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User talk:Sebmol/Archive/2007-II

probationary custodianship
I think Cormaggio is willing to mentor McCormack. Could you confirm this? --JWSchmidt 03:02, 23 April 2007 (UTC)
 * Done. Thanks for the reminder. sebmol ? 14:04, 24 April 2007 (UTC)
 * Thanks Sebmol. Cormaggio talk 14:42, 24 April 2007 (UTC)

Ten Signs
Greetings, would you mind if I used your "Ten Reasons You Spend Too Much Time on Mediawiki" on my Wikinews user page? Thanks! Thunderhead 00:23, 3 May 2007 (UTC)
 * I don't mind. Go ahead! sebmol ? 11:05, 3 May 2007 (UTC)
 * Wonderful, thank you. Thunderhead 04:25, 4 May 2007 (UTC)

Bad boxes
I think I might of found what caused my boxes to start going bad. I was going to fix it, but thought I better ask you first. What did this do? I think it coincided with all the hidden text boxes breaking, but I'm not sure.--Rayc 04:11, 4 May 2007 (UTC)
 * That code added the definitions for collapsible navigation templates. sebmol ? 12:15, 6 May 2007 (UTC)
 * So my guess is that Rayc's boxes coincidentally had the same CSS name as the navigation definitions, and that Rayc's definitions were overwritten. Could someone who knows more about this perhaps check, and then work out a way to rescue Rayc's work (would renaming do the trick)? McCormack 12:22, 6 May 2007 (UTC)
 * Renaming should solve it. But I'm surprised that such a naming clash occurred - the chances were rather lower. Either way, what exactly are "Rayc's boxes"? sebmol ? 06:22, 7 May 2007 (UTC)
 * I don't know exactly - Rayc, can you tell us a bit more? McCormack 06:30, 7 May 2007 (UTC)
 * Actually, chances are really high since the boxes were created using the navigation boxes ability to hide text. The boxes are now redundant really, but I'll see if I can't fix it later.--Rayc 21:04, 8 May 2007 (UTC)

bots
I've been wondering if any of the Wikiversity bots are working. User:HagermanBot has been inactive since 12 March 2007. --JWSchmidt 17:54, 11 May 2007 (UTC)
 * I know that ArchiveBot has been busy. sebmol ? 22:12, 11 May 2007 (UTC)

Username change and custodian status
Would you please change the custodian status from User:Remi0o to User:Remi? Thank you. --Remi 22:56, 7 May 2007 (UTC)
 * I've taken care of this. Cormaggio talk 21:22, 13 May 2007 (UTC)

navigation templates

 * With much help from User:Darklama on IRC, the collapse/expand links of navigation boxes now seem to be fine. If you want to know what the problem was, you can read below, but the problem seems to be fixed. --JWSchmidt 21:09, 13 May 2007 (UTC)

I'm finally getting around to making some page navigation templates for Wikiversity. I noticed that Template:Navigation seemed to have a problem with the collapse/expand button not being on the navigation box (Figure 1). Also, I wanted to have a navigation template that would show the "v d e" links as shown in Figure 2. I made Template:Navigation2 and Template:Tnavbar2 by copying from the current versions of w:Template:Navigation and w:Template:Tnavbar. Template:Navigation2 had the same problem with the position of the collapse/expand button. After looking at w:Wikipedia:NavFrame, I tried to edit MediaWiki:Common.js, but I was unable to get the collapse/expand button to appear on the navigation box. In the near future, I plan to put multiple navigation boxes on pages similar to what is shown at User:JWSchmidt/Blog/12 May 2007. It would be nice if the collapse/expand buttons would be on the navigation boxes. (related discussion) --JWSchmidt 03:58, 13 May 2007 (UTC)

Italian Wikiversity
At meta it indicates that an Italian Wikiversity has been approved. Do you know if a request has been made for the developers to create this new Wikiversity? --JWSchmidt 14:49, 18 May 2007 (UTC)
 * Italian Wikiversity was launched. --JWSchmidt 04:41, 19 May 2007 (UTC)

archive bot
Was this the archive bot? I don't think those sections removed from the Colloquium were actually archived. --JWSchmidt 17:51, 14 June 2007 (UTC)
 * It was and you're right. This is likely to be caused by a bug that I just fixed today. sebmol ? 02:50, 16 June 2007 (UTC)

title: User talk:Sebmol/Archive/2007-II


text:
Talk:History of computing

hai no one to talk

computer
raghunandanan 05:30, 9 May 2007 (UTC)

retrocomputing
If anyone is interested in developting history of computing pages, please contact me. --mikeu 18:19, 19 January 2008 (UTC)

Questions from student
Hello, I started the course today but 1) there is no assignment yet, 2) pages mentioned for summarizing exercise by students do not correspond to a browsers pages, do you mean the article's page number inside the pdf version? Because it was unclear, I dont think my summaries are that good... you can read them here: http://annawikiversity.blogspot.com/ --Annnor 07:13, 1 September 2010 (UTC)

 * Hello. Learning at wikiversity is self-paced so feel free to proceed at a rate that feels comfortable for you.  I did not work on this lesson but it looks to me like the page numbers are saying that you should write a 4 page paper on the topic.  Personally, I would suggest you write something of a length that you feel convers the subject well. Just to let you know, you can also write your assignments here at wikiversity instead of on a blog as you did. This encourages others to share what they have learned and help the next person that would like to study the subject.  There is no single correct way to learn here at wikiversity so feel free to try different things. Please contact me if you have any questions or need help. The history of computer science is an interest of mine, and it is likely that I could help you.  --mikeu talk 18:40, 1 September 2010 (UTC)

PP?
What does the PP stand for? Penned page? Why isn't the unabbreviated form used once to explain as part of a standard style guide in the template? If its used across the site without an explanation its another stumbling block that could be cleared up by someone familiar with editting templates. I'd do it myself but I haven't gotten 10 edits done yet so it'd just get reverted. (C. Calthrop 20:19, 9 January 2011 (UTC))
 * pp. is an abbreviation for pages. Feel free edit the page if you think the change would make it clearer. --mikeu talk 16:27, 11 January 2011 (UTC)

Assignment
The Assignment section originally had a link to https://www.ets.org/Media/Tests/GRE/pdf/CompSci.pdf. That link is no longer valid, as the GRE computer science test was discontinued. There is a major field test for computer science with the exam outline available at https://www.ets.org/s/mft/pdf/2011/mft_testdesc_compsci_4hmf.pdf. This outline does not include a section on the history of computing, however.

The Assignment section has been updated with the link provided by User:Marypublic.

Dave Braunschweig (discuss • contribs) 17:15, 16 February 2014 (UTC)

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

title: Talk:History of computing


text: Category:Statistical mechanics

title: Category:Statistical mechanics


text:
Category:Lectures

 * See also Category:Lessons
 * Help page: Help:Lecture
 * Template for categorising: Template:lecture - please use this template to categorise lectures!

title: Category:Lectures


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User:Farrukh~enwikiversity

I want to learn & speak French and I have no background. I knows English.

title: User:Farrukh~enwikiversity


text: Category:Korean

title: Category:Korean


text:
Financial Management Case Study

MARY AND ROBERT TRENTICOSTA CASE STUDY:Georgetown CFP:Booher, Perdue, Pryor, Shi, Waldron

27. What is the weighted Alpha of the entire stock portfolio?
First, we calculate the weighted average return from all stocks. In order to do this, we used the historical average return for the stocks in the brokerage account and the conservative “large company” 11% return given in the case for the High-Tech and Brown Foreman (easier, and probably more reliable than calculating returns). Beta for the High-Tech and Brown Foreman was calculated using a correlation of 1 and the 12% standard deviation given for the S&P 500 index—rough estimates indeed.

Using the assumption provided in the yield-curve for the risk-free rate of return as 3.70%, we apply the definition to solve for Jensen’s alpha, denoted by $$\alpha_j$$ or,

\begin{alignat}{2} \alpha_j & = r  -   R_f   -   \beta \times ( K_m - R_f )\\ & = 0.111-0.037 + 1.038\,(.12-.037) = -1.3\% \end{alignat} $$.

where $$r$$ is the fund's return rate, $$R_f$$ is the risk-free return rate, and $$K_m$$ is the return of the index (here we use the S&P 500). The same calculation for just the brokerage account is,

\alpha= .112-.037+(.12-.037)\,1.054= -1.2\% $$.

28. Assuming an income tax rate of 30%, what is the pretax equivalent yield to maturity for the Texas municipal bonds?
The yield to maturity (YTM) from today using the current market value is 7.56%. In order to calculate this, we first determine the YTM rate using the following formula: N=15, PV=55,232.58, PMT =(3000), FV=(50,000) which produces 5.29% as the YTM. In order to arrive at the pre-tax equivalent yield we use the following calculation,

\text{Taxable eqivalent yield}= \frac{0.0529}{(1-.3)} = 7.56\%. $$

29. How does the return on the municipal bond compare with other interest rates?
The municipal bond has a tax equivalent interest rate that is comparable to the other bonds. The return on the municipal bond is 7.56%, while the average coupon on their other bonds is around 8.67%.

30. On the basis of other prevailing interest rates, does the pretax return for the Texas municipal bond seem reasonable? Why?
Yes, it does seem reasonable. Higher than the federal government, but lower than the corporate bonds

31. Determine the holding period return for each of the stocks in the brokerage account. Ignore dividends for this purpose.
HPR is the percentage by which the value of a portfolio (or asset) has grown for a particular period. It is the sum of net income and capital gains divided by the initial period value (asset value at the beginning of the period). Mathematically,
 * $$\text{HPR}_n \ = \ \frac{\text{Income} + (P_{n+1} - P_n)}{P_n},$$

where $$P_n$$ is the return in period $$n$$. Performing this computation on the stocks in the portfolio produces the results shown below.

