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User talk:Helpingstudents~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Helpingstudents. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Helpingstudents~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 23:33, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:11, 19 April 2015 (UTC)

title: User talk:Helpingstudents~enwikiversity


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Category:Wikimania

Material related to Wikimania

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

title: Category:Wikimania


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Category:Wikimania 2007

Material related to Wikimania 2007

title: Category:Wikimania 2007


text: Category:Wikiversity feedback

title: Category:Wikiversity feedback


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Wikiversity:What I have learned

This page is intended to gather feedback on what people (ie you!) have learned in Wikiversity. Please help us by giving some details of the materials you consulted (or wrote), the people who you engaged with, and also how this activity/interaction prompted your learning. You can be as simple or as detailed as you like - you can make a separate page if you like, link to your blog, or whatever - but your stories should help create a picture of how Wikiversity has worked so far. For accounts of problems, please see Problems I have encountered.

Please note: if you would prefer to remain anonymous, you can send an email to Cormaggio, which will only be used with your permission, and as you specify.

Rewriting Wikiversity

 * Based on projects I have worked on in the past, I suggest that in three years when there are a number of lesson projects, we look at which ones are working (which have students regularly coming to the learning project, working on the learning project, completing their learning at the project) and write a system which will meet JUST those requirements.  I see other learning systems which are far too broad to be useful. (Muddle, etc.)

 * Here is an odd example of the problems we are facing. Currently, there is development of quiz software.  There are a lot of features I can see as being useful that could be added to the quiz software.  However, I don't know if these features will ever be used by other teachers.  Therefore, I am (sightly) hesitant to ask for more features now for something I am not sure will be universally used.

 * I will try to expand on this later. Robert Elliott 10:07, 22 April 2007 (UTC)

starting 3rd course now at Wikiversity + experiences so far
Research education and research studies that have a multi-disciplinary point of departure and that further more cut across different research areas are both increasingly highlighted within academia and also used as a criteria for research funding.

Increasingly research (graduate level) courses that are offered make use of internet supported platforms. However, many of these continue to remain closed for "outsiders". I tried using wikiversity to offer an interdisciplinary course for graduate students for the first time in the spring of 2008. While I could recognize the potential value of such a resource, it was not easy to get students to present their reflections on such a public platform in 2008. With two wiki based courses behind me, I am now attempting to (re)conduct the first course again. I am more confident of the outcomes of this offering partly since many of the participants are more net-savy and partly since many of them have expereinces of the need for "internationalization" and "dialoguing" with others from an early stage in their research studies careers.

I hope that research educators who offer graduate courses that are multi-disciplinary will present their experiences here on wikiversity. The following is the third course that I am giving on wiki during the spring of 2011:

 * 1) Course KOIIA-I (Communication and Identities in Institutional Arenas Part I) Spring 2011

--Sangeeta Bagga-Gupta 14:49, 26 December 2010 (UTC) Sangeeta BG homepage

Add your stories here
You can add your stories here.

title: Wikiversity:What I have learned


text:
Wikiversity:Problems I have encountered

This page is intended to gather feedback on what problems people (ie you!) have encountered in Wikiversity. Please help us by giving a general overview of the problem, some details of whatever materials you may have consulted (or wrote), the people who you engaged with, and also how this problem affected you and your learning. You can be as simple or as detailed as you like - you can make a separate page if you like, link to your blog, or whatever - but your stories should help create a picture of how Wikiversity has worked (or not) so far. For accounts of learning, please see What I have learned.

Please note: if you would prefer to remain anonymous, you can send an email to Cormaggio, which will only be used with your permission, and as you specify.

Pigeonholing
I would like to voice my pigenhole-ing theory. Most wiki projects there is one page on one topic and people who want to work on that topic have to work together, thus NPOV and dispute resolution. Here you don't get that effect, meaning that projects rely more on advertising and less on the notability of the topic. Also, bureaucracy is slow if people assume there should be one (extension approval committee) when in fact such a bureaucracy doesn't exist.--Rayc 20:51, 17 April 2007 (UTC)

 * See discussion on the talk page

Current Status - The Film School

 * 1. Awkward software

 * I prefer a formal student/teacher relationship with a long series of attractive lessons in formal courses. In this case, the design of the wikimedia software is not ideal.  I now spent at least 60% of my time is spent doing formatting and organizing.

 * The Wikimedia software is not designed for colorful and attractive pages (like Pagemaker, InDesign or Freehand). I must do all my coding by hand.  Even the requirement that I do everything on line (with a dial up phone line), is very time consuming.

 * Also, because the file format is flat, now that I have more than 400 pages, it is an organizational nightmare. I cannot automatically print a well organized table of contents of my files.  I cannot simply move whole sections of files to a different folder to change the order of my lessons.

 * The courses I am offering have never been offered before anywhere so I am inventing the content and structure as I go. Therefore, I repeatedly make mistakes in how I am designing my courses and I must go back and reorganize.  The lack of file folders (a hierarchial file system) is still the greatest hinderance.

 * 2. Student/teacher relationship

 * Even though the Film School is not finished (and will not be finished until the end of the year), I am getting a feeling for the students I am attracting. Most are high school students.  They are highly intelligent.  Yet, none are experienced at authoring even the simplest WIKI pages.  None can even upload homework assignments.  More importantly, none want to.  (All assignments are submitted by email and I must upload the finished pages to Wikiversity.)

 * I do not believe that any students will ever want to author pages. Once the first draft of the school is complete and working, it will be interesting to see if any students contribute lessons.  I believe that students will be too busy just trying to learn all the filmmaking software that is needed by independent filmmakers.

 * The wikimedia software does not work best with this kind of structure.

 * 3. Lost in the crowd

 * When the Film School is complete and fully working, I will be doing my own publicity to attract students. Therefore, the other content on Wikiversity should not effect me.  However, I am beginnning to get the feeling the difference between my content (with the formal student/teacher relationship with very rigid lessons) and the other content of Wikiversity is turning off some students.  This is something which will concern me in the future since I want to keep students fully focused on filmmaking.

 * 4. The big picture

 * Probably the most important thought that I have never heard spoken out loud is "teaching is a business". For most serious teachers, this is a business.

 * Repeatedly, I hear how retired educators will be eager to stop their retirement and write wonderful lessons for wikiversity. This is not happening and this is not my case.  I am not doing this for the fun of it.  This is a full time business.

 * I fully comply with the requirements of Wikiversity. All of my lessons are free and all of the content is public domain.  I want people to freely use the content.  I want companies to freely copy my pages.

 * What I need is a pool of talent who can make and edit motion pictures. The film school is the way to achieve this.

 * So while my business model is unusual, I am still doing this as a business for profit.

 * Creating an on-line school requires teachers who want to spend 8 hours a day 7 days a week writing lessons for a year or two. That requires a profit motive.  Wikiversity needs to recognize this and begin to offer the support that independent teachers need to run their businesses (while still adhering to the Wikiversity model of free lessons which are public domain.)

 * 5. The promise of Wikiversity

 * In three years once enough lessons and projects have been completed, we will begin to see what is needed. Currently, Wikiversity is just an experiment.  Only after we know what is possible can be begin to design a system from scratch for the needs of education.

 * Robert Elliott 18 April 2007 (PST)

 * See discussion on the talk page

Add your content here
You can add your stories here

title: Wikiversity:Problems I have encountered


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Template:User publicdomain

Template made for allowing users to more completely free their work for use by anyone.

title: Template:User publicdomain


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Template:Navigation

is a generic Navigational template.

Mandatory

 * title : Text that appears centered in the titlebar (the top bar). Usually this is the template's topic, i.e. a succinct description of the body contents.

 * body : The material contained by the template, usually a list or list of links.  Format is inline.

Optional

 * navbar : Whether to include navigation links. Includes when set to yes, otherwise does not.

 * navtitle : What name to use for the navigation links. Defaults to the current page name.

 * style : Any CSS styling to apply to the whole navigation;

 * titlestyle : Any CSS styling to apply to the titlebar; usually a background color (i.e. ).

 * bodystyle : Any CSS styling to add to the body, e.g. "text-align:center;" to center the body's content in place of its default left alignment.

 * category  : The category or categories to which a page transcluding the template will become a member. Place   ......   either side of the category or categories to ensure the template itself isn't made a member. Use of this parameter is discouraged; when editing a page on which the template is transcluded, no mention of the category or categories  added by this parameter is apparent.

 * show' : Whether to expand the body by default. Expands when set to yes, otherwise not. In the example, below, the third box specifies "show = yes", forcing the third box to expand.

title: Template:Navigation


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Template talk:Navigation

debugging
Note: This template works correctly at Wikipedia: see w:User:JWSchmidt/Navigation. Different result at the beta Wikiversity website. --JWSchmidt 16:25, 13 May 2007 (UTC)
 * You probably missed some codes in your cut and paste. Try adding some of the beginning sections from w:mediawiki:common.js or beta:mediawiki:common.js.  I copied the whole code to my monobook.js and it works, more or less, now.Hillgentleman|Talk 16:50, 13 May 2007 (UTC)

title: Template talk:Navigation


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User:Sundance Raphael

Tipps für Anfänger

 * Seid mutig, wenn eine Änderung falsch ist, oder das Layout vor den Baum läuft, fällt das irgendjemandem schon auf. Zur Not wird eben diskutiert und eine alte Version wiederhergestellt.
 * Fragen? Wir Admins sind gerne bereit sie zu beantworten.
 * Legt euch ein Textdokument mit einer Liste von den gebräuchlichsten Textformatierungen an. Erspart viel Zeit, z.B.: beim Tiefstellen in chemischen Summenformeln ( undefined )

