text:
Learn how to "jam"

[for beginners]

to jam: to play improvised or unrehearsed music with others

Intro & the basics
This post is most applicable for guitar, bass, and piano. This also applies to the music of western countries which has a total of 12 unique notes (12-TET). To be differentiated from e.g.: Arabian music (24-TET), or others (19-TET, 31-TET).

Assuming that you're a "beginner", start by researching the proper technique to handle your instrument (e.g.: guitar + proper technique) before continuing. You want to play efficiently, not sloppy. Try to understand the logical reasons behind the technique and don't practice without it (it will eventually become natural to you after months of practice).

Technical terms & study
Research the following terms and information. Also take notes of any synonyms you may encounter.

 * half-step —— the distance(interval) from one note to the next possible note higher or lower in pitch
 * whole step —— two half-steps
 * sharp ( # ) —— when you see this next to a note it means you play that note a semitone (half-step) higher from where it's usually played
 * flat ( ♭ ) —— the opposite of #; a semitone lower
 * scale —— a series of notes used together to produce a specific style of music. The use of scales easily allows you to create melodies, chords, and solos since it is a fabricated model of all the notes that work together.  Almost every song uses a scale (mainly the major scale and the minor scale).
 * chromatic scale —— Is all the types of notes in our music C C# D D# E F F# G G# A A# B C (keep in mind that C# is the same as D♭, and G# is the same as A♭, etc...)
 * interval —— the difference in semitones between two notes
 * scale pattern —— a pattern of intervals used to remember scales and their type (e.g.: 2,2,1,2,2,2,1 major scale pattern)
 * scale patterns:
 * 2,2,1,2,2,2,1: (Natural) major scale (frequently used as a reference for chords)
 * 2,1,2,2,1,2,2: (Natural) minor scale  You may proceed to the next section.  Explore these other scales later.
 * 2,1,2,2,1,3,1: Harmonic minor scale
 * 2,1,2,2,2,2,1 ascending and (natural) minor scale descending: Melodic minor scale
 * 2,1,2,2,2,1,2: Dorian scale
 * 1,2,2,2,1,2,2: Phrygian scale
 * 2,2,2,1,2,2,1: Lydian scale
 * 2,2,1,2,2,1,2: Mixolydian scale
 * 2,1,2,2,1,2,2: Aeolian scale (same as (natural minor scale)
 * 1,2,2,1,2,2,2: Locrian scale
 * 3,2,1,1,3,2: Minor blues scale
 * 3,1,3,1,3,1: Augmented scale
 * 2,2,2,2,2,2: Whole tone scale
 * 2,2,3,2,3: Major pentatonic scale
 * 2,3,2,2,3: Yo scale
 * 3,2,2,3,2: Minyō scale
 * 1,4,2,1,4: In scale
 * 2,1,2,1,2,1,2,1: (Whole-half) diminished scale
 * 1,2,1,2,1,2,1,2: Half-whole diminished scale
 * 2,1,2,1,2,2,2: Half-diminished scale
 * 1,3,1,2,1,3,1: Arabic scale
 * 1,3,1,2,1,2,2: Phrygian dominant/Spanish Gypsy/Jewish scale
 * 2,1,3,1,1,3,1: Hungarian gypsy scale
 * 2,2,1,2,2,1,1,1: Bebop dominant scale
 * 2,1,1,1,2,2,1,2: Bebop dorian scale
 * 2,2,1,2,1,1,2,1: Bebop major scale
 * 2,1,2,2,1,1,2,1: Bebop melodic minor scale

Finding the notes on your instrument
Before you continue, do a research online or anywhere to find the name of all or at least one single note on your instrument (e.g.: C).

Let's look at all the types of notes again: C C# D D# E F F# G G# A A# B C.  Notice there isn't a note between B and C, and, E and F.  You can use that fact in order to unveil all the notes of your instrument. Let's say you start from a familiar note (e.g.: C ). Then all you need to do is play the next possible higher pitch (one semitone higher) to find C# and so on until you have your entire instrument mapped out.

Keep in mind there's more than just 1 of the same kind of note ; look (i.e.:  C , C#, D, D#, E, F, F#, G, G#, A, A#, B,  C , C#, D, D#, E, F, F#, G, G#, A, A#, B,  C , C#, D, etc...) once you reach the end (G#), it loops back around to A. In this example there are 3 C notes yet they are all at different pitches.

Jamming
Jamming is all about experimentation, although it helps to have a basic understanding of musical concepts. You'll need to practice your hearing in identifying different types of scales. Just familiarize yourself with the minor and major scales to begin with. Basically the minor scale will sound more dramatic than the "happy" major scale.

In order to jam with someone, you need to identify what type of scale (minor, major, etc...) the song is in. You do this by trial and error while keeping in mind the patterns for those scales; 2,2,1,2,2,2,1 (major), and 2,1,2,2,1,2,2 (minor). So start on any note, sound it out, and determine whether it sounds right or not. Once you have one note, keep guessing from thereon by trying to move up a half-step or a whole step, it's one or the other. Say it was a half-step '1', then you know it continues either as '2,2' or '2,2,2' if we look at the patterns. You'll be able to identify the scale once you determine that it's either 2,2,1 or 2,2,2. Memorize the notes you found and play them in a random order that suits you, that's called "soloing" or "creating a melody". If you make a mistake you can easily quickly correct that mistake by moving up or down a half-step or by ascending or descending chromatically from that point.

Conclusion
So there you have it. Once you know scales and how to identify the scale of a song, you have the ability to "solo", to "jam" with it by playing random notes (whatever sounds good to you) of that scale at once (harmonically/chords), or one after the other (melodically/melody). You improve your jamming skills by improving your ability to guess the distance (interval(s)) of the next note or series of notes as how you sing it in your mind. Practice yourself to imagine the next note or melody that would sound good and guessing where it is or how far it is from your current note. Once you're satisfied with your guessing skills with melody, move on to chords.

title: Learn how to "jam"


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Talk:Learn how to "jam"

This is my first attempt of a wiki page, so bare with me. One thing I would like are sounds for all the different pitches of C's I listed to make it even clearer, such as the .ogg files found in the Pitch (music) page in wikipedia —MathieuGPL 09:46, 22 February 2010 (UTC)

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

title: Talk:Learn how to "jam"


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User talk:MathieuGPL

 Hello MathieuGPL, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. -- Pmlineditor  ∞  10:16, 22 February 2010 (UTC) -- Pmlineditor  ∞  10:16, 22 February 2010 (UTC)

welcome
...and keep up the good work with THE Jam! --Gbaor 19:37, 22 February 2010 (UTC)

title: User talk:MathieuGPL


text:
User:MathieuGPL

details

 * joined the wiki world in Feb2010
 * 25 yrs old
 * Canada, Ontario， Sudbury
 * languages: French (native), English (native), mandarin Chinese (elementary)

work

 * self-employed guitar/piano teacher for primary schools ( for money )
 * random contracts for posters, and other things dealing with Photoshop

studies

 * past-paid lessons: guitar, classical guitar
 * graduate: 2D/3D animation diploma (3yrs)
 * currently: studying mandarin Chinese at 海南大学 for a goal to explore (do something)

interests&more
mostly dealing with
 * the sciences (#1:physics.. it changes)
 * music
 * [footbag]
 * creation of music in Reason
 * film
 * animation
 * pixilation and that good stuff etc...

posts
Learn how to "jam"

title: User:MathieuGPL


text:
User talk:JReid

 Hello JReid, 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.
 * Visit a (kind of) random project.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. -- Pmlineditor  ∞  11:58, 22 February 2010 (UTC) -- Pmlineditor  ∞  11:58, 22 February 2010 (UTC)

title: User talk:JReid


text:
Reviewing My Semester with the FUN WITH ENGLISH 7A & 8A Textbooks

Currently I am working on making my old lesson plans into a usable resource for others at Teaching EFL Listening via FUN WITH ENGLISH Books. For now this research is on hold. --Charles Jeffrey Danoff 00:32, 25 April 2011 (UTC) The objective of this project is to follow an American instructor in China week by week from September 2009 to June 2010, and analyze how the dynamics between him and his class, as well as his approach to teaching, evolved. The instructor, User:Charles Jeffrey Danoff, taught English to seventh and eighth grade Chinese students using the FUN WITH ENGLISH 7A/7B & 8A/8B Listening Textbooks. The project is being conducted within the framework of Wikiversity's original research guidelines.

