text:
User talk:Akohler

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 16:29, 2 June 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 16:29, 2 June 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn new things by creating new learning resources or help us find things by improving the guided tourers and other exploration tools. We look forward to seeing you around. Baaaahbye for now. --Baah and Bahh 16:09, 18 May 2008 (UTC)

title: User talk:Akohler


text:
User talk:N.marsh.09

Salut, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 16:31, 2 June 2008 (UTC)

 Hello N.marsh.09, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 16:31, 2 June 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn new things by creating new learning resources or help us find things by improving the guided tourers and other exploration tools. We look forward to seeing you around. Baaaahbye for now. --Baah and Bahh 16:09, 18 May 2008 (UTC)

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

title: User talk:N.marsh.09


text:
User talk:Silvarbullet1

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 16:33, 2 June 2008 (UTC)

 Hello Silvarbullet1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 16:33, 2 June 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn new things by creating new learning resources or help us find things by improving the guided tourers and other exploration tools. We look forward to seeing you around. Baaaahbye for now. --Baah and Bahh 16:09, 18 May 2008 (UTC)

title: User talk:Silvarbullet1


text:
BCP/Acer pensylvanicum

Acer pensylvanicum

title: BCP/Acer pensylvanicum


text:
BCP/Acer pensylvanicum/Logs

2008 Logs

 * --Jomegat 23:20, 25 May 2008 (UTC)

2009 Logs

 * Jomegat 00:51, 12 May 2009 (UTC)
 * Jomegat 00:23, 19 May 2009 (UTC)

Recent Logs

 * Jomegat 03:49, 24 May 2010 (UTC)

title: BCP/Acer pensylvanicum/Logs


text:
Social entrepreneurship/What is Social Entrepreneurship

Entrepreneur is someone who start his or her own business.

Gain a common understanding of the term "social entrepreneurship".

Activities

 * 1) Contact anyone interested in social entrepreneurship who would be keen to exchange ideas on what exactly it is.
 * 2) * Collaboratively list questions you would all pose for discussion.
 * 3) Convene the discussion - face-to-face, via e-mail, chat rooms, etc.
 * 4) * What distinguishes "social entrepreneurship" from "entrepreneurship", "services based learning", "community-based learning", ....
 * 5) ** Are there any other approaches or labels which seem similar? How are they different from social entrepreneurship?
 * 6) Summarise the conclusions of the group discussion - perhaps on a wiki with a page "Describing Social Entrepreneurship".
 * 7) Read the essay below and discuss whether your group discussion has something to enhance it.
 * 8) Select or volunteer a member of your group to blend elements of your discussion into the resources below.
 * 9) Extend the Acknowledgements below.

Outcome

Enhancements to the essay and other resources below.

Describing Social Entrepreneurship

 * Social Entrepreneurship
 * Insert a link to your essay or notes here.

magic

 * Social Entrepreneurship definition (Wikipedia)

Readings

 * What is a Social Entrepreneur?

Acknowledgements

 * Kim 17:50, 2 June 2008 (UTC) - just started this page.


text:
Talk:Social entrepreneurship/What is Social Entrepreneurship

The concept of sustainability needs elaboration here. Specifically, "economic viability" seems often to be confused with "sustainability". The latter term should only be used where economic, social and environmental factors are being considered simultaneously. Kim 18:38, 2 June 2008 (UTC)


text:
User talk:Willscrlt

Hello!
Welcome to. I placed this message here just to avoid making someone else have to welcome me. I'm an experienced wiki editor with over 4,000 edits across several Wikimedia Foundation sites. Instead of giving me a generic welcome message for typical new users, why not give me some pointers on what makes unique and different from the English Wikipedia, WikiBooks, and Commons—the three sites with which I am most familiar. Thanks! Have a great day. -- Will scrlt  ( Talk )

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! -- Terra 18:50, 2 June 2008 (UTC)

title: User talk:Willscrlt


text:
Numerical Analysis

  N UMERICAL A NALYSIS

title: Numerical Analysis


text:
User:Erkan Yilmaz/observations/2008 June

observations from Erkan Yilmaz for 2008 June

You are invited to add your comments (e.g. but my perception of this issue is different) - please sign anything you add (howto Signature).

June 17 - words and their magic
It is funny (was my first thought) then it became the feeling "interesting": to see, how a possibility - which is open since long - is not used until a new name is born for this - and suddenly: all people wanna join the road trip. Change can be dependent on so many things or sometimes: just a few easy things.
 * Agreed Change needs catalysts, I think joining wikiversity is letting your self become that catalystThuvack 05:36, 17 July 2008 (UTC)

June 16 - why is the German Wikiversity research page going to be updated ?
So, how did I spend the last 2h ? Setting up a first version of the new Wikiversity-Research page Wikiversity:Forschung (the current page is still from 2006 and has not all info implemented) on de.WV. And now people have to be informed so they can implement their ideas/views. This was the reason for all of this. Sometimes you just have to read and that what you wanted to do for some time will happen finally.

June 8 - something Wikiversity related at Wikimedia Foundation's board election
Candidate' plans for Wikiversity are to be found here: Board elections/2008/Candidates/Questions/3. There are still about 2 weeks for the election. Here you can see the votes so far. I will vote on the last day, when I have all info available.
 * Voting is still possible until 23:59 21 June 2008 (UTC):
 * [[Image:Wikimedia Foundation's Board elections 2008 statistics from Wikiversity - 16th June 2008.jpg|300px|Wikimedia Foundation's Board elections 2008 statistics from Wikiversity (data until 16th June 2008)]]

 * select your home wiki (see the requirements):
 * Special:Boardvote
 * fr:Special:Boardvote
 * de:Special:Boardvote
 * betawikiversity:Special:Boardvote
 * it:Special:Boardvote
 * el:Special:Boardvote
 * es:Special:Boardvote

 * Voting has finished, so how was the participation ?
 * (please keep in mind: these are not the only Wikiversity contributors who voted – some used also their user accounts in the other Wikimedia projects)
 * [[Image:Wikimedia Foundation's Board elections 2008 statistics from Wikiversity.jpg|300px]]

 * Here is the data from Wikibooks, when just looking at the values, "seems" Wikibooks participants were not so motivated to go to election :

 * {| class="prettytable"

! !Wikiversity !Wikibooks
 * Accounts eligible to vote
 * 48
 * 114
 * Filtered by email address (each valid address counted once)
 * 31
 * 92
 * User accounts which voted
 * 12
 * 16
 * voters per filtered email
 * 38,7%
 * 17,4%
 * }
 * [[Image:Wikimedia Foundation's Board elections 2008 statistics from Wikibooks.jpg|300px]]
 * 38,7%
 * 17,4%
 * }
 * [[Image:Wikimedia Foundation's Board elections 2008 statistics from Wikibooks.jpg|300px]]

June 2 - When did you read ALOUD the last time ?
was written back in August 2007 - I am talking here about an additional book for Thucydides: The Peloponnesian War

I am reading a foreign language book - aloud. I remember the last time reading aloud - over a longer period of time - was in school, when we read set books in class.

Why am I doing this now (again) ? Perhaps to get more of my senses activated ? Could also be because of the topic of the book - it is about ancient times. And as you know: stories sound better, when they are told.

I noticed that this slows me down (when comparing to “normal” silent reading). Could be because: - now I read REALLY the complete text instead having read some parts (quickly) - sometimes also the pronounciation/accentuation seems not correct to me and I stop and think how it would be correct - perhaps I see more with my mind’s eye ?

