Çatalca using The Combined Bulgarian 1st and 3rd armies under the command of lieutenant general Radko Dimitriev, and break through the last line into Constantinople. High casualities caused the Bulgarian armies to fall back

Casualties and losses

 * Bulgarian losses:

1,506 KIA

9,127 WIA

1,391 MIA

 * Ottoman Losses

5,000–10,000 KIA/MIA

Outcome: Victory for the Ottoman Empire

= Politics and other things that overall, led to the war =

Suggestions/Improvements
When you edit the page, please type down what you did here, this is also for suggestions

AkJackster

Added summary for battle Catalca. 12/20/22

Added summary for Battle of Lule Burgas 12/21/22

Fixed grammar mistakes

Milan of Serbia
The Milan I of Serbia Wikipedia article says, "On January 3, 1889, Milan adopted a new constitution much more liberal than the existing one of 1869." What does "liberal" mean in this context? Also, the term "Russian inroads" is used. What exactly does that mean?

"The new constitution was developed because Milan I wanted to consolidate his reign. It also revised the definition of power which was administered by the parliament and the crown. Liberal means that the Serbians got more rights and Jews became full citizens. Slong 19:13, 18 November 2007 (UTC)"

Discussing this section
Evacuees: during the war children where evacuated to various places of safety. Women and War: How did the war affect women? What were the effects of removing so many men from daily interaction with women. How did new work opportunities for women affect gender roles?

Women now had to take the places of men as factory workers and farmers and other jobs that would normally be a "mans job".


text: Category:World War I

title: Category:World War I


text:
Ship strength

The subject of Ship Strength deals with the assessment of the ship's structural design to withstand the service loads she will confront during her lifetime. It is of profound importance for the design and usability of the ship. During the design phase of the ship, the naval architect has to account for the type and service conditions of the ship under consideration in order to engineer its structural arrangement accordingly.

As is the case in many applications, the engineer has to compromise conflicting requirements. For seagoing ships, this conflict occurs usually between service requirements, targeted service conditions, ship life cycle and structural strength. For example, a crude oil tanker has to have the least structural weight (increase DWT) in order to increase profitability, sail under any conditions, survive on standard preventive maintenance for 30 years and yet have a structure that can deliver this. For a coast liner on the other hand, requirements may include among others high speed and increased passenger safety.

Additionally, the structural arrangement has to provide for convenience and usability of the ship. For example, the compartmentation of the cargo and ballast area of the ship has to comply with strength criteria, pump/piping availability, ship stability and operations requirements. For example a tanker might have to receive and deliver particular quantities of oil. Thus the grouping of the cargo and ballast tanks along with the piping and pump arrangements should be such as to make it more convenient to unload such quantities as fast as possible. The remaining quantities however, will have to fulfill both stability and strength criteria. From the strength point of view, non-uniform loading conditions might result in complex loads on the structure, including transverse shear, bending and torsion. Moving cargo around is not a choice, as this will at least blow up the operations' scheduling: having to pump cargo out of all tanks takes much more time in the harbor and as usual time is money. But even more important is that half-filled tanks, may result in excessive sloshing, which in turn can pose a considerable safety thread.

Apart from this "high level" structural design aspects, the structural arrangement has to provide for other usability issues that are more local. A ship comprises a constellation of different pieces of machinery: engines, power units, turbines, pumps, cranes, derricks, mooring equipment and so on. The structural arrangement must consider all these local loads and foresee for adequate foundation and support. Though this may seem it can be handled at the local level, it is not always so straight-forward: consider that a lot of the machinery lies on the main deck or even higher ones that are usually of smaller rigidity than the inner bottom for example.

The purpose of the above discussion is merely to illustrate few issues the Naval Architect has to face when confronted with the task of designing the structure of a ship. Consider that these are trivial issues: special types of craft might - and probably will - need much more elaboration at the design stage. However this introduction also outlines the different levels of structural design that the designer has to consider. Ships, and in particular large ones, are hollow structures composed of very small elements. Consider the midship section of a large double hull tanker: it might be 40 m in breadth and 20 m in depth. However, the actual area of the elements comprising the midship section, might be less than $$5 m^2$$! That is, if you could squeeze it so that there are no gaps left, it wouldn't be larger than your carpet. The challenge is clear: design one of the biggest structures ever made by human beings.

Load types exerted on marine structures
There are different ways to classify the loads that are exerted on a marine structure. As a first approach, a ship is considered along with all its equipment, cargo and fluids as the system under consideration. The loads exerted to this system could be classified into the following two categories:

Standard or operational loads are the ones that the ship will experience during most of her lifetime. These loads act to the ship as a whole as concentrated loads. Such loads include:
 * Standard Loads
 * Static still water and wave buoyancy: these are the hydrostatic forces that act to the ship hull when the ship is afloat.
 * Dynamic lift loads: for semi-displacement and planning hulls.
 * Wind pressure: especially for ships with large superstructure area.
 * Drydock loads: when a ship lays on the drydock platform.
 * Mooring lines and anchors: these act as concentrated loads.

This class of loads occurs when the ship sails in harsh weather conditions. The naval architect should keep in mind that these loads may occur rarely. But they will occur and therefore they should never be neglected. Such loads include:
 * Extreme Loads
 * Ship-Ship and ship-obstacle collisions.
 * Grounding.
 * Slamming.
 * Green sea.

Active participants
Active participants in this Learning Group

title: Ship strength


text:
Intelligence Quotient/Raise your IQ

IQ, or Intelligence Quotient, is the measure of a person's intelligence. A person's IQ can be estimated by taking an intelligence test. Many people wonder how they can raise their IQ. There are many sites that promise to raise your IQ, but few of them deliver the promised results. These lessons here aim to help raise your IQ. You should know however that these results are not guaranteed and that everyone learns differently.

Step 1: Measuring your IQ
The first step to raising your IQ is to discover your starting IQ. There are many websites where this can be done. To make these lessons apply to everyone the sources are all free and require no registration. To find out your IQ, take this free IQ test at highiqsociety.org. Get your results and write them down on a piece of paper in case you forget. This is your starting point. If you follow these steps correctly this number should increase over time. If you are having difficulty with the test and would like to try a different one, you could try tickle's IQ test.

