text:
User talk:Zac Stewart~enwikiversity

Thank you for signing up, If you wish to start practicing Spanish and looking for something to do, practice with the El Salón de Clase Flashcards and then go take the El Salón de Clase quizI --Rayc 00:00, 26 January 2007 (UTC)

New template
This new template has been created to coordinate studies for the Spanish 1 class. Feel free to deleted it or place it where ever you see fit.--Rayc 02:30, 17 February 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 Zac Stewart. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Zac Stewart~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:13, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:25, 19 April 2015 (UTC)

title: User talk:Zac Stewart~enwikiversity


text:
User talk:Erusse estelinya~enwikiversity

Thank you for signing up, If you wish to start practicing Spanish and looking for something to do, practice with the El Salón de Clase Flashcards and then go take the El Salón de Clase quizI --Rayc 00:01, 26 January 2007 (UTC)

New template
This new template has been created to coordinate studies for the Spanish 1 class. Feel free to deleted it or place it where ever you see fit.--Rayc 02:31, 17 February 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 Erusse estelinya. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Erusse estelinya~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 23:35, 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) 06:08, 19 April 2015 (UTC)

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


text:
User talk:HackerJack

Thank you for signing up, If you wish to start practicing Spanish and looking for something to do, practice with the El Salón de Clase Flashcards and then go take the El Salón de Clase quizI --Rayc 00:01, 26 January 2007 (UTC)

New template
This new template has been created to coordinate studies for the Spanish 1 class. Feel free to deleted it or place it where ever you see fit.--Rayc 02:32, 17 February 2007 (UTC)

title: User talk:HackerJack


text:
User:Sebmol/wikiversilinky

Hi. I'm wikiversilinky a Wikiversity IRC bot operated by sebmol. I'm not at all like these bots. (I don't edit pages. I just help out in IRC channels like #wikiversity-en)

My jobs
My jobs include (but aren't limited to):
 * translating links - when someone types  some link  using the square brackets, I know it's a Wikiversity page and display the full url on the next line. I also understand Interwiki links.
 * finding missing persons - type in !seen so-and-so and I'll let you know when I last saw so-and-so in the channel.
 * time of day - just type in !time and I'll show you the time-of-day across the planet.
 * ...I'll let you in on more when you're ready

My channels
Sometimes I have to clone myself. (Don't you wish you could do that?) I may have a trailing number.
 * #wikiversity-en
 * #wikiversity-de
 * ...who really knows?

As is, no warranty
I'm pretty much complete. I'm a bit of a hand-me-down and my creator wishes to remain anonymous. So please like me the way I am. wikiversilinky grins sheepishly

title: User:Sebmol/wikiversilinky


text:
User:Pnguyen

Please see Paulmnguyen. This account is no longer active.

Paul Nguyen, Personal Homepage; Penguins R Us Blog

I am an undergraduate student in California, USA, Studying Computer Science and Communications. I am interested in web-based applications and software development in general, as well as system/network security and cryptography. I have also come to appreciate number theory and the formal language of mathematics.

I am also a Catholic, practicing and hoping to spread the Love of God to all the World.

Schools

 * College of Engineering and Technology
 * School of Computer Science
 * School of Computer Networks

Departments

 * Topic:Computer Programming - for application developers
 * Introduction_to_Programming/Scope Scope article in Introduction_to_Programming
 * Topic:Java and Introduction to Programming in Java
 * Introduction to Programming Logic - lessons in conditionals, looping, and program organization needed
 * C++ - needs some work - missing pages
 * Topic:Network_Administration
 * Topic:Web Design - good information on design strategies and objectives, etc.
 * Topic:Databases
 * Topic:Networking
 * Networking_Intro

 * Help:Editing
 * Advanced Editing

title: User:Pnguyen


text:
User:Modnar~enwikiversity

I'm a 18 year old about to study Bachelor of Engineering.

Yeah thought I would say that I have just signed up for C++ here and hope it goes well!

Courses have been / are in: C++

Would like to do : (cant think of any at the moment as I only came here on27th of jan '07)!

title: User:Modnar~enwikiversity


text:
User:CQ/monobook.js

hmmm... wha?

title: User:CQ/monobook.js


text:
C++/Variables and User Input

Variables
Variables are used by the computer, as specified by you in your program, to record the current state of play at each step of the execution of your program so that your computer can suspend execution of your program at any point, step away, attend to some other matter, return and then continue its execution of your program without losing any information in the process.

The amount of work that a computer does in each step depends on the architecture of the computer, that is to say, how the computer has been designed.

Where are they held?
Variables are located in the minds of programmers and in the memory of computers. Programmers uses symbolic names to describe variables in their minds, for instance: 'the depth of the snow on the mountain' or "the amount of money in the customer's bank account". Ultimately, for reasons of efficiency, locations in computer memory are referred to by numbers often represented in awkward hexadecimal notation, for example: 0xcafebabe. The compiler assists programmers by managing the relationship between the symbolic and numeric representations of the locations of variables to reduce the number of errors that programmers would surely make if there were required to refer to every variable they have in mind purely by its current location in the memories of their computers.

C++ requires the programmer to use names constructed solely from letters chosen from a through z, A through Z, and numbers chosen from 0 through 9. C++ considers upper case letters to be different from lower case lowercase letters. Names must start with a letter.

Thus C++ allows :

a

to be used as a variable name. Further examples of variable names that are permitted by C++ include: A, a1, alpha, abc22, snowDepth, amountInCustomerAccount etc. "Customer's account balance" is not a valid variable name in C++ because it contains spaces which are not allowed and because it contains an apostrophe which is also not permitted by C++ in variable names.

However, while the definition of the C++ language allows other letters to be used in variable names such as:

𝝰

most C++ compilers and editors fail to support such letters reflecting a bias that unfortunately you will be required to perpetuate if you wish to publish the source code of your program.

How big are they?
Whilst in the imagination of programmers variables can be as big or as small as required, in reality, C++ programs are expected to execute on physical computers that only have a finite amount of memory. Worse, each bit of memory in a finite computer is also of finite size. Thus the smallest amount of memory that can be described by a C++ variable is one bit and the maximum is the size of the memory implemented by the architecture of the specific computer the program is executing on.

How many are there?
Again, in the mind of the programmer, the number of variables is unlimited, but on a real computer with a specific architecture there will be an upper limit which the computer industry has struggled to raise for decades with very little effect. As noted above, computers use numbers to name variables, the smallest amount of memory that can be used on a physical computer is one bit and compilers are programs that describe variables by connecting names to numbers, thus if you have a 32 bit architecture computer the maximum number of variables that you can hope to address in a C++ program is the number of possible numbers that can be described with 32 bits. Of course in reality due to poor coding technique, most compilers do not achieve this theoretical upper limit.

Declaring variables
Declaring variables is easy just  .

Let's say you want to declare an integer.

Assigning values
What are variables without values? In order to use a variable you just need to declare it and give it a value.

Can't I just declare myInt and assign it a value in one go? The answer is Yes! we can as in the following way :

Boolean (bool)
The bool type is a 1 byte data type that is either true or false. A true being any number other than zero and false being zero. The true keyword uses the value 1 to assign true.

Integers
An integer is a number that does not have any decimal places. It is a whole number, for example 1,2,3,4 are all integers. 4.3 is not. If you were to try and place the number 4.3 into an integer the number will be truncated to 4.

Now we can attribute reasons to the ranges of int, long and so on. for int : 2^16 = 65536. now this is the total range of a variable. Dividing by 2 we get, 32768. So -32768 to 32767 ( it should have been 32768 but 1 place is taken by 0 ).

Now the size of long is 4 bytes ( 32 bits). So range is 2^32.

What is the difference between a "long" and a "signed long int"? In my mind, the only difference is 12 extra keystrokes. Pick one that works for you.

Char
A char is an 8 bit integer. This means that an unsigned char can store between 0 and 255, and a signed char can store between -128 and 127. Unsigned chars are commonly used to store text in ASCII format, and can be used to store strings of information. A char can be initialized to hold either a number or a character, but it will store only the ASCII value.

Both characters that I have just initialized would be equal. The number 65 is the ASCII code for the letter 'A', so both characters would contain the 8-bit value of 65, or the letter 'A'. ASCII is a system where numerical value is assigned to every character you can think of. For a complete conversion chart visit http://ascii-code.com/

Floats
Floats are floating point numbers, which means that these numbers can hold decimal places. This allows us to store numbers such as "8.344" and "3432432653.24123".

Floating point numbers have a fixed size in memory. This means that a single float cannot possibly precisely store all of the decimal values in the real number system. While in many cases it will not matter, it is important to note the float data type usually stores only a good approximation of a decimal value, not an exact value.

Doubles
Doubles are like "floats", which means they can store decimal places. Doubles can generally store more information than a standard float.

As noted with the float data type, double usually stores only an approximation of exact decimal values (albeit, usually a higher precision approximation than the smaller float data type).