{{Navigation
 * title=Was ich hier mache
 * align=left|body=

Meine Spielwiesen
Erste Spielwiese für Vorlagen

 * Vorlage:Verwaiste Bücher
 * Vorlage:Regel
 * Vorlage:Übung

Zweite Spielwiese für normale Seiten }}

{{Navigation
 * title=Witzige Extras
 * align=left|body=

Merkhilfe Dialoge

 * 1) Aktives und Passives Bauteil

1. Chemie

 * Erst das Wasser, dann die Säure sonst geschieht das Ungeheure! (Reihenfolge beim Verdünnen einer Säure)

2. Mathe

 * In Differenzen und Summen kürzen nur die Dummen (oder die ganz Gescheiten :-P)! (Kürzen aber Richtig)

3. Deutsch (Besonders für mich wichtig ;-) )

 * Trenne nie "st", denn es tut ihm weh. (Keine Trennung von "st")
 * Das "s" bei das muss einfach bleiben, kannst du dafür "dieses", "jenes", "welches" schreiben. (das oder dass)
 * Doppel-"s" das weiß ich jetzt - wird zwischen zweimal kurz gesetzt. ("ss" folgt nach zwei kurzen Vokalen im Wort oder am Ende nach kurzen Vokal, blos das Byrische Maß bildet mal wieder eine Ausnahme ;-))
 * Wenn man mit "wieder" "noch einmal" meint, dann sind dort "i" und "e" vereint. Wenn man mit "wider" aber "dagegen" meint, dann ist das "e" dem "i" sein schlimmster Feind. (wieder mit "ie" oder "i")
 * Wer nämlich mit h schreibt ist dämlich. :-)

4. Geschichte

 * 7-5-3 Rom kroch aus dem Ei! (Gründung Roms)
 * 3-3-3 - bei Issos (großer) Keilerei.
 * Mitte März vierzig und vier packte Brutus Neid und Gier.(Ermordung Cäsars)
 * 4-7-6, das Römerreich ist ex
 * 8-0-0 Karl der Große stieg auf seinen Stuhl. (Kaiserkrönung Karls des Großen)
 * Elba, Rückkehr, Waterloo - dann Helena bis Ultimo (Reihenfolge der Verbannungen Napoleons)
 * Bismark hat ganz verdrossen 1871 das Deutsche Reich beschlossen (Gründung Deutsches Reich)
 * Eins und dann dreimal die Acht drei Kaiser waren an der Macht. (Dreikaiserjahr)

Zitate

 * "Ein Kopf ohne Gedächtnis ist wie eine Festung ohne Besatzung." -- Napoleon Bonaparte
 * "Alles Gescheite ist schon gedacht worden man muss nur versuchen es noch einmal zu denken" (Johann Wolfgang von Goethe)
 * "Worüber wir nicht ernsthaft nachgedacht haben vergessen wir bald." (Marcel Proust)
 * "Lernen ist wie Rudern gegen den Strom: Sobald man aufhört treibt man zurück" (Benjamin Britten)

Sprichwörter & Sinnsprüche

 * Denke nie gedacht zu haben, denn das denken der Gedanken ist gedankenloses Denken.
 * Ohne Fleiß kein Preis.
 * Jeder ist seines Glückes Schmied.

So sehen Unfälle aus
Bild:Wasistesdennnun.png }}

 * Benutzer:Sundance_Raphael/monobook.css
 * Benutzer:Sundance_Raphael/monobook.js

Ferienplanung
Da ich auch nur ein Mensch bin, brauche ich auch Urlaub. Einmal im Quartal werde ich mir, deshalb ein paar Tage frei nehmen.

Sommerferien von 06.08 - 12.08. (da bin ich im Trainingslager und kilometerweit gibt es dort keinen Computer)

Sundance_Raphael/poem

Gemäß § 28 BDSG widerspreche ich jeder kommerziellen Verwendung und Weitergabe meiner auf dieser Webseite aufgeführten persönlichen Daten.

title: User:Sundance Raphael


text:
Talk:Mandarin/Mandarin One/Lesson One

Sections that Need Verification
The following sections need help the most:

Row ü (Yu) Notes
This section needs to have all of the English sound equivalents double checked by someone who knows what the English equivalent sounds for these finals should be.
 * Looks mostly correct, except one part, which I fixed. "eeoon" is a kind of moronic way of representing this sound, however, IMO.  It'd be better to simply give German parallels, as it's nothing at all like "eeoo" looks.  The Jade Knight (d'viser) 10:58, 22 November 2008 (UTC)

In the section Final Semivowels (yùnmǔ 韵母)
 * Note: parenthesis in the row name indicate the first letter of the final when there is no initial. Parenthesis elsewhere indicate the irregular spelling of a final when it is without an initial.

Shouldn't it read:
 * Note: parenthesis in the column name indicate the first letter of the final when there is no initial. Parenthesis elsewhere indicate the irregular spelling of a final when it is without an initial.

Practice Quizzes
Currently, when you click "submit" for any practice quiz, it submits for all three. This should be fixed. The Jade Knight (d'viser) 10:55, 22 November 2008 (UTC)

Phonetic Notation
Would it be possible to give the pronunciation in IPA (or some other form of phonetic notation)? Guessing what the example words might be pronounced like in the particular English dialect of the writer can be quite difficult sometimes, and may lead to confusion. This applies both to this page, and to the quiz page. 1700-talet (talk) 09:52, 6 October 2012 (UTC)

title: Talk:Mandarin/Mandarin One/Lesson One


text:
Collaborative Learning

Collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. This learning project provides resources and best practices for learning about and designing effective collaborative learning activities.

Learning Tasks

 * Compare learning alone in a quiet room focused on a specific learning topic with collaborative learning in a group, where learners/students interact with eachother and solve a problem jointly.
 * What are benefits and drawbacks of both scenarios?
 * How would you mix those learning scenarios?
 * When you prefer learning alone and when would you prefer learning collaboratively? Explain to the other students why you prefer which scenario. What can be the implications of the teacher knowing those preferences of the students?
 * Can you identify learning topics that might be better addressed in collaborative setting? (e.g. due to complexity of topic, requirements of different expertise, ...) provide example for the topics.
 * Compare Collaborative Learning with other collaborative approaches like Collaborative Mapping. What are similarities and differences?
 * Look at grand challenges like climate change or COVID-19. Are these topics appropriate for collaborative learning even if there are no easy answers for these global challenges? The teacher will not and cannot expect from the students to solve such kind of a problem. How would you as teacher introduce the learning task and how would you describe the expected outcome for the students? (e.g. improve Risk Literacy, ...)

Resources

 * /Benefits/
 * /Best Practices/
 * /Examples/
 * Learning Modes
 * /Rubrics/
 * /Stages of Group Development/
 * /Team Evaluation Form/
 * /Team Formation/

title: Collaborative Learning


text:
Points, lines, and planes

Hello, and welcome to the first lesson of this geometry course!

Congruency

 * Two things are congruent if they are the same. Okay, onto next topic...
 * Wait a second; we didn't define that very well! That's okay. Congruency is a thing that is defined for everything that is used in geometry. For example, congruency can be defined for peanut butter jars

 * Two jars of peanut butter are congruent if they have jars of the same shape, are filled to the same height with peanut butter, and the peanut butter tastes the same for both jars.

 * You could do a similar thing for gumballs, but that wouldn't be relevant to geometry, unlike peanut butter jars. Every element of geometry has its own definition of congruence.

 * This is the symbol of congruence.

 * $$\cong$$

Points
Example of a point is period

 * This is the definition of a point

 * A point is something

 * Wait, hey, that doesn't make any sense! Let's try again.

 * A point is a point that is somewhere

 * Yes, a point is a point. Third time is the charm?

 * A point is an infinitesimally small point that is somewhere

 * Yes, we know. A point is a point! Where is this thing's definition?
 * Actually, points have a definition.

 * A point is an infinitesimally small location; something having position but no spatial extent. In other words, a point is a dimensionless object! An example of this would be an intersection of two lines. It has neither a length, nor a breadth, nor a height. That's why it is called dimensionless. Sometimes points are represented graphically with a dot, which of course is a gross over-representation of its infinite smallness.

 * [[Image:Point A.svg|40 px]]

 * Every point is represented with the dot, and the letter that labels it. All labels are uppercase for points. This is important because the opposite is true for lines.

Hands-On Examples of Points

 * Take a very small ball/sphere (grain of sand, small marble) and a pencil or other straight object that is thicker than the ball and demonstrate how the pencil can take an infinite number of orientations and still intersect ALL of the ball.  This demonstrates that a point is dimensionless since any object can take any orientation (i.e. can have any set of values for it's dimensions) and still intersect the ENTIRE point.  In this example, a pencil represents a line with only one dimension (length).

Lines

 * Let's not attempt to define the line, for it is impossible. However, it has some properties. A line is infinitely long; it goes forever in both directions. A line is infinitely thin, and also infinitely straight (so, it is also called a straight line). Lines also have a lot of points on them, in fact an infinite number of points, to be precise.

 * Actually, on the other hand, let's define the line, for it is possible. A straight line can be defined in a number of ways, mathematically - but this will depend on the coordinate system being used. However, no matter which coordinate system is chosen, a straight line can be defined by specifying two distinct points through which it passes.

 * If we don't go into mathematics, a line can also be defined in plain English as a collection of an infinite number of points, all placed side by side. Since a point has no dimensions, we would expect a line to have no dimensions, since it is a mere collection of points. However, when a number of points lie side by side, they do give rise to one dimension - that of length. Thus we see, line is a one-dimensional object. A line is denoted using small letters.

 * On a Cartesian coordinate system, a line is defined as a set of all points whose range (i.e. y-coordinates) is the solutions of a function involving one domain (i.e. set of x-coordinates) that can be simplified to a first-degree trinomial with two variables (x and y).

 * So far, we have discussed only straight lines. However, lines can also be curved. Such lines are called curved lines.

Similarly a plane can be defined by three distinct points in any coordinate system involving more than one dimension.

