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Art History/Assignments/5 October 2007

THEMES IN ART HISTORY

Task: Locate five images that represent one of the following assigned themes. Insert the image onto a word document. You must include at least one image from art beyond the European tradition. Include the following information for each image. You will present this selection on Wednesday, October 10. Be sure to include one image that is outside the Western canon.

Themes: Power and Authority, Symbols in Art, Narrative, Sacred Spaces, Patronage, Portraits, The Body in Art, Race, Class. and Gender, Food and Shelter, Deities and Places of Worship, Mortality and Immortality, or Power, Politics, and Glory Include the following information: Image

Identify completely: Stylistic period or culture, Subject / Iconography Significance / Function / Purpose, and explain why this image fits this category and why the image holds significance in the study of art history. Also, if the work is functional, religious, ceremonial, secular, etc.

Outside the Western canon: China,		Africa, Japan,		Caribbean, Korea,		Pacific Northwest (America), India,		First Peoples of Australia, Meso-America and the Andes, Oceania	Islamic Art, Buddhist Art, and Hindu Art.

Questions about Symbols: by: Sona and Anna 1. Where did the symbol originate from? 2. Does the symbol help tell a story of any kind in the piece of art? 3. Is theis the only way the symbol is used, or is it used differently in other pieces of art? 4. What significance does the symbol have to this culture? 5. Do other cultures use this symbol? What does it mean in these cultures? 6. How does the utilization of symbols differ between distinct cultures? 7. Where do the symbols originate from? Legends? 8. Why have different cultures created different symbols? Is it a reflection of the society? 9. Are there paricular trends in the symbols of different cultures? Why do these trends exist? 10.Do more cross-cultural trends exist, of symbols, among earlier (primitive)dates, in the development of art?

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Talk:Solar System, interactive

When I view the Solar System page on a laptop that only has 1024 pixels of display width, I get a serious problem with text and image overlap (as shown above). I tried to fix this with   but that trick did not seem to work. --JWS 18:38, 7 October 2007 (UTC)
 * Trying to fix the problem. But not a specialist on this stuff so it needs time. Maybe templates will help.--Juan 13:17, 16 October 2007 (UTC)
 * I guess it needed an explicit "; height: 550px" --JWS 17:48, 16 October 2007 (UTC)

Audio
The audio is kind of cool :D.--Kozuch 15:17, 20 September 2008 (UTC)

Navigability
I plan to improve the navigability of this resource. - Sidelight12 Talk 21:03, 6 June 2014 (UTC)

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User:Arceus fan

I'm wikibooks and all other foundation wikis. Hi it's me arceus fan.

title: User:Arceus fan


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User:Reyajh

Hi, I'm pleased to become a member here. I'm highly interested in online game development and theory. Many thanks to CQ for showing me this awesome resource.

title: User:Reyajh


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Filmmaking Basics/Understanding Filmmaking/Pop Quiz

Most questions are trick questions.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Lesson on Matte Painting"
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Fun with ArtRage Free
 * Now, we need a movie poster for the movie set. This is a wonderful opportunity to learn about a fun program called Art Rage FREE.

 * Go to on Creating matte paintings. Lesson:Matte Painting

 * }


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User:Clifflandis

Hello world.

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School talk:Computer forensics and security

You may be interested in this transwiki (WP--->WB-?->WV) – Mike.lifeguard | talk 05:02, 8 October 2007 (UTC)

Proposed Merge with School:Information technology
There does not appear to be enough content here to support an entire school. Instead, it appears that the content should be merged with School:Information technology. -- Dave Braunschweig (talk) 04:15, 11 December 2012 (UTC)


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User:DonkeyKong64

For info about me, see my Wikipedia user page: Wikipedia:User:DonkeyKong64

I also have an account on Meta: Meta:User:DonkeyKong64

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User talk:Locutus~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 05:43, 8 October 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

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

title: User talk:Locutus~enwikiversity


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User talk:Reyajh

Hello also from Germany, I hope you have fun around here. See below for more info, Erkan Yilmaz ( my talk page, wiki blog ) 05:44, 8 October 2007 (UTC)

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 05:44, 8 October 2007 (UTC)

title: User talk:Reyajh


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United States Law/Constitutional

Course Introduction
This course will be an introduction to constitutional law. It will cover the following subjects:
 * The structure of the United States government, and the powers granted to it by the Constitution.
 * The relationship between the states and the federal government (also known as federalism).
 * The role of the judiciary, and the power of judicial review.

This course is a pre-requisite to other constitutional law courses: Constitutional Law II, which will cover individual rights protected by the Constitution and the Bill of Rights, and Criminal Procedure, which will cover the constitutional rights of criminal defendants.

Orientation
Use highlighters in the following fashion.
 * 1) Facts Green
 * 2) Rationale Yellow
 * 3) Holding Red
 * 4) Blue important precedents
 * 5) Orange dissenting opinions

Assignment
1. Read the Constitution of the United States.

2. Read the Wikipedia article on Constitution.

3. Read Federalist Paper Number 10

4. Read Federalist Paper Number 51

5. Write a brief statement, approximately 250 words, expressing a reaction to either Federalist Number 10 or Federalist Number 51.

Assignment
1. Read Federalist Paper Number 78.

2. Read the following cases and brief them in the IRAC format. Make sure you read both the case syllabus and the opinion of the court. 3. Compare your outline with the following.
 * Marbury v. Madison 5 U.S. 137 (1803) (Listen to the Case)
 * Case Brief
 * Case Brief
 * Case Brief
 * Case Brief
 * Case Brief

4.Read the Wikipedia article on Marbury v. Madison

Discussion
When the Supreme Court sees a conflict between the constitution and congressional statue, the Court has the authority to review and declare it unconstitutional. The rationale is that the Congress is not the only one who reviews the constitutionality of the laws. One of the functions of the judiciary is to say what the law is serving the role of the ultimate interpreter. However, this has been subject to some criticism, as the Constitution does not explicitly provide the Supreme Court this power.

Questions

 * Thomas Jefferson
 * Alexander Hamilton
 * Federalist Papers
 * Chief Justice Marshall

Assignment
1.Read the following cases and brief them in the IRAC format. Make sure you read both the case syllabus and the opinion of the court.
 * Ex parte McCardle

2.Compare your outline with the following.
 * Case Brief

3.Read the Wikipedia article on Ex parte McCardle

Discussion
This case is about congressional limits. The Constitution gives Congress the express power to make excpetions to the appellate jurisdiction. Art. III, § 2 states that the appellate jurisdiction of the Supreme Court is subject to “such exceptions and conditions as Congress shall make”, thus Congress may limit the appellate jurisdiction (in a broadest interpretation).

Assignment
1. Friends of the Earth, Inc. v. Laidlaw Environmental Services 528 U.S. 167 (2000)

Assignment
1. Standing: Lujan v. Defenders of Wildlife

Assignments
1. Read excerpt from Corfield v. Coryell on Wikipedia

title: United States Law/Constitutional


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Community medicine/Tasks

Welcome to the Community Medicine Department's Task page! This page is designed as a simple place where our Projects can list things that they need help on, so that you can dig in and get involved contributing to Wikiversity. If any of the following sound like things you'd be interested in doing, jump right in!

History of Medicine

 * We need some more help on developing the History of Medicine page. Has anyone got an idea how the structure and content should be, please do edit and Be bold!

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Community medicine/Can Hippocrates be called "Father of Medicine"?

I strongly oppose Hippocrates to be called "Father of Medicine" -James

und why explain Remember PEE Point evidence explain

Would he not be called "medicine's neanderthal ancestor"? DónalMcK 13:16, 24 November 2007 (UTC)

Medicine need not have a father. The task of healing is no foreign concept to the body, but understanding and aiding the body has developed alongside the science of biology. Contributions to the art of medicine, as opposed to the science, were made by many old philosophers. Maybe he was ahead of his time, but nowhere near a 'father' figure of this practice. 146.9.159.167 03:10, 18 January 2012 (UTC)


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Project management/Magic triangle

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

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Project management/Conflicts

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

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Project management/Meetings

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

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Project management/Reports

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

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Project management/Project plan

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

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Project management/Quality

 * Main Page →  Practical Arts and Sciences  →  School of Project Management  →  Project Management - A course in Project Management based on Mindmaps

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Science communication in Ireland

Welcome to this learning resource on Science Communication in Ireland. With your help, we hope to create and maintain a useful overview of activity in this exciting and expanding area of activity.

The aim is to enable people from all over Ireland, and all over the world, to contribute to this resource and add links to new pages describing what they do. If you are involved in some aspect of science communication, please feel free to add details of your latest activity. If you dont know how to edit Wikis, dont worry, its easy. Just click on the 'edit this page' at the top, or, 'edit' under each section below, start typing, and dont forget to press 'save' when you have finised. Take a look at this short film to find out how this process works.

Who are the major players in science communication?
Forfás is the national board responsible for providing policy advice to Government on enterprise, trade, science, technology and innovation in Ireland.

Irish Research Council for Science, Engineering and Technology (IRCSET)

Science Foundation Ireland supports research in biosciences, biotechnology and information and communication technologies. It is currently considering how science communication can be introduced as a parallel skill for post-doctoral researchers.

What academic departments are involved?
School of Communications, Dublin City University

National University of Galway:

Department of Education

Regenerative Medicine Institute (REMEDI)

What about business and community groups?
Blackrock Castle Observatory (www.bco.ie) houses an internationally award-winning interactive exhibition and a working astronomical observatory.

