text:
User talk:Hagindaz~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 Hagindaz. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Hagindaz~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) 06:10, 19 April 2015 (UTC)

title: User talk:Hagindaz~enwikiversity


text:
User talk:Krik~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 Krik. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Krik~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 23:41, 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) 06:13, 19 April 2015 (UTC)

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

title: User talk:Krik~enwikiversity


text:
Portal:Theology and philosophy

Welcome to the Department of Theology and Philosophy Part of The School of Theology Theology, is the rational and systematic study of religion and its influences and of the nature of religious truth. The Department of Theology and Philosophy focuses on the nature, sources, and scope of systematic theology and philosophy of religion.

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).
 * biginnes
 * Dev920
 * josephpaul

School news

 * August 25, 2006 - School founded!

Learning materials and learning projects
Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource.
 * Science as Religion - a learning project using a seminar format. Participants explore the published literature on this topic then write and discuss their own essays about the relationship between science and religion.

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! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

Research projects
This feature of Wikiversity will be implemented later pending further discussion.

Journals

 * Free Journals on Theology and Philosophy

Know any good resources for scholars of this topic? Add them here!

title: Portal:Theology and philosophy


text: Category:Media literacy

title: Category:Media literacy


text:
Latin stream

This course is currently being replaced over here.

This is the Latin Stream, part of the Humanities faculty, under both Classics and Language Acquisition

Courses in the Latin Stream
These are the following courses and lessons in which to choose from.
 * Introduction to Latin
 * Intro to Latin #1 -under construction
 * GCSE-level
 * /Present Participles/
 * /Declensions/
 * /Conjugations/
 * English A-level

Participants
(imported from Wikibooks)

Interested students

 * 1) --User:Kusarbo 11:12 Friday 3 of February 2006 (gmt +10:00) (Australia, Brisbane time) No knowledge of latin other then that picked up in the english language itself and a few words here and there. I would love to learn latin as it is a mother of many "western" tongues
 * 2) --User:Kuranes 20:30, 22 May 2006 (UTC)  I'll be taking Latin starting next year, and this would be useful to review and get ahead.
 * 3) -- Limetom 06:39, 23 July 2006 (UTC) I just finished 4 years of Latin courses. I offer my services where they may be needed.
 * 4) --Greyhatguitarist i want to learn, i'm new to this.
 * 5) --DakeDesu 16:17, 02 August 2006 (MST) I was told this was a language it is very hard to lie in. I just want to know if that is true.
 * 6) --lapo3399 02:31 16 August 2006 (UTC) I know quite a bit; however, I do not know as much as I would like to know.
 * 7) --Balloonguy 20:14, 22 August 2006 (UTC) complete beginner.
 * 8) --user:Porky1985 05:08, 02 September 2006 (GMT + 08:00) Complete beginner
 * 9) --Poseidon503 11:05, 06 September 2006 (UTC) I have 1 year's learning worth of knowledge... and Im taking it again this year
 * 10) --Cjfthistle I am well up for this!  I would like to vote for the 'old school' style of teaching mentioned below - I learned French and Italian this way and believe it works.
 * 11) --Emilio 05:25 GMT, 03 November 2006. Have rudiments of Latin.
 * 12) --Wierdw123 16:42, 17 November 2006 (EST) I have taken three years of Latin at an American Highschool, and am definitely willing to contribute to these lessons. I don't know much about this 'old-school'style that everyone's raving about, but I'll do what I can.
 * 13) --Storeye i know a bit but i would like to learn more, especially to do with translating original texts.
 * 14) --Jennneal1313 I took Latin for years as a kid, but forgot most. Took Classical Greek for a semester.  Believe in Latin for life.
 * 15) --xelliexLearned a little at high school, would like to pick back up as have forgotten most
 * 16) --genius695 I've never taken latin, but am working on French and German and I would love to work on Latin. Any help (in starting) is more than welcome.
 * 17) --Basekid Learned a very small amount at high school a couple of years ago. Would like to pick it up again. At the moment I speak Dutch and English
 * 18) --June Banks I took three years of Latin in an American middle school. I'm still a student but I can help others through the first three declensions and the basic verb forms. I think I've got some resources I can still find that may help when designing classes.
 * 19) Akhram 12:15, 13 April 2008 (UTC): I haven't studied Latin ever.
 * 20) --Arete 06:00, 21 June 2008 (UTC): No latin experience; one semester of classical greek & high school spanish is all I've got.
 * 21) --Nashaii Took one semester and fell in love with it. Unfortunately I was one of two in my school because my teacher was terrible.  Deeply interested, love to help, but may not be able to much.  Also taken a tiny bit of Mandarin (so similar).
 * 22) --Robpenney Very interested.
 * 23) --Murray F. White. I would be very interested in a tradiational style based on the Kennedy paradigams of declensions. I find Wheelock´s to be counter intuitive and lacking any kind of poetic feel, however, I would be grateful for any.
 * 24) --User:ronaldo1 I must learn Latin to prepare for the fall of civilization.
 * 25) --User:argarrett I have a good latin background speaking English and Spanish, as well as a solid background with medical terminology. I would absolutely love to strengthen by abilities.
 * 26) --Wolf I’ve always wanted to learn Latin but have never been given the chance.
 * 27) --Renddslow I've been taking Latin for three years and counting, and would like to pursue a higher level of understanding of it.
 * 28) --User:matthewmgregoire I would like to learn the language
 * 29) --00iCon 03:48, 9 December 2009 (UTC) I'm so glad there are so many willing teachers. I'd like to learn, because I've always been interested in the Roman Empire and the launguage also sounds cool.
 * 30) --violarulez i enjoy latin
 * 31) --Lysandros Would like to prepare for Ancient History at University next year.
 * 32) --User:Ariston Boston I know a bit about Roman History, but mostly I'd just like to learn the Latin Language.
 * 33) --User:whatalune  I have never taken Latin and would like to learn in order to understand etymology in English.
 * 34) --User:Jonathanus I have had one year of Latin. Hopefully I can transform this course into something worth doing.

Interested teachers

 * 1) --George D. Bozovic talk 23:43, 25 March 2006 (UTC) Non-native speaker. :) However, still learning some more advanced areas of the language.
 * 2) --Limetom 06:43, 23 July 2006 (UTC) Non-native speaker (who is?) Four years of near college-level courses.  Willing to help when I can.
 * 3) --Dev920 Obviously, I intend to (try to) write the A level course, but if there are beginners here then I will try to write a much simpler one as well. I want it to involve a lot of rote-learning and practice: I recently attended an Ancient Greek summer school which used old-school methods of teaching, and discovered I picked it up far faster than I did when I took Latin using modern methods. It would be an interesting experiment, I think, particularly if my fellow teachers, both of whom seem far older and wiser than I, were to write a course using more modern methods of teaching and see whose students picked it up faster... (though I assume we would all collaborate generally. Long live Latin!)
 * 4) --nivek1385 I would like to help out in any way possible. I am currently developing lesson plans for home school elementary level latin.
 * 5) --ste175 I would be happy to offer my support. I know Latin to degree level and am a firm believer in the older ways of teaching, even though it can be tough at times!
 * 6) --Storeye I don't know a great deal but i am happy to pass on what i do know.
 * 7) --Verin Sedai While I don't have a huge background in Latin whatsoever, my introduction to it several years ago was very unique and I hope to help spread this method to others.
 * 8) --Treesilhouette Latin to degree level, but I've been doing it for long enough to have forgotten a good bit. Currently writing Intro to Latin section with Siandt.
 * 9) --Siandt Several years of university Latin, though still working on higher-level Latin authors. I tutor Latin so I have a fair deal of experience teaching concepts (like the gerund) to confused students.
 * 10) --lbuckley013 Six years of Latin, including college level advanced placement class (Latin AP: Vergil, score of 5-Extremely Well Qualified), experience tutoring
 * 11) --Laleena 13:09, 12 February 2008 (UTC) I've been learning Lain for some time now and feel qualified to start teaching Foundations of Latin or something like it. Thoughts?
 * 12) --Prothmes 7-17-08 I'm a university student of Latin and Greek, and I feel well-qualified to teach from Introductory/Intermediate Latin through any of the authors on whom I have taken Latin courses (Virgil, Cicero, Horace, Ovid). I think that this will be a great way to keep myself sharp; after all, my own professors tell me that the only real way to gain an intimate knowledge of Latin and/or Greek is to teach it.
 * 13) --Ketaikeon 16:52, 8 March 2009 (UTC) I am currently studying Latin IV, high school level. I have studied Latin for five years now, through the Ecce Romani series and the Cambridge Latin Course series, and under two teachers, respectively.
 * 14) --Linguaphile I am currently studying Latin and classical culture at post-graduate level and have 3 years of Latin tutoring experience as well as being a French 3rd language teacher at a high school. I am constantly trying to improve my own Latin skills and it is immensely stimulating to learn more through teaching.  Willing to help anyone who needs it!

title: Latin stream


text:
User talk:Heebie

Welcome!