Please note that online IQ tests might not be accurate at the clinical level. So if you are interested in knowing exact IQ and want to use the results for clinical purposes, we recommend taking an offline IQ test with a licensed psychologist.

Step 2: Simple ways to raise your IQ
Contrary to most peoples' beliefs, raising your IQ doesn't have to be difficult. One simple way to raise your IQ is through brain teasers and other puzzles. A few good sites which offer brain teasers are:
 * highiqsociety.org
 * iqquiz.com
 * testkidsiq.com
 * brainden.com
 * bergmandata.com

If you begin to find these too simple, or you complete them all, you can try the Nintendo DS games Brain Age and Brain Age 2. These games have a great assortment of brain puzzles which are challenging.

If you get the newspaper, then there is a good chance you have seen something called Sudoko, and possibly Kakuro. These are excellent ways to raise your IQ. If you don't get the morning paper, or your paper does not offer these, you can play them here:
 * websudoko.com
 * kakuro.net

Step 3: Develop your mind tools
The third step to raise your IQ is to develop your natural mind tools. Ways to do this can be found at mindtools.com. Developing your mind tools will help you learn ways to apply the skills you have learned from step 2. This step is vital because the IQ development received from the last step will be useless without the ability to apply it. This website will teach you things like problem solving, information skills, and memory improvement; all of which are vital to increase your IQ. Remember that intelligence is basically creating connections of neurons in your brain and firing of neurons. More practice you do, more connections between the neurons of your brain are developed.

Step 4: Improve your vocabulary
The next step to raise your IQ is to improve your vocabulary. ehow.com has an effective course which may help you out. Word-a-day calendars are also a useful way to do this. Playing Scrabble is also an effective way to improve your vocabulary.

Step 5: Raising your IQ through chess and other strategic games
As odd as it may sound, playing chess and other strategic games is a good way to raise your IQ. if you do not know how to play chess, you could learn here:. If you are having trouble winning games of chess, there are many books that have been written to help you, although the most useful is not a chess book at all. The Art of War by Sun Tzu is the single greatest book on strategy ever written. Reading this and applying the knowledge learned will help you develop your chess game. The full content of the book can be read here:The_Art_of_War_%28Sun%29/Full_Text

Step 6: Reassessment
Now is the time to retake the IQ test. If these past 5 steps have raised your IQ, then you know that these lessons work for you. If not, you may just need more time and practice. Take the test at the same place that you took it the first time, and good luck.

title: Intelligence Quotient/Raise your IQ


text:
Applied linear operators and spectral methods/Differentiating distributions

Differentiation of a distribution
If $$f(x)$$ is a differentiable function in $$\mathbb{R}$$ whose first derivative is locally integrable, then the derivative $$f'(x)$$ defines its own distribution

\left\langle f', \phi \right\rangle := \int_{-\infty}^{\infty} f'(x)~\phi(x)~\text{d}x $$ Integrating by parts and noting that at the boundaries $$x = \pm \infty$$, $$\phi(x) = 0$$ because of compact support, we have

\left\langle f', \phi \right\rangle := -\int_{-\infty}^{\infty} f(x)~\phi'(x)~\text{d}x = : \left\langle f, \phi' \right\rangle $$ This suggests defining the derivative of any distribution $$f$$ via
 * $$ \text{(1)} \qquad

{ \left\langle f', \phi \right\rangle = - \left\langle f, \phi' \right\rangle } $$ We need to check that this definition satisfies the properties of a distribution. We observe that if $$\phi$$ is a test function then so is $$-\phi'$$. Linearity is obvious. What about continuity? If $$\{\phi_n\}$$ is a zero sequence, so is the sequence $$\{-\phi_n\}$$ and thus $$\left\langle f, -\phi'_n \right\rangle$$ tends to zero as $$n \rightarrow \infty$$. Hence (1) defines a distribution.

 Remark: All distributions are infinitely differentiable is the class of test functions includes only infinitely differentiable functions.

 Comment: One can take test functions which are only $$C^n$$ differentiable. Then the distribution will only be $$n$$ times differentiable. Thus, enlarging the class of test functions reduces the class of distributions.

More generally, if $$f^{(n)}$$ is the $$n$$th derivative of the distribution $$f$$,

{ \left\langle f^{(n)}, \phi \right\rangle = - \left\langle f, \phi^{(n)} \right\rangle } $$

Distributions can be generated by functions which are not differentiable in the ordinary sense. However, we can differentiate them in the  distribution sense.

For example, the derivative of the delta distribution gives us the dipole distribution:

\left\langle \delta'_0, \phi \right\rangle = - \left\langle \delta_0, \phi' \right\rangle = - \phi'(0) $$

Also, the derivative of the Heaviside function is given by

\left\langle H', \phi \right\rangle = - \left\langle H, \phi' \right\rangle = - \int_0^{\infty} \phi'(x)~\text{d}x $$ Since $$\phi(\infty) = 0$$, from the fundamental theorem of calculus,

\left\langle H', \phi \right\rangle = - \phi(0) = \left\langle \delta_0, \phi \right\rangle $$ Therefore the derivative of the Heaviside function is the delta function.


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Applied linear operators and spectral methods/Weak convergence

Convergence of distributions
 Definition:

A sequence of distributions $$\{t_n\}$$ is said to converge to the distribution $$t$$ if their actions converge in $$\mathbb{R}$$, i.e.,

\left\langle t_n, \phi \right\rangle \rightarrow \left\langle t, \phi \right\rangle \qquad \forall~\phi \in D \quad \text{as}~b \rightarrow \infty $$ This is called  convergence in the sense of distributions or  weak convergence.