The goal is to have something ready to send to Pediapress by the end of February 17th, USA CT.

The exploration begun with this research indirectly led to the instructor's speech on Collaborative Lesson Planning at Wikimania 2010.

Semester 1 Fall 2009

 * Halloween lessons were taught with Mr. Brown.

Background Information
Answers to questions taken from Wikiversity's research process.

By publishing and critiquing all of my lessons from last term, I seek wisdom and hope to learn from my previous mistakes and successes which will hopefully be useful to me in improving as a teacher and improving my future classes. Ideally this will be useful for others as well. I wish to share what I learn with others to use in their own classrooms. The collaborative nature of Wikiversity's international community and structure makes it ideal for this research. As I progress I can get feedback and corrections from others which will improve my research, in a way that would be impossible in a vacuum. Additionally, Wikiversity is currently exploring how to conduct original research, and this project can serve as lab rat to see what does and does not work. Also, perhaps this research can serve as a model for other instructors to review their work in a similar manner. Finally, it can inform English Language teachers, or any teachers seeking to share new cultures, working at home abroad about what methods do and do not work.

I hope to start February 28th, 2010 and finish by June 1st, 2010. By publishing my old lessons slowly and consistently, I will have time to review them thoroughly while still working. User:AFriedman, a more experienced Wikiversity participant, is providing me with guidance and feedback. Anyone can help with this research project, though I ask that you please suggest your changes on the talk pages, before directly editing.

I hope to answer:

 * 1) How can teachers effectively archive and review old works to learn from past mistakes and successes?
 * 2) What is the best way to use these textbooks to teach students English listening?
 * 3) as suggested by Harkey
 * 4) *For the sake of an international readership. How old are 7th & 8th Grade students in China?
 * 5) *How many years schooling have they had?
 * 6) *What is the socio-economic background of the students? (Parental occupations, rural or urban location, etc.)
 * 7) *What is their previous experience of learning English?
 * 8) *How often and for what duration are the English lessons?
 * 9) *Is the curriculum compulsory?
 * 10) *Are the textbooks compulsory?
 * 11) *How are pupils seated?
 * 12) ** draw a diagram Charles Jeffrey Danoff 09:42, 13 February 2011 (UTC)
 * 13) *How many pupils in the class?
 * 14) *Do students have a textbook each?
 * 15) *Are the accompanying tapes (mentioned in the publishers blurb) available?
 * 16) *Does the teacher speak Chinese?
 * 17) suggested by  dark  lama
 * 18) * What is/are FUN WITH ENGLISH Listening textbooks?
 * 19) * Who is/are FUN WITH ENGLISH Listening textbooks suppose to teach?
 * 20) * Why is/are FUN WITH ENGLISH Listening textbooks used in your classroom?
 * 21) * How is/are FUN WITH ENGLISH Listening textbooks used in your classroom?
 * 22) * When is/are FUN WITH ENGLISH Listening textbooks used in your classroom?
 * 23) Implement this idea from Dr. King somehow "But you don’t say anywhere that you thank the students for coming to class or ask them about the content of the class material. Also do you start class on time? and end on time? Always atart and end your class on time."

To - Do

 * 1) Add these categories to all associated research material and anything else you might think would be helpful, surprise me as suggested by User:Juan de Vojníkov

 * 1) Scan in missing lesson plans from my hand-written notes.
 * 2) Connect up with Aural English class organizational style as well, maybe make a separate PDF handout.
 * 3) create a standard lesson plan template for all lessons, a la this or this or this one I made.
 * 4) get students from my P2PU class involved, experiment in paragogy.

Done

 * 1) 7 November 2010 Import all the old lesson plans from grade 8 and grade 7 my le dive, and organize it into the semester 2 table below now further down the page - to many of which have been infested by wiki spammers.

Ideas

 * incorporate harkey's research log and worksheet within the framework of his "How to Write an A+ Research Paper"?
 * make table of contents for each of the various teaching notebooks I used throughout the year and make reference within the lesson plan or lesson review sections

Can you help?

 * Do you [as in, you, the reader] have any more suggestions of people who've done this kind of work?


text:
Talk:Reviewing My Semester with the FUN WITH ENGLISH 7A & 8A Textbooks

Internal link to a section of a page
I couldn't figure out how to do an external link to the background information section of the Research process page. Does anyone know how to?

Also, what are entries on wikiversity called? entries? pages? essays?
 * The link should be like this: Research process and produces this. I refer to WV pages as "pages", but "entries" is also good. --Gbaor 12:19, 24 February 2010 (UTC)
 * Thanks --Charles Jeffrey Danoff 04:43, 25 February 2010 (UTC)

I Answered the Questions on February 26th
I just want to note that I answered the questions on February 26th, but that I forgot to log-in. So the changes for this version, were written by me, the person doing the original research. --Charles Jeffrey Danoff 02:39, 27 February 2010 (UTC) Note, signature added the next day

 * This is the IP address the changes that I, Charles Jeffrey Danoff, made those changes from yesterday. --60.175.8.42 02:38, 27 February 2010 (UTC)

Just for the record
A few questions to fill in the background to the research.

 * For the sake of an international readership. How old are 7th & 8th Grade students in China?
 * How many years schooling have they had?
 * What is the socio-economic background of the students? (Parental occupations, rural or urban location, etc.)
 * What is their previous experience of learning English?
 * How often and for what duration are the English lessons?
 * Is the curriculum compulsory?
 * Are the textbooks compulsory?
 * How are pupils seated?
 * How many pupils in the class?
 * Do students have a textbook each?
 * Are the accompanying tapes (mentioned in the publishers blurb) available?
 * Does the teacher speak Chinese?--Harkey 20:13, 2 March 2010 (UTC)

 * Thanks Harkey, those are all helpful, and need to be addressed.

I (Mr. Danoff) made these changes while over at a friend's last night
on 4 Feb 2011 from IP 67.184.177.104. --Charles Jeffrey Danoff 03:04, 6 February 2011 (UTC)


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User:Haitham badarin

Haitham badarin....... palestine polytechnic university .. telecommunications and electrical engineering .. email : hhb2050@hotmail.co.uk.. mobile phone : +970598045182.. facebook.com/haitham.badarin.

title: User:Haitham badarin


text:
User talk:Томми Нёрд

 Hello Томми Нёрд, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Gbaor 18:24, 22 February 2010 (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:Томми Нёрд


text:
User talk:Haitham badarin

 Hello Haitham badarin, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Gbaor 19:35, 22 February 2010 (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!

