text:
User:Thermochap~enwikiversity/Sandbox

This is the sandbox for User:Thermochap.

Guides for active spending
Discussions about the economy lately have been interesting: We want to give money to people, banks, etc. in hopes that they'll spend it willy nilly rather than save it. Wait a minute. Didn't we get in this mess by spending what we haven't earned on what we don't need?

A more proactive approach might be to give folks better reasons to spend what they have, regardless of where they got it. Most people already know that there are good as well as bad reasons to shop for ipods, video games, automobiles, and new places to live rather than to keep one's money in the bank or under a mattress. Perhaps it's time to dust off some of those reasons. For instance, most of the challenges that face us in the years ahead involve taking care of correlations between ourselves and the world around on as many as possible of six levels. Connection diversity can at once be a measure of community health and resilience, as well as of individual accomplishment and satisfaction.

Putting money in the bank or under the mattress does very little for connection diversity, especially in times of economic uncertainty. What does? The answer is strengthening correlations that look inward and outward from three physical boundaries: that of your skin, your family, and your culture. Correlations on all six of these levels face severe challenges in the days ahead, and that's what each of us may want to spend some of what we have on now.

How can we get the media engaged in helping us do this as smartly as possible?

size-scale awareness

This is a page about size-scale awareness: awareness of how the world changes according to the size scale of your perspective. For example, large objects like the earth might be more sensitive to tidal forces than we are, while small objects like a molecule might be more likely to notice the strange effects of quantized angular momentum.

This subject is relevant because everyday life challenges us, along with the cells of which we are made, to inform our behaviors simultaneously to processes on size scales from nano to macro and beyond.

This is joint-editing space. Feel free to change, remove, add, and/or comment on anything you like, and also to put this page on your watchlist. As interest expands we'll move this discussion to other platforms and let you know about them here. For example, another instance of this discussion is active for those with a University of Missouri at Saint Louis single sign-on ID on the campus' internal mediawiki site. One might expect these offspring pages to diverge evolutionarily over time.

Introduction

One frontier that everyone has access to is "the land of the small" in their own backyard. Increasingly powerful and accessible tools are opening the door to nanoworld adventurers. These tools can give students access to a world which is their very own, and where nature behaves in ways that are sometimes amazingly familiar and sometimes amazingly strange.

Where else would one find worlds where for example

 * inertia goes unnoticed,
 * walking on the ceiling is easy,
 * only motors with opposing axles actually work, and
 * stationary objects look blurrier than moving ones?

Moreover, such small explorations are relevant to present/future invention and job opportunities in science, engineering, medicine, criminology, biology, chemistry, electronics, and space science, as well as to our lives and the lives of those around us.

The links on this page are designed to collect ideas, for teachers and students, on putting these newfound tools to use as early as is possible and appropriate in the educational process.

Effects that might visit you in everyday life

 * Thick-cut french fries absorb some oil, but thin-cut fries (because of their larger surface to volume ratio) may absorb much more. French-fry cutters at McDonald's have been made out of the same hard maraging steel that was used for the lunar rover's axle, because oil uptake is also an issue for the vendors.  Where else is this effect important?
 * Sauce absorption by angel hair versus regular pasta.
 * Time to cook a potato versus the size of the pieces.
 * What else?
 * Large objects fall quickly, feathers fall more slowly, but particles smaller than 0.1 micron may never make it to the ground ‘cause of molecule impacts. Where else is this effect important?
 * Iron roofs don’t burn, steel wool burns reluctantly, but nano-iron may oxidize so fast that it catches things around it on fire when you turn on the light! Where else is this effect important?
 * Ferrofluids act like liquids 'til a magnet walks by and they turn into giant leaches with spikes on their back. What causes this "Terminator 2" type of effect?
 * Ballet dancers can be spun on point (it would seem) as slowly as they like, but not so with a virus particle. Why not?
 * What else?

Related questions

 * How do you tell when processes on small scales are involved in an experience?
 * How can you guess what effect size might have on e.g.
 * making protein spheres “taste” like rich and creamy fat,
 * making a thin film change color,
 * making a rope stronger,
 * making catalyst particles more effective,
 * keeping particles from settling out of air or water, or
 * making a sno-cone more likely to give you an “ice-cream headache”.
 * How to communicate an awareness of possibilities (e.g. even some of the simplest nanoscale devices have not yet been invented) and limits of our current tools for interacting with things on small size scales.