For example,

t_n := \left\langle \sin(nx), \phi \right\rangle = \int_{-\infty}^{\infty} \sin(nx)~\phi(x)~dx \rightarrow 0 \qquad \text{as} n \rightarrow \infty $$ Therefore, $$\{\sin(nx)\}$$ converges to $$\sin(0)$$ as $$n \rightarrow \infty$$, in the weak sense of distributions.

If $$\{t_n\} \rightarrow t$$ if follows that the derivatives $$\{t'_n\}$$ will converge to $$t'$$ since

\left\langle t'_n, \phi \right\rangle = -\left\langle t_n, \phi' \right\rangle \rightarrow -\left\langle t, \phi' \right\rangle = \left\langle t', \phi \right\rangle $$

For example, $$\{t_n\} = \left\{\cfrac{\cos(nx)}{n}\right\}$$ is both a sequence of functions and a sequence of distributions which, as $$n \rightarrow \infty$$, converge to 0 both as a function (i.e., pointwise or in $$L^2$$) or as a distribution.

Also, $$\{t'_n\} = \{-\sin(nx)\}$$ converges to the zero distribution even though its pointwise limit is not defined.


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Applied linear operators and spectral methods/Differential equations of distributions

Differential equations in the sense of distributions
We can also generalize the notion of a differential equation.

 Definition:

The differential equation $$\mathcal{L} u = f$$ is a differential equation in the sense of a distribution (i.e., in the weak sense) if $$f$$ and $$u$$ are distributions and all the derivatives are interpreted in the weak sense.

Suppose $$\mathcal{L}$$ is the generalized differential operator

\mathcal{L} = a_n(x)\cfrac{d^n}{dx^n} + a_{n-1}(x)\cfrac{d^{(n-1)}}{dx^{(n-1)}} + \dots + a_0(x) $$ where $$a_i(x)$$ is infinitely differentiable.

We seek a $$u$$ such that

\left\langle \mathcal{L} u, \phi \right\rangle = \left\langle f, \phi \right\rangle \qquad \forall \phi \in D $$ which is taken to mean that

\left\langle u, \mathcal{L}^{*} \phi\right\rangle = \left\langle f, \phi \right\rangle \qquad \forall \phi \in D ~. $$ Note that

\left\langle a_k(x)\cfrac{d^k u} {dx^k}, \phi\right\rangle = \left\langle \cfrac{d^k u} {dx^k}, a_k(x)~\phi\right\rangle = (-1)^k\left\langle u, \cfrac{d}{dx^k}[a_k(x)~\phi] \right\rangle $$ Therefore,

\mathcal{L}^{*}\phi = (-1)^n~\cfrac{d^n(a_n\phi)}{dx^n} + (-1)^{n-1}~\cfrac{d^{(n-1)}(a_{n-1}\phi)}{dx^{(n-1)}} + \dots + a_0~\phi ~. $$ Here $$\mathcal{L}^{*}$$ is the  formal adjoint of $$\mathcal{L}$$. We can check that $$(\mathcal{L}^{*})^{*} = \mathcal{L}$$. If $$\mathcal{L} = \mathcal{L}^{*}$$ we say that $$\mathcal{L}$$ is  formally self adjoint.

For example, if $$n = 2$$ then

\mathcal{L} = a_2(x)\cfrac{d^2}{dx^2} + a_1(x)\cfrac{d}{dx} + a_0(x) $$ Then

\mathcal{L}^{*}\phi = \cfrac{d^2(a_2\phi)}{dx^2} - \cfrac{d(a_1\phi)}{dx} + a_0~\phi $$ or,

\mathcal{L}^{*}\phi = a_2~\phi + (2a'_2 - a_1)\phi' + (a_2 - a'_1 + a_0)\phi ~. $$ Therefore, for $$\mathcal{L}^{*}$$ to be self adjoint,

\mathcal{L}^{*}\phi = \mathcal{L}\phi = a_2\phi'' + a_1\phi' + a_0\phi $$ Hence

a'_2 = a_1 \implies a''_2 = a_1' ~. $$ In such a case, $$\mathcal{L}$$ is called a  Sturm-Liouville operator.

Example
To solve the differential equation

x\cfrac{d u}{d x} = 0 $$ we seek a distribution $$u$$ which satisfies

\left\langle xu', \phi \right\rangle = - \left\langle u, (x\phi)' \right\rangle = 0 $$ Define $$\psi := (x\phi)'$$. Then $$\psi$$ must be a test function. We can show that $$\psi$$ is a test function if and only if
 * $$ \text{(2)} \qquad

\int_{\infty}^{\infty} \psi(x)\text{d}x = 0 \qquad \text{and} \qquad \int_{0}^{\infty} \psi(x)\text{d}x = 0 $$ Now let us pick two test functions $$\phi_0$$ and $$\phi_1$$ satisfying

\int_{-\infty}^{\infty} \phi_0(x)\text{d}x = 0 \qquad \text{and} \qquad \int_{0}^{\infty} \phi_0(x)\text{d}x = 1 $$ and

\int_{-\infty}^{\infty} \phi_1(x)\text{d}x = 1 \qquad \text{and} \qquad \int_{0}^{\infty} \phi_1(x)\text{d}x = 0 $$ Then we can write any arbitrary test function $$\phi(x)$$ as a linear combination of $$\phi_0$$ and $$\phi_1$$ plus a terms which has the form of $$\psi$$:

\phi(x) = \phi_0(x) \int_0^{\infty} \phi(s)~ds + \phi_1(x) \int_{-\infty}^{\infty} \phi(s)~ds + \psi(x) $$ which serves to define $$\psi(x)$$. Note that $$\psi$$ satisfies equation (2).

Since $$\left\langle u,\psi \right\rangle = 0$$, the action of $$u$$ on $$\phi$$ is given by

\left\langle u, \phi \right\rangle = \left\langle u, \phi_0 \right\rangle \int_{\infty}^{\infty} H(x)\phi(s) ds + \left\langle u, \phi_1 \right\rangle \int_{\infty}^{\infty} \phi(s) ds $$ Therefore the solution is

u = C_1~H(x) + C_2 $$ where $$C_1 := \left\langle u, \phi_0 \right\rangle$$ and $$C_2 := \left\langle u, \phi_1 \right\rangle$$.