How are activities funded? What initiatives are there?
The Discover Science and Engineering programme seeks to raise the level of perception of science, technology, innovation and engineering, managed by Forfás.

Embark Initiative operated by the Irish Research Council for Science, Engineering and Technology (IRCSET) provides direct financial support for researchers & research students. Its programmes do not target research projects with an industrial or economic focus but instead the emphasis is on innovative, original and exploratory research, aimed at generating new knowledge and energising Ireland's future growth, development and national competitiveness. The programme is working with the AlphaGalileo Foundation to explore the practice and experience of public relations in European and Irish research.

Science Communication Media
We mean media in the general sense here - the manner in which science communication mechanisms are delivered. Why not add to this growing list?

Television
"Northern Star", a BBC One Northern Ireland documentary about the remarkable life of pioneering astrophysicist Jocelyn Bell Burnell.

Internet and new media
Blogs

Science Communication Review by Diarmaid Mac Mathúna, Head of Production at Agtel.

BCO Blog by Colm Ryan on behalf of Blackrock Castle Observatory

Gateways and resources

Ingeniuous Ireland about the inventions, discoveries and natural wonders of Ireland. Stories and interactive learning tools, aided and inspired by the book by Mary Mulvihill.

Science Ireland a resource for people of all ages who are interested in science, including listings of science events, science news, careers information and links to primary science resources.

Science Weeks
Science Week Ireland is held in November.

Cafe Scientfiques
Limerick Institute of Technology

The Alchemist Cafe, Dublin

Cork Science Cafe, Cork

Other events
These are also listed on the Science Ireland website.

Science centres and museums
Blackrock Castle Observatory With over 100,000 visitors since it opened in 2007, Blackrock Castle Observatory - the Space for Science - is a thriving hub of science, culture and public engagement.

Science shops
These are small organisations that carry out research in a wide range of disciplines, usually for free, to address the challenges faced by civil society. The emphasis is on the experiences of local communities, and how science shops can help them. Other knowledge transfer mechanisms start with the academic research, and then attempt to 'apply' it in society. With science shops, it is the other way around. Science shops that are attached to universities often bring students into their activities as part of teaching and learning.

Ideas about Science Communication
Experts used to think about science communication as a simple matter of instruction [Royal Society 1985]. It was a long time before this ‘deficit model’ [Wynne 1991] of science communication was replaced by a second generation approach which favoured two-way communications (‘dialogues’) between experts to influence policy or scientific and technological practice (upstream engagement) [Demos 2004]. The mechanisms used to stimulate public participation in science and policy decision are summarised below. But whilst at first sight these two approaches appeared to be very different, they also had much in common: the topic of engagement was chosen, not by citizens themselves, but by elite science or government.

Third generation approaches to engagement take participation one step further, in that they emphasise the need for dialogue, not only to influence the practices of government and science, but also to influence actions chosen by local communities. In other words, science communication is also important for innovation in, and by, society.

Public Engagement Mechanisms
Citizen’s panel Lay public panel meets to discuss issues, statements or refine options

Stakeholder dialogue Open ended, ongoing discussion to identify areas of agreement or disagreement, with communities with an interest in the issue. When managed well, participants determine the agenda.

Stakeholder forum Brings together representatives of key stakeholder groups locally, regionally or nationally. Numbers are usually limited to enable discussion, which can lead to feelings of exclusion.

Stakeholder workshop As above, but task-based.

Round table Discussion forum, sometimes facilitated, used to explore scope and areas of agreement and disagreement. Vulnerable to bias by chair, particularly vocal special interest groups. Transparency problems.

Citizens polls Surveys of more or less representative samples of the population. Reflect bias of question-setter.

Deliberative mapping A method of integrating expert and citizen assessments through face-to-face and computer-enabled dialogues. The process is guided so that participants challenge each other’s perspectives and framing assumptions. The approach can be used to systematically judge how well different options perform according to particular economic, social, ethical and scientific criteria. It is used mostoften with problems that involve multiple factors and require making difficult decisions, frequently without adequate data.

Multi-criteria mapping a novel software-based technique for exploring the links between expert analysis and divergent social values and interests.

Deliberative polling A large, demographically representative group conducts a debate, cross-examining key players. The group is polled on an issue before and after the debate.

Focus group A small group of people discuss an issue guided by a trained facilitator working to a designed protocol. Researchers study the contents of the discussion are studied to investigate shared understandings, attitudes, values and factors that shape these.

Citizen’s jury 12-16 lay people cross-examine expert witnesses, to make a decision, judgement or recommendations. Although not best practice, issues are often framed by commissioning organisation, restricting potential for knowledge exchange.

Discussion groups A small number of people (8-10) engage in facilitated discussion.

Consensus conference Extended information gathering by representative panel of 16 people who request information resources, decide upon questions, cross-examine expert witnesses, and report to the press and the public (over several weekends: longer and more expensive than citizen’s juries) on the consensus.

Lay panel members Non-specialists presence on expert committees. Varying degrees of empowerment, influence and support. Lay members may have an influence the communication skills of experts.

Future search Imagining of preferred futures, and collaborative planning for how to achieve them

Delphi process A set of procedures for eliciting and refining the opinions of a group - usually a panel of experts. An extended method includes lay panel members. It has four basic features: structured questioning, iteration, controlled feedback and anonymity of responses. OSI has used Delphi questionnaires to poll thousands.

‘Planning for real’ Use of 3D models (e.g. cardboard) to represent development plans to engender discussion and comment.

Open house, exhibitions, galleries An open venue for discussion, exhibition or other activity; consultation commissioning body expected to be present to engage in discussion with ‘visitors’.

Public meeting Open meeting with specialists and chair, in formal setting. Usu. Q/A format

Courses and skills
In academia:

In media and policy:

Science Communication Newsletters
Science@Culture bulletin by Mary Mulvihill

Resources for further study
Especially for schools and colleges

 * BIONET explore and debate the latest discoveries in life sciences

 * Planet Science resources and information for teachers, to encourage creative and fun approaches to primary and secondary science teaching (UK)

For everyone

 * Play Decide

Journals

 * Journal of Science Communication

 * Nature

 * New Scientist

 * The Pantaneto Forum

 * Public Understanding of Science

 * RTD Info

 * Science and Public Policy

 * Science and Society

 * Science and Technology Studies

 * Science as Culture

 * Science Communication

 * Science in Context

 * Science in School

 * Science, Technology and Human Values

 * Science, Technology and Society

 * Social Studies of Science

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Knowledge Transfer Policy Bodies

Back to Knowledge Transfer

AURIL
AURIL is the Association for University Research and Industry Links. It represents the views of knowledge transfer professionals to government, industry, funders and stakeholders at all levels, operates a mailbase forum to help professionals exchange views, runs Continual Professional Development programmes and has created an Institute of Knowledge Transfer, which is a private company. It is currently "looking at [its] delivery mechanisms" [AURIL 2007].

The Council for Science and Technology
The Council for Science and Technology wrote to the Treasury in September 2006, setting "out the challenge for Government to understand service company needs, and to foster innovation by finding ways to connect them to the research base" (CST 2006). It recommended that the Government Departments should work together to 'facilitate value-creating interactions' focusing on key segments of the service sector. It also called for 'mechanisms to reward academics who collaborate successfully' and a focus on the demand side of knowledge transfer: to help service sector to identify their needs and search for academic partners for knowledge transfer.

Council for Industry and Higher Education
The Council for Industry and Higher Education is a high level partnership between leading people from a wide range of businesses, universities and colleges

Department of Education and Learning Northern Ireland
The Department of Education and Learning Northern Ireland (DELNI) includes increased FE business support and SME engagement in the aims for its planned FE sector reforms (HM Treasury 2007).

Department for Education and Skills
Research commissioned in 2005 by the DfES and the Learning and Skills Council explored the potential for FE knowledge transfer in England. They concluded that “FE providers possess the intellectual capital, equipment and facilities to provide low-cost support for innovation that could benefit local companies and the economy more generally”. Industry perceives that FE colleges might have "distinctive advantages in business support, including local knowledge, a practical rather than an academic approach, readily accessible subject specialists and technical facilities and equipment. We agree that there is considerable scope for FE colleges to contribute to innovation, and enhance their reputation as high-quality business-support partners" (HM Treasury 2007).

HM Treasury
HM Treasury commissioned the Lambert Review [HM Treasury 2003]. This report made “a series of recommendations aimed at smoothing out the path between Britain’s strong science base and the business community.” The Lambert Review concluded that the UK's dual support system acts as a disincentive to business-university collaboration [HM Treasury 2003, p5]. and that the biggest single challenge for knowledge transfer is in boosting the demand for research from non-academic communities, rather in increasing the supply of ideas and services from universities [p10]. The Treasury also commissioned the Baker Report (HM Treasury 1999) which concluded that efforts to stimulate knowledge transfer required research units which saw this activity as a key part of their mission. Some organisations take a different view: "The transfer of knowledge from the science base to support the knowledge economy... is not part of the core mission of the research councils" [UUK 2006]

Higher Education Council for England
Since 2001, the main university support mechanism for research exploitation has been the Higher Education Innovation Fund (HEIF) This includes support for the "commercialisation of intellectual property, business development and brokerage, student enterprise and the incubation of new knowledge-intensive businesses" (HM Treasury 2007). As Lord Sainsbury's recent review states, one of the problems with early HEIF arrangements was that "HEIF money was initially allocated on the basis of a competition... [which] meant that knowledge transfer staff could only be offered short-term contracts due to the unpredictable nature of the funding" (HM Treasury 2007).