Getting User Input
Let's start simple. We'll read in a char and put it back out.

you could also go with a namespace, as shown here:

What if we want to read in an integer and put it back out.

title: C++/Variables and User Input


text:
Talk:Greek classics

"Ancient Greek"
There are two types of Ancient Greek:
 * Koine (ie. marketplace Greek; also used in the Bible)
 * Classical Greek (ie. the Greek that the Classics are written in; Homer, Plato, that sort of stuff)

It should be mentioned which of the two is being taught
 * There are a lot more than two types of Ancient Greek. Attic Greek is the most frequently used (Plato, Aristotle, Euripides), but Homeric Greek and innumerable other dialects are commonly used. An discussion of Greek dialects should be an aspect of any course taught in Ancient Greek.69.116.7.112 03:28, 19 May 2008 (UTC)

title: Talk:Greek classics


text:
User talk:Liftyrfists

Philosophy
Hi Liftyrfists, and can I also welcome you to Wikiversity? I saw your comment on the Philosophy message board, and felt a note here was warranted. I've left a comment on that page - also with some links that you might find useful/interesting (or not). I'll be checking that page - but you can also let me know on my talk page what your thoughts are on Wikiversity and what you want to do here. I'd love to know.. Cheers! Cormaggio beep 00:39, 16 February 2007 (UTC)

 * Hi again. :-) That's quite a book you've started on (Tractatus) - I've only flicked through it before and felt dizzy! In any case, you might be interested in Wittgenstein - Language Games - a newly-created page by another of the philosophy school, Markc. On your question - I definitely think that it's a worthwhile exercise to have a page (or set of pages) devoted to learning about particularly interesting books - I've been thinking recently about an initiative for doing book reviews that the reviewer and subsequent readers could benefit from. Please feel free to set up this page Tractatus Logico-Philosophicus - which could then have subpages like Tractatus Logico-Philosophicus/Review by Liftyrfists etc.. I'll try and give a hand, so please let me know where the relevant pages you're working on are so I can add them to my watchlist. Cheers. Cormaggio beep 11:21, 19 February 2007 (UTC)

title: User talk:Liftyrfists


text:
Topic talk:Compilers and language theory

When I got my computer science degree, "Compiler Design" was the CS course that partnered with "Automata and Formal Languages" in the math department. I took compiler design first only because it fit into my schedule that way but since scheduling isn't an issue, students should be encouraged to take the language theory course first. Dmclean 15:41, 26 January 2007 (UTC)

I have a degree in CS too and a special grasp of this topic, so if anybody have questions we can start the thing. --Jorge 22:00, 1 February 2007 (UTC)

Contribution reverted
The statement's not true: compilers are programs used to translate from a programming language (as Pascal) to a language understandable by the computer. The cause of the confusion may be that compilers are referred to as the programming language they translate, so a compiler from Pascal to x86 is called a Pascal compiler. --Jorge 15:42, 22 March 2007 (UTC)


text:
User talk:Dmclean

Requests
If you have something that you would like me to work on - please add it here. Dmclean 16:30, 31 January 2007 (UTC)
 * Hi, I was wondering if you had anyspare time, if you could take a look at all of the Java examples and such on Java_Objects_and_Classes. Nearly none of the example work when compiled and I wouldn't know where to start if I were to try to fix them. Thanks -- Koolaidman  Talk Contribs 01:26, 16 February 2007 (UTC)

IRC
Thanks for visiting the IRC channel. I had forgotten that I put the welcome template (above) on your page!

IM
I am having travel geting an AOL IM account established. For some reason it will not process my setup information at its security check. Can we proceed with a lesson plan on Junit here on wikimedia forum rather than instant messaging? Not as good at maintaining momentum and inspiration but perhaps worthwhile to reduce some persperation and lack of motivation on my part. 71.161.8.137 03:08, 14 February 2007 (UTC)

Proof Reading
dmclean - If you have some specific pages you would like proof read leave a link on my talk page and I will proof them. Mirwin 19:53, 27 February 2007 (UTC)
 * Donald, I looked over Intro to Programming. It looked pretty good to me.  I think we need some actual beginning students interested in learning the material to comment before you guys will be able to improve it much.  Mirwin 04:25, 6 March 2007 (UTC)

Request for help
Hi i wanted to know if you could help me with this lab i have to do... here is the info... Details Implement a combination lock class.

A combination lock has a dial with 26 positions labeled A..Z. The dial needs to be set three times. If it is set to the correct combination, the lock can be opened. When the lock is closed again, the combination can be entered again. If a user sets the dial more than three times, the last three settings determine whether the lock can be opened.

Support the following interface

/* Constructs a lock with a given combination. The state is initially closed (false) and the positions is (are?) an empty string (""). @param combination is a string with three uppercase letters A..Z public CombinationLock( String combination )

/* Set the dial to a position. See chart above for an example. @param position is a string consisting of a single uppercase letter A..Z public void setPosition(String aPosition)

/* Try unlocking the lock. If the lock is closed and the length of the positions is >= 3, test to see if the combination is equal to the last three positions. If they are equal, open the lock otherwise leave it unchanged. */ public void unlock

/* Check whether the lock is unlocked. @return true if the lock is currently open. */ public boolean isOpen

/* Close the lock and start over by setting the state and the positions to the empty string "" */ public void startOver

You will need the following instance fields.

private boolean myState;      // myState is true if the lock is open and // false otherwise private String myCombination; // A three character string // representing the combination private String myPositions;   // A string that represents the positions // set on the dial. This string can // be any length.

The CombinationLockTest  Class Instantiate a lock with the combination "ABC". Try opening the lock by using the setPosition method 3 times with the following sequence "A","B", "D". Try to unlock the lock using the unlock method. Make sure the lock did not open by printing the result of the isOpen method. If the lock is open starOver (Conditional statement) Try opening the lock by using the setPosition method 2 times with "A", "B". Try to unlock the lock using the unlock method. Make sure the lock did not open by printing the result of the isOpen method. If the lock is open startOver (Conditional statement) Try opening the lock by using the setPosition method 1 time with "C". Use unlock. Make sure the lock is open by printing the result of the isOpen method. If the lock is open startOver (Conditional statement). Make sure the lock did not open by printing the result of the isOpen method. Try opening the lock by using the setPosition method 4 times with the following "A", "A", "B", "C". Try to unlock the lock using the unlock method. Make sure the lock is open by printing the result of the isOpen method.

Web application
Hello Dmclean. I am not a computer programmer. I often think about software solutions to problems in my own field (business, finance), but do not know how to write an application. Where would you recommend to start from (wikiveristy pages, web sites, books, etc) if a) I don't want to become a full-time computer programmer, b) want to focus on web applications. I am not seeking a change in career but would like to add web programming knowledge and skills. Thank you!

Hass

title: User talk:Dmclean


text:
User:Liftyrfists

I'm an undergraduate in the philosophy program at the University of Colorado - Boulder.

I don't think there is anything else really relevant to put here right now.

Contributions

title: User:Liftyrfists


text:
File:Report1colorexample.gif

Summary
I (John Schmidt) made this for Wikiversity.

title: File:Report1colorexample.gif


text:
User:Ben Armstrong

My friend CQ invited me here and I like what I see, so I'm planning to contribute what I can and learn as I go. I'm SynrG on irc in case you want to look me up there, and I blog at syn.theti.ca.

My family
Ariannah Armstrong is my wife. Together we have five kids ranging in age from five to seventeen.

My projects
I have been working on Debian Jr. for several years and have a Grand Vision for it that meshes well with Wikiversity. Recently, I've been delighted to discover the writings of John Caldwell Holt concerning Homeschooling, and that my own vision for Debian Jr. aligns with his ideas.

title: User:Ben Armstrong


title: File:UGC14.jpg


text:
User talk:Ben Armstrong

Welcome
Hi Ben, does the apt facility work well in Debian Jr? I tried to setup Debian to auto update a while back but got frustrated with the outdated documentation for apt when I could not get it working. Maybe I should try Debian Jr.?? Hope to see you at the Colloquium (2nd under the Community menu under Wikiverisity logo) soon. Leave some spam for the Debian Jr. project and your glorious future interactions with Wikiversity on my talk page if you feel like it, I am truly interested in your vision. Mirwin 12:35, 7 February 2007 (UTC)

One Laptop per Teacher
I thought you might be interested in this local paper/project.   It occurs to me that with the price of hardware coming down and quality and quanity of free software going up these folks might be very interested in your Debian Jr. project. Cheerio! Mirwin 13:03, 7 February 2007 (UTC)

Jr, apt, grand visions, etc.
Mirwin, these days I tend to use aptitude, which is similar to apt-get in many respects but has "smarter" conflict resolution. Also, there are several gui frontends like synaptic, etc. that some people prefer, and which I find convenient from time to time. Check them out. As for installing Jr. the install doc is a bit outdated. I started to update it but got sidetracked. Really, it's nothing more complicated than:

1. Install Debian. 2. Select all junior-* packages you're interested in. 3. Install them.

Thanks for the pointers to the colloquium and OLTP. I'll check them out. Ben Armstrong 13:42, 7 February 2007 (UTC)

 * So you know Ben, many people click on the signature then shift to the user talk page (discussion tab) and put the response on the questioneer's talk page.  This is by no means set in stone it just seems to be how most people operate.  I spotted the answer here as I was going back through the new user creation log and posting hello messages.   Sometimes the query has no signature so there is no choice but to answer locally and hope the questioner remembers to come back and check.  I am due to install a new linux configuration soon so thanks for the tip, I will use it.  See you around.  Mirwin 04:20, 9 February 2007 (UTC)

New Learning Project
Ben, I think you and/or your wife could provide valuable feedback regarding special needs or vulnerabilities for this proposed learning project ... http://en.wikiversity.org/wiki/Self_Paced_Reading_Labs ... with regard to home schooling needs. I would appreciate if you could look it over sometime and provide comments or questions regarding how it may or may not work well for home schoolers. If you are too busy I understand, I am soliciting feedback from wide range of people so do not sweat it. Thanks! Mirwin 00:29, 12 February 2007 (UTC)

title: User talk:Ben Armstrong


text:
Template:Professionsnew/Selected picture

The 5 story Montreal City Hall is the work of architects Henri-Maurice Perrault and Alexander Cowper Hutchison, built between 1872 and 1878. Its architecture is in the Second Empire style, also known as Napoléon III-style.


text:
Economics/Academic econosystem

An academic econosystem is a production econosystem specialized for the development of advanced knowledge in learners, and is a means (under development) to structure economic relationships between participants in the academic enterprise.

