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United States currency/100¢, 3

Sacagawea Dollar (2000–Present)
The Sacagawea dollar, along with the Presidential Dollar series, is one of the two current United States dollar coins. This coin was first minted in 2000 and depicts the Shoshone woman Sacagawea, a member of the Lewis and Clark Expedition, carrying her son Jean Baptiste Charbonneau. Artist Glenna Goodacre used a 22-year-old Shoshone woman named Randy'L He-dow Teton as the model for the young Sacagawea. The reverse side was designed by Thomas D. Rogers.

Originally, since there was no known portrait of Sacagawea, the committee that chose Sacagawea for the coin specified the figure as Liberty depicted as a Native American woman inspired by Sacagawea. This also helped sell the coin to committee members that preferred the traditional Liberty of older U.S. coins, especially since the Indian Head cent had also depicted Liberty as a Native American. However, the "Liberty" part of the concept faded during the design competition, as the most suitable designs (including Goodacre's winning design) focused on the story of Sacagawea.

Sacagawea Dollar of the United States of America

 * Value: 1 U.S. dollar

 * Mass: 8.100 g
 * Diameter: 26.5 mm
 * Thickness: 2.00 mm

 * Edge: Plain
 * Composition: 88.5% Cu, 6% Zn, 3.5% Mn, 2% Ni

 * Years of Minting: 2000–present

History
Sacagawea dollars began being minted in 2000 in accordance with the United States $1 Coin Act of 1997. These coins were made to replace the unpopular Susan B. Anthony dollar coins which were often confused with quarters because of their similar size, similar ridged edge, and identical color. To remedy this problem, Sacagawea dollars were given a smooth outside edge (similar to the Nickel) and distinctive gold color which made it the only gold-colored coin in the United States that was circulating at the time.

The dollar is nearly identical in color, size, and thickness, but not shape, to the Canadian $1 loonie coin, first minted in 1987.

Despite a major promotional blitz by the United States government, these coins failed to gain popularity with the general public, and mintages of the coins declined sharply after the first year, just as mintages of the Susan B. Anthony dollar had done 21 years earlier.

Sacagawea dollars were released for general circulation only in 2000 and 2001. On March 31, 2002 production of the coins for circulation was halted due to low demand and the fact that inventories the coins were filling up Government vaults. Since then, Sacagawea dollars are still being minted on a small scale for collectors and are available in uncirculated coin rolls, Mint Sets, Proof Sets, and Special Westward Journey Sets from the United States Mint. The coins though widely available at banks and in change from automated vending machines, rarely are given as change from merchants and thus tend to return to the banks.

Save the Greenback, an organization of Bureau of Engraving and Printing employees and paper and ink suppliers, lobbied against replacing the paper dollar with the dollar coin. Congress responded by including in the $1 Coin Act (Public Law 105-124) a provision that:

Nothing in this Act or the amendments made by this Act shall be construed to evidence any intention to eliminate or to limit the printing or circulation of United States currency in the $1 denomination.

Nonetheless, nothing in that section (or in any other law) prohibits the Federal Reserve System from phasing out the paper dollar in the future.

In 2000, the General Accounting Office estimated that "the $1 coin's advantage would be $522.2 million per year, once fully implemented". The GAO noted that in order for a dollar coin to be successful, the $1 note would have to be eliminated; a reasonable transition period would be needed; the $1 coin would have to be well designed and readily distinguishable from other coins; an adequate public awareness campaign would be needed; and sustained administrative and congressional support would be necessary to withstand an initial negative public reaction to eliminating the $1 note.

James C. Benfield, executive director of the Coin Coalition, commented on the reasons for why the Sacagawea dollar never became widely circulated. He denied that it was due to the public hoarding the coins, noting that the public also collects large quantities of Statehood Quarters, yet Statehood Quarters remain in wide circulation. Benfield claimed that banks could not be faulted, since few people get coins from the bank, except for rolls of quarters to feed parking meters or coin-operated laundry machines. Moreover, he denied that it was due to public rejection of the Sacagawea, explaining, "The key players in the circulation of any denomination are the store managers of chain restaurants, drugstores, grocery stores and convenience stores. All coins, and $1 and $5 bills, begin circulating in the economy from the cash drawers of these establishments. If the store manager doesn't stock $1 coins in the morning, then you won't get them as change in the afternoon."

Benfield also pinned down the root cause of the Sacagawea's failure: "The chief stumbling-block to the success of the 'golden dollar' is the continued presence of the $1 bill. The lesson demonstrated by our SBA experience, and learned by all countries that have introduced a high-denomination coin since 1979, is that the equivalent note must be removed from circulation. The only country not to learn that lesson is the United States."

Future
Though the Presidential $1 Coin Act of 2005 authorized a new dollar coin program featuring the Presidents of the United States, it also assured the future of the Sacagawea dollar. The act required that the number of Sacagawea dollars be at least one third of the number of the presidential dollars issued in each year of the program, and that the Sacagawea design continue after the program ends. These requirements were added at the behest of the North Dakota congressional delegation to ensure that Sacagawea, whom North Dakotans consider to be one of their own, ultimately remains on the dollar coin.

Federal Reserve officials indicated to Congress that "if the Presidential $1 Coin Program does not stimulate substantial transactional demand for dollar coins, the requirement that the Mint nonetheless produce Sacagawea dollars would result in costs to the taxpayer without any offsetting benefits." In that event, the Federal Reserve indicated that it would "strongly recommend that Congress reassess the one-third requirement."

Because of the Federal Reserve's remarks, Congress passed the Native American $1 Coin Act, on September 20, 2007, which eliminated the one-third requirement and requested a new design for the Sacagawea dollar. Beginning in 2009, the Sacagawea dollar coin will be modified to further commemorate "Native Americans and the important contributions made by Indian tribes and individual Native Americans to the development of the United States and the history of the United States." Like the Presidential Dollar, the year of issue, mint mark, and mottoes will be moved to the edge of the coin to allow more room for the design. The act further requires that 20% of the total dollar coins minted in any year during the Presidential $1 Coin Program be Sacagawea dollars bearing the new design. The new design will represent a important Native American event.

Although not widespread in the United States, the Sacagawea dollar is very popular in Ecuador and other foreign countries that have made the US dollar their currency. Since dollarization, an estimated 500 million coins, approximately half of those minted, have been used in Ecuador, El Salvador, and other Latin American countries.

Mintage Figures

 * 2000 P - 767,150,000
 * 2000 D - 518,920,000
 * 2001 P - 62,470,000
 * 2001 D - 70,940,000
 * 2002 P - 3,869,000
 * 2002 D - 3,733,000
 * 2003 P - 3,080,002
 * 2003 D - 3,080,002
 * 2004 P - 2,660,010
 * 2004 D - 2,660,010
 * 2005 P - 2,525,000
 * 2005 D - 2,525,000
 * 2006 P - 4,900,000
 * 2006 D - 2,800,000
 * 2007 P - 3,640,000
 * 2007 D - 5,740,000

Truly "Golden" Dollars
In 2001, Coin World reported the revelation (via a FOIA document request) that the Mint had struck 39 examples of the 2000 Sacagawea dollar in gold in June 1999 at the West Point Mint. The planchets came from specially prepared 1⁄2 oz. $25 American Gold Eagle Bullion Planchets. Why they were struck is not known; speculation is that this was an attempt by the mint to offer "Premium" collectibles in conjunction with the newly released Sacagawea dollar in 2000.

Twenty-seven were soon melted and the remaining 12 were on board Space Shuttle Columbia for the July 1999 STS-93 mission. Two examples then popped up at two separate events; one during a Private Congressional Dinner in August 1999, and another example at the Official First-Strike ceremonies in November. The coins remained at Mint Headquarters under lock and key until they were transferred in 2001 to Fort Knox. The strikes are considered to be illegal due to the Coinage regulations in place.

In 2007, the Mint announced it would for the first time publicly display the 12 space-flown gold dollars at the American Numismatic Association's World's Fair of Money in Milwaukee, WI.

Presidential Dollar Coin Program (2007–2016?)
The Presidential $1 Coin Program is part of an Act of Congress, Pub.L. 109-145, 119 Stat. 2664 (December 22, 2005), which directs the United States Mint to produce $1 coins with engravings of U.S. Presidents on the obverse.

Presidential One Dollar Coin of the United States of America

 * Value: 	1 U.S. dollar

 * Mass: 	8.100 g
 * Diameter: 	26.5 mm
 * Thickness: 	2.00 mm

 * Edge: 	Engraved (text "In God we trust" and "E pluribus unum", the coin's mint mark, and its year of issuance)
 * Composition: 	88.5% Cu, 6% Zn ,3.5% Mn, 2% Ni

 * Years of Minting: 2007–present

Obverse
 * Design: Portrait of a deceased president
 * Designer: Many
 * Design Date:

Reverse
 * Design: Statue of Liberty
 * Designer: Don Everhart
 * Design Date: 2007

Legislative History
Senate Bill 1047 was introduced on May 17, 2005, by Senator John E. Sununu with over 70 cosponsors. It was reported favorably out of the U.S. Senate Committee on Banking, Housing, and Urban Affairs without amendment on July 29, 2005. The Senate passed it with a technical amendment (S.AMDT.26760), by unanimous consent on November 18, 2005. The House of Representatives passed it (291-113) on December 13, 2005 (A similar bill, H.R. 902, had previously passed in the House, but it was the Senate bill which was passed by both chambers.) The engrossed bill was presented to President George W. Bush on December 15, 2005, and he signed it into law on December 22, 2005

Program Details
The program began on January 1, 2007, and is similar to the State Quarter program in that it will not end until every eligible subject is honored. The program will issue coins featuring each of four Presidents per year on the obverse, issuing one for three months before moving on to the next President in chronological order by term in office. The U.S. Mint calls it the Presidential $1 Coin Program.