In order to compute the HPR for the portfolio we computed the difference between the aggregate basis and aggregate fair market value divided by the total basis,
 * $$\text{Portfolio Return} = \frac{\sum FMV - \sum Basis}{\sum Basis}.$$

32. What percentage of the change in the value of the brokerage account can be explained by changes in the stock market?
The exact correlation of portfolio returns requires equities' individual standard deviations as well as the complete covariance matrix. In this case, we were simply given a correlation coefficient between the portfolio and the market of 0.80. The correlation coefficient quantifies the extent of correlation between two sets of returns and $$R^2$$ represents the proportion of the total variance of portfolio return that is attributable to market movements but, unlike market risk, is a relative measure of risk.
 * $$R = 0.80 \implies R^2= 64\%$$

Therefore 64% of the portfolio’s movement is attributable to market movement.

== 33. On the basis of the Constant Dividend Growth Model, what must the Trenticostas’ required rate of return be for the high tech stock to be priced fairly? What are the implications of buying, selling or holding the stock? ==

Required rate of return be for the high tech stock to be priced fairly

r = \frac{D}{V}+g =\frac{.824}{20}+.03 =7.1\% $$

What are the implications of buying, selling or holding the stock?
Based on Mary and Robert's actual required rate of return of 9%, the High Tech stock is overpriced using a dividend model for valuation. The stock has more than doubled since it was purchased at the pit of the bear market, however, and tech stocks generally pay low dividends, so a dividend growth model may not be an appropriate valuation model for this stock. Buying more of this stock would be a bet that it will return to, or exceed, its previous high, but buying Tech also would not diversify the portfolio. Holding on to the stock avoids capital gains tax, but if the dividend model is an accurate predictor of future growth, it is likely to produce suboptimal returns. Selling it would generate a capital gain of $23,000, but this could be offset by loss sales in the bond portfolio and the proceeds could be reinvested in an index fund to diversify the portfolio.

What are the consequences to Mary?
Mary has given Dominic full rights over the account, including the right to withdraw funds for his own use. the account will not pass under her will, but will become fully owned by dominic at her death. As noted below, there may also be gift tax consequences.

When does this become a taxable gift from Mary to Dominic?
It becomes a taxable gift when Dominic writes checks for more than $12,000 more than he contributed into the account.

== 35. Crescent City publications used a cross-purchase life insurance program to protect themselves from early and untimely death of a principal shareholder. Mary owns 80%; two other individuals (A and C) own 10% each. Assume that Crescent City Publications is worth 700K. How many policies did they have and for what amounts? ==

Six policies are needed. Mary owns a $35,000 policy on the life of A and a similar policy on the life of C each. A and C each have a $280,000 policy on the life of Mary and $35,000 policies on each other's lives. Upon the death of any partner, the insurance would provide funds for each of the surviving partners to buy out the deceased partner's interest from his or her estate in equal shares.

If Mary wished only to keep her 80% interest upon the death of A or C, she would not need policies on their lives and wouldn't incurr the premium expense. If A or C died, the survivor would buy out the other's shares and become a 20% owner.

36. Determine the basis in Robert’s Brown Foreman stock.
His basis in Brown Forman is $3,600 or $18 per split share. Based on 100 shares priced at the average between the high and low prices on the day of his Aunt’s death.

37. If Robert were to sell the Brown Foreman stock today, what would be the income tax consequences?
$6,400 in long term capital gain (all inherited stock is long term), taxed at 15%= $960 in taxes due.

38. How much qualified residence interest can the Trenticostas deduct for income tax in 2007?
The mortgage interest on both the house and the condo is qualified residence interest. On the tax return the Trenticostas will file in 2007 for tax year 2006, the mortgage interest deduction for the personal residence is $15,920.98. This is equal to 9 monthly payments of $1,957.80 = $17,620.20 minus the reduction in the loan balance of (350,000 x 0.80) - 278,300.78 = $1,699.22.

For the condo, 12 monthly payments of principle and interest in 2006 totals $25,886.16. The current loan balance is $215,254.14. One year ago, after making 18 payments, the loan balance was 225,673.49 (N=18, i=7/12, PV=240,000, PMT=(2157.18), compute FV). Therefore, the principle reduction in 2006 was $10,419.35. Subtract from total payments of $25,886.15 yields 15,466.81 in qualified interest on the condo.

The Trenticostas can deduct $31,387.79 in qualified residence interest on their 2006 tax return.

39. By using the dividend growth model, determine the intrinsic value per share for each of the following stocks.
The intrinsic value of a security whose dividend is growing at a constant rate is V = D1/k-g, where D1 is the annual dividend expected in the next year, k is the required rate of return, and g is the annual rate of growth in dividends. For the Trenticosta's stocks, k = 0.09 and g = 0.03. Plugging these values and the dividend yield for each stock into the formula results in the following:

40. Since Mary has been diagnosed with cancer, she has been distracted by her health concerns and forgot to make her IRA contribution for 2006. Can she still make a 2006 contribution in 2007?
Yes. She can do so until April 15th 2007.

41a: What is the probability of a positive return for Big Company?
The probability of a return greater than zero for Big Company is 84%.

The mean return for Big Company is 12.5% and the standard deviation is also 12.5%. One standard deviation above and below the mean covers 68% of all returns in a normal distribution. At one standard deviation below the mean, the return is 0. Therefore, 34% of all returns lie between 0 and 12.5%, and 50% of all returns lie above 12.5%. Adding 50% and 34% equals 84%. (The actual percentage is 84.13%)

For this answer and parts b and c, a normal distribution of returns is assumed. In the real world, returns are skewed toward the "tails" of the curve. This is called leptokurtosis. It means that any prediction about the probability of future returns can't be taken as exact.

41b: What is the probability of a return above 30% for Auto Company?
There is a 2.5% probability of Auto Company earning 30% or more per year.

The mean return is 10% and one standard deviation is also 10%. A 30% return is therefore two standard deviation above the mean. Two standard deviations cover 95% of all returns. Divide the remaining 5% in half to obtain the percentage of all returns above 30%. (The actual figure is 2.27%).

41c: What is the probability of a return between 15% and 33% for Small Company?
There is a 34% probability that Small Company will earn between 15% and 33%.

The mean return for Small Company is 15% and the standard deviation is 18%. Returns of 15% to 33% are within one standard deviation above the mean. One standard deviation encompasses 68% of all returns above and below the mean, so 34% of all returns are within one standard deviation above the mean. (The actual percentage is 34.13%)

42. How much will be invested in Big Company and Small Company at a 40/60 ratio for Mary’s brokerage account after taxes and rebalancing?
Adjusting to purchase whole shares at current market values, Mary will own 3140 shares of Big Company worth $45530, and 5539 shares of Small Company worth $68296, with a cash balance of $8. Using whole numbers, the calculation is as follows:

Sale of Oil Company    FMV     $30300 Cost         22271 Gain           8029 Tax       (1204) Net Proceeds           29096

Sale of Auto Company   FMV     $32276 Cost         24249 Gain           8027 Tax       (1204) Net Proceeds           31072

Big Company current position       FMV     29000

Small Company current position     FMV     24666

Account total after sales and taxes                    113834

60% allocation to Small Company    $68300 (@ $12.33 per share = 5539 shares + $4)

40% allocation to Big Company      $45534 (@ $14.50 per share = 3140 shares + $4)

43. What is the expected return for the new portfolio?
The expected return for the reallocated portfolio is 14%.

Take the return for Small Company (15%) times its weight of 60%, and the return for Big Company (12.5%) times its weight of 40%. Added together they equal 14%.

44. What is the standard deviation of the new portfolio?
The standard deviation of this two-asset portfolio is 13.19%.

The formula for the standard deviation of a two-asset portfolio is:

 * $$ \sigma_p = \sqrt{w_1^2 \sigma_1^2  + w_2^2 \sigma_2^2 + 2\,w_1\,w_2  \rho_{12} \sigma_{1} \sigma_{2}} $$

where $$w_1$$ and $$w_2$$ are the weights of asset 1 and 2, $$s_1$$ and $$s_2$$ are the standard deviations of the assets, and $$\rho_{ij}$$ is the correlation coefficient between the returns of assets 1 and 2.

Plugging in values for Big Company as asset 1 and Small Company as asset 2:

.16 x .0156 + .36 x .0324 + 2 x .4 x .6 x 0.3 x .125 x .18 = 0.0174, the square root of which is .1319.

45. What is the tax treatment for the Condo income and expenses for 2006?
Because it was rented less than 15 days, the condo is a vacation property for which the rental income is excluded from income and the interest and taxes are itemized deductions. Depreciation and utilities are not deductible.

46. What part of Mary’s surgery expenses of $3200 is not covered by insurance?
Mary will pay $1440 out of pocket.

== 47. Crescent City Publication had earnings of $54,000 last year. How does the capitalized earning approach method of valuation compare with Mary’s guess of what Crescent City is worth? Use the Treticosta required rate of return. ==

Assuming no growth in earnings, the company’s value is $54,000/.09 = 600,000. Mary’s 80 percent share would be worth $480,000 (not including any control premium) as compared to the balance sheet value of $320,000.

If earnings are assumed to grow at the rate of inflation, the value is $54,000/.09 - .04 = $1,080,000, or $864,000 for Mary’s share.