The economic interactions between participants in the academic enterprise vary according to the organization of the particular institution.

Information currency provides a means to structure the academic econosystem on the basis of exchange of financial instruments deriving some amount of their value from original information, which is an underlying asset for the traded instruments.

title: Economics/Academic econosystem


text:
Economics/Production econosystem

A production econosystem a system of economic incentives for continually optimizing the process of producing an economic good.

In the creation of the information necessary for the productive effort, a repository linked with an information currency marketplace serves to coordinate the activities of the individuals engaged in the productive effort.

In the course of the physical activities necessary for the production of the final good (such as a jet aircraft), information-based financial instruments enable the aggregation of information perceived as relevant to the success of meeting customer demands. The information currency-based econosystem allows for the utilization of diverse forms of relevant information to guide the overall productive process.

The customer-driven nature of markets means that the information currency market reflects customer needs and demands. As such, the continuous quantitative signals provided by the IC market will effectively align the productive process with market demands and increase the likelihood of a successful productive process.

title: Economics/Production econosystem


text:
SchoolForge

SchoolForge is a "foundry" for forging out educational solutions using free and open source software in classrooms and other learning environments. Historically the organization has remained a coalition of organizations that are committed to the overal goals:

 * From SchoolForge.net: "SchoolForge's mission is to unify independent organizations that advocate, use, and develop open resources for education. SchoolForge is intended to empower member organizations to make open educational resources more effective, efficient, and ubiquitous by enhancing communication, sharing resources, and increasing the transparency of development. SchoolForge members advocate the use of open source and free software, open texts and lessons, and open curricula for the advancement of education and the betterment of humankind.

SchoolForge, the foundry
Inspired by the name, SourceForge, SchoolForge was established to foster a new way of providing schools and other educational organizations with the tools they need. The paradigm of open source and free software with public licenses makes sense for public schools, even though many schools shell out enormous sums for proprietary software resources. Linux, FreeBSD, Apache, MySQL, Perl and a host of other software products are available usually at no cost whatsoever. The phenomenal success of open content such as Wikipedia and the Creative Commons has also created money-saving resources for education and the trend is escalating. This page is to explore the prospect of adding Wikiversity to the SchoolForge coalition, and is open to SchoolForge and its member groups for the purpose of providing a wiki-enabled central resource at Wikiversity. See Wikiversity outreach

SchoolForge history
SchoolForge is a foundry which has developed a number of resources through the projects history, with its roots coming from a Simple End User Linux (SEUL) controlled project called SEUL/edu. The SEUL/edu was the beginning effort towards "creating and fostering a viable, vibrant Open Source/Free software in the education community," which developed tools which are still in use today including a case studies system and an educational applications index. The SEUL/edu project was ended and the tools were then passed on to SchoolForge, which took on the role 'to unify independent organizations that advocate, use, and develop open resources for primary and secondary education.' The success of these efforts has led to what we are finding today, a constant stream of reports and articles in which schools are moving to FLOSS solutions.

SchoolForge today
Coalition members:
 * visioninit.com
 * liblime.com
 * lp.noe-kaleidoscope.org
 * www.didasca.it
 * www.debian.org/devel/debian-jr
 * www.asymptopia.org

Chapters:
 * SchoolForge-UK

Related groups
Groups that may qualify as potential coalition members:
 * Free, Libre and Open Source Software in Education - a.k.a. FLOSSE Posse
 * WikiEducator.org

Resourses

 * Seul/Edu Educational Application Index (SeuL - Simple end-user Linux)
 * OmegaWiki - free, multilingual resource implementating Wikidata for MediaWiki and relational database modeling
 * Online Education Database (Content repository and dirctory)

title: SchoolForge


text:
User:Guglicello

how does ernst roehm figure in nite of the long knives.was he put down because he was gay or because he was a socialist

title: User:Guglicello


text:
Service econosystem

A service econosystem is an economic organization utilizing financial incentives to optimize the delivery of a service provided in an economic exchange.

The nature of the financial incentives within the service econosystem can be highly complex. In corporate organizations, service econosystems often include equity ownership and stock options.

Information currency is under development to create financial incentives based on information. In this way service econosystems can be implemented using incentives based on information about the services provided, and enable the aggregation of information in market signals that continually reflect the state of market needs.

A wide variety of services can be managed through service econosystems. Traffic insurance can be implemented in part by making each driver a participant in a safe driver service econosystem.

title: Service econosystem


text:
User talk:Gaye~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Gaye. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Gaye~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:Gaye~enwikiversity


text:
User talk:Guglicello

Help me make a Mathematics page. Alright, amigo. drini 21:42, 26 January 2007 (UTC)

Unreadability
I can't understand the text on your user page. Could you please revise it?

title: User talk:Guglicello


text:
User:C4bl3Fl4m3

I'm C4bl3Fl4m3, or CableFlame, if you want the non-1337 version. Human Sexuality is my main academic interest, and it doesn't seem like Wikiversity has a sexuality section. So I suppose if I want one, I'm going to have to make one myself.

What I'm Doing
I hope to someday be a formal sexual educator, teaching classes on sexuality to anyone who wants to learn more about their bodies, the bodies of others, and how to bring pleasure to themselves and others. It's a life goal for me to liberate as many people sexually as possible. The more we know about ourselves and our pleasure, the better life we can live. I believe in giving people honest answers about all sexual issues. I also believe in teaching young adults accurate sexual education so they can make informed and safe choices about their bodies.

I hope to create articles on wide variety of topics, including but not limited to:
 * BDSM/kink
 * Fetishes
 * Sexual Orientation
 * Gender Identity & Presentation
 * Sex Toys
 * Non-Monogamy

And, of course, the usual information on anatomy, birth control, STDs and safer sex practices.

Because I can't figure out exactly what department to do this under, I think I'm going to do this under the Interdisciplinary Studies portal, because sexuality is an extremely broad subject that combines biology, psychology, medical studies, anthropology, and others.

I'm writing this information here so that I can start building some credibility as a sexual educator so I can get my AASECT certification and/or eventually get a doctorate in the field (hopefully w/o having to take a BS BA or BS degree). I also want to build credibility so that I can get my name out there as a sexual educator so that I can start presenting on the subject at various events and/or have people hire me/get me to speak on sexuality.

Where To Find Me
Well, search the web for C4bl3Fl4m3. If you find it, it's me. I've never seen anyone else go by that name.

You can email me at that name at gmail.

I have a number of Instant Messengers, but I rarely use them anymore. (BTW, don't go IMing "C4bl3Fl4m3", 'cause you'll be IMing my cell phone, and I get rather angry when random people IM my cell.)

If you want to find me in real life, well, I live in Maryland right on the Washington DC/Maryland border in Takoma Park. I work in downtown DC.

If you'd like me to talk to your group on sexuality, please drop me an email.

What I've Already Done In The Field
Well, because I'm just getting started with the going beyond myself with my knowledge, I haven't done much formally. However

 * I've taught many people about sexuality one on one via instant messenger. Not just passing knowledge (although I've done that too), but hours long lectures that I've saved the logs of.

(Note! If you saw that lecture, you'd probably know it was long and disorganized. That was my first time giving a formal lecture on the subject and I prepared it 2 days ahead of time. I'm getting better at it.)
 * I gave a lecture called "Hacking Sexuality" at HOPE # 6 (Hackers On Planet Earth, 2600's convention) in NYC in 2006. I'd estimate that about 100 people attended, with more wanting to attend but we physically couldn't fit any more people in the room.

 * I wrote an article on Bisexuality that was printed in issue 4 of ISO DC, Washington DC's only singles newspaper.

 * I gave an interview on Kinky Sex Radio about fat fetishism, weight gain fetishism, and feederism.