The reverse of the coins bears the Statue of Liberty, the inscription "$1" and the inscription "United States of America". Inscribed along the edge of the coin is the year of minting or issuance of the coin, and also the legends E Pluribus Unum and In God We Trust. The legend "Liberty" is absent from the coin altogether, since the decision was made that the image of the Statue of Liberty on the reverse of the coin was sufficient to convey the message of liberty. The text of the act does not specify the color of the coins, but per the U.S. Mint "the specifications will be identical to those used for the current Golden dollar". The President Washington $1 Coin was first available to the public on February 15, 2007, in honor of Presidents' Day, which was observed on February 19.

This marks the first time since the St. Gaudens Double Eagle that the United States has issued a coin with edge lettering for circulation. Edge lettered coins date back to the 1790s. The process was started to discourage the shaving of gold coin edges, a practice which was used to cheat payees.

The act had been introduced because of the failure of the Sacagawea $1 coin to gain wide-spread circulation in the United States. The act sympathized with the need of the nation's private sector for a $1 coin and expected that the appeal of changing the design would increase the public demand for new coins (as the public generally responded well to the State Quarter program). The program will also educate the public about the history of the nation's Presidents. Should the coin not catch on with the general public, the Mint is hoping that collectors will be as interested in the dollars as they were with the State Quarters, which generated about $4.6 billion in seigniorage between January 1999 and April 2005, according to a report by the Congressional Budget Office.

Unlike the State Quarter program and the Westward Journey nickel series, which suspended the issuance of the current design during those programs, the act directed the Mint to continue to issue Sacagawea dollar coins during the Presidential series. At least one fourth of the dollar coins issued in each year of the program must be Sacagawea dollars. (The law says "one third", but that is of the total Presidential-series coins issued each year; that translates to one fourth of total production.) Furthermore, the Sacagawea design is required to continue after the Presidential program ends. These requirements were added at the behest of the North Dakota congressional delegation to ensure that Sacagawea, whom North Dakotans consider to be one of their own, ultimately remains on the dollar coin.

However, Federal Reserve officials indicated to Congress that "if the Presidential $1 Coin Program does not stimulate substantial transactional demand for dollar coins, the requirement that the Mint nonetheless produce Sacagawea dollars would result in costs to the taxpayer without any offsetting benefits." In that event, the Federal Reserve indicated that it would "strongly recommend that Congress reassess the one-third requirement." The one-third requirement was later eliminated by the Native American $1 Coin Act, passed on September 20, 2007, and Sacagawea dollars were only 0.8% of the total dollar coins produced through November 2007.

Previous versions of the act called for removing from circulation dollar coins issued prior to the Sacagawea dollar, most notably the Susan B. Anthony dollar, but the version of the act which became law merely directs the Secretary of the Treasury to study the matter and report back to Congress. However, the act does require Federal government agencies (including the United States Postal Service), businesses operating on Federal property, and Federally-funded transit systems to accept and dispense dollar coins by January 2008, and to post signs indicating that they do so.

The Program's End
Even though it would take about 11 years to honor all the Presidents (George W. Bush is the 43rd President and the act allows for a coin for each of Grover Cleveland's two non-consecutive terms), the series may not run that long. The act specifies that in order for a President to be honored, the former President must have been dead for at least two years prior to issue; the series will end when all the then-eligible Presidents have been honored. If a President does not meet the requirements at the time he would be honored with a coin, then he would be skipped. The next President who served after him meeting the requirements will then be honored. Once the program has terminated, continuation of the series for non-honored Presidents will require another Act of Congress.

If Jimmy Carter lives until 2014, he will be skipped and Ronald Reagan will be the next honored. If all currently living Presidents survive to within two years of Reagan's coin, then his coin will end the program.

Minting Errors
On March 8, 2007, the United States Mint announced that, on February 15, 2007, an unknown number of George Washington Presidential $1 Coins were released into circulation without their edge inscriptions (the U.S. mottoes, "In God we trust" and "E pluribus unum", the coin's mint mark, and its year of issuance; i.e. E PLURIBUS UNUM • IN GOD WE TRUST • 2007 X (where X is either P or D). Ron Guth, of the Professional Coin Grading Service, estimates that at least 50,000 coins were released without the edge inscriptions. The first such coin discovered was sold on eBay for $600, while later coins were selling $40-$60, as of late March 8, 2007. Because one of the inscriptions missing from the coins is the motto "In God we trust", some articles on the subject have referred to them as "Godless dollars." Counterfeit "Godless dollars" have been produced with the edge lettering filed off. These specimens are worth face value.

Also, John Adams Presidential Dollars have been discovered with plain edges. They are lesser in quantity than George Washington plain edge dollars, making them rarer, thus more expensive. Other errors on Adams dollars include doubled edge lettering and moderate die cracks.

In early March, a Colorado couple found a George Washington dollar coin missing stamping on both sides of the coin.

Some of the coins have the words on the rim struck upside down (president face up). These are not minting errors, but rather a variation created by the minting process. Such "upside-down" coins have been sold on auction websites for greater than their face value, even though they represent roughly 50% of the minted population.

Coin Details
Dollar coins will be issued bearing the likenesses of Presidents, as follows:

First Spouse Program
The United States is honoring the spouses of each of the Presidents honored by the Presidential $1 Coin Act by issuing half-ounce $10 gold coins featuring their images, in the order that they served as First Spouse, beginning in 2007. To date, all first spouses have been women (often called First Ladies), but the law uses the term "First Spouse" because that could change before the end of the program.

The obverse of these coins will feature portraits of the Nation’s First Spouses, their names, the dates and order of their terms as first spouse, as well as the year of minting or issuance, and the words "In God We Trust" and "Liberty." The United States Mint will mint and issue First Spouse Gold Coins on the same schedule as the Presidential $1 Coins issued honoring the Presidents. Each coin will have a unique reverse design featuring an image emblematic of that spouse’s life and work, as well as the words "The United States of America," "E Pluribus Unum," "$10," "1/2 oz.," and ".9999 Fine Gold."

When a President served without a First Spouse, as Thomas Jefferson did, a gold coin will be issued bearing an obverse image emblematic of Liberty as depicted on a circulating coin of that era, and bearing a reverse image emblematic of themes of that President.

The act, as written, explicitly states that the first spouse coins will be released at the same time as their respective $1 President coins. This means that it is entirely possible for a living first spouse to still be honored with a coin.

The United States Mint launched the first spouse coins officially at 12pm EDT on June 19, 2007. They provided two versions of the coin: a proof version for $429.95 and an uncirculated version for $410.95.

The United States Mint will also produce and make available to the public bronze medal duplicates of the First Spouse Gold Coins which are not legal tender. A full listing of the coins is as follows:

Other Provisions
The act also has two other provisions, for:

 * Issuance of a $50 bullion coin reproducing the 1913 Buffalo nickel designed by James Earle Fraser. See American Buffalo (coin)
 * Redesign of the reverse of the Lincoln cent in 2009 to show four different scenes from Abraham Lincoln's life in honor of the bicentennial of his birth. These four scenes include:

 * 1) His birth and early childhood in Kentucky;
 * 2) His formative years in Indiana;
 * 3) His professional life in Illinois; and
 * 4) His presidency in Washington, D.C.

In 2009, numismatic cents which have the metallic copper content of cents minted in 1909 will be issued for collectors.

After 2009, yet another redesigned reverse for the Lincoln cent is supposed to be minted; this "shall bear an image emblematic of President Lincoln's preservation of the United States of America as a single and united country," and so may replace the Lincoln Memorial reverse in use since 1959. However, it could be argued that the Lincoln Memorial itself meets the requirements of the Act through its design elements (mainly the 36 columns representing the states at his death and the names of all 48 states when it was constructed, and currently, all 50 states), so it is theoretically possible that the Lincoln Memorial reverse could return.

-km 12:14, 11 February 2008 (UTC)

More from km

 * Skeletal system
 * Integumentary system
 * Cycloid
 * Venus
 * Mercury
 * Liquid water on Europa
 * Virus
 * Circulatory system

title: United States currency/100¢, 3


text:
User:Ectate28

Ectate28 User Page

Currently an undergrad in Linguistics with a minor in Education, she especially enjoys phonology and historical linguistics. She plans to enroll in a masters program for special education and become a teacher doing linguistics on the side.

Languages: German, ASL, French, and Spanish

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

title: User:Ectate28


text:
User talk:Ectate28

Welcome
Hello Ectate28, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 02:06, 18 February 2008 (UTC)

title: User talk:Ectate28


text:
User talk:Guillemabril

Welcome
Hello Guillemabril, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 02:12, 18 February 2008 (UTC)

title: User talk:Guillemabril


text:
Portal:FLOSS4Science/General FLOSS Learning Resources

Links to general FLOSS learning resources

 * Selecting a GNU/Linux or other free operating system
 * Getting started with FLOSS (in general)
 * Installing the operating system
 * Installing software
 * Manuals

etc.


text:
User:Jorge~enwikiversity/Quantum Hall effect

This page is about the quantum Hall effect. It builds upon the knowledge of:
 * what the Hamiltonian of a classical charged particle subject to a magnetic field is,
 * what Schroedinger's Equation is,
 * the technique of Separation of Variables to solve Differential Equations,
 * the solution of the Quantum Harmonic Oscillator
 * and what the Fourier Transform is.