Macroworld

 * Tides and Coriolis are weak.
 * Gravity and inertia rule.
 * Electrostatics distract.
 * Touch is extra.
 * Terminal velocity is high.
 * Heat signals molecule motion.
 * What else?

Microworld

 * Forget tides and Coriolis.
 * Gravity and inertia are weak.
 * Electrostatics is scary.
 * Touch is manageable.
 * Terminal velocity is slow.
 * Brownian motion jostles.
 * What else?

Nanoworld

 * Touch is extreme.
 * Colloids don't settle.
 * Heat careens and jiggles.
 * Most atoms near surface.
 * Energies are quantized.
 * Electrons are fuzzy.
 * Slow spins disallowed.
 * Measurements alter.
 * What else?

Some useful numbers
In addition to major size differences between nanoworld objects at opposite ends of the thirty to 30-billion atom continuum, there are also important practical differences. For example, Nanoworld-1 and Nanoworld-2 objects may see the walls of a blood vessel as porous and therefore in medical applications not be possible to deliver from point A to point B using the circulatory system alone. Hence packages for intravenous delivery are often designed to have sizes in the larger Nanoworld-3 (30 million to 30 billion atom) range.

On the other hand, solid objects containing fewer than 3 billion atoms may be more appropriate for ejection into the interstellar medium by radiation pressure from the sun so they can overcome both Poynting Robertson drag as well as the sun's gravitational pull. A gaggle of such tiny "spaceships" (like those our carbon atoms came here in) might fan out on their own across the Milky Way in under a billion years, although what they do beyond that (if anything) will depend on the details of their structure.

The figure below shows that for solid and liquid phases of wide-ranging density in [grams/cc] that the number η of [atoms per cubic centimeter] is remarkably constant. A typical value is η = 7×1022 [atoms/cc], which translates into a typical distance of η-1/3 ~ 2.4 [Å] between atoms with 3D kissing-number 12. Some atoms, like carbon, accomodate directionally-correlated (e.g. tetrahedral) bond lengths which are closer to 1.5 [Å]. If such directional bonds don't shorten enough to compensate for fewer nearest neighbors, the solid floats on the liquid which is why SiO2 continents don't sink and why fresh-water fish can avoid freezing in the winter. Thank goodness!

Surface interactions
Subsystem boundaries have played a key role in the natural history of invention, and in the evolution of correlation-based complexity on earth. Physical surfaces are one important example of such boundaries, and one that we turn our attention to here.

Since object surfaces are their connection to the world around, their properties are important even for macroscopic objects. The fact that smaller objects are more surface and less bulk, nonetheless, provides clues to how things change as one shrinks down.

Here we start a table of interesting surface properties. Please improve it as you get the chance.

News and notes

 * Note in Technology Review on unzipping nanotubes.
 * Water splitting with synthetic photosynthesis.
 * Neutralizing smoke with aerosol catalysts.
 * Lotus effect and other self-cleaning surfaces.
 * Nanoelectronics in hand and in the works.
 * Energy-producing clothes to keep your batteries charged.
 * Invisibility cloaks and robotic insects.
 * Catalysts that reduce manufacturing costs bigtime.
 * Non-invasive aneurism and cancer treatment kits.
 * Automobiles that clean the air as they run.
 * The story of nanosilver and happy socks?
 * Hydrogen fuel storage in a solid matrix.
 * The milky-way nannite challenge.
 * What else?

Lab/Web sites

 * Tina Carvalho's Microangela Gallery at University of Hawaii (Manoa)
 * The David Scharf poster set at Microscopy Today
 * Dennis Kunkel's watermarked bug mugs, also at UH
 * A flyer on Trans-nano Electron-assisted self-Miniaturization (TEM?)
 * Pics for a Post-Dispatch article on Work and Play in the Nanoworlds of St. Louis
 * The Center for NanoScience MIST Lab

Cross-disciplinary texts
Books with a non-technical flavor include
 * Bainbridge ,
 * Di Ventra, Evoy & Heflin
 * and what else?

Books with more technical flavor include
 * Wolf
 * and what else?