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World War I/Lesson 1 - Introduction

Introduction
With this lesson starts the course 'World War I'. For the first two weeks everyone who wants to participate can post his/her expectations of this course. Maybe we can develop some main questions for the period between 1914-1918, which can be answered during the course or in the last lesson.

Before the outbreak of World War I, tensions between many European nations were rising. Lesson 1 will discuss events and factors, which contributed to the outbreak of the First World War.

Historical Approaches to War
Besides looking at the origins of the Great War these approaches will also focus on the Treaty of Versailles and how this treaty reflected the mindset of the nations that were pivotal in its creation.

 * The second approach is to view World War I as a war, just like any other war. There were many wars before World War I, and they see the 'Great War' (another name for World War I), as similar to the ones before it. Historians following this approach tend to place great emphasis on nationalism, imperialism and militarism. They see these factors as the great causes that link all the actions of the countries involved in the war.

Late 19th and Early 20th Centuries

 * In the early 20th Century Great Britain was an imperial power. It held numerous lucrative overseas territories, which provided the empire with raw materials, wealth, and soldiers. These colonies were vital to Britain's status as an imperial power. Thus, the British focused on securing their colonial holdings, instead of interacting in European conflicts.
 * In 1899-1902 Britain faced the crisis of the Boer War in South Africa. The British concern was that other European states might intervene on the side of the Boers. European states did not help out the Boers and in the end British won the war, but they realized that a conflict away from Europe drastically spread their forces thin.
 * Along with South African colonies, Britain also controlled India. It was considered the 'Jewel in the Crown' for Britain's colonial holdings. By the end of the 19th Century it was the largest market for British goods. In the 20th Century, however, Russia started advancing itself as an imperial power. Russia began to move into Asia and Afghanistan. This aggressive movement by Russia was seen as a great threat to Asia.
 * The Franco-Russian Alliance was also seen as a great threat. Russia had tried to strike an alliance with Germany, but Germany refused. The Franco-Russian alliance was purely defensive. The French and the Russians agreed that if Germany used military force against either of them, the other nation would enter the war, threatening Germany with a war on two fronts.
 * To create a balancing effect in Asia, Britain and Japan entered into an alliance, in 1902. |The Anglo-Japanese Alliance stipulated that if Japan and Russia went to war, Britain would remain neutral. However, if France became involved Brtain would also mobilise.
 * In 1904, France and Britain entered into an alliance. This alliance was called the |Entente Cordiale and settled the last vestiges of outstanding colonial issues between the two countries. This included fishing rights off the coast of |Newfoundland. The alliance's main intention was to maintain peace and to avoid a major war between European countries.

title: World War I/Lesson 1 - Introduction


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User:Luzmael~enwikiversity/Teacher availability

 * Name: Luzmael
 * Skype nickname: luzmaeldevwiki
 * Time set in here: UTC
 * Teacher local time: UTC+1
 * Teacher mother tongue: French

Here on this page you may request for a teacher to be on-line at a certain time you need. If you don’t know your time zone lets have a look on map.

Teacher Availability

 * December 3 19:30-20:30 UTC+1
 * December 29 13:00 UTC+1 ?
 * December 29 13:00 UTC+1 ?

Request for the Teacher
Est-ce que vous pouvez m'envoyer un mp3 de 'brezhoneg' pour que je puis (peux en subjunctive) le prononcer? Je suis desolee que je n'ecris pas mieux le Francais et que je parle pas encore brezhoneg. Je parle le Gàidhlig Ecossais.

Merci, Mìcheal

speirs4@hotmail.com

"Pelec'h ema al levr ?" or "Pelec´h emañ al levr?"

Response : "Pelec´h emañ al levr?" in peurunvan


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World War I/Lesson 4 - The Schlieffen Plan - First weeks of war

In 1896, Germany began to make preparations for war. The strategy, which took 9 years to finalise, became known as the Schlieffen Plan. The plan, however, was fatally flawed as it was built on too many assumptions and did not take into account any other factors which may have occurred. It was also Germany's only plan for war and due to the very fixed nature of the Schlieffen Plan, the Germans would have been completely unprepared if any other situation were to arise. Ultimately, the Germans lost the war, in part, because of this strategy.

The Plan
The basic view of the plan was that if Germany went to war, it would come under attack from two fronts: France from the west and Russia from the east. Therefore the Germans wanted to avoid dividing their army to defend themselves from two distant fronts. Thus, the Schlieffen Plan was an offensive strategy; aimed to eliminate the threat from one front and then focus on the other.

An assumption made by the Germans was that France could mobilise their troops quickly, but were weak, and that Russia's troops were strong but would take a long time to mobilise. Therefore, the Germans wanted to sweep through France quickly, close that front off and then get their troops over onto the Eastern front and prepare for a longer war against Russia. The plan envisioned using 90% of the German army to sweep through Belgium and Northern France and deliver a Hammer-blow at Paris quickly and decisively.

Another assumption made was that the Belgians would let German troops into Belgium and attack France via Belgium.

The plan put into action
Germany's war started when Germany declared war on Russia for declaring war against the Austro-Hungarian Empire, of whom had declared war on Serbia when assassins had killed Archduke Franz Ferdinand. However, the UK and France had not yet declared war on Germany and German troops were caught up fighting on the Eastern Front, so the Germans came up with a pretext and war was subsequently declared between the UK/France and Germany.

Things became even more problematic for Germany when Belgium refused to let German troops onto Belgian soil, so this slowed down the Germans further as they had to fight their way through Belgium and not be able to deliver the quick and decisive hammer-blow at Paris that they wanted. As well as that, the German invasion of Belgium prompted the British entry to the war, due to a treaty signed between the UK and Belgium in 1839, so the Germans were further held up due to the presence of British troops.