Warning
I seriously think, that it is a bad idea to put your phone number here. This way everybody in the World can see it. If you delete, it will be still available in the page history. If you want, I can delete the page for you, and then you can start a new, fresh one. Contact me if you want, otherwise just skip this message. --Gbaor 19:35, 22 February 2010 (UTC)

title: User talk:Haitham badarin


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User talk:RandomDSdevel

 Hello BCG999, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Gbaor 19:36, 22 February 2010 (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!

User rename request
Please see Changing_username for progress on your user rename request. Sincerely, James -- Jtneill - Talk - c 06:23, 13 September 2013 (UTC)

title: User talk:RandomDSdevel


text:
User:Teromakotero

=My Profile=

I am a musician specialized in Cuban music, Master of Arts in Education and special education teacher. Currently I am working in the Kilonpuisto School as a special education teacher teaching autistic pupils.

My Teaching is based on the principle: Tell me and I'll forget; show me and I may remember; involve me and I'll understand. Chinese Proverb

Professional Background

 * I have played in numerous domestic and foreign bands.
 * In Cuba I played in following bands:
 * Conjunto Guitarras y Trovadores (1992-2001),
 * Cuarteto Daiquirí,
 * Changüí Santiago and
 * Los Cumbancheros.

 * Some of the Cuban music bands in Finland I have played in:
 * Septeto Son (1982-1992),
 * Orquesta aché,
 * Los Gigantes, etc.

 * At the moment I play in:
 * Septeto Son Oriental and
 * Tri Cohiba.

Education

 * I graduated from University of Turku with Master of Arts in Education in 2005.

 * I began my musical studies in the Espoo Music Institute (1973-1982) double bass was my main instrument.
 * I studied in the Turku Conservatory (1982-1986).
 * I lived in Santiago de Cuba nine years from 1992 to 2001 and worked there as a professional musician playing tres in Casa de la Trova.

title: User:Teromakotero


text:
General Chemistry II

Course Title: CHEM 1302: General Chemistry II

Lecture Topic: Electrochemistry: Galvanic/Voltaic Cells

Instructor: Dr. Smith

Institution: University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * By the next class period students will be able to:
 * draw and label a simple galvanic/voltaic cell
 * explain the function of a salt bridge
 * write chemical equations for the chemical reactions occurring in each half-cell
 * write an overall chemical equation for the galvanic/voltaic cell
 * identify the anode and the cathode in the galvanic/voltaic cell

 * Sub Objectives- The objectives will require that students be able to:
 * The objectives will require that students be able to:
 * understand the concepts of oxidation and reduction
 * understand the concept of electromotive force
 * understand how to balance chemical equations

 * Difficulties- Students may have difficulty:
 * Students sometimes have difficulty distinguishing between oxidation and reduction reactions. Students also sometimes have difficulty balancing chemical reactions. Students also have misconceptions about the movement of particles (electrons, cations, anions) throughout the galvanic/voltaic cell.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Batteries! Most people have used batteries of one sort of another, whether they are aware or not. Batteries are present in toys, cars, cell phones, watches, laptop computers, and a host of other everyday items. Students might be interested in learning about how batteries work, why batteries die, and how some batteries can be recharged.

Model of Knowledge

 * Concept Map
 * text
 * text
 * text

 * Content Priorities
 * Enduring Understanding
 * Understand how to draw a label a simple galvanic/voltaic cell
 * Understand how the salt bridge functions to maintain electrical neutrality
 * Understand how to determine the chemical reactions occurring in each half-cell
 * Understand how to determine the overall chemical equation for the galvanic/voltaic cell
 * Understand how to identify the anode and cathode in the galvanic/voltaic cell
 * Understand how qualitative observations in the half-cells relate to the chemistry and function of each half-cell
 * Understand how to relate simple galvanic/voltaic cells to batteries

 * Important to Do and Know
 * Understand how to draw and label more complicated galvanic/voltaic cells
 * Understand how more complicated galvanic/voltaic cells function

 * Worth Being Familiar with
 * Familiarity with shorthand cell notation for galvanic/voltaic cells
 * Familiarity with the chemical reactions occurring in common types of batteries
 * Understand why some batteries die
 * Understand why some batteries can be recharged

Assessment of Learning

2Al(s) + 3Fe2+(aq) ↔ 2Al3+(aq) + 3Fe(s)
 * Formative Assessment
 * In Class (groups)
 * Group questions: questions on galvanic/voltaic cells (see below)
 * A galvanic cell consists of a silver-silver ion half-cell and a nickel-nickel(II) ion half-cell; silver ion is reduced during operation of the cell.
 * a) What is the oxidation half-reaction?
 * b) What is the reduction half-reaction?
 * c) What is the overall cell reaction?
 * d) Which metal is the cathode?
 * e) Which metal is the anode?
 * Calculate E°cell for the following electrochemical cell:

 * Homework (individual)
 * Questions on galvanic/voltaic cells topics (see below)
 * Summative Assessment
 * Exam questions

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * draw and label a simple galvanic/voltaic cell
 * explain the function of a salt bridge
 * write chemical equations for the chemical reactions occurring in each half-cell
 * write an overall chemical equation for the galvanic/voltaic cell
 * identify the anode and the cathode in the galvanic/voltaic cell

The objectives will require that students be able to:
 * text
 * text
 * text

THE CHALLENGE

Everybody uses toys, cell phones, and gizmos that require batteries. Everybody knows that batteries eventually die. How do batteries work, and why do they die?

GENERATE IDEAS

Several guiding questions to help students generate questions: What are some of the different kinds of batteries that you have used and seen before? What comes from a battery that causes your toys or cell phones or gizmos to work? What do different batteries look like, in terms of size and shape? How do the costs of different batteries compare to one another?

MULTIPLE PERSPECTIVES

Let’s take a look at a lead storage battery. First we’ll look at a picture of it to see what it looks like: (Source: http://www.answers.com/topic/lead-acid-battery-1 accessed May 2009)

Next we’ll look at a schematic to see what the different parts are: (Source: http://library.tedankara.k12.tr/chemistry/vol4/Batteries/z175.htm accessed May, 2009) Next we’ll look at the chemical reactions occurring in the battery: Cathode: PbO2 (s) + 2e- + 4 H+ (aq ) + SO42- (aq ) --> PbSO4 (s) + 2 H2O (l ) Anode: Pb (s) + SO42- (aq ) --> PbSO4 (s) + 2e-

RESEARCH & REVISE

There are lots of different kinds of batteries other than the lead storage battery. Work in groups of 4 to do some research (textbooks, internet, etc.) to find other types of batteries. For each battery you find, make sure to describe it in the same way that I’ve described the lead storage battery: a) find a picture so we can see what it looks like in real life, b) find a schematic so we can see what the different parts of the battery are, and c) report the chemical reactions occurring in the battery. What are the similarities and differences you are finding in your batteries? How can you relate the different parts of the batteries to the galvanic/voltaic cells that we have been discussing in class?

TEST YOUR METTLE

Answer the questions related to galvanic/voltaic cells and batteries on your Blackboard homework.

GO PUBLIC

We will have a session in class where each group will make a short poster presentation to the class on a particular type of battery, how the battery works, and why the battery eventually dies.