Fiction

 * Gulliver's Travels by Jonathan Swift, 1727
 * The Nutcracker and the Mouse King by E. T. Hoffman, 1816 (Amazon)
 * Alice's Adventures in Wonderland by Lewis Carroll, 1865
 * Mr. Tompkins in Wonderland by George Gamow, 1940 (Amazon)
 * Engines of Creation by K. Eric Drexler, 1987 (Amazon)
 * Two Bad Ants by Chris Van Allsburg, Houghton Mifflin, Boston, 1988 (Amazon)
 * Alice in QuantumLand by Robert Gilmore, 1995 (Amazon)
 * The New World of Mr. Tompkins by Gamow and Stammard, 1999 (Amazon)
 * Shrinking Mouse by Pat Hutchins, Scholastic, New York, 2000 (Amazon)

Television/Print series

 * Sherlock Holmes by Sir Arthur Conan Doyle, 1859-1930 (cf. "Doyle" search here)
 * Quincy (reruns on A+E Cable TV)
 * Crime Scene Investigation (CBS, Fall 2000, Fri 9pm ET)

Movies and videos

 * The Incredible Shrinking Man, 1957 (Amazon)
 * Fantastic Voyage, 1966 (Amazon)
 * Willie Wonka and the Chocolate Factory, 1971
 * The Incredible Shrinking Woman, 1982 (Amazon)
 * Inner Space, 1987
 * Honey - I Shrunk the Kids, 1989 (Amazon)
 * Honey - I Blew Up the Kid, 1992
 * Honey - We Shrunk Ourselves, 1997 (Amazon)
 * A Bug's Life, 1998 (Amazon)
 * The inner life of a cell video.

Theatre/Dance/Music

 * The Nutcracker Ballet, 1891 by Hoffman/Petipa/Tchaikovsky/Kirov

Views from asmall
What other settings come to mind for use of "small cameras" to provide insight into processes that take place on multiple size scales?

Examples include:

 * video games whose character can change size over many orders of magnitude.
 * what else?

Sites

 * Wayne Rasband's open-source image analysis program ImageJ.
 * Our lattice fringe practicals page.
 * These Jmol diffraction simulators.
 * This goniometer for lattice spacing analysis.
 * These image and diffraction calculators.

Suppliers

 * The Intel-Mattel QX3 (now QX5) Microscope and Notes
 * Digital Instruments SPM Shop
 * PASCO and other educational nanoworld tools

Simulators

 * Our virtual microscopy and nanoeducation pages.
 * Live3D adventures with powers of 10 and spacetime explorers.
 * Comparing nanoclues with Jmol molecular models.
 * What might you bring back from a nanoworld visit?
 * Cells Alive's how big page.
 * Molecular Expressions' JAVA Tutorials and 10^N Sim
 * Nestor Zaluzec's Microscape Lab at Argonne
 * UM-StL HREM Focus & Astigmatism Simulator and other tools
 * Toy-scale physics: Re-Volt for RC cars, AirFix for RC planes
 * Small world's electron flight simulator
 * Visit our weblab, where lightlocks become shrinking machines!
 * Kees Boeke's universe in 40 jumps, and Eames'/Bryson's powers of ten.

Class activities

 * Microscopy Society of America Activities...
 * ...including Cornell's MicroWorld Extension Activities, and...
 * ...the GEMS Microscopic Explorations Guide, ...
 * ...and the Project Micro home page.
 * FSU Activities and Links
 * Using LASER Diffraction to Save a Mars Mission Crew
 * The fleas on fleas journal for class peer-review of nanoworld and other extreme science investigation reports.

Assessing course knowledge beyond the model itself
How might we broaden our student assessment even in theory courses to credit for any given problem: as well as the student's facility with...
 * insight concerning the model's choice, suitability, origin & implementation options,
 * estimates of the size of prediction errors in this particular problem,
 * power in the solution's narrative able to broaden the understanding of others,
 * relationships suggested by the model (this may be some equations if the models are mathematical), and
 * the consequence of these relationships for the specific question (e.g. to solve the equations for the variable of interest)?

Instructional Goals
1) Offer empirical observation challenges patterned after real nano-world adventures.

 * For example, begin with applet-based "virtual-microscope" models that provide geometric information on size scales ranging from macroscopic to atomic, and access to...