From the assumptions made about the enemy forces on the two fronts, the Germans underestimated the strength of the force on the Western Front and would also go on to underestimate the speed of mobilisation of Russian troops on the Eastern Front; it only took 10 days for Russian troops to mobilise their forces and the German High Command was forced to withdraw a large force from the Western Front and send them onto the Eastern Front.

Ultimately, Germany had been forced into fighting a form of war it wanted to avoid in the first place; fighting a defensive war where their force was divided into East and West. The war would then go on into a fight of attrition with neither side making any significant gains on the other and was became bogged down in trench-warfare.

The later course of the war
Germany would eventually go on to defeat the Russians, thereby closing off the Eastern Front and allowing troops to be withdrawn and replaced on the Western Front. However, as the Western Front found further support from the Americans, the Western Allies would be able to fight a war somewhat indefinitely compared to the Germans who were running low on essential supplies.


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Portal:Social entrepreneurship/ideas/franchising

=Franchising Ideas=

This is a list of community projects for which a franchise has been established and student entrepreneurs can implement the idea as part of the franchise in their communities.


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Portal talk:Social entrepreneurship/ideas

I moved "Franchising Ideas" from the front "Main Page" to "Networking". Having done so, I am wondering if we should have this section at all - it seems contradictory to entrepreneurship? Ktucker 12:35, 19 November 2007 (UTC)


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Portal talk:Social entrepreneurship/Community Projects

Does the idea of franchises contradict entrepreneurship?


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Portal:Social entrepreneurship/networking/Universities/Meraka Institute

In the short term (early 2008), the Meraka Institute is helping to get this initiative moving.

Our role in the medium to long term will be to continue leading this initiative and to collaborate on research, and research coordination where the work aligns with our other activities.

Our other activities are centred around research on ICT. We would like to see some of our ideas and results taken up by developing communities to meet their needs.

For more information on our research areas, see our web site and click here for background on some of our activities on WikiVersity.


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Portal:Social entrepreneurship/networking/Universities/University of Pretoria

 * See our web site for general info.
 * JOINT COMMUNITY BASED PROJECT


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Portal:Social entrepreneurship/networking/Universities/World Bank Institute

For now, see World Bank Institute.


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User:Tatsumaki~enwikiversity

Tatsumaki

I am a Computer Engineering Student. my interest is in computers and also in laguages. I am hoping that this site will help me learn more about in these fields. electronics also interest me.. I believe that leaning should be free. I am a Chavacano speaker and i would like to contribute some page in our own language.

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Cymraeg 1/Lesson:Simple Conversation of Welsh

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Dialogue
Dafydd ('David') goes into a public house. He sees the bar lady, Siân ('Joan'). . Please read the dialogue, and try to work out the meaning of each sentence before going on to the next one. If you can't, just move on. Check the answers with the translation below. Siân  : Noswaith da Dafydd Dafydd : Noswaith da Siân. S'mae? Siân  : Da iawn, diolch. A thi? Dafydd : Iawn, diolch! Siân  : Beth wyt ti'n wneud? Dafydd : Dw i'n dysgu Cymraeg, a thithau? Siân  : Dw i'n dysgu Cymraeg hefyd! Dafydd : Braf! Sut mae dy fam? Ydi hi'n sâl? Siân  : Mae hi'n well erbyn hyn, diolch. Dafydd : Mae hi'n dechrau mynd yn hwyr. Mae'n rhaid i fi fynd. Hwyl! Siân  : Hwyl! A phob lwc efo'r cwrs yfory. Dafydd : Diolch. [Leaves the Bar] Dafydd : Nos da! Pawb (Everyone) : Nos da Dafydd!

Cyfieithu - Translation
Siân  : Noswaith da Dafydd Good evening David Dafydd : Noswaith da Joan. S'mae? Good Evening Sian. How are you? Lowena : Da iawn, diolch. A thi? I'm good, thanks. And you? Dafydd : Iawn, Diolch! Okay, thanks! Siân  : Beth wyt ti'n wneud? What are you doing? Dafydd : Dw i'n dysgu Cymraeg, a thi? I am learning Welsh, and you? Siân  : Dw i'n dysgu Cymraeg hefyd! I am learning Welsh too! Dafydd : Braf! Sut mae dy fam? Ydi hi'n sâl? Lovely! How is your mother, is she ill? Siân  : Mae hi'n well erbyn hyn, diolch. She's better now, thanks. Dafydd : Mae hi'n dechrau mynd yn hwyr. Mae'n rhaid i fi fynd. Hwyl! It's starting to get late, I must go. Goodbye! Siân  : Hwyl, a phob lwc efo'r cwrs yfory. Goodbye, and good luck with the course tomorrow Dafydd : Diolch. Thank you [Leaves the Bar] Dafydd : Nos da! Good night! Pawb (Everyone) : Nos da Dafydd! Good night David!

Ex 1)
Write down the dialogue in Welsh, or copy and paste, without the English translations. Read it out clearly, then more naturally 'with feeling'. Imagine yourself actually there in the pub. Switch off the screen, or if using a PC, minimize your internet box. Now, read out the Welsh and write down the translations from memory. If you're not sure about a sentence, move on, you may remember later on. Check your answers with the ones above. Change any mistakes, and read out the correct version two or three times. Do this again later on if you have over 1/2 incorrect. If correct, do it again tomorrow. Keep doing this until you can speak the sentences fluently and write them out with ease. If confident, do the same but translate English-Welsh

Ex 2)
Make up a short passage using the vocabulary you've learnt in this lesson. You can have it male-male, female-female, male-female or between several people. Remember: If there are several people, when referring to all of them you should use the plural form (eg. chi instead of ti) If you have purchased a Welsh dictionary, or learnt any other Welsh, it's fine to use that, the more you use it, the easier it comes.

Cymraeg 1 Topic:Welsh

Go to the Gwers 2

''' If you want to add to this dialogue, please make sure the words are covered in the previous lesson. Thanks. Diolch.'''
 * }


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Portal:Social entrepreneurship/Guidelines for Editors/List of Categories

This page tracks categories for the social entrepreneurship portal. See also the (dynamically generated) Category Tree.