Pre-Lesson Quiz

 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
 * 6) question
 * 7) question
 * 8) question
 * 9) question
 * 10) question
 * 11) question
 * 12) question
 * 13) question
 * 14) question
 * 15) question
 * 16) question
 * 17) question
 * 18) question
 * 19) question
 * 20) question

Test Your Mettle Quiz

 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
 * 6) question
 * 7) question
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title: General Chemistry II


text:
User:Daemorris

 Interwiki redirect This page can be found at pt:User:Daemorris.

title: User:Daemorris


text:
Japanese Language/Japanese Brazilian

Outside Japan and the Okinawan islands, Japanese is spoken as a first language by approximately two million people: immigrants to who settled in Brazil (800,000 Japanese descendants, number of native Japanese speakers unknown),other South American countries, the US state of Hawaii (180,000) and other US locations. [1]One hundred years after the first Japanese immigrants arrived in Brazil, the country as a whole has been reflecting on an anniversary that has left a significant legacy.Numbering an estimated 1.5 million, there are more people of Japanese descent in Brazil than anywhere in the world outside of Japan itself. The celebrations are a chance to pay tribute to the pioneering immigrants that first arrived at the port of Santos near to Sao Paulo - and, the organisers say, to thank Brazilian society for making them welcome.The 165 families who arrived here on 18 June 1908 came to escape poverty and lack of job opportunities in Japan, and to meet the demand for workers in Brazil's coffee plantations. But there is plenty of evidence at the Museum of Japanese Immigration in Sao Paulo that this was not always a comfortable story. The newly-arrived Japanese faced a huge culture shock: a radically different language, food and climate.[2]For the Japanese immigrants in Brazil, national and ethnic identities merged into a moral model around which they tried to unify their community. They watched each other to see if they were "true Japanese," which led to a moral, and literal, purge. In addition to experiencing inner turmoil, many individuals paid a high price in other ways. The first generation of immigrants, victims of discrimination in the country to which they had moved, reacted by adopting an ultraorthodox version of the Japanese stereotype. Ultimately forced to give that up, they came to terms with staying in Brazil permanently and resolved to "become ancestors of future Japanese-Brazilians." The following generations are developing their identity as an ethnic minority in Brazilian society. Although some are now in Japan as reimmigrants to earn money, most want to return to Brazil. [3] [edit]

references

 * http://www.alsintl.com/resources/
 * http://news.bbc.co.uk/2/hi/americas/7459448.stm
 * http://www.jpri.org/publications/occasionalpapers/op13.html

title: Japanese Language/Japanese Brazilian


text:
Wikiversity:Colloquium/archives/February 2010

Motivation for contributing to Wikipedia/Wikiversity
I was told this is the place to ask questions. This is to people who are contributing.

Needless to mention that I'm a newbie. I was really impressed by the contributions people had in WIKIPEDIA.

The question isn't a productive one for either of us or shall I say it is in a way. I could write for improvement on articles for no less than 16hrs/day.

 * Q: Do you get paid for this work? OR What are the benefits, monetary or otherwise, one could have by a great contribution like yours?

 * The answer can't be recognition as all this can and will be deleted or changed or updated, probably before I die. It is true that change is constant and inevitable but creation that lasts the longest is more powerful. Thinking of writing an article or contributing so much that lasts for 100 years after I die (like you did) but need more out of it for the time I live.

I could do a lot of this if I get anything out of it, I think. Rather this is what I love to do. But I also love money. I don't want to do it as a selfless service as of now. I'd better have my own blog to document my thought process that no one could edit. I know wikipedia is an encyclopedia, needs existing knowledge and isn't a book about undocumented inventions, theories or simply ideas but I'm equally good at this. I've thoroughly studied all the articles from Getting started onwards (still a lot to learn on formatting). I was learning some Wikipedia's own rule for using bold and italic. I simply loved the fundas.

IF there is no answer then I probably have this feeling of 'giving back to the society and getting contentment by the selfless work' post 65yrs of age.

Hopefully I'll have an honest and helpful answer.

P.S: I do not want you to take this message de-motivating in anyway. If you have a slightest of that feeling in the corner of your heart please feel free to delete it and do not care to reply. You've done an amazing job buddy and I don't want you to rethink on your credits due to this scribble of mine.

--Amit Bhise 07:25, 1 February 2010 (UTC)

 * Welcome to Wikiversity, Amit. Wikiversity is a non-profit organization. I don't get paid for contributing to Wikiversity. There may be some people who are paid by their job to contribute to Wikiversity, but Wikiversity does not pay anyone, and I don't know of anyone who is paid by their job to contribute.

 * People have different motivations for contributing to Wikiversity (and for supporting Wikiversity with monetary donations for that matter). Some people may be motivated because they feel contributing will earn them recognition. Some people may be motivated by selflessness. Some people may feel that learning should be free, or that charging people for an education is wrong, and will be motivated by that to volunteer their time helping to make learning free. Some people may feel like they have an obligation to help others and be motivated by that.

 * What motivates a person can directly effect what benefit that person sees in contributing to Wikiversity. A person being paid by their job might see a limited monetary benefit to contributing to Wikiversity. Someone whose motivated by a feeling of obligation might see helping others as the benefit. Someone who feels that learning should be free might see contributing to a free resource for learning as a benefit. There is no one correct answer. The answer depends on the person and what you make of the answer. Giving back is also a possible answer.

 * All in all, people find Wikiversity a useful resource.

 * Wikiversity does welcome your ideas and theories as part of any learning you wish to do. Wikiversity is different from Wikipedia in that way. -- dark lama  12:35, 1 February 2010 (UTC)

 * First, do you realize that this is Wikiversity, not Wikipedia ? Here the rules are a bit different, and you can indeed have your own research or project area that nobody else can edit.

 * Now, as for the basic motivation, I recently watched a documentary, "The Human Spark", which studied differences between humans and other animals. One that's pertinent here is that humans seem to have an innate desire to teach.  Why should this be ?  Well, being that we are social animals and rely on one another for survival, helping out other humans is likely to help you and your family, say if they return the favor and help you out some day.  This was far more likely when we lived in small groups, but, thankfully, many people still feel the desire to help others who are very distant from them.

 * Another way to look at it is that it's essentially the same motivation as those who give to charity, such as donations to Haiti. Some give out of altruistic motivations, some so they will feel better about themselves, some so they will be recognized by others, etc.

 * Finally, I suggest you use better titles for any additional questions, as "A question" tells us nothing about what you are asking. "Motivation for contributing to Wikipedia/Wikiversity ?" would be a good title.  StuRat 14:54, 1 February 2010 (UTC)

Japanese edits
User:Okanosato was previously blocked (June 2009) for 6 months for putting up copyrighted material in their user section. They are now posting up quite a fair amount of Japanese pages. Another user, Gogochiben, did the same and I blocked them for one day until I sort everything out (others can extend it if necessary). However, both cause us a certain problem - we are not the Japanese Wikiversity, and it is hard for us to check copyright. How shall we deal with this issue as a community? Should we contact the Japanese Wikiversity? Beta? Ask for some cross over? Etc. Ottava Rima (talk) 21:50, 1 February 2010 (UTC)
 * Yep, contact either (or both) Japanese WV or WP to help sort things out. --Gbaor 09:39, 3 February 2010 (UTC)

Wikiversity discussion at strategy.wiki
Please come and visit the Wikiversity discussion at strategy.wiki so we can make any suggestions, recommendations, etc, to the WMF for future planning. Ottava Rima (talk) 15:24, 2 February 2010 (UTC)
 * I put a few words in. Mbrad 04:51, 3 February 2010 (UTC)

UK government adopts Creative Commons licenses for open data
Just a short note that might interest people in here. Free databases! --Gbaor 09:42, 3 February 2010 (UTC)

"Contact us" page needed
I have recently found out that we lack a "contact us" page and anything notifying people about OTRS and other information that would help allow for the creation of educational content here. I was advised that Wiktionary's model would be a good model to follow. We should also develop an information page that would allow for educators to process their work through OTRS to allow previously released items to be released under Wikiversity's GFDL requirements. Once a "contact us" page is created, it would be necessary to have it on the Navigation bar to the left of the screen. Ottava Rima (talk) 21:25, 3 February 2010 (UTC)