 * I had an e-newsletter called Sex Info Bi-Weekly that I released a few issues of that talked about a wide variety of sexual related issues.

title: User:C4bl3Fl4m3


text:
User talk:C4bl3Fl4m3

making new pages
I have been intending to start a page for Sexually transmitted diseases, but you are correct, Wikiversity needs an organized effort for resources about sexuality. --JWSchmidt 23:16, 26 January 2007 (UTC)

title: User talk:C4bl3Fl4m3


text:
Microeconomics/Building the demand curve

The demand curve is a linear graph (can be a curve as well) showing the relationship of price with the quantity. It is sloped with a negative gradient (sloped positively in case of backward bending curves, like the labour curve). The demand curve shows the effect on quantity demanded when there is a given change in price or demand. The demand curve is usually drawn in conjunction with a supply curve, showing the market.

Constructing the Demand Curve
1. Draw a set of x (horizontal) and y (vertical) axes. The vertical axis is labelled with the price of a particular good; thus, this axis is often labelled "P". Similarly, the horizontal axis lists quantities of the good under analysis, and consequently is often labelled "q".

2. Plot points from a demand schedule; these should show the quantity demanded at different price levels.

You may find (for instance, on an assignment) that you are given a demand function and are being asked to plot the function. In this case you must construct the demand schedule yourself. All this requires is to choose a range of prices (ex. 0, 5, 10 . . . 100) and then enter these into the function to calculate the associated quantities demanded in the market.

Let's suppose, to illustrate, that the demand function has the following form: q = -5P + 25. You would create the demand schedule by first constructing a table with two columns, one for price and one for quantity demanded.

Then you would choose a range of prices, say, $0, $1, $2, $3, $4, $5, and write these under the 'price' column. For each price you would proceed to calculate the associate quantity demanded. For $1, as an example, the quantity demanded is 20 units (-5*(1) + 25 = -5 + 25 = 20). Write next to each price the appropriate quantity. When you have done this for all of the prices your demand schedule will be complete.

This simple function, by the way, illustrates some an important point about demand curves.

An important point to note in economics is that the independent variable (i.e., the price) is plotted on the Y-axis and the dependent variable (i.e., the quantity demanded) is plotted on the X-axis, though in mathematics the converse is usually true.

Price Elasticity of Demand
Price elasticity of demand is a measure of a change in the quantity demanded of a product due to a change in the price of the product in the market.

A demand curve with a small negative gradient is said to be elastic. Elastic demand indicates that given a price increase, quantity demanded will fall more than proportionately, leading to a fall in total revenue [ie. price times the quantity]. A good with elastic demand should be priced low to maximise total revenue. Elastic demand tends to mean that the commodity is a luxury product, has a large number of substitutes and spending on it makes up a large proportion of consumers' income. An example would be LED televisions.

A demand curve with a high negative gradient is said to be inelastic. Inelastic demand indicates that given a price increase, quantity demanded will fall less than proportionately, leading to a rise in total revenue. A good with inelastic demand should be priced high to maximise total revenue. Inelastic demand tends to mean that the commodity is a necessity, has few substitutes and spending on it makes up a small proportion of comsumers' income. An example would be petrol.

A hyperbolic demand curve is said to be unitary elastic, that a change in price will lead to an equal proportionate fall in quantity demanded; total revenue would remain unchanged. It is uncommon to see commodities with unitary elastic demand, and would be mere coincidence if so.


text:
User:Leon2323~enwikiversity

wikipedia:User:Leon2323

title: User:Leon2323~enwikiversity


text:
User talk:Leon2323~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Leon2323. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Leon2323~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:14, 19 April 2015 (UTC)

title: User talk:Leon2323~enwikiversity


text: Portal:Professions/box-header

title: Portal:Professions/box-header


text: Portal:Professions/box-footer

title: Portal:Professions/box-footer


text:
Portal:Professions/Intro

Welcome to the Wikiversity portal for professions. This Portal has links to learning projects and other resources related to professions. If you are interested in the professions, please participate at the content development projects for professions.

View a list of existing learning projects for professions: professions learning projects.

title: Portal:Professions/Intro


text:
Portal:Professions/Featured learning resource

Primary survey is part of the Emergency medical responder module that is being developed by the Emergency Medicine content development project.


text:
Portal:Professions/Related portals

Education, Engineering and Technology, Law, Life Sciences, Practical Arts and Sciences, Social Sciences

title: Portal:Professions/Related portals


text:
Portal:Professions/WikiProjects

Content development projects exist on pages in "School:" or "Topic:" namespaces:
 * Architecture
 * Aviation
 * Business
 * Business Process Management
 * Dentistry
 * Education
 * Engineering
 * Law
 * Martial Arts
 * Medicine
 * Military
 * Nursing
 * Pharmacy
 * Podiatry
 * Project Management
 * Social Work
 * Veterinary Medicine
 * Merchant Marine
 * Archeology

title: Portal:Professions/WikiProjects


text:
Portal:Professions/Selected picture

The five-story Montreal City Hall is the work of architects Henri-Maurice Perrault and Alexander Cowper Hutchison, built between 1872 and 1878. Its architecture is in the Second Empire style, also known as Napoléon III-style.

title: Portal:Professions/Selected picture


text:
Portal:Professions/Categories

Browse learning resources in these categories:
 * Professions
 * Architecture
 * Aviation
 * Business
 * Education
 * Engineering
 * Law
 * Medicine
 * Pharmacy
 * Sexual Education
 * Medicine|Veterinary Medicine

title: Portal:Professions/Categories


text:
Portal:Professions/Selected biography

Systems And Tools Educational Philosophy by Jacob Walker "A major current educational trend is the formation of standards for content areas. These have been created by teachers primarily to standardize what people will learn in an educational system. The Systems and Tools Educational Philosophy is an attempt to give some standardization and framework to how standards should be formed, and further, what content areas should be taught. It forms a "big picture" model to fit all the current content areas, and shows what is missing. By doing this, hopefully it will allow new educational systems to be formed that can do a better job of actually teaching topics that are important to their students and their students' future."

title: Portal:Professions/Selected biography


text:
Template:Professions/Quotes

Architecture "The art of dancing stands at the source of all the arts that express themselves first in the human person. The art of building, or architecture, is the beginning of all the arts that lie outside the person; and in the end they unite". - Havelock Ellis, The Dance of Life (1923)

title: Template:Professions/Quotes


text:
Portal:Professions/Did you know

Fluoxetine (Prozac) is a drug used for treatment of depression in adults and rarely in children. However, antidepressants have a black box warning because of the risk of suicidal behavior. See: Introduction to Pharmacology.

title: Portal:Professions/Did you know


text:
Portal:Professions/Professions topics

Business Process Management, Educational standards organisations, Emergency medical responder, Financial Accounting, Financial Management, Introduction to the History of Architecture, Insurance and Annuities, Introduction to Learning Objects, Introduction to Pharmacology, Introduction to Pharmacy practice, Pilot examinations, Principles of Management, Educational Philosophy,Tributacion e Impuestos Chilenos

title: Portal:Professions/Professions topics


text: Portal:Professions/Things you can do

title: Portal:Professions/Things you can do


text:
Portal:Professions/Professions news

North Carolina judge may block state executions By Henry Weinstein "physician participation in capital punishment is a departure from the ethics of the medical profession"

title: Portal:Professions/Professions news


text:
Portal talk:Professionsnew

Note: This is a "backup" copy of Portal:Professions where new versions of the portal can be planned.

Colors
The page Portal:Professionsnew/box-header contains the settings for the portal colors:
 * border=#aaaaaa
 * titleforeground=white
 * titlebackground=#aaccff
 * background=#f9f9ff
 * foreground=black

See w:Wikipedia:Portal/Instructions for details about how this portal format was created and can be modified.

title: Portal talk:Professionsnew


text:
Portal:Professions/Featured

This page is for keeping track of featured content on Portal:Professions. If you change/update content in the portal, please be sure that the record of past content is updated here.

Featured learning resource
Primary survey is part of the Emergency medical responder module that is being developed by the Emergency Medicine content development project.

Selected image
The 5 story Montreal City Hall is the work of architects Henri-Maurice Perrault and Alexander Cowper Hutchison, built between 1872 and 1878. Its architecture is in the Second Empire style, also known as Napoléon III-style.

Featured research project
Systems And Tools Educational Philosophy by Jacob Walker "A major current educational trend is the formation of standards for content areas. These have been created by teachers primarily to standardize what people will learn in an educational system. The Systems and Tools Educational Philosophy is an attempt to give some standardization and framework to how standards should be formed, and further, what content areas should be taught. It forms a "big picture" model to fit all the current content areas, and shows what is missing. By doing this, hopefully it will allow new educational systems to be formed that can do a better job of actually teaching topics that are important to their students and their students' future."

News
North Carolina judge may block state executions By Henry Weinstein "physician participation in capital punishment is a departure from the ethics of the medical profession"

Did you know?
Fluoxetine is a drug used for treatment of depression in children. However, antidepressants have a black box warning because of the risk of suicidal behavior. See: Introduction to Pharmacology.