The book has >500 pages - I wish all my neighbors fun listening :-)


text:
Portal:Professional and vocational studies/Featured

This page was created, but so far, little content has been added. Everyone is invited to help expand and create educational content for Wikiversity. If you need help learning how to add content, see the editing tutorial and the MediaWiki syntax reference.


text:
BCP/Aralia nudicaulis

Aralia nudicaulis

title: BCP/Aralia nudicaulis


text:
BCP/Aralia nudicaulis/Logs

2008 Logs

 * --Jomegat 17 May 2008 (from photos)
 * --Jomegat 01:35, 3 June 2008 (UTC)
 * --Jomegat 23:46, 9 June 2008 (UTC)
 * --Jomegat 23:28, 15 June 2008 (UTC)

2009 Logs

 * Jomegat 23:45, 21 May 2009 (UTC)
 * Jomegat 00:29, 25 May 2009 (UTC)
 * Jomegat 00:10, 29 May 2009 (UTC)
 * Jomegat 00:30, 2 June 2009 (UTC)
 * Jomegat 03:13, 1 July 2009 (UTC)

Recent Logs

 * Jomegat 00:23, 7 May 2010 (UTC)

title: BCP/Aralia nudicaulis/Logs


text: Template:Experimental

title: Template:Experimental


text:
Talk:American Government

Just going to start adding a bit of material to get this topic going. --Kfitton 14:42, 18 January 2007 (UTC)

title: Talk:American Government


text:
BCP/Aralia hispida

Aralia hispida

title: BCP/Aralia hispida


text:
BCP/Aralia hispida/Logs

2008 Logs

 * Jomegat 22:23, 25 June 2008 (UTC)
 * Jomegat 23:15, 1 July 2008 (UTC)
 * Jomegat 18:41, 12 July 2008 (UTC)
 * Jomegat 13:33, 18 July 2008 (UTC)
 * Jomegat 00:24, 29 July 2008 (UTC)
 * Jomegat 19:09, 2 August 2008 (UTC)
 * Jomegat 23:31, 7 August 2008 (UTC)
 * Jomegat 00:15, 14 August 2008 (UTC)
 * Jomegat 23:22, 4 September 2008 (UTC)

2009 Logs

 * Jomegat 22:04, 23 June 2009 (UTC)
 * Jomegat 00:40, 16 July 2009 (UTC)
 * Jomegat 15:49, 26 July 2009 (UTC)
 * Jomegat 03:47, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 02:01, 16 June 2010 (UTC)

title: BCP/Aralia hispida/Logs


text:
User:Gopinathradhakrishnan

I am gopinath radhakrishnan, i am an engineering graduate and i feel encyclopedia is the best way to gain knowledge of what is what and i feel this is the best place to be, i own this place to gain the best knowledge and to share the same.

I am working on to improve my user page and would continue to do so in the earliest possible time

To know more about me visit this link

title: User:Gopinathradhakrishnan


text:
User talk:Leigh~enwikiversity

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 06:18, 3 June 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 06:18, 3 June 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

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 Leigh. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Leigh~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:Leigh~enwikiversity


text:
Portal:Professional and vocational studies/Intro

This page was created, but so far, little content has been added. Everyone is invited to help expand and create educational content for Wikiversity. If you need help learning how to add content, see the editing tutorial and the MediaWiki syntax reference.


text:
Portal:Professional and vocational studies/Media

This page was created, but so far, little content has been added. Everyone is invited to help expand and create educational content for Wikiversity. If you need help learning how to add content, see the editing tutorial and the MediaWiki syntax reference.


text:
Portal:Professional and vocational studies/Related

This page was created, but so far, little content has been added. Everyone is invited to help expand and create educational content for Wikiversity. If you need help learning how to add content, see the editing tutorial and the MediaWiki syntax reference.


text:
Wikiversity:How to write an educational resource

This page is intended to be Wikiversity's closest equivalent to w:Wikipedia:Writing better articles.

Introduction
In its very early days - the ones of excitement and innovation, when it was small and derided - Wikipedia had a link on every page to an article about how to write a good article. Wikiversity doesn't. It's easier to write an encyclopedia article than an educational resource, so the lack is all the more sinister.

One reason why Wikiversity didn't have such an article was the difficulty of advising on writing educational resources. As someone once asked on Wikiversity's IRC channel, can you really teach people to teach? Teacher trainers would be shocked by such a question - their careers are spent doing precisely this. But lay people really ask this.

Uncyclopedia offers an excellent parallel, because "the closest professions to teaching are stage acting and stand-up comedy." Setting itself up in opposition to all seriousness, nevertheless Uncyclopedia falls victim to such a deluge of un-funny deletable nonsense that it actually had to write a (god forbid, serious) help page about "how to be funny". Many people would ask "can you really teach people to be funny?". Humour and education are both an art and a science. Sure, both have an element that cannot be taught, but both have elements which can. Oddly, the way in which humour and education cannot be taught is similar: it has to do with the speaker's (humourist's, teacher's) ability to sense and "work" their audience. However on these pages we will look at those elements which can be taught.

Starting off with easy stuff
You don't have to be a teacher to add educational content to Wikiversity. But if you're not a teacher (or perhaps even if you are), it is best to start off with easy resource types.

One of the main differences between Wikiversity and Wikipedia is that Wikiversity has loads of different resource types which you can write. Start with easier resource types and build up from there.
 * 1) You can start by creating a collection page to simply list the resources you are creating. You can turn the collection page into something more dramatic (e.g. project, course, workshop) when you have more content. Initially your collection page is just a list of what you are doing.
 * 2) Add simple resources to the collection page, such as some (but not all) of:
 * 3) * activities (e.g. game ideas, small quizzes, descriptions of experiments)
 * 4) * lecture notes
 * 5) * tests and assignments - make sure they're ones which you wrote, otherwise they're probably copyright.
 * 6) * a reading group
 * 7) * a blog - this should go in your personal user space
 * 8) * reference material for lessons, such as vocabulary lists, class handouts, reading lists, collections of useful diagrams from Wikimedia Commons or other useful media
 * 9) * event announcements (don't forget to read the help page!)
 * 10) Concentrate on developing each resource at least to the point where it is seriously useful to other teachers or learners.
 * 11) Use subpages if at all possible. A Wikiversity project is best structured with a homepage for the project and a series of subpages leading off from it. This is very different from Wikipedia.

Things you don't need to worry about too much at the start

 * Don't worry about getting the resources categorised right - categorisation is quite difficult and may need a more experienced user. Someone will find you and help with this if you are very active on a project.
 * Avoid writing lessons or other directly educational/didactic material, unless you are sure you know what you are doing.

See: Help:Resource types.

Getting more educational: passive audiences
More advanced resource types which convey real new knowledge to learners include academic articles/papers, lesson plans and lessons. There are detailed help pages which guide you in creating these.

See Help:lesson, Help:paper.

Advanced wiki-teaching: active audiences
With advanced wiki-teaching, we understand attempts to combine educational experiences with massive collaborative authorship. The word "wiki" just means "fast", so if you're just using Wikiversity as a fast and convenient way to create and share simple resource types intended for passive audiences, that's fine.

Common mistakes

 * Try to write content rather than curriculum frameworks and statements of intent. For example: was a framework where the hopeful red links to intended content were never turned into anything useful.
 * Avoid course codes. For example: uses course codes. This is too formal, and course codes are often specific to a particular country's educational system.
 * Don't assume that just anything is "educational". If you're unsure about how to really teach stuff, stay with the easy resource types suggested above.
 * Review Contextual Learning for a simple approach to content development based on an Absorb - Do - Connect sequence.
 * Resist the temptation to be "anti-educational" or declare that you wish to re-invent education from the bottom. If you've had poor teachers or been through an over-traditional educational system, this can be tempting. But most educational reform ideas have already been invented somewhere, sometime, and it's better to build on those ideas.
 * Don't think that hundreds of people are immediately going to storm into your project, either as contributors or as learners. Wikiversity is somewhere to create educational resources in peace and quiet, and you'll need to do a little persuading to attract visitors once you are ready (see featured content).


text: User:Ruennsheng

title: User:Ruennsheng


text: Category:Workshops

title: Category:Workshops


text: Template:Workshop

title: Template:Workshop


text: Category:Articles

title: Category:Articles


text:
User talk:Nadia El Borai

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cormaggio talk 12:02, 3 June 2008 (UTC)

title: User talk:Nadia El Borai


text:
Assistant teacher course/Theory formation/handout/Patterns for exercises in theory formation

Scientific discovery
An existing theory is disproven and the pupils have to defend the theory by verifying the part of the theory that has supposedly been disproven. The assistant teachers can make the claim that the theory may actually have been disproven by the latest scientific results, which explains why the school books claim the theory is correct. If the pupils think they are actually involved in verifying a new scientific discovery they may be more interested to follow proper scientific procedure and may act and feel like researchers. The assistant teachers can prepare their presentation of a "scientific discovery" in a theater group to achieve more credibility. After the lesson the assistant teachers can explain that the "scientific discovery" was their own invention but that the attitude to be doing actual research was the sensible attitude, which the pupils should try to preserve.

Fragmented theories
Several theories are presented in fragments and the pupils have to assemble consistent theories from the fragments of the theories. The theories can be contradictory or can be similar but unrelated. If the theories are easily found in literature unusual terminology can help to discourage the use of literature to solve a problem that should be solvable with the materials presented. The pupils can be invited to form working groups to verify different hypotheses.