 * Wikiversity already has Contact. I assume there was/is likely a reason why there isn't a link on the navigation bar. I don't know what that reason is though. Why is having this on the navigation bar necessary? I only ask to encourage community discussion. -- dark lama  22:06, 3 February 2010 (UTC)

 * What if we added a list of active users (maybe sysops?) to the contact page, along with links to their talk page and email addresses? That might make this page more useful. Not sure we should have that page on the nav bar - colloquium/help desk should be enough for most Q&A needs - but maybe this page should have a more prominent link somewhere? --Trinity507 00:48, 5 February 2010 (UTC)

English language and literature for teens
English language and literature for teens: My new pet project, in addition to the School:Ethnology - I noticed there doesn't seem to be a lot of secondary-level English. Two questions of mine would be, one, are there any teen participants on WV that would like to help me out? And two, I was also thinking of running a "school newspaper" through this department, if I could find enough teenaged partipants (I'm a teen not actually at university but at the tertiary level in everything except math, for the record), and on a slightly less important level, if I could think of a good title for such a newsletter/paper/blog/etc. A little help? --Trinity507 20:53, 8 February 2010 (UTC)
 * Speaking of, an interesting w:Wikipedia:Wikivoices episode about minors and Wikimedia (specifically Wikipedia) that might be relevant to this project: w:Wikipedia:Wikivoices/Episode 50 --Trinity507 22:15, 8 February 2010 (UTC)

CSD of images by user request
I wanted to ask how the community feels about possible CSD via user request. I deleted three images - File:6barvariableE.jpg, File:6bartrussEAConst.jpg, File:5 bar awesomeness.jpg, based on the uploader stating they were no longer needed. Their project still links the pages. Should we delete such images based on the uploader request or should we keep them for longevity (i.e. document what was there before)? If that is what we decide, then we should discuss the matter with the instructors of classes uploading such images. By the way, if anyone wants the images restored then I have no problem with that. Ottava Rima (talk) 21:58, 1 February 2010 (UTC)
 * Really, if the uploader wants an image deleted, it should definitely be, imho. Pmlineditor   ∞  11:25, 9 February 2010 (UTC)
 * I think that it should depend on the file. I would be inclined to favor keeping files which are of a good quality, and have a decently descriptive name. Once a person submits or uploads their own work they have given everyone a right to reuse their work, and they cannot just decide to take that back. -- dark lama  13:09, 9 February 2010 (UTC)

Advancement in reviewing questions
At project opening it has been declared:

Eventually, it may become possible for the Wikiversity research community to facilitate publishing of peer-reviewed research reports that would be recognized as a reliable source, able to be cited in sister projects such as Wikipedia and Wikibooks.

I wish to ask, whether there is an advancement in this direction at other language sections of Wikiversity SergeyJ 16:48, 9 February 2010 (UTC)

 * I don't think there has been any advancement in that area yet. I don't think any Wikiversities have even a decent answer yet as to how Wikiversity can facilitate peer-review. Whether Wikiversity will ever be recognized as a reliable source will probably be up to sister projects to decide. I think the only thing Wikiversity can do is to try to meet some standard that sister projects can accept. I think that might require Wikiversity initiating discussion with other projects on what it can do to become recognized as a reliable source. -- dark lama  17:04, 9 February 2010 (UTC)

 * Whether and there are in English Wikiversity reviews, researches which could be recognised by authentic sources? (Would like such to become?) Can be eat desire to discuss this point in question from English Wikipedie (me it difficult as I do not know English)? SergeyJ 00:50, 10 February 2010 (UTC)

Please support GIFT format and extensions
Please log in (or create an account on) Bugzilla and please vote for bug 22475 to support the GIFT format and extensions for assessment content in addition to Quiz table markup. Please discuss at the MediaWiki Quiz extension talk page. Thank you! --99.38.150.200 01:43, 12 February 2010 (UTC)

english
--122.173.149.31 04:55, 16 February 2010 (UTC)

Call for proposals for Wikimedia UK initiatives
Hi all. The Wikimedia UK board has been putting together a budget for the next year (You can see this, and help with its development, here) and we have some money left over. We are looking for proposals for projects/iniatives with budget requirements in the range of £100-£3000 (GBP). These projects can be either online or offline, but they should be primarily focused on the UK and they must further the objects of Wikimedia UK (broadly, to collate/develop/spread freely licensed material).

The deadline for proposals is the end of this month (i.e. 0:00 UTC on 1 March 2010). You can find more details of the requirements, and how to submit proposals, on our blog. Thanks. Mike Peel 23:18, 17 February 2010 (UTC)

Clean Delete Reasons?
Hi everyone. I was thinking of adding the CleanDeleteReasons gadget here. It should help in navigation of the deletion logs and will also help to hide vandalism from the logs. If no one objects, I will implement this after a week or so. Cheers, Pmlineditor   ∞  13:46, 18 February 2010 (UTC)

 * I already added that gadget. -- dark lama  16:03, 18 February 2010 (UTC)
 * Any additional or more detailed information about this gadget? --Gbaor 18:27, 19 February 2010 (UTC)

 * When the delete link is clicked the "other delete reason" field usually includes a bit of the page's contents. This gadget removes that. -- dark lama  19:08, 19 February 2010 (UTC)

I edited a page without logging in
I did an edit on my original research project, with out logging in. I noted it on the discussion page. Its not a big deal, but given this is my research I guess I want to make it clear that I answered the questions and not some random person. Per darklama's suggestion, I made a change while logged out, confirming my IP address.

Any other suggestions? --Charles Jeffrey Danoff 02:36, 27 February 2010 (UTC)

Copyright concerns with a project
Please see. Ottava Rima (talk) 15:04, 27 February 2010 (UTC)

 * Comment added. Historybuff 01:27, 28 February 2010 (UTC)

K-12 / Primary resources
I remember that there were a bunch of K-12 focused resources hanging around somewhere -- I think we had talked about projects like OLPC's Sugar OS (Now it's own project) and other FLOSS targeted at this age group. Did this get reorganized or removed, or am I recalling incorrectly? Historybuff 01:52, 28 February 2010 (UTC)

Study course for O'Levels
--Salmankhanpisces 11:02, 19 February 2010 (UTC) Well the headline says it all. I'm an O'Level student and I happend to stumble upon Wikiversity while trying to find ways to support wikipedia [with my knowledge of course]. I randomly ended up on the page about pH and noticed that it had a lot of knowledge that was not required by the O'Levels syllabus and this unrequired information [that is to say,unrequired for O'Levels students] has made learning rather difficult.

I would like a system somewhat like this: There should be a different WikiProject for the different educational systems. perhaps something like a different URL address for the different learning systems. for example: http://en.wikiversity.org/olevel/pH The contents of such pages will only relate to the knowledge required by the system this will drastically improve the learning curve of students

If such a system already exists then I request that it should be easy to find and navigate to.

If it is possible to create such a system [or a similar one which fulfills the requirements] please make tell me about this.

Please tell me if such a system is even possible and if it is not then is there an alternate solution?