It turns out that when a free electron is placed in a magnetic field, its energy levels go from being continuous (by the virtue of being free particles) to being a discrete set. What follows is the calculation of this phenomenom, which is called the Quantum Hall Effect.

Deduction of the quantization of electrons' energy levels
For a free electrons gas in a magnetic field, the Hamiltonian is: $$H = \frac{1}{2m} \left|-i \hbar \nabla + \frac{e}{c} \textbf{A}\right|^2 $$

(Note we will be using Gaussian units.) When the magnetic field is constant, $$\textbf{H} = H \textbf{k}$$, we can choose for our vector potential Landau's gauge:

$$\textbf{A} = - H y \textbf{i}$$

This gauge will simplify the resolution of Schrödinger's equation for this Hamiltonian.

Developping the square in the Hamiltonian (do it!) we arrive at:

$$H = \frac{\hbar^2}{2m} \left( -\Delta + K^4 y^2 + 2 K^2 y \cdot i \partial _x \right) $$

where we have called $$K^2 = \frac{e H}{\hbar c}$$. We then, as usual, try to find a base of eigenstates which make Schrödinger's equation separable:

$$\Psi(x,y) = X(x) \cdot Y(y)$$

$$H[\Psi(x,y)] = E \cdot \Psi(x,y)$$

We have:

$$\partial _x[\Psi] = \frac{X'}{X} \cdot \Psi$$

$$\partial _x^2[\Psi] = \frac{X''}{X} \cdot \Psi$$

So:

$$H[\Psi] = \frac{\hbar^2}{2m} \cdot \left(- \frac{X}{X} - \frac{Y}{Y} + K^4 y^2 + 2 K^2 y \cdot i \frac{X'}{X} \right) \Psi$$

The last term inside the parenthesis imposes that the equation will only be separable if X´/X is constant. The only such base that doesn't diverge at infinite is Fourier's base:

$$ X(x) = e^{i k \cdot x}$$

$$ X'(x) = i k \cdot X(x) $$

$$ X''(x) = -k^2 \cdot X(x) $$

We then substitute our solution for X in Schrödinger's equation:

$$\frac{\hbar^2}{2m} \cdot \left(k^2 - \frac{Y''}{Y} + K^4 y^2 - 2 K^2 k y \right) \Psi = E \Psi$$

Now the parenthesis is not an operator, but a scalar, so we can drop the $$\Psi$$. Each base function Y must satisfy:

$$\frac{\hbar^2}{2m} \cdot \left(k^2 - \frac{Y''}{Y} + K^4 y^2 - 2 K^2 k y \right) = E$$

$$k^2 - \frac{Y''}{Y} + K^4 y^2 - 2 K^2 k y = \frac{2mE}{\hbar^2}$$

$$\frac{Y''}{Y} = K^4 y^2 - 2 K^2 k y + \left(k^2 - \frac{2mE}{\hbar^2}\right)$$

Which has a smell of Quantum Harmonic Oscillator (id est, Hermite's equation). We can easily transform it algebraically by converting the right hand side to a perfect square (through a change of variable):


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Talk:Introduction to Category Theory/Products and Coproducts of Sets

This page is long. Subsets, power sets and partially ordered sets can be defined seperately on their own pages. Hillgentleman|Talk 12:26, 18 February 2008 (UTC)

Divisiblity Poset Diagram 2
I think there should be a line from the 30 to the 1 in the diagram "Divisibility poset {5,10,15,30}". Natschil (discuss • contribs) 07:37, 7 August 2013 (UTC)

problem sets?
Would it be possible to get problem sets along with each lesson? Diagrams are helpful but doing exercises help it sink in a bit better. --Farleyknight 04:47, 25 December 2008 (UTC)


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User talk:Cookiemonster~enwikiversity

Welcome
Hello Cookiemonster, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:35, 18 February 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 Cookiemonster. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cookiemonster~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 23:30, 17 March 2015 (UTC)

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

title: User talk:Cookiemonster~enwikiversity


text:
User talk:Jorge~enwikiversity/Quantum Hall effect

When I finish the explanation I'll ask about the degeneracy of states in a plate of surface S. I don't understand why y0 (the center of oscillation of the harmonic part of the eigenstates) is restricted to [0, Ly]. --Jorge 14:00, 18 February 2008 (UTC)

If somebody happens to be interested in this, and is waiting for my continuing it, I would appreciate it if they told me, just to have more motivation :) --Jorge 20:12, 30 March 2008 (UTC)
 * Hello Jorge, thank you very much for your contributions. Sometimes people just don't see all what happens around here or they are not in front of their pc. I think it could help, if you write a short feedback message at the Colloquium or at the talk pages of School:Physics and Astronomy or Electrical engineering and ask for some interested input. What do you say ? Erkan Yilmaz uses the Wikiversity:Chat (try) 22:04, 30 March 2008 (UTC)

 * Oh, thank you Erkan. Maybe my words were a bit ambiguous and it seemed as if I was discouraged. Don't worry, I wasn't "threatening" to abandon this lection. It's just that I know empirically that I dedicate more of my free time to the project when I know I'm helping someone _at that moment_. And I've seen that it's taking me longer than "usual" to finish this.
 * I do agree with you that until we reach some threshold level of work done, our contributions are a bit isolated, both refering to each one's personal interests/needs, and to our work. Knowing that, it doesn't discourage me not to have users still. They will come when we get to that level.
 * Ok, my break's over :) thank you for your worrying --Jorge 21:16, 4 April 2008 (UTC)
 * Jorge, I am glad to hear this. See you around, Erkan Yilmaz uses the Wikiversity:Chat (try) 21:29, 4 April 2008 (UTC)


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Category:United States of America

Pages related to the United States (of America) or part of the U.S. states project.

title: Category:United States of America


text:
User:Gbaor/External link collection

This should be (hopefully) a long list of external links related to educational materials on the internet. Feel free to add your suggestions, maybe with a short description.

Criteria for inclusion: or
 * Free, comprehensive and reliable learning resources
 * Funny stuff (something special - not some common joke-site)

Biology

 * All the Virology on the www - Informations about virology
 * American institute of Biological Sciences - Media library - media files from AIBS annual meetings (video presentations - requires Adobe Flash Player 8, year 2007 also in mp3 format)

Agriculture

 * Animal genetics training resource - learning materials with examples
 * Sustaining agricultural biodiversity - definition, more links at the bottom of the page
 * EAAP - European association for animal production
 * EFABIS - European Farm animal biodiversity information system
 * Globaldiv - EU founded project aimed to disseminate methodologies for the characterization and conservation of livestock genetic resources
 * Knowledge Bank of Rare Breeds - web-based application and contains books, reports, links to interesting websites, relevant articles from scientific and professional journals, as well as visual aids such as PDFs of presentations from workshops and meetings, this initial version is available in Dutch only, click: CGN Algemene informatie > Onderwijs en voorlichting > Kennisbank > Kennisbank Zeldzame Landbouwhuisdieren > search menu ( shorter version to the search menu)
 * SAVE foundation - Safeguard for Agricultural Varieties in Europe, link to conferences and workshops material
 * Convention on Biological Diversity
 * Millions Fed: Proven Successes in Agricultural Development - Learning from successes in agricultural development... + the book itself
 * Good Practice Guides - from Convention on Biological Diversity website
 * Biodiversity fact sheets - 2010 the Year of Biodiversity

 * FAO
 * Biotechnology in food and agriculture
 * Domestic animal diversity
 * FAO Newsroom
 * Capacity Building Portal - search interface for learning resources (insert keyword or type of the resource)
 * Food Quality and Standards Service - food quality and safety related website by FAO, see the topics on the left side
 * The state of the world's animal genetic resources for food and agriculture - published annually by FAO, fulltext version (2007)
 * Management of small populations at risk - book in pdf format
 * International portal on Food Safety, Animal and Plant Health - standards, guidelines, regulations, risk assessments
 * FAO Biosecurity Wiki - for users outside FAO is read only (!)
 * FAO fact sheets - intended also for educational purposes and awareness raising campaigns.
 * Agricultural Biotechnologies in Developing Countries - conference materials, long and short version of the documents

 * Development issues
 * Community of Practice for Pro-poor Livestock Development - link goes to the wiki area, but there are also other things to explore

Anthropology

 * Neuroscience for kids - University of Washington
 * Facts and figures about the brain - loaded with numbers, University of Washington
 * The skull module - by Turhon Murad and Nanci Ellis, learning materials about the bones of the human skull, California State University

Evolution

 * Darwin: The Origin of Species - the whole book
 * Understanding evolution - comprehensive website about evolution of species, more about theory
 * Tree of Life web project - another good site about evolution, nice graphics, more about taxonomy, many more www links

Genetics

 * The Gene School - educational website about genetics
 * Electronic Scholarly publishing - history of science, genetics, computational biology and genome research publications
 * Virtual Library on Genetics - Click the "Biosciences" in the title for other topics
 * Intermediate genetics - online version of a genetics course by Phillip McClean, good structure, relatively short but comprehensive
 * Human genetics - at University of Illinois, Chicago, College of Medicine
 * Learn.Genetics - at University of Utah, many-many useful and interesting things, Worth to try!
 * GenomeMedicine - Medicine in the post-genomic era (free journal)

Quantitative and population genetics

 * Population genetics - Textbook by Knud Christensen (also available as pdf - see the bottom of the page)
 * Population genetics - Stanford Encyclopedia of Philosophy, open access
 * Population genetics - PowerPoint Slides in pdf files, Washington University in St.Louis
 * Quantitative Genetics Resources - by Michael Lynch and Bruce Walsh
 * prof. Larry R. Schaeffer's page - check out "Courses" for quantitative genetics courses
 * The Dictionary of Forestry - from Society of American Forests (also terms related to animal breeding)