"Hi all. I just want to add some Latin grammar notes and am finding this whole school, department, course, lesson thing just too confusing and complicated. What am I meant to do if I just want to add some content, pure and simple?"

Navigate to the page that is closest to your topic of interest, click on the edit button, type new page name in the edit window. Click the "Save" button. Now click on the red link you just created that says "new page name". --JWSchmidt 18:34, 25 August 2006 (UTC)

Classics Department
You're taking GCSE Latin, and I'm doing A2. I'm guessing the Classics department is going to have a rather English feel to it... Dev920 15:05, 27 August 2006 (UTC)

title: User talk:Heebie


text: User talk:Hockeyrw

title: User talk:Hockeyrw


text: User talk:Biginnes

title: User talk:Biginnes


text: User talk:Jentle

title: User talk:Jentle


text: User talk:Ryan eh

title: User talk:Ryan eh


text: User talk:Ivorycl

title: User talk:Ivorycl


text:
Latin stream/Present Participles

This is the Present Participles lesson, part of Humanities >> Classics>> Latin !

This lesson is intended for England's GSCE Higher Latin

Present Participles
Present Participles are adjectives which come from verbs. A Latin present participle describes an action which is going on at the same time as the main verb. They cannot be used as nouns, unlike gerunds.

In English e.g.:
 * a loving father
 * a warning notice
 * the ruling monarch
 * the listening bank

English adds ~ing to the verb to make it a participle.

In Latin e.g.:
 * amans gen. amantis (loving)
 * monens gen. monentis (warning)
 * regens gen. regentis (ruling)
 * audiens gen. audientis (hearing)

To form the present participle in Latin, take the verb's present stem+ ns, -ntis. They are conjugated the same as third-declension adjectives. Present participles function like adjectives and must agree with a noun or pronoun in gender, case and number.

Translation
A Latin participle may be translated:

ambulans in via, puellam vidi.
 * by one word in English; e.g.:

walking in the street, I saw a girl

ambulans in via, puellam vidi.
 * by two words; e.g.:

while / when walking in the street, I saw a girl.

ambulans in via, puellam vidi.
 * by more than two words in a clause; e.g.:

As/while I was walking in the street, I saw the girl. In this case, the verb of the subordinate clause (was walking) reflects the verb of the main clause (saw) in the translation. Since the main verb is perfect (past tense), the action of walking also has to have started some time in the past.

Note that the present participles also appear in other cases then the nominative case.
 * Casus obliqui

- The present participle in the dative case: "Dicit ambulanti se puellam videre"

He told the person who was walking, that he saw a girl.

- The present participle in the genitive case: "Vidit asinum ambulantis"

He saw the donkey of the walking person.

title: Latin stream/Present Participles


text: User talk:Scottmccrimmon

title: User talk:Scottmccrimmon


text:
User:David Levy/Test

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Wikiversity in other languages
You may read and edit courses in many different languages:

title: User:David Levy/Test


text:
Portal:Business administration

Business administration relates to running and maintaining a business. The administration of a business is interchangeable with the performance or management of business operations, maybe including important decision making. Thus it is likely to include the efficient organization of people and other resources so as to direct activities toward common goals and objectives.

Introduction
In order to form a good basic understanding of business, it is recommended for students to study the following subjects as prerequisites for all other concentrations.

Quantitative

 * Financial Accounting
 * Managerial Accounting
 * Business Finance, FIN 1001, fundamentals of business/corporate finance and historical/modern portfolio management theories
 * Time Value of Money, FIN 1002, fundamental way of calculating the value of a sum of money, at any time in the present or future.
 * Managerial Economics, including Game Theory
 * Operations Management, MAN 1011
 * Problem Solving Using Computer Software / Principles of Information Technology
 * Information Systems
 * Introduction to Statistics
 * Statistics for Business Decisions
 * Operations Research

Qualitative/Philosophical

 * Macroeconomics
 * Microeconomics
 * Principles of Marketing
 * Principles of Management, MAN 1001
 * Fundamentals of Business Law, BUL 1001

Learning resources

 * Six sigma

title: Portal:Business administration


text:
User talk:Oregon1021~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 Oregon1021. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Oregon1021~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 23:46, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Oregon1021~enwikiversity


text: Table of physical constants

title: Table of physical constants


text:
Wikiversity:Wikiversity the Movie/Script outline

Feel free to make suggestions and discuss ideas on the discussion page.

Outline
Teaser, Jimmy Wales video of Jimmy Wales talk: "Free the Curriculum".

History of Wikiversity.
 * A. start with a history of educational technology.
 * writing
 * mechanically printed books
 * computers
 * internet
 * wiki
 * Ward Cunningham
 * Wikipedia
 * Wikibooks
 * Wikiversity inside Wikibooks; origin of Wikiversity schools, 19 May 2004
 * The two Wikiversity project proposals; Jimbo's "things that should be free"
 * Wikiversity launch, August 2006 (use audio of Jimbo making the announcement)
 * Six month beta period, original research and exclusions from NPOV.

 * B. Content creation
 * Learn by doing
 * Collaborative learning groups and learning projects.
 * "wikiprojects"; content development projects, pages in the "School:" and "Topic:" namespaces (podcast)

 * C. Featured content
 * each Wikiversity School should nominate examples and the best will be described in the movie.

Suggest ideas for movie content
The movie might have several short live-action video sequences. I think that the live action scene should be at the part b. This way we have the actor to explain everything while being on the same web page that the actor is explaining.

The power of printing

October 31, 1517 Martin Luther is shown gathering up several documents and then moving through the streets of Wittenberg around All Saints Church. (voice-over) In the year 313, the emperors of the eastern and western Roman Empires, Gaius Flavius Valerius Aurelius Constantinus and Flavius Galerius Valerius Licinianus Licinius, jointly declared that Christians could practice their religion without persecution. One thousand years later, the Roman Catholic Church exerted a strong influence in the Holy Roman Empire of the German Nation.
 *

Martin Luther, after 10 years in the priesthood, wrote down a set of questions that challenged the legitimacy of certain religious practices. With the aid of printing, Luther's challenge to the Roman Catholic Church spread rapidly and led to the fragmentation of Papal authority and the creation of new Christian denominations. Add some more about the impact of printing.....cheap books

January 15, 2001 Show Jimbo and the activation of the Wikipedia website then changing versions of a particular Wikipedia page through time. Show a graph of Wikipedia web traffic. Illustrate: Wikipedia (free encyclopedia) --> Wikibooks (free textbooks) --> Wikiversity (free education)

(voice-over) briefly describe collaborative editing using wiki technology state "Imagine a world in which every single person is given free access to the sum of all human knowledge. That's what we're doing. And we need your help."

Another possible scene: "No courses"
The Wikimedia Foundation Board of Trustees ruled-out conventional courses for Wikiversity.

Part 1 The club
Jerry does a Stand-up comedy routine with jokes about education. Jimbo (seriously balding, in the role of WMF New Projects Developer) is seen in the audience of the small comedy club. After the act, Jimbo approaches Jerry and says that the WMF would like Jerry to do an education-oriented wiki project.

Part 2 The Apartment
Setting: big city apartment. Jerry and George brain-storming for how to set up an education-oriented wiki. Jerry, Elaine, Kramer and George are characters of the Seinfeld show. They are used here with no intent for profit or confusion with the actual Seinfeld show, just to illustrate a funny approach talking about Wikiversity through respectful imitation of great comedic technique.

GEORGE: WMF wants you to do a project?

JERRY: They want an education project. I have the name, Wikiversity, but I don't have any ideas for the project.

GEORGE: Come on, Wikiversity? What kind of a name is that? Look at all these silly names, Wikipedia, Wikibooks, come on! At least use a real name!

JERRY: Well, I already ran the name past Jimbo at WMF and he's happy with the name.

GEORGE: What? These people are wikinuts!

JERRY: George, I don't have time for this. The name is a done deal. What I need is a way to pitch the project.

GEORGE: Hey, if they like "wikiversity" how hard can this be? Here's an idea. Start with a course on computers. There are millions of computer nerds on the internet who will go to Wikiversity and set up a course about computers.

JERRY: Mmmm, I don't know. Computer nerds play games, they don't build online courses.

GEORGE: No, nerds are branching out. Look at Bill Gates. Getting married? Curing AIDS? Computer geeks can do anything, and they have cache. JERRY: No they don't, they used to have cache, last year. Then the new World of Warcraft level 60 domain opened and the computer geeks have not been seen since.

GEORGE: Oh yeah, like you know any geeks.

JERRY: Oh like you do.

KRAMER enters.

KRAMER: Hey, how's the wiki project coming along, Jerry?

JERRY: We're working on it.