Please discuss and reach a solution. --Salmankhanpisces 11:02, 19 February 2010 (UTC)

 * You have basically a free hand to explore on wikiversity. You may open a page like Chemistry O-level or even pH for the O-level student.  Wikiversity is yours to use;  set up the system in the way that suits you.  Regards, Hillgentleman | //\\ |Talk 15:57, 28 February 2010 (UTC)
 * One more thing, you may put the pages in suitable categories, like category:chemistry and category:O-level or category:study notes Hillgentleman | //\\ |Talk 16:00, 28 February 2010 (UTC)

Advice requested - how do I contribute maths content to Wikiversity?
I am completely new to Wikiversity and am finding it very difficult to find how I contribute teaching software and course notes (already written) to the math section. I have a teaching resource in mathematical group theory - a sort of 'teach yourself' package. I am offering it for the benefit of students and interested amateurs. Please, does this offer qualify and, if so, what do I actually do to upload it?

Also I have looked at some of the algebra pages and there seems little of value on them. They were last updated in 2009. Has this project stalled for want of effort?

JMC Jmc 17:49, 19 February 2010 (UTC)
 * Hi! If you want to contribute with learning resources to WV, you are most welcomed to do so! Since you are a newcomer to the site (and probably also to the Mediawiki environment) you should check out Help:The original tour for newcomers or Wikipedia tutorial first. This will answer the basic questions and provide useful information about text formatting issues. We have also a teacher-orientated tour at WV. Here you find some help regarding to mathematical formulas.
 * In the first step just copy the text resources and later you can deal with formatting and categorization issues. Feel free to ask any additional questions here or contact me, if you require any assistance. --Gbaor 18:25, 19 February 2010 (UTC)

 * Right. You can start with Group theory: teach yourself or teach yourself group theory. Don't worry too much about the formats.  Wikiversiters can fix them for you.  Hillgentleman | //\\ |Talk 06:56, 2 March 2010 (UTC)


text:
User talk:Ramnath shinde

 Hello Ramnath shinde, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:17, 23 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 23 February 2010 (UTC)

title: User talk:Ramnath shinde


text:
User talk:Mihael(10827)

 Hello Mihael(10827), 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 23 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 23 February 2010 (UTC)

title: User talk:Mihael(10827)


text:
User talk:Salmankhanpisces

 Hello Salmankhanpisces, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 23 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 23 February 2010 (UTC)

title: User talk:Salmankhanpisces


text:
Talk:South African Law/Persons

the law of persons in south africa

title: Talk:South African Law/Persons


text:
Supply and Demand

DEMAND & SUPPLY

Demand
Demand for a commodity refers to a desire backed by a necessary purchasing power. By demand we mean the various quantities of a given commodity or the services of the consumer which consumers would buy in one marketing at a given period of time at various prices or at various prices of the related goods.

Thus demand is not a mere desire but desire with the capacity and willingness to purchase. It is always related to price and should be referred to per unit of time. Demand arises for a commodity with variations in income and variations in price of related goods.

Law Of Demand
The Law Of Demand states that, "The greater the amount to be sold the smaller must be the price at which it is offered in order that it may find at purchasers or in other words the amount demanded increases with a fall in price & diminishes with a rise in price".

Factors Influencing Demand

 * 1) The demand depends on a number of consumers & wealth of the consumers. An increase in income will    push the demand up & a decline will push the demand down.
 * 2) Demand depends on tastes, preferences, customs & habits of the consumers.
 * 3) Existence of substitutes for a commodity will affect it's demand.
 * 4) Expectations of the consumer about the future will also alter the demand.
 * 5) The demand may change due to change in weather.
 * 6) Demand for prestige goods, like:- Diamond, Jewelery, etc., will not change as they are status symbols.

Supply
Supply is the total amount of a specific good or service offered for sale per unit of time by a supplier. Prof. McConncil defines supply as, "a schedule which shows various amounts of a product which a producer is willing to & a able to produce & make it available for sale in the market at each specific price in a set of possible price during some given period".

Determinants Of Supply

 * 1) Number of firms or sellers.
 * 2) State of technology.
 * 3) Cost of production.
 * 4) Price of related goods.
 * 5) Price expectations.
 * 6) Natural Factors.
 * 7) Laborer troubles.
 * 8) Change in Government Policies.

title: Supply and Demand


text:
User talk:Bernat~enwikiversity

 Hello Bernat, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Gbaor 16:29, 23 February 2010 (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 Bernat. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bernat~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 23:28, 17 March 2015 (UTC)

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

title: User talk:Bernat~enwikiversity


text:
Talk:Museum photography

A couple of notes for discussion:

Often, artworks have restrictions about photography not placed by the museum, but rather by the artist or lender of that artwork. The museum is contractually obliged to disallow photography of that work for reasons of copyright. Please check with the museum about the Rights and Reproductions of an artwork before photographing it - by doing so, you may be in violation of a contract from the artist or lender, not the museum.

Museum security is, in most cases, informed of the photography policy of the museum and of the art contained therein. If they are told that the Picasso on display has been restricted by the lender for photography, they are upholding the contract. They do not, as a generality, spread misinformation.

Please, please please never place your lens against the glass case of an object. Scratched plexi-glas is very expensive to replace.

128.223.176.228 19:52, 23 February 2010 (UTC)

 * The museum would be in violation of the contract with the artist or lender. The photographer cannot be in violation of a contract that they did not sign. -- NotALawyer
 * I agree. Please photograph especially these works by all means (since they might be gone for good for dozens of years if lender retracts them from public display at any time). --FA2010 18:08, 30 January 2011 (UTC)

"Often useless"
I challenge the opinion that museum photographs that are not perfect are "useless". I have taken thousands of photos in museums, and not all of them are good, but the vast majority of the artwork I uploaded is not available in any other form on the internet, sometimes as a thumbnail, but mostly not at all, neither in a text description nor in a photograph. Even a less-than-perfect photo can provide helpful information as to the location of an artwork and for at least a first glimpse on it. It can be very helpful for all kinds of research. Example: there are a lot of ethnology museums in Europe, and hardly any of them offers a good database of their holdings online. How should an African or a Polynesian find out about (his own!) cultural heritage if not in projects like the Commons. It's good that we have as many of such objects as possible, and if a couple of images are a bit blurred or have stripes from museum lamps mirroring in showcases, well, then may it be so. Anyone can try and make a better photo and upload that, too. --FA2010 18:08, 30 January 2011 (UTC)
 * Agreed. I have changed "useless" to "best avoided" and the following sentence to suggest that although museum photography without an appointment was difficult, it is not impossible. Mwanner 18:13, 7 January 2012 (UTC)

title: Talk:Museum photography


text:
User:Kaihsu/EUlawB4

Constitutional and institutional law of the European Union.

Section B: Sources of European Union law.

Chapter 4: Supremacy.

Notes by Kaihsu Tai, 2010-04-13.

Supremacy (primacy)
The Treaties and the law adopted by the Union on the basis of the Treaties have primacy over the law of Member States, under the conditions laid down by the said case law: Costa v ENEL 6/64; cited in Declaration concerning primacy, Declaration 17 TFEU.

National courts ought to immediately set aside (that is, disapply) any national measures conflicting with EU law (or, obiter, even just encroaching upon EU legislative competences), without awaiting interpretation from higher courts: Simmenthal 106/78.

The obligation on the national courts for such disapplication does not render the national measure void or non-existent; it ‘does not restrict the power of the competent national courts to apply, from among the various procedures available under national law, those which are appropriate for protecting the individual rights conferred by Community law.’: IN.CO.GE 10/97. Member States have a positive obligation to repeal conflicting national legislation: Commission v France (French Merchant Seamen) 167/73.