Quotes
Architecture "The art of dancing stands at the source of all the arts that express themselves first in the human person. The art of building, or architecture, is the beginning of all the arts that lie outside the person; and in the end they unite". - Havelock Ellis, The Dance of Life (1923)

Featured learning projects
Business Process Management, Educational standards organisations, Emergency medical responder Financial Accounting, Financial Management, Introduction to the History of Architecture, Insurance and Annuities, Introduction to Learning Objects, Introduction to Pharmacology, Introduction to Pharmacy practice, Pilot examinations, Principles of Management, Educational Philosophy

title: Portal:Professions/Featured


text:
User:JWSchmidt/Blog/27 January 2007

Portals  I updated Portal:Professions and Portal:Research to the "editable box" format.....that's portal number 12 modified for the new format!

Portals still remaining (master list) to be cleaned are: Learning Projects, Learning Materials.

Voice chat  I have long wanted to expand Wikiversity webcasting by having recordings of conversations about Wikiversity-related topics. Hopefully we will soon have a recording session.

Research  Cormaggio posted a call for a final push on research policy.

title: User:JWSchmidt/Blog/27 January 2007


text:
Portal:Research/New

{{/box-header| learning projects|/{Topics|}}

{{/box-header|{{BASEPAGENAME}} news|/News|}}

{{/box-header|Major Wikiversity Portals|{{FULLPAGENAME}}}}

title: Portal:Research/New


text: Portal:Research/New/box-header

title: Portal:Research/New/box-header


text: Portal:Research/New/box-footer

title: Portal:Research/New/box-footer


text:
Portal talk:Research

New versions of the Research Portal
If you want to experiment with a radical new version of Portal:Research you can work at Portal:Researchnew.

 * Thanks for the above comment. I looked and it seemed very similar :-) --McCormack 11:56, 14 April 2008 (UTC)

 * For the clueless: Portal:Researchnew started as an exact copy of the Portal:Research. It is an available workspace for planning new content for this portal. --JWSchmidt 15:38, 24 June 2008 (UTC)

If you update featured content on this portal, make sure that you update Portal:Research/Featured. --JWSchmidt 14:41, 27 January 2007

I just made this comment on the Researchnew portal, I just noticed that the graph of the number of pages online at Wikiversity only encompasses a page count before December 2006. Shouldn't a new version be availible? --Sgutkind 21:54, 14 April 2007 (UTC)
 * These are not very good graphs. Here is the most recent info from stats.wikimedia.org:

--JWSchmidt 22:12, 14 April 2007 (UTC)

Research tasks
I was coming here to add participation at http://galaxyzoo.org/ to the list of "Research tasks", but I don't see any such list. Should we add one to the new design?--Rayc 01:25, 2 September 2007 (UTC)

Harvard Liberal Arts Faculty Votes to Distribute Research Free
Harvard Liberal Arts Faculty Votes to Distribute Research Free .. sort of interesting item related to research. Would there be a better place to put items like these? --Remi 09:59, 13 February 2008 (UTC)

Proposals
There should be a process to get research topics approved by peers. This would allow for better organization of research and collaboration among users researchers. Proposals are often used to get funding for research, Wikiversity should use proposals to get pages made for research. This will eliminate all bogus research and increase the credibility of the research. Wbeadle3 17:26, 7 September 2010 (UTC)
 * See this page at beta Wikiversity and Review board. --JWSchmidt 01:42, 8 September 2010 (UTC)

Wiki Research could be Sold for Fundraising
Current fundraising needs beg a saleable product of value in the free-market. Under US tax laws, the only items allowed to be sold are those created with volunteer labor. Principally within wikimedia projects, the work product of volunteer labor is information, yet the purpose of these resources is to be free for all (nmtp). A potential source of fundraising income is available in Custom Research Projects which might be commissioned by parties in exchange for a donation. Although granted, the majority of work products within the Wiki family will be freely available to the public, the result of the collaborative efforts in this venue are eventually to be Research Reports which could be produced according to contracted specifications and for the purpose of supporting the foundation. These should be freely available but could also be the property of the comissioning donor. --Gustable 20:37, 17 March 2008 (UTC)
 * Not a bad idea, though I know little about the details. The Jade Knight 07:10, 25 March 2008 (UTC)
 * I live this idea but how will funds be distributed? Wbeadle3

Radical new version (April 2008)
General ideas of the new version: (1) update antiquated references, (2) improve visual appear, (3) improve ergonomy, (4) improve overview of and access to content (category tree system), (5) incorporate some dynamic rotating content (features, quotes), (6) visually connect the portal into the other five top-level "resources by level" portals. --McCormack 14:40, 14 April 2008 (UTC)

For the moment I have left out the content of Portal:Research/Research news and Portal:Research/Did you know. If someone reckons this content needs adding, it's still there on the subpages. At the moment this page seems a little overloading, so some trimming seemed in order. --McCormack 11:56, 14 April 2008 (UTC)

I have combined the following pages under the heading of "research administration" to try and simplify things a little: Portal:Research/WikiProjects, Portal:Research/Categories, Portal:Research/Selected biography. In the future it might be a good idea to actually consolidate the content of these pages into something more digestible for a new researcher trying to get to grips with what can and cannot be done at Wikiversity. Incidentally, the selected biography page had nothing to do with biographies! --McCormack 12:14, 14 April 2008 (UTC)

Archive of older content
To access old content (i.e. pre-radical revision), you can use the page history, or alternatively the redundant subpages listed above. The subpages have mostly been left alone - i.e. quite a bit of "productive forking" has been done. Other subpages have simply been incorporated intact into the new design. --McCormack 12:37, 14 April 2008 (UTC)

Categories
Category:Research needs a thorough tidy-up. One useful recategorisation that could be performed is changing the category to Category:Research project for specific projects. -- Jtneill - Talk 15:55, 23 April 2008 (UTC)

research initiative
Before there was a WikiMedia project (Wikiversity) that was open to original research, wiki participants with an interest in doing research on wikis congregated at the Meta wiki. It would make sense to bring those folks to Wikiversity. --JWSchmidt 15:26, 24 June 2008 (UTC)