 * (a) visceral experience with objects ranging in size from millimeters to atoms

 * (b) real-world characterization problems open to a wide range of problem-solving styles

 * (c) tasks start with description/estimation of distances, areas, volumes, and shapes...

 * (d) ...but can extend to molecule recognition, crystal defect analysis, even nano-assembly.

 * In some cases through telepresence, web-mediated access to real live structures on the micron and atomic scale will become possible in the years ahead.

2) Offer access to diverse and robust forms of data to work with...

 * ...including a wide diversity of viewpoints, magnifications, data output formats (e.g. prints, digital images, machine estimates) and calculation tools (e.g. 2D Fourier analysis). In the long run, ability to examine a large number of different:  regions (presently limited mainly by memory sizes), signals (e.g. diffraction patterns, x-ray and electron energy spectra, force and I-V curves, secondary and backscattered electron images, etc.) and contrast processes (electron phase contrast, diffraction contrast, darkfield and weak-beam contrast, z-contrast, etc.) will be offered as well.

3) Work with models that are in practice unknown, and accessible only through a window which involves some experimental uncertainty so that a "literature of discovery" on individual specimens might in fact be developed over time.

 * In other words, there is no one right answer or correct way, but only style and resourcefulness and credibility in putting quantitative constraints on what is present in the specimen. As with real world specimens, a literature of discovery (including responsibility for citing previous results) might develop on some of the virtual specimens.

4) Four use-formats considered:

 * (a) lab notebooks ⇒ scientific report ⇒ peer review (home-project format)
 * (b) group discovery, model development, and white boarding (modeling-workshop format)
 * (c) individual estimation ⇒ group estimation ⇒ class discussion (peer-instruction format)
 * (d) timed empirical-observation challenges for the individual explorer (exam format)

5) All of the tools (so far at least) can be made available free to web-accessible classrooms

 * One objective here is to let energetic teachers drive content modernization as well as pedagogy, giving book publishers an option to do something they are much better at than modernization, namely following the market.

Overview
Individual teachers, equipped with materials they and their students can access via the web, are a developing force in the modernization of both pedagogy and content. Although inquiry-based learning is oft considered a method for helping students master facts and algorithms, the perspective from the modern workplace is that empirical discovery and reporting skills in the subject matter of a course deserve to be a goal in themselves. We show here how the nano-frontier provides a robust setting for challenges that put the student in the shoes of real nano-world detectives, and how diverse challenges can be made available on the web by a single "virtual unknown" for students at home, in lecture settings, and even on timed tests.

Our group has provided industry and university researchers across the state with access to new methods, and atom-resolution microscopy capability using both electrons and scanning probes, for over a decade. In addition, we’ve also had opportunities to further regional contributions in both materials astronomy (the laboratory study of small but previously stand-alone astrophysical objects) and gigascale integrated circuit silicon manufacturing. These experiences, and our contacts as part of a robust and growing regional nano-characterization alliance, give us insight into characterization tools, methods, applications, and most importantly a large and growing list of past and future challenges.

In this context, the proposed project activities will:

 * (i) expand the list of web-accessible nano-worlds that we presently make available,
 * (ii) develop and deploy storylines suitable for a variety of introductory undergraduate science courses based on real (past, present, or future) characterization challenges along with evaluation rubrics in the form of nano-world WebQuests, and
 * (iii) implement/evaluate the effect of these exercises during two years of introductory classes at UM-StL involving a total of about one thousand students.

The goals with respect to participating students are to:
 * (a) increase understanding and ability to gather data, discern patterns, and solve problems posed by real nanoworld studies involving the subject matter of each course;
 * (b) understand and successfully participate in a peer-review of their, and another student’s, report about nano-world observations specific to course subject matter; and
 * (c) enhance awareness of the nano-world, and challenges posed by characterization of matter down to the atomic scale, as it may be encountered in later course work and careers.

Broader Impacts

 * 1) Observation and reporting challenges for courses elsewhere: The materials being developed will be deployed on the web concurrently with their use in our courses, and hence immediately available to web connected classes everywhere. To get the word out, we are talking with regional organizations already (e.g. Saint Louis Area Physics Teachers, American Chemical Society, American Association of Physics Teachers, Central States Microscopy and Microanalysis Society).  This project will convert teaching assistants into active meeting participants.  It further allows us to follow through on undergraduate education committee interest in teacher workshops at national AAPT meetings, and request by an Am. J. Phys. co-editor for a paper on the strategy.  A paper for J. Chem. Ed. may be prepared as well.