‘[T]he administrative body responsible for the adoption of an administrative decision is, in accordance with the principle of cooperation arising from Article 10 EC, under an obligation to review and possibly to reopen that decision if four conditions are fulfilled. First, the administrative body must, under national law, have the power to reopen that decision. Secondly, the administrative decision in question must have become final as a result of a judgment of a national court ruling at final instance. Thirdly, that judgment must, in the light of a decision given by the Court subsequent to it, be based on a misinterpretation of Community law which was adopted without a question being referred to the Court for a preliminary ruling in the circumstances set out in the third paragraph of Article 234 EC. Fourthly, the person concerned must have complained to the administrative body immediately after becoming aware of that decision of the Court’: i-21 v Germany C-392/04 para 52.

Remedies
Remedies for infringement of EU-law rights are left to national law. All remedies available in national law must be open to litigants seeking to enforce EU-law claims: Rewe 158/80. If no effective remedy exists, Member States are obliged to create them: Von Colson 14/83.

Where, in a case involving EU law, a national court considers that the sole obstacle to the granting of interim relief is a rule of national law, EU law requires it to set aside that rule: Factortame (No. 2) C-213/89. National limits on compensation do not apply when EU law formed the basis of the claim: Marshall (No. 2) C-271/91.

A Member State is liable to compensate individuals for loss caused to them as a result of a breach of EU law for which the Member State is responsible: Francovich v Italy C-6/90. This includes wrongful acts by the legislature: Brasserie du Pêcheur v Germany C-46/93. This also includes an incorrect ruling by the judiciary: Köbler v Austria C-224/01.

Once the EU has acted on a matter, a Member State can no longer act against another on the same matter; it is insufficient protection against a claim of liability from an individual damaged by the wrongful Member State act that such an EU act is ineffective in another Member State: Hedley Lomas C-5/94.

Belgium
The Cour de Cassation ruled that Belgium was a monist country and a treaty prevail when in conflict with a statute; ratification by legislature is not a normative act: Minister for Economic Affairs v Fromagerie Franco-Suisse ‘Le Ski’ [1972] CMLR 330.

Denmark
Højesteret (Danish Supreme Court) ruled that powers conferred to EU cannot be open-ended and need to be specified: section 20 of the Constitution. Article 352 TFEU and the jurisdiction of the Court of Justice of the European Union (ECJ) satisfy such a requirement; obiter, Danish courts can review EU acts and in extraordinary cases rule them incompatible with the Danish constitution and therefore inapplicable in Denmark, even after a reference to the ECJ: Carlsen v Rasmussen (Maastricht) [1999] 3 CMLR 854.

France
The administrative Conseil d’État is less willing to admit the primacy of EU law than the ordinary (judicial) Cour de Cassation. For example, the Conseil d’État ruled that ECJ ruling 112/83 between different parties were not binding on a lower court: Société des Produits de Maïs [1986] RTDE 533.

However, the Conseil d’État did imply that a Treaty prevails when a statute (loi) conflicts with it: Nicolo [1990] 1 CMLR 173. It also held that a statute infringing a directive must be disapplied: Arizona Tobacco [1993] 1 CMLR 253.

The Cour de Cassation ruled that EU Treaties created a separate legal order, binding on the national courts; remedy through the ECJ satisfies the reciprocity requirement in Article 55 of the Constitution: Directeur Général des Douanes v Société Vabre & Société Weigel [1975] 2 CMLR 336.

The Conseil Constitutionnel said the proposed European Constitution ‘is without effect on the existence of the French Constitution and its place at the summit of the internal legal order’; ratification requires a prior revision of the French Constitution: Decision 2004-505 DC. It similarly ruled for the Treaty of Lisbon: Decision 2007-560 DC.

Germany
In general, the Bundesverfassungsgericht (Federal Constitutional Court) of Germany asserted that the EU Treaties are effective only through the German Grundgesetz (Basic Law): last confirmed in Lisbon Case, BVerfG, 2 BvE 2/08, 30 June 2009. The EU Treaties are not unconditionally supreme over the Basic Law and the Federal Constitutional Court can review the constitutionality of EU law; the Member States are the ‘masters of the Treaties’ (‘Herren der Verträge’) and the EU, including the European Court of Justice, does not have Kompetenzkompetenz: Brunner (Treaty of Maastricht) 89 BVerfGE 155, [1994] 1 CMLR 57.

German courts were to apply EU law only in so far as it did not contravene the Basic Law; contravening EU law is inapplicable but not null: Internationale Handelsgesellschaft v EVGF, 37 BVerfGE 271, [1974] CMLR 540; ECJ judgment 11/70 approved. By 1987, EU had established a system of democratic representation and protection for citizens’ fundamental rights, so a review of compatibility of an EU law with the Basic Law would be superfluous: Wünsche Handelsgesellschaft, 73 BVerfGE 339, [1987] 3 CMLR 225.

The Bundesfinanzhof (Federal Tax Court) acted unconstitutionally against Article 101(1) of the Grundgesetz (‘lawful judge’) when it failed in its obligation by Article 267 TFEU to refer a case to the European Court of Justice: Kloppenburg [1988] 3 CMLR 1.

An constitutional provision making an exception to the forbidding of extradition of German citizens is subject to the constitutional principle of proportionality: 2 BvR 2236/04 (18 July 2005) (European Arrest Warrant).

Poland
The Polish Constitution is supreme law in Poland; EU law has effect only by virtue of, and to the extend permitted by, the Constitution: Polish Constitutional Court in K 18/04.

United Kingdom
‘The provision that may be made under subsection (2) above includes, subject to Schedule 2 to this Act, any such provision (of any such extent) as might be made by Act of Parliament, and any enactment passed or to be passed, other than one contained in this part of this Act, shall be construed and have effect subject to the foregoing provisions of this section; but, except as may be provided by any Act passed after this Act, Schedule 2 shall have effect in connection with the powers conferred by this and the following sections of this Act to make Orders in Council and regulations.’: s 2(4) European Communities Act 1972.

There cannot be implied repeal of the European Communities Act 1972: Factortame Ltd v Secretary of State for Transport (No. 2) [1991] 1 AC 603. The application of EU law in the national legal order depends on national law, not EU law: obiter dicta per Laws LJ, Thoburn v Sunderland City Council [2002] 3 WLR 247. A minister making a statutory instrument purporting to implement, but going beyond, an EU provision may be ultra vires; if the ECJ rules the EU provision invalid, the implementing measure will be a fortiori invalid: R v Minister of Agriculture, ex parte Fédération Européenne de la Santé Animale [1988] 3 CMLR 661.

title: User:Kaihsu/EUlawB4


title: File:Egm6341.s10.mtg8.djvu


title: File:Egm6341.s10.mtg9.djvu


title: File:Egm6341.s10.mtg10.djvu


text:
Haitian Creole/That

It is recommended that this activity be completed after having read and understood everything up to the lesson on verb tenses on Wikibooks. If the meaning of a word is not explained here, it probably was in one of the lessons. How to answer the questions was explained in Lesson two.

Exercise
Insert the right word for "that" in the blanks. All these phrases are taken from the Haitian Creole Wikipedia.