Hands-On Examples of Lines

 * 1) Since a straight line is defined by two points, you can prove that it takes exactly 2 points to make a line. --J.foster.davis 17:38, 20 February 2010 (UTC)
 * 2) On a sheet of paper, make a dot (representing a single point)
 * 3) Ask the students to draw a straight line through the dot.
 * 4) Ask the students to draw ANOTHER straight line. Since this is possible, you will now have 2 lines on the page.  You can also repeat this step any number of times.  This demonstrates that a single point cannot uniquely define/identify a single line.
 * 5) Now, on another sheet of paper, ask the students to place 2 small dots anywhere on the page.
 * 6) Ask the students to draw as many straight lines that intersect both dots as they can. Since you can only have 1 line, they will not be able to.
 * 7) Ask the students to draw 3 or more dots on a clean sheet of paper.
 * 8) Ask them to draw as many straight lines that intersect all 3 dots as they can. Since you cannot, this demonstrates that 3 or more dots cannot define a line. Since the case above using 2 dots is the only case that resulted in exatly one line, this demonstrates proves the definition and why that particular phrasing is used to define a line.
 * 9) Demonstrate that an infinite number of points are contained within a line --J.foster.davis 17:38, 20 February 2010 (UTC)
 * 10) Draw a line segment and have each student place a dot on the line. Since dots (points) have no length, an unlimited number of dots can be drawn without any student touching any other student's dot.
 * 11) Repeat as desired using a line segment of any length. All students will still be able to place a dot.

Rays (Half-Lines)

 * A ray (or half-line) is a line that terminates at one of its points. It travels to infinity on one side of its two defining points, and terminates on the other.

In the picture above, points A and C define a line that terminates at point A. Therefore the ray is defined by points A and C.

 * Like a straight line, a ray is one-dimensional.

title: Points, lines, and planes


text: Category:Open Education Resources

title: Category:Open Education Resources


text:
Category:Collaboration

All about collaboration

title: Category:Collaboration


text:
Euclidean geometry/Congruency

Congruency

 * Two things are congruent if they are the same. Okay, onto next topic...
 * Wait a second; we didn't define that very well! That's okay. Congruency is a thing that is defined for everything that is used in geometry. For example, congruency can be defined for peanut butter jars

 * Two jars of peanut butter are congruent if and only if they have jars of the same shape, are filled to the same height with peanut butter, and the peanut butter tastes the same for both jars.

 * You could do a similar thing for gumballs, but that wouldn't be relevant to geometry, unlike peanut butter jars. Every element of geometry has its own definition of congruence.

 * This is the symbol of congruence.

 * $$\cong$$

 * Now for some congruency definitions!

 * Two line segments are congruent if and only if they have equal lengths.

 * Two angles are congruent if and only if their measures of the angles are equal.

 * Two points, lines, rays, or planes have no congruency definition.

 * Actually, those three definitions will do for now!

title: Euclidean geometry/Congruency


text: User talk:Samuelsummer

title: User talk:Samuelsummer


text:
Euclidean geometry/Proofs

One of the weird things about the field of mathematics in general is that all mathematically true statements are either postulates or provable from postulates. All of those equations you've heard before--like the familiar Pythagorean theorem, a2 + b2 = c2--have been proved at least once (and in that case many, many times over) in the history of mathematics.

Proofs are a surprising area where mathematics serves a highly useful realistic purpose, also, but not in ways you might expect! For example, the section below on conditionals is vital to understanding the most basic of computer programming--so much so, in fact, that we can't even say that a machine is entirely programmable without it. However, the act of creating mathematical proofs is also important in building a fundamental analytical mind. Most of the most basic runs of logic you go through in your daily head can be based--and improved--with an understanding of how proofs work.

In Euclidean geometry, the geometry that tends to make the most sense to people first studying the field, we deal with an axiomatic system, a system in which all theorems are derived from a small set of axioms and postulates. Most of these are relatively straightforward, e.g., it is possible to draw a straight line between any two points. Some are deceptively simple, however, and have confused mathematicians for centuries; but now isn't the time to worry about that. Let's get down to some provin'!

Preliminary Examples
''See if you can see how all of these relate to one another. Think very simply...''

 * If it is sunny, then I can play outside.
 * If there are clouds, then it will rain soon.
 * If you add sodium to water, then you will create an explosion.
 * If a statement contains if and then, then it is called a conditional.

The Conditional: Beginnings of Logic
A conditional is simply an if-then statement. If you accept the part after the "if", also called the hypothesis, then you must accept the statement after the "then", also known as the conclusion. So, all conditionals are in the form

 * If X [is true], then Y [is true]

There are certain relationships between conditional statements involving the same parts based on these two concepts:

Negation
Negation makes a statement false. For example, If "x=true", then the negation of x is "x=false". The negation of x is represented as ~x.

Converse
The converse of a statement basically flips the two parts of the statement. Using the example "if x is true, then y is true", the converse of this statement would be "if y is true, then x is true". These two concepts create the following five types of conditional statements:

Pretty complex, right? Conditionals go even deeper than this. But before we can continue with this, you should at least have a basic grasp of what mathematical logic is.

Mathematical Logic: True or False?
In this field of mathematics, at least, logic is very simple: Either something is true, or something is false. These are also usually represented by the values 1 and 0, respectively; that is known as binary logic.

Wikibooks has an excellent book on the topic of formal logic; it is highly recommended that you read through that to get a better grasp on the topic.

Conditionals which have traveled from algebra to geometry

 * The following conditionals are always true. It will make sense if, while you read them, you shout, "These are an insult to my intelligence!" for in fact, that's what they'll seem like.

 * The first one is called the reflexive property.

 * If a is a number, then a=a.

 * The second one is called the symmetric property.

 * If a=b, then b=a.

 * The third one is called the transitive property.

 * If a=b and b=c, then a=c.

 * Now, explanations of the conditionals. The first one says any number equals itself. Strangely enough, this incredibly obvious statement will be a common sight when you write proofs.
 * The second one says that equations can be reversed, AKA the statement x=4 is equivalent to the statement 4=x.
 * The third statement says that if two numbers are equal to the same number, then they are equal, AKA if x=4 and y=4, then x=y.

 * The next four conditionals are very similar to each other.

 * The first one is called the addition property of equality.

 * If a=b and c=d, then a+c=b+d.

 * The second one is called the subtraction property of equality.

 * If a=b and c=d, then a-c=b-d.

 * The third one is called the multiplication property of equality. (Are you seeing the pattern?)

 * If a=b and c=d, then ac=bd.

 * The fourth one is called the division property of equality.

 * If a=b and c=d and neither c nor d equal 0, then a/c=b/d.

 * Now, all of these properties are very similar, as you probably can tell; for example, if x=2 and y=3, then

 * x+y=2+3 by the addition property of equality.
 * x-y=2-3 by the subtraction property of equality.
 * xy=2(3) by the multiplication property of equality.
 * x/y=2/3 by the division property of equality

 * You may notice that the division property of equality has an extra part in its hypothesis that isn't in any other property of equality. (Remember the name hypothesis? If hypothesis, then conclusion. If the hypothesis is accepted as true, then the conclusion must be accepted as true as well.) That is because division is undefined when the denominator is 0. 1/0 doesn't exist! Neither does 4/0, -200/0, or 0/0. The extra part of the hypothesis is to prevent division by 0.

 * The final conditional we will look at today is known as the substitution property, and it is incredibly useful in proofs.

 * If two values are equal, then they may substitute for each other.

 * For example, suppose we know x=y, and that x+2=4. Then we also know by the substitution property that y+2=4, since x and y can substitute for each other.
 * It is very important that you remember the names of these conditionals. The four "properties of equality" should be easy to remember, since they are named for the arithmetic operation that they have in their property. The substitution property also should be easy to remember, since you substitute values. That just leaves the transitive, symmetric, and reflexive property. You can remember the Transitive property if you remember that it uses Three values. If you remember lines of symmetry, then you can say that the symmetric property says that equations have lines of symetry right down their equals sign. As for reflexive? Well, you'll just have to remember it.
 * Also note that you can use other properties from algebra, for example
 * a(b+c)=ab+ac by the distributive property.

Proof

 * The way proofs work is that they try to prove things. Simple enough! It may be a good idea to think of proofs as a staircase. What you know is at the bottom of the staircase; what you're trying to show is at the top. The way you get there is the proof. Each step is a modification of the known information using other known information. For example, suppose at the bottom of the staircase we have a=b, and we want to show that a+b=b+a. You can do this like so.

 * a=b; we're at the bottom, nothing new
 * b=a; we just used the last step and the symmetric property
 * a+b=b+a; this comes from the first two steps and the addition property of equality

 * There are three different types of proofs. They are the two column proof, the paragraph proof, and the flowchart proof

Two column proof

 * Given: AC=BD

 * Prove: AB=CD

 * That was a two column proof. It has five parts:

 * 1) The diagram. This diagram gives a visual for the problem, and is immensely useful
 * 2) The given/prove information. This shows us what is the bottom and top of our staircase
 * 3) The statements. These tell us what the steps are.
 * 4) The reasons. These tell us how the statements in part three are verified
 * 5) The conclusion. It is abbreviated "Q.E.D.", which stands for "quod erat demonstrandum". This is Latin for "which was to be proven". It concludes the proof.

 * To make a two column proof, follow these steps

 * 1) Draw your figure. The figure may be the most important part of a proof; it gives a visualization of what you're proving.
 * 2) Put down what you know, and what you're trying to prove.
 * 3) Draw your two columns; head the left one "Statements" and the right one "Reasons"
 * 4) Now, try to visualize the path you will take to get to the end.
 * 5) Write the steps you followed under "Statements". Verify your statements under "Reasons."

title: Euclidean geometry/Proofs


text: File:THD vehicles.jpg

title: File:THD vehicles.jpg


text:
User:Pmhollow

Whoami

 * I live to learn
 * where I learned to love.
 * Therefore I love to live.