== 48. Based on the earnings of $54,000, how does Mary’s guess of the value of Crescent City compare with using the PE Ratio of similar companies to determine the value of Crescent City? (Assume the PE ratio for similar companies is 12:1) ==

A PE ratio of 12:1 means the price (value) of the security (company) is 12 times earnings. Crescent City's earnings of $54,000 x 12 = $648,000. Mary's 80% interest would be worth $518,400--considerably more than the balance sheet value.

49. If Mary sold the ski condo and all the contents in 2007 for $320000. How much tax would she pay from this sale? (Assume a real estate commission of 6%
Mary will experience a loss of $17,600 on the sale of her condo and contents. This is a personal loss that is not deductible.

$300,000 (purchase price) + $18,400 (restoration cost) = $318,400 adjusted basis

$320,000 (sales cost) X .06 (commission rate) = $19,200 commission

$320,000 -$318,400 - $19,200 = $17,600 loss

Since the condo was rented less than 15 days a year, it’s considered personal, not investment, property. The transaction is a sale of the condo "and contents". The furniture is not a capital improvement to the condo, but the furniture was sold along with the condo and the furniture is a capital asset. Mary is selling improved real property with a basis of $311,400 and personal property (the furniture) with a basis of $7000 together in one transaction. The total basis of all property being sold--real and personal--is $318,400. The proceeds of all the property being sold is $300,800 net of the commission. The loss is $17,600.

== Use the following information to answer questions 50-55

Mary is concerned about the price of Big Company. During July 2007 she decides to buy a put option to protect her position in the stock. The price of the stock has dropped to $14. Per share. The put option has an expiration of January 2008, an exercise price of $13 and a premium of $2.00.

50. How many option contacts should she buy to fully hedge her long position in Big Company stock?
A put option contract covers 100 shares. To hedge all 2000 shares that Mary owns, she should buy 20 contracts (2000/100=20)

a. What is her gain or loss on the option contract?
The gain is the difference between the strike price ($13) and the market price of the stock ($10) less the cost of the put.

((13-10)- 2) x 2000 = $4000

b. How much gain or loss does she have to recognize for this put on her 2007 form 1040?
Since Mary did not exercise the option, there will be no tax consequences in 2007.

c. How much is the gain or loss on her long position in Big Company for the time she has held this option?
Big Company stock was worth $14 when Mary bought the option and $10 at the end of the year. Mary's unrealized loss for the period is $8000.

=== d. Based on your analysis, has Mary done an effective job of hedging Big company stock? If not, why? What alternative strategy might you suggest? Describe the pros. And cons of the put and your suggestions, if applicable. ===

She only hedged 25% of her loss. Not very effective. She might have been able to buy a put at a higher strike price, but probably only at a higher cost. She could have shorted a call on Big Company. She could have sold short the stock itself (shorting against the box) if there was an uptick in the stock. Whether these strategies would have worked better depends on the prices and terms she could get.

52. In January 2008, the option expires unexercised, the price of Big. Co. has increased to $15 per share. How should Mary treat this on her 2008 individual tax return from 1040?
Mary has a short term capital loss of $4000 computed as follows: $2 (premium) x 2000 (shares) = $4000.

Mary can write off $3000 against ordinary income even if she has no offsetting capital gains. She can write off the remaining $1000 against any ST or LT capital gain she incurrs in 2007, or carry it forward.

== 53. Because the price of Big Co. stock has rebounded and the entire market is doing well, Mary believes that the price of Big Co. will continue to increase above the $14.5 lever (current price). How do you advise her as her financial planner? ==

Mary can buy a short put, a long call, or simply hold the stock as a long position. Given that Mary and Robert describe themselves as only moderately aggressive investors, I would advise them to avoid speculating in the options market and just hold the stock.

a. Should she buy or sell contract?
If Mary believes the market will rise, she should buy the futures contract.

b. The S&P 500 contract has had the following price:
Upon entering into contract--$100 At 12/31/07--$110  Expiration--$125

How much gain or loss should Mary report for tax purposes in 2006 and 2007?
Since Mary did not own the futures contract in 2006 she has no gain or loss to report for tax year 2006. For 2007, however, under IRS code section 1256, Mary must "mark to market" any regulated futures contract she holds at the end of 2007. The cash value of an S&P 500 contract is 250 times the market price. Mary's contract had a value of $25,000 when entered into, and a value of $27,500 at 12/31/2007. Mary must report a gain of $2500 on the contract on her 2007 return.

What is the nature of this gain or loss?
The gain on a section 1256 asset is 60% long term and 40% short term capital gain regardless of when the futures contract was actually purchased. See IRS publication 550 p.40.

55. What are two methods Mary could use to value her option against the market values?
The two options Mary could use to value her option are (1) the intrinsic value, which is the difference between the strike price of the option and the market price of the underlying security, and (2) the Black-Scholes pricing model.

56. If Mary and Robert died, how should their beneficiary treat the inherited IRAs?
The answer depends on when they died.

Each spouse is the beneficiary of the other's IRA. A spouse who inherits an IRA can make it his or her own and defer distributions to his or her RBD.

If they both die simultaneously, their IRAs go to their estates and the 5 year rule applies.

If they die after distributions have begun, their heirs have two options: 1) continue taking distributions on the same schedule as the orginial owner or 2) stretch the distributions over their own life expectancy.

IRA assets do not receive a basis adjustment at the death of the owner, and when distributions are taken, the income will be Income in Respect of a Decedent to the recipient.

title: Financial Management Case Study


text:
User talk:Tbbooher

Context of materials
Hi there, I noticed you adding a great deal of content to Trentcosta. I have seen quite a few articles that are in this series - they look to me as if they are connected to a group outside Wikiversity, using Wikiversity as a workspace. This is absolutely great, but I would like to make it more explicit to people who might stumble across these pages as to what they are about, who they're for, what the context and nature of this work is, etcetera. A simple header at the top of each page saying this fits in with a certain group would be of help. Also, creating a category and/or Topic organiser page for it would be good too. Perhaps you could simply tell me how it all works, and I could go through what I think might be a good idea to make this more widely accessible, or at least understandable. Or, if there is someone else who you think I should be talking to, please pass on their details (my email address is on my user page if necessary). Thanks. Cormaggio talk 11:41, 10 May 2007 (UTC)
 * Great - keep me posted - thanks! Cormaggio talk 13:57, 10 May 2007 (UTC)

title: User talk:Tbbooher


text:
Talk:Financial Management Case Study

Can you provide some background information on the Trentcosta case study? In particular, is this case study copyrighted material? Has the person who created this case study released it under the terms of the GFDL? Thanks. --JWSchmidt 13:31, 9 May 2007 (UTC)

title: Talk:Financial Management Case Study


text:
User:Milesr~enwikiversity

Miles Adrian Reilly (born December 9 1991 in Dublin, Ireland).

A course I am currently doing is WikiU Film School Course 01 - Learning the Basics of Film making. I have an interest in Art, Literature, Filming and music. This shall be updated soon.

title: User:Milesr~enwikiversity


text:
Collaborative writing

Wikiversity has several "learn by doing" collaborative writing projects.

Examples

 * Portal:Writing Center
 * Collaborative play writing
 * VirileMail
 * Writing at wikis
 * Wikiversity the Movie/Script
 * Science Fiction Challenge
 * Writing with Technology

title: Collaborative writing


text:
Category:Camera lens lessons

See Lesson:Camera Lenses at the Wikiversity Film School

title: Category:Camera lens lessons


text: User talk:Ulissi

title: User talk:Ulissi


text:
User:Lamnguyen

Hi there. I am interested in physical science, especially theoretical physics and astrophysics. I plan on majoring in high level mathemetics in college. After all, you can fully appreciate physics unless you can appreciate the mathematics involved.

title: User:Lamnguyen


text: User:Areil123/draft comp course/Web

title: User:Areil123/draft comp course/Web


text: User:Areil123/draft comp course/Programming


text:
Grants and fundraising/Fundraising/Video Kiosk

Link to any subpages this page might have

In our ever increasingly technological world, there are still many people who are unable to interact because the technology is beyond their grasp. This project is an attempt to make the basic capture of video accessible to all.

This project is an important "first step" in allowing anyone that wishes to contribute a chance to do so.

The project seeks to evaluate and perfect both capture and interactive elements. Whether this be software, a software/hardware combo, or strictly hardware is to be explored.

Video Capture should be straightforward - even Youtube has a quick capture feature. But these types of technologies rely on people being able to install and configure various bits of hardware and software.

The interactive feature can be even more impressive -- and should allow technophobes to connect and interact next door or around the world.

Required

 * Computer
 * Computer Monitor
 * Webcam
 * Interaction devices
 * Keyboard
 * Mouse

Desirable

 * Touchscreen
 * Wifi connectivity
 * Cell connection
 * Bluetooth

Software

 * Should be preferably, open source, secure, stable, and intuitive

 * Operating system
 * Ubuntu
 * OpenSuse
 * Other appropriate software
 * Kiosk software
 * Firefox

Project outline
Initially, would require 2-3 stations for deployment. Development can be done on these until deployed.