 * 1) Ateyis se yon moun __ nye ekzistans Bondye ak lòt dye yo.
 * 2) Ou nan Wikipedya kreyòl ayisyen, ansiklopedi lib __ egziste nan anpil lang.
 * 3) Mwen mande yon nouvo manda administratè pou mwen kapab kontinye travay __ nou komanse depi 2 lane deja.
 * 4) M panse __ bagay yo ap avanse toutbon.
 * 5) Fizik se yon syans __ etidye fenomèn __ nou ka obsève direkteman ou endirekteman nan linivè a.
 * 6) Astwonomi se syans __ ap etidye sa __ nan syèl la.

title: Haitian Creole/That


text:
User:Sarahbrown

=Humanities I/The Commons=

Bio
Being born and raised in America’s Midwest could lead one to believe that I have had a boring life. In truth, that believer would be wrong. My up bringing was far from being boring and has pushed me to want more from every aspect of my life. Having been raised in Jackson, MI, the “halfway” point between Detroit and Chicago, I’ve seen some of life’s ugliest sides and some of it’s most beautiful blessings. With that said, Jackson wasn’t one of those cookie cutter towns that you felt safe to walk down the street alone or to ask your neighbor for a cup of sugar. Jackson was the complete opposite. It was violent and I grew up in it. At the age of five, a man was shot and killed right in front of one of my many childhood homes. Drugs ran rampant and the streets were no place to be seen. I watched my sister turn from my best friend, my big sister, into a crazed, crack addict with four children. I, myself, fell victim to the nightmare. I was assaulted twice while living in Jackson. I watched the world around me fall deeper into the darkness and I wanted to remember something of my life. This feeling pushed me toward photography. I wanted to capture the world around me so people could see their own actions. Aside from the crazy world that surrounded me as I grew up, my father had a great influence on my photography. Through out my father's high school years he worked for the school's yearbook as a photographer and later went on to join the military. He soon found himself shipped off to war during the first Gulf War. While there he put his photojournalism skills to work and photographed the horrific events around him. Once home, he developed those images, I would soon discover why journalism would become such a big part of him. The one image that he took will always stick with me. I called it the "Man on Fire", he never named it. It was a image of a charred man with his burnt skin hanging from his bones as he was climbing out the window of his burnt car in escape. The image was taken in Death Valley, an area my Father was sent into clean up after we bombed it to hell. For years I saw this image, always returning to it. I felt this man's pain, the torment, the cry for help not only from him but from my Father as well. The photograph revealed so much with so little. My Father's images where seen by very few but they had such a profound impact on those who had seen them. I wanted to have that effect. I wanted to make people see what their actions can cause for those around them. With this needed to tell the world their story through images, I knew that I wanted to be a photographer. Knowing that I wanted to become a photographer or more so a photojournalist, I knew I needed to follow the stepping stones to get there. One said stepping stone was to get my degree from the Art Institute of Seattle. I moved from Michigan in the fall of 2007 to Seattle in order to cross that first bridge. Now that the foundation for my career is almost laid, I can focus more so on my future career goals. At the top of the list, and the list of most photographers out there, is to work for National Geographic. To get this process in movement, I will be applying for there photographic internship for the fall of 2010. Traveling the world to tell others stories would be the ideal job for me. Something I could wake up for everyday with out a second guess. One of my favorite photographers of all time is Art Wolfe. I find myself to be inspired by the stories he tells through his imagery. Thanks to his work and the work of others, people around the world now know of lost cultures and great traditions. To do something as grand as what Art Wolfe does would also be a great pleasure. With such grand aspirations to travel the world, to find new peoples, and tell stories; my personal life will be tomendusly effected. I have been in a relationship for almost five years and we are planning to get married in the near future. We would both like to have children and the thought of raising a small family is wonderful; but it will put strains on my career. I've always worried that I wouldn't be able to balance being a mother and a jet setter. My own mother was unable to hold a career and still be the mother she needed to be as I was growing up. I don't see globe trekking with a baby strapped to my back as such a fabulous thing. Now that I have laid my foundation to my career and have traveled those first stepping stones my next step is to discover where I would like for all of this to take place. I personal feel the need to move every year or so or I feel to stuck. ( I think this comes from moving every year as a child) I've always wanted to live in the Big Apple, New York City. However, being in a relationship means I have to think of my partner as well. He would like to live in Chicago or move to Europe. Europe my be a bit far for me but one never knows where the mighty wind might take you. With the future sneaking up around every conner, I plan to take the bull by the horns and run with it! My professional and personal life will only be as grand as I want it to be. Weather I take that one small step or tackle it by leaps and bounds, my goal of being a photographer is closer than ever and there is no slowing down now.

title: User:Sarahbrown


text:
User:Joehugh3s

Joehugh3s

title: User:Joehugh3s


text:
User talk:Antike

 Hello Antike, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:17, 24 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 24 February 2010 (UTC)

title: User talk:Antike


text:
User talk:J.foster.davis

 Hello J.foster.davis, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 24 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 24 February 2010 (UTC)

title: User talk:J.foster.davis


text:
User talk:Kjimenez 3422

 Hello Kjimenez 3422, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 24 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 24 February 2010 (UTC)

title: User talk:Kjimenez 3422


text:
User:Ahmad.rashad

dear,this mohammed issa from darfur (veterinary surgeon and now living as arefugee in uganda I wish to be enrolled at wikiversity

title: User:Ahmad.rashad


text:
User:Prabhat ranjan

i am prabhat ranjan a new on this wikipedia ....tell me its advantage.....

title: User:Prabhat ranjan


text:
User:MelissaStruett/Chef Holger Struett

from the film ''Roman Holiday
 * name:             Holger Struett
 * home town: Wies''
 * birth name:       Holger Strütt
 * birth date:        11 September, 1971
 * birth place:       Ixelles, Freiburg im Breisgau
 * occupation:       Celebrity Chef
 * years_active:      1995–Present
 * other_names:        Chef Holger
 * website:          http://www.chefholger.com/
 * spouse:           Melissa  Strütt (2008–Present)

Holger Strütt, born 11 September, 1971, is a German Celebrity Chef and Culinary Artist.

Born in Ixelles, Freiburg im Breisgau as Holger Strütt, Holger spent his childhood chiefly in the Black Forest, West Germany. He attended culinary school in Villingen-Schwenningen and then moved to Switzerland in 1990, where she continued to train as a Chef. After laying the foundation for his career, Holger then moved to Italy on the Adriatic Sea to continue working as a Chef.

title: User:MelissaStruett/Chef Holger Struett


text:
User talk:MelissaStruett

 Hello MelissaStruett, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Gbaor 16:35, 24 February 2010 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:MelissaStruett


text:
User talk:Joehugh3s

 Hello Joehugh3s, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Gbaor 16:37, 24 February 2010 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Joehugh3s


text:
User:Romaine

 * (nl): Deze gebruikerspagina is van een gebruiker die het meest actief is op de Nederlandstalige Wikipedia.
 * (en): This userpage is from a frequent wikipedian from the Dutch Wikipedia.
 * (de): Diese Benutzerseite ist von einem Benutzer von der Niederländischen Wikipedia.
 * [[Image:2rightarrow.png|20px]] My homewiki is located at: Romaine@nlwiki

If you want to contact me, please write a message on my nl-Wikipedia talk-page.

 * Please mention that it takes some time before messages on my talkpage of this project here are seen.

Present on (other) projects: Wikipedia - Wikinews - Wiktionary - Wikibooks - Wikiquote - Wikisource - Wikispecies - Commons - Meta

Information on (other) projects: List of Wikipedias - Activity on MediaWiki-projects

title: User:Romaine


text:
User talk:Romaine

My homewiki is located at: Romaine@nlwiki If you want to contact me, please write a message on my nl-Wikipedia talk-page.
 * (nl): Deze gebruikerspagina is van een gebruiker die het meest actief is op de Nederlandstalige Wikipedia.
 * (en): This userpage is from a frequent wikipedian from the Dutch Wikipedia.
 * (de): Diese Benutzerseite ist von einem Benutzer von der Niederländischen Wikipedia.

 * Please mention that it takes some time before messages on my talkpage here on this project are seen.

title: User talk:Romaine


text:
User:Doc James

I edit primarily edit the English Wikipedia

title: User:Doc James