In 2007, the Sainsbury Review suggested that the next stage of development for HEIF should aim to "increase knowledge transfer from business-facing universities to small and medium-sized enterprises (SMEs)", using a "predictable formula.. [to] help universities plan for the longer term" (HM Treasury 2007).

The Sainsbury Reviewers have "devised and discussed with DIUS and HEFCE a formula that gives less weight to the size of the university and more to income received from SMEs. This should result in the large research universities getting slightly more money in HEIF4, and many other universities getting larger sums, with an incentive for all to do more work with SMEs. [They] recommend that this formula be adopted for HEIF4" (HM Treasury 2007).

Higher Education Council for Wales
This covers knowledge transfer with both higher and further education and is developing strategies to increase FE business support (HM Treasury 2007).

The House of Commons Science and Technology Committee
The House of Commons Science and Technology Committee published its Third Report in June 2006 Research Council support for Knowledge Transfer together with the associated oral evidence. See especially, the linear model of research/innovation "the Research Councils may sit at the ‘push’ end of the research chain" [House of Commons 2006]. The Committee are particularly keen on flexible schemes [House of Commons 2006].

The Office of Science and Innovation
The Office of Science and Innovation within the Department for Innovation, Universities and Skills published the Warry Report ('Increasing the economic impact of the Research Councils') in July 2006. The report recommended that the Research Councils should: expand incentives for researchers to participate in knowledge transfer; foster the development of partnerships between research groups in the UK and overseas centres of excellence; encourage and reward two-way secondments between the research base and business; and encourage the universities to make enterprise training widely available for researchers in all disciplines. In October 2006 The Office of Science and Innovation also responded to the House of Commons Science and Technology Committee's Report on Research Council Support for Knowledge Transfer.

The Regional Development Agencies
In England, the Regional Development Agencies were created to assist economic development and regeneration in different regions. The Department of Communities and Local Government retains policy responsibility for the regeneration initiatives delivered by the RDAs. The other organisations listed below serve similar needs in Wales, Scotland and Northern Ireland.

Northwest Regional Development Agency

Yorkshire Forward

OneNorthEast

Advantage West Midlands

East of England Development Agency

South West of England Development Agency

South East England Development Agency

London Development Agency

Scottish Enterprise

Highlands and Islands Enterprise Network

International Business Wales

The Welsh Assembly's Department of Enterprise, Innovation and Networks is "playing a key role in this planning process, particularly through active engagement in the regions, where Spatial Plan Co-ordinators are being appointed to co-ordinate area plans and actions" (DEIN Business Plan 2006)

Welsh Development Agency The Welsh Development Agency offers funding via the Knowledge Exploitation Fund.

Invest Northern Ireland

The Research Councils
Research Councils UK published its Knowledge Transfer Action Plan, 'Increasing the Economic Impact of the Research Councils' in January 2007. This sets out how the Research Councils will take forward the Warry Report’s recommendations. Since then RCUK has commissioned a survey of users, and a study to establish a baseline assessment of the economic impact of the Research Councils.

The Arts and Humanities Research Council has a wide definition of knowledge transfer, including business interactions, as well as knowledge interaction with other audiences, including the public, policy and voluntary sectors. It also recognises intermediary organisations as knowledge transfer players, enabling, for example, knowledge interaction with the museums and galleries and heritage sectors; and supports knowledge transfer media (e.g. high-quality content for print, film, digital and broadcasting media) as it recognises that knowledge is transferred through many different publicly available media. This broader definition thus encompassess public engagement and understanding.

The Biotechnology and Biological Sciences Research Council has a programme of knowledge transfer and generation, which it understands as "the industrial uptake of new science and the exchange of knowledge" (BBRSC 2007). It has produced a BBSRC Exploitation Guide booklet to help academics with commercialisation. It takes the view that commercial activity, for the sector in which the Council operates, is best pursued by the research generator.

The Economic and Social Research Council

The Engineering and Physical Sciences Research Council

The Medical Research Council

The Natural Environment Research Council

The Science and Technology Facilities Council has a "Knowledge Exchange" programme, which "will become a distinctive strength of the Science and Technology Facilities Council, second only to the mission of supporting and conducting excellent scientific and engineering research." (STFC 2007). It is pursuing its knowledge exchange strategy through its work in Science & Innovation Campuses, Education, interactions with industry and commercialisation activities, training and capacity building, brokering and strategic partnerships, advisory bodies, institute activity, Publicity and funding opportunities, which include the following schemes: Discipline Hoppers, Innovative Technology Fund Awards, DIUS Technology Programme, Enterprise Fellowships, the Follow on Fund, Rainbow Seed Fund, Partnership Schemes, Knowledge Transfer Partnerships and Research in Industry Funding. Its KITE club runs an active programme of workshops and events for academics, industrialists and other interested research and technology organisations. The topics covered can include focus on specific technology themes, core science projects and business advice.

Scottish Funding Council
The Scottish Funding Council allocates knowledge transfer support using a a set of metrics developed with Universities Scotland’s Research and Commercialisation Committee, to inform the allocation of Knowledge Transfer Grants. These metrics apply to both higher and further education establishments. In 2006-07, the SFC will allocate £16 million through the Knowledge Transfer Grant (http://www.sfc.ac.uk/about/about_strategies_corporate.htm SFC 2006).

The SFC’s Research and Knowledge Transfer Committee is currently looking at cultural engagement and Universities Scotland has established a working group to develop metrics to measure cultural engagement (Magee 2006). The SFC's knowledge transfer strategy is articulated in its strategic plan: Corporate Plan 2006-09 Learning and innovation: helping to deliver Scotland’s strategy for the future.

The Technology Strategy Board
The Technology Strategy Board in responsible for promoting and supporting research, development and exploitation of technology and innovation for the benefit of business [TSB 2007]. It is responsible for collaborative R&D competitions, Knowledge Transfer Networks, and Knowledge Transfer Partnerships and is sponsored by the Department for Innovation, Universities and Skills. The Government views the TSB's primary aim as not being about the creation of knowledge but about "the translation of knowledge into innovation and new and improved products and services" [DTI 2007] At present the Technology Strategy Board as a 'predominantly manufacturing focus' [CST 2006]. The Council for Science and Technology requested that this should extended to include service industries [CST 2006], a request that was supported in the recent Sainsbury Review (HM Treasury 2007).

The Review also announced:

 * a new leadership role for the Technology Strategy Board Working with the RDAs, the Research Councils and government departments to "co-ordinate public sector support for technological innovation, leverage public sector resources and simplify access to funds for business" (HM Treasury 2007).

 * a series of workshops, to be run by the Technology Strategy Board, in particular service sectors considering service innovations. These events will cover financial services, retail and logistics, design services, the service “wraparound”, and manufacturing and environmental services.

 * that the Technology Strategy Board will set up "a business-led Knowledge Transfer Network (KTN) for the creative industries, established along the lines of existing KTNs". The Review says that  "how it engages, the services it offers and the models of attending, accessing and networking will be geared to the specific needs of creative businesses"

 * that DBERR will set up five industry-led action groups to identify innovation in them and share the lessons of the UK’s best. "The groups are being developed in partnership with NESTA, with the first looking at the retail sector in partnership with the British Retail Consortium. Other areas being considered with industry include transport logistics, business services, environmental services and the construction industries" (HM Treasury 2007).

title: Knowledge Transfer Policy Bodies


text:
User talk:Theandrial

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWS 13:36, 8 October 2007 (UTC)

title: User talk:Theandrial


text: File:170 PM Risk Assessment.png

title: File:170 PM Risk Assessment.png


text:
Project management/Risk assessment

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

title: Project management/Risk assessment


text:
Talk:General Education Development

The page on ged is quite empty.Can there be some suggestions about ged itself other than the ged article in wikipedia? Thanks

title: Talk:General Education Development


text:
User talk:Balaryan

Hello, your edit here was reverted. Can you explain what was your intention with it ? Below you can also find some info about Wikiversity, Erkan Yilmaz ( my talk page, wiki blog ) 15:27, 8 October 2007 (UTC)

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 15:27, 8 October 2007 (UTC)

title: User talk:Balaryan


text:
User:Genius695~enwikiversity

I need to get on here more.

Here are some quick specs (I'll try to update it soon): Age: 18 Gender: Male Sex: No thank you (anti-sexual) (Currently a vhemt volunteer) Orientation: ~Straight Height: 6' 3" Nationality: Not important Color: Also not important Political views: I'm against it. I think that our (US) government has gone to far, and that the PATRIOT act (a Backronym) is one of the most recent of a long list of things that are (whether on purpose or not) removing our rights. Language interests: Very, interested in: French, German, Russian, Japanese, Chinese, and (reluctantly) Spanish.