Projects
Mandarin: Coursework for Mandarin One

Wish List

 * More sources of sounds for Mandarin initials, finals, and syllables
 * Animation and material for Mandarin courses for kids

Interests

 * Adoption Issues
 * Social Work
 * Philosophy
 * Psychology
 * Sociology
 * Expert Systems / Computer Automation
 * History
 * Chinese
 * English / ESL
 * Environmental Issues
 * Global Economy
 * Modern Slavery
 * Religious Issues
 * China
 * Guatemala
 * Pacific Northwest Geography / Geology
 * Portland
 * Columbia River Gorge / Hiking
 * Mount Hood / Skiing
 * Oregon Coast
 * Oceanography / Whale_fall - recent extinctions of untold unknown species due to past wildlife mismanagement

title: User:Pmhollow


text:
Wikiversity talk:Problems I have encountered

For simplicity of presentation on the "problems" page, I am starting discussion about each story here. Cormaggio talk 10:53, 18 April 2007 (UTC)

Pigeonholing
"Most wiki projects there is one page on one topic and people who want to work on that topic have to work together, thus NPOV and dispute resolution. Here you don't get that effect, meaning that projects rely more on advertising and less on the notability of the topic." >>> Do you mean here that you would prefer people to work on one page about a given subject? How would this be managed when you have differing pedagogical perspectives? I would like to encourage collaboration, but I wouldn't like to force people into a particular view of a subject if their perspective is different. How do you (or anyone) see the potential for collaboration without compromising individual pedagogical freedom? It's an interesting question! "Also, bureaucracy is slow if people assume there should be one (extension approval committee) when in fact such a bureaucracy doesn't exist." >>> I'm not sure if I understand this - what bureaucracies are you saying we should have or improve upon? Are these issues (like extensions) not community issues? Or should we delegate certain decisions to specific people/groups? Incidentally, what extensions do you want to approve (and where did you originally request it)? Cormaggio talk 10:53, 18 April 2007 (UTC)
 * The quiz extension finally got approved by someone somewhere. I had no idea where to take it, as apparently they wanted approval from someone somewhere.--Rayc 00:07, 23 April 2007 (UTC)
 * Hmmm, I thought all this kind of stuff was organised on the MediaWiki wiki. Perhaps McCormack might help us here... Cormaggio talk 00:13, 23 April 2007 (UTC)

Film school
Firstly, I'd like to say thanks Robert for such a clear picture of problems you've encountered. On software limitations, I'd like to be able to draw up a clear set of requirements that we need in order to build and organise a set of learning materials into a course. Your experiences are very clear, but I'd like to translate them into a wishlist that we can present to a developer (or group of developers) in order to brainstorm and develop a solution. Part of my frustration (and I think others' too) is that we don't seem to have an interested individual or group within the developer community who are monitoring the problems in Wikiversity. However, I do know that there most definitely are developers who are very interested in Wikiversity, so if we could put together a wishlist backed up by stories such as this one, we could have a good chance of doing something about it. I know there is currently thinking about rewriting Mediawiki to incorporate various (including educational) needs - some details at: Wikieducator.

On social issues of students not wanting to contribute, that is something that requires a range of solutions, like education, making the space as welcoming as possible, perhaps making contributing a mandatory part of participating in the course, as well as solutions like you have already found. However, I'm not sure if I understand your feeling that: "the difference between my content (with the formal student/teacher relationship with very rigid lessons) and the other content of Wikiversity is turning off some students." What is the problem here? Is it that you feel the students can get too easily distracted? How do you envisage that being addressed?

Finally, on a business model, there is nothing wrong or taboo about trying to make money out of the work you put into Wikiversity. That is why we exclude the NC licence - the opportunity to use content in a commercial venture must exist. There is thinking on how to fit a payment model into Wikiversity - some of this is at: Wikiversity NPC, and Teemu Leinonen has posted about this to his blog. It'd be interesting to pursue this discussion to make Wikiversity perhaps more viable and/or attractive to a wider range of educators. Cormaggio talk 10:53, 18 April 2007 (UTC)


text:
User:Danger~enwikiversity

I am Amit Mahajan from India. I did my graduation in Computer Science and Post Graduation in Embedded System Design.

Currently i am working in Wipro Technologies  Pune.I am working in field of Embedded System.

I joined WikiVersity so that i can able to design basic course on Embedded System,specially on Real Time Operating System.I am also planning to write tutorials on RTOS so that it will help the needed people.

title: User:Danger~enwikiversity


text:
User:Devildope

Hello everyone! My name is David Ploss and i am from The United States, ILLINOIS! Nice to meet all of you.--Devildope 12:58, 18 April 2007 (UTC)

title: User:Devildope


text:
User talk:Devildope

Hi everyone! feel free to post on my user talk page! --Devildope 12:58, 18 April 2007 (UTC)

title: User talk:Devildope


text:
User:Kanjy

My user pages of:
 * Meta - Commons - Species - Incubator - wvBeta
 * MediaWiki - TestWiki - BetaWiki - Toolserver
 * English: enwp - enwt - enwb - enwn - enwq - enws - enwv
 * Japanese: jawp - jawt - jawb - jawn - jawq - jaws - jawv
 * Wikiversity: beta de el en es fr it ja

cs:Uživatel:Kanjy de:Benutzer:Kanjy el:Χρήστης:Kanjy es:Usuario:Kanjy fi:Käyttäjä:Kanjy fr:Utilisateur:Kanjy it:Utente:Kanjy ja:利用者:Kanjy pt:Utilizador:Kanjy ru:Участник:Kanjy sv:Användare:Kanjy

title: User:Kanjy


text:
User:WikiversityJack

Hey! I'm Jack! Please leave me a message on my talk page and I might respond...

I was born in Florida in a green house of all places! I enjoy surfing, long walks on the beach, and of course STUDYING, learning, and WIKIVERSITY.

I know a lot about actuarial science, biochemistry, and a little bit about gardening and classical studies. I am also excited to be part of the mascot contest.

I've posted some pictures here about myself and my life, I hope you like them.

Dear Jack,

Thanks for your welcome message. Surely I will bank on you if I need any assistance. First come first, I am just taking a quick tour of Wikiversity.

Dineshjk 13:33, 28 August 2008 (UTC) Retrieved from "http://en.wikiversity.org/wiki/User_talk:Dineshjk"

title: User:WikiversityJack


text:
Wikiversity:Culture

Wikiversity's culture of diplomatic honesty and good faith is important.

"..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things." (Jimbo Wales - In the opening session of Wikimania 2006 talking about Wikiversity)

This section explores Wikiversity's image, mission and effectiveness in terms of its social aspects.

Structure
The use of namespaces at Wikiversity is perhaps one of its the most unique and innovative features, particularly the addition of School: and Topic:, which designate what might traditionally be thought of as "departments" or "divisions" within a "brick and mortar" university. But as we develop Wikiversity, we should pay more attention to the User: namespace than is allowed by the policies on other Wikimedia projects for a variety of reasons. As our policies form, we must realize that personal expression, interpersonal dialog and cultural distinction are inherent parts of a typical university environment, both in brick-and-mortar institutions and online learning networks.

People
Wikiversity participants (occasionally called Wikiversitans) are generally creative, thoughtful people who come here to do serious work, growing as learners and teachers, producing useful work and making a positive difference in their World. But we also have less serious sides, playful sides. As members of a tightly-knit learning community, we learn to express ourselves responsibly and allow ourselves to be impressed upon by others, thereby forming interpersonal relationship through our encounters. We join groups of like-minded folks through Schools, Topics, and other group learning situations where we focus on the tasks at hand. In the process, we learn to work together to achieve learning goals, which can be both individual and collective.

When we build our userpages, we are acutely aware of how public they are. Everyone has a different personality. Some people may not create a userpage because they are shy or it is not important to them. (See Special:Logs for evidence.) Others go to extremes to make an impression. Everytime we edit a page, we risk "face" because of MediaWiki's ability to track our every move. Doing something "foolish", as most wiki users know, seldom goes "unpunished". However, as long as users make edits in good faith, it is not hard to save face. Learning what is appropriate and where, is not a bad priority for the responsible Wikiversitan. It is important to develop centers of culture at Wikiversity that allow the freedom of expression.

It is also important to realize that we have a "collective face" to those outside our circle.

Relationships
As a Campus, our "places" and "spaces" matter. All users are allowed their own personal space in the form of user subpages for self-reflection and the development of organized thoughts that we are working through individually. There are as many ways to use these subpages as there are Wikiversity users. As we assume good faith, we learn to respect each other's privacy through the practice of good netizenship. We learn to understand each other's identity, tolerate each other's idiosyncrasies, and develop ways to foster mutual respect. We also learn to balance scholarship, focus, and fun, while getting better at what we do as topic-focused teams, taskforces, interest groups and scholarly associations, large and small. Through association with others within our online shared spaces, practice is the only way to learn netizenship. Schools, Divisions and Departments are collections of both people and learning resources. Our culture and Wikiversity's relaxed policies allow us to develop as individuals within a comfort zone unique in the context of the larger Wikimedia metacommunity. One cannot fully think about developing Wikiversity without being aware of its culture.

As our learning community grows, our hope is to produce not only valuable learning resources, but also better people who indeed can bring about positive social change both online and in the real world.

title: Wikiversity:Culture


text:
Wikiversity:Introduction Overhaul Taskforce

Welcome to the taskforce on improving Wikiversity's introductory pages! Please help us in improving Wikiversity - particularly from the perspective of a newcomer. (If you'd like to make suggestions about this taskforce, including its name or scope, please do so on the talk page.)

Aim
This taskforce's aim is to improve the "points of entry" to Wikiversity for the newcomer - from the Main Page, to definitions of and introductions to Wikiversity, to help pages - to make them as clear, concise, and as user-friendly as possible.