Players
Wikinews, WCR, Wikipedia Weekly, Wikiversity, Wikimania

Wikiversity would like to do a "Senior living history" project
We use the Kiosk to capture stories from our older and not computer savvy generation.


text:
User talk:Lamnguyen

Project incubator update on HHF
Please check Project_incubator for an update on HHF. I have made a forum like structure for discussing topics in Mathematics, Physics, Chemistry and Biology. I have a target audience for this forum, so that won't be a problem. We have definite use for this forum, but there are somethings that are required for a smooth operation of the forum. Please feel free to brainstorm on the project incubator about this project. In the mean while, you can have a look at HHF. --Dharav talk 12:33, 24 August 2009 (UTC)

title: User talk:Lamnguyen


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Sexually transmitted diseases

Sexually transmitted diseases (STDs) are infectious diseases transmitted primarily by sexual contact, but many are acquired in other ways as well. The agents that cause these diseases include viruses, bacteria, protozoa, and arthropods. Historically, illnesses passed by solely sexual contact were called venereal diseases, after Venus, the Roman goddess of love. In the pre-antibiotic era, when toxic heavy metal-containing compounds were the only effective remedies for syphilis, the standing joke among medical students was "one night on Venus and the rest of your life on Mercury". This page will provide an overview on the most common STDs. For more detailed information, please visit the main article on each disease.

Viruses
Human Immunodeficiency Virus (HIV)

HIV is an infectious human retrovirus that causes Acquired Immunodeficiency Syndrome (AIDS). It is primarily a sexually transmitted disease. Currently, HIV/AIDS kills approximately 2-3 million people per year, primarily in developing countries. In the U.S., there are approximately 500,000 people infected with HIV. After exposure, the virus invades and replicates in immune cells near the site of infection. It quickly spreads to regional lymph nodes and via the blood stream to the rest of the body. During this stage the patient may experience Acute Retroviral Syndrome, a vague flu-like illness that may also include rashes, night sweats, fevers, and joint pains. The patient is often asymptomatic for the first 5-10 years after infection. By that time, untreated, progression to AIDS in inevitable, except in a small subset of patients.

Herpes Simplex Virus (HSV 1 and 2)

Herpes can appear on either the lips or the genitalia. It usually presents as a painful, bumpy rash, sometimes with fever. The majority of oral herpes is caused by Type I, most cases of genital herpes by Type II. Herpes is transmitted by skin-to-skin contact. The first outbreak is often the worst, with significant systemic symptoms, such as fever and malaise. After the rash resolves, the virus remains dormant in the local nerve root, and may recur at any time. The illness if life-long. Herpes is transmissible both during outbreaks, and during dormancy.

Human Papilloma Virus (HPV)

HPV often presents as anogenital warts, or as an abnormality on a pap smear. These lesions can be pre-cancerous. HPV is the causative agent of cervical cancer and anal squamous cell carcinoma.

Human papillomavirus (HPV) is a sexually transmitted disease affecting both men and women. According to the Center of Disease Control (CDC) HPV has over 100 strains, 30 of them are sexually transmitted. Out of the 30 sexually transmitted strains, there are high risk and low risk types. High risk types can cause abnormal Pap tests and may also lead to cancer of the cervix, vulva, vagina, anus, or penis. Low risk types are mostly responsible for genital warts. It is common for HPV to have no signs and symptoms. A common symptom is genital warts. The warts can be big, small, raised or flat, and there can be many or just one. The CDC states that approximately 20 million people are currently infected with HPV. At least 50 percent of sexually active men and women acquire genital HPV infection at some point in their lives. By age 50, at least 80 percent of women will have acquired genital HPV infection. About 6.2 million Americans get a new genital HPV infection each year.

HPV is commonly diagnosed through abnormal Pap test. A Pap test screens for cervical cancer. The CDC also states there are four HPV types, which together cause 70% of cervical cancers and 90% of genital warts. They go on to say that approximately 10 of the 30 identified genital HPV types can lead to the development of cervical cancer. A Pap test is the only way to detect pre-cancerous and cancerous cells. The American Cancer Society estimated in 2004, that about 10,520 women would develop invasive cervical cancer and about 3,900 women would die from the disease.

In order to reduce one’s risk for HPV it is necessary to avoid genital contact with another individual. If one chooses to be sexually active they should always practice safe-sex; this includes wearing latex condoms. It is also very important for women to get regular Pap tests if they are sexually active.

The HPV vaccine is the first vaccine ever developed to prevent cervical cancer, precancerous genital lesions, and genital warts due to the human papillomavirus (HPV). The vaccine is available for women between the ages of 9 and 26 and recommended prior to becoming sexually active. The HPV vaccine protects against four types of HPV (6, 11, 16, 18) which cause 70% of cervical cancers and 90% of genital warts. The vaccine is given in a series of three shots over a 6 month period.

This groundbreaking vaccine is nearly 100% effective in protecting against diseases caused by the four HPV types previously mentioned. This includes protecting against precancers of the cervix, vulva and vagina, and genital warts. The FDA and CDC have licensed the HPV vaccine as safe and effective after testing it in over 11,000 females ages 9 to 26 around the world. These studies have shown no serious side effects. The most common side effect is temporary soreness at the injection site.

This vaccine has not been widely tested on men, women over the age of 26 or under the age of 9, or women who are pregnant and is not recommended for these groups.

Although the vaccine is recommended before the onset of sexual activity, women who are sexually active may also benefit from vaccination. If a woman is currently infected with one type of HPV, the vaccine can still protect her from the other three types. However, it is not effective in treating current infections. The vaccine is also not effective in protecting other sexually transmitted infections or unwanted pregnancies. Contraceptive measures should continue to be used.

Because the HPV vaccine does not protect against ALL types of HPV that cause cervical cancer, it is important to continue to get regular cervical cancer screenings.

Hepatitis B and C Viruses (HBV, HCV)

These are often asymptomatic, but over time can lead to cirrhosis and liver cancer. If any symptoms are present, the illness can look like any hepatitis, that is, jaundice, change in urine or stool color, abdominal swelling, fatigue, joint pain, itchiness, nausea, and a loss of appetite. About 70% of adults experience these symptoms, and hepatitis symptoms often do not manifest until 3 months after exposure.

Bacteria
Neisseria gonorrhoeae (gonorrhea, "the clap") In males, this presents as a purulent (usually white or green) penile discharge. Women may have a vaginal discharge, or no symptoms at all. Gonorrhea infection in women can lead to pelvic inflammatory disease and infertility. Gonorrhea is believed to cause approximately 700,000 new infections yearly in the U.S., about half of which are reported. Emergence of fluoroquinolone-resistant strains of Gonococcus has been documented over the past decade, with highest incidence in Asia, and resistant strains being detected more frequently in the western United States (Source: http://stdtests.us/gonorrhea.html).

Chlamydia trachomatis (chlamydia) Chlamydia is a very common disease. In contrast to Gonorrhea, rates are rising. A 1998 study of female military recruits showed a disease prevalence of 9.2% This presents similarly to gonorrhea, but is often asymptomatic, and is commonly without the patient knowing they are ill. In 2004, almost one million cases were reported in the United States.

Treponema pallidum (syphilis) This organism causes syphilis, a multisystem disease.

Protozoa
Trichamonas vaginalis ("trich")

In females, this usually presents as a foul vaginal discharge, but males are usually asymptomatic. Even though males are asymptomatic, partners of infected females must be treated.

Giardia lambia Giardia is a common water-borne diarrheal illness, but can also be contracted through certain sexual practices, such as oral-anal sexual contact.

Arthropods
Pubic lice ("crabs")

This presents as itching in the groin, and often small parasites are easily visible.

Scabies

This often presents as itching, with rash being more prominent between the fingers and toes.

Prevention
Latex condoms have been proven to protect against many, but not all, STDs. Abstinence from any sexual contact reduces risk, but since sexual contact also occurs in marriage, other consentual relationships, and in rape, it is not a viable method of prevention. Vaccines are not widely available for STDs. An HPV vaccine has recently been released for protection against the most common oncogenic strains of HPV.

title: Sexually transmitted diseases


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User:JWSchmidt/Blog/9 May 2007

Wikiversity as a brand
I'm an advocate of "thinking outside the box" and I view the Wikiversity project as having a very broad scope (exploring how to use wiki technology to support learning) that easily allows different people to see it in different ways, but describing Wikiversity as a "brand" is a shock to my way of thinking about Wikiversity. I admit that I spend less time thinking about economics than the average capitalist, and I'm sure I am hopelessly naïve in my thinking about such matters. Shouldn't we all devote some thoughts to Wikiversity as part of the service sector of the world's economy? As a non-profit organization, the Wikimedia Foundation has a legally defined role to play within the economy, so should we all spend some time thinking about Wikimedia Foundation Projects such as Wikiversity in terms of their marketing and maximizing the potential of the Wikimedia Foundation "brands"? Yes, I suppose. In any case, this little adventure outside the box leads to some creative thinking about interactions between the Wikimedia Foundation sister projects brands, as discussed below.

This particular journey outside of the box began at Rethinking brands on the Wikimedia Foundation's email discussion forum when Erik Moeller explicitly called "wikiversity" a "brand name" owned by the Wikimedia Foundation and proposed that the project's name be changed to "Wikipedia Learning". I guess this means that the English Language Wikiversity would become the "English Language Wikipedia Learning project" and Wikiversity participants would call themselves "Wikipedia Learning project participants" or maybe Wikipedian-Ls, for short. I think it is safe to say that the name "wikiversity" has been a contentious issue for the Wikiversity community. If you go back and look at the community vote/discussion for the original Wikiversity project proposal, you will see that many people have long had objections to the name. A key problem with the name "wikiversity" is that it makes people think of conventional universities, but Wikiversity aims to provide learning resources for all ages. The Wikiversity community has worked hard to make the point that people should think of "wikiversity" from the perspective of the original meaning of the term "university", a place where learners and teachers can get together and collaborate.

Wikipedia Learning
Erik suggested, "The name 'Wikipedia Learning' may be a good alternative to 'Wikiversity', which identifies the project less closely with a particular institutional type of learning and research, and more closely with its core activity."