Love to all, hopefully I'll get more on here soon. Genius695

title: User:Genius695~enwikiversity


text:
User:Nivek1385

 * 1) --genius695 would like to get a hold of you, seeing as how there is not another way (that he knows of) to contact you, he is hoping that you'll respond to this (and that he won't get into trouble for this). (He is interested in starting Latin, he found you on the Topic:Latin page.)

title: User:Nivek1385


text:
Prosopagnosia

Prosopagnosia, also called face blindness, is an impairment in the recognition of faces. It is often accompanied by other types of recognition impairments (place recognition, car recognition, facial expression of emotion, etc.) though sometimes it appears to be restricted to facial identity.

Thank you so much for editing this page and sharing your knowledge with others!

Research Centres and study of Prosopagnosia
Australia

Laura Schmalzl, Romina Palermo, Peter De Lissa, Christopher Sewell, Romina Palermo, Megan Willis at the Macquarie Centre for Cognitive Science (MACCS), Macquarie University, Sydney. She is researching four generations of one family who are affected by congenital prosopagnosia, trying to find out which perceptual and cognitive processes break down in congenital prosopagnosia. She is also looking at whether the condition is hereditary or genetic. "Small children who have this difficulty may often be misdiagnosed with behavioural difficulties" (MACCS 2006).

Belgium

Bruno Rossion and his colleagues Laboratoire de Neurophysiologie (NEFY), Université Catholique de Louvain have identified a brain-damaged prosopagnosic patient without visual object agnosia, PS, who shows "a marked deficit at representing information at the level of the eyes of the faces". They believe that this loss of ability to extract diagnostic information at the level of the upper part of the face, in particular the eye region, may be a dominant feature of acquired prosopagnosia without visual agnosia, "reflecting an destruction of what constitutes our most developped skill for processing faces" (NEFY 2007) This does not prevent people living with prosopagnosia, below, to stress diversity in experiences, difficulties and coping strategies]. This research group advocates a single-case approach of brain-damaged prosopagnosic patients, aiming at clarifying both the nature of their functional impairment(s) and the neural basis of prosopagnosia by means of neuroimaging studies of these patients.

Canada

Jim Tanaka, Department of Psychology, University of Victoria is using a particular event-related potential (ERP) as an index of face familiarity.

Daphne Maurer and Morris Moscovitch, Visual Development Lab, McMaster University and University of Toronto are investigating developmental changes involving visual capabilities, and how these change over time. They have found evdience that some capabilities are present during the first hour after birth, but that others - such as expertise in identifying faces - take more than 14 years to peak.

Germany

Ingo Kennerknecht Institute of Human Genetics, University of Muenster is looking at hereditary aspects of prosopagnosia.

Netherlands

Beatrice de Gelder, Laboratory for Affective and Cognitive Neuroscience, Tilburg University, is investigating conscious and unconscious face processing in normals and clinical populations, including prosopagnosia. She is particularly interested in the emotional processes inhertent to face perception.

Edward de Haan, Psychological Laboratory, Utrecht University a clinical neuropsychologist interested in fundamental neuroscience, particularly visual, auditory and somatosensory perception, memory, emotion, and consciousness.

United Kingdom

Noam Sagiv, Centre for Cognition and Neuroimaging, Brunel University

Jeremy Tree, Cognition Research Group, School of Psychology, University of Exeter Jeremy Tree and Chris Longmore at the University of Exeter are investigating whether people with Prosopagnosia use dynamic cues (such as idiosyncratic facial movements) and characteristic facial gestures as an aid to recognising faces. The results may also shed some light on whether therapies which focus on facial motion cues may be helpful. Jeremy Tree is also interested in prosopagnosic expert performance with other classes of visually complex non-face stimuli (such as flowers, cars, breeds of animals etc.). This is discussed by Cecilia Burman, who has Prosopagnosia, in her article, "It is like identifying stones".

Sarah Bate, Cognition Research Group, Psychology Research Group, Bournemouth University - is investigating the relationship between emotion and face recognition in developmental prosopagnosia. Her work considers the role of both emotional expression and emotional reaction in face recognition, and current research is considering the influence of empathy in adults and children with autistic/behavioural disorders and congenital prosopagnosia.

Jules Davidoff, Department of Psychology, Goldsmiths University of London is interested in the way we remember colour and its influence on recognition.

Brad Duchaine Institute of Cognitive Neuroscience University College London. Special interests in the neuropsychology of Prosopagnosia. Their recent work has presented evidence that cognitive and neural mechanisms engaged in face perception are distinct from those engaged in object perception, including objects of expertise.

United States

Robertson Cognitive NeuroPsychology Laboratory University of California, Berkeley, and their project survey are finding out that Prosopagnosia is much more common than previously thought: affecting up to 2 per cent of the population.

Nancy Kanwisher, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology are investigating the different regions of the brain that respond to faces, how responses change with experience, and the nature of the representations of faces when we glimpse them.

Cognitive Neuroscience Laboratory, University of Michigan dont appear to have much information on their research publicly available yet.

Marlene Behrmann, Department of Psychology, Carnegie Mellon University is exploring the behavioral and neural mechanisms associated with Prosopagnosia. This is true for individuals who suffer from Prosopagnosia after sustaining brain damage as well as individuals who appear to hae a longstanding face processing difficulty (perhaps from birth). Also special interest in structural and functional imaging and in rehabilitation studies.

Ken Nakayama -Prosopagnosia Research Center, Harvard University is using visual psychophysics to isolate a variety of visual functions and to study them in detail, to help us understand social perception and cognition; how we represent other humans at a non-verbal level.

Martha J. Farah, Centre for Cognitive Neuroscience, University of Pennsylvania distinguishes between two types of recognition: holistic analysis and analysis by parts. She is researching the effects of socioeconomic adversity on children's brain development and emerging social and ethical issues in neuroscience.

Antonio Damasio, University of Southern California Antonio Damasio is Director, Brain and Creativity Institute, and Hanna Damasio is Director, Dornsife Cognitive Neuroscience Imaging Center. Their research has demonstrated that emotions play a central role in social cognition, decision-making, and consciousness. Their early work on prosopagnosia identified the neural correlates of the condition (in the ventral visual system as opposed to the dorsal), identified different types of agnosia, and showed that prosopagnosics could still respond covertly to familiar faces.

Isabel Gauthier, Department of Psychological Sciences, Vanderbilt University is investigating the role of expertise in object recognition.

Research on Prosopagnosia in Children
Yonas Visual Perception Lab: University of Minnesota The Yonas Lab has been conducting research on prosopagnosia in children, in conjunction with the aforementioned Dr. [Ken Nakayama] and Dr. Brad Duchaine, for the last three years. They are interested in working with children across the nation, and locally in Minnesota, who have been diagnosed with prosopagnosia or have difficulties recognizing faces. Their goals are to (1) study the development of face processing in children, (2) study possible interventions for prosopagnosiac children and (3) raise awareness about the disorder in children.

Finding and sharing lay experiences of Prosopagnosia
The Find a Face organisation is an international nonprofit organization committed to promoting greater awareness, education, detection, and accommodation for Children affected by Prosopagnosia.

FaceBlind, at LiveCommunity Journal. This is a community blog full of the lay experiences of people with faceblindness from all over the world.

The mailing list Face Blind Folks: An internet mailing list for people with face blindness. See also Face Blind Kids.

A discussion forum for people with Prosopagnosia on Yahoo.

A myspace group for discussion of prosopagnosia

People with Prosopagnosia have called for...
A new School Uniform policy. See opinion piece by Glenn Alperin.

A suite of resources to help adults and children deal with the condition. See article by Anne Mills on the website of the support organisation 'Find a Face'.

Support organisations
The Find a Face organisation is an international nonprofit organization committed to promoting greater awareness, education, detection, and accommodation for children affected by prosopagnosia.

Living with Prosopagnosia Resources
An excellent list has been compiled by Cecilia Burman.

In particular: Maria's Prosopagnosia Homestead and pages by Glenn, Joel, and Tim.

Tips and advice from people with Prosopagnosia
Do not assume that the experiences and coping strategies you may read about or hear about regarding one person's impression of their manifestation of prosopagnosia will necessarily be applicable to other people with prosopagnosia. While we do share many things in common, we don't share everything in common. The relative severity with which prosopagnosia effects each one of us personally varies widely, and our resulting life experiences are necessarily affected by this variance. Do not hesitate to ask specific questions if you have any. You may very well receive the gammit of responses, but you shouldn't be surprized by this. One person's response does not make the responses from any other person less valid or less accurate. By sharing of our experiences collectively in a public forum, we hope to broaden the understanding of prosopagnosia to more people and to provide a wider knowledge base on which others can draw in their understanding of us, both as a group and as unique individuals.

Cecilia Burman explains Prosopagnosia and how she recognises people. "I created this page to try to give my friends and myself an idea about what I am able to remember of a face."

Bill Choisser also offers some advice here.

What people with Prosopagnosia would like scientists and others to know
It's like identifying stones.

Prosopagnosia is more than simply a scientific anomaly. While it can be very useful to have a thorough scientific and cognitive understanding of prosopagnosia from a purely physical and experimental viewpoint, it is far more important to look at the practical side of life with prosopagnosia, including but not limited to how to live with it and how to cope with the social difficulties it may cause.