Language

 * Finding Information in Modern Languages - OpenLearn, introductory level

Dictionaries

 * English-German
 * LEO English-German
 * Hungarian-German

English

 * Learning English - check the forums
 * Exploring the English language - OpenLearn, intermediate level
 * Business English: researching a new location - OpenLearn, intermediate level
 * Business English: making decisions - OpenLearn, intermediate level
 * Business English: presenting the decision - OpenLearn, intermediate level
 * English grammar in context - OpenLearn, advanced level
 * Qedoc - multiple interactive exercises
 * English as second language

French

 * Ouverture - OpenLearn, introductory level
 * Le quatorze juillet - OpenLearn, introductory level
 * En ville - OpenLearn, intermediate level
 * Bien dans sa peau - OpenLearn, intermediate level

German

 * Regionen, Traditionen und Geschichte - OpenLearn, advanced level
 * Lebensumstände - OpenLearn, intermediate level
 * Qedoc - multiple interactive exercises
 * Zielpunkt Deutsch - registration required
 * German Steps - an online course for beginners
 * Deutsche Welle - lot of learning materials and radio shows for beginners and intermediates

Spanish

 * Espacios públicos - OpenLearn, introductory level
 * La historia piedra a piedra - OpenLearn, intermediate level
 * Con mis propias manos - OpenLearn, intermediate level
 * Perspectivas porteñas - OpenLearn, advanced level

Mathematics

 * Algebra.help - self descriptive title
 * MathWorld - comprehensive mathematical resource
 * All Elementary Mathematics - see also the study guide and lessons on the left side

Statistics

 * StatLib - Datasets, software and news about statistics
 * Statistics: Methods and Applications - very good textbook by Pawel Lewicki and Thomas Hill
 * Dictionary of Statistics - in Hungarian, developed by Hungarian Society for Clinical Biostatistics
 * Engineering Statistics Handbook - by the National Institute of Standards and Technology
 * Biostatistics - Johns Hopkins Bloomberg School of Public Health
 * A-Level statistics - section of MathsRevision.net

Electronics

 * United States Navy Electronic Training Course

Computer

 * web design - online tutorials
 * inpics - computer tutorials based on pictures
 * Python learning resources - large collection of external links on WV (not tested)

Fortran

 * Free Fortran books
 * Free Fortran compilers
 * Force project - excellent and free editor and compiler, website probably not updated, but functional
 * Clive Page's list of Fortran Resources
 * Professional Programmer's Guide to Fortran77 - book by Clive G. Page
 * Fortran90 for Fortran77 Programmers - by Clive Page

 * Modular Programming withFortran 90 - learning material by Dr. A C Marshall
 * Fortran90 link collection
 * Fortran 90 Programming - Class Materials by John Mahaffy, Copyright
 * Fortran90 - course by S. Ramsden, F. Lin, M. A. Pettipher, G. S. Noland, J. M. Brooke

Linux

 * Linux Commands Line list - cheat sheet
 * Shell for beginners - in German, cheat sheet for linux command line
 * Learning the Shell - using the command line in Linux systems
 * Linux Headquarters - tips&tricks, guides, tutorials
 * Free online books about Linux
 * Free Linux books
 * 68 Linux related free e-books

R

 * R The R Project for Statistical Computing (Official site)
 * R archive (Manuals, downloads, etc.)
 * R wiki
 * R mailing lists - R-help - R-teaching - Posting guide
 * Books on R and S
 * Using R for psychological research: A simple guide to an elegant package
 * How to use R
 * One R Tip a Day - blog
 * Rtips
 * R-Cookbook - Delicious, statistical-computing recipes
 * SAS and R
 * R Bloggers

SAS

 * sasCommunity.org - Mediawiki pages for SAS
 * Frequently Asked Questions and Answers - SAS, SPSS and few other things from The University of Texas in Austin
 * Statistical computing - SAS, SPSS, Stata

e-Learning
Possible ways to create e-learning material (for online or offline usage)
 * ATutor - WP entry
 * dokeos - WP entry
 * Moodle - WP entry
 * Qedoc Quiz Maker - WP entry

Fun

 * The Order of the Stick (in Czech) - Funny comics with D&D theme, WP entry
 * Evil Overlord Random Plot Generator - If I were an Evil Overlord I would follow these rules, instead of common mistakes of my predecessors
 * Heroes of WoW - webcomics
 * Looking for Group - again a WoW related webcomics
 * The Internet? Bah! - NEWSWEEK, From the magazine issue dated Feb 27, 1995
 * PhD comics

Other learning resources

 * Internet Archive - free access to books, music and video
 * dmoz open directory project - much bigger collection of links about everything, WP entry
 * Johns Hopkins Bloomberg School of Public Health
 * OpenLearn
 * science commons
 * Knol
 * watchknow.org - educational videos for kids
 * Top 100 Tools for Learning 2009
 * The lives and technologies of early career researchers
 * University of Canberra - Dashboard

Blogosphere

 * Leigh Blackall - social media, education and networked learning
 * Academic Blog - feat. James Neill
 * Openeducation news
 * SAS and R

Courseware

 * Open Courseware Consortium - list of pages with learning materials
 * The World’s 50 Best Open Courseware Collections - blog entry
 * Top 10 Free Open Courseware Directories - blog entry
 * Top 50 Official University Blogs - blog entry

Educational wikis

 * Business English Online
 * CDSPD
 * Web 2.0 Cool tools for School
 * EdOrigami
 * EduTech Wiki
 * Getting Tricky With Wikis
 * Indispensible Tools
 * NDSL wiki
 * Open Thinking
 * Ozge Karaoglu’s wiki
 * Springfield Township Virtual Library
 * The UDLTechToolKit
 * Web 2.0 Guru
 * WikiEducator
 * Education Wikia
 * Academic Publishing Wiki
 * Quedoc - interactive learning resources, wiki-style
 * CHDWiki - Congenital Heart Defects Wiki on a high scientific level from genetics and genomics field (see the full paper)

title: User:Gbaor/External link collection


text: Category:United States currency

title: Category:United States currency


text: Category:BCP/Early fall

title: Category:BCP/Early fall


text: Category:BCP/Late fall

title: Category:BCP/Late fall


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Category:BCP/Early winter

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 * Changed to match Category:BCP/SEPA/12 7 December, 2008

title: Category:BCP/Early winter


text:
Category:BCP/Early summer

 * 165 as of July 2, 2008, based on Category:BCP/SEPA/7 only
 * 245 as of July 2, 2008, based on Category:BCP/SEPA/7 only

title: Category:BCP/Early summer


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Category:BCP/Late spring

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 * 256 as of July 2, 2008, matched to Category:BCP/SEPA/6 only

title: Category:BCP/Late spring


text: Category:BCP/Late summer

title: Category:BCP/Late summer


text:
Category:BCP/Early spring

Tracking:
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 * Reset to Category:BCP/SEPA/3 9 December, 2008

title: Category:BCP/Early spring


text:
Category:BCP/Late winter

Tracking:
 * 53 as of May 2, 2008, matched to Category:BCP/SEPA/3 only
 * Switched to Category:BCP/SEPA/2 7 December, 2008

title: Category:BCP/Late winter


text: Category:Bloom Clock/Global Season Categories


text: Category:American Civil War

title: Category:American Civil War


text:
User:RichardF

See RichardF @ Wikipedia.

title: User:RichardF


text:
User talk:RichardF

RichardF talk @ Wikipedia

Welcome
Hello RichardF, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 17:18, 18 February 2008 (UTC)

title: User talk:RichardF


text:
Topic talk:Development science

Why development science? development studies or other similar title would strike me as more appropriate - particularly given debates within the development literature concerning the role of science!!

title: Topic talk:Development science


text:
Template:Bloom clock global key header

This page is part of the global dichotomous key for plants recorded as blooming in Bloom Clock/Keys/Global/Temperate/.

 * usage:

title: Template:Bloom clock global key header


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


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


text: Bloom Clock/Keys/Global/Temperate/Early Spring/All


text:
Bloom Clock/Keys/Global/Temperate/Late Summer

Late Summer
All flowers (176, see category for list)
 * White flowers (81)
 * Pink flowers (38)
 * Red flowers (15)
 * Orange flowers (18)
 * Yellow flowers (54)
 * Green flowers (11)
 * Blue flowers (16)
 * Purple flowers (45)
 * Brown flowers (3)
 * Black flowers (2)


text:
Bloom Clock/Keys/Global/Temperate/Early Fall

Early Fall
All flowers (167, see category for list)
 * White flowers (79)
 * Pink flowers (39)
 * Red flowers (23)
 * Orange flowers (16)
 * Yellow flowers (52)
 * Green flowers (11)
 * Blue flowers (11)
 * Purple flowers (48)
 * Brown flowers (4)
 * Black flowers (3)


text: Bloom Clock/Keys/Global/Late Fall/Black Flowers


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

Early Winter

 * All flowers (14)


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

This page is used to help create a graphical list.

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

 category=BCP/Early winter order=descending ordermethod=lastedit mode=ordered


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

Late Winter

 * All flowers (49)


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

This page is used to help create a graphical list.