Combinations of the terms "wiki" and "learn" are rather obvious and widely used on the internet (for example, see WikiEducator Early History), so while it is true that "learn" gets to the core of the Wikiversity project's mission, it is not really a good element for the project's name because it is too obvious. "Versity" automatically suggests "learning" to people, so with "wikiversity" we automatically get the ideas of wiki and learning. The combination of "Wikipedia Learning" first suggests to people that it is something to do with Wikipedia and that is a weight that the project does not need to take on. One of the largest problems at Wikiversity is people who cannot get their thinking past using wiki technology to make Wikipedia articles. So the proposed name "Wikipedia Learning" would guide people to think about the Wikiversity project in terms of it being some appendage of Wikipedia. Now, I have argued long and hard that Wikiversity needs to actively make use of its "sister project" status with Wikipedia, so I admit that there are advantages to linking Wikiversity to Wikipedia. However, the way to forge these sisterly links and bonds is not by renaming the project "Wikipedia Learning". See: Wikiversity and Wikipedia services. In short, I'd rather take on the task of explaining to people that Wikiversity is for learners of all ages (there, that was not too hard) rather than the take on the task of explaining that "Well, 'Wikipedia Learning' is a name used for marketing purposes, but the project really has nothing to do with Wikipedia."

I suspect that there are a significant number of people who wonder, as I do. if it is an unwelcome form of cultural imperialism to try to encourage Wikimedians to put too much emphasis on viewing our project-related social interactions in terms of their marketing and branding implications. Do we call "love" a brand of emotion? Do we call humans a "brand" of primate? Is USA a "brand" of nation? Where do we draw the line in applying "branding strategy" to the elements of our lives? The names of Wikimedia projects such as "wikiversity" were not selected on a whim nor were they selected with much concern for financial gain. The names of the projects have long been thought about, talked about and integrated into our online community's culture. The name "wikiversity" correctly guides thought to wiki and learning without improperly bringing Wikipedia into one's thoughts. In any case, I'm mostly interested in the dynamics of how Wikimedia Foundation sister projects interact rather than what they are called.

Sister projects
This was one of Erik's original reasons for proposing that Wikimedia Foundation projects like Wikiversity be re-branded with name like "Wikipedia Learning": "Acknowledges that the 'Wikipedia' brand stands for more than any traditional encyclopedia". When I first saw that I thought sure, Wikipedia is not a paper, Wikipedia can go where no encyclopedia has gone before. However, later comments indicate that Erik was thinking along other lines.

At some ill-defined point, attempts to think outside the box can go so far that they begin to deny historical reality. I think the discussion of Wikimedia brands reached that point with, "We happen to have called Wikipedia an 'encyclopedia', and this semantic classification can be useful". It was this and other similar comments that prompted this blog entry.

Erik also wrote, "You might want to ask yourself, then, why people ever started writing dictionary entries, collections of quotations, source materials, or instructional texts on Wikipedia in the first place. This was, after all, a primary motivation for spinning off these projects!" There have always been Wikipedia participants who wanted to use wiki technology for more than just making encyclopedia articles. However, from the earlies days of the Wikipedia project, there has always been a powerful force at work keeping the mission of the Wikipedia project narrowly defined.

I have previously commented on this social phenomenon by which many wikis purify themselves by driving away participants who seek to broaden the range of allowed content. So, as Erik pointed out, we have gone through several years of "spinning off" Wikipedia sister projects. The alternative was always there; Wikipedia could have easily expanded to encompass books, dictionary entries, etc, etc. Just as Wikibooks could have been part of Wikipedia, Wikibooks could have allowed Wikiversity to remain as part of that project. Why was Wikipedia not an inclusive project? Why did Wikipedia spawn sister projects rather than incorporate them? Is it true, as Erik has now claimed, that Wikipedia just happens to be called "Wikipedia" while, in reality, there is nothing that limits the scope of Wikipedia, that by restructuring Wikipedia we can come to recognize that Wikipedia is "universal"?

I think this argument is historical revisionism invented on the spot in an attempt by Erik to advance his "branding" scheme. Wikipedia did not "just happen" to be called "Wikipedia". Wikipedia grew out of the NuPedia project for an online encyclopedia. The name "wikipedia" was selected as a sensible name for an online encyclopedia that would be powered by a wiki. While Wikipedia was growing up (think pre-top 100 website), every important decision ever made by the Wikipedia community with respect to non-encyclopedic content was met with the same solution: put that content at another wiki. So what has changed now? Why does Erik now tell us that Wikipedia is really a place for everything? Because the world is now familiar with "Wikipedia as a brand" and we (the Wikimedians) should wake up and take advantage of the name recognition.

Alternate realities
I agree that in an alternate reality the term "wikipedia" could have seamlessly morphed its meaning so as to encompass books and dictionary entries and EVERYTHING. But in this reality, our reality, Wikipedia went in a different direction. Rather than create an all-inclusive Wikipedia Foundation, Jimbo made the Wikimedia Foundation. Along the way, Wikimedians discovered the power of the MediaWiki software that can be unleashed by making unique features in the wiki website for each Wikimedia sister project. Wikimedians have come to recognize the power of specialization coupled to cooperation within the Wikimedia family of projects. So is Wikipedia as an encyclopedia just a once useful "semantic classification" that has now been over-taken by events? Is it now time to "cash in" on name recognition and re-brand Wikiversity as "Wikipedia Learning"? Do we, as Wikimedians, just need to expand our conceptualization and think of "Wikipedia" as being the name to use when we think "Wikimedia"? Do we, as Wikimedians, need to get our thoughts in line with an ignorant pubic that already thinks in this way? Given the marketing advantages, shouldn't we all be eager to jump at this dumbing-down of our thinking? Maybe it is just my silly misguided belief in the power of learning, but I think we can get the world to understand the difference between "Wikipedia" and "Wikimedia". Maybe it is unreasonable for me to pass up this marketing opportunity, but economics do not rule my life.

Maybe Erik is ignoring the historical realities that got the Wikimedia community where it is and maybe he is taking a short-sighted view of the cost/benefit of re-branding. Sure, maybe the Wikimedia community could adapted itself to the current public consciousness that cannot distinguish between Wikipedia and Wikimedia. But in doing so, would we be living a convenient lie? Wouldn't we be forcing ourselves to split our own consciousness into two parts; the part that would try to continue existing in reality and a new part that would have to juggle a fantasy "just so" story invented by the marketing department? Call me naïve for not grabbing an economic prize dangled before my eyes, but I think of myself as being driven by long-term vision and principles, not short-term gains.

Helping projects grow: is it all in the name?
I think this comment from Erik gets us close to the core of the sister project relationship: "Perhaps Wikinews and Wikiversity would have similar universal appeal if they could grow in the same way, though we have clearly seen so far that these dynamics of growth do not apply." First, a serious problem at Wikipedia is that it has become the real Wikinews. This is a never ending source of trouble for Wikipedians who are trying to make an encyclopedia. Wikinews would grow much faster if Wikipedia adopted the reasonable requirement that no source younger than a month old can be used at Wikipedia. Given such a policy, all of the reporting of current events that is now done at Wikipedia would shift to Wikinews, where it should be. It is hard for me to imagine why ANY member of the Wikimedia Foundation Board of Trustees would not know this and work towards such a shift as a way of helping both Wikipedia and Wikinews as Wikimedia sister projects. Yes, the "current events" content in Wikipedia has helped drive the dramatic growth of Wikipedia traffic, but it has not at all helped with the goal of improving the quality of the encyclopedia. Rather, it has diluted the Wikipedia community with editing that daily leads to more trivial crap in Wikipedia that will be forgotten in a year and not what we need - more truly important and lasting knowledge on Wikipedia pages. So far, Wikipedia has survived this dumbing-down process, but it is time for the Board to take a leadership role in promoting quality over quantity.

Erik seems to suggest that in his way of thinking, project names like Wikibooks and Wikiversity might be worth keeping, "if they could grow in the same way," as Wikipedia. Why was an online encyclopedia the first successful (as measured by a top ten rank in page visits) wiki? Is any other wiki unworthy of a unique name if it does not show the same growth curve as did Wikipedia? An online encyclopedia is an incredibly obvious idea. People had the idea from the earliest days of the internet....it was the coupling of that idea with wiki technology that caused the "Wikipedia explosion". Why has Wikinews grown slowly? Clearly, Wikinews needs protection from Wikiversity. Wikibooks is a much more ambitious project than Wikipedia. Wikipedia articles started out by aiming for a general educated audience and many of the most active ones (in terms of traffic) are pop culture fluff that, indeed, anyone can write. Not anyone can write a good textbook, and if there are Board members who are not guided in their actions by this reality, then the Foundation is in trouble. What has worked to grow traffic to Wikipedia is not at all what Wikibooks needs. The same applies to Wikiversity. I do not care if Wikipedia means Pokemon, Anna Nicole Smith and Archimedes Plutonium to most people, and in the end, I think the popularity of Wikipedia can be a good thing, but I do not want Wikiversity to have the same pattern of growth as Wikipedia nor would any sane person expect Wikiversity to grow in the same way as did Wikipedia. To try to use the slower growth of sister projects in this way in a discussion over what to call them is not constructive and it suggests to me that brain power is being wasted on marketing ideas that are out of touch with the true needs of the Foundation's projects. There are many things within the power of Board members to help the Wikipedia sister projects grow in the right way....we do not need growth for growth's sake. We need growth powered by editors who can create high quality wiki content. I do not see high quality wiki content coming from a re-branding of Wikiversity to "Wikipedia Learning". For me that is my bottom line calculation....even if it is not a home run for the Wikiversity marketing department.