Help with the practical side of life with Prosopagnosia
[Press edit (above) to contribute here]

Thoughts and new research findings from academics
[Press edit (above) to contribute here]

Tests
Prosopagnosia Screening from Dr Sarah Bate, Psychology Research Group, Bournemouth University

Pre-Screening Demo from Berkeley

Scholarly articles on Prosopagnosia
Medline search results (almost 200 articles)

Popular books and newspaper articles about Prosopagnosia
Face Blind by Bill Choisser see http://www.choisser.com/faceblind/

When faces have no name, Carey Goldberg, Boston Globe, 14 June 2006

Have we met? Science Now, 2 June 2006

[http://www.newscientist.com/channel/being-human/mg19225791.600-living-in-a-world-without-faces.html Do I know you? Living in a world without faces], New Scientist, 5 December 2006.

[http://www.tes.co.uk/search/story/?story_id=2339072 Er... what's your name again?] Times Education Supplement, 02 February 2007

title: Prosopagnosia


text:
User talk:Strategy~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 17:40, 8 October 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Strategy. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Strategy~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 23:44, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Strategy~enwikiversity


text:
User:Strategy~enwikiversity

=Introduction=

Strategic Planning is the managerial process which, examines the organization as a whole, and addresses three key questions: 1. Where are we today? 2. Where do we wish to arrive, and when? 3. How do we get from here to there?

title: User:Strategy~enwikiversity


text:
User:Chrjacks

Hi, my name is Chris Jackson. I recently graduated from college with a B.S. in Organizational Communication with a focus in Public Relations.

I'm interested in getting involved with Wikiversity in some way.

Please feel free to contact me.

title: User:Chrjacks


title: User:Whiteknight/Hits2


text:
User talk:Chrjacks

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 20:53, 8 October 2007 (UTC)

title: User talk:Chrjacks


text:
Smoking/Ingredients

What is in a Cigarette?

There are 4,000 chemicals found in cigarettes including:

View a picture at: http://www.tricountycessation.org/tobaccofacts/images/partsofcigarette.gif

250 of the ingredients are toxic

More than 60 are known carcinogens (cancer causing)

Tri-county Cessation Center

title: Smoking/Ingredients


text:
User:Whiteknight/Graph

Graph Gadget (version 1.0)

title: User:Whiteknight/Graph


text:
User:SB Johnny-NHAMP

This account belongs to SB_Johnny, used to log plants on the Bloom Clock seen in New Hampshire.

title: User:SB Johnny-NHAMP


text:
User:Ccc/Next Step To Health

Next Step to Health is a health program geared towards breast cancer survivors. The program is based in St. Louis, MO and anyone in the area is invited to join. Currently, the program includes exercise classes three times per week including aerobics, light weight training, and Pilates and a nutrition class every month. Outside of the structured classes, friendship and mentoring are also a positive benefit of the program.

Classes are held at the fitness center inside Heritage Physical Therapy located at 1050 Old Des Peres Road.

For more information or class schedule contact Rosemary Ringo at (636) 861-5975.

Mission
To empower women with knowledge in the areas of: Nutrition, specifically how to maintain a low fat diet, how to read a label and count fat and calories, and how to choose healthy food. Exercise, specifically what it is, how to do it, and how often in order to make independent and permanent changes in lifestyle and educate people to commit to change to decrease their risk of recurrence and death from breast cancer.

Scientific support
The core principles of the Next Step to Health program, exercise and a low-fat diet, are based on scientific data:

Dietary Fat Reduction in Postmenopausal Women with Primary Breast Cancer: Phase III Women’s Intervention Nutritional Study (WINS) showed that:
 * Low-fat diet (20% or less of daily calories from fat) can lower disease rate in patients
 * Low-fat diet can lower local and distant recurrence rate
 * A life-style intervention resulting in dietary fat reduction may increase relapse-free survival in a population of mostly post menopausal breast cancer patients
 * This was a 24% reduction in risk for relapse in the low-fat group
 * For women who had estrogen receptor negative tumors, the risk of relapse fell by 42% while the benefit for estrogen receptor positive women was negligible.

Physical Activity and Survival after a Breast Cancer Diagnosis (JAMA 2005) showed that:
 * Exercise decreases relative risk of death
 * The greatest benefit occurred in women who performing the equivalent of walking 3 to 5 hours per week at an average pace may decrease breast cancer death 6%
 * Women with breast cancer who follow US physical activity recommendations may improve their chance of survival.

Staff

 * Maggi Coplin, MD, MS
 * Rosemary Ringo
 * Kay Schmidt
 * Ellen Stein, MS, CNS
 * Julie Winters, RN

title: User:Ccc/Next Step To Health


text:
User talk:Aj young

AliYoung.com 2024-July-29

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:34, 1 November 2007 (UTC)

title: User talk:Aj young


text:
User:Jamiemegan

The Basics of Boarding

Each year in the United States, skateboarding injuries cause about 50,000 visits to emergency departments and 1500 children and adolescents to be hospitalized. (Source: AAP, March 2002). The majority of these injuries and hospitalizations can be prevented through the use of proper protective gear. This includes a helmet, wrist guards, elbow and knee pads and appropriate shoes. Skateboarders who perform tricks should use heavy-duty gear. So now that you know you should protect yourself while you are boarding, let’s look at some common questions you may have about skateboarding safety.

What are the basic things I should look for in a skateboarding helmet?•	Look for proper fit and a chin strap; notice whether the helmet blocks vision and hearing. If padding is too tight, it could restrict circulation and reduce the ability to move freely. Loose-fitting padding, on the other hand, could slip off or slide out of position.

Can I use a bicycle helmet for skateboarding? •	No! Look for a sticker inside the helmet. It should have ASTM F1492, which tells you the helmet is up to skateboarding standards. Some helmets may have CPSC on them, but this is the type of helmet for bicycling, not skateboarding: It makes a difference!

Does it matter what type of foam or padding is inside my helmet? •	Make sure the inside of your helmet’s foam is Expanded PolyPropylene (EPP). This type of foam recovers better than that of bicycle helmets, which is needed because of increased falls with most skateboarders.

When should I replace an old helmet, and how do I know if my crash was bad enough that I need a new helmet?•	If you do crash at some point and any part of your helmet is damaged, you need to replace the old helmet. Remember, helmets do no good unless they are in proper working condition. Also, replacing your helmet every 5 years is a good rule to follow for increased safety.

''Okay, I need a helmet. But why do I need all of that other stuff?'' •	Wrist guards help support the wrist and reduce the chances of breaking a bone if you fall. Knee and elbow pads reduce the severity of cuts and scrapes, and prevent gravel burns. You should also wear closed, slip-resistant shoes, and consider goggles to keep debris out of your eyes.

References: http://www.helmets.org/skatepam.htm, http://www.nsc.org/library/facts/sktebord.htm, http://orthoinfo.aaos.org/topic.cfm?topic=A00273 Also, for more information contact www.thinkfirst.org

title: User:Jamiemegan


text:
User talk:Debweave

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 04:05, 9 October 2007 (UTC)

title: User talk:Debweave


text:
Health/Postpartum Period

Information has been removed in line with the medical disclaimer. If in doubt, please compare with the stress page. If you disagree, please discuss.

title: Health/Postpartum Period


text:
Talk:Writing

Hi, the following comes from this edit. Please put it in a chapter "See also" at the end of the article, if it is reviewed as a source for this page. Thanks, Erkan Yilmaz ( my talk page, wiki blog ) 06:37, 9 October 2007 (UTC) debweavePurdue Online Writing Labfrom Purdue University has great resources for developing writing skills. Debweave, 03:44, 9 October 2007

Resource suggestion, What Is Good Writing?
Consider the materials at What Is Good Writing? as addition resources for this course. Lbeaumont (discuss • contribs) 11:27, 21 July 2023 (UTC)

title: Talk:Writing


text: Category:BCP/Flora of Pennsylvania

title: Category:BCP/Flora of Pennsylvania


text:
BCP/Campanula rapunculoides

Campanula rapunculoides

title: BCP/Campanula rapunculoides


text:
BCP/Campanula rapunculoides/Logs

2007 Logs
Jomegat 16:47, 8 August 2007 (UTC)

2008 Logs

 * Jomegat 02:21, 13 August 2008 (UTC)

2009 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 01:26, 15 July 2009 (UTC)
 * Jomegat 00:56, 22 July 2009 (UTC)

title: BCP/Campanula rapunculoides/Logs


text:
BCP/Chrysanthemum x morifolium

Chrysanthemum x morifolium

title: BCP/Chrysanthemum x morifolium


text:
BCP/Chrysanthemum x morifolium/Logs

This page contains recent bloom logs for the plant Chrysanthemum x morifolium (Hardy Chrysanthemum).

Recent Logs

 * --SB_Johnny | talk 13:00, 1 November 2007 (UTC)
 * SB Johnny-LM 18:35, 17 November 2007 (UTC)
 * SBJ 13:11, 29 November 2007 (UTC)
 * --SB_Johnny | talk 18:49, 5 December 2007 (UTC)
 * --Juan 15:58, 11 December 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * SB Johnny-NHAMP 09:21, 9 October 2007 (UTC)
 * --SB_Johnny | talk 09:54, 9 October 2007 (UTC)
 * --SB_Johnny | talk 12:21, 24 October 2007 (UTC)

title: BCP/Chrysanthemum x morifolium/Logs


text:
BCP/Callistemon

Callistemon

title: BCP/Callistemon


text:
BCP/Callistemon/Logs

This page contains recent bloom logs for the plant Callistemon (Bottlebrush).