<KRAMER takes a bottle out of the refrigerator and tries to open it. Not able to open the bottle, he keeps trying increasingly ridiculous methods to open the bottle while JERRY and GEORGE continue to talk to each other .... they go through several increasingly silly ideas about how to run conventional courses in wiki format, getting increasingly frustrated at not finding a practical way to make it happen. Finally Kramer, trying to open the bottle by forcing it into a corner, twists mightily and crashes to the floor. JERRY and GEORGE finally notice that KRAMER has a problem and come to KRAMER's aid.>

JERRY: Why are you making so much noise? We're trying to get some work done.

GEORGE picks up the bottle off of the floor.

GEORGE: Hey this is one of those new gamma-ray irradiated juice drinks.

JERRY: And that's all I'm going to drink from now on. (JERRY takes the bottle from GEORGE, and looks at the label) Kryptonium Berry Drink, guaranteed 100% nuked-to-death microbes and hermetically sealed.

KRAMER finally struggles to his feet.

KRAMER: But how do you open these new-fangled bottles?

JERRY: Hey! Elaine is online!

ELAINE: (video chat) Hi guys, what's up?

JERRY: Hey, Wikipedia does not list this Berry flavor. I'll add it to the list. (he types)

ELAINE: Did you try googling it?

GEORGE: You know, Jerry, this should be the wiki project. This is the education project.

JERRY: What?

GEORGE: This. Some people talking and figuring things out.

JERRY: (dismissing) Yeah, right.

GEORGE: I'm really serious. I think that's a good idea.

JERRY: Just talking?

GEORGE: Well, its wiki, so its people editing webpages together, not really talking.

JERRY: Well what's the whole wiki project about? Where are the courses?

GEORGE: There are no courses.

JERRY: No courses?

GEORGE: No. Forget about courses.

JERRY: You've got to have courses, it’s an education project.

GEORGE: Who says you gotta have courses? Its like, Wikipedia is a project where you make an encyclopedia. That could be a learning project. You just do learning projects.

JERRY: And who would do these learning projects? Who are the project participants?

GEORGE: Anyone could be a participant.

JERRY: Computer geeks?

GEORGE: Yeah. Just do a learning project where the computer geeks program a new video game.

JERRY: So, on the wiki, there's a learning project called "make a video game"?

GEORGE: Yeah. There's something wrong with that? It’s a project in the computer science department of Wikiversity. Computer geeks would collaborate to make a video game and in doing that project they learn about computers.

JERRY: And what else is at this wiki?

GEORGE: Elaine could do a help desk. She knows how to find out everything. Wiki participants will have a problem and they go to a page called "Ask Elaine". The wiki could even have chat channels for quick questions.

JERRY: Ask what? You mean like homework questions?

KRAMER: Oh, baby, Wikiversity, the WMF project that will do your homework!

GEORGE: The wiki does not do your homework, but the wiki community points you to what you need to do your homework.

JERRY: So, Wikiversity has geeks making computer games and chat channels and no courses?

GEORGE: Absolutely. No courses. Do you want people to be bored?

JERRY: So you're saying, I go in to WMF, and tell them I got this idea for an educational wiki project without courses.

GEORGE: We go into WMF.

JERRY: "We"? Since when are you a website developer?

GEORGE: (Scoffs) Website developer. We're talking about a wiki.

JERRY: You want to pitch this crazy idea to WMF?

GEORGE: Yeah. I think we really go something here.

JERRY: What do we got?

GEORGE: An idea.

JERRY: What idea?

GEORGE: An idea for Wikiversity.

JERRY: I still don't know what the idea is.

GEORGE: It's about not having courses.

JERRY: Right.

GEORGE: Everybody else does courses, Wikiversity will do learning projects.

JERRY: So, we go into WMF, we tell them we've got an idea for their great new educational wiki and it has no courses.

GEORGE: Exactly.

JERRY: They say, "What's Wikiversity about?" I say, "No courses."

GEORGE: There you go.

(A moment passes)

JERRY: (Nodding) I think you may have something there.

Part 3 WMF

JERRY: What's the matter?

GEORGE: (Nervous) Nothing.

JERRY: You sure? You look nervous.

GEORGE: No, I'm fine. I'm good. I'm very good.

JERRY: What, are you nervous?

GEORGE: No, not nervous. I'm good, very good. (A beat, then he snaps) I can't do this! Can't do this!

JERRY: What?

GEORGE: I can't do this! I can't do it. I have tried. I'm here. It's impossible.

JERRY: This was your idea!

GEORGE: What idea? I just said something. I didn't know you were going to listen to me.

JERRY: Dont' worry about it. They're just wiki geeks.

GEORGE: They're men with no jobs, Jerry! They wear sweat pants and tee-shirts. They know Mediawiki markup, they have registered usernames and, and multiple sockpuppets.

JERRY: I told you not to come.

RECEPTIONIST: They're ready for you.

JERRY gulps and walks in with GEORGE. Inside is a large board table with men sitting in suits at it.

JERRY leans over and whispers to GEORGE.

JERRY: They're not wearing sweat pants and tee-shirts.

JIMBO WALES: Mr. Sanger, Mr. Flailes take a seat.

GEORGE: Nice leather jacket Mr. Wales, sir.

GEORGE gulps and smiles awkwardly

Adaptation of the "no courses"
Please note that this is only an adaption of the above idea. I decided to do this because that one seemed to be copy-and-pasted. I’ve changed the names, changed some lines and added an extra scene.

Scene 1: The school

 * Set: School, IT classroom
 * Characters: Jerry, High school class

JERRY: Right class. Remember those HTML tags for next week’s lesson. Alright? Class dismissed.

JERRY: Do you have a question Alvin?

ALVIN: Uhhh… Mr Sanger, sir. Why are we learning HTML?

JERRY: Well, what else can you use to make websites?

ALVIN: We could use wiki markup.

JERRY: Yeah, maybe we’ll do that next year. Bye Alvin. Have a good evening.

ALVIN: Bye Mr. Sanger.

Scene 2: The road/titles

Scene 3: The club
JERRY does a Stand-up comedy routine with jokes about education and university on the internet. Jimbo (seriously balding, in the role of WMF New Projects Developer) is seen in the audience of the small comedy club. After the act, Jimbo approaches Jerry and says that the WMF would like Jerry to do an education-oriented wiki project.

Scene 4: The Apartment

 * Set: Big city apartment
 * Characters: Jerry, George, Kramer, Elaine (on webcam)

GEORGE: Wikimedia wants you to do a project?

JERRY: Yeah, they want an education project. I want to call it Wikiversity but I don’t actually know what to put in it.

GEORGE: That’s useful. It always helps to have an idea of what you’re going to do; content is king. Anyway, Wikiversity? What sort of a name is that?

JERRY: Well, I already ran the name past this Jimbo guy at Wikimedia and he's happy with the name.

GEORGE: What? These people are nerds! They love the word ‘wiki’! they’re wikinuts!

JERRY: George, I don't have time for this. The name is a done deal. What I need is a way to pitch the project.

GEORGE: Hey, if they like "wikiversity" how hard can this be? Here's an idea. Start with a course on computers. There are millions of computer nerds on the internet who will go to Wikiversity and set up a course about computers.

JERRY: Mmmm, I don't know. Computer nerds play games, they don't build online courses.

GEORGE: No, nerds are branching out. Look at Bill Gates. Getting married? Curing AIDS? Computer geeks can do anything, and they have caché. JERRY: No they don't, they used to have caché, last year. Then the new World of Warcraft level 60 domain opened and the computer geeks have not been seen outdoors since.

GEORGE: Oh yeah, like you know any geeks.

JERRY: Oh like you do.

KRAMER enters.

KRAMER: Hey, how's the wiki project coming along, Jerry?

JERRY: We're working on it.

<KRAMER takes a bottle out of the refrigerator and tries to open it. Not able to open the bottle, he keeps trying increasingly ridiculous methods to open the bottle while JERRY and GEORGE continue to talk to each other... they go through several increasingly silly ideas about how to run conventional courses in wiki format, getting increasingly frustrated at not finding a practical way to make it happen. Finally Kramer, trying to open the bottle by forcing it into a corner, twists mightily and crashes to the floor. JERRY and GEORGE finally notice that KRAMER has a problem and come to KRAMER's aid.>

JERRY: Why are you making so much noise? We're trying to get some work done.

GEORGE: Hey this is one of those new gamma-ray irradiated juice drinks.

JERRY: And that's all I'm going to drink from now on.

JERRY: Kryptonium Berry Drink, guaranteed 100% nuked-to-death microbes and hermetically sealed.

KRAMER: But how do you open these new-fangled bottles?

JERRY: Hey! Elaine is online!

ELAINE: (video chat) Hi guys, what's up?

JERRY: Hey, Wikipedia doesn’t list this Berry flavor. I'll add it to the list.

<JERRY types on keyboard.>

ELAINE: Did you try googling it?