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

 category=BCP/Late winter order=descending ordermethod=lastedit mode=ordered


text:
Bloom Clock/Keys/Global/Temperate/Early Spring

Early Spring
All flowers (132)
 * White flowers (52)
 * Pink flowers (37)
 * Red flowers (13)
 * Orange flowers (8)
 * Yellow flowers (49)
 * Green flowers (13)
 * Blue flowers (17)
 * Purple flowers (28)
 * Brown flowers (5)
 * Black flowers (4)


text: Bloom Clock/Keys/Global/Temperate/Early Spring/All/DPL


text:
Bloom Clock/Keys/Global/Temperate/Late Spring

Late Spring
All flowers (Category list, 234 profiles)
 * White flowers (128)
 * Herbaceous plants with white flowers (78)
 * Trees with white flowers (18)
 * Shrubs with white flowers (34)
 * Vines with white flowers (4)
 * Pink flowers (65)
 * Red flowers (30)
 * Orange flowers (22)
 * Yellow flowers (64)
 * Green flowers (16)
 * Blue flowers (23)
 * Purple flowers (53)
 * Brown flowers (8)
 * Black flowers (7)


text:
Bloom Clock/Keys/Global/Temperate

The global keys are a work in progress, as we try to correlate data from various regions. The keys below are for temperate, seasonal regions (with minimum annual temperatures below 0º C), and are currently based on data from Southeastern Pennsylvania. See Bloom Clock/Global Key for more information about the global keys.

Caution: the numbers in parantheses next to each link represent the number of included pages and images. If you are not on a broadband connection, loading pages with over 30 profiles is not recommended!

title: Bloom Clock/Keys/Global/Temperate


text:
User:Brownout

 * La mia pagina utente su it.wikipedia
 * My user page on Meta

it:Utente:Brownout

title: User:Brownout


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/DPL

This page is used to help create a graphical list.

 category=White flowered plants category=BCP/Late spring order=descending ordermethod=lastedit

 category=White flowered plants category=BCP/Late spring order=descending ordermethod=lastedit mode=ordered


text: Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers


text: Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Herbaceous


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Herbaceous/DPL

This page is used to help create a key.

 category=BCP/Late spring category=BCP/Herbaceous category=White flowered plants order=descending ordermethod=lastedit

 category=BCP/Late spring category=BCP/Herbaceous category=White flowered plants order=descending ordermethod=lastedit mode=ordered


text: Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Trees


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Trees/DPL

This page is used to help create a key.

 category=BCP/Late spring category=BCP/Tree category=White flowered plants order=descending ordermethod=lastedit mode=ordered


text: Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Shrubs


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Shrubs/DPL

This page is used to help create a key.

 category=BCP/Late spring category=BCP/Shrub category=White flowered plants order=descending ordermethod=lastedit

 category=BCP/Late spring category=BCP/Shrub category=White flowered plants order=descending ordermethod=lastedit mode=ordered


text:
User:Seed21

SEED21

title: User:Seed21


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Vines/DPL

This page is used to help create a key.

 category=BCP/Late spring category=BCP/Vine category=White flowered plants order=descending ordermethod=lastedit


text: Bloom Clock/Keys/Global/Temperate/Late Spring/White Flowers/Vines


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/Pink Flowers/DPL

This page is used to help create a graphical list.

 category=Pink flowered plants category=BCP/Late spring order=descending ordermethod=lastedit

 category=Pink flowered plants category=BCP/Late spring order=descending ordermethod=lastedit mode=ordered


text: Bloom Clock/Keys/Global/Temperate/Late Spring/Pink Flowers


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/Red Flowers/DPL

This page is used to help create a graphical list.

 category=Red flowered plants category=BCP/Late spring order=descending ordermethod=lastedit

 category=Red flowered plants category=BCP/Late spring order=descending ordermethod=lastedit mode=ordered


text: Bloom Clock/Keys/Global/Temperate/Late Spring/Red Flowers


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/Orange Flowers/DPL

This page is used to help create a graphical list.

 category=Orange flowered plants category=BCP/Late spring order=descending ordermethod=lastedit

 category=Orange flowered plants category=BCP/Late spring order=descending ordermethod=lastedit mode=ordered


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/Yellow Flowers/DPL

This page is used to help create a graphical list.

 category=Yellow flowered plants category=BCP/Late spring order=descending ordermethod=lastedit

 category=Yellow flowered plants category=BCP/Late spring order=descending ordermethod=lastedit mode=ordered


text:
User:Rm 2008

I'm a computer science major, and I really like data algorithms. I think I may add a little to the Data Structures and Algorithms project...

... also, sorry for the rapid updating of this page. I am a complete wiki-noob, and I didn't realize that there was a "preview" button. Oops. :/

[25 Feb 2008] I think the Stacks/Queues page is done. The code has been tested, and errors corrected. Still may be problems, though. Next up, I think I'll work on the "Sorting" page. I do like sorts. :)

title: User:Rm 2008


text: Bloom Clock/Keys/Global/Temperate/Late Spring/Yellow Flowers


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/Green Flowers/DPL

This page is used to help create a graphical list.

 category=Green flowered plants category=BCP/Late spring order=descending ordermethod=lastedit

 category=Green flowered plants category=BCP/Late spring order=descending ordermethod=lastedit mode=ordered


text: Bloom Clock/Keys/Global/Temperate/Late Spring/Green Flowers


text:
User talk:Brownout

Welcome
Hello Brownout, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 00:10, 19 February 2008 (UTC)

Babel it
Ho aggiunto il template, ora se vuoi puoi usarlo. Ciao --Came88 14:08, 10 October 2008 (UTC)

title: User talk:Brownout


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/Blue Flowers/DPL

This page is used to help create a graphical list.

 category=Blue flowered plants category=BCP/Late spring order=descending ordermethod=lastedit

 category=Blue flowered plants category=BCP/Late spring order=descending ordermethod=lastedit mode=ordered


text:
User talk:Rm 2008

Welcome
Hello Rm 2008, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 00:11, 19 February 2008 (UTC)

title: User talk:Rm 2008


text: Bloom Clock/Keys/Global/Temperate/Late Spring/Blue Flowers


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/Purple Flowers/DPL

This page is used to help create a graphical list.

 category=Purple flowered plants category=BCP/Late spring order=descending ordermethod=lastedit

 category=Purple flowered plants category=BCP/Late spring order=descending ordermethod=lastedit mode=ordered


text: Bloom Clock/Keys/Global/Temperate/Late Spring/Purple Flowers


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/Brown Flowers/DPL

This page is used to help create a graphical list.

 category=Brown flowered plants category=BCP/Late spring order=descending ordermethod=lastedit

 category=Brown flowered plants category=BCP/Late spring order=descending ordermethod=lastedit mode=ordered


text: Bloom Clock/Keys/Global/Temperate/Late Spring/Brown Flowers


text:
Bloom Clock/Keys/Global/Temperate/Late Spring/Black Flowers/DPL

This page is used to help create a graphical list.

 category=Black flowered plants category=BCP/Late spring order=descending ordermethod=lastedit

 category=Black flowered plants category=BCP/Late spring order=descending ordermethod=lastedit mode=ordered


text: Bloom Clock/Keys/Global/Temperate/Late Spring/Black Flowers


text:
Nervous system

Crystalfish 06:04, 12 December 2008 (UTC)The nervous system is the human body's quick transmission system that make the body aware of its experience of itself (hunger, thirst, pain) as well as its experience of the environment(heat, light, predator, etc.).It also enables the body to react to these various stimuli. The nervous system is didvded into two sections,the central nervous syetem (CNS) and the peripheral nervous system (PNS).The central nervous system consists of the brain and spinal cord while the PNS consists of all the nerve fibers that allow the CNS to communicate with the rest of the body.

The Nervous system is a highly complex network of specialized cells called neurons. The functions of the nervous system can be studied under three main categories – (1) survival and regulation of internal organ function; (2) response to the external environment and (3) in humans, facilitating higher functions like thinking, reasoning, consciousness, etc.

The PNS consists of all the spinal and cranial nerves. It can further be divided into two parts based on the functions.

(1) The somatic nervous system consists of nerves that connect the voluntary muscles to the central nervous system enabling the individual to move the parts of the body to perform actions at will. The sensory fibres of this system come from the major receptor organs like the eye, ears, touch receptors etc., the motor fibres of the somatic system are connected to the striated muscles that move the arms, legs, etc. This system also works in congruence with the autonomous nervous system during emotional arousal (e.g., muscle tension and faster breathing during strong emotional arousal)

(2) The autonomous nervous system which is involved in regulating and maintaining the involuntary actions of the body like digestion, heartbeat, blood pressure, etc. The autonomous nervous system is further made up of two distinct parts – the sympathetic and the parasympathetic nervous systems. The sympathetic nervous system prepares the body to expend energy in response to a stimulus (e.g., to meet the energy requirement of running away from danger) while the parasympathetic nervous system brings the body back to a relaxed state and helps to conserve energy. Together, these two systems work in coordination to enable us to respond appropriately to thousands of stimuli everyday. However, they are also actively involved in the process of emotional arousal (even in the absence of an immediate external stimulus) and subsequent relaxation. Memory of a recent traumatic incident like a traffic accident can trigger an emotion of fear and the corresponding sympathetic activity like higher heart rate, higher blood pressure, etc., even if the individual is comfortably seated in the safety of his home.

For a more detailed description, consult the Fundamentals of Neuroscience course.

title: Nervous system


text:
TESOL Materials/Guide

''' Welcome to the TESOL Materials Guide at Wikiversity. ''' --Stevesilsbee 13:54, 20 February 2008 (UTC)

Project Goals

 * Establish and develop an  open educational resource tool that allows teachers to:
 * contribute lessons/activities/ideas that they use in the EFL/ESL classroom
 * modify and/or use materials left by other teachers
 * Raise awareness of free resources available on the Internet that may benefit EFL/ESL teachers
 * Foster a sharing, supportive teacher community
 * Create an alternative to traditional textbook teaching

Structure
Content is organized in a hierarchical system starting with the main category page(TESOL Materials). The main category page offers an index of subcategories related to language teaching. Each subcategory is then broken down into smaller subcategories or resource pages which link to specific submissions or external links. The result is a cross-referenced library of TESOL materials.