Rejecting the theory
Assistant teachers can prepare material that consists of several views or sources for the same foundations of a theory. The pupils can only form a consistent theory by choosing the views or sources that support the theory. Only one set of material supports the theory but the theory is incorrect and the material is faulty; the correct material disproves the theory. The pupils can show their scientific skills by discovering the set of material that supports the theory and by discovering that the theory is faulty even though an apparent puzzle fits together. The given task should be to confirm the theory with the material that is most suitable to confirm the theory. The pupils can learn to resist the temptation to assemble a puzzle from badly verified knowledge.

No theory applies
All theories explain the observations but no theory applies. Since all theories could apply the pupils cannot decide on a theory without further measurements or other information. The pupils can learn from this pattern to think further, to make their own observations and to avoid hasty conclusions.

Virtual theory
A virtual theory can assume circumstances to be different to measurable facts. Constructing a virtual theory may be a challenging task but the reward can be that the pupils can engage in actual research of an unknown phenomenon. All measurements for a virtual theory can be made with simulated equipment, so the pupils can make measurements, interpret the results and form their own theories to explain the measurements. A virtual theory can allow to teach scientific methodology in a simplified computer environment. An example for a virtual theory is Dragon Genetics, only the example doesn't allow any non-trivial measurements.

Group of theories but no GUT
A group of theories looks as if there could be a great unified theory (GUT) but the unifying theory is an overinterpretation and does not exist or is not as simple as the group of theories considered alone may seem to imply. The pupils can learn to avoid assembling a puzzle from insufficient data and building blocks that look as if they could be meant for assembly. The pupils can learn to look for details and evidence that disproves their theory and not just to look for confirmation.


text:
Assistant teacher course/Individual curriculum/Music

Music
Music may be a mandatory subject for younger pupils but is suitable as a voluntary course or elective subject for older pupils. Computer music can connect to programming topics.


text:
User:Aaabbbcccddd5

Hi Aaabbbcccddd5 14:54, 3 June 2008 (UTC)

title: User:Aaabbbcccddd5


text:
User talk:Aaabbbcccddd5

Hi Aaabbbcccddd5 14:54, 3 June 2008 (UTC)

title: User talk:Aaabbbcccddd5


text:
User talk:Kobesam

Project Management for Offices

Doing projects for offices is perhaps one of the most underestimated project management job simply because most people thought anyone can do it. I mean, what can be complex in building a place to work compared to lets say building a production line in a manufacturing plant. I had the privilege to work for years in both cases and I am one that would say that managing office projects could even be more challenging to a trained engineer like myself because of the disproportionate amount of time spent on driving convergence to a common plan because of the amount of people that had a say about the project. And since most people thought their idea should be as good as the others, this makes office project management rather complicated.

But take heart, as I found out that the same discipline and tools that make a factory project successful are fundamentally the same with managing a project for offices. The same discipline of cost control, schedule management, quality control and even communications proved to be the same critical factors that spell success or misses in office projects. As such, goal of this webpage was to present tools and practices that I have found very effective for any office project management practitioner to learn if he/she wants to make it in this field. I invite you to take part and even share your own learnings as we we build this branch of learning virtually across the globe. There are too many pitfalls stemming from inexperience and wrong perception of the work that we could potentially minimize if practitioners could only learn at least the basics from more experienced project managers like us. Lets press on then!

Setting up your Project Management Work Model

Perhaps the most important initial step one has to establish in running a project is deciding the work process model that would be followed throughtout the duration of the project. This is absolutely necessary not only in keeping the project work consistent and integrated, but will also be indispensable in keeping the entire project team cohesive and following the same pattern of work. One of the major pitfalls of project especially at early stage is the failure to define the work process and communicating it to rest of the project team. Project teams are composed of individuals with different talents and viewpoints so it should be incumbent on part of the project manager that each understands how they will be working together as a team aimed at a common objective.

Different groups or communities of practitioners have different way of naming the phases of the project management cycle but they should be similar to the following 5-phase model:

Study Phase

Conceptual Phase

Planning Phase

Execution Phase

Turn-over and Close-out Phase

title: User talk:Kobesam


text:
Talk:C Programming/Basic Output

It should be stated that system("PAUSE") is an inefficient function to use. Rather, the programmer should use getchar. According to http://www.gidnetwork.com/b-61.html, system("PAUSE") is like opening the front door with a bulldozer. It uses way to much memory. See the GIDnetwork article for a more detailed explanation.
 * Not to mention that the "pause" command is only available on Windows systems ... Carpetsmoker 21:04, 4 August 2008 (UTC)

title: Talk:C Programming/Basic Output


text:
User:Robertlove~enwikiversity

I'm a grad student at the University of Florida currently studying flapping wings. You can see my personal page at, and my research page at.

I'm currently hoping to build a course in Wikiversity for high schoolers. Check back soon for further links! Robertlove 20:19, 3 June 2008 (UTC)

title: User:Robertlove~enwikiversity


text: Assistant teacher course/Teachers' handbook/navigation


text:
Wikiversity:Meetings/Learning on Wikiversity/03June2008

Meeting 03 June 2008
There was a meeting on IRC on 3rd June 2008 about 'learning in Wikiversity' (see log)

Summary
Some major themes from the discussion were:
 * Different styles of learning - different types of materials (static versus interactive) - different models for learning
 * Retention of contributors - how to do it; why is it an issue?
 * Relationship with academia - is WV taken seriously, how could it be taken more seriously (or be more relevant)?
 * NPOV - how to manage it? (in content, and in research)
 * Acceptance of different POVs - 'extreme' POVs - what do we accept? how can/should we accept extreme POVs?
 * How can people become (or learn to be) good contributors to a wiki?
 * Helping people evaluate WV materials - encouraging feedback
 * Roles on WV - are they: fixed? stereotypes? helpful?
 * Collective learning model - learning by encountering obstacles and working through them, in partnership with others - model to be developed (in contrast to "record after learning" model)
 * Categorising resources
 * PLE - how does it work - private/public

Action points:
 * Develop Collective learning - how does/would it work; how does it differ/compare to other models?
 * Clarify agenda (ie topics) for next meeting.

Prior planning
This is a historical section - detailing the planning of the last meeting.

 * In my suggested date/time, I was trying to provide for people in Europe, US and Australia - please let me know if/how it could be changed to help you. Cormaggio talk 12:17, 30 April 2008 (UTC)
 * I am announcing this also in the other Wikiversities, Erkan Yilmaz uses the Wikiversity:Chat (try) 21:33, 3 May 2008 (UTC)
 * Thanks Erkan. :-) Cormaggio talk 15:04, 5 May 2008 (UTC)
 * To be honest, though, I don't see this initial meeting as a big pan-Wikiversity affair - instead, I see it starting small and building up from there... Cormaggio talk 14:32, 1 June 2008 (UTC)

Suggested time and date
Thanks to all who have shown interest so far. Predictably, with this being a geographically dispersed community, there is no time that will suit everyone. So, how about having two meetings - one at 23:00 on Tuesday 13th and another at 09:00 on Wednesday 14th (both times in UTC - see )? Would this/these be ok to have in the wikiversity-en IRC channel? Cormaggio talk 16:25, 9 May 2008 (UTC)
 * Well both dates are uncormfortable for me. How about Monday 12.5. (which is for some people a holiday and therefore perhaps better) ? Timeframe for me: 7-20:00 UTC. Erkan Yilmaz uses the Wikiversity:Chat (try) 16:30, 9 May 2008 (UTC)
 * Hmm, I admit, I couldn't understand your stated time preference. :-( I could do Monday after about 14:00 UTC, but I was hoping the 23UTC session would accommodate people in the States (JWSchmidt and Rayc). Are you suggesting we do three meetings? Which one do you want to change? Is there anyone else with an objection/preference? Cormaggio talk 11:20, 10 May 2008 (UTC)
 * Since both dates were uncomfortabel for me, I proposed another day (Monday, 12.5.) where I could be available in time frame 7-20:00 UTC. If it is a 3rd date, we must see from the feedback by others. As I see only we two seem to be interested so far. Come out where you all hide :-) If the feedback here is not sufficient, we could think of ways e.g.: writing on talk pages or postponing the meeting to a later date ? Erkan Yilmaz uses the Wikiversity:Chat (try) 16:07, 10 May 2008 (UTC)
 * It is a bit short notice - I'm sorry, events in my personal life (relationship break-up) meant I effectively disappeared for a while. :-( But I still think people would come if we just announced a date and time, and left notice on people's talk pages... Cormaggio talk 17:34, 10 May 2008 (UTC)
 * OK, then do so please. Since Monday 12.5. has become now really short notice that probably won't work anymore. I can read then the chat log later. Erkan Yilmaz uses the Wikiversity:Chat (try) 18:46, 11 May 2008 (UTC)