<Jerry finally finds the solution by searching the internet, they open the bottle and Jerry adds the trick for opening the bottle to the Kryptonium Juice Drinks article of Wikipedia.>

GEORGE: You know, Jerry, this should be the wiki project. This is the education project.

JERRY: What?

GEORGE: This: some people talking and figuring things out.

JERRY: (dismissing) Yeah, right.

GEORGE: I'm really serious. I think that's a good idea.

JERRY: Just… talking?

GEORGE: Well, it’s a wiki, so its people editing web pages together, not really talking.

JERRY: Well what's the whole wiki project about? Where are the courses?

GEORGE: There are no courses.

JERRY: No courses?

GEORGE: No. Forget about courses.

JERRY: You've got to have courses; it’s an education project.

GEORGE: Who says you gotta have courses? Its like, Wikipedia is a project where you make an encyclopedia. That could be a learning project. You just do learning projects.

JERRY: And who would do these learning projects? Who’s be a member of them?

GEORGE: Anyone could be a member.

JERRY: Think about it. It’s only gonna be nerdy computer geeks with pens sticking out of their top pockets!

GEORGE: Yeah. Just do a learning project where the computer geeks program a new video game.

JERRY: So, on the wiki, there's a learning project called "make a video game"?

GEORGE: Yeah. There's something wrong with that? It’s a project in the computer science department of Wikiversity. These computer geeks would collaborate to make a video game and in doing that project they learn about computers.

JERRY: And what else is at this wiki?

GEORGE: Elaine could do a help desk. She knows how to find out everything. Wiki participants will have a problem and they go to a page called "Ask Elaine". The wiki could even have chat channels for quick questions.

JERRY: Ask what? You mean like homework questions?

KRAMER: Oh, baby, Wikiversity, the Wikimedia project that will do your homework!

GEORGE: The wiki doesn’t do your homework, but the wiki community points you to what you need to do your homework.

JERRY: So, Wikiversity has geeks making computer games and chat channels and no courses?

GEORGE: Absolutely. No courses. Do you want people to be bored?

JERRY: So you're saying, I go in to Wikimedia, and tell them I’ve got this idea for an educational wiki project without courses.

GEORGE: We go into Wikimedia.

JERRY: "We"? Since when are you a website developer? Since when did you know everything about computers?

GEORGE: (Scoffs) Website developer? We're talking about a wiki here.

JERRY: You want to pitch this crazy idea to Wikimedia?

GEORGE: Yeah. I think we really got something here.

JERRY: Which is?

GEORGE: An idea.

JERRY: What idea?

GEORGE: An idea for Wikiversity.

JERRY: I still don't know what the idea is.

GEORGE: It's about not having courses.

JERRY: Right.

GEORGE: Everybody else does courses, Wikiversity will do learning projects.

JERRY: So, we go into Wikimedia, we tell them we've got an idea for their great new educational wiki and it has no courses.

GEORGE: Exactly.

JERRY: They say, "What's Wikiversity about?" I say, "No courses."

GEORGE: There you go.

<A moment passes>

JERRY: <Nodding> I think you may have something there.

Part 3 WMF
<Jerry and George in the Wikimedia reception area, waiting>

JERRY: What's the matter?

GEORGE: (Nervous) Nothing. I’m fine.

JERRY:You sure? You look real nervous.

GEORGE: No, I'm fine. I'm good. I'm very good. I’m more good than normal?.

JERRY: Are you sure you’re not nervous?

GEORGE: No, I’m not nervous. I'm good, very good. I’m fine. <George waits a moment then snaps.> I can’t do this! Get me out of here!

JERRY: What?

GEORGE: I can't do this! I can't do it. I’m gonna try and I’m gonna fail. I’m going to embarrass myself!

JERRY: This was your idea!

GEORGE: What idea? I just said something. I didn't know you were going to listen to me.

JERRY: Don’t worry about it. They're just wiki geeks.

GEORGE: They're men with no jobs, Jerry! They wear sweat pants and tee-shirts. They know Mediawiki markup, they have registered usernames and, and multicolored signatures!

JERRY: I told you not to come.

RECEPTIONIST: They're ready for you.

JERRY gulps and walks in with GEORGE. Inside is a large board table with men sitting in suits at it.

JERRY leans over and whispers to GEORGE.

JERRY: They're not wearing sweat pants and tee-shirts.

JIMBO WALES: Mr. Sanger, Mr. Flailes take a seat.

GEORGE: Nice leather jacket Mr. Wales, sir.

GEORGE gulps and smiles awkwardly

JIMBO WALES: So, Jerry, what have you come up with since we met last?


text:
Basic kinematics

This lesson is part of the Department of Physics.

Kinematics is the study of the motion of objects. Basic kinematic problems are approached using Isaac Newton's laws of motion.

Newton's Laws
Newton attempted to explain how objects move using as few assumptions as possible. These assumptions are what we call Newton's Laws today. They are remarkable in that they have stood the test of time for almost all motion except those at the smallest scales (quantum mechanics) and the largest scales (general relativity). Even then, we have mostly just added or modified some assumptions that we had thought reasonable to assume about the nature of the universe, but the three laws have mostly remained. The laws are used to deduce the fundamental equation we will be using to study almost all of classical physics below. The wording of the laws has been altered slightly in order to be less jarring to a modern student. Another translation of the original laws can be found here.

Newton's First Law: The Law of Inertia
Every body remains in its state of rest, or of uniform motion in a straight line, unless it is compelled to change that state by forces impressed thereon.

At this point, Newton has not told us what a force is, so this law isn't a description of how bodies move. You may think "Hey, I know what a force is, I force something to move when I push on it." However, that "contact force" is not the only type of force Newton means to deal with. He has basically used this statement to define what a force is: anything that changes the linear motion (including zero motion) of a body. This allows us to include gravity as a force. As a matter of fact, we will see that classical physics successfully describes all forces in terms of fields (similar to the way gravity works). Your pushing on an object is actually a result of electromagnetic field interactions between the particles in your hand and the particles in whatever you're pushing. Your hand never actually comes into direct contact with anything, in the sense of there being no space between your hand and another object.

Newton's Second Law: The Law of Acceleration
The change in quantity of motion is proportional to the magnitude of the force; and is made in the direction of the straight line in which that force is directed.

This law is extremely rich in content, as Newton used devices similar to what we refer to today as Newton's cradle to note that the "quantity of motion" given to the end ball (assuming perfect collisions where all the "motive force" of the ball you lift on one end is transferred to the ball at the other end) is proportional to the final velocity of the ball you initiate. He also noted that different types of balls imparted larger arcs to other balls and thus he came up with the product of mass (a quantity proportional to the object's weight) and velocity as being the "quantity of motion" of an object that should be preserved in perfect collisions. Today, we call this product the momentum of an object and usually denote it as $$ \mathbf{p} = m \mathbf{v} $$ where p and v have both a magnitude and direction, as described by Newton's laws. Manipulating objects that have both magnitude and direction (called vectors) is covered by vector algebra, which will be talked about in a supplementary review guide. Now, if we denote the force vector by $$\vec{F}$$, then Newton's second law tells us that $$\vec{F} = {d \vec{p} \over dt} = \frac{d}{dt}(m\cdot\vec{v}) = m {d \vec{v} \over dt} $$ The $$\frac{d}{dt}$$ is just the ordinary time derivative from calculus. If you have not yet studied calculus, the above can also be written as $$\vec{F} = m\cdot\vec{a}$$ where a is the change in velocity with respect to time, also known as acceleration.

 * Exercise 1: If you know a bit of calculus, prove that if the total force on a system of two particles (or pool balls if you prefer) is zero, then momentum is a constant. Note that this is the case when two pool balls hit each other (assuming idealized circumstances). We say that momentum is conserved.

Newton's Third Law: The Law of Interaction
To every action there is always opposed an equal reaction; or the mutual actions of two bodies upon each other are always equal, and directed to contrary parts. Main point of Newton's third law:                ACTION = REACTION This law is primarily for idealized objects such as spheres and points that act on each other's centers of motion. However, it is the impetus that allowed us to separate mass from weight. In symbolic terms, it states that if one body exerts a force $$\vec{F}_1$$ on another body, then the second body exerts a force $$\vec{F}_2$$ on the first body, and in vector terms $$\vec{F}_1 = -\vec{F}_2$$. Using the equation we derived from the second law, it is not hard to see that the mass can then be measured by defining one mass to be a standard, and using the ratio of accelerations as the mass of the second object.

Vectors
Vectors are Physical Quantities that have both magnitude and direction. Some example of vectors are 'force', 'velocity', 'acceleration', etc.

Free Body Diagrams
Free body diagrams are extremely useful tools when analyzing a physics problem. When approaching a kinematics problem, the first thing you should do is draw a free body diagram. What is a free body diagram? It is a simple sketch that shows all of the forces acting on an object ( a "free body"). When drawing a free body diagram, first you must isolate the object in question. Then, you must identify all of the forces acting on it. Remember, if an object is at rest, the vector sum of all forces must be zero. Newton's laws also tell us that every action has an equal and opposite reaction. If an object is sitting on a table, its weight is pushing down on the table, but the table is also pushing up on it (this force against the weight of an object is called the normal force. It is a very important concept in kinematics). Since both forces are equal and opposite, the object neither falls through the table nor flies up into the air.