=Major Sections=
 * Category:Social Entrepreneurship
 * Category:Social Entrepreneur
 * Category:Community Project (Social Entrepreneurship)
 * Category:News (Social Entrepreneurship)
 * Category:Featured Learning Resource (Social Entrepreneurship)
 * Category:Research (Social Entrepreneurship)
 * Category:Events etc. (Social Entrepreneurship)
 * Category:Help (Social Entrepreneurship)

=Themes=
 * Category:ICT Literacy (Social Entrepreneurship)

=Networking=
 * Category:Organisations (Social Entrepreneurship)
 * Category:University (Social Entrepreneurship)
 * Category:Research Institute (Social Entrepreneurship)
 * Category:People Interested (Social Entrepreneurship)

=Curriculum=
 * Category:Curriculum (Social Entrepreneurship)
 * Category:Readings (Social Entrepreneurship)

=etc.=

 * Category:SSE To Do
 * Category:Help (Social Entrepreneurship)


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Template:Bcpm/nhamp/6

June

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

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

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Portal:Social entrepreneurship/networking/Universities/University of the Witwatersrand

See main web site for now.


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Composing free and open online educational resources/2008

Short name: oercourse (you may use this as the tag in all course related things)

This course with an online class of ten weeks started on March 3rd 2008 and was finished in May 5th 2008.

If you want to join the next cycle, please add yourself here. A new version is build with the title Composing free and open online educational resources 2011 and the course may start in January 2011.

You may follow the progress of the course from facilitators' course blog.

You may also have a look of of the participants of the 2008 course.

Introduction
Free and open educational resources have become one of the most discussed topics in the field of education. Projects such as MIT Open courseware, Open Access, Wikipedia, Wikibooks and Wikimedia Commons have challenged traditional methods of delivering education resources and also the methods of creating them.

The free software movements idea of developing free, libre and open source software, as well as the Creative Commons search for alternatives to traditional copyright, have had an everlasting effect on the ways we think about education and educational resources.

The course readings and the assignments in this course will familiarize participants with the main concepts related to open education resources and to the historical and philosophical ideas behind them. The participants will also do their own projects where they will learn to create and participate in projects producing free and open educational resources.

Course / Class News
The news of the course are posted to the course blog by the facilitators:

 * http://oercourse.wordpress.com/

There are several ways to follow the course events. The Jaiku channel of the course is listing all the blog posts in one page. You can follow the page without joining Jaiku. The Jaiku channel is here:

 * http://jaiku.com/channel/oercourse/ (Note: This feed is not working properly - try the next one)

We also have a channel in Bloglines for the course. Similar way, as the Jaiku channel, this page contains all the blog posts from all. The Bloglines channel is here:

 * http://www.bloglines.com/public/oercourse

At the bottom of the list is the ability to export an OPML file. Once you have this file you can import all the participants' blogs into your favorite news reader.

For discussion we have a google group. You are free to join the group in here:

 * http://groups.google.com/group/oercourse

Target Group
This course is targeted for teachers and teacher-students who do not have prior knowledge or skills related to free and open education resources.

Being a student or teacher-student, however, is not a requirement for participation. Motivation and interest on the topic are the basic requirements.

Language Policy
Because the idea of this project is that the participants can help each other in their course work we need a single common language when working with the assignments (see below). This language is English. However, you can use other languages when you create your own educational resources in the project work for this course (more information about projects below).

Participants
The list of participants is available at:

 * Composing free and open online educational resources/Participants

The course started on March 3rd 2008, and there were about 70 people who registered to the course. We hope that if you'll drop-out from the course you will remove your information from the participants page.

From the participants page you will also find information about the facilitators of the class.

The estimated workload for the participants is 4-6 hours of study work per week. Students are expected to spend this time to read, watch and listen online materials and to complete the assignments according to the schedule.

Objectives
During the course participants will become familiar with the idea of co-creation of learning resources. After the course participants will have the skills to find, create and share free and open education resources online. People will be familiar with the concepts of:

 * free and open culture
 * free, libre, open educational resources
 * commons based peer-production
 * educational resource design
 * online study project
 * media production

As part of the course assignment participants will be expected to create a free and open education resource. During the projects participants will learn to take digital images, to record audio and video and to use these media as educational resources.

Class Meetings
This class meets mainly asynchronously online in the blogs of the participants and in a mailing list. The participants are recommended to hang-out in the #lemill IRC channel (Freenode) for synchronous chat (a web client is available).

Assignments

 * The course syllabus, with the weekly readings and assignments is available on this page.
 * Participants are expected to start a web blog for the course and provide the address for their course blog on the participants page.
 * The course assignments are submitted on the participant's blog.
 * Later in a course the participants are asked to work on some content of their assignments on LeMill or Wikiversity and report this in their blog.
 * Participants should read the assigned material and post answers or responses to their blogs based on each week's prompting question.
 * Participants should use their blog to demonstrate understanding and critical assessment of assigned readings, and include original thoughts and synthesis of others' ideas.
 * The assignment posts should be available in the participants blog every Friday.

Evaluation and Feedback
At the end of the course the facilitators (Teemu and Hans) will provide PASS, FAIL or COMPLEMENTARY WORK REQUIRED statements for each participant. The participants are expected to evaluate and give constructive feedback to each other through comments on other blogs and synthesis of other's ideas on their own blog.

Schedule

Week 1 - March 3rd: Introduction - Short history of free and open educational resources -

 * Open Educational Resources: What they are and why do they matter? by Ilkka Tuomi
 * Read from the beginning the first 10 pages, chapters "Introduction", "Future learning environments" and "The origins of the OER movement". You may skip the last sub-chapter "Openness in computer-based learning architectures".
 * Continue reading from page 25, the chapters "Open resources" and "Defining OER".

Example open education projects:
 * Open University (UK) Open Content Initiative
 * Rice Connexions - (See also Richard Baraniuk talks about the Connexions project at Ted Talks)
 * MIT OpenCourseWare
 * LeMill.net
 * OpenCourseWare Consortium a collaboration of more than 200 higher education institutions and associated organizations
 * Open.Michigan The University of Michigan's collection of Open Educational Resources.
 * Wikiversity - you are there now (!)