Discussion continues

 * Back to the basics by Delphine Ménard.

Thanks, John.
 * First Impressions:1. why people ever started writing dictionary entries, collections of quotations, source materials, or instructional texts on Wikipedia in the first place. <--- I don't know about others, but I would bet it ultimately boils down to curiosity. Sometimes I use various wikia as a kind of public notepad, to keep track of what I have been learning.

2. Wikiversity has many advantageous, and sometimes serendipitous, connotations. And in this sense it is superior to wiki-learning.

3. Wikipedia-Learning is simply a wrong name. It only refers to a part of what wikiversity is. In Chinese one says:"名不正言不順" (If the name/naming is not proper/straight, one cannot talk smoothly/comfortably/straight.) Creating a misnomer-treadmill is not a good idea.

4.though we have clearly seen so far that these dynamics of growth do not apply <--- It asks much more of a participant to commit to learn one subject deeply. There is no way the wikiversity community can grow like wikipedia's.

5. Really, I can see two concrete points in Eric's mail (2007-May/030064): 1. A potential partner did not know about wikimedia. 2. The board got hostile response towards the new licensing policy. However, how can renaming help?

6. Eric's mail(2007-May/029991.html) considers marketing as the highest priority. It is unfortunate that, to me, his letter reads, I propose the change because it makes the job much easier for the board.. It reminds me of the old suggestion to turn the wikiversity logo red, simply because other wikimedia projects are also blue, and it makes marketing difficult (I still cannot see how).

Hillgentleman|Talk 07:59, 10 May 2007 (UTC)

P.S. Continuing from point 6:  Wouldn't similar sounding names for all projects actually make marketing more difficult?
 * )Hillgentleman|Talk 08:24, 10 May 2007 (UTC)

More on foundation-l

 * Calling Wikiversity "Wikipedia Learning" by User:Hillgentleman

From above (Hillgentleman)
"use various wikia as a kind of public notepad, to keep track of what I have been learning" <-- With time, more and more people will realize that they can use Wikiversity in this way. "Learning by editing wikis" is a new idea that explodes old ways of thinking about learning. Until people experience that explosion, it is hard for them to imagine the possibilities....it is to new, too different from what most people think of as the landscape of learning. I'm developing various ways to try to open people's minds to the possibilities (for example: School:Free Learning).

"marketing as the highest priority" <-- Yes, clearly Erik's proposal is a marketing proposal. The more I think about the situation, the more I feel that a large part of my "gut reaction" against the proposal is that it might actually "work" in the short-term and cause increased traffic to Wikiversity. However, I think most people in the world are not ready for Wikiversity and Wikiversity is not in a position to defend itself from the many people who cannot think about Wikiversity as more than a way to produce free online courses (conventional courses). Wikiversity needs time to grow slowly and be built up as a functioning system by people who see the project as something revolutionary, not just another course management system that can be used to make conventional online courses. --JWSchmidt 17:53, 15 May 2007 (UTC)

Survey

 * Wikimedia brand survey by Erik Möller.
 * "Should the Wikimedia Foundation and Wikimedia chapters license the project brands to makers of games, gadgets, toys, etc.?"
 * "Should the Wikimedia Foundation and Wikimedia chapters license the project brands to ad-supported mirrors, mobile phone portals, etc.?"

There was previous discussion on the Foundation-l email forum about the idea of possibly having a mirror of Wikipedia that would have ads. I think it would make sense to set up such a mirror which would hold stable versions of Wikipedia articles and not be open to any editing. There might be tax reasons for setting up such a mirror as a new corporate entity that would donate profits to the Wikimedia Foundation. I'm not sure if there are legal reasons why it might make sense to license use of the "Wikipedia" name to such a mirror. I have not heard of any other possible reasons to license use of "Wikipedia". I'm not sure why this one reasonable idea is hidden away inside the rest of the questions in this survey. See: commercial Wikipedia fork.

Survey goes live
The Wikimedia brand survey is now open for responses (end of May). So......some members of the Wikipedia community specialize in driving other members of the community off of the Wikipedia website, resulting in a group of sister projects. The Wikimedia Foundation was formed as a way to organize/govern the entire family of projects. The community members of each sister project have made a large investment in establishing the names and unique identities of the sister projects. Why do we now have this centralized second-guessing of what has happened during the past five years? The reason for this centralized discussion about project names seems to be the proposal for changing "Wikimedia Foundation" to "Wikipedia Foundation". This proposal was previously discussed on the Foundation email discussion forum where it received little support and much opposition. I hope we are not witnessing just enough "forum shopping" to accumulate examples to support a future claim that "many people object to the current project names", a claim that will be used as an excuse for implementing new names as a short-sighted marketing ploy to take advantage of Wikipedia's name recognition. Then five years from now we will all do this again so we can re-name Wikipedia to "Wikibooks' encyclopedia". The fact that this discussion forum was not announced at sister project websites like the Wikiversity website suggests an attempt to do an end-run around the communities.

Erik sees the current array of Wikimedia sister projects as a "jungle of brands". As a biologist, I view jungles as rich laboratories where the diversity of life is explored and new ways of living are invented. That is what the name "Wikimedia" means to me, a vision of diversity that goes back right to the start of the Foundation, "I think we should go further still and shoot for the ultimate goal of creating 'Wikimedia.' That's media with an 'm.' It would use Wiki-style rules to enable public participation in the creation and editing of all kinds of media: encyclopedias and other reference works, current news, books, fiction, music, video etc. Like current broadcast media, it would have differentiated 'channels' and 'programs,' each with self-selecting audiences. Unlike current media, however, the audience would also be actively involved in creating its own programming, instead of merely passively watching it." (source, see original email). In response to the fact that most people who commented on the Foundation mailing list did not like the "rebranding proposal" (re-name all Wikimedia projects as Wikipedia projects), Erik is now saying that the "Board could make such a decision even if it was going to be unpopular". This is a serious case of "the tail wagging the dog" when Board members are guided by the misconceptions of people who do not know (or likely care) about the difference between Wikipedia and Wikimedia rather than be guided by the Wikimedia community. What should the community do when Board members believe that the community is "its own worst enemy" and cannot be trusted with making decisions? At one time, not that many years ago, we were guided by "thoughtful, diplomatic honesty" and the idea that success is [w:User:Jimbo Wales/Statement of principles|due to the community]], not achieved by doing an end-run around the community.

Erik wants to "clear cut" the jungle of Wikimedia project names, but what if our strength comes from our diversity and what if our diversity would be threatened by this needless name change marketing ploy? The discussion begun by Erik is going very far outside the bounds of reality with destructive rebranding proposals being offered willy-nilly by people who are ignoring (or ignorant of) the natures of the sister projects (example). Jimmy Wales said this in another context ,  but I think it applies here, too, "I think we should run small experiments, tests, see what works, what doesn't, and be prepared to be flexible and change, and not be too locked into stone about how things should work." Changing "Wikimedia" to "Wikipedia" is not a small experiment. It is a marketing ploy being pushed as a way to cash in on Wikipedia's name recognition while disrupting and damaging the projects against the better judgment of the community members who actually know and build the projects. I accept the basic idea that a community can fail to move in the "right direction". At those times, leaders have to fall back and remind the community of basic principles. "Let's change the project names because some people outside of the projects get confused" is not a basic principle: basic principles tell us that our community has wisdom about our projects, not ignorant outsiders. "Let's change the project names because that might make them grow faster" is not a basic principle. I agree with Jimbo: after the amazing growth of Wikimedia it is time to focus on quality, not growth for the sake of growth.

Wikimedia Foundation business developer
Vishal Pattel as WMF business developer. "follow up on brand marketing proposal" <-- Does this mean Erik's "proposal"?

July 1 Brand Survey Summary
See Wikimedia Brand Survey Analysis by Erik Moeller.

"it would be useful to collect answers from the general public who peruse our projects but do not contribute" <-- Maybe we need a link in the side bar for "suggestions" or "complaints" or "feedback", something that would give us a chance to let people provide input on Wikiversity with having to edit pages.

title: User:JWSchmidt/Blog/9 May 2007


text: File:THD map 01.jpg

title: File:THD map 01.jpg


text:
Encyclopedia of life

Welcome to the Wikiversity learning project for the Encyclopedia of Life. Encyclopedia of Life is a project started in 2007 to document species.

Introduction
This learning project explores the Encyclopedia of Life as a learning resource and partner for Wikimedia Foundation wiki-based projects such as Wikiversity.

Multimedia content
In 2001, Wikipedia started as a mainly text-based encyclopedia. Demo pages for Encyclopedia of Life indicate the intention of using audio and video content. Wikiversity has many projects related to the expansion of the MediaWiki software to make it easy for Wikiversity participants to create and use multimedia learning resources. How can education-oriented websites efficiently create and share multimedia learning resources?

Additional resources

 * Encyclopedia of Life website
 * Encyclopedia of life - Wikipedia article

title: Encyclopedia of life


text:
User talk:Countrymike

/Archive2007/ | /Archive2008/

Ayup

 * 12:49, 20 January 2009 Countrymike (Talk | contribs | block) unblocked JWSchmidt (Talk | contribs)  (not enough response from blocking Custodian to warrant continued block.)