I am not sure, anything happened recently (e.g. about a date) ? Anyone still interested ? Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 15:21, 25 May 2008 (UTC)
 * There was no 'official' meeting on either of the dates/times I proposed. But yes, I definitely want to have a meeting!! (see below) Cormaggio talk 14:32, 1 June 2008 (UTC)

New suggested time and date
Shot in the dark, and very short notice, but how about Tuesday 3rd June @ 21:00 UTC? Cormaggio talk 14:32, 1 June 2008 (UTC)
 * Not possible for me (at least, not with my brain attached!). --McCormack 14:45, 1 June 2008 (UTC)
 * A piece of advice: I normally find that IRC is busiest on Saturdays at about 18.00 UTC. Although that's a very variable kind of thing. --McCormack 15:11, 1 June 2008 (UTC)
 * Well that is definitely true, our last Wikiversity wide meetings were also always Saturdays. Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 15:15, 1 June 2008 (UTC)
 * I could be available, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 14:46, 1 June 2008 (UTC)
 * Does not work for me. That would usually be a good day of the week and time for me, but this week I have a special event to attend on Tuesday. --JWSchmidt 15:15, 1 June 2008 (UTC)
 * That would be 11 'o clock for me and thereby too late, because i have to work that day and the next. Me and my family will celebrate my birthday that day, so i will not be able to be there at that exact day. Perhaps the weekend would be the best.--Daanschr 18:39, 1 June 2008 (UTC)
 * Saturday 18:00 UTC would be fine with me. It would be 8 'o clock in the evening in my country.--Daanschr 18:40, 1 June 2008 (UTC)
 * If my conversions are correct, I'm pretty sure I cannot make it. I could probably make it about 4 hours later than that or later. --Remi 19:18, 1 June 2008 (UTC)

Thanks for the quick responses! Well, it seems not much availability for that time and day. Would it be slightly better if we said 18:00 UTC on that day? (Possibly not for Countrymike, though we don't know.) We could schedule one or two midweek (staggered on days and times so as to include different people), and another on the weekend, if that works. (?) Cormaggio talk 23:18, 1 June 2008 (UTC)

 * Can't make it until later that day. --mikeu talk 09:57, 2 June 2008 (UTC)
 * Same here. --Remi 10:00, 2 June 2008 (UTC)
 * Proposing to move the time earlier that day was more to accommodate Europeans than Americans - what about another meeting on Saturday at around 18:00, and fix this one for Tuesday @ 18:00? (Or please suggest a better time - and I still haven't worked out Antipodeans.) Cormaggio talk 10:58, 2 June 2008 (UTC)
 * On IRC, we've decided that 16 UTC would be best tomorrow (for the people who could make it around that time). We still need feedback about whether to go ahead with one at 18 UTC on Saturday or if a different time would be better. But anyway, tomorrow, June 3rd, 16 UTC it is. Cormaggio talk 18:28, 2 June 2008 (UTC)


text:
BCP/Comptonia peregrina

Comptonia peregrina

title: BCP/Comptonia peregrina


text:
BCP/Comptonia peregrina/Logs

2008 Logs

 * --Jomegat 22:42, 3 June 2008 (UTC)

Recent Logs

 * Jomegat 22:44, 24 April 2009 (UTC)
 * Jomegat 02:08, 30 April 2009 (UTC)
 * Jomegat 22:30, 4 May 2009 (UTC)
 * Jomegat 00:27, 21 May 2009 (UTC)

title: BCP/Comptonia peregrina/Logs


text:
BCP/Frangula alnus

Frangula alnus

title: BCP/Frangula alnus


text:
BCP/Frangula alnus/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --Jomegat 23:07, 3 June 2008 (UTC)
 * --Jomegat 23:58, 9 June 2008 (UTC)
 * --Jomegat 23:14, 15 June 2008 (UTC)
 * --Jomegat 17:04, 2 July 2008 (UTC)
 * Jomegat 02:44, 15 July 2008 (UTC)

title: BCP/Frangula alnus/Logs


text:
Open educational resources - open space event

The open educational resources open space event will be held July 17th 2008 in Alexandria, Egypt. The more precise time and space will be announced later.

Everyone invloved in open educational resources and free content in education and related topics is welcome. The event will be and mini open space conference (2 hours) with demonstrations and peer-to-peer talks. Everyone attentding is free to present their work for others and get feedback.

The OER open conference event is organized within the Wikimania conference.

In the Wikimedia conference the topic of open education reseouces is also discussed in the Open educational resources and globalization -panel, on 18th 2008.

Location
Library of Alexandria, Egypt

Participants
--Teemu Leinonen 01:39, 4 June 2008 (UTC)


text:
User talk:Robertlove~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Countrymike 03:45, 4 June 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Robertlove. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Robertlove~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 23:51, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:20, 19 April 2015 (UTC)

title: User talk:Robertlove~enwikiversity


text:
Template:Category redirect

__EXPECTUNUSEDCATEGORY__

Usage
This template is used to redirect and unify categories at Wikiversity. In order to use it, please type:  .

Example
To redirect Category:Virii to Category:Viruses just type:   or

title: Template:Category redirect


text:
Category:Category redirects

Categories are added here via Category redirect template.

title: Category:Category redirects


text:
Template:Lecture

About
This template is used for categorising lectures.

The template contains some code which does the following:
 * If the page is not a subpage, the page is categorised as a lecture.
 * If the page is a subpage, the page is categorised under its rootname.
 * If the rootname category does not yet exist, the user is warned to create the rootname category and add the rootname category to the category "lectures"; the page is then also added to a list of lectures where the rootname category is missing.

title: Template:Lecture


text: Template:Article

title: Template:Article


text: Template:Assignment

title: Template:Assignment


text: Template:Unmaintained

title: Template:Unmaintained


text: Template:Reading list

title: Template:Reading list


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Help:Resource types

Introduction
Shortcuts: Help:TYPES, Help:RT

What kind of things are there on Wikiversity? We can start by looking briefly at other projects - both Wikimedia sister projects and the wider world of open educational resources.

Resource types in other OER initiatives
We could say that "Wikiversity does open educational resources". So what are open educational resources? All the main definitions and declarations relating to open educational resources emphasize the diversity of resource types. Unfortunately there is no complete list. This is probably because there never could be a complete list.
 * Cape Town Declaration: "course materials, lesson plans, textbooks, games, software and other materials that support teaching and learning".
 * Hewlett Packard report on OER (2007): "full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge."
 * iCommons.org: "...different types of resources, including learning content (courses, lesson plans and learning objects), tools (software that supports the development, management and re-use of content) and implementation resources (the intellectual property licences that promote open licensing and other principles of best practice)."

See also: Classifying educational resources.

Resource types on Wikiversity
Wikiversity differs from its Wikimedia sister projects in that its resources are of multiple types and highly varied. Each resource type has its own "ideal" way of being written. This makes it much more difficult to write a guide to writing the ideal Wikiversity resource than writing a guide to the ideal Wikipedia article. Resource types at Wikiversity have grown from the grass-roots level - the community of contributors has decided what they are in an extremely ad hoc fashion. The box at the top of this page contains a list of all resource types currently known about on Wikiversity.

Conventional resource types
Most of the resource types on Wikiversity have pretty straightforward or established forms. Although Wikiversity never had any formal taxonomy of resource types during its first two years of independent existence (up to 2008), contributors nevertheless tended to create resources in conformity with existing conventional patterns.

The following list draws from the list of resource types above. It describes what Wikiversitarians have in fact created during the last few years. It does not lay down a set of restrictions on resource types, but it shows you the way to build on accumulated experience and it gives you a wide range of ideas from which to choose when constructing your own resources. Note in particular the sections further down this page on experimental and new resource types.

Organizational resource types without namespaces
These organizational resource types can be said to be the main entry points for one learning resource. Learning resources on Wikiversity, when developed, are often spread over many pages and need a page to coordinate the resource. ''When tagging a page as one of these resource types, please just tag the main entry page. The sub-pages of the course (project, etc) will normally be other resource types and would require different tags.''

The main entry pages for courses, projects and workshops tend to have learning content when small or at earlier stages of development, and become largely organizational pages when more developed. The last pieces of "content" to remain in them, as they grow and expand across many subpages, are normally introductions and reading lists.

Organizational resource types with their own namespaces
Some of the highest order organizational resource types are given their own namespaces. These resource types should not directly contain any learning content.