The Motion of a Particle
We are now going to apply Newton's laws to an idealized object, a single particle. A particle in classical physics has a very well-defined meaning: it is an object without any spatial dimensions; mathematically it is a single point. We study these simple objects first, and later we consider larger objects as being made up of a lot of particles. We will see that spheres (objects like pool balls) behave a lot like particles (classically) and so do objects that interact along their centers of mass, and thus we will talk about sphere-like objects, simple center-of-mass interactions, and particles freely. We will show that the sentence above is accurate later when we have developed the tools and familiarity with physics to do so.

Now, take a ball and hold it in your hand some distance above the floor. If you stop holding the ball, the ball will fall to the floor. According to Newton's law of inertia, the ball could not have done so unless it was acted upon by a force (inertially, it should have remained where you were holding it). Since you did not force the ball downwards, some other force besides yourself must have acted on the ball. Due to our experience with other objects falling to the ground, we hypothesize that the Earth is exerting a force on your ball. According to Newton's third law, the ball must also exert a force on the Earth of equal magnitude and opposite direction.

Derivation of basic kinematics being written....

title: Basic kinematics


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Category:Courses

See: Courses

title: Category:Courses


text:
User talk:MarkyParky~enwikiversity

Welcome to Wikiversity. --JWSchmidt 23:14, 25 August 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:38, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:MarkyParky~enwikiversity


text:
User:Korg/monobook.js

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School:History

Welcome to the School of History!

A complete listing of history-related projects may be found at the History Portal. A school is a large organizational structure which can contain various departments and divisions. These should be listed in the "departments and divisions" section. The school page itself should not contain many learning resources. It may contain some projects for developing learning resources, and it may also contain recommendations for specific programs of study. Most learning resources are linked to from specialized portals in the "Topic:" namespace. The School of History is for coordinating the activities of Wikiversity participants who edit the History-related pages of Wikiversity.

Divisions and Departments
General learning project:
 * History of the World

General Divisions and Departments:

 * United States History
 * African History
 * Chinese History
 * Korean History
 * East Asian History
 * European History
 * Historiography

 * History of Racism
 * Indic History
 * Military History
 * North American History
 * Southeast Asian History

Integrated Divisions and Departments:
 * Board Game Studies

Specific topics and Mini Divisions:
 * Portuguese Trade in West Africa

Creating New Divisions and Departments
Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions.

As a learner
Are you new to Wikiversity or the School of History? You have come across an important resource in the development of interactive Open Educational Resources. You are welcome here as a student browsing for resources to use in your studies. You may like to to sign up for a specific course. Either way you can use this area of cyberspace to keep notes while you study - but remember, they are open for other people to read! (You can create pages linked to your user page by adding "/subspacename" after your username when starting a new page). Please also use the discussion pages to give feed back about courses whether you like them or were disappointed. We also encourage more active involvement. You can help in the development of courses, adding to the bibliography, putting in links to wikipedia (use "w:" at the beginning of the box), correcting typos etc. If you are a newcomer, please see this quick tour to help you familiarise yourself with wikiversity.

As a teacher/facilitator
We also encourage teachers to use wikiversity as a place to develop and share their teaching materials. For more general information, please look here. In order for people to find your material in the School of History, please follow these Categorization guidelines.
 * Create a New History Learning Project.

As a researcher
In addition to Wikiversity's learning mission in various educational sectors, Wikiversity also hosts research. Please see Portal:Research for more information.

As part of a Learning Community
We also function as a learning community, sharing general maintenance tasks, discussing problems that arise and developing collaborative projects We keep a special page of things that need to be done for people who just want to jump in!
 * Get involved!

Have any questions? Leave them on the School's talk page, or contact EarlGrey with your question.

Other guides

 * The School of Strategic Studies has a lecture series designed to introduce you to writing essays for History and Politics classes. Check out the Political and Historical Methodology class for more information.
 * History of Quebec and Canada/Study Guide This guide has been prepared for Quebec High School students enrolled in the Secondary IV History of Quebec and Canada Course.
 * IB History Review Guide: Imported from Wikibooks (2008-05-28). Help to integrate the content into Wikiversity!

Active Classes
No current courses

Planned Courses
Finished Development:
 * Intro to the Early Republic: History of the US from Colonialism to the Civil War
 * Cambridge International Examinations - GCE Ordinary Level History (Southeast Asian History)
 * World History
 * Human Legacy Course
 * United States History
 * History of the Ottoman Empire

Courses in development:
 * British Empire
 * Spanish History
 * History of Ireland through Song
 * Life of Alexander (in conjunction with Classics)
 * War Seminar
 * Cambridge International Examinations - GCE Ordinary Level History (Southeast Asian History)
 * How They Had Fun: Culture and Context in the United States, 1900-1960
 * History of Cuisine
 * Medieval History
 * Introduction to Historiography
 * History of Germany
 * History of Nepal
 * History through American Girl for younger students; based upon the "American Girl" books.
 * History of Ethnology
 * History of Ottoman Empire
 * Queen Elizabeth I
 * History of Scotland

Shelved Resources
These resources may be revitalised:
 * Hitler's Germany A look into the underpinnings of the Third Reich - Socially, Politically, Economically. Now in progress, participants welcome.
 * Russian Revolution A look at the Bolshevik Revolution in Russia around 1917
 * World History: Part I: Prehistory to the Roman Republic
 * Thucydides: The Peloponnesian War A historiographical discussion of Thucydides' record of the Peloponnesian War.
 * Third Reich An analysis of important thematic elements of Hitler's "1000-year Empire"
 * Introduction to US History
 * Nonkilling Historiography: a new paradigm for historiography
 * Science, Sexuality and Colonialism: A History
 * Natural Science 14-17th century
 * History A history that benefits from geochronology

Requested Courses/Projects
''These are topics that have been requested and are considered high priority for the School. Please start or expand these projects if you are familiar with the topic area!''

 * History of the USSR
 * History of Japan
 * History of India
 * Jewish History
 * History of Cuba
 * History of Islam
 * History of Korea

 * History of Greece
 * History of Race and Sexuality
 * History of Folk Music
 * History of Ireland
 * Naval History
 * History of Sri Lanka
 * History of Jamaica
 * History of Turk

Resources

 * See the School of History Resources page.

Things you can do!

 * Clean up Draft:Astrohistory and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Colonial India and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Dates and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:History and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Libyan history and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Middle Ages and move it to become a subpage of a supporting main page learning project.

title: School:History


text:
User talk:LukePebody~enwikiversity

Hello,

I was just looking at your course on Graph Theory, it looks very good so far. I'm curious about what sources you are basing it on/following as it's quite similar in outline to the one I took at Cambridge last year. --82.3.228.188 00:41, 26 August 2006 (UTC)

I'm not basing it on anything particular, but I learnt from Bollobás' book, so I am sure that will influence my course.

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 LukePebody. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name LukePebody~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 23:37, 17 March 2015 (UTC)

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

title: User talk:LukePebody~enwikiversity


text:
Political science

Part of the Strategic Studies curriculum

Political Science, in rudimentary terms, is the study of power. It is considered a social science and is interdisciplinary by nature. Its interconnectedness to many other fields and must be viewed, compared and contrasted though each relative field in order to fully understand the subject matter.

Political Science relates to the way humans will organize themselves into a working society that is in the interest of the public good. By doing this, the society will advance and benefit as a whole through a process known as collective action, and will be able to live fairly and justly. Political Science observes many aspects of how societies accomplish this goal through four major fields of study. In addition, these fields are usually studies along with other relative fields such as: Anthropology, Economics, Geography, Religion, Philosophy, Psychology, and Sociology.

Political Theory
The field of Political Theory is one of the four major fields in the study of Political Science. It will explore and analyze the philosophy by which a society has chosen to organize its government, construct its laws, and achieve its desired goals (Political, Economic, or Social). Political Theorists do not compare and contrast which theories are better than others. Political Theorists simply compare and contrast different political theories, and see how well they meet the needs of the people and the goals for which this theory was created so that it may accomplish.

Government & Politics
The field of Government & Politics is one of the four major fields in the study of Political Science. It explores the product(s) of political theories on people and nations. When studying Government & Politics, it is important to carefully consider all aspects of how a society is meant to function under the laws and institutions they have created. Many government types are explored, but only briefly. Depending on the country a student is in, this field is dominated by an in-depth analysis of that country's government and political structure.

Comparative Politics
The field of Comparative Politics is one of the four major fields in the study of Political Science. Unlike the field of Government & Politics, in comparitive politics, students are usually given two or more types of governments and asked to conduct an in-depth analysis on how each form of government is either beneficial for the people, or a burden on the people, as well as see how well each government type does in yielding the desired goals for society.