Getting Started
Before adding content, it might be a good idea to familiarize yourself with how Wikiversity works. Some good places to start would be:
 * Main Page- offers a broad overview of Wikiversity
 * Help:Contents- links to several other vital information pages (strongly recommended)
 * Wiki 101- contains very useful and easy to understand information about submitting and editing content (good for when it comes time to submit)
 * Media Files- lists the types of audio/video/text files currently allowed at Wikiversity

Another good idea is to look at other pages and see how they are constructed in terms of format. To see how different pages are formatted, go to a page and click on the "edit this page" tab at the top. You will be able to see the formulas used for that particular page. navigation will look and function better if we all try to remain constant. On the other hand, if you want to follow your own style or think something needs to be changed within existing pages, feel free to do so! As a courtesy, whenever major changes are made, it's polite to leave a comment as to why the change was made. If you are inexperienced, don't feel too overwhelmed. Chances are you will be able to start contributing after even the briefest of introductions. Even if you're not sure, take a chance. Don't worry about making mistakes; they can be undone. As stated above, one of the goals here is to foster a supportive community, so let's all work together to see what we can build.

Content and Format

 *  Content - While this project is aimed at high school and university students, all content is welcome. In the early stages it will be very important to get a nice sampling of materials in order for the project to take shape, so any contributions at that time are much appreciated. Make sure "original" materials are not plagiarized and sources are cited when needed (citation templates can be found here). One important note about content is that all material posted must be free, so links to sites that require registration, charge for access or try to sell a product are not allowed.
 *  Format - Although there are no absolute right or wrong ways to submit, format and organize content here, it should be noted that Wikiversity does have set   policies that need to be adhered to. Navigation will look and function better if format remains consistant, but you are free to submit in any style so long as it is acceptable to Wikiversity. Since pages are open source you can change the content of an existing page or the way it is formatted (just remember that somebody probably worked hard to make that page, so comments are appreciated to justify making major changes). A basic  submission template has been created as a starting off point, but there is no obligation to use it.

Submitting Material

 *  Checking Categories and Pages - Go to the TESOL Materials Category page and see what categories and pages are listed. Make a note of which ones could be linked to your submission. Submissions may be linked to several pages (e.g. a listening exercise might make use of a specific grammatical structure and could therefore be linked to both the "Listening" and "Grammar" categories). If you don't see a category or resource page that would link to your submission, create it (see "Creating a New Page" below).
 *  Creating a New Page - The easiest way to create a new page is to go here. In the shortcut box, type the name of your page and click "Create page". Make sure your page is appropriately titled. If your submission is similar to another, then note that in your page name (e.g. taking messages 2). It might also be a good idea to incorporate "TESOL" into the page name to eliminate confusion for other users, but this decision is left up to you. After clicking "Create Page" you will be directed to the edit box for your new page, where it would be a good idea to link the page to other resource and/or category pages (see "Linking section below).
 * creating resource pages- type the name of your page and click "Create Page".
 * creating category pages- type "Category:the name of your page" and click "Create Page".
 *  Template - If you decide to submit an activity using the submission template, open the Activity Submission template, click edit this page and copy the formula. Then follow the process above to create a new page. When the edit box appears, paste the formula into the edit box and replace the information under each area with your activity information. Preview the page and save. This is your new page ready to be linked into the project.
 *  Linking - When making a page, it is important for it to be linked to an existing category or resource page so that it becomes part of the project. Pages that are not linked will be invisible. Since links are case sensitive, it is important that links are titled exactly as their page names. For more on links see the links page. You can link any one page to several other pages.
 * linking to category pages- insert the link into the page that you wish to be listed on a category page. For example, The category page Category:New Dynamic English is linked to the category page Category:Computer Assisted Language Learning (CALL). This is done by clicking the "edit this page" tab on the "New Dynamic English" page and inserting the link Category:Computer Assisted Language Learning (CALL) into the edit box. The page "New Dynamic English" will then show up as a subcategory on the CALL page. Similarly, this resource page, TESOL Materials Guide is linked to the category page Category:TESOL Materials. The link  Category:TESOL Materials is inserted into this  page and shows up as a linked page on the "TESOL Materials" category page.
 * linking to resource pages- insert the link into the page that will direct you to the desired material. For example, a resource page has been made under the name Simple English Introductions. This page is linked to another resource page, New_Dynamic_English-Module_1:1_(Names_and_Places), another resource page that offers different links to materials. More specifically, it's linked to the "Hello Max and Kathy!" section of the page. To insert the link, click the edit key next to the desired section and type the name of the page to which the link will lead. In this case, we would click the edit key next to "Hello Max and Kathy!" and type Simple English Introductions in the edit box, and save. The  "Simple English Introductions" page is now linked to the "New_Dynamic_English-Module_1:1_(Names_and_Places)" page.

Templates
These are some templates that are used in the design and layout of pages in TESOL Materials:
 * Activity Submission- This template is used as a format for submitting activities. Copy and paste the formula for this template on the page you want it to appear on.
 * Category Welcome Header- This template is used as a welcome header for category pages. Copy and paste the formula for this template on the page you want it to appear on.
 * Resource Welcome Header- This template is used as a welcome header for resource pages. Copy and paste the formula for this template on the page you want it to appear on.
 * Navigation Box- This template was originally created to be used as a page navigation tool, but has been replaced by the navigation bar (below).
 * Quick Navigation Bar- This template is used as a page navigator at the top of each page. When adding this template, type on the top line in the edit box of the page you want it to appear on.

Comments and questions can be left on the discussion page

Wikibooks

 * English as an Additional Language
 * First Certificate of English (help for the Cambridge examination)

Wikipedia

 * English language learning and teaching

title: TESOL Materials/Guide


text:
Talk:Democratizing innovation

first edit is almost an identical copy of this and that page at Fab@home wiki under the BSD license.

Fab@Home operates under the BSD Open Source License:

Copyright (c) 2006, Hod Lipson and Evan Malone All rights reserved.

Redistribution and use in source and binary forms, with or without modification, are permitted provided that the following conditions are met:

Redistributions of source code must retain the above copyright notice, this list of conditions and the following disclaimer. Redistributions in binary form must reproduce the above copyright notice, this list of conditions and the following disclaimer in the documentation and/or other materials provided with the distribution. Neither the name of the Fab@Home Project nor the names of its contributors may be used to endorse or promote products derived from this software without specific prior written permission. THIS SOFTWARE IS PROVIDED BY THE COPYRIGHT HOLDERS AND CONTRIBUTORS "AS IS" AND ANY EXPRESS OR IMPLIED WARRANTIES, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE ARE DISCLAIMED. IN NO EVENT SHALL THE COPYRIGHT OWNER OR CONTRIBUTORS BE LIABLE FOR ANY DIRECT, INDIRECT, INCIDENTAL, SPECIAL, EXEMPLARY, OR CONSEQUENTIAL DAMAGES (INCLUDING, BUT NOT LIMITED TO, PROCUREMENT OF SUBSTITUTE GOODS OR SERVICES; LOSS OF USE, DATA, OR PROFITS; OR BUSINESS INTERRUPTION) HOWEVER CAUSED AND ON ANY THEORY OF LIABILITY, WHETHER IN CONTRACT, STRICT LIABILITY, OR TORT (INCLUDING NEGLIGENCE OR OTHERWISE) ARISING IN ANY WAY OUT OF THE USE OF THIS SOFTWARE, EVEN IF ADVISED OF THE POSSIBILITY OF SUCH DAMAGE.

BSD content can apparently be added to GFDL content.

--Remi 05:54, 19 February 2008 (UTC)

Reading group
Democratizing Innovation is a great book and would make for a nice Reading group. Perhaps the original author would consider modifying the page towards that end. Countrymike 06:09, 19 February 2008 (UTC)

 * Remi, i didn't realize that it was you who started this page... how about a reading group then on Hippels book? Countrymike 09:25, 19 February 2008 (UTC)
 * Sent an email in response. --Remi 09:33, 19 February 2008 (UTC)

title: Talk:Democratizing innovation


text:
User talk:Dani.warrior88

Welcome
Hello Dani.warrior88, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 07:20, 19 February 2008 (UTC)

title: User talk:Dani.warrior88


text: Bloom Clock/Keys/Global/Temperate/Early Spring/White Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Pink Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Red Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Orange Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Yellow Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Green Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Blue Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Purple Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Brown Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Black Flowers


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Black Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Brown Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Purple Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Blue Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Green Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Yellow Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Orange Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Red Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Spring/Pink Flowers/DPL


text: Bloom Clock/Keys/Global/Temperate/Early Spring/White Flowers/DPL


text:
Bloom Clock/Global Key

The Bloom Clock's Global Keys are an attempt to combine data from the various locations from which contributors have provided data. The original global key is based on the Southeastern Pennsylvania data, which is the largest and most complete set available at this time (with 420 plants over a 17 month period as of February, 2008... see Category:BCP/Flora of Pennsylvania). This region also has the advantage of being on the boundary of northern and southern flora in the US, and the winters there tend to closely follow the calendar winter (solstice to equinox).

Over the next year, the goal is to tie other regions to this standard by checking monthly data from one region against monthly data from Southeast Pennsylvania. This can be done in a number of ways, but perhaps most easily by using DPL.