Categorizing resource types
Resource types on this page have been categorized, rather arbitrarily, into: conventional, specialized, experimental and organizational (with intentional overlaps).

Possible further criteria for analyzing resource types:
 * the extent to which the resource type favors, combines or requires individualistic or collective approaches to editing (e.g. a blog is highly individualistic, but often leads into a subsequent collective discussion).
 * the way in which the resource type relates to the requirement for a neutral point of view - i.e. certain educational resource types, such as essays, blogs and articles, necessarily breach neutrality and need to be looked at as regards how this is controlled and declared.

title: Help:Resource types


text:
Category:Category maintenance

You can find more about categories in Help:Category.

MediaWiki category tools
A few category-specific tools looking at Special:Specialpages: pikipedia.com 🇨🇴
 * Special:Categories
 * Special:CategoryTree
 * Special:MostLinkedCategories
 * Special:MostCategories
 * Special:Uncategorizedcategories
 * Special:Uncategorizedimages

 * Special:UncategorizedImages
 * Special:Uncategorizedpages
 * Special:Uncategorizedtemplates
 * Special:Unusedcategories
 * Special:Wantedcategories

title: Category:Category maintenance


text:
BCP/Rodgersia

Rodgersia

title: BCP/Rodgersia


text:
BCP/Rodgersia/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-LM 12:07, 4 June 2008 (UTC) (not sure of species yet)

title: BCP/Rodgersia/Logs


text:
BCP/Hieracium pilosella

Hieracium pilosella

title: BCP/Hieracium pilosella


text:
BCP/Hieracium pilosella/Logs

2008 Logs

 * --SB_Johnny | talk 12:12, 4 June 2008 (UTC)

2009 Logs

 * Jomegat 01:34, 1 June 2009 (UTC)
 * Jomegat 20:33, 27 June 2009 (UTC)
 * Jomegat 14:43, 24 July 2009 (UTC)

Recent Logs

 * Jomegat 19:17, 29 May 2010 (UTC)

title: BCP/Hieracium pilosella/Logs


text: Template:Date

title: Template:Date


text:
BCP/Syringa reticulata

Syringa reticulata

title: BCP/Syringa reticulata


text:
BCP/Syringa reticulata/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 14:11, 4 June 2008 (UTC)

title: BCP/Syringa reticulata/Logs


text:
Bloom Clock/Maintenance

The bloom clock is a rather extensive learning resource, consisting of over 2,000 pages which either contain data or help to organize it. On many pages data or other assistance may be needed, and these needs are tracked via the templates as part of Category:Bloom Clock maintenance

Help is needed to keep things updated and working smoothly. You can help by clearing out some of the maintenance categories by editing the BCP pages and other pages that need work.

BCP
The BCP (Bloom Clock Profile) pages are created and maintained as a series of templates, which essentially "ask questions" about a plant, and are then "answered" by bloom clock participants. There are 3 separate templates on each page: bloom clock plant top, bloom clock plant middle, and bloom clock plant bottom, each serving a particular purpose. Each BCP page also has an associated log page, which also uses a template as well as plain text and some inclusion tags.

Bloom clock plant top is used to provide introductory-level information about a plant, including an image, a text-based description of a plant, "global season" information, and also showing the most recent logs. Many plants lack text descriptions or even images.

Bloom clock plant middle is used to collect regional data, as well as providing additional images when profile is viewed individually (the regional data and images do not show up on the ../Keys/).

Bloom clock plant bottom is used to collect other sorts of data that help us create the ../Keys/. This data does not show up as text on the pages, but rather only as categories.

Updating needs for the bottom template
Most changes to the templates are made by robotic editors, but a recent change to the bottom template (from 7.10.24 to 8.5.12) requires some human attention in order to ensure data is preserved. The template itself is currently set to accept 2 different ways of entering data, but we would like to reduce this to only the new version, which does not require "subtemplates" as the older version did.

Pollination (Category:BCP/Using old pollination field)
While relatively few profiles had pollination defined before the update, the old pollination field of the template:
 * | pollination method (/pollination/ wind, insect, water, self) =

required the use of a subtemplate to answer, e.g., bcp/pollination/insect.

The new template version has simpler fields that need only be answered with " y " for the appropriate pollination method. This can be fixed by placing a "y" next to the appropriate new options, and then removing the old "pollination method (...) = " line, as well as any embedded templates on that line. See this diff for an example of the fix.

Color (Category:BCP/Using old color field)
All profiles should have the color defined, and before v. 8.5.12 of the bottom template this was done using a series of 10 templates (bcp/white, bcp/pink, etc.). The new version of the template achieves this by simply prompting users to enter a "y" after each color that applies. To fix the old profiles, look at the old field:
 * | flower color (/ white, pink, red, orange, yellow, green, blue, purple, brown, black) =

and just add a "y" after each color prompt to make sure the data remains the same. Then remove the old "| flower color (...) = " line, as well as any embedded templates on that line. See this diff for an example of the fix.

Type (Category:BCP/Using old type field)
All profiles should have the type defined, and before v. 8.5.12 of the bottom template this was done using one or more of a series of templates (bcp/herbaceous, bcp/tree, etc.). The new version of the template achieves this by simply prompting users to enter a "y" after each characteristic that applies. To fix the old profiles, first look at the old field:
 * | type (/ herbaceous, shrub, tree, vine) =

Answering this part of the template is slightly more involved, requiring some knowledge of the plant in question.
 * If the type field contained only bcp/herbaceous, add "y" after both | herbaceous = and | forb = (diff)
 * If the type field contained only bcp/tree, add "y" after both | woody = and | tree =
 * If the type field contained only bcp/shrub, add "y" after both | woody = and | shrub =
 * If the type field contained only bcp/vine, add "y" after both | woody = and | vine =
 * If the type field contained both bcp/shrub and bcp/tree, add "y" after | woody = and | shrub = 'and | tree = (diff)
 * If the type field contained bcp/herbaceous and any other description, please answer as appropriate (a knowledge of the taxa in question is required for this).

Note that on some genus profiles there may be numerous types included (e.g., Salvia contains both forbs and shrubs), and this should be reflected in the fix.

After the characteristics have been entered, remove the old "| type (...) = " line, as well as any embedded templates on that line.

Calendar season (Category:BCP/Using calendar season field)
This field is no longer in use, since this data can be more easily sorted by altering the regional templates. To fix, simply remove the line:
 * | calendar season (/ winter, spring, summer, fall) =

as well as any templates that were used to answer that line.

Regular maintenance for the bottom template
A number of other categories are used to track missing information on the profiles that the creator of the profile either forgot to enter or didn't know the answers for. This can be fixed by adding the appropriate answers (in most cases a knowledge of the taxa is required).

Color undefined
All profiles should have the flower color defined. Profiles lacking this are tracked using a DPL script which compares Category:BCP/Color defined to Category:Bloom Clock Project Plants on this page. To fix, add a "y" after any and all colors which may appear on the plant.

Family not defined
All profiles should have the family defined. To fix, add the family name after the | Family = prompt, making sure to capitalize the first letter only. Family can usually be found on either Wikipedia or Wikispecies.

Genus not defined
All profiles should have the genus defined. To fix, add the genus name after the | Genus = prompt, making sure to capitalize the first letter only.

Taxa level undefined
All profiles should have the taxa level defined. Answer using genus, species, or variety.

Leaf arrangement undefined
Most profiles should have the leaf arrangement defined (profiles for genera may need to remain undefined due to variations among the species). Fix by answering the leaf arrangement promt using "opposite", "alternate", "whorled", or "basal only".

Leaf complexity undefined
Most profiles should have the leaf complexity defined (profiles for genera may need to remain undefined due to variations among the species). Fix by answering the leaf complexity promt using "simple", "pinnately compound", "palmately compound", or "none" (the latter is only applied to parasitic plants that lack leaves).

No Image
If no image is provided, a spaceholder image will appear on the profile, with a link in the caption for searching on Commons.

Descriptions lacking
If no descriptive text is entered, please add some!

Log pages
Old log pages should be replaced by adding the new templates.

Categories
Templates are now available for both genus and family categories.
 * For the genera (Special:PrefixIndex/Category:BCP/Genus), see Bcp-genuscat.
 * For the families (Special:PrefixIndex/Category:BCP/Family), see Bcp-familycat.

Keys
The global-temperate keys now require regular updating. See Bloom Clock/Maintenance/Updating Keys for instructions.