How to display and coordinate researches

 * 1) The hierarchical WV file organization, including Portal, School, Project, Topic, Category, etc., is far more complex than the simple WP one, perhaps too complex for simpletons like me, hence a great barrier to maximal process and progress in concert.
 * "far more complex than the simple WP one" <-- Not correct. The only significant difference is that Wikiversity has the topic and school namespaces for content development projects. Wikiversity participants have created many topic and school pages because there is a large amount of content development work that needs to be organized at Wikiversity. "a great barrier to maximal process and progress" <-- KYPark, please explain how organizing content development projects in the topic and school namespaces is a barrier to "process and progress". --JWSchmidt 14:02, 6 September 2010 (UTC)
 * To be or not to be "correct" That is not the question. For I'm supposed to be invited to the brainstorming, hence have to feel so free that even simpletons and newbies should rarely be upset, opposed, discouraged, shamed or blamed for their folly, but just welcome to talk anything hopefully good, in good faith. Obviously I mistook Project as a namespace. Should you or anyone take that so seriously here, JWS? The guest here should speak of her opinion rather than interfere with others disruptively. The hostess should take whatever is good and just ignore the rest. Pretentious, few would come to help her. She must behave like a business girl, as it were! The "content development' is any wiki's business. What exactly do you mean by that? You may be too clever to understand how complicated or confused the hierarchical organization of WV looks to me as a simpleton as I confessed. Should Topic and School not be structural or complicated at all, Category would be just as good as Topic and School, which thus look so redundant as to obstruct the process and progress! -- KYPark [T] 01:29, 7 September 2010 (UTC)
 * 1) * "Should you or anyone take that so seriously here, JWS?" <-- KYPark, I don't know what you mean by "that". If you mean the claim that Wikiversity has a namespace organization "far more complex" than that of Wikipedia, then I take such claims seriously and I provided links to a page that explains how the topic and school namespaces can help organize content development efforts. If you follow those two links then you can find additional links to a page that explains what is meant by "content development". "What exactly do you mean by that?" <-- I mean people editing collaboratively to develop learning resources. I'm not surprised when people are confused about the school and topic namespaces. It would be useful if those namespaces and content development were mentioned on the main page since 99.9999% of Wikiversity remains to be developed. "Should you or anyone take that so seriously here, JWS?" <-- KYPark, if by "that" you mean confusion about multiple ways to use the word "project", including the project namespace, then I take seriously the danger that people can be confused when a word is used in several ways. There are many kinds of projects at Wikiversity. At Wikipedia, content development projects are called "WikiProjects". Is that any less confusing than making use of the school and topic namespaces to organize "content development projects"? KYPark, you say, "Category would be just as good as Topic and School", but when Wikiversity started it was organized around schools and a decision was made to create the school and topic namespaces rather than just try to make use of categories like "Directories of content development projects" and "Content development projects". That was a decision similar to deciding to drive on the right or left side of a road. Is it really worth arguing about the benefits from driving on one side of the road or the other? --JWSchmidt 07:08, 7 September 2010 (UTC)
 * 2) ** By "that" I mean the fact that I mistook Project for a namespace so that neither of your understandings is relevant, I'm afraid. -- KYPark [T] 08:21, 7 September 2010 (UTC)
 * 3) ** I'm not really arguing for the abolition of School and Topic namespaces, but pointing out the complication thereby which might be hinder the novice editor in particular from organizing resources easily and freely. Anyone may take this opportunity to review them in this perspective, which is also a self-referential research in kind! -- KYPark [T] 08:21, 7 September 2010 (UTC)
 * "hinder the novice editor in particular from organizing resources" <-- KYPark, what do you mean by "the novice editor"? A "novice editor" who has not participated in collaborative development of learning resources? A "novice editor" who arrives from Wikipedia and cannot be bothered to learn what is different between Wikipedia and Wikiversity? A "novice editor" who feels free to delete and disrupt the work of Wikiversity community members without first helping to create any learning resources? Such editors are hindered by much more than the existence of the school and topic namespaces. I'm highly skeptical about the ability of any novice editor to be "organizing resources" when they have never demonstrated any understanding of what Wikiversity is or how learning resources are collaboratively developed. KYPark, in exactly what sense is "organizing resources" a job for "novice editors"? --JWSchmidt 14:17, 7 September 2010 (UTC)
 * JWSchmidt, your argument against novice editors sounds too challenging for me. Sooner or later, however, I may try to address it very carefully perhaps at (under construction). Meanwhile, knowing is one thing, teaching is another, editing is still another, and so on. A novice editor is not always a novice of learning. Most elders of high literacy in scholarship suffer high illiteracy in computing. To use that literacy is to ease that illiteracy as far as possible, by easing computing. Such would be the case with simpletons and newbies. The easiest is editing on the main namespace, regardless of School, Topic, and the like, which others would better bother from the file-organizational perspective. This would be a maximal collaboration by division of work as per varied capacity or competence. You'd better not long for Leibnizean talents or polymaths. Or, you'd suffer from the absolute manpower shortage. Never forget WV is far less popular than WP anyway. (BTW, note that your comment beginning with ":" would destroy my numbering beginning with "#". Thanks.) -- KYPark [T] 02:21, 8 September 2010 (UTC)
 * 1) We may better not isolate information searching, understanding, learning, researching, and teaching from one another, but integrate all into the same thread while highlighting the point of intensive research required. (Alternatively, a link to the research page may be added to the headline of the other relevant pages.)
 * "integrate all into the same thread" <-- If you are not interested in the research portal then move on. You are free to "integrate all" on some other page if you want to do so. The research portal is simply a directory for Wikiversity research. If you have no interest in the page then you need never visit it. --JWSchmidt 14:02, 6 September 2010 (UTC)
 * Your advice is not welcome at all, for again this is brainstorming. You just take whatever good there is if any fortunately. JWS, you'd better talk about your opinion to the headline invitation than such opposition to others that is just improper, if not uncivil, unreasonable or unseasonable on this occasion. -- KYPark [T] 01:29, 7 September 2010 (UTC)
 * 1) It would be very hard to describe or prescribe a research agenda from scratch as well as an information search query from the "anomalous state of knowledge" (ASK) as pointed out by Nicholas J. Belkin of the UCL school of, so to speak, uncertain legacy, say, hypo-text.
 * 2) An ambitious goal setting or seeking would be implausible at first. Another way of reading the intra- or inter-text, hypo-text or subtext should also be taken seriously as sort of research.
 * 3) Editors would better write up to show up their research competence or qualification on the user page. The red link to it is a shame.
 * "The red link to it is a shame" <-- What red link? --JWSchmidt 14:02, 6 September 2010 (UTC)
 * I meant what I said. -- KYPark [T] 01:29, 7 September 2010 (UTC)
 * 1) The research coordinator should do their best.

-- KYPark [T] 13:08, 6 September 2010 (UTC)

 * "far more complex than the simple WP one" <-- Not correct. The only significant difference is that Wikiversity has the topic and school namespaces for content development projects. Wikiversity participants have created many topic and school pages because there is a large amount of content development work that needs to be organized at Wikiversity. "a great barrier to maximal process and progress" <-- KYPark, please explain how organizing content development projects in the topic and school namespaces is a barrier to "process and progress". "integrate all into the same thread" <-- If you are not interested in the research portal then move on. You are free to "integrate all" on some other page if you want to do so. The research portal is simply a directory for Wikiversity research. If you have no interest in the page then you need never visit it. "The red link to it is a shame" <-- What red link? --JWSchmidt 14:02, 6 September 2010 (UTC)

 * As a devoted contextualist, I dislike you drawing the points at issue out of context, as I elsewhere complained and asked for your cooperation or adaptation to my texture. (As a Darwinist you'd know how vital it is.) So I have to post each point back or close to the context, as above.  -- KYPark [T] 01:29, 7 September 2010 (UTC)
 * I'm proud to have participated in this brainstorming alone so far, whether wisely or foolishly. -- KYPark [T] 02:10, 7 September 2010 (UTC)

by not just roughly doing but toughly
 * My contextualist information strategy
 * search and research of information
 * reference thereto and inference therefrom
 * teaching and learning
 * linking and sinking

the relevant, in context in concert or in consilience, hence the names
 * hypertext and hypotext, respectively!
 * Note
 * The file organization, if too complicated, may become a curse rather than a blessing. For simple is beautiful! And it appears self-manifest why and how the relevant be well coordinated within and without research projects.

-- KYPark [T] 03:52, 7 September 2010 (UTC)

Ah! As far as hyperlinking is concerned, see Category:Linda Smith 1980 and its edit box to find how easily the relevant are bilaterally linked. See also User:KYPark/Hi Ottava Rima/Colloquium and the other relevant here and there!

-- KYPark [T] 04:24, 7 September 2010 (UTC)

Wiki Research Ideas
Hello: I'm starting to collect ideas from a long thread from September 2012 in the wiki-research-l list, in which many different proposals related to Open Access Journals and the "wiki way" of doing research were circulated. I will start adding content to Wiki Research Ideas, please feel free to join me! Arided (talk) 13:04, 20 September 2012 (UTC)

title: Portal talk:Research


text:
User:Hillgentleman/globalheatingup

The global heating up The global heating up is the phenomenon of rising surface temperatures of the earth. In this course a basic understanding for it the underlying factors is to be acquired. How does the climatic system function? Which influence do greenhouse gases have? How do humans strengthen the climatic change? On which consequences do we have to count in the coming years and decades? And which it is to to that always reads but rarely scientifically correct statements of the Klimaskeptiker in such a way specified that the entire climatic change is only one invention of money-greedy scientists? [ work on ] procedure The course treats first the climatic system, in order to give an idea of fundamental functions of the climate. In the second part with the greenhouse gases and other elements the most important factors are called, which exerted influence on the climate in the past decades. The third part looks on the consequences: Will it become how warm? Which risks are connected with it? And how probably are "climatic disasters" real? In the fourth part we come on the counter measures to speak, which can be divided traditionally into two ranges: The avoidance of further climatic change (Mitigation), and the adjustment to the probably occurring heating up (adaptation). The discussion actually forms the fifth and last part over the climatic research and their rezeption in the public. How do climatic models, which they can carry out, function - and which not? With which uncertainties are the computations and prognoses actually afflicted? And which is to at the climatic critics, who are further common particularly in the InterNet, thus the climate well do can. [ work on ] extent and level The extent amounts to after provisional conditions twelve exercises. For each exercise approximately a cosy week is intended as frameworks, so that the entire course takes three months up, if it is straight-lined accomplished. Naturally also every other organization is possible, that is one of the advantages of an on-line university. The level is aligned to amateurs as well as interested and educated laymen. Who reads there now and then newspaper and to the knowledge takes the partly contradicting statements about the global heating up and asks themselves, what now is correct, should have no problems in the course successfully to participate. [ work on ] exercises (provisional organization) 1. Part: The climatic system: * 1 - The climatic system * 2 - Natural greenhouse effect 2. Part: Influences on the climate: * 3 - Anthropogener greenhouse effect * 4 - Aerosols and solar radiation 3. Part: The heating up and its consequences: * 5 - Past and future heating up * 6 - Consequences and risks * 7 - Extreme scenario: Abrupt change of climate 4. Part: Counter measures: * 8 - Avoidance of further heating up * 9 - Adjustment to the climatic change 5. Part: Science and uncertainties: * 10 - Climatic research and models * 11 - Uncertainties * 12 - The climatic critics [ work on ] editor/inside * Hardern *... * You? [ work on ] participant/inside * GrummelMC * Chief prescriptions * You? [ work on ] literature * IPCC (2001): Third Assessment report (English) and the German translation * Flannery, Tim (2006): We Wettermacher, Fischer, ISBN 310021109X. * Gore, aluminium (2006): Uncomfortable truth. Riemann publishing house, ISBN 3570500780 * Grassl, Hartmut et al. (2005): Weather disasters and climatic change. We are to be still saved?, Pg publishing house, ISBN 3937624805. * Kolbert, Elizabeth (2006): Before us the sintflut. Telegrams of the climatic front, Berlin publishing house, ISBN 3827006430 * Latif, Mojib (2004): Climate, Fischer Tb., ISBN 3596161258 * Monbiot, George (2006): Heat. How ton stop the planet Burning, ISBN 0713999233 (English) * cream peat, Stefan and Hans Joachim Schellnhuber (2006): The climatic change, Beck, ISBN 3-4065-0866-9 * Schellnhuber, Hans Joachim, W. Cramer, N. Nakicenovic, T. Wigley and G. Yohe (Hrsg.) (2006): Avoiding Dangerous Climate CHANGE, Cambridge University press, also as Download (English) * beautiful meadow, Christian D. (2003): Climatology. UTB, 2. Edition, ISBN 3825217930 [ work on ] additional ones Web on the left of * Climate CHANGE Fact Sheet of Stefan cream peat, 2006 (pdf) * Spencer Weart: The Discovery OF global Warming, history of the science over the human climatic change (English) * RealClimate.org - Blog of some climatic researchers for commentating current discussions (English) * Current Greenhouse gas Concentrations - regularly updated side with measured values of the greenhouse gas concentrations (English) * German Federal Office for Environment Protection: Portal climatic protection * Potsdam Institut for climatic consequence research * Scientific adviser of the Federal Government global environmental changes (WBGU) - different studies to the climatic change and its consequences * Wuppertal Institut for climate, environment, energy - Forschungsinstitut with a multiplicity from studies to the national and international climatic politics * Netzeitung.de special: Climatic change [ work on ] Wikipedia on the left of German: * Wikipedia: Global heating up * Wikipedia: Consequences of the global heating up * Wikipedia: Greenhouse effect English: * Wikipedia (EN): Global warming * Wikipedia (EN): Effects OF global warming * Wikipedia (EN): Greenhouse effect