Assignments:
 * You should write three (3) blog posts
 * Create a short, two paragraphs, blog post introducing yourself. You may tell in it who and where you are, and why you want to take this course. You may also use audio or video to present yourself. If you want to stay anonymous it is fine, but please share us why you want to take the course.
 * Study the article by Ilkka Tuomi and write a commentary to his text in your own blog.
 * Study the open education projects online and write a commentary about them in your blog.
 * Your blog posts should demonstrate your understanding of the main ideas in the article.
 * Don't just summarize the article but try to present in your post some insights and original thoughts.

Week 2 - March 10th: Introduction to LeMill and Wikiversity - LeMill or Wikiveristy in your own study project of creating open educational resource -

 * Introduction to LeMill
 * Introduction to Wikiversity
 * How LeMill can be used in this course?
 * How Wikiversity can be used in this course?

Assignments:
 * You should register with LeMill or Wikiversity, contribute something in the form of constructive feedback in discussion forums, editing, or new page creation, then write one (1) blog post about the experience
 * After registering with LeMill or Wikiversity, create a user profile page with information about yourself.
 * Try to locate a group or project where people are working on some learning resource or study project that you could assist with, and join the group or project by notifying the other editors of your interest.
 * As well as joining an existing project, start your own new content or wiki-page resource in LeMill or Wikiversity.
 * Document your steps, discoveries and ideas in your blog. How did you complete the assignments and how do you feel about LeMill and/or Wikiversity before and after your initial investigations.
 * Your blog post should show familiarity with LeMill and/or Wikiversity.

Links and resources
 * First Monday, Volume 14, Number 2 - 2 February 2009: Leinonen, T - Learning in and with an open wiki project: Wikiversity's potential in global capacity building

Week 3 - March 17th: Philosophical Background - Some threads of thoughts behind the open educational resource movement -

From Wikipedia:
 * Enlightenment - The Age of Enlightenment
 * Science and "standing on the shoulders of giants"
 * Library Movement: Origins of the public library as a social institution
 * Free Adult Education: Popular Education and Folk High School
 * Free Software Movement

Assignments:
 * You should write one (1) blog post
 * Study the articles about enlightenment, practice of science, library movement, free adult education, folk high school and free software movement.
 * Your blog post should discuss about all these themes.
 * Try to show similarities and differences in the ideas behind the themes.

Week 4 - March 24th: Copyright and Alternatives - From free software to free content resources -

From Wikipedia: From the Web:
 * The Idea of Copyright - History of copyright law
 * Free Culture - Watch the presentation by Lawrence Lessig.
 * Licensing and Creative Commons - Towards a Global Learning Commons: ccLearn By Ahrash Bissell and Jamie Boyle.

Assignments:
 * You should write one (1) blog post
 * Study the article about history of copyright, watch the presentation and check out the article about global learning commons.
 * Your blog post should discuss about all these themes.
 * Try to elaborate why the copyright is as it is and why Lessig is claiming that we need "Free Culture". Try to also contextualize these ideas in your own work and country.

Week 5 - March 31st: Wikipedia and Wikimedia - Free haven of free, libre and open content online -

 * How and Why Wikipedia Works: An Interview with Angela Beesley, Elisabeth Bauer, and Kizu Naoko by Dirk Riehle.
 * The Hidden Order of Wikipedia by Fernanda B. Viégas, Martin Wattenberg and Matthew M. McKeon.
 * Wikimedia projects

Assignments:
 * You should write one (1) blog post
 * Study the articles about Wikipedia and get familiar with the Wikimedia projects.
 * Your blog post should discuss about all these themes.
 * Try to elaborate what kind of impact the free culture and Wikimedia movements will have on educational resources and future of education in general.

Week 6 - April 7th: Taking and Sharing Pictures

- A picture says a thousand words -

How to shoot better photos?
 * Digital Photography Composition Tips - Composition tips by Digital Photography School
 * Quality images guidelines - Image quality guidelines in Wikimedia Commons

How to edit your digital photos?
 * Adobe Photoshop Express - web-based image editing software
 * Gimp - powerful free image editor for Windows, Mac and Linux
 * Paint.NET - image editor for Windows
 * Picasa - photo management and editing software by Google
 * Seashore - free image editor for Mac

Web sites for sharing photos under open licenses:
 * Wikimedia Commons - open photo and media database by Wikimedia Foundation
 * Flickr - popular photo sharing site owned by Yahoo, only part of the images are under Creative Commons licenses
 * CC Wiki - Featured Image Sites - image sites using Creative Commons licenses

Assignments:
 * You should write only one (1) blog post but do many other things, too
 * Study the materials / links.
 * Take a digital camera and shoot some photos in your home town. Choose one or two pictures that can be used in learning resources.
 * Do some basic editing for the photos that you have chosen (crop, correct exposure and white balance, add saturation, sharpen). You can use Photoshop Express or some other image editor (some suggestions above).
 * Join Flickr and upload the photos that you selected. Describe photos with tags, place them on a map and add a Creative Commons license.
 * Try to upload one photo to Wikimedia Commons or LeMill.
 * Search for your home town photos from Wikimedia Commons and Flickr. Did you find similar photos than yours? Were these under some open license?
 * Write a blog post where you summarize what you learned from the task. Add links to the photos that you have uploaded and found online.

Week 7 - April 14th: Sharing Audio

- And music can fill your heart with Love -

 * How to share your audios as educational resources online?
 * With this you need to look at installing audacity and LAME. (You won't need to install these two if you already have an audio recorder on your computer that produces MP3 files)
 * there is a good YouTube tutorial for this http://www.youtube.com/watch?v=r5K1ZsoO1sU
 * Once you have the software installed the fun begins; you can find a number of audacity tutorials on YouTube
 * After creating a few MP3 podcasts you can upload them to some of the podcasting services like;
 * Odeo
 * Switchpod
 * We need to find some Open podcast hosting sites
 * read about podcasting
 * read about Vorbis Ogg, it is an important part of openness and sound files
 * read about the creative commons and their connection to audio. Consider using CC licensed music files in your OER.