I couldn't agree more. Do stick around though to help put the brakes on the whole repetitive history thing. --SB_Johnny talk 19:25, 20 January 2009 (UTC)

 * Will try. In the spirit of change and hope I hope we can try to use 2009 to take this community to new heights. Renewed focus seems to be in order. Countrymike 19:47, 20 January 2009 (UTC)

 * Hope springs eternal, change requires hard work :-). --SB_Johnny talk 10:54, 21 January 2009 (UTC)

 * Rome wasn't built in a day, and young scholars do not absorb 4000 years of human knowledge, wisdom, and insight in a few years. What we need to do is adopt policies that promote 21st Century notions of Due Process, Civil Rights, Educational Theory and Practice, and Scholarly Ethics rather than anachronistic, unseemly, unbecoming, and uncivilized practices that were already going out of style some 3769 years ago.  —Barry Kort 11:27, 21 January 2009 (UTC)

WV:RFD
"If he can suggest this here, why not on the page?" The WV:RFD on Evan Ratliff was created by me with the encouragement of User:CQ for the purpose of engaging in a learning project on deletion in wikimedia projects. The excerpt below includes comments that I made to CQ in #wikiversity-en regarding the RFD.

mikeu	i really think that this activity in RFD could be a healthy exercise for the community mikeu	debating the deletion of a page that was created for the purpose of learning about deletion could change the whole dynamic of the discussion mikeu	i sometimes find the rfd to be illuminating, it is like taking the pulse of the community to hear their views on the scope and mission of wv mikeu	sadly, it is not often a productive discourse mikeu	perhaps this experiment can improve the climate for exchanging ideas

Umm, did you see the note: "This reqeust for deletion is part of a learning project about..." --mikeu talk 00:52, 24 August 2009 (UTC)

here we go again
We really could use some more constructive input than this. Dropping in once in a long while without offerning alternative approaches to a difficult situation is not going to renew our focus and move us forward. --mikeu talk 15:48, 28 August 2009 (UTC)

 * Ban both of them is my advice. My user page states that I'm pretty much on hiatus from Wikiversity. Countrymike 22:08, 30 August 2009 (UTC)

Hello
Just added my name to the Wikiworld reading group. Wikiversity is giving me hope, I'm extremely excited to start collaborating. Looking forward to discussing with you once you have returned from you hiatus. Balognaw 7:13, 12 December 2009 (UTC)

Your administrator status on English Wikiversity
Hello. A policy regarding the removal of "advanced rights" (administrator, bureaucrat, etc.) was adopted by community consensus in 2013. According to this policy, the stewards are reviewing activity on wikis with no inactivity policy.

You meet the inactivity criteria (no edits and no log actions for 2 years) on the wiki listed above. Since that wiki does not have its own rights review process, the global one applies.

If you want to keep your rights, you should inform the community of the wiki about the fact that the stewards have sent you this information about your inactivity. If the community has a discussion about it and then wants you to keep your rights, please contact the stewards at m:Stewards' noticeboard, and link to the discussion of the local community, where they express their wish to continue to maintain the rights.

If you wish to resign your rights, you can reply here or request removal of your rights on Meta.

If there is no response at all after approximately one month, stewards will proceed to remove your administrator and/or bureaucrat rights. In ambiguous cases, stewards will evaluate the responses and will refer a decision back to the local community for their comment and review. If you have any questions, please contact the stewards. Rschen7754 02:09, 6 July 2016 (UTC)

 * I don't foresee myself being able to participate in Wikiversity at the level required for an Administrator anymore, so am happy to resign those rights. User:Countrymike

title: User talk:Countrymike


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Diabetes mellitus

Diabetes mellitus refers to a number of diseases that have in common elevated blood sugar levels.

Definitions
Diabetes is a disease defined as the human body’s inability to produce or to properly use the hormone insulin. Insulin converts sugar also know as glucose, as well as starches found in  food into energy. Diabetes mellitus is characterized by chronic hyperglycemia (see below). There are many forms of diabetes (Pre-diabetes, Type 1 diabetes, and Type 2 diabetes) and thousands of undiagnosed people world-wide.

Management
Following diagnosis, a change in attitude and behaviour is required to ensure a healthy quality of life. The most important treatment (as with any disease) is to follow instruction from qualified health care providers. To successfully manage diabetes, it is important to educate one's self, family, and friends to be proactive in one's care and regime. For many people, being proactive before diagnosis, by exercising and watching their diet, reduces the likelihood of acquiring the disease. Even so, exercise and watching one's diet can dramatically and positively affect the quality of life for those with various types of diabetes.

Diabetes mellitus is also treated with insulin sensitizing pills and/or injections with exogenous insulin. When managing diabetes with insulin, it is important to use just enough to dispose of the glucose from catabolized from dietary carbohydrates and glycogen stored in the liver. Hypoglycemia (see below) typically occurs only in diabetic individuals who inject too much insulin.

Prevention
Things that can be done to lower one's risk of diabetes include:
 * Lose weight (if overweight)
 * Become active, walk, or exercise regularly
 * Eat a well balanced diet of low fat meals.

Hypoglycemia
Hypoglycemia means low glucose in the blood. Signs and symptoms of hypoglycemia can include:
 * shakiness
 * dizziness
 * sweating
 * hunger
 * headaches
 * sudden mood swings or behavior changes
 * jerky movements of muscles
 * confusion.

Hyperglycemia
Hyperglycemia means high glucose in the blood. Signs and symptoms of hyperglycemia can include:
 * a very dry mouth with extreme thirst
 * nausea and vomiting
 * shortness of breath.

title: Diabetes mellitus


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Before the template
Will the "page break" template work for image alignment, too? This is a test of the page break template.

The "page break" template follows this line.

After the template
The second codex image is after the template.

The second Plato image is after a

Print test
Print this page to test if the page break template creates a page break upon printing.

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OmegaWiki

OmegaWiki is a collaborative project to produce a free, multilingual resource in every language, with lexicological, terminological and thesaurus information. OmegaWiki is also the first implementation of the Wikidata technology. Wikidata brings relational data to MediaWiki.

Learning projects
OmegaWiki has significance for several current and planned Wikiversity learning projects and content development groups:
 * Translation, Wikiversity translations
 * Computational linguistics
 * Databases (SQL, relational, etc.)
 * MediaWiki (MediaWiki Project)

Scope and premise
This learning project's primary goal is to assemble a development group focused upon the furthering of OmegaWiki's progress in terms of:
 * Understanding the design goals
 * Documenting the progress in an ongoing manner
 * Assisting the current development community in useful ways
 * Identifying and cataloging educational applications for the finished lexicon
 * Furthing the underlying mission of relational data within the MediaWiki sphere
 * ...other consensual goals...

Wikiversity resources that can be built from OmegaWiki works:
 * A comprehensive multilingual relational model of sets of words and meanings
 * A corpus that embodies cultural and Humanitarian exchange within a linguistic frame
 * A set of files for use in machine and computer-assisted translation (and transliteration)
 * A backbone for enhancing educational communications via a planet-wide development consortium
 * ...other resources...

Methods
A special taskforce (department) is forming as a content development group under a general topic: Computational linguistics. This group will examine the current OmegaWiki data model with the intent of answering fundemental questions:
 * 1) How far along is the developmnet toward its original goals.
 * 2) What features were a) planned from the start; b) added during the current development; c) over-ruled for what reason; d) add something...
 * 3) What are the major components and how do they interact?
 * 4) ...many other questions...

The Computer Science and software engineering aspects of OmegaWiki, its predessors and future forks will be succesivily examined by the taskforce here at Wikiversity and at the OmegaWiki.org site. Statistical data of the omegawiki development process will be studied from technical, economic and socio-cultural angles by various wikiversity schools and departments. This learning project might be a central way to coordinate such efforts throughout wikiversity with the main OmegaWiki Project. ...see Category:Workspaces

Collaborations
Browse *

Participation
This project is expected to have a very low level of participation for some time.

Welcome to the OmegaWiki chat channel .. OmegaWiki now has statistics per collection. OmegaWiki now includes part of the ISO-CD-639-6| data..

title: OmegaWiki


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File:Edit Panovision Zeiss lens set.png

Used with the WikiU Film School Lesson on how camera lenses.

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Used with the WikiU Film School Lesson on how camera lenses.

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Used with the WikiU Film School Lesson on how camera lenses.

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Talk:OmegaWiki

OK, OmegaWiki folks. Here's ya'll some extra "elbow room" here at WV... -- CQ 23:51, 9 May 2007 (UTC)

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Ear training/Recognizing triads

Simple overview
Most music is based on chords. The triad is the most common type of chord in music of Western civilization. A triad is basically a three-note chord. In other words, it is made of up three distinct musical pitches played together. There are four main types of triads: major triad, minor triad, augmented triad, and diminished triad. This section will help you learn to recognize and identify these four types of triads and their inversions just by listening to them. This skill is important to fully appreciate and understand the music you listen to.

Prerequisites
Even the average non-musician can enhance their musical listening experience with ear training. It is helpful to be familiar with the following concepts: ear training, triad, interval, musical pitch. Simply click on any of the blue text for more information.

If you are tone deaf and cannot tell the difference between two different musical pitches, you may not be able to complete this section. Nevertheless, many people who think they are tone deaf simply lack musical training. Ear training can help these individuals develope an ear for music.

Construction of a triad
It is helpful to understand the construction of triads, although this is not absolutely necessary in order to recognize them by ear.

Above we said that a triad is made up of three distinct notes played together.

There's a name for each of these notes: the root, the third, and the fifth.

 * The root is the lowest note of a triad. It is the foundation.

 * The third is the middle note of a triad. It is an interval of a third higher than the root, hence its name.

 * The fifth is the highest note of a triad. It is an interval of a fifth higher than the root, hence its name.

So you can make a triad by picking any note as the root, adding another note an interval of a third higher than the root, and then adding another note an interval of a fifth higher than the root.