Project pages

 * For changes to the Main Page, see: Main page design changes

Pages needing improvement

 * Services - as in "Getting involved", promises much, doesn't deliver. Most links from it don't go anywhere.
 * Help:Contents - needs a facelift more than anything - see Wikipedia's help section, possibly made friendlier and with more obvious tutorials for each section
 * About - or is this page redundant with What is Wikiversity??
 * Guided tour - why does it need to have a lot of text on the page? Wouldn't it be better to have a streamlined system of pages that people can go to for more information on specifics? If they are at a page called "Guided Tour", I think they want a tour. ;-)
 * Guided tour update - Looks great everybody. The layout is tops. There is a markup error on the Community Portal leg of the tour. Something is up with the line. I can't get it to work, but anybody willing to give it a shot gets brownie points. Cheers --=Benjamin= (t)·(c)·(e) 15:31, 21 June 2010 (UTC)

 * Community Portal - it's just too confusing <-- This has regular updates from users. Is this mention redundant? Brett Johnston (talk) 11:24, 27 September 2012 (UTC)
 * Getting involved - this is currently a link from the main page saying how you can get involved - it has no real information about how to get involved. <-- It looked involving to me Brett Johnston (talk) 11:34, 27 September 2012 (UTC)

Ideas
Brainstorm about what needs improvement, and how it could be improved.

(from Colloquium)
 * I agree the main page is in a dire state, and the introductions seem to be a mess. For example, in one place I read that the "course" concept was rejected by the board last year, but when I try to find information about how to structure connected pages, I get back to a page which tells me how to set up a "course" on Wikiversity. The project boilerplate is pedagogically inadequate - multiple examples, tailored to different purposes, are needed for newcomers. I assume there's been a lot of discussion of this, but it's not obvious to me where the discussion is centered. McCormack 17:40, 18 April 2007 (UTC)
 * On courses, the board's directive was never clear nor clarified, and I honestly think you'd be better off ignoring it - bearing in mind that we're experimenting with what kind of learning model fits best in this wiki format. As for pedagogical templates, I'm with you there - it'd be great to be able to "templatise" (or at least give examples of) how people could go about developing materials. Cormaggio talk 12:23, 19 April 2007 (UTC)

 * The guided tour could be made a better resource for new visitors and we could put some effort into a video presentation that would explain Wikiversity to new participants. --JWSchmidt 18:51, 18 April 2007 (UTC)
 * Supporting Wikiversity participants has some older thoughts about "tracks" for different types of participants that I think are relevant. --JWSchmidt 16:01, 19 April 2007 (UTC)
 * I started Topic:Wikiversity as a content development project where learning resources about Wikiversity are planned, organized and developed.

Initiatives

 * Adding content tutorial - a (fledgling) tutorial about adding content. See Category:Wikiversity tutorials
 * Portal:Wikiversity - a guide to the Wikiversity namespace

Participants
Sign here if you would like to contribute to this project, and perhaps give a brief account of why you are here.

 * Cormaggio talk 19:52, 18 April 2007 (UTC) - I think our whole introduction is very messy, unecessarily overlapping in parts and chronically deficient in others. Overall, I don't think we're helping newcomers enough to get a sense of what Wikiversity is, and how they can use it and really get involved. I'd like our introduction section (for want of a better phrase) to be a well-presented, clear introduction to the project and an efficient funnel targeted at people's specific needs. If we had this, I think a lot more people would be getting involved in Wikiversity. Cormaggio talk 12:16, 19 April 2007 (UTC)
 * CQ 15:23, 20 April 2007 (UTC) - I think we should add the About page to the worklist. Also we should have an entry path for those learning English for the first time.
 * About is already there. :-) Increasing access for non-native speakers is also a good idea - thanks! Cormaggio talk 15:25, 20 April 2007 (UTC)
 * McCormack 16:15, 4 May 2007 (UTC) We need to say very clearly what makes Wikiversity different, and what makes it an experience that adds value to education rather than being just another wiki. Differences (starting to think):
 * exceptions to NPOV in the form of original content, but with disclosures (note: I think the disclosure system needs combining with peer review requests, templates with categorisation; needs clarification and depth).
 * interactive widgets (e.g. Rayc's drop-boxes - perhaps revise a bit - for simple reveal/hide operations; the quiz extension; memorize? more?
 * structural metaphors (faculty/school/etc) combined with much tighter category system than Wikipedia
 * molecular strucure of basic components - i.e. multiple-page projects rather than single-page articles; note that we need to provide greater help as regards setting up various types of molecule.
 * cohesion with OER projects such as OER commons (e.g. an automated feed to OER commons which sends over projects marked as mature; note that we need info box templates with OER commons metadata that can be attached to mature projects. Needs a bit of programming, perhaps.
 * That's a great brainstorm/wishlist - and there's a lot more here than simply the introduction section (which is what I hope this project will address). Kinda following on from my recent reply to you on the Colloquium, what do you think of having a series of pages on "Developing Wikiversity", "Defining Wikiversity", "Understanding Wikiversity", "Contributing to Wikiversity", which would integrate with pages on Wikiversity outreach, and the welcome/introduction section? I think there are several projects here and perhaps they need to be organised by theme in order to attract more participation (potentially from the main page). Thoughts? (Keep 'em coming!) Cormaggio talk 11:57, 5 May 2007 (UTC)

 * PeterMG 05:05, 18 May 2007 (UTC) - The entry pages are apparently symptomatic of an overall organisation dysfunction. I posted an incomplete proposal on the talk page to address the issue holistically. My gripe is having the school namespace, but poluting the topic with school departments.


text:
Wikiversity talk:Introduction Overhaul Taskforce

Name
I plucked this project's name more or less out of thin air - what do people think of it? Inspiring? Ghastly? Satisfactory? Any suggestions? (How about a catchy acronym?) Cormaggio talk 19:55, 18 April 2007 (UTC)

Wikiversity organisation proposal
Sorry for the late response. I am new to wikis and have spent some time researching on my local copy. I planned posting a complete proposal to colloquium, but things are moving faster here than I can keep up. So I'll do my best to sell the idea with what I know. This has the side-effect of revamping the Main Page and Community Portal.

The Problem
(My reference is Wikipedia, I know little about the other projects, so my conclusions may be off.)

Wikiversity combines all administration, educational, support, and website management across all the namespaces. This complicates creating contribution areas and educational areas, that is, there is no distinction made between those who come to study and those who want to contribute. There is no clear separation between regulations that apply to contributors and those that apply to students. Finally, the content structure presented to students emulates the school's structure.

Operation
Wikiversity has three main operational goals:
 * Attract contributors to produce quality material.
 * Attract students to consume the material.
 * Facilitate student and contributor collaboration.

The words 'student' and 'contributor' is defined by the editing they do. A student never, or only, edits articles, while a contributor edits more than one namespace.

Proposal
The proposal redefines the available namespaces and how they used. It restructures Wikiversity similar to an enterprise: Products (education), management (administration), and customer relations (student council). Unlike the traditional enterprise, Wikiversity designates roles, rather than people, so people can switch between roles.

Namespace definition

 * Educational - The school namespace is rooted in Category School. The school itself is divided into two areas: the school namespace provides contributor navigation and content acccess, and, the subcategory school discusses the school's policies, content evaluation, templates, and similar.

 * Administration - The Project namespace rooted in Category Project. Administration is divided into two areas: school administration and real world issues. The project namespace deals with template control, content assement, and school structure. The category projects, however, deal with format, copyright, vandalism and similar administration issues.

 * Student - The Article namespace is reserved for educational material and tools. The article structure is independent from the school structure. This enables contributors to view the material their way and present it the student way . Students should never bee accidently exposed to other namespaces (except maybe Topic).

Student School and Inter-School schools
Two dummy schools complete the proposal. The Student school is structured for student access and provides navigation to materials and tools. It is not a school, but is in the school namespace. The student subcategory is the student council which discusses how well the student navigation works, how well they can get help from contributors, and anything that they think will improve Wikiversity. Students may edit the student school structure to better reflect their needs. This will not affect any other school, nor change the way contributors provide the material. (A student namespace might be safer than a school)

Initially, the school structure can follow all the other schools (except the interdisciplinary), and then students can restructure material as they choose. This should be no more than relinking topics to articles and creating/deleting student topics. Note, that students who edit articles will edit the same article a school contributed. Thus, students approach articles from the student school, while contributors do so from another school.

The student school structure contains content specifically targeted toward studying, while other schools content target education and material organisation.

The second inter-school school handles inter-disciplinary content. Any material that affects both social science and philosophy, for example, is provided here. Schools provide links to the inter-school, rather than duplicate effort, or interlink schools. The inter-school is responsible for negotiating between schools, avoid ownership claims, on the one hand, and neglect on the other. The subcategory interschool deals with inder-disciplinary education and multiple presentation without content duplication (Social science views content one way, philosophy another).

The Root Pages
The main Page links to the student school. It provides the motto, slogan, and a brief history of Wikiversity. It is student orientated and designed to encourage study. A topical list of courses allows direct access for power students. The subcategory student directs students to the council for advice and feedback.

The Category:School page lists all the schools, including student and interschool. It describes Wikiversity's educational goals, methods, and content recommendations. Each school's category describes how the school implements the above. Thus, every category that refers to the school namespace deals directly with education, in theory, practice, or both.

The Category:Project page lists all the school projects. This deals with administration issues, such as school structure, template, and content management. Each project subcategory (i.e. Project:Arts), describes how the school administers itself. At the lowest level, external tools and material projects focus on access, availability, and usefulness. Note: student projects (that belong to the student school) are reserved for students to conduct projects with mentors. So, projects can still be used as originally intented.

The Community Page is reserved for contributors, both students (for the student school) and others. It provides a cross-over for students wanting to expand Wikiversity and links to sister projects (like wikipedia, etc.) It also provides news, current events, and available tasks (what needs to be done).

Requirements
All the structures are based on the subpage feature. This means schools can use the same name within the school namespace without conflict. The art school can have 'fine' and 'applied' departments, which will be identified as 'School:Art/Fine' and 'School:Art/Applied'. To cleanup the page's title, should work if it is properly enabled. (It works on my wiki, but not on Wikiversity) The science school may also have an 'applied' department, but identified as 'School:Science/Applied' and distinct from the art's applied department. This approach avoids polluting the Topic namespace with school departments.