Recent Logs

 * Isildil 20:12, 28 July 2007 (UTC)

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

 * (no archived logs yet)

title: BCP/Callistemon/Logs


text:
BCP/Capsella bursa-pastoris

Capsella bursa-pastoris

title: BCP/Capsella bursa-pastoris


text:
BCP/Capsella bursa-pastoris/Logs

2008 Logs

 * --Juan 11:59, 5 October 2007 (UTC)
 * --Juan 08:25, 9 May 2008 (UTC)
 * --Turnvater Jahn 20:48, 21 May 2008 (UTC)
 * --SB_Johnny | talk 10:44, 27 May 2008 (UTC)
 * Jomegat 18:00, 7 October 2008 (UTC)
 * Jomegat 17:55, 4 November 2008 (UTC)

2009 Logs

 * Jomegat 22:11, 7 May 2009 (UTC)
 * Jomegat 00:40, 12 May 2009 (UTC)
 * Jomegat 00:09, 21 May 2009 (UTC)
 * Jomegat 01:36, 1 June 2009 (UTC)

Recent Logs

 * Anna reg 13:36, 26 April 2010 (UTC)

title: BCP/Capsella bursa-pastoris/Logs


text:
BCP/Clematis

Clematis

title: BCP/Clematis


text:
BCP/Clematis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 09:47, 12 July 2007 (UTC)
 * --SB_Johnny | talk 08:46, 24 June 2008 (UTC)
 * SB Johnny-LM 09:04, 16 August 2008 (UTC)
 * SBJ 08:56, 5 September 2008 (UTC)

title: BCP/Clematis/Logs


text:
BCP/Convolvulus arvensis

Convolvulus arvensis

title: BCP/Convolvulus arvensis


text:
BCP/Convolvulus arvensis/Logs

This page contains recent bloom logs for the plant Convolvulus arvensis (Field Bindweed).

Recent Logs

 * --Juan 14:43, 8 October 2007 (UTC)
 * --Jomegat 22:47, 1 November 2007 (UTC)
 * --Juan 19:57, 8 June 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Convolvulus arvensis/Logs


text:
BCP/Digitalis purpurea

Digitalis purpurea

title: BCP/Digitalis purpurea


text:
BCP/Digitalis purpurea/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-LM 10:46, 25 July 2007 (UTC)
 * SB Johnny-LM 13:30, 8 June 2008 (UTC)

title: BCP/Digitalis purpurea/Logs


text:
Template:Bcp/prag/10

This category if for plants recorded blooming in Prague, Czech Republic, in October.

title: Template:Bcp/prag/10


text:
Category:BCP/PRAGUE/10

This category is for plants found flowering in October in Prague, Czech Republic.

title: Category:BCP/PRAGUE/10


text:
BCP/Rosa

Rosa

title: BCP/Rosa


text:
BCP/Rosa/Logs

2007 Logs

 * SBJ May 29 2007 (from photographs)
 * --Luai lashire 21:57, 20 September 2007 (UTC)
 * --SB_Johnny | talk 11:17, 9 October 2007 (UTC)
 * SB Johnny-NHAMP 09:13, 9 October 2007 (UTC)
 * --Luai lashire 20:46, 17 October 2007 (UTC)
 * --Luai lashire 22:48, 23 October 2007 (UTC)
 * --SB_Johnny | talk 13:09, 24 October 2007 (UTC)
 * --Luai lashire 00:52, 25 October 2007 (UTC)
 * --SB_Johnny | talk 10:04, 2 November 2007 (UTC)
 * --Jomegat 00:50, 7 November 2007 (UTC)

2008 Logs

 * --HortMan 00:45, 13 April 2008 (UTC)
 * Anna reg 17 May 2008 (Photo)
 * SBJ 12:15, 20 May 2008 (UTC)
 * --Jomegat 21:24, 22 May 2008 (UTC)
 * --Jomegat 12:38, 3 June 2008 (UTC)
 * --SB_Johnny | talk 11:16, 4 June 2008 (UTC)
 * --Jomegat 20:39, 10 June 2008 (UTC)
 * Jomegat 17:35, 17 June 2008 (UTC)
 * Chemgym 15:50, 19 June 2008 (UTC)
 * Jomegat 17:23, 24 June 2008 (UTC)
 * Jomegat 22:54, 1 July 2008 (UTC)
 * Jomegat 02:54, 15 July 2008 (UTC)
 * Jomegat 02:24, 13 August 2008 (UTC)
 * Jomegat 20 August, 2008
 * Jomegat 23:32, 4 September 2008 (UTC)

2009 Logs

 * Anna reg 20 May 2009 (Photo)
 * Jomegat 00:14, 15 July 2009 (UTC)
 * Jomegat 00:48, 22 July 2009 (UTC)

Recent Logs

 * Anna reg 06:23, 14 May 2010 (UTC)
 * Anna reg 19:18, 12 May 2011 (UTC)
 * Anna reg 18:14, 19 October 2011 (UTC)

title: BCP/Rosa/Logs


text:
BCP/Ranunculus

Ranunculus

title: BCP/Ranunculus


text:
BCP/Ranunculus/Logs

2008 Logs

 * --SB_Johnny | talk 10:42, 17 May 2008 (UTC) (unidentified species)
 * Jomegat 23:45, 25 May 2008 (UTC)
 * --SB_Johnny | talk 10:37, 27 May 2008 (UTC) (unidentified species)
 * Jomegat 01:10, 6 June 2008 (UTC)
 * Jomegat 20:36, 13 June 2008 (UTC)
 * Jomegat 23:09, 15 June 2008 (UTC)
 * --Juan Pisek 16:45, 29 June 2008 (UTC)
 * Jomegat 02:28, 2 July 2008 (UTC)
 * Jomegat 03:01, 8 July 2008 (UTC)
 * Jomegat 17:12, 22 July 2008 (UTC)
 * Jomegat 01:18, 26 July 2008 (UTC)

2009 Logs

 * Jomegat 22:21, 6 May 2009 (UTC)
 * Jomegat 00:41, 23 May 2009 (UTC)
 * Jomegat 01:36, 1 June 2009 (UTC)
 * Jomegat 00:21, 9 June 2009 (UTC)
 * Jomegat 15:50, 26 July 2009 (UTC)
 * Jomegat 03:49, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 00:19, 7 May 2010 (UTC)
 * Anna gdf 11:41, 11 May 2010 (UTC)

title: BCP/Ranunculus/Logs


text:
BCP/Potentilla

Potentilla

title: BCP/Potentilla


text:
BCP/Potentilla/Logs

2008 Logs

 * Ngravagna 16:55, 22 May 2008 (UTC)
 * --SB_Johnny | talk 21:28, 22 May 2008 (UTC)
 * Ngravagna 20:02, 15 June 2008 (UTC)
 * --Jomegat 17:45, 17 June 2008 (UTC)

Recent Logs

 * Ngravagna 19:02, 9 May 2009 (UTC)
 * Jomegat 03:22, 10 May 2009 (UTC)

title: BCP/Potentilla/Logs


text:
BCP/Spiraea thunbergii

Spiraea thunbergii

title: BCP/Spiraea thunbergii


text:
BCP/Spiraea thunbergii/Logs

This page contains recent bloom logs for the plant Spiraea thunbergii (Spiraea).

Recent Logs

 * SB Johnny-LM 11:32, 4 April 2008 (UTC)
 * SB Johnny-LM 00:00, 9 April 2008 (UTC)
 * SB Johnny-LM 00:23, 17 April 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * SB Johnny-LM 13:22, 31 March 2007 (UTC)
 * SB_Johnny-LM 24 April, 2007 (from photographic log)
 * SB Johnny-LM 18:33, 17 November 2007 (UTC) (not full flush, but still showy)
 * SB Johnny-LM 18:49, 5 December 2007 (UTC) (showing fall color, lightly covered in snow, but still blooming!)
 * SB Johnny-LM 09:57, 8 January 2008 (UTC) (still sporadic but still blooming)
 * SB Johnny-LM 10:41, 11 February 2008 (UTC) (a few flowers open, insects feeding on nectar)
 * SB Johnny-LM 09:18, 14 March 2008 (UTC) (a few flowers)
 * SB Johnny-LM 08:50, 22 March 2008 (UTC) (still just a few)

title: BCP/Spiraea thunbergii/Logs


text:
User:DHatcher

=Introduction= Darren Hatcher, based in Ipswich, Suffolk, United Kingdom.

Experienced in telecommunications-related technology and CRM.

title: User:DHatcher


text: Category:BCP/Family/Agavaceae

title: Category:BCP/Family/Agavaceae


text:
BCP/Verbena bracteata

Verbena bracteata

title: BCP/Verbena bracteata


text:
BCP/Verbena bracteata/Logs

This page contains recent bloom logs for the plant Verbena bracteata (Verbena).

Recent Logs

 * Hazel 17:03, 3 August 2007 (UTC)
 * Luai lashire 20:30, 15 August 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Verbena bracteata/Logs


text:
User:Butchi13

butchi13
A guy from India who turned 24 yesterday. Joining wikiversity today to learn Spanish and whatever suits my interests. Also willing to contribute anyway i can.--Butchi13 14:02, 9 October 2007 (UTC)

title: User:Butchi13


text:
User:SantanaHomerunner~enwikiversity/sig

SUPER §antana FLY

(not really gangster)


text:
BCP/Bellis perennis

Bellis perennis

title: BCP/Bellis perennis


text:
BCP/Bellis perennis/Logs

This page contains recent bloom logs for the plant Bellis perennis (English Daisy).