Assignments:
 * You should write only one (1) blog post but do many other things, too
 * Study the materials
 * Install audacity and LAME (or your favorite audio recorder)
 * Create a podcast that provides a detailed (and creative) description of the view outside your home, take a photograph of this view.
 * Upload the photograph to flickr
 * Upload the audio to odeo or switchpod
 * Include the photo and podcast as links in this week's blog posting, so we can all appreciate the view from your home
 * Think about how RSS fits into podcasting; later in the day describe RSS to a friend over coffee (or a free beer ;)

Week 8 - April 21st: Sharing Videos

 * Websites to find video (Note - not all videos on these sites are usable in OER):
 * Vidipedia - the free video encyclopedia that anyone can edit
 * Video Lectures - On demand and free video from the world's leading scientists
 * TeacherTube - Videos for teachers by teachers
 * Archive.org - Olden style videos, with an increasing number of new ones
 * Blip.tv -
 * Sclipo - Broadcast your skills
 * Expert Village - How to videos
 * Youtube - A lot of video
 * Sutree - Collecting how to videos from many other sites
 * Graspr - Instructional videos
 * Scivee - Research published on video
 * Videojug - Explaining videos

 * Making video more accessible - what about people who don't have broadband, or who can't hear, or who need it in text?
 * Tutorials for making videos - Windows and Macintosh
 * KinoDV - Editor for GNU Linux
 * Websites to remix video - with the necessary bandwidth, web based editors can solve the problem of not having video editing software on your own computer.

Assignments:
 * Find a video that you find useful from one or more of the sites listed above and embed the video in your blog. Embedding video is a simple way of displaying a video from one of the sites directly in your blog. When you find a video, look for the "embed" code and copy paste it to your blog.
 * Create your own 3-5 minute video and post it to Blip.tv and Youtube and then embed it on your blog
 * Post that same video to Dotsub and use that service to create subtitles for your video. Embed the new subtitled video on your blog
 * Many videos on the sites listed above do not offer copyrights for the videos they offer, or they do not give users the option to use open licensing like Creative Commons. Some of these sites do however! Write a post on your blog that points out the video sites that do contain openly licensed videos and suggest a process that you might go through to negotiate the open use of videos that you find that do not already have open license rights.

Week 9 - April 28th: Evaluation and Feedback

- Tell the others what do you think about their work -

Assignments:
 * You should write only one (1) blog post but do many other things, too
 * Visit each other's blogs and comment the posts in there.
 * Comment at least one blog post in each participant's blogs.
 * Write your own reflective thoughts about the course and the class. What did you learn?

Week 10 - May 5th: Presentations and Feedback

- How we can make it better next time -

Assignments:
 * You should write only one (1) blog post but write more to the Critique and feedback -page
 * Write also your own critique and feedback to the final blog post of the course / class.
 * Take part in the video-conference announced later in the facilitator's course/class blog

Acknowledgments

 * The course is sponsored by the The School of Art Education, University of Art and Design Helsinki.

 * Introduction to Open Education course by David Wiley has influence to the design of this course. Thank you!


text:
User:Hans Poldoja~enwikiversity

Courses I am teaching

 * Composing free and open online educational resources

title: User:Hans Poldoja~enwikiversity


text:
World War I/United States

Reasons for U.S. Involvement in World War I

 * German submarine warfare; especially the sinking of the Lusitania by a German U-boat.
 * The United States had economic and political ties to Great Britain
 * The Zimmerman Telegram
 * Inability to remain neutral

Zimmerman Telegram
The Zimmerman Telegram was sent from Germany to Mexico in 1917. It asked Mexico to join the Central Powers and attack the United States. Mexico refused to attack the U.S., but when the U.S. found out about the Zimmerman Telegram, it angered Americans and led to the U.S. declaring war on Germany.

Lusitania Sinking
The RMS Lusitania was a British ocean liner that was sunk by a torpedo from a German U-boat in 1915. 128 Americans on board were killed. This event angered many Americans, but the U.S. would remain neutral until Woodrow Wilson led the nation to war in 1917.

title: World War I/United States


text:
World War I/Inventions during World War I and their effects

German Inventions
List of German inventions during the Great war

Flamethrower
Possibly the most known of invention of the Great War other than the tank, invented in 1900 by German engineer Richard Fiedler, it was accepted into service of the German army in 1911, though it would not be used until 1915.

(to be continued)

Literature

 * The Increasing Power of Destruction: Military Technology in World War I (American Memory, Library of Congress)
 * The Social History of the Machine Gun by John Ellis


text: Category:Breton

title: Category:Breton


text:
User talk:Hans Poldoja~enwikiversity

Welcome
Hello Hans Poldoja, 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; for 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 ( Wikiversity:Chat, wiki blog ) 16:40, 19 November 2007 (UTC)

blog + feed
Hello Hanz and Teemu would you please inform me why I can't find my name among the Wikiversity participants blogs. And please inform me how I can make my feed. thanks—Noura 16:57, 15 March 2008 (UTC)noura-raslan
 * Hi Hans + Teemu. Please see comment here regarding feed Participants of the composing free and open online educational resources course. -- Jtneill - Talk 00:10, 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 Hans Poldoja. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Hans Poldoja~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 23:33, 17 March 2015 (UTC)

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

title: User talk:Hans Poldoja~enwikiversity


text:
User talk:Tatsumaki~enwikiversity

Hello, did you see already: School:Language and literature ? You could participate there with your language if you like. For computers and electronics we have also topics, just browse. Below more info, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:45, 19 November 2007 (UTC)

Welcome
Hello Tatsumaki, 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; for 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 ( Wikiversity:Chat, wiki blog ) 16:45, 19 November 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Tatsumaki. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Tatsumaki~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 23:45, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Tatsumaki~enwikiversity