title: User:Hillgentleman/globalheatingup


text:
User:Flameviper~enwikiversity

Hello. I'm the Wikipedia user known as Flameviper. I may never use this account again, but it was reccomended that I register this account as a preventative measure.

Note
As I said before, I will most likely never return to this account to check on it. As thus, I reccomend contacting me through my Wikipedia talk page because any messages left for me here will most likely never be recieved. Thank you.

title: User:Flameviper~enwikiversity


text:
Talk:Transfering content to a website using commercial packages

FTP Client Software
Just a thought with the list of FTP client software: might be helpful for learners to just have one or two options for each platform - ones that you recommend. We can always link to a separate page with a full list for those interested. Just might overwhelm to have so many options? What things you? Michaelnelson 02:41, 27 January 2007 (UTC)

 * That sounds like a much better idea. I also agree with a statement in the Notes and discrepancies that it is hard to justify the focus on commercial software packages.  We really should focus on ease of use, with a preference for open source softare, or at least free software.  --mikeu talk 22:57, 6 July 2009 (UTC)

FTP Scenario
I'll add the FTP scenario that i use to get students demoing (with the grading options).

 * A note should probably be added that many firewalls do not allow ftp connections. Programs like WinSCP are free and allow the use of FTP/SFTP/SCP as may be needed.  They are also very easy to use.  --mikeu talk 21:48, 6 July 2009 (UTC)


text:
Portal:Research/New/Categories

Browse research-related content in these categories:
 * Research
 * Original research
 * Secondary research
 * Research projects
 * Research collaboration
 * Research grant collaboration group
 * Research process
 * Wiki journals

title: Portal:Research/New/Categories


text:
Portal:Research/New/Topics

Action research, Astronomy Project, Bibliography and Research Methods, Bloom clock project, Supernova models, Developing Wikiversity through action research, Wikiversity Distributed Virtual Supercomputer, Ethnography, Freelance academics, Hedonic modelling, Human Genetic Uniqueness Project, Introduction to research, Learning to learn a wiki way, Paducah2020, Research grant collaboration group, SchoolForge, Screensaver Project, Systems And Tools Educational Philosophy, Theory of Everything Project, UFO research

title: Portal:Research/New/Topics


text:
User:Alex43223/monobook.js

// Admin-like RC Patrol tools

document.write(' ');

//

//Interiot's javascript edit counter if (document.title.indexOf('User:Interiot/Tool2/code.js') != -1) { mw.loader.load('https://en.wikipedia.org/w/index.php?title=User:Interiot/Tool2/code.js&action=raw&ctype=text/javascript'); }

// w:User:Lupin/popups.js - please include this line

mw.loader.load(            'https://en.wikipedia.org/w/index.php?title=User:Lupin/popups.js'             + '&action=raw&ctype=text/javascript&dontcountme=s');

/**** Add purge tab ****/

function addPurge {   ta['ca-purge'] = ['g', 'Purge the internal cache for this page']; if(!document.getElementById) return; var x = document.getElementById('ca-history'); var tabs = document.getElementById('p-cactions').getElementsByTagName('ul')[0]; if(!x) return; if(x.children) x = x.children[0]; else x = x.childNodes[0]; var pf = document.createElement('form'); pf.action = '?action=purge'; pf.method = 'POST'; pf.id = 'pf'; x.appendChild(pf); addlilink(tabs, 'javascript:document.getElementById("pf").submit;', 'purge', 'ca-purge'); }

simplePopups=false; popupAdminLinks=true;

title: User:Alex43223/monobook.js


text:
User talk:Alex43223

New template
This new template has been created to coordinate studies for the Spanish 1 class. Feel free to deleted it or place it where ever you see fit.--Rayc 02:32, 17 February 2007 (UTC)

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:42, 1 November 2007 (UTC)

title: User talk:Alex43223


text:
Template:Delete My Page

Adds to the page.

title: Template:Delete My Page


text:
Wikiversity:Please delete my page

'''If you want a page deleted for privacy reasons, do not request deletion on the wiki, it will call attention to the page. Rather, email a custodian.''' You will need to enable email (you can use a free email account service) and then find a custodian, see WV:Staff, and use the "Email this user" link in the Tools menu. Meanwhile edit the page to blank the privacy violation, which you need not mention in the edit summary. Custodians can hide revisions, leaving the rest visible, so if you have a user page started with real-name and real-life contact information, very common, you can just blank that, replacing it with something harmless, and then make your request for revision hiding by email.

How to delete your pages
Note: Before nominating your page for deletion, please consider first the option to leave your unwanted page as a redirect to another page.

To request an uncontroversial page deletion, put at the top of the page you would like to have deleted. For example,. Any user may contest such a request by removing the template, with or without a reason, but, in the rare case that this happens, you may then formally request deletion on Requests for Deletion, where such requests are discussed.

Unless the template is removed, a custodian will review the request and, unless there is some reason not to delete the page (such as incoming links), a sole-author request will be respected. Hence if you have incoming links to your page, fix them first. Remove them or change them to a moved target page. (You can find all incoming links from "What links here" in the Tools menu.)

If you make a mistake in a page name, don't recreate the page, move it. (The button is found under "More," usually at the top of the page). (You can do this after you are autoconfirmed, which is normally after about four days of registering your account). A redirect will automatically be created. Then, if that redirect is not needed (generally because there are no incoming links), place a deletion template on the top of the redirect page, above the redirect text.

If you try to load the redirect page, and instead get the target page, notice at the top that there is a link back to the redirect. That will load the redirect.

So the redirect deletion template may say,. It takes a custodian less than a minute to check for incoming links and delete the redirect.

title: Wikiversity:Please delete my page


text:
Review:Tux Paint

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Filmmaking Software Review for Narrative Film Production
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Tux Paint - Macintosh version

 * A fun, free, and useful drawing program for children ages 3 to 12 and filmmakers. It combines an easy-to-use interface with fun sound effects while drawing pictures. Versions available for most operating systems, large and small.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Review by Robert Elliott
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Tux Paint - Macintosh version

 * I am reviewing the Macintosh OS X version. There are versions for a dozen other operating systems.

 * While this is a program for kids, it has some unique features useful for filmmakers. In the future, Wikiversity will create templates and stamps so this program can be used for rapid thumbnail storyboarding.

 * Anyone interested in filmmaking should immediately download this free program. It is fun!

 * style="padding:0em 0.5em 0em 0.5em;" |

Uses at Wikiversity Film School
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Thumbnail Storyboarding
 * Having fun!!!
 * At Wikiversity, see the lesson on matte painting.
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Rating
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Four Stars

 * For filmmakers who want to create thumbnail storyboards, a set of templates (for the various frame sizes) and stamps (for the various poses of human figures) still need to be created.

 * }

title: Review:Tux Paint


text:
Solar System, technical

The Solar System is the gravitationally bound system of the Sun and the objects that orbit it, either directly or indirectly. Of the objects that orbit the Sun directly, the largest are the eight planets, with the remainder being smaller objects, the dwarf planets and small Solar System bodies. Of the objects that orbit the Sun indirectly—the natural satellites—two are larger than the smallest planet, Mercury.

The Solar System formed 4.6 billion years ago from the gravitational collapse of a giant interstellar molecular cloud. The vast majority of the system's mass is in the Sun, with the majority of the remaining mass contained in Jupiter. The four smaller inner system planets, Mercury, Venus, Earth and Mars, are terrestrial planets, being primarily composed of rock and metal. The four outer system planets are giant planets, being substantially more massive than the terrestrials. The two largest planets, Jupiter and Saturn, are gas giants, being composed mainly of hydrogen and helium; the two outermost planets, Uranus and Neptune, are ice giants, being composed mostly of substances with relatively high melting points compared with hydrogen and helium, called volatiles, such as water, ammonia and methane. All eight planets have almost circular orbits that lie within a nearly flat disc called the ecliptic.