Logs
====Archived Logs==== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

2007 Logs

 * --Juan 15:13, 3 October 2007 (UTC)
 * --Juan Karlstein 17:18, 11 October 2007 (UTC)
 * --Juan Pisek 17:52, 11 October 2007 (UTC)
 * --Juan 15:55, 11 December 2007 (UTC)
 * --Juan-Cesky Krumlov 16:41, 11 December 2007 (UTC)

2008 Logs

 * --Juan 15:37, 3 January 2008 (UTC)
 * --Juan 15:03, 1 February 2008 (UTC)
 * --Juan 21:42, 19 March 2008 (UTC)
 * --Juan Pisek 21:02, 21 March 2008 (UTC)
 * --Juan 17:28, 8 April 2008 (UTC)
 * --Juan Karlovy Vary 08:18, 21 April 2008 (UTC)
 * --Chemgym 19:56, 22 April 2008 (UTC)
 * --Juan 10:21, 5 May 2008 (UTC)
 * Chemgym 12:48, 10 May 2008 (UTC)
 * --Juan Karlovy Vary 20:57, 9 June 2008 (UTC)
 * --Juan Pisek 14:54, 29 June 2008 (UTC)

Recent Logs

 * Anna reg 15:14, 25 March 2011 (UTC)
 * --Anna reg 20:46, 14 April 2010 (UTC)
 * --Anna gdf 11:44, 11 May 2010 (UTC)
 * Anna reg 18:15, 19 October 2011 (UTC)

title: BCP/Bellis perennis/Logs


text:
BCP/Aster lateriflorus

Aster lateriflorus

title: BCP/Aster lateriflorus


text:
BCP/Aster lateriflorus/Logs

This page contains recent bloom logs for the plant Aster lateriflorus (Calico Aster).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 10:09, 18 September 2007 (UTC)
 * --Luai lashire 14:56, 26 September 2007 (UTC)
 * SB Johnny-NHAMP 09:03, 9 October 2007 (UTC)
 * --SB_Johnny | talk 12:20, 24 October 2007 (UTC)
 * --SB_Johnny talk 09:09, 23 September 2008 (UTC)
 * (no archived logs yet)

title: BCP/Aster lateriflorus/Logs


text:
BCP/Allium flavum

Allium flavum

title: BCP/Allium flavum


text:
BCP/Allium flavum/Logs

This page contains recent bloom logs for the plant Allium flavum (Yellow Flowering Onion).

Recent Logs

 * --SB_Johnny | talk 09:51, 2 July 2007 (UTC)

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

 * (no archived logs yet)

title: BCP/Allium flavum/Logs


text:
BCP/Astilbe chinensis

Astilbe chinensis

title: BCP/Astilbe chinensis


text:
BCP/Astilbe chinensis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:38, 5 July 2007 (UTC) (cv. 'Visions')
 * --SB_Johnny | talk 07:31, 29 June 2008 (UTC)
 * --SB_Johnny | talk 09:46, 14 July 2008 (UTC)
 * SB Johnny-LM 09:04, 16 August 2008 (UTC)

title: BCP/Astilbe chinensis/Logs


text:
BCP/Bougainvillea glabra

Bougainvillea glabra

title: BCP/Bougainvillea glabra


text:
BCP/Bougainvillea glabra/Logs

This page contains recent bloom logs for the plant Bougainvillea glabra (Paper Flower).

Recent Logs

 * Isildil 02:20, 10 August 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Bougainvillea glabra/Logs


text:
User talk:Butchi13

Namasté
Hello Butchi13, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 17:04, 9 October 2007 (UTC)

Spanish course refreshed
Hi, if you are still interested in studying Spanish language, let me invite you to this refreshed course Spanish One. It uses Wikibookian textbook "Spanish" and includes an oportunity of live discussio with teacher via Skype. The course understood the importance of live speech and understanding, when letter is understood like a code of explanations.--Juan 14:19, 5 January 2008 (UTC)

title: User talk:Butchi13


text:
User talk:Marie12

Welcome
Hola Marie12, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 17:10, 9 October 2007 (UTC)

title: User talk:Marie12


text:
User talk:DHatcher

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 17:13, 9 October 2007 (UTC)

title: User talk:DHatcher


text:
User talk:Richandler

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 17:16, 9 October 2007 (UTC)

title: User talk:Richandler


text:
User talk:Elmo440

Welcome
Hello Elmo440, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 18:09, 9 October 2007 (UTC)

title: User talk:Elmo440


text: File:RainbowBasic.jpg

title: File:RainbowBasic.jpg


title: File:Rainbow2.jpg


text: File:ScatterAngle.jpg

title: File:ScatterAngle.jpg


title: File:First20Rainbows.jpg


text: File:RaindropShape.jpg

title: File:RaindropShape.jpg


text: File:BubbleBow.jpg

title: File:BubbleBow.jpg


text: File:Sundog.jpg

title: File:Sundog.jpg


text: File:HexCrystal.jpg

title: File:HexCrystal.jpg


text:
Category:Markerless Tracking

This category contains all pages which are related to the original research project about Markerless Tracking.

title: Category:Markerless Tracking


text: File:Markerless tracking with gpu -prototype A3- (video).ogg


text: File:Unknown flower jwt01.jpg

title: File:Unknown flower jwt01.jpg


text: File:Unknown flower jwt02.jpg

title: File:Unknown flower jwt02.jpg


text:
Inkscape

Inkscape is an open-source vector imaging application with abilities comparable to Adobe Illustrator. Welcome to the School of Graphic Design's Inkscape Department. In this department, you will learn the basic elements of Inkscape and how to use it to accomplish simple tasks.

Introduction
An Open Source vector graphics editor, with capabilities similar to Illustrator, CorelDraw, or Xara X, using the W3C standard Scalable Vector Graphics (SVG) file format.

Inscapes support many advanced SVG features (markers, clones, alpha blending, etc.) and great care is taken in designing a streamlined interface. It is very easy to edit nodes, perform complex path operations, trace bitmaps and much more. We also aim to maintain a thriving user and developer community by using open, community-oriented development.

Tutorials

 * Links to InkScape tutorials etc.
 * http://inkscapetutorials.wordpress.com/
 * Inkscape
 * w: Wikipedia:How to draw a diagram with Inkscape
 * w:Wikipedia:WikiProject Electronics
 * User Documentation
 * Inkscape Keyboard Layout v0.48
 * Inkscape Tutorials (YouTube) by TJ FREE

Proposed student project

Inkscape is an excellent way to post images on commons because they can be edited as if they were articles in wikitext. There is a bit of a learning curve, but with practice one can learn to work quickly in Inkscape. One application is to investigate the optics of the human eye. The image to the left constists of two layers: One layer is a png bitmap and the other layer consists of rays and text. Go into the rays layer and move the rays and edit the text. Currently under construction is a better version of this editable eye.

title: Inkscape


text:
Czech Language/Cardinal Numbers

In Czech, the word for number is číslovka. The plural of číslovka is číslovky. A cardinal number (základní číslovka) is a counting number: one book (jedna kniha), two books (dvě knihy). Notice that numbers are adjectives and, as such, must agree in gender with the noun it modifies. However, only the cardinal numbers one and two have a changeable gender. The number 'one' is jeden, jedna, and jedno (masculine, feminine, and neuter). The number 'two' is dva and dvě (masculine and feminine/neuter). Thus, one table (jeden stůl), one pencil (jedna tužka), one window (jedno okno), two dictionaries (dva slovníky), two chairs (dvě židle), and two airplanes (dvě letadla).

Note on Very Large Numbers
Please note that the Czech Republic uses the long scale for numbers like most European states. The United States uses the short scale.

Wikimedia

 * Commons: Category:Czech pronunciation of numbers

title: Czech Language/Cardinal Numbers


text:
Czech Language/Ordinal Numbers

In Czech, the word for number is číslovka (but more common term is číslo). The plural of číslovka is číslovky. A cardinal number (základní číslovka) is a counting number, while an ordinal number represents the rank of a number with respect to some order, in particular order or position (i.e. first, second, third, etc.)

title: Czech Language/Ordinal Numbers


text:
User talk:Ytanoli882

Welcome
Hello Ytanoli882, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 05:44, 10 October 2007 (UTC)

title: User talk:Ytanoli882


text:
User:Mogaio

Islam Ahmed Hassan

Gender: Male

Relationship Status: Single

Birthday: March 7, 1989

Hometown: Alexandria, Egypt

Religious Views: Muslim

Contact Info

Email: mogaio@gmail.com

Google Talk: 	mogaio

Windows Live: 	mogaio

Skype: 	mogaio

Yahoo: 	mogaio

Current Town: 	Alexandria, Egypt

Website: 	http://alexandermind.blogspot.com

Personal Info

Interests: Linux / Java / C++ / Business / Economy / Stock Markets / Parapsychology / NLP / Some Sport.

Favorite Music:

Local Music, Classical

Favorite Song

Hasbi Rabbi-> Sami Yusuf

kan-nefsi---> Wama

Tla3elbadr 3lyna> Mshary Bn Rashed Ela3fasy

B3d El nights---> AmrDiab

Favorite Album

My Ummah

Mozart In Egypt

Current Favorite Artists / Bands

Loai / AmrDiab / Wama / Dalida / Beethoven Music / Mozart Music / Tchaikovsky Music

Favorite TV Shows:

AmrKaled Pro / Ibrahim Elfyqe Pro.