../Unknown Plants/
Badly needs archiving.

title: Bloom Clock/Maintenance


text:
User talk:Sohaibma

Hello Sohaib, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 15:48, 4 June 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 15:48, 4 June 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Sohaibma


text:
User:Stef48

fr:Utilisateur:Stef48 This page is a soft redirect.

title: User:Stef48


text: User:PhilKnight

title: User:PhilKnight


text:
User talk:PhilKnight

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --PhilKnight 16:56, 4 June 2008 (UTC)

title: User talk:PhilKnight


text:
User talk:Grillo sv

ping and below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 19:27, 4 June 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 19:27, 4 June 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Usurpation
Sorry for the delay in handling your request. We are having some trouble with the tools that we use to verify account status before making changes. Also, please use Usurpation requested on the talk page of the account that you are requesting usurpation. Thanks, and don't hesitate to contact me if you have any questions. --mikeu talk 15:40, 26 January 2009 (UTC)
 * FYI, I've renamed the previous Grillo account: . -- Jtneill - Talk - c 06:52, 25 July 2010 (UTC)

title: User talk:Grillo sv


text:
User:Runningfridgesrule

'''Good morning, students! Did I mention that I absolutely adore the hell out of you?'''

'''If you would like to contact me, please do so on either one of my user pages on the English or Turkish Wikipediæ. Thank you.'''

title: User:Runningfridgesrule


text:
Template:User tr-3

de:Vorlage:User tr-3 es:Plantilla:Usuario tr-3 it:Template:Utente tr-3

title: Template:User tr-3


text: Category:User tr-3

title: Category:User tr-3


text:
Template:User la-2

cs:Šablona:User la-2 de:Vorlage:User la-2 fr:Modèle:User la-2 it:Template:Utente la-2 ja:Template:User la-2

title: Template:User la-2


text: Category:User la-2

title: Category:User la-2


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User talk:Mercy

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 22:12, 4 June 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 22:12, 4 June 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

bot status
User:ArthurBot has been given bot status. --mikeu talk 22:50, 16 January 2009 (UTC)

 * Thank you! :-) --Mercy 06:11, 17 January 2009 (UTC)

Sandbox
Hi, I noticed that User:ArthurBot has added interwiki links to the Sandbox page. We have put the interwiki links in to prevent them from getting deleted or modified by someone testing the sandbox. You might want to update the links in the template instead. --mikeu talk 19:14, 12 July 2009 (UTC)

 * Hi, thanks for your message. I solved this problem with the template. There was actually nothing to update. :-) -- Mercy (☎|✍) 21:04, 12 July 2009 (UTC)

RC patrolling
Thanks for catching that edit to Diophantine equations. --Draicone (talk) 12:01, 10 December 2010 (UTC)

Wikiversity:Bots
There is a current discussion about changes to the Bots policy. As a bot operator we would welcome your input at Wikiversity_talk:Bots. --mikeu talk 15:01, 2 January 2016 (UTC)

title: User talk:Mercy


text:
Collective learning

'' The following resource is an essay by User:Απεργός. Please contribute your reactions, thoughts and opinions to the discussion section at the bottom.''

Learning as a collective process
This is a short description of a collective model of learning for participants in Wikiversity which exploits the wiki environment and functionality in order to create a non-traditional approach to e-learning.

Characteristics of the wiki environment
As participants in Wikiversity, the main means of communication at our disposal is the pages of the wiki itself, readable by all, with the ability to refer to other materials. Anything that can be presented as text and images can constitute a part of an educational resource. Anyone who wishes to add content can write without concern for wiki syntax and can leave formatting of the text to others. Whoever wishes is able to comment on the ideas and suggestions of others by writing their message just below the main text. Their name and date will appear in the history of the page even if they don't know the syntax to add this information directly to the page itself.

As secondary means of communication, we have: irc, skype, and virtual reality environments like Second Life. These have the advantage that they allow communication in real time, but conversations cannot be logged easily (or in some cases, at all). Consequently, the conversations cannot be used later by other students or even by the very people who participated in them. The communities of the different Wikiversities today are relatively small: on the English language Wikiversity, there are about 70 active users that contribute at least once a week. On our site at the Greek language Wikiversity we are anywhere from 3 to 7 individuals that contribute regularly, depending on how busy we are. We also deal with the infrastructure, discussions of the nature of e-learning (such as the discussion that prompted the creation of this page), the creation and expansion of on-line resources, with translation of the interface, and with developments in the Wikimedia Foundation itself such as licensing issues. As a point of reference, the English language Wikipedia, two years ago, had more than 4300 active users who contributed over 100 times per month.

The members of our communities come from all professions, and some are still students in high school or even younger. Some have knowledge they have gained from their work, others from classes in school. They come for various reasons: to promote open access to human knowledge, to take on the role of the teach in a virtual environment, to find information in some area, to make friends, or to feel that they are doing something worthwhile with their time.

The traditional approach
In schools and other educational institutions, participants are separated into two groups, the teachers and the students. The teacher has specialized knowledge that s/he wants to pass on to his/her students. S/he accomplishes this by use of lectures, textbooks, exercises, and tests. S/he checks the progress of his/her students, determines grades, decides which answers are right and which are wrong, and so on.

The advantages of this model are obvious: one responsible person who is trained in his/her area ensures the quality of the knowledge that is transmitted. Equipped from previous experiences, s/he makes alterations to the material and his/her teaching methods as required by the level and dynamic of the individuals in his/her class, and, ideally, deals with special difficulties of students with special educational tools that facilitate the assimilation of the information that is problematic for the student. It is assumed that the knowledge that is taught is correct, useful and sufficient for the understanding of the particular area to the desired degree. The teacher gives his/her full attention to the students for the duration of the lesson and s/he is able to intervene without delay whenever it is needed.

This model has classic disadvantages, of course: the teacher who doesn't know his/her material well can transmit erroneous knowledge to hundreds of people over the years; if s/he doesn't know pedagogical methods s/he may not understand when a child cannot grasp something because it's difficult for them (instead of not applying themselves to the lesson for example), or s/he may not have the required knowledge to make use of different teaching methods for individuals who learn acoustically, visually, kinesthetically, etc. If the teacher defines what is correct and what is a mistake, the students may learn to recite back a collection of data without being in the position to analyze it or to exercise critical thinking about it.

On the wikis we have other difficulties too: the users who are interested in learning something in particular have to find educational material predeveloped for their use, to find an individual who is willing to take on the role of the teacher, writing and correcting exercises, answering questions, filling in gaps in the material, all of this in a timely fashion, and who will keep the student's interest even during the duller parts of their studies. Paradoxically, the user who wants to learn via wiki with the traditional system doesn't make use of its collaborative properties, nor of its public nature.

Collective learning
Instead of waiting for a teacher, the users could create educational materials as they learn, and they could help each other with questions, checking exercises, and similar tasks. This approach is based on the method promoted by JWSchmidt on the English language Wikiversity: "learning by doing". Applying this method, the user records his experiences and the procedure he follows in order to learn something, as well as the knowledge itself. He doesn't create a "lesson", nor is it expected that his notes will be converted into a typical lesson text.

A (hypothetical) example:

Some users decide to get involved with the localization of the MediaWiki software. None of them are professional translators. They begin with the language knowledge they have already, and they encounter various difficulties. Each translator notes the obstacles they found and how they overcame them or asks for help from others. Someone fins an analysis on Google which says something about translation memory, and writes a description. Another tries out the applications for Linux (gtranslator, poedit, emacs with po mode) and records their discoveries and impressions. Yet another notes the methods they use to find translatiosns of special terms on the Internet... All comment on the work of everyone else, and at some point they write a manual for translators based on the things they learned during the first phase of the project. Second (hypothetical) example:

Some users want to learn to write templates for use on the wikis. One knows the basic syntax (three curly brackets for parameters, two for templates, default parameters) and describes it. Another finds the appropriate help pages on meta and from some other sources. Someone else does experiments with #if: and links, and notes down what he learned. Yet another person finds the Special:ExpandTemplate page and explains its use At some point one person organizes the notes and from them puts together a complete document on how to write templates and debug them.

In these two cases, the participants don't have need of a teacher, or of preexisting materials on the wiki. They learn by doing, and they learn collectively.

Discussion
Writing code, someone can easily figure out if it is correct or not, by doing some test runs. But if the subject being learned is something else -- a foreign language, for example -- what happens? How can the members of the group check their work, or find and correct their mistakes? Added by User:Απεργός

What happens when the learning community is only one person? Added by User:Απεργός

How many people are enough for this method to work? Added by User:Απεργός
 * A couple is good in marriage and 12 or 13 for launching a religion .. Paulmartin42 04:33, 5 June 2008 (UTC)
 * How do you arrive at the second figure? --Remi 04:51, 5 June 2008 (UTC)
 * From Wikipedia (Twelve Apostles)- Christianity has/had another apostle who globalised the message - hence the vague 12/13 Paulmartin42 10:31, 5 June 2008 (UTC)

background

 * this is an idea developped in: Wikiversity:Meetings/Learning on Wikiversity (June 2008, summary for meeting)

el:Βικιεπιστήμιο:Συλλογική μάθηση

title: Collective learning


text:
User:Απεργός

You can find me on my user page at el WV.