International Politics
The field of International Politics is one of the four major fields in the study of Political Science. This field is considered quite new when compared to all other fields in Political Science. However, International Politics dates back to Ancient Greece and the relationship the individual city-states had between themselves. This field looks at how societies form governments that must work and cooperate to coexist with other governments of other societies in an increasingly international community. Such topics include: International Law, International Relations, International Organization, Global Political Economy, and Foreign Policy.

title: Political science


text:
Wikiversity talk:School of Mathematics

Please do not delete the page: School of Mathematics. The history of School of Mathematics includes all the edits that were made to the original "School of Mathematics" page at Wikibooks going back to: 02:01, 8 August 2004 Jimmy. The content of that page was cut and pasted into School:Mathematics--JWSchmidt 01:09, 26 August 2006 (UTC)

title: Wikiversity talk:School of Mathematics


text:
User:GaryGoldstein

Gary Goldstein

 * Education:

 * New York University - (1994) - B.A. in Political Science
 * New York University - (1995) - M.S. in Economics Analysis & Mathematical Finance
 * Columbia University School of Law - (1998) - L.L.M. in Constitutional Law
 * Columbia University School of Law - (1999) - J.D.S.

title: User:GaryGoldstein


text:
User talk:GaryGoldstein

Messedrocker 01:22, 26 August 2006 (UTC)

GaryGoldstein
Hello there GaryGoldestein, and welcome! I've moved the GaryGoldstein article you created to your userspace because it looks more like a personal profile than a lesson page. Messedrocker 01:22, 26 August 2006 (UTC)

title: User talk:GaryGoldstein


title: Template:MainPage/Style2


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User:Timrem

w:User:Timrem

title: User:Timrem


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User:Timrem/monobook.js

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text:
School talk:Electronics

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Please Note
This is the Talk page for discussing the School of Electronic engineering Please join the threads below by beginning your reply with a colon (or colons ::) and sign your comments using four tildes ( ~ ). Start a new thread by clicking the + tab above, supplying a meaningful heading. This page is used for general discussion of School:Electrical engineering. For discussion on a particular subpage, please use its talk page

Constructive critisism is encouraged and abusive speech not allowed in this talk page. It is the wish of all sincere participants of this school to see growth and development... so go a head and BE BRAVE.
 * }

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 * Eadthem (Associates Degree in Electronics & Computer Technology from DeVry university Kansas City)

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{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Tips & tricks Messages
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Most edit links on the main school:electronic engineering page are broken. the pages are at School:Electronic_engineering/ instead of School:Electronics/ Depending on the decision of the move will determine how it is fixed.
 * }

program layout questions and issues
the layout of the program ee seams a little odd  now i learned the technician method rather than engineering method but it seams the order of things is a bit off. heres some ideas i just put to paper also heres a coarse layout from devry if a couple others could find there coarse layouts and post them see if we can come up with some ideas. devry coarse layout all degrees anyhow its starting thougt hope it gets some pepole thinking     thers also a eet(ee) plan of study in that pdf at the top  and ya ect is 5 terms  i didnt post the last one if someone else has some ideas or contenuations on this  thats great   but i do think we need to look at it Eadthem 05:39, 28 September 2007 (UTC)

looking at it again most of its prob that i took technician track rather than engineering track i still think the first courses need to start off with simpler stuff as well as basic breadboarding and circuitry before doing any logic circuits Eadthem 06:08, 28 September 2007 (UTC)

Level 0
added lvl 0 to the corse list  and some ideas i am thinking of remedial stuff here. intro to electronics,  Likely someone could skip allot but it would be there to bring every one up to speed under basic spice,   It was a thought perhaps the basics of a cad program  LTspice/switcher cad III beaning 100% free,  gEDA as its open source possibly harder to run,  and multisim  not free by any measure but widely used. test equipment was thinking how to use digital and analog  handled and bench meters hp has a nice standard bench meter. couple modals of oscopes ive got a analog tektronix 2246 prob a digital textronics would be nice to agilent is also rather popular so prob a digital one of them   maybe a bk precision and a pc oscope. also power supples as money will be tight for a lot of people. how to use battery's for circuits i know bk precision and i think hp/agilent make some standard looking analog and digital supplys. personally planning to put my schematic for a simple dual isolated supply up eventually when time comes as its not hard to build signal generators i only ever used a agilent digital signal gen i know theres others  prob would be nice to have one from a couple other makers. also for the above test equipment thinking would be nice to have hints and tips for buying ones own equipment off ebay or in store. the other 2 courses i think are likely needed as to what else should be in them  i don't know for sure. the following at level 0 are here for ideas on the talk page. Eadthem 05:25, 30 September 2007 (UTC)
 * EE ??? Intro to Electronics
 * Breadboarding, Basic spice, Soldering, test equipment
 * EE ??? Intro to Computers
 * Hardware basics, OS basics, Software basics
 * EE ??? Intro to Engendering Math
 * Algebra, Geometry, Trig

class descriptions
i think it would be nice to have these on all ower classes  i've put 4 out there already so you can see what it would look like or at least 1 idea for it. Also there are some classes that are less than clear exactly what thay cover and there pages arnt created yet. I suggest rather than start on them just to have a this is what this covers, on a page, putting a description below the class link this way if we need to alter the names of pages it wont take a move+redirect. Then we can make the pages when we have actual content to place on them. Eadthem 05:25, 30 September 2007 (UTC) for presveration shuld we decide to go back Level 0 the following at level 0 are here for ideas on the talk page. EE 001 Introduction to Engineering Principles Engineering throughout history,engineering types,engineering job market,expectations and ethics, PE Licensing and other certifications EE 005 Introduction to Computers Hardware principles,basic operating and file system usage,introductory software usage and design EE ??? Intro to Engendering Math Algebra, Geometry, Trig EE 090 Introduction to Electronics Basic Electric definition and principles,basic measuring devices,introductory breadboarding and solid state devices, basic spice, soldering and schematic basics Eadthem 08:30, 3 October 2007 (UTC)

class nav template
i've suggested a basic layout for page names and made a template for class pages its in use in the EE111 class. full class name/full lecture name EE_111_Digital_Electronics/Lecture_6%2C_Flip-flops Eadthem 05:25, 30 September 2007 (UTC)

class name proposal
I talked to jwschmidt and couple others on irc and a lot of people don't like the class number/name system for pages current system proposed system 1 this is what i have been using lately. proposed system 2 proposed system 3 ideas thoughts comments??? Eadthem 00:48, 2 October 2007 (UTC)
 * classes
 * EE 111 Digital Electronics
 * lectures
 * EE_111_Digital_Electronics/Lecture_6%2C_Flip-flops
 * advantages
 * easy for someone who is trying to learn in classes
 * pages show in order by department(in the categorys)
 * problems
 * apparently confusing to a lot of people.
 * others also wouldn't be to hard to follow along in classes if they are done right.
 * classes
 * EE_Digital Electronics
 * lectures
 * EE_Digital_Electronics/Lecture_6%2C_Flip-flops
 * advantages
 * pages show in order by department(in the categorys)
 * problems
 * maby little confusing at first? likely not a prob to someone interested in the field
 * classes
 * Digital_Electronics_EE
 * lectures
 * Digital_Electronics_EE/Lecture_6%2C_Flip-flops
 * advantages
 * pages show in order by class and you can still tell witch department there related to(in the categorys)
 * problems
 * maby little confusing at first? likely not a prob to someone interested in the field
 * classes
 * Digital_Electronics
 * lectures
 * Digital_Electronics/Lecture_6%2C_Flip-flops
 * advantages
 * like wikipedia
 * problems
 * like wikipedia perhaps makes it harder for someone to say learn on here as they would in univeristy (more of difference only to class names)
 * possible name collisions "analog electronics" for engineering  "analog electronics" for techichan (electron flow / hole flow |see hole vr electron see the find out why's)

online resources

 * United States Navy Electronic Training Course
 * Electrical Engineering and Computer Science - Thank you guys! this is great website! I have learned much from it, and also, this MIT free online website may do some helps. Please contact them if anyone need any source... (Comment moved to appropriate section --Gbaor 06:15, 21 July 2008 (UTC))

School Face Lift
Hey pips. Please comment on face lift for the department. Colour scheme can be discussed as well. Thanx! Thuvack 10:58, 3 April 2008 (UTC)

 * I was thinking PCB green the black on dark purple isnt working thow hard to read Eadthem 23:34, 4 April 2008 (UTC)
 * PCB Green sounds good, Anyboy-else with other suggestion. If this is the only suggestion after a week, then I'll change Box-headers to PCB Green. -Thuvack 15:28, 8 April 2008 (UTC)
 * ✅- What should we change the background colour to, I dont think lavender goes well with PCB green. - Thuvack 12:56, 10 April 2008 (UTC)
 * well theres 2 shades of PCB green
 * copper PCB greenMask PCB green
 * althow those colors prob arnt best, generally a PCB will use thick white lettering for all labels and text.
 * If you really wanted to implement PCB green you should have masked copper as the headers and mask green as the body   and white font with no flourishes   say  aerial  witch wiki already uses.Eadthem 11:59, 11 May 2008 (UTC)
 * Please have a look at this proposed School Face lift. It incorporates catergorisation and course wish list on sub pages. Also Department news are moved to a sub page. Please see this discussion for clarity on motivations towards this standardisation. I will wait a week for comments before implementing this change.;-)Thuvack 05:47, 17 July 2008 (UTC)
 * ✅ -- Please comment--Thuvack | talk 11:08, 28 July 2008 (UTC)

TALK PAGE MERGER
I have merged the old talk page at topic_talk:electronic engineering with the talk on this page.

the old talk is now in the School talk:Electronic engineering before merger page.

the old archive that was on the page has been moved to School talk:Electronic engineering 2006.

some of the current talk on this page can be archived as well under a new subpage of this page.