Matching data from one region to another
As part of the process, each region key has a set of "global comparison worksheets" which use a template to generate DPL lists. To be considered a conclusive match to a season, the data set from a region must be at least 20% the size of the season's data set, and of the keyed data, it must be at least an 80% match (e.g., if there are 8 plants matching and 2 or less not matching, the minimum match is met.

Matches can be checked once per year to refine the results.

Known problems
It should be pointed out from the start that there are issues with this system, including the following:
 * 1) The system will be somewhat inaccurate for regions differing by less than a month
 * 2) The system will be inaccurate in one way or another depending on the ratio of heat-triggered flowers and day-length triggered flowers
 * 3) The system works best when large data sets are compared (thus London is a very poor example)

title: Bloom Clock/Global Key


text:
Talk:Data Structures and Algorithms/Trees and Graphs

Trees and Graphs need to be separated. They are just such HUGE topics, that one page would be a nightmare. Just my 2 cents...

Rm 2008 11:31, 19 February 2008 (UTC)


text:
Template:Bloom clock global comparison

Usage:

DPL code example:

title: Template:Bloom clock global comparison


text:
Talk:C Sharp/First Program

Maybe it'll be better to create console application first?

 * Think so..--77.31.76.185 11:26, 21 March 2008 (UTC)

title: Talk:C Sharp/First Program


text:
ATP tutor course

Introduction
—

The ATP tutor course will be an advanced course of the Wikiversity assistant teacher program. The tutor course is not meant as mandatory tuition but should be restricted to high-track students instead. It is not realistic to assume that every pupil can qualify as a tutor.

The goal of the tutor course is to qualify the pupil as an independent tutor for a learning group or course of pupils without need for supervision by a subject teacher. The expectation is that subject teachers will often be present and guide the work of a tutor but that a tutor can be expected to prepare and hold a lesson without the help of a teacher. One could argue that the best practice would be for a tutor only to educate between one and three pupils at the same time but this may commonly be impracticable. The tutor course will encompass self-management training, research training, preparation of materials, didactics and documentation of the work as a tutor. At the end of the course the participants should also be qualified as instructors for the course.

Schools which have no use for tutors can allow tutors to qualify in order to hold voluntary advanced courses, private tutoring courses or extracurricular courses for the school or for the general public.

The tutor course may also become useful for college students without prior experience as tutors.

Preconditions
Participants should have completed the assistant teacher course or equivalent training and should have gathered some experience as assistant teachers.

title: ATP tutor course


text:
ATP mentor training

—

Introduction
The ATP mentor training will be an advanced course of the Wikiversity assistant teacher program. The mentor training is recommended as mandatory tuition as a significant beneficial effect of mentor training (and mentoring) is on the side of the mentor.

Schools which have no use for mentors can qualify mentors in order to support other schools that do have use for mentors.

The mentor training is expected to become also useful for college students without prior experience as mentors but the primary audience is instructors and teachers of high school pupils. The selection of what material may be appropriate for high school pupils and what is more appropriate for instructors is currently left to the reader.

The grades intended to supply mentors are shown in this table in the teachers' handbook.

Preconditions
Participants should have completed the assistant teacher course or equivalent training and optionally should have completed the ATP tutor course. Some experience as assistant teacher / tutor is also recommended.

Special preconditions
 * To qualify as instructor for the assistant teacher course a mentor must have taken the ATP tutor course (Yes, the demand is higher than the required qualification of assistant teachers who educate other assistant teachers from their own grade).
 * To qualify as head tutor a mentor must have taken the ATP tutor course. A head tutor is qualified to lead a group of tutors and/or assistant teachers.

Manuals

 * $Mentor Trainer's Manual$ (Until there is a manual for trainers the CMAD Mentor Trainer's Manual should be used instead.)

Learning trails

Learning trails are permuted, annotated and enhanced collections of learning resources that may serve the needs of a special topic or goal or that may link to internal or external resources of a specific type or from certain sources in order to allow a different learning experience. Mentors can learn to appreciate that the way to learn something can make a big difference for the learner.

Main trail

Other trails

 * $Mentoring for the 22nd century$ (for teenagers who specify science fiction as their primary interest) [[Image:75%.svg]]
 * $Computer game mentor$ (for teenagers who specify computer games as their primary interest) [[Image:00%.svg]]
 * $Psychosocial mentoring$ (psychosocial mentoring is often associated with female identity formation and feminine interpersonal relationships but doesn't have to be restricted to girls and young women) [[Image:00%.svg]]
 * $E-mentoring$ (youth mentoring for seniors)
 * $Cross-age peer mentoring$ (youth mentoring for seniors)
 * $Junior mentor$ (youth mentoring for seniors)
 * $Senior mentor$ (youth mentoring for seniors)

 * Teachers' handbook: Mentoring programs
 * $Child E-mentoring with videoconferencing for seniors$ [[Image:00%.svg]]
 * $The mentoring relationship$ [[Image:00%.svg]]
 * $The social role of the mentor$ [[Image:00%.svg]]
 * $Pedagogy and parent education$ [[Image:25%.svg]]
 * $Fine-tuning an individual curriculum$ [[Image:00%.svg]]
 * $Mentoring and competence expectancies$ [[Image:50%.svg]]
 * $Tell me what I need to know$ [[Image:25%.svg]]
 * $Training to be an autodidact$ [[Image:75%.svg]]
 * $Actively seeking out anti-patterns in the mental development of a child or adolescent$ [[Image:00%.svg]]
 * $Mentoring anti-patterns$ [[Image:00%.svg]]
 * $Mentor cooperation$ [[Image:25%.svg]]
 * $Utopia projects$ [[Image:50%.svg]]
 * $Teaching to overcome prejudices about others$ [[Image:00%.svg]]

Questionnaire

 * $Assessment of individual culture$ — Usage notes [[Image:100%.svg]]

Literature

 * The Research in Action series (Education Resources Information Center, published by MENTOR/National Mentoring Partnership)
 * Mentoring Handbook (Wikibooks)
 * Mentoring Handbook (Wikibooks)

title: ATP mentor training


text:
User talk:MichelleIQ

Welcome
Hello MichelleIQ, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:25, 19 February 2008 (UTC)

title: User talk:MichelleIQ


text:
User talk:Anthony519

Welcome
Hello Anthony519, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:25, 19 February 2008 (UTC)

title: User talk:Anthony519


text:
User talk:Seed21

Welcome
Hello Seed21, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:25, 19 February 2008 (UTC)

title: User talk:Seed21


text: Bloom Clock/Keys/Global/Temperate/Late Spring/Orange Flowers


text:
Inside Wikipedia

Context: This is meant to be a primer for discussion for a Masters level course on ‘emerging technologies in education’, but it could be used or adapted for other contexts.

Introduction
Wikipedia is an online encyclopedia which is editable by anyone – its name is taken from a wiki, which is an editable website. Started in January 2001, it is now by far and away the biggest reference work the world has ever produced (over 12 million articles across over 250 individual language projects; over 2.5 million in the English Wikipedia alone). Wikipedia has attracted its share of controversy – with some people praising its open model, and others shunning it as unreliable. This page/resource is to give an account of what happens 'inside Wikipedia'.

Jimmy Wales and the Sausage Factory
Writing in an article called "The faith-based encyclopedia", former Encyclopedia Britannica editor, Robert McHenry criticised Wikipedia as unreliable, and likened it to a "public toilet", in which anyone can do whatever they want to it, including vandalise it (McHenry, 2004). Around the same time, Jimmy Wales, founder of Wikipedia, said that Wikipedia is "like a sausage: you might like the taste of it, but you don't necessarily want to see how it's made" (quoted in Waldman, 2004). Jimmy talks about the product here, rather than the process - though you can see him talking about the process in a video in the resources section.

However, from an educational angle, seeing the process gives us a way of evaluating how Wikipedia works, and how relevant it is for our needs. In order to do this, Jimmy Wales refers to a type of ‘behind the scenes’ look, known as a "sausage factory tour" (e.g. "a sausage factory tour of the legal system".) The following mail from David Gerard to the English Wikipedia mailing list links the question of process with the reliability of the product:

 * "The scary thing is not how unreliable or not Wikipedia is (and no-one's more aware of that than those of us writing and editing it), but how unreliable everything else is. Anyone who's ever been quoted in a newspaper could only give a hollow laugh at the idea of newspapers automatically being considered "reliable sources." Encyclopedia Britannica is quite the sausage factory, the difference being you can't see inside theirs as you can with ours."
 * permalink

So, the first thing to be aware of Wikipedia is that it isn’t perfect (though it is often very good, and sometimes excellent), but that it is transparent – it is possible to see how it is constructed (though see Finkelstein’s critique in resources section). It’s worth noting here that Wikipedia is open about warning people to be careful when using Wikipedia for academic work – see: w:Wikipedia:Researching with Wikipedia. But even though Wikipedia is transparent, it is also very complex, and quite difficult to understand – so this page will try to give a flavour of what happens behind what you might immediately see when you look up information on Wikipedia - in a ‘sausage factory tour’ (though we’ll leave the public toilet out of it)...

Wikipedia: a work-in-progress

Take a look at: w:Wikipedia:Template messages/Cleanup - listing an astounding array of ‘templates’ (notices) that are added to Wikipedia articles (or sections of articles), in order to notify people reading that there may be a problem with this article/section, and people editing that there is work to do on this particular article/section. Of course, a reader can become an editor at any time – many people say that the reason they started editing Wikipedia was because they found something that was wrong, or that they didn’t agree with. (Isn’t this itself an interesting model of how knowledge is built or contributed to? Also, what other resources do you know that have a message such as the one above at the top of their pages?)