The Topic namespace servers as an entry point to articles. Each topic lists the articles it manages (toc) and describes it's objective. A topic defines an atomic unit, or module of articles. It may contain a related (student) project link that describes prerequiste units and/or external materials and tools. Each article should have back, forward, and up links to related articles and the root topic. This can be discussed on the Topic's talk page.

Summary
In summary, create a student school and interschool. Create the category:student as the student council to discuss the student school structure. Move regulatory material into projects and separate between school regulations (project namespace), and general (category project). Link the community portal to Category:School, and add each school to the school category. Move department topics back into the school namespace using subpages. Link school departments to Topics and topics to articles. The student school can organise topics as they see fit. Student school projects function as student collaborations, while contributory schools use them for format, copyright, robots, and similar. School navigation provides education content, category navigation provides school admin content, project navigation provides external admin content (formats, access, copyright). The Topic category provides material navigation (courses). PeterMG 04:42, 18 May 2007 (UTC)

Translation
A copy of the above "Wikiversity organisation proposal" has been made and will be edited in an attempt to match the proposal to the terminology used at Namespaces. See Wikiversity talk:Introduction Overhaul Taskforce/copy. --JWSchmidt 04:45, 21 May 2007 (UTC)

 * I wonder if this could be done on a new page Structuring Wikiversity, which would address the scope of the above post, going beyond a description of individual namespaces? Cormaggio talk 09:00, 21 May 2007 (UTC)
 * I think Web architecture for Wikis is also trying to get at these "wiki structure" issues. --JWSchmidt 12:42, 21 May 2007 (UTC)


text: User talk:Theowl84

title: User talk:Theowl84


text:
User:Lizabinante

Liz Abinante is a student at UC Davis in the Women and Gender Studies and Psychology departments.

She likes cuddly bears, sunflower seeds, and night time.

title: User:Lizabinante


text:
Queer studies

Preface to the Course
This course page on wikiversity was started as a project of students at UC Davis enrolled in Spring quarter 2007's Queer Studies course (March 28-June 9, 2007). It is our hope that with the work put in by our class and that of others, we can create a very informative page. The page is an alternative to our current course with additions, changes, and current aspects of the course that describe "queer studies" for us as students. Not only is this a course, it is a project. It is our course on queer, constructed how we see it. Please keep in mind as you read our various contributions that this course is an alternative teaching of our current queer studies lecture taught at UC Davis and is not taken verbatim from our real queer studies course.

We have chosen, for this project, to add readings, videos, events, and other media we feel are relevant to the transmission of queer studies. As a disicipline, queer studies is multifaceted and has multiple meanings. Different students have different areas of interest, and materials will come from various places. In a sense, this wiki is not only our current course at UC Davis, but our interpretation of the course, additions, and changes we feel enhance our education as queer scholars.

Please also take note that queer studies attempts to alter systems and change boundaries. This is mentioned specifically because of the format the material for this course is being presented to you in. Wikiversity, while a very interesting and promising project, is also bound by a set of rules and notions do not sit well within queer. Because of this, some of the material we try to transmit through this medium may be distorted or difficult to present. We welcome any additions or changes to this course as an effort to make our queer learning experience as queer as possible.

 * (This course would benefit from a breakdown into subgroups of classes that would elaborate on topics which are speed through during WMS 170. The time that is alloted through our institution does not allow significant space to elaborate on issues. Rather it gives us a short amount of time to read a lot and leave us scrambling to catch up. Specifically there should be a class focused on media where a lot of different viewings of media, mainstream and those which are not mainstream, should be added. These viewings will show the struggle of creating a queer safe community within one which is distant towards 'strange ideas' that question their heteronormative ideals. Our class has far too many topics to cover and would benefit from an addition to another class which goes stays along the same subject matter as our course now. This would be beneficial to creating a space, because it helps identify how “our” class including “our” class’s topics is seen, portrayed and stereotyped outside of the academic world of journals and academia in general.)

Over the years, this course has also been further developed and updated by other dedicated people.

Lecture Topics
Here we have provided important terms, constructs, discourses, and ideals that can be questioned by queer studies or are essential to the practice of queer.

Progress of LGBT Rights in the 20th Century
This lecture will include an overview of LGBT rights movements and currents in the 20th century, how they interacted with the broader currents of that period, and how these movements came to shape the culture of queer communities. Readings: A Queer History of the United States; Victory

Marriage Equality
Topics covered include the history of marriage equality, both in the US and globally. There will also be discussions on queer attitudes to marriage, both for and against, and the impact the marriage equality movement has had on queer communities. Readings: Gay America; Against Equality; 3 Movements, 2 Diaries, 1 Trans Woman's Message

LGBT Rights and Movements Around the World
While recent decades have seen great advancement in LGBT rights in the Western world, this has generally not yet happened in the rest of the world. Where do the rest of the world currently stand regarding LGBT rights? Do queer people and their allies living in the West have a responsibility do their part to encourage global change, and if so, how can they effectively do this?

Trans Perspectives
This lecture will focus on the subjective experiences of trans people and trans communities, and their perspective of their place in the wider world. Readings: Rethinking Normal; The Danish Girl; Becoming Nicole; 3 Movements, 2 Diaries, 1 Trans Woman's Message; Redefining Realness

Feminism and Gender Minorities
To what extent have the feminist movement and the trans rights movement been allies, and to what extent have they not been? There will also be discussion on trans-inclusive vs trans-exclusive feminism. Also, how have trans people been affected by trans-exclusive feminism? Readings: Excluded; 3 Movements, 2 Diaries, 1 Trans Woman's Message

Being Queer and an Ethnic Minority in the US
Being both LGBT and an ethnic minority means one has two minority identities. How do the two interact? Some ethnic LGBTs feel that they have to choose between predominantly expressing one identity or the other. Why is this the case? How can things change? Readings: Redefining Realness;

Queer Voices in Country USA
Despite recent advances in queer acceptance across urban America, life for LGBT people is often very different in the heartland. Readings: Brokeback Mountain

Queer Identities Around the World
Outside of the Western world, queer identities are often defined in ways other than the standard LGBT scheme. Some of these identities, and how they do or do not correspond to typical Western identities, will be explored in this lecture.

Articles, essays, etc
Avery, D. (2007). Isn't It Ironic?. HX, (814), 56-57.

This article along with a viewing of Ma Vie en Rose (a show on a non-mainstream outlet) along with one from one of the main network channels (ie Will & Grace) can be shown. The most vital part of information from these two shows is the comparison. Why is it that the article critiquing GLAAD’s decision to not honor the ‘gay networks’is important? Was their decision justified? Why is it that along with birth of cable there are now networks which are subject specific? Mainstream media, although one would like to think it’s extremely liberal and ‘progressive’, is limiting and censors actively issues which are 'difficult' to address within society. For instance, queer issues are going to be oppressed and censored until they are progressive enough to foster a good image, but not enough to stray away viewers(ie Will and Grace a successful lawyer and straight women cause every straight woman who always wants to make him straight?). Specifically, what are these three showing us? Is there a difference between what is accepted and what is not? What doesn’t fit into mainstream media and does not allow itself to be censored into mainstream media must be pushed out into other networks because then the network is not jeopardizing itself financially in order to be ‘progressive’. Is then a network really being ‘progressive’ when there is really nothing there to loose? What problems do here!, LOGO, and Q Television pose in comparison to major networks? The audiences are different and the safe spaces are created in a space that is exclusively for those who are already in acceptance or have knowledge of the space without questioning the norms. So are these networks really teaching us that as long as these norms are not questioned and these spaces lie in a place unnoticed then they are deemed acceptable?

Books

 * The History of Sexuality by Michel Foucault: focus on An Introduction: Volume 1.
 * Queer City by Peter Ackroyd

A detailed history of queer rights movements in the US from ancient times to the beginning of the 21st century.
 * A Queer History of the United States by Michael Bronski

Published on the eve of nationwide marriage equality, this book reviews just how far queer rights have come.
 * Gay America: The Road to Gay Marriage and LGBT Rights by Associated Press

A fictional biography of a young trans woman living in the early 21st century, based on real life experiences of trans women living in this period. Features some exploration of the mixed feelings many trans women have towards the feminist movement. Also traces the development of the marriage equality movement in the Western world, and explores how queer people trapped in the politics of it all may see it. Students should reflect upon and discuss how trans-exclusionary feminism has impacted the trans community, and the ways a more trans-inclusive feminism may be able to heal those wounds.
 * 3 Movements, 2 Diaries, 1 Trans Woman's Message by TaraElla

A collection of essays by radical queers who do not support marriage equality, explaining their positions.
 * Against Equality by Ryan Conrad

This book also describes the history of LGBT rights movements in the US.
 * Victory by Linda Hirshman

A 1950s novel about lesbian love, one of the pioneers of this genre. Students should reflect upon and discuss in what ways same gender relationships in the 1950s are similar to same gender relationships nowadays, and in what ways they are different.
 * Carol by Patricia Highsmith

A biography of a trans young person living in the early 21st century, also describing the legal battles she and her family went through. Students should reflect upon and discuss how the broader legal and political landscape can affect LGBT lives, and how LGBT voices can help change that landscape.
 * Becoming Nicole by Amy Ellis Nutt

An autobiography of a young trans person.
 * Rethinking Normal by Katie Hill

An autobiography of a young trans person.
 * Being Jazz by Jazz Jennings

An autobiography of a trans woman of color.
 * Redefining Realness by Janet Mock

There is extensive discussion on how queer and trans women are often excluded from feminist movements, and how such movements can be made more inclusive.
 * Excluded by Julia Serano

 * Lorde, Audre, Zami: A New Spelling of My Name

 * Lorde, Audre, Sister outsider: essays and speeches, Berkely, California, The Crossing Press. (1984)

 * Dellamora, Richard Apocalyptic Overtures: Sexual Politics and the Sense of an Ending (New Brunswick: Rutgers, 1994)

Misc

 * Heterosexuality Questionnaire: Questioning heteronormativity by positioning homosexuality as the norm, rather than heterosexuality.