Sometimes by mistake I may make edits under my non-utf8 username User:ArielGlenn, but I try to edit only as Απεργός on the wikiversity projects.

title: User:Απεργός


text:
User:The Answerer

What can be answer'd he answers, and what cannot be answer'd he shows how it cannot be answer'd. ~ Walt Whitman

title: User:The Answerer


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User talk:The Answerer

A man is a summons and challenge, (It is vain to skulk — do you hear that mocking and laughter? do you hear the ironical echoes?) ~ Walt Whitman

title: User talk:The Answerer


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User:Mchua/Poi

I started learning poi one evening when one of my apartment-mates grabbed some long socks and tennis balls and coached me in the living room for about an hour. It was fun and satisfied my inner physical mathematician in a way that didn't send me scrambling for balls every few seconds (which is what happens when I juggle). I've spun 4 times since, borrowing equipment from friends each time; I've got the hang of the figure-8, butterfly, 3-beat weave, and all of the above while turning. Making a resource list in case I decide to learn more; this might be my passionate pursuit for the summer.

 * The Scales Of Poi - "advanced beginner" DVD. I would want to get this along with a first set of glow poi, most likely.
 * Rainbow poi - my friends who spin have recommended this set to me.

title: User:Mchua/Poi


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User:Mchua/Vocal percussion

I started doing vocal percussion in college when I was involved with the a capella group and we needed fewer altos but more mouth drummers. All the other vocal percussionists were male, so some of their techniques (vocalizing toms and bass kicks) didn't work as well for me; I'd like to learn how others do them to improve my mouth drumming facilities. Resources below. I'm also considering vocal percussion for a summer '08 passionate pursuit.

 * Wes Carroll mouth drumming videos lesson I and lesson II

title: User:Mchua/Vocal percussion


text:
Science Fiction Challenge/Singularity

They sat around the fire. It was a quite night. The wind was blowing. Rain drops were making a cacophony of sound falling on the roof. Everyone was comfortable and with smiles on their each and every face.

Come.

They went into the room next door. It felt a bit sterile, but yet oddly cozy.

The chamber was setup on the table. A glass looking bubble hooked to the white granite looking top.

The seed was pressed into the soil, doused with water in a sloppy fashion, and put under the glass-like bubble-like container.

It started to glow a bit and make an odd, but sort of nice sound. A series of sounds actually. They all flowed together in an odd harmony.

A little green speck started to come up out of the soil. It elongated, and stretched. Grew leaves, and flowered, and dropped a seed. Then it wilted and died. A moment later the new seed did it again...

It was rather novel, and the flower was rather pleasing to the senses.

He took a stick like device from his shirt and swiftly ran it along the floor to cut it open. They all hopped through.

title: Science Fiction Challenge/Singularity


text: User:ShakataGaNai

title: User:ShakataGaNai


text: User talk:ShakataGaNai

title: User talk:ShakataGaNai


text:
Talk:Collective learning

Reorganising this page
I had a word with with author and he agreed to a few moves and organisational changes. --McCormack 07:52, 5 June 2008 (UTC)

title: Talk:Collective learning


text:
Learning for doing

Learning for doing is an approach to curriculum organisation which has emerged from discussions of Wikiversity learning models. On this page, we will explore what learning for doing means.

Career-orientated curriculum construction
Reading: Every curriculum tells a story - Roger C. Schank

The story relates, in an amusing and memorable fashion, the methods of curriculum construction commonly used in universities through the world today. In particular, it highlights the political or supply-related criteria by which curricula are constructed - criteria which lead to a failure of the curriculum to be practical or meet the demands of the market. When creating degree courses, professors commonly look at (i) their research interests, (ii) what kind of courses their staff can contribute with their existing skills and interests. In addition, when constructing cross-disciplinary degree courses, faculty members will look at the position and profile of their institute in relation to its "competitors" within the university. Practical or goal-orientated criteria may be de-prioritised.

The story nevertheless unintentionally contains an optimism about curriculum construction which reflects its Anglo-American origins. There are national university cultures which are more extreme than this in their rejection of practical or career-orientated considerations. Practical considerations are rejected with the strongly reasoned argument that university is the time of a person's life when their mind should be unfettered by the demands of life, when the mind should be free to explore pure knowledge. The university is seen as a place which should encourage this freedom of knowledge exploration by purposely avoiding all practical or career-orientated criteria in curriculum construction. Centuries ago, the real world placed much more dangerous restrictions on the freedom of knowledge than did intellectual property claims - perhaps what was radical and forward-thinking in those days seems a burden now.

But what should be in the curriculum? "Every curriculum tells a story" tells it better, but reduced to its minimum: one segments the career into its constituent skills and activities, and then trains these separately or in the form of integrated simulations - hence "learning by doing".

Learning by doing
Reading: Learning by doing - mainly by User:Cormaggio, User:JWSchmidt.

Probable influences behind the learning by doing concept:
 * the difficulty of interpreting and implementing the Wikimedia Foundation mission for Wikiversity during its formative days;
 * action research - a research interest of one of the authors, which contains an idea about educational resource development involving feedback loops from participants - feeding results back into the creative process would be a more practical way of curriculum development;
 * a general desire for pragmatism in curriculum construction.

Problems with the learning by doing concept:
 * The concept learning by doing became a buzz-word at Wikiversity without the concept ever really being clearly explained or understood.
 * Wikiversity has never attempted to construct curricula, except during the very earliest days of its existence when there was still a hope or belief of its becoming some kind of accredited institution or a reflection of a real university.
 * The phrase itself is problematic, because the original article is ambiguous about whether it related to the purposes of learning (why we learn) or the methods of learning (how we learn). Is it learning for... or learning by...? "Learning by doing" is good if you are also "learning for doing", but what if you are not?
 * The language in which pages relating to learning by doing generally described it as the way of doing things at Wikiversity, which seems at odds with Wikiversity's open and experimental culture, and was even more at odds with the actual and remarkably conventional usage of Wikiversity (see Help:resource types which describes the kind of resources which emerged at Wikiversity).

Positive things about the learning by doing concept:
 * Experience shows that the most popular learning goals for visitors to Wikiversity are vocationally-orientated learning resources of a widely applicable nature - e.g. basic natural languages skills (French, Spanish) and basic computing skills.

Learning for doing
Learning for doing is a suggested accompaniment for the "learning by doing" concept, where the original sense of the Roger Shank story is recovered in a non-prescriptive, non-universalising sense, reminding us that "learning by doing" is great for "learning for doing".

Learning for doing simply means this: Wikiversity offers its users the opportunity to orientate their learning along pragmatic, career-orientated lines if they wish, and escape the rather confusing and unrealistic curricula that can be found at some real world universities.

Beyond doing: ?
Suggestions....

title: Learning for doing


text:
Experiential learning

Experiential learning is about acquiring new knowledge and skills through doing (or "learning by doing"), which is often contrasted with rote- or didactic or passive-style learning (e.g., it contrasts with Paulo Freire's banking education).

Experiential learning philosophies and principles are often cited as underlying various forms of active learning such as outdoor education.

Experiential learning concepts and terminology were significantly formalised by John Dewey, such as in his book "Experience and Education".

 * Examples of arguably synonymous terms:
 * Active learning
 * Experiential education
 * Learning by doing
 * Learning for doing

title: Experiential learning


text:
Talk:Educational Media Awareness Campaign/Art/POTD 11

Description
Nice work on description for this image. -- Jtneill - Talk 10:35, 5 June 2008 (UTC)
 * There isn't exactly much description... --McCormack 10:40, 5 June 2008 (UTC)


text:
Introduction to Metaphysics and Cosmology

Metaphysics is the study of existence, truth, knowledge, etc.. Its branches include cosmology and ontology. Cosmology studies the origin and development of the universe; genesis, and ontology studies the nature of being; 'be-ness.'