Roles and rules
There are any number of types of tasks being done on Wikipedia. There are people who write articles (of course), but there are also many people who spend all or most of their time cleaning up articles (see above) - correctign splling and grammer, finding sources for articles (and tidying up reference lists), and addressing bias – or cleaning up structures within Wikipedia, such as its indexing system (using so-called ‘categories’). There are people who scour the wiki’s “recent changes” list, checking for obvious cases of vandalism (eg. deleting pages, or adding obscenities) – and this is dealt with by people who have been chosen by the community to maintain Wikipedia, known as admins (or ‘sysops’), who can delete vandalism pages, and block people from editing temporarily or even permanently. There are people who deal with conflicts between people over articles’ content – mediating disputes between people, and, if necessary, arbitrating over whether a particular person should be blocked from editing because of adding too much biased material, being too hostile with other people, etc. (This, arbitration, is like a mini legal system, with people making statements, citing evidence of how they feel they have been wronged.) There are also people who form taskforces (or ‘WikiProjects’) to develop and improve articles on a given subject (e.g. all Wikipedia articles related to Chemistry and History). Also, some of the work listed above (such as ‘cleanup’ tasks) isn’t done by people, but by pieces of software – or ‘bots’ – written by people to avoid having to carry out repetitive, mundane tasks!

It is worth noting that none of the above tasks are carried out by paid staff – all of this is done by volunteers who want to improve Wikipedia, and who consider themselves part of the community. It should also be noted that anyone can take on any of these roles – most roles on Wikipedia are self-selected’ - though some, like admins and the arbitration committee are elected by the community.

So, there are working processes in Wikipedia – and these are carried out in relation to policies and guidelines. There are hundreds of policies on Wikipedia (at least in the English Wikipedia) – some central policies including “Neutral Point of View” (NPOV), meaning that articles should be written from an unbiased perspective; “Verifiability”, meaning that articles and statements should be backed up by reliable sources; and “No Original Research”, meaning that statements/claims on Wikipedia must simply report statements/claims from other sources, and cannot be an original analysis or synthesis of a set of statements. (See references section for links.)

Technological features
All articles on Wikipedia have an associated discussion page (usually referred to as a "talk page") – which allow people to discuss aspects of the article, e.g. how it should present its topic, any problems with bias, whether it could be enhanced by images, etc. In order to keep track of what’s happening on a wiki, there is a recent changes page which lists all recent changes across the whole wiki (in the English Wikipedia, there are often hundreds of edits each minute), with the most recent first. There are also ways for people to select articles that they are interested in, and to track recent changes just within these articles – this feature is called a watchlist. (The watchlist becomes a tool to pick up on biased statements, as well as more subtle types of vandalism - e.g. people adding deliberately false information that appears at first glance to be ok, such as what happened to John Seigenthaler.) Every time a page is edited, it creates a new version of a page, and saves it on top of the last version. This means that it is possible to track how an article has been edited through time, and by whom - by looking at the "diff" between versions of a page. Every single edit and every single version of a page is recorded in the page’s history, which can be found beside the edit button – this is a key component of Wikipedia’s transparency.

As well as people writing software that works ‘on top’ of Wikipedia (already mentioned), a major point about the technology on which Wikipedia runs is that it is open source – meaning that it can be freely downloaded, distributed, and modified – and that modifications to the software also have to be released with the same freedoms. In other words, if you are technologically capable enough, you can write code for the software, and add functionality to the software that everyone else can use. Similarly, the content of Wikipedia is free to be reused and modified in other contexts (for example, you can use a photo from Wikipedia on the cover of a book you publish, providing you at least say where you got the photo from.) This stance for open source/content has also set a lot of the cultural background to Wikipedia – attracting people interested in making things freely available, outside of the control of ‘big business’ – and people often call this the ‘free culture movement’ (Lessig, 2004).

More on culture
Wikipedia is based on collaboration, which is based in discussion. Everything on Wikipedia is editable and discussable – though not everything in Wikipedia is discussed, since people are encouraged to “be bold” and just edit (and if someone sees/thinks that someone is acting outside of policy/guidelines, they can bring it up for discussion with that person and/or other members of the community). Whenever there is a decision to be made, it is done by seeking consensus on the issue. A core principle here is civility – to strive to listen to and be patient with others, and to try to “assume good faith”, even if you think they are wrong. This culture of collaboration, discussion, and being both civil and bold can be thought of as composing the "wiki way".

Wisdom of the crowds? Smart mobs? Mobocracy?
There is a “million monkeys” view of Wikipedia - that it is made through people adding bits of information seemingly at random, or purely according to their own desires (Forte & Bruckman, 2008). People can add anything they like, and people often do add information without coordinating with others, but there is more to Wikipedia than the dumb, drone-like “hive mind”. (See the article by Kevin Kelly, and the responses to Jaron Lanier's article, in the resources section.) Also, where there are people, there are inevitably social problems – see, for example, the case of a blogger subjected to ‘cyber-bullying’, and response from the editor. Even though this was not a case about Wikipedia, it reflects on the features of open publishing spaces, like Wikipedia, as well as the discourses they generate.

Discussion

 * How might Wikipedia’s technological features help someone read Wikipedia critically?
 * What implications does all the information on this page have for the construction of knowledge?
 * Apart from using it to find information, how might Wikipedia be a tool for learning? How might the nature of Wikipedia be used as a pedagogical opportunity? (For more on this, see the article by Jenkins in resources section.)
 * Is it possible to present a neutral point of view? Why do you think it is such an “absolute and non-negotiable” policy on Wikipedia? (See: http://en.wikipedia.org/wiki/Wikipedia:NPOV) What are the educational implications of this; is it desirable for teachers/students to have a neutral point of view?

Resources and further reading
Henry Jenkins – What Wikipedia can teach us about the new media literacies (part one)

Jimmy Wales on Wikipedia - short video and more detailed video

Kevin Kelly – The bottom is not enough

Jaron Lanier's article on 'Digital Maoism'. (See also responses to Lanier)

Seth Finkelstein – Inside, Wikipedia is more like a sweatshop than Santa’s workshop - an article which questions Wikipedia’s transparency

Dirk Riehle - How and Why Wikipedia Works: An Interview with Angela Beesley, Elisabeth Bauer, and Kizu Naoko'

Fernanda Viégas, Martin Wattenberg, & Matthew McKeon - The Hidden Order of Wikipedia

Wikipedia: Beneath the surface - a good video which covers much of the content of this page.

title: Inside Wikipedia


text:
User:Grillo (usurped)

Hi to everyone: I'm a native Spanish Speaker willing to help those who want to learn the language. As a student of a foreign language I know that it can be frustrating to get to know the ropes. I encourage students to be perseverant. Cheers.

title: User:Grillo (usurped)


text: File:Unbalanced template.jpg

title: File:Unbalanced template.jpg


text: Category:Wikipedia

title: Category:Wikipedia


text:
User talk:Grillo (usurped)

Welcome
Hello Grillo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:14, 19 February 2008 (UTC)

Request for Usurpation
Hello,. A request has been made at Changing username to usurp, or "take over", your username because you have not used it to edit, and another user would like to use it to edit.

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

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

If you do nothing : the request will be considered after 14 days.

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

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

Thank you for your time. --  -- Jtneill - Talk - c 07:59, 2 July 2010 (UTC)

title: User talk:Grillo (usurped)


text: File:Picture to illustrate a problem with the Quiz (shows Firefox 2.0.0.12).jpg


text:
User:Sbeckett2

Sbeckett2:

Sbeckett2 is in reality, Sean Beckett. I love god more than anything, and most of you will not understand how much! If you want to talk about things and you are open minded, i am available to those who can solve my riddle.

-Sean

To Seek within, To Compare without, To see without seeing, To hear without speaking, The Alpha to the omega, One in the thirteen bases The mirror stares Back, three letters in towards Or without the to, but not from. the omen of the hex Calls to the the 9QM. 241 || CEEF:8A7:BA9:F || 5D_CC13

Find me and find yourself.

π

title: User:Sbeckett2


text:
User:McCormack/quiz test

{  Where was Aristotle born? { Stageira }
 * type="{}"}

{ Name Aristotle's famous mentor. { Plato }
 * type="{}"}

{ { Alexander } was Aristotle's most famous pupil.
 * type="{}"}

title: User:McCormack/quiz test


text:
Instructional Design/Constructivism

Let's Begin
Honebein takes this approach:

Peter C. Honebein (1996), "Seven Goals for the Design of Constructivist Learning Environments." In B. Wilson, Constructivist Learning Environments: Case Studies in Instructional Design.

Before the Lessons
If you are unfamiliar with Constructivist ideas or would like a refresher, proceed to the "Pre-Lesson" linked below. It is an overview of constructivism that will provide a foundation for understanding Constructivist principles, practices and strategies. Once you have your feet firmly planted in Constructivism, give the lessons a try!

Enjoy!
Click Pre-Lesson to begin.

title: Instructional Design/Constructivism


text:
Instructional Design/Constructivism/Syllabus Description

Wikiversity Lesson Development

Ongoing development throughout the semester with final deliverables due by April 16. Students will work in teams to develop Wikiversitycompatible lessons that teach a topic TBD by the instructor. A strong emphasis is placed upon the creation of example lessons that incorporate microlevel instructional strategies. My expectation is that we will make use of a variety of media to represent these strategies in action, from text to video. Please orient yourself to Wikiversity by visiting: the main page

To accomplish this, you will need to complete the micro-level instructional methods modules that last semester’s class created at Topic:Instructional Design. Teams and topics will be formed and discussed in the Oncourse forum.

25% of the overall grade