Types of triads
A triad is constructed by picking any note (C, G, F#... you name it) and adding one note an interval of a third higher, and another note an interval of a fifth higher. But notice that we did not specify whether the third of the triad is a major third or a minor third higher than the root. Also, we did not specify whether the fifth of the triad is a perfect fifth, a diminished fifth, or an augmented fifth above the root. This is why there are different types of triads depending on the exact interval between the root and the third, and between the root and the fifth.

Here are the four types of triads:

 * Major triad (also called major chord)
 * Minor triad (also called minor chord)
 * Diminished triad (also called diminished chord)
 * Augmented triad (also called augmented chord)

Major triad
The major triad, often simply called the major chord, is probably the most common chord in music.

 * The major triad has an interval of a major third between the root and the third of the triad, and it has the interval of a perfect fifth between the root and the fifth.

Minor triad
The minor triad, often simply called the minor chord, is another very common chord.

 * The minor triad has an interval of a minor third between the root and the third of the triad, and it has the interval of a perfect fifth between the root and the fifth.

Diminished triad
The diminished triad, often simply called the diminished chord, is less common than the major triad or the minor triad.

 * The diminished triad has an interval of a minor third between the root and the third of the triad, and it has the interval of a diminished fifth between the root and the fifth.

Augmented triad
The augmented triad, often simply called the augmented chord, is also less common than the major triad or the minor triad.

 * The augmented triad has an interval of a major third between the root and the third of the triad, and it has the interval of an augmented fifth between the root and the fifth.

Triad ear training: root position
So far we have assumed that the root is always the lowest note of the triad.

 * When the root of a triad is the lowest note in that triad, we say that the triad is in root position. It could be considered the "normal" position.

Later we will see that major, minor, and diminished triads can be inverted so that the root is no longer the lowest note of the triad. But for now we will continue using only root position triads.

Major triads
The following audio will play a sequence of ten major triads. Each will have a different note for its root and therefore sound higher or lower. But no matter how high or low it is played, a major triad has a distinctive sound.

Minor triads
The following audio will play a sequence of ten minor triads. Each will have a different note for its root and therefore sound higher or lower. But no matter how high or low it is played, a minor triad has a distinctive sound.

Distinguishing between major and minor triads
Now lets learn to distinguish between major and minor triads just by listening.

Play it a few times. Notice that the major triad sounds "happy" and the minor triad sounds "sad". Play it a few more times.

Preparatory Exercise
The audio for this exercise will play a sequence of ten triads. Some of them will be major triads and some will be minor triads as listed below. As you listen, look at the list so that you know the identity of each of the triads you hear. The audio should be slow enough for you to keep your place on the list. Alternatively, you might want to jot down the list if you can't see this page while you listen!

 * 1 major triad
 * 2 minor triad
 * 3 major triad
 * 4 minor triad
 * 5 major triad
 * 6 minor triad
 * 7 major triad
 * 8 major triad
 * 9 minor triad
 * 10 major triad

Notice that each chord in the exercise above had the same note for its root. The lowest note of the chord was always the same.

Exercise 1
This next exercise is just like the preparatory exercise above, except that not all the chords will have the same root. This means that some will sound higher or lower than others.

The audio for exercise 1 will play a sequence of ten triads. Some of them will be major triads and some will be minor triads as listed below. As you listen, look at the list so that you know the identity of each of the triads you hear. The audio should be slow enough for you to keep your place on the list.

 * 1 major triad
 * 2 minor triad
 * 3 major triad
 * 4 minor triad
 * 5 major triad
 * 6 major triad
 * 7 minor triad
 * 8 minor triad
 * 9 major triad
 * 10 minor triad

Exercise 2
Get a sheet of paper and write the numbers it 1 through 10 in a column. Then listen to the following sequence of ten triads. As you hear each triad, write "major" or "minor" next to its corresponding number on the page. You can check your answers in the section "Answers to exercises" below.

If you had less than 50% accuracy in exercise 2, you may wish to repeat the preparatory exercise and exercise 1 a few times before continuing.

Exercise 3
This exercise is just like exercise 2 above but slightly harder.

Get a sheet of paper and write the numbers it 1 through 10 in a column. Then listen to the following sequence of ten triads. As you hear each triad, write "major" or "minor" next to its corresponding number on the page. You can check your answers in the section "Answers to exercises" below.

Distinguishing between diminished and augmented triads
Diminished triads are easily recognizable for their dissonance. However, being that both diminished and augmented triads cause dissonance, to recognize the diminished you must listen for the tritone (el diablo en musica) or diminished 5th (aka augmented 4th). The chord itself sounds "smaller" than an augmented as its biggest interval is a step lower (d5 instead of and A5). The sound can be decribed as incredibly ominous (think pretty girl tied to a train track).

Augmented chords sound even more dissonant than diminished. The best method for judging a chord augmented is to listen for the augmented 5th (which is the reason for such extreme dissonance).

Triad ear training: inversions
Triads can come in inverted forms, except for augmented triads.

Answers to exercises
Exercise 2

 * 1 major
 * 2 minor
 * 3 major
 * 4 minor
 * 5 minor
 * 6 major
 * 7 major
 * 8 minor
 * 9 major
 * 10 major

Exercise 3

 * 1 major
 * 2 minor
 * 3 major
 * 4 major
 * 5 minor
 * 6 major
 * 7 major
 * 8 minor
 * 9 major
 * 10 minor

title: Ear training/Recognizing triads


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Talk:Grants and fundraising/Fundraising/Video Kiosk

I like where I see this going. From what I gather, the intention of this project would be to allow people who maybe aren't used to using the internet a chance to experience the Wikimedia projects and other aspects of cyberspace that may be useful and novel in an inviting and welcoming way.

Also, I see elements of collecting "living histories" through video, audio, or text. This seems like it might be a way to invite people to participate. Let people share a message. Privacy may be a concern here.

Additionally, free internet, i.e. hotspots, seems to be something brought up in the article. People could use their laptops to connect via bluetooth or wifi. Something that personally interests me is to find out if there are novel methods that exist in order for people to connect to an open hotspot and securely, say, check their email... --Remi 04:23, 10 May 2007 (UTC)


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Berkeley open infrastructure for network computing (BOINC)

Berkeley Open Infrastructure for Network Computing

Open-source software for volunteer computing and desktop grid computing. The project aims to use the idle time on volunteers' computers (Windows, Mac, or Linux) as a resource to compute a variety of projects agreed to be beneficial to the community at large. Examples may be projects to control disease or various scientific research.

External link to BOINC homepage

 * BOINC


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User:Flover~enwikiversity

Hi My name is Mohammad Pishdar and I`m 29. I work as a research worker in an agricultural research center in SW Iran. My field of studies include onion and also pulse crops at the moment. I am really happy to join wiki projects and i think together we can make a difference.I will update the page with more details about myself as soon as i go home !!!

title: User:Flover~enwikiversity


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Template:Last edit

 * Last edit of page : --,, by ~ }} }}

The wikitext

or

produces wikitext such as
 * Last edit of page Abc: 2007-04-16, 10:25 Aphaia

rendering as
 * Last edit of page Abc: 2007-04-16, 10:25 Aphaia

containing the date, time, and username of the edit; they are put in the position of a parameter of the template, although not used as such, in order to make the old info disappear when new info is provided. Compare, where each time a new line is added.

Since the resulting wikitext (unusually containing a template call with "subst:") has again the required format, saving the page again without making any change to this part of the wikitext, with or without editing other parts of the page, causes the date, time, and username to be updated.

Example:

Last edit of page Template:Last edit: 2022-10-24, 14:02, by ShakespeareFan00 (discuss • contribs)

The page A for which the edit info is given is mentioned, because it is the page which contains the call of this template, which may be different from the page B on which the info appears, due to transclusion of page A into page B.

 * Todo
 * Currently we haven't found the way to remove "subst".
 * Implement this template to ZM (Translation system); our situation is:
 * Each translation workpage has its own element (ongoing translation) and status page (inclusion). There is the third part "source" which is substituted once and only when the workpage is created.
 * The information needed is the update of source page on meta (ideally the original, but it may be on the other wiki - cannot deal with a template).
 * The whole source page should be able to included, or no one cannot start a new translation; "last edit" template seems however to be considered other parts of the page should be "noinclude" part. Hmmm?

 * Suggestions for Todo
 * Subst: Change its colour (to white) e.g.
 * I included style="display:none".--Patrick 07:09, 17 April 2007 (UTC)
 * noinclusion problem:
 * One possible (albeit somewhat heavy-handed) solution is to use conditional substitution and add a variable { { {transcluded} } } to test it. Demonstration: and .  Or, if you like,,.

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Category:Recursive conversion templates

See: meta:help:recursive conversion of wikitext, meta:Category:Recursive conversion templates, template:recursive conversion

See also: Category:calculator templates

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Template talk:Last edit

Last edit of page Template talk:Last edit: 2007-05-10, 10:22, by Hillgentleman

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Template:Page history invisible

Page history invisible ~
 * Compare:

This template is similar to except that on every save edit info is added.

To start it up on a page, put

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Template:Subst

{{subst:

This is the keystone to all recursively converted templates (e.g. template:game of life, template:square root, template:philidor position). It is a copy of meta:template:subst and it has nothing to do with w:template:subst. If you have any questions, please ask me.

{{recursive conversion}}

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Category:Proposed policies

Proposed policies.

ja:Category:草案

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Wikiversity talk:Centralized discussions

How should this page be categorized? McCormack 14:03, 10 May 2007 (UTC)


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