Favorite Books: 	 The Holy Quran / Anis Masour's Books / El3qad's Books

Links

 * Wikimania 2008/Alexandria.
 * Wikimedia Egypt.

title: User:Mogaio


text:
BCP/Bougainvillea spectabilis

Bougainvillea spectabilis

title: BCP/Bougainvillea spectabilis


text:
BCP/Bougainvillea spectabilis/Logs

This page contains recent bloom logs for the plant Bougainvillea spectabilis (Bougainvillea).

Recent Logs
Isildil 02:20, 10 August 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Bougainvillea spectabilis/Logs


text:
BCP/Aster cordifolius

Aster cordifolius

title: BCP/Aster cordifolius


text:
BCP/Aster cordifolius/Logs

This page contains recent bloom logs for the plant Aster cordifolius (Blue Wood Aster).

Recent Logs

 * SB Johnny-NHAMP 09:05, 9 October 2007 (UTC)

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

 * (no archived logs yet)

title: BCP/Aster cordifolius/Logs


text:
BCP/Amaranthus caudatus

Amaranthus caudatus

title: BCP/Amaranthus caudatus


text:
BCP/Amaranthus caudatus/Logs

This page contains recent bloom logs for the plant Amaranthus caudatus (Love Lies Bleeding).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 09:59, 10 October 2007 (UTC)
 * (no archived logs yet)

title: BCP/Amaranthus caudatus/Logs


text:
BCP/Zinnia violacea

Zinnia violacea

title: BCP/Zinnia violacea


text:
BCP/Zinnia violacea/Logs

This page contains recent bloom logs for the plant Zinnia violacea (Zinnia).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 10:18, 10 October 2007 (UTC)
 * --SB_Johnny | talk 13:12, 24 October 2007 (UTC)
 * --SB_Johnny talk 09:24, 23 September 2008 (UTC)
 * (no archived logs yet)

title: BCP/Zinnia violacea/Logs


text:
User talk:Jjbiz

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 15:54, 10 October 2007 (UTC)

title: User talk:Jjbiz


text:
Trench Warfare

Trench Warfare
This course will help people understand trench warfare in World War One (primarily) and its sporadic use since then. It will focus mostly on the history of trench warfare in Europe, its effect on tactics and strategy, and how people fought in trenches.

The Course
The course is as follows: Every fortnight a new assignment will be given. There are three assignments for every topic.
 * Introduction To Trench Warfare
 * Life In The Trenches
 * Trench Strategy
 * Trench Construction
 * Trench Geography

Lesson 1
Trench warfare is where both opposing armies in a battle have static lines of defense. Trench warfare began when there was a revolution in firepower without similar advances in mobility and communications.

Fortification is nearly as old as warfare itself. However, because of the relatively small sized armies and the because the weapons lacked range, it was traditionally not possible to have a defence that defends more than a short defensive line or an isolated point.

In trench warfare, most of the techniques have existed for years in siege warfare. It was the implementation of these techniques between two armies in the field that was new. Julius Caesar in his Gallic Wars describes how the Roman legions created two huge fortified walls around the city at the Battle of Alesia.

The inner circumvallation, which was 10 miles, held in Vercingetorix's forces, while the contravallation kept relief from reaching them. The Romans, in between the two walls, held the ground. The besieged Gauls, who were facing starvation, eventually surrendered with their relief force unable to fully breach the Roman walls. Mind you, the condition of the Roman army was also tenuous, as they themselves were essentially besieged inside their hastily-constructed walls, and food rationing had pushed their men to the brink of exhaustion, too. In the end, it could be said that the superiority of the Roman cavalry over that of the Gallic forces was the decisive factor.

title: Trench Warfare


text:
User:Anthrcer/Dream Record

This record serves two purposes:
 * It should improve my memory of dreams.
 * Anyone studying dreams can use these in their studies.

I'm just putting recent dreams at first, but I'll go back and put previous ones in later - my records go back to April 2007.

N.B. The dates shown are the date I woke up.

10 October 2007
My friend Philip and I were in our maths classroom, with various students at my school, as well as my ICT and Maths teachers. Philip asked me, "Did you give Connor the homework?" I said, "What homework?" He replied, "The piece due in today." Then, my ICT teacher said, "I know you all just came for the excellent food."

title: User:Anthrcer/Dream Record


text:
User talk:Pittopitto

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 22:36, 10 October 2007 (UTC)

title: User talk:Pittopitto


text:
Mandolin

A mandolin is a small fretted, stringed instrument with 8 strings. the tuning (from low to high) is GG DD AA EE (the same as a violin). It is used in many different styles of music including Bluegrass, New Acoustic, jazz, blues, country, classical, folk, and celtic.

Technique
Technique is an incredibly important aspect of playing the mandolin well. Right hand technique is especially important.

(Note:there are many different ideas on proper right hand technique and almost all of them are valid.)

Proper right hand technique involves very lightly holding the pick between the thumb and index finger and resting your hand very lightly behind the bridge.The pick should be at a slight downward angle. You want to keep your wrist as loose as posible. When you strike the string with the pick you should use all or almost all wrist. You want there to be as little movement as possible while still producing a good sound.

Proper left hand technique involves holding the neck between you thumb and your index finger. Your hand should be at a slight angle to the neck. There should be a space between the neck and the palm of your hand.

Pick Stroke Theory
Another important part of right hand technique involves the pick strokes. when playing any song (except when you are in 6/8 or 3/4 time) all of your pick strokes should be down, up, down, up...etc. Each down and each up represents an 8th note.

for example... ---1234---1234-- G-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0-0 ---d-u-d-u-d-u-d-u-d-u-d-u-d-u-d-u-

d=down u=up

Right Hand Exercises
Here are some good exercises to develope a good right hand. it is good to do a few repititions of each one during your practice. Do them slowly at first, concentrating mostly on playing as clean as you possibly can. In time you can build up speed but remember the important thing here is playing clean.

(Note: remember the "down up, down up" pickstroke theory.)

1)

G--o-o-o-oo-o-o-o D--o-o-o-o-o-o-o-o--- A--o-o-o-o-o-o-o-o--- E--o-o-o-o--

2)

G--0-0-0---0-0-0---0-0-0---0-0-0---0-0-0---0 D--0---0-- A0---0 E---0--

History
The mandolin is a musical instrument derived from the mandora The mandora was a type of lute with six to eight strings and was used in Germany and Austria in the 1700’s. Many people call the mandora a baroque mandolin, and they call the modern mandolin a Neapolitan mandolin. The mandolin gradually made its way into America by European settlers in the 17 and 1800’s. At the time it was mostly used to play traditional tunes in whatever style the player happened to know.

Notable Players
Towards the beginning 20th century a man named Bill Monroe first started using the mandolin as a lead instrument. Bill Monroe was the father of bluegrass; he was the first person in a long time to write songs specifically for the mandolin. After he became famous lots of people started copying him, and that really brought the mandolin into the spotlight.

The mandolin died down for a while, and it didn’t get another boost until about 1963 when the first recording of David Grisman came out. People had started thinking of the mandolin as strictly a bluegrass instrument, but that all changed with David Grisman. Grisman’s fusion of gypsy, jazz and bluegrass music (which he called dawg music) was a tremendous success.

In 2000, the band Nickel Creek released their self-titled album. The band consists of guitarist Sean Watkins, fiddler Sara Watkins, and mandolinist Chris Thile. Chris Thile combines classical, jazz, bluegrass, rock, and just about everything else to make a very unique sound.

Christopher Scott Thile was born on February 20, 1981 in Oceanside, California. He started playing mandolin at the age of 5, he was encouraged by his father who was a musician. He started taking lessons with John Moore, the mandolin and guitar player for the group Bluegrass ETC.. He learned very quickly and he soon started going to bluegrass festivals and competing (and usually winning) in contests all over California. When he was 8 years old he helped form the band Nickel Creek with his friends Sean and Sara Watkins playing guitar and fiddle. By the time he was 12 he recorded and released his first solo album entitled Leading Off. That same year he won the prestigious national mandolin championship which is held in Winfield, Kansas. Today Thile is considered one of the top mandolins in the world. He is 26 years old.

title: Mandolin


text:
Talk:Learning the Basics of French/Lesson:Introducing Yourself/2

The audio files on this page are odd: French-Vacances2.ogg is an English music file and the other ones are missing (at least for me).

Grammar should be respected !
Grammar should be respected, thus, "Where are you from ?" can be translated like this : " D'où viens-tu ? " or " D'où venez-vous ? " ; and " What is your name ? " like this " Quel est ton nom ? " literaly, this expresion are more used : " Comment t'appelles-tu ? ".

I won't correct this resource because I'm not an english-speaking, but it must be done ! ;)

audio files
I am having trouble with the audio files. What do I click on to make them work? ACinfo 17:26, 26 January 2008 (UTC)

Nevermind, I guess they haven't been uploaded yet. ACinfo 17:30, 26 January 2008 (UTC)
 * Which one do you mean ? The file below "Audio : French native speaker" can be downloaded, but it has no French text, I think that should be deleted due to copyright. It is: [[Image:French-Vacances2.ogg|Cat Stevens - Wild World]] - strange. The other files seem not to be existing. Let me see. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:44, 26 January 2008 (UTC)