Read Plato's Theaetetus, the rest of The Republic or at least the description of the soul and axis mundi, and Phaedo, Phaedrus, Meno, Parmenides


text:
Talk:Learning for doing

Fork?
hi mccormack; just read this ... what is this page a fork of? -- Jtneill - Talk 10:59, 5 June 2008 (UTC)

title: Talk:Learning for doing


text:
Introduction to Metaphysics: Cosmology & Ontology

Comparative Religion CORE 140

textbooks: Pythagoreans corpus Plato's works neo-Platonic works (at least Enneads)

The Vedas (at least Upanishads) or Sefer Yetzira, some/all of Zohar

any other philosophical/sacred text(s)

Definition of Metaphysics
Metaphysics ('Classical' Physics,) is the study of existence, truth, knowledge, etc., and metaphysics branches are cosmology ('classical/quantum' Physics) and ontology. Cosmology is the study of the creation & development (genesis,) of the universe, and ontology is the study of the nature of being, but actually 'be-ness.'

Read Plato's Theaetetus, the rest of The Republic or at least the part about the soul and axis mundi, Phaedo, Phaedrus, Meno, Parmenides, and if you like review Timaeus.

If you are Eastern, read either the a little of the Vedas (at least the Gayatri mantra and some parts about the Rishis) and at least the principal Upanishads or the abhidharma or both; if you are Western read either the Sefer Yetzira and at least a little of the Zohar (at least the glossary) or the Pythagorean texts, and the rest of Plato's as well as neo-Platonic texts (at least Plotinus' Enneads.)

introduction to a cosmological idea for ontology
As you should know from Plato's theory of forms, and "The Divided Line," he was a metaphysical monist, dualist, respectively, and similar things, none of which he was restricted to--he was a mathematician. The categories of the divided line may be called the ideal (thoughts but also forms beyond the mind) and the material (thoughts with subtle form but also things below the mind.) When divided again, they may also be called, firstly, the spiritual, which according to neo-Platonic Theosophists, is also soulful and both abstract and abstract-concrete mental, and secondly, the concrete mental to emotional and the ethereal to material.

That is 4 to 7 categories:

high spiritual (3) human spiritual-soulful mental-emotional vital (2)

This does deal with cosmology of the emanation of planes, but feel free to add more cosmological topics or some other ontological ones.

Essays or student work
/Ontological Questions/


text:
A Study on The Wheel of Rebirth

Comparative Religion CORE 152

textbooks: any relevant Theosophy text(s)--original, or: any relevant Dharma text(s) Greek Philosophy; any relevant cultural text(s) Zohar Gospel section on transfiguration Gnostic Gospels (likely) any relevant Sufi text(s)

introduction
Rebirth can be transmigration, metempsychosis, or reincarnation. The ancients believed in the former two, though modern philosophers thought that is only partly true and that reincarnation into humanity is mostly more accurate.

The wheel of rebirth involves involution from the highest to lowest world/reality (it is said worlds themselves do this, so let us say 'reality,') and then evolution from the lowest to highest reality. Review the worlds and consciousness that can exist there from Comparative Religion: Metaphysics. Incarnations in consciousness or bodies (including energy bodies) occur on each plane.

Planes. 'Principles in man'
spirit: unmanifest divinity: word (Logos) spirit: semi-manifest divinity: speech (2nd Logos: Logou) spirit: manifest divinity: sound (3rd Logos: Echos) spirit: human divinity/spirit, soul mind: abstract, concrete, emotional life: life aura, lifeforce body body: vehicle of life

However, incarnation into humanity or any lower kingdom starts at the 4th plane, so human involution and evolution is though the following 7 bodies or auras. Actually, they are defined as a heptad, but mind and life descriptions usually have one extra and are vague (the following is, though 'tis plain English:) combine two or omit one.

spirit (human) soul mind: abstract (mental aura aura: inner soul: winged self; egoic lotus) mind: concrete (mental body aura) mind: emotional (mental body) life: life aura life: lifeforce body body: vehicle of life

some details
It is said one spends anything from a few years to thousands of years in higher consciousness before and after life, though one may not always be aware of it. Depending on ones lifestyle, afterwards the [lower] consciousness bodies disintegrate into ecosystems of their worlds and are metabolized into the lives of other beings there. Depending on ones lifestyle, afterwards the metabolizing of these bodies can be considered transmigration, even metempsychosis if one cannot fully free themselves from lower consciousness trends and is slightly or very influenced by the matter of ones past bodies now existent as parts of other beings bodies in those worlds. The ancients thought transmigration and metempsychosis completely happen in the context of regressing to lower kingdoms of nature, but modern philosophers thought the aforementioned metabolizing of past bodies is sufficient explanation.

title: A Study on The Wheel of Rebirth


text:
User:McCormack/Learning by engagement

Learning by engagement is a new method being proposed as a driving concept for Wikiversity development.

Types of engagement
Engagement means a meaningful involvement, with dialogue and interaction. The following types of engagement are envisaged:

 * Engagement with existing resources on Wikiversity.
 * Engagement with major content contributors.
 * Engagement with non-contributing newcomers.
 * Engagement with larger external OER/educational projects.
 * Engagement with real educational institutions and authorities.

Failure of engagement
Wikiversity is still improving her efficiency as a marketplace of knowledge; [...] we are still not very efficient in matching the seller (editors, and writers and resources) with the buyer (those who are - or may be - interested in the resource). Hillgentleman|Talk 07:46, 2 June 2008 (UTC) Originally posted at Colloquium.

I hate this joke of what could have been a very valuable learning resource. I don't know enough about Neurobiology, but I know all wikiversity really needs is people arranging information that they could've gotten from anywhere, into a format that guides them through from no understanding to a full fledged comprehending individual. Both Wikipedia and currently this fail miserably at that attempt, due to their lack of a good flowing course. it's just a mess of information that is going to turn off more people than it must. --danthemango 07:55, 29 February 2008 (UTC) Originally posted at Category talk:Neurobiology.

Two conceptions of learning
"Two major conceptions of learning exist: reproducing new material and transforming material to make meaning." [http://www.newcastle.edu.au/group/ajedp/Archive/Volume_8/v8-brown-et-al.html Brown, G., Lake, R. & Matters, G. (2008). New Zealand and Queensland teachers’ conceptions of learning: Transforming more than reproducing. Vol. 8, pp. 1-14.]

title: User:McCormack/Learning by engagement


text:
Talk:Experiential learning

Straw men?
Could "as opposed to rote- or didactic-style learning" be a straw-man kind of thing? I didn't read anything in the learning by doing project which suggested it was opposed to this (though it probably is). There are, surely, many kinds of teaching and learning which are opposed to rote-learning - ? --McCormack 12:11, 5 June 2008 (UTC)
 * Isn't "contrast" just a 10% weakening of "opposed"? Shouldn't we be avoiding the avoidance of the idea of a multiplicity of learning styles? --McCormack 12:16, 5 June 2008 (UTC)
 * (edit conflict) Yes, I agree (the statement was copied initially from wp). I've softened "oppose" and made it "contrast". However, I will come to this in more detail because John Dewey for example used the contrast between experiential education and traditional/didactic education quite extensively, although his theories are more integrative of these concepts, he nevertheless lays the argument out (e.g., in Experience and Education) by making much of the contrast. -- Jtneill - Talk 12:19, 5 June 2008 (UTC)
 * I look forward to the detail! Yummy. --McCormack 12:29, 5 June 2008 (UTC)

 * I think contrast or opposed are both actually good descriptions of differences between learning methods. While the current thinking says that instructors should use a variety of techniques towards learners, this is something that has changed. This "hands on" approach would have been seen as radical when it was introduced, and definately would have opposed conventional thinking. Historybuff 07:30, 24 January 2009 (UTC)

title: Talk:Experiential learning


text:
BCP/Cryptotaenia canadensis

Cryptotaenia canadensis

title: BCP/Cryptotaenia canadensis


text:
BCP/Cryptotaenia canadensis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 12:28, 5 June 2008 (UTC)
 * --SB_Johnny | talk 09:10, 9 June 2008 (UTC)

title: BCP/Cryptotaenia canadensis/Logs


text:
BCP/Schizachne purpurascens

Schizachne purpurascens

title: BCP/Schizachne purpurascens


text:
BCP/Schizachne purpurascens/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 12:45, 5 June 2008 (UTC)

title: BCP/Schizachne purpurascens/Logs


text:
User talk:Hush ftw~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! SB_Johnny | talk 14:22, 5 June 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Hush ftw. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Hush ftw~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 23:38, 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) 06:11, 19 April 2015 (UTC)

title: User talk:Hush ftw~enwikiversity


text:
User:Turnvater Jahn C

For discussion, please use my main account Turnvater Jahn.

title: User:Turnvater Jahn C