The Solar System also contains smaller objects. The asteroid belt, which lies between the orbits of Mars and Jupiter, mostly contains objects composed, like the terrestrial planets, of rock and metal. Beyond Neptune's orbit lie the Kuiper belt and scattered disc, which are populations of trans-Neptunian objects composed mostly of ices, and beyond them a newly discovered population of sednoids. Within these populations, some objects are large enough to have rounded under their own gravity, though there is considerable debate as to how many there will prove to be. Such objects are categorised as dwarf planets. The only certain dwarf planet is Pluto, with another trans-Neptunian object, Eris, expected to be, and the asteroid Ceres at least close to being a dwarf planet. In addition to these two regions, various other small-body populations, including comets, centaurs and interplanetary dust clouds, freely travel between regions. Six of the planets, the six largest possible dwarf planets, and many of the smaller bodies are orbited by natural satellites, usually termed "moons" after the Moon. Each of the outer planets is encircled by planetary rings of dust and other small objects.

The solar wind, a stream of charged particles flowing outwards from the Sun, creates a bubble-like region in the interstellar medium known as the heliosphere. The heliopause is the point at which pressure from the solar wind is equal to the opposing pressure of the interstellar medium; it extends out to the edge of the scattered disc. The Oort cloud, which is thought to be the source for long-period comets, may also exist at a distance roughly a thousand times further than the heliosphere. The Solar System is located 26,000 light-years from the centre of the Milky Way galaxy in the Orion Arm, which contains most of the visible stars in the night sky. The nearest stars are within the so-called Local Bubble, with the closest Proxima Centauri at 4.25 light-years.

Prerequisites

 * Background knowledge prerequisite - None (except general knowledge and a wish to know more)
 * NB This is meant for people without a background in Science and could therefore said to be a "foundation" level course or at a pre-university level.  It would also be useful at level 1.
 * Mathematical knowledge - Aimed at people with no background in mathematics - only knowledge of arithmetic (addition, subtraction, multiplication and division). Anything else will be provided within the course.

Introduction

 * 1) Introduction to the Planets/Introduction
 * 2) /Classical planets/
 * 3) /Comets/ - characteristics of comets.

At the right, the planets are shown in their order moving outward from the Sun.

They are scaled according to size but not to distance.

The Sun System

 * The Sun

The Inner Solar System

 * /Mercury/ (1)
 * /Venus/ (2)
 * /Earth/ (3)
 * /Moon/
 * /Quasi-satellites of Earth/ (NEOs with resonance to the Earth's orbit)
 * /Mars/ (4)
 * /Asteroid belt/
 * /Ceres/
 * Vesta

The Outer Solar System

 * /Jupiter/ (5)
 * /Callisto/
 * /Ganymede/
 * /Europa/
 * /Io/
 * Jupiter's Moons
 * /Jupiter Trojans/
 * /Saturn/ (6)
 * /Titan/
 * other moons
 * /Uranus/ (7)
 * Uranus' moons
 * /Neptune/ (8)
 * Neptune's moons
 * Kuiper belt (Pluto, Charon, Eris, Quaoar and the rest)
 * /Pluto/
 * Eris
 * Haumea

Beyond the Solar System

 * 1) Planets around other stars
 * 2) Solar systems

title: Solar System, technical


text:
User talk:EliseNT

intro to planets
hi, and welcome! I created a new Category:Introduction to the Planets and added the pages you created. The pages are looking good. It would help organize content here if you could add new pages to a category. If you are unsure about which one to put it in, just use and someone will figure out where to put it.--mikeu 00:26, 28 January 2007 (UTC)

title: User talk:EliseNT


text:
Introduction to the Planets/Introduction

Introduction
The first view most people have of a planet, other than our own, is glancing up into the western sky after sunset and seeing Venus, the brightest object in our night skies (excluding the moon). You will also, almost certainly, have seen Jupiter, even if you did not know it, as it is the third brightest object in the night sky after Venus and Luna (the moon). When looking at the night sky you can tell a planet from a star because planets "twinkle" much less when compared to stars, but if you live in a badly light-polluted area you may struggle to even notice that difference. If you do live in a large city you can still try observing the moon, and with a pair of binoculars you will be able to pick out a lot of detail on its surface.

The major planets' surfaces and those of their larger satellites have been revealed, using both huge telescopes and spaceprobes. We now have a clear understanding of both the surfaces and the atmospheres of dozens of other worlds.

If you choose to study this introduction to the planets you will get an overview of all of the planets as well as the processes that formed them. Planetary science combines mostly geology and meteorology with some physics and astronomy.

After looking in the next section at an overview of the Solar System, we will look at each of the planets, as well as the Moon, asteroids, and the Kuiper belt (including the newly ‘demoted’ Pluto). As with this page, the course includes as many images as possible to illustrate the points.

Something to Note
Although this "lesson" is listed as part of the Astronomy Department, it also links to the Geology Department, and there is a definite distinction between astronomy and planetary science. Planetary Science sees each planet as a world in its own right and treats it as a unique entity. Astronomy when it looks at planets, tends to see them as merely adjuncts to stars. This does not, however mean that there is a huge gulf between planetary science and astronomy, there is a lot of overlap, but they are not exactly the same thing.

Activity 1
Introduction to the Planets Activity 1


text:
User talk:CmdrRamon~enwikiversity

Why?
Hi CmmdRamon, I hope you do not mind my asking .... why are you removing all content from your user page? When I checked the history the cotent looked ok to me. A reply on my talk page would be welcome. Mirwin 03:39, 31 January 2007 (UTC)

Welcome
Hi CmdrRamon, and welcome to Wikiversity! I noticed your comment on the Philosophy message board - I mentioned it in my general reply there too, but Freire is an absolute inspiration to me. It's really good to find another here who shares an interest in his liberating work. Hopefully we'll be able to discuss this further - please add your thoughts or comments on my talk page. I'm adding some links below, which I hope are useful - and maybe the ones I provided on the message board might also be of interest. Talk to you later.. Cormaggio beep 00:34, 16 February 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 CmdrRamon. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name CmdrRamon~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:CmdrRamon~enwikiversity


text:
Public Pupil Pizza Project

 * Note: The development of this concept has moved to the Effective Education Project. This page is being left for archive purposes.

Introduction
Nearly everyone knows that it is imperative that students in today’s schools learn knowledge and skills to help them in the modern information based economy. Yet most people also recognize that our schools are not optimally fulfilling this need, and that there is a gap between the theoretical academics primarily taught in the U.S. School systems and the needs of the marketplace. While the Public Pupil Pizza Project has a funny name, it is quite serious in being a beginning in bridging this gap.

Too often there is an argument about whether we should teach academics or teach vocational skills. This argument is not needed, as this project will demonstrate both can be taught and both can improve the learning in each area.

The Public Pupil Pizza Project (or Pizza Project for short) is a series of curriculums that teach students traditional academics such as English, Math, and Public Speaking while at the same time teaching students how they can use these in the real world, and simultaneously learn technology tools to accomplish this need.

It is our hope that this project will spawn other projects that follow similar methodologies to enhance learning overall. We chose "pizza" as our subject because it is a topic that is not only understood by most Americans, but is also a food eaten worldwide, and eating is one of the most fundamental of human needs. Further, Pizza, along with some other foods, such as ice cream, lend them selves to teaching certain geometry topics such as the area of a circle for pizzas, or the volume of a sphere and cone for ice cream.

Goals
This project has several goals it would like to accomplish:

 * Teach Traditional Academics to Recognized Standards
 * Teach Real World Skills that give students a competitive advantage in the marketplace
 * Use True Real World Examples as much as possible (changing names, etc for privacy)
 * Move students beyond simply repeating what is in the curriculum to being able to create their own ideas
 * Be accessible to all American and World Wide Teachers and Students
 * Be adopted by many teachers and schools throughout the U.S. and World.

Strategies
In order to accomplish the goals of this project the following strategies will be used:

 * Use Wikiversity as a collaborative ground to create the curriculums
 * Attempt to stay as vendor neutral as possible and non-comercial
 * Have the curriculums and information available through a free license so any school may use it
 * Get support from notable people in education, politics, and business to promote the curriculums
 * Get support from public media, such as PBS to support and promote the curriculums
 * Utilize the Systems And Tools Educational Model to provide a framework for creating curriculums

Structure
The different curriculum will be written as a story that follows the life of a pizza restaurant. The curriculum will demonstrate how the academics can be applied to real world situations, and further why the academics are important. To also help demonstrate this process, a competitor will be shown through the different stories, and the competitor will misapply the academics, and the consequences to the competitors business will be shown. This way students can learn both through seeing success, and seeing the potential failure. The students will be creating their own business throughout each curriculum, and applying what they learn to their own ideas.

Specific Curriculums
The following are the specific projects for learning:
 * /Pre-Algebra and Spreadsheets/
 * /Processes and Analysis with Databases/
 * /English and Word Processing/
 * /Public Speaking and Presentations/
 * /Publicity and Desktop Publishing/

title: Public Pupil Pizza Project