Eadthem 16:20, 19 April 2009 (UTC)

A little confused...
When I look at what Electrical Engineers and Electronic Engineers do, it seems almost if not the exact same. The question that I have is, if you major in Electrical Engineering in college, would you learn everything that you need for Electronic Engineering and when you begin to "job-hunt," would you just choose your dicipline for Electronic Engineering? Thanks. CRBR 19:41, 28 November 2009 (UTC)
 * It is almost exactly the same and most insitutions keep them fully together. What we have on WV is electronics engineering reffering to digital, communcations, computing, and signals. as well as some power managment and support of them. For electrical engineering the focus is more on power transmission and power management, and industrial power. it would cover mains wireing, power distrabution, motor control, lighting. IIRC the electrical engienering school was started by some peopole who had extensive knowolage about that focus.  The division was mantained somewhat as a failure to decide or conceve of how exactly they could be effectively combined, so it was decided to keep them seperate and share some content as apropreate.Eadthem 00:45, 5 April 2010 (UTC)

MOVE/RENAME PROPOSED
So i proposed and tried to get started a move from school:electronics to school:electronic engineering based on the fact that the content, page titles, links to the page all address it and are centerd around Electronic Engineering. The discussion is on Request_custodian_action due to a issue with the target page.

title: School talk:Electronics


text:
Portal talk:Computer Science (old)

This Portal/Faculty should be deleted.
These topics should be dealt with in School:Computer Science. There is no need for a Faculty/Portal:Computer Science as there is already enough debate over how to handle Computer Science/Computer Engineering. In most universities, Faculties are broad divisions that deal with graduation requirements/scheduling, such as Arts, Science, Fine Arts, Engineering, Medicine, Law. Computer Science falls under the faculty of Science at most institutions, although there is often course overlap with engineering. Recommend that this portal be redirected to School:Computer Science. -Freeman 23:20, 16 December 2006 (UTC)
 * The portal and the school are two different things. Portals are to quickly connect content browsers with learning resources in the subject area. Wikiversity schools are content development projects where editors collaborate to develop and improve learning resources. --JWSchmidt 00:25, 17 December 2006 (UTC)
 * Maybe merge them. The outline on the computer science portal is very well done, but it seems like it should be under a section in the computer science portal called something like "Degree Organization" or "Course Organization". I agree, with Freeman. The portal even says, "Welcome to Wikiversity's School of Computer Science! This school focuses..." --Remi0o 08:57, 20 December 2006 (UTC)

The first line of the portal page is: "The material on this page was imported from "School of Computer Science" at Wikibooks. Please coordinate this page with School:Computer Science." <-- This means that the page needs to be edited to be a portal and some of the content may be more appropriate at School:Computer Science. Two different school pages were started independently, one at Wikibooks and one here. (example of a portal page at Wikipedia, example of a content development project at Wikipedia). Read about the difference between portals and schools at Namespaces. --JWSchmidt 13:23, 20 December 2006 (UTC)

New format
I'm going to convert this portal to the format used by Portal:Life Sciences and other major Wikiversity portals. I'll copy the current contents of the portal, but also make the Sandbox Server (Topic:Sandbox Server 0.5) the "featured content". --JWSchmidt 06:55, 29 October 2007 (UTC)

title: Portal talk:Computer Science (old)


text: User talk:Davodd

title: User talk:Davodd


text: Portal:Physics and Astronomy

title: Portal:Physics and Astronomy


text:
Portal talk:Physics and Astronomy

What is the intended difference between wikiversity and the rest of wikibooks?

Right now it seems there is not enough material to justify this page in addition to Modern Physics Text. 217.230.21.104 14:30, 30 Oct 2004 (UTC)

Mass and Weight
The Dec 23, 2004 talk page of the Wikipedia's scientific method article has some interesting comments about the application of mass and weight, which has a non-standard viewpoint, but which may be useful in clarifying some concepts behind mass and weight, specifically, whether something can exist when it does not have weight (a viewpoint firmly rooted on the surface of the earth). Thus it may be useful to unify the concept of mass with the chemical concept of the count of the number of atoms in a substance, for the purposes of a textbook or tutorial.

I feel this page does have a merit, because an important problem remains which is not dealt with in the other page. In physics, mass is sufficiently clear as an everyday working notion, but approaching phenomena of mass from different perspectives leads to somewhat incompatible definitions of mass — inertial mass (measure of an object's inertia), active gravitational mass (measure of the strength of the gravitational field of an object), passive gravitational mass (measure of an object's weight), etc.. Although such aspects are conceptually distinct, experiments do not demonstrate any quantitative difference between them — which is why the everyday working notion poses no particular problem. Nevertheless, the overall concept of mass, relevant for theorizing materiality, remains mysterious. Till now unifications remained in partial grasps — as much unifications of this concept as unifications of physical theories of matter.

linking pages
should the math course link up to the math pages in wikiversity?--Stranger104 08:02, 16 Jun 2005 (UTC)

 * No reason to reinvent the wheel. I also think since Wikiversity is still figuring stuff out, we should regularly look at other departments for ideas.  For instance, I like the School of Mathematics:General assistance.  It's like the general physics helprooms that we staff at my university to answer all general questions and provide more immediate help.   --Laurascudder 23:55, 28 Jun 2005 (UTC)

roll call
Hey, I just stumbled across this from Wikipedia, but I'm very interested in the idea. Right now it seems like a little of a scattered effort, so I thought I'd ask (1) who's involved, and (2) what's the plan? --Laurascudder 23:49, 28 Jun 2005 (UTC)

Subject Headers
Hi there, I am very interested in becoming involved with this project, and intend to start writing a few courses in subjects dear to my heart, but i have a few points of note. the title "High school Physics" should be removed or at least re-named. If like the other wiki-projects it is supposed to remain international and neutral, such a title will be misleading. This only refers to High-School in the U.S.A., not elsewhere, as some countries do not refer to that level of education as 'High School', rather secondary school, and secondly, 'High School' level physics in the U.S.A. is not of the same level as 'High School' level in, for example the UK & Ireland. I suggest renaming that section of the course as "An introduction to Physics" or "Required Knowledge" to build up a simplified, easy going course which recaps all the basics needed for further study, much like the first few weeks at a real university studying physics.

As a secondary, more general point, how about structuring courses in the modualr way familiar to many uiversities, giving each subject an approximate 'simester level', like S1 for basic/first simester work, up to S6 for higher level things. It may also be useful to have things at the beginning of each course saying "This course is appropirate for those who have already read [course X] where a higher level course has required knowledge of easier course.

Responses welcomed

I would like to be further involved in this project, as I have always wanted to learn more about physics

More on Subject Headers
I agree completely. The headers, and thus difficulty levels of study, are confusing. This section needs some serious reworking. I suggest dividing courses into various levels 1,2 and 3 etc in way similar to academic years of study. Then under 'Level 1' we should have all introductory courses on various topics in physics. Level 2 is more involved and Level 3 represents a final study year at degree level. Further levels would indicate postgrad and research. In addition I am a little confused why 'astronomy' is in a separate school. Most universities include it within the bounds of physics. The School of Physics and Astronomy would be a better name and then we should incorporate astronomy into here. Any thoughts?

I too am very interested in being involved in this project as it has great potential.

Astrophysicist1975 11:04, 19 March 2006 (UTC)

International Differences in Degrees and Math concerns
I realize that all of the branches of the wikipedia project are supposed to remain neutral in terms of content but I find the fact that the physics courses in the wikiversity school of physics follows the British system a little annoying. I'm not suggestin that it should be replaced with the U.S. semester or quater system, but prehaps an alternate 4 year plan or mention of the fact that the courses outlined are for the U.K. degree to help U.S. students unfimilar with the 3 year undergraduate program.