Movies and Videos
A movie about the first documented case of sex reassignment, which took place before WWII. It has been noted that Lili's narrative is quite different from the typical narrative of trans people today. How do they differ? And how much of this difference is due to the different social context?
 * The Danish Girl (2015)

 * Brokeback Mountain
 * Transamerica

Philadelphia should be an essential part to our curriculum because it shows the first successful attempt in mainstream media to question heteronormative partner norms, as well as combat an issue of addressing HIV as an issue which could potentially affect two same sexed male partners. This movie showed the real issues that came along with having HIV. How did it perpetuate stereotypes by also showing the issues that come along with HIV and same sex relationships? The scene where Tom Hank’s long life partner can not be with him at the hospital while the disease is taking over his body shows how 'family' definitions within society are problematic in same sex partnerships. It addresses the issues of who has the power to oppress people due to their heteronormative ideals of what a relationship should look like. Also, the fact that the two are even shown is crazy in the 90s. For instance, Public Service Announcements from MTV at this time prevention HIV jump around the subject of what causes HIV and rather the PSA shows a condom taking I walk along the wood floor past the cat onto a bed. It does not address the issues of why the condom is preventing HIV or who the audience should be. Now MTV shows real people giving testimonials for HIV and they also show people getting vaccienated however there must be issues at the forefront of these PSA's which are very mainstream oriented which must be addressed. The importance of Philadelphia is that it challenges in a time that the US was afraid of the HIV virus hetoronormative norms of being closed off to those that the issue affects due to the fact that it is invisible in the mainstream world.
 * Philadelphia

MTV Networks Inc. http://www.mtv.com/thinkmtv/sexual_health/wad_2006/. May 13, 2007.

Events

 * Day of Silence An annual event where participants do not speak in honor of the individuals in the LGBTQI community who are not allowed the full privileges of their voice because of their sexuality.

Music
Queer critiques can be applied to mainstream music in addition to the wealth of "queer friendly" or "queer conscious" music available.

 * Ani DiFranco "In Or Out" (lyrics) This song is about DiFranco's personal experience as a bisexual. I feel material like this is important to queer studies because bisexuals often get lost in the fervor of queer studies and its emphasis on queer texts. This song challenges both heteronormativity and homonormativity in the lines "Guess there's something wrong with me / Guess I don't fit in / No one wants to touch it / No one knows where to begin". By rejecting an either/or division of her sexuality, DiFranco presents herself as something people are not familiar with, something that is, essentially, queer.

Television Shows
The importance of these three shows relies on the possibilities which an actor has in their role. Ellen Degeneres a public 'out of the closet' lesbian carries by her agency in these shows under her belt. Due to her tremendous following (which brings big money opportunities in advertising for networks) her show comes along with a great deal of power over the networks who might try to censor her otherwise. For instance, as time passes her shows have cut down on the amount of political issues, yet they offer an important insight into the transgression of agency through media. The first one shows how she had the ability to bring up the issue of her being a lesbian while at the same time being an important character in popular media culture.However, after her show got taken off the air she got offered to do another show where she moves into urban space (Times Square Red Times Square Blue would be supplemental read in order to further elaborate on issues of space). She moves back in with her mother in a small town where most of the show revolves around her attempts to get acceptance into their space again. Finally, there is The Ellen Degeneres show which has given her a lot of opportunities to reach out to bigger audiences (ie when she hosted the Grammy's). Focusing on the importance of agency, actor hidden agendas as well as the importance of shows to dominant societal ideals is vital to understanding our space within space in genera.
 * The Ellen Degeneres Show
 * The Ellen Show
 * [Ellen ]

title: Queer studies


text:
Least squares

We use the method of Least squares when we have a series of measures (xi, yi) with i = 1, 2, ..., n (i.e., we measured a set of values we called y, and each of these depended on the value of a variable we called x), and we know that the measured points (xi, yi), when drawn on a plane, should (in theory) form a straight line.

Because of measurement errors, the points measured, most probably, will not form a straight line, but they will be approximately aligned. We are interested in finding the straight line which is the most similar to the points measured. So we want to find a function $$f(x) = ax+b$$ (that is, a straight line) such that $$f(x_i)\approx y_i.$$ We only need to find the appropriate a and b and we will have found our function.

How do we express most similar mathematically?
The criterion we will follow to find those a and b is to minimize the error $$f(x_i)- y_i$$. If we define it this way, this error is the vertical distance between each measured point and the straight line we are seeking. To minimize the total error, we will try to minimize the sum of all errors:
 * $$ E = \sum_{i=1}^n (f(x_i) - y_i)$$.

But this formula for the global error has a problem: If we have two points, the value $$y_i$$ of the first being far below the line (so with a big positive error), and the other one, $$y_j$$, being far above the line (so with a big negative error), when we sum both errors they will cancel out mutually, giving a total error of $$E = 0$$. Evidently, that is not what we are seeking. The solution to this problem is to change our formula for the total error and try this one:
 * $$ E = \sum_{i=1}^n (f(x_i) - y_i)^2$$.

We will not sum the individual errors, but their squares. This way, all of them will be positive, and to minimize the sum all of them will have to tend to 0.
 * Why don't we use the absolute value of the errors ($$|f(x_i)- y_i|$$)? Because, as we will see, if we use the square of the errors there exists an exact formula to find the a and b which minimize the error (and with the absolute values there is not such formula).

This is why the method is called "least squares", because it tries to find the line which produces the least squares of the individual errors.
 * Note that we are assuming that the x values are exact, and all the errors are in the y values. In most cases this may be not true, and we could have errors in the y and in the x values. There are other methods which consider this, but the least squares method is the most simple and the most used.

Which are a and b, then?
The values for a and b that minimize the total error E are:

 * $$a = \frac{n\sum_{i=1}^n (x_iy_i) - \sum_{i=1}^n x_i \sum_{i=1}^n y_i}{n\sum_{i=1}^n x_i^2 - (\sum_{i=1}^n x_i)^2}$$

and

 * $$b = \frac{\sum_{i=1}^n x_i^2 \sum_{i=1}^n y_i - \sum_{i=1}^n x_i \sum_{i=1}^n (x_iy_i)}{n\sum_{i=1}^n x_i^2 - (\sum_{i=1}^n x_i)^2}$$

The most convenient way to calculate these values is to tabulate your data in columns, namely $$x_i\;$$, $$y_i\;$$, $$x_i^2$$ and $$x_iy_i\;$$. After calculating the products for each pair $$(x_i,y_i)\;$$, we sum each column, obtaining this way $$\sum_{i=1}^n x_i\;$$, $$\sum_{i=1}^n y_i\;$$, $$\sum_{i=1}^n x_i^2\;$$ and $$\sum_{i=1}^n (x_iy_i)\;$$. With these values calculated we only have to substitute them in the formulas for a and b and we are done.

Of course, all the sums and products can be done automatically using a spreadsheet such as Excel. The steps are explained Least squares/Calculation using Excel here with an example.

How to find a and b
To find a and b we have to minimize the two-variables function E discussed above. To minimize N-variables functions, as you shall see when you see partial derivatives, you have to find the point(s) where all of its partial derivatives become 0.

Considering the form of E, this gives a set of two linear equations of the two variables a and b. The system is easily solved using Crammer's rule (or equivalently, since the matrix of coefficients is 2x2, inverting it, which is trivial). And the solution found is the expressions given above for a and b.

title: Least squares


text: Category:Evidence-based medicine

title: Category:Evidence-based medicine


text:
Evidence-based medicine/Case studies

This page is for group discussion of case studies that explore Evidence-based medicine.

Pharmaceutical promotional marketing brochures
Do drug companies provide accurate information in their promotional materials for their products?

Activities

 * Read and discuss the article by Cardarelli, et al
 * Find other similar case studies and add them to this page
 * Explore the accuracy of claims made about a drug you are familiar with.

title: Evidence-based medicine/Case studies


text:
Goldsmithing

Welcome to this learning project about !

This is a suggested list of headings to organise a learning project - please see Directions for use for more information. Please delete any headings (etc.) if you feel they are not relevant, and rearrange as you see fit.

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Describe this learning project in a sentence or two.

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The intention is to collect knowledge about this old craft

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Each project/lesson/activity may have a suggested reading selection, eg:

 * Wikipedia article:
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 * Lesson 1: ...

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 * Quiz 1
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Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects - and you are encouraged to cooperate with other departments that use the same learning resource.

 * }

title: Goldsmithing


text:
User talk:Lizabinante

Hi there - I just wanted to say it's great to see the emergence of Queer Studies in Wikiversity - all the best with it. If you want to discuss any general aspect of Wikiversity, I'd be happy to do so - in the meantime, I'll leave you all to it. :-) Cormaggio talk 20:53, 18 April 2007 (UTC)

title: User talk:Lizabinante


text:
Wikipedia studies

Welcome to the Wikiversity content development project for Wikipedia Studies.

How does Wikipedia work? How did it grow out of the Nupedia project? Where is it heading? What can younger wikis learn from Wikipedia?