The lack of mathematics mentioned on the degree outlined also seems like a poor choice. I would think it very difficult to approach any Quantum Mechanics without taking a 200 or 300 level class in Linear Algebra and Ordinary Differential Equations. Similarly, E&M students should probably have a nice working knowledge or three semesters of calculus or four quarters, and again, a Differential Equations class. Also, mentioning specific areas of study in relation to each course might be nice if you're looking for help with a college class or are teaching yourself, for example, somewhere, either in the E&M page or under the course there could be a list like: "before approaching this class, it would be useful to have a working knowledge of: series solutions to differential equations, Fourier Analysis, partial derivatives, vector calculus, vector operators, integrals of more than one dimension, transformations between curvi-linear co-ordinate systems, and differential forms."

Just a few thoughts.

Optics?
Firstly, I apologize if this is the wrong place for this question. Please redirect me if so. I cannot seem to find Optics anywhere in the wikiversity. Is this because I am bad at searching, or because it does not exist yet? Neither can I seem to find a place for applied physics. Myself, I'm slighly computer illiterate, so I can only offer help in contributing material to such a place (I have a M Sc in Engineering Physics (Optics and biomedical physics), and am currently working on a PhD in Biomedical Physics), and have taught (am teaching) basic wave theory and optics at a university level (in Sweden). I do feel that it should be included in the Topic list on this page... Osquar F 07:59, 10 November 2006 (UTC)
 * Wikiversity is very new and does not have pages for many topics. All I could find in Light and Optics. Feel free to start new pages that are needed. --JWSchmidt 14:58, 10 November 2006 (UTC)

title: Portal talk:Physics and Astronomy


text:
User:Dev920

Dev920

I am somewhat impressed by the fact that my suggested Wikiversity motto of "Learn. Teach. Know." made it to voting Round 4 of 6, particularly as I had gone back to Wikipedia.

Basically I don't have time to edit all the Wikimedia projects I would like to, and Wikiversity is the victim of my need to prioritise. Hopefully I will be able to return some day.

title: User:Dev920


text:
Portal talk:Theology and philosophy

So, what we gonna study? Dev920 04:18, 26 August 2006 (UTC)

title: Portal talk:Theology and philosophy


text:
Wikiversity talk:Namespaces

101 "Problem"
101 problem - Not all English-speaking countries number courses starting at 101. "Foo 101" means nothing to some people. It is better to say "Introduction to Foo".

Where I went, they didn't number the courses "101", but I still get the concept. I did courses like:

 * SCC172: Basic Programming Concepts
 * ALG101: Introduction to Linguistics

My point is, the name should be descriptive, but the course code could be anything. For example, SCC172 was broken down as follows:
 * S: Faculty of Science
 * C: School of Computing and Mathematics
 * C: Dept. of Computing
 * 1: First year
 * 72: ??? -- But the first semester courses were SCC171 and SCC172, whereas second semester were SCC181 and SCC182; in later years they indicated different "streams": sets of majors typical subjects (ie. Computer Science vs. Software Engineering vs Information Systems).

Likewise ALG101:
 * A: Faculty of Arts
 * LG: School of Linguistics
 * 1: First year
 * 01: ???

Additional (from another):

In my own experiance even/odd usually designates, in once-a-year courses, if it is offered first or second semester; also, '101' is traditionally reserved for 'Introduction to Foo.'

Personally, I advocate a combined system, on the basis that without some sort of course codes "Introduction to Foo" would come on the list after "General Foo" and "Intermediate Foo," both of which are more advanced courses. However, if you prefix the titles with course codes, they will sort out in the order of how advanced they are. If full course codes are used -- Foo### instead of just ### -- this would also ensure that courses on Foo, Bar, and anything else could be placed on the same list and still end up together.

Namespace Discussion
Has a consensus been reached about namespaces and how they are organized? -- Xlbnushk 02:10, 10 November 2006 (UTC)
 * There has been very little discussion of these matters. The main difference between Wikiversity namespaces and the namespaces of Wikipedia is that Wikiversity has "School:" and "Topic:" namespaces. The way this came about is that when Wikiversity started to develop, academic subject areas were divided into large subject areas called "schools" and each school had more narrow topic areas. Most of these school and topic pages had no real educational content and were like Wikipedia's content development WikiProjects. At Wikipedia, content development projects exist within a "pseudo-namespace"; their names all start with "Wikipedia:WikiProject". --JWSchmidt 03:44, 10 November 2006 (UTC)

Xlbnushk 06:28, 10 November 2006 (UTC) -- I gather from what I've seen and from your post on the naming conventions page, however, that discussion has already been held. Why do you say that there has been very little discussion?

 * The practice of having content development projects started spontaneously at Wikipedia. The way Wikipedia deals with content development projects demonstrates that such projects can exist within the "Project:" namespace (Project=Wikipedia). The practice of having Wikiversity content development projects within the new "School:" and "Topic:" namespaces happened "by accident", without any serious discussion. Some people have expressed a sense of confusion over the use of "School:" and "Topic:" namespaces, some people have suggested that there really only needs to be one namespace for Wikiversity content development projects and you have suggested that rather than have multiple "layers" of "topics" (such as divisions and departments) there could be even more namespaces, one for each "layer" of topics. Thus, at least four different approaches to having a namespace system for content development projects have been identified, but there has been very little discussion aimed at trying to figure out which approach might be best. The two existing systems (the Wikipedia system and the Wikiversity system) "just happened", which is not a real argument that indicates these are the best ways to handle content development projects. --JWSchmidt 07:22, 10 November 2006 (UTC)

 * Xlbnushk 15:41, 10 November 2006 (UTC) -- Would you be interested in helping start some official discussion of the topic?

 * Can I suggest adding a "Faculty" namespace - this way you could have a faculty of Law, Engineering & Technology, Arts etc. I'll use the example of Engineering & Technology because thats what I'm more familiar with - adding the faculty namespace would in my opinion lessen the confusion of what to put in each name space because it would be easier to make a consistent standard. For example:
 * Faculty of Engineering & Technology
 * School of Electronic & Electrical Engineering
 * List of subject areas [topic namespace]
 * Individual Subjects [main namespace]
 * School of Mechanical Engineering etc etc
 * This way the divisions in each faculty would be uniform - making it easier for readers to navigate. It also seems to me that it is difficult for people to write content without a formalised organisational structure and some of the content is being duplicated in multiple pages in separate namespaces. Just my two cent spuzzdawg 14:56, 15 May 2007 (UTC)

 * Two "new" (not found at Wikipedia) namespaces have been added to Wikiversity ("School:" and "Topic:") because of the way the Wikiversity project developed at Wikibooks: in a sense, those were special cases. Rather than make a new "Faculty:" namespace we can use portal pages in the "Portal:" namespace. The idea of a portal for organizing large amounts of content is familiar to many wiki users because portals are used at Wikipedia. Even non-wiki websites frequently use portal pages. The idea of a portal is not a difficult concept. The term "faculty" in not welcome at Wikiversity. For many people, "faculty" means teachers who meet special qualifications and who are hired by an educational institution that confers degrees. We do not want to give anyone the idea that Wikiversity has faculty members. "content is being duplicated in multiple pages in separate namespaces" <-- people have to learn the uses of the "School:" and "Topic:" namespaces as the places for Wikiversity content development projects. Yes, sometimes people start developing content on "Topic:" pages. That is fine. It is a trivial matter to move that developing content to a page in the main namespace. --JWSchmidt 18:10, 15 May 2007 (UTC)

Proposals: no subpages in school or topic namespace
"There should be no subpages in the topic portal or school namespaces. Use the template or main namespace instead."

Would this work? Would it hinder or help Wikiversity? Could the template and main namespaces be utilized more fully? --Remi 15:05, 1 April 2008 (UTC)

title: Wikiversity talk:Namespaces


text:
User:Davodd

I am w:User:Davodd, in case you wondered.

title: User:Davodd


text:
Main Page/Concept/2006/August

Help · Contact
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 * }
 * }
 * }

Wikiversity in other languages
You may read and edit courses in many different languages:

title: Main Page/Concept/2006/August


text:
Category:Philosophy

is a top-level Library of Congress Classification and Wikiversity category.

title: Category:Philosophy


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User:Graham87

Hello. My name is Graham Pearce. I am twenty-three years old and I live in Western Australia. I have been editing Wikipedia since February 2005, and have been an administrator there since August 2007. I've mostly done copyediting and "wiki-archaeology" on Wikipedia (i.e. piecing together the early history of the site). More details of my work there can be found on my Wikipedia user page. I have also uploaded many sound files of classical music to Wikimedia Commons, so they can be used in articles about composers, styles, or specific works.

I am totally blind, and have been so since birth, due to retinopathy of prematurity. I use the screen reader JAWS with a speech synthesiser to access the Internet.

title: User:Graham87


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Category:Anatomy

category placement is based on Outline of natural science.

title: Category:Anatomy


text: Category:Calculus

title: Category:Calculus