Learning projects

 * Wikipedia - list of learning materials
 * Wikipedia Wikiprojects - models for collaborative wiki editing
 * Wikipedia culture - sociological studies of Wikipedia
 * Discussions on Wikipedia - studies on how different points of view are dealt with
 * Wikipedia administrators
 * NPOV
 * Fundraising - should advertisements be used to raise money?
 * Ethical Management of the English Language Wikipedia

External resources

 * History of Wikipedia - article at Wikipedia
 * help wiki

title: Wikipedia studies


text: Category:Wikipedia studies

title: Category:Wikipedia studies


text:
Talk:Wikiversity and Connexions collaboration

oooo... this is key for Topic:Learning Objects! CQ 22:09, 18 April 2007 (UTC)

 * Can one view the source code of a page? I was told that I had insufficient priviledge.-Hillgentleman|Talk 08:55, 2 May 2007 (UTC)

 * What do you mean, exactly, Hillgentleman? CQ - thanks - I agree. :-) Cormaggio talk 12:05, 2 May 2007 (UTC)
 * For example:  -->edit this content--> . Hillgentleman|Talk 13:16, 2 May 2007 (UTC)
 * Ah, right - sorry! Yes, I think this is one of the things that Connexions folk would like to achieve through this collaboration - a way for material hosted at Connexions to be easily edited in Wikiversity, and, if desired, exported back into Connexions. Currently, I think the model in Connexions is that there is an "owner" (ie the creator) and only that person can edit their own material. Material can be "forked" into a new version - but I can't remember exactly what the owner permissions are. I'm sure someone from Connexions will fill us in here.. Cormaggio talk 15:27, 2 May 2007 (UTC)

One Laptop per Child
If you're interested in OLPC, then surely you need to be interested in pre-tertiary materials. I know Wikiversity is supposed to be catering for everything from 1st grade upwards, but how is Wikiversity doing for elementary school materials at the moment? Where's Wikiversity Junior? McCormack 17:48, 2 May 2007 (UTC)


text:
Category:Portals

__HIDDENCAT__

title: Category:Portals


text: Category:Russian

title: Category:Russian


text: Category:Languages

title: Category:Languages


text: Category:Web design

title: Category:Web design


text:
Talk:Northern Arizona University/Philosophy of Law/Discussion of Online Texts/Week 8

see Northern Arizona University/Philosophy of Law/Discussion of Online Texts/Week 6

Joelenne Revak CQ #7

This question is based on the discussion on 4/17/07 as well as the UN Charter giving the Security Council veto powers. In regards to Libya V the U.S., it seems as though the real message of the UN Charter is not an attempt at a world of peace, but that larger countries will fight harder and with a greater devastation impact than those not complying with means of international peace agreements, or maybe just those that are lacking a Republic government. It also seems to be complying with the idea that the ICJ will never gain power by siding with the Security Council decisions. With the bombing of the American Airline plane in Libya, the point of reference really seems to be the background on the case, where both nations, the U.S. and Libya were egging one another on, seeing at what point would the other declare war. While Libya seemed to do it avertedly, the U.S. caused destruction in the open. This is not the dispute however, as to which country was abiding by “fair” operations, but more of political and legal lines on whether the U.S. should have appealed to the Security Council by which the U.S. also is one of the five votes, to put sanctions on Libya a day before the final ruling of the ICJ. Is justice really served when the ICJ then rules in favor of the Security Council’s decision, based mainly on the fact of the Security Council’s veto powers? I realize we have pointed out in class that republic nations will no longer engage in wars with one another, and the UN does not have the powers that a sovereign nation with an active government would have. I also take note that if the powers do not lay with the UN, that a nation with the power will need to step in, and if be to act as a deterrent for other combative nations. However, I keep coming back to the question of how the UN Charter was set up. Did the framers really not foresee this system failing as it has been in the past twenty years? To set up a system to make international laws, and then set up a counter system to always have power of veto to any of the laws made, how is the ideal of justice ever to really prevail? Why again, do we continue to follow the ways of the established Charter if there is not significant evidence of it actually doing what was intended to be done? Take an example of the EU, in which they are, not allowing members if they are not Republic forms of governments, and enforcing the claim by no longer trading outside of the EU with non republic governments. This example is proof that peace can be established without first enacting in war by which the larger country will demolish the smaller and force them to comply.

Joelenne Revak CQ#8

My question is more of an ethical one than a lawful one, however it is in reference to what the law ought to be, it is also dealing with the actions by which the members of the Security Council retain their powers. It seems as though the U.S. over the past 30 years has been actively engaging in wars with Chili, Libya, Cuba, Iraq to name a few based on the nations non republican governments. Each time it also seems the actions are backed up by the Security Council, or at least protected by the UN Charter stating no members of the Security Council will be removed from the Security Council or ever loses their veto powers. France is doing the same thing with other nations. If we look at Kant’s essay of Perpetual Peace, the U.S. and France seem to be following his ideas quite closely on the statement of Republic governments will no longer be at war with one another, as well as non Republic governments are not to be trusted. My question is more of what was brought up in class on 4/17/07, first that while Kant’s statements seems to be in effect, what line have we determined to be a Republic form of government? If we have determined a line, is this a fair line set by the UN or set by five permanent members of the Security Council? If the standard of a Republican form of government is to care for the minorities of a group and create voice for them, how often would the U.S. actually even measure up to this standard? Shall I name the obvious? It took 200 years for women to have a voice, longer for Blacks and people of non European ancestry, immigrants have to jump through almost impossible hoops to have a voice, and Native Americans, considered Sovereign Nations, still are yet to be represented in our nation in the concept of looking out for their best interest. The poor continue have no voice, as the ruling of the Slaughter House Cases gave way for any corporation to set up landfills, toxic waste dumps, smoke stacks, chemical plants and whatever else in poor communities through out the U.S. Other republican nations seem to not always look out for their minority groups either. At what point is anyone held to a standard? At what point is it really justified to try to hold other countries to this standard the larger countries are yet to follow? Where is justice? Has she hidden herself in our machine guns and missiles and atomic bombs? Listen closer, maybe she is the cry of the oppressed in our own nation pleading to be acknowledged.


text: Category:Intellectual property law

title: Category:Intellectual property law


text:
School:Computer Science

كلية علوم الهندسة el:Σχολή:Πολυτεχνική Facultad de Ingeniería fr:Faculté:Sciences de l'ingénieur it:Facoltà:Ingegneria

title: School:Computer Science


text:
User:Sundance Raphael/Poem

Self written
Zwiesprache - dialogue Entsprungen aus den Fesseln - Rose from the ties Die Herrin der Nacht - The Lordtress of the night

Audiofile
Help with ogg audio play. used in Shakespeare%27s_Sonnet_154

title: User:Sundance Raphael/Poem


text:
User:Sundance Raphael/Poem/Zwiesprache

Zwiesprache in den Schatten
Die Sterne funkeln in tiefer Nacht, und bringen Wunder mit ihrer Macht. Ich sehe dein Gesicht in den Fluten des Elfenheins Oh, lass es sein für immer meins. Wo bist du?

Die Natur ist schlafen gegangen! Und ich bin hier im Nebel der Zeit gefangen. Oh, Liebste ich vermisse dich so sehr. Warum antwortest du mir nicht mehr. Wo bist du?

Reif liegt auf Feld und Flur, aber ich sehe die Dunklen nur. Viele sind gefallen in der großen Schlacht. Nun halte einsam ich hier meine Wacht. Wo bist du?

Die Sonne strahlt hell in mein Gesicht, Doch in meinen Herzen ist kein Licht. Meine Liebe ist verloren im Sande der Zeit. Und ich spür' der Sieg der Dunklen ist nicht mehr weit. Wo bist du?

Sie sind gekommen im Dunkel der Nacht. Sie haben Chaos und Zerstörung gebracht. Sie lauern und warten, warten auf ihren Sieg. So ist es gekommen wir haben Krieg. Wo bist du?

Unsere Welten trennt ein Augenblick. Ist er vergangen gibt es kein zurück. Die Zeit ist vergangen. Ich bin gefangen. Wo bist du, Geliebte?

Im Reich der Schatten bin ich, Geliebter mein. Schallt es durch den Elfenhein. Du riefst mich, nun steh ich hier, Mein Herz und meine Seele gehören dir.

Komm in das Reich der Schatten mein! Dort werden wir für immer zusammen sein! Öffne dein Herz! Vergiss den Schmerz! Sei bei mir so wie ich bei dir.

Wie soll ich gehen, muss ich doch mein Reich in Trümmern sehen? Geliebte mir bricht das Herz. Ich halte nicht aus diesen Schmerz. Was ist mein Leben für ein schlechter Scherz?

Ich bin gekommen um zu retten dein, nicht zu vergrößern deine Pein. Ich werde in die Schlacht nun ziehen, und die Dunklen werden fliehen. So war es, so ist es, so wird es immer sein.

Geliebte ich werde mit dir kommen allein wurde noch keine Schlacht gewonnen. Danach werden wir zusammen sein. Auf ewig gebunden dein Herz und mein. --Sundance_Raphael

Translation:Dialogue in the Shadows
The stars are shining in the deepest night and bring the wounder of power. I see your face in the water of the elves forest Oh, let it be for ever mine. Where are you? The nature has been asleep! And I am a prisoner of time Oh, my dear i miss you so Why do you not answer me? Where are you? Hoar-frost lie on fields and flur but I see only the darks Many are dieing at the big battle Now I am make lonely my guard Where are you? The sun shins bright in my face, But in my heart is no light. My love is lost at the sand of the time. And I fell the triumph of the darkness it isn't more far Where are you? They are coming in the dark of night they are brought chaos and destruction. they are lurching and waiting, and wait for there triumph. so it is come we have war Where are you? Our words cut one moment is he gone there is no way back The Time is gone I am a prisoner Where are you my love?

In the kingdom of the shadows, there am I my lover sound it in the elves forest You called me now I stand here My heart and my soul are yours Come in in my kingdom of the shadow there were together for all time open your heart! forget the pain! be at me like I at you.

How should I go? if I must see my kingdom in ruins? My love my heart is braking I can't be with the pain What is my live for an bad joke?

I am coming to save you not to make the pain heavier I will go to the battle and the darks are running away So was it, so is it and so would it always be My love I go with you alone at no time was won a battle After all we be together for ever your heart and mine --Sundance_Raphael

Audiofile
-- German

title: User:Sundance Raphael/Poem/Zwiesprache


text:
Talk:Locating equipment, system and software faults

Perhaps someone could enlighten me as to what ICAT4221A refers to... the course #? Thanks. --Remi 23:02, 18 April 2007 (UTC)