 * 2) Web-based content-modernization generally: It is difficult for text publishers to lead content-modernization, particularly if the courses don’t directly address specific career needs of the students taking them.  This project generates material for augmenting existing (and two emergent content) classes, and makes it available for use by web-connected teachers worldwide.  Given the need for inquiry-based content tied to real-world challenges, it could offer a significant contribution by making figures "come to life" in a variety of intro-science classes.

Fleas on Fleas Lab

 * Apparatus
 * One possible virtual microscope applet
 * How would you like to see this improved?
 * Know any students who'd like to help?

 * Pre-lab discussion

 * Lab performance notes

 * cf. these rubrics for scientific interaction.

 * Post-lab discussion

Powers of Ten Lab

 * Apparatus
 * A possible powers of 10 explorer applet
 * How would you like to see this improved?
 * Know any students who'd like to help?

 * Pre-lab discussion

 * Lab performance notes

 * Post-lab discussion

title: User:Thermochap~enwikiversity/Sandbox


text:
Talk:Music/Software/Cubase

Is Cubase, the best program for creating and producing music on your PC?

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

title: Talk:Music/Software/Cubase


text:
User:Acarpentier

Alain Carpentier (acarpentier)

Check my Commons Wikimedia.

Or check my personal photo gallery.

Alain Carpentier

title: User:Acarpentier


text:
User:Andy M. Wang

__NOINDEX__ http://en.wikipedia.org/wiki/User:Andy_M._Wang

title: User:Andy M. Wang


text:
User talk:Andy M. Wang

__NOINDEX__ http://en.wikipedia.org/wiki/User_talk:Andy_M._Wang

title: User talk:Andy M. Wang


text:
User:Kpbingi

This is My Home Page

title: User:Kpbingi


text:
User talk:Sammimoore

 Hello Sammimoore, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 09:07, 2 February 2009 (UTC)

title: User talk:Sammimoore


text:
User talk:Kpbingi

 Hello Kpbingi, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 09:08, 2 February 2009 (UTC)

you are missing some tags. We have here also tags.--Juan de Vojníkov 09:08, 2 February 2009 (UTC)

title: User talk:Kpbingi


text:
Wikiversity:Candidates for Custodianship/Juan de Vojníkov (full custodian)

Mentor's recommendation for full custodianship
Juan has now completed the one month probationary custodian period. (Please note that he has a newly renamed account. He has previously used User:Juan and User:Juandev but his older edits have been merged into the new User:Juan de Vojníkov account.)  He has been an active member of the english wikiversity for over two years. Juan has a great deal of experience as a wikiversity custodian including custodianship at and as a custodian and bureaucrat at the  wikiversity (among other projects)  I have always found Juan to be a great help to new users and he always strives to provide advice and assistance. He has a thorough knowledge of mediawiki software and has put this to use in creating learning projects that are engaging. During the probationary period he has shown great care and judgement in using the tools. I very highly recommend him for full custodianship. --mikeu talk 11:28, 2 February 2009 (UTC)

Questions

 * When can a page be deleted from Wikiversity without discussion? What should a custodian do before deleting a page? What should a custodian do after deleting a page? For what reasons can a block be imposed at Wikiversity? When a block is imposed, under what conditions should a custodian prevent access to the talk page of the blocked account/IP? When a custodian imposes a bad block, how does the blocked Wikiversity participant get relief from the bad black? What information should be provided by a custodian on the talk page of a blocked account/IP? When can a custodian impose a ban? Do you feel that you are free to violate Wikiversity policies since you are a custodian? --JWSchmidt 14:41, 2 February 2009 (UTC)
 * Lots of questions John:-) Let me reply in points:
 * Page can be deleted, when it is a vandalism, test or content, which doesnt fit to Wikiversity. But not all the vandalisms, tests and inapropriate content are for speedy deletion by custodian. Custodians should review page by page and sometimes you can protect wv by adding a content not deleting. If custodian doesnt know if it is for a speady deletion or if it is involved in the issue "negatively" he maigt place there request for speady deletion for other custodian or ask the community in voting for deletion.--Juan de Vojníkov 20:25, 2 February 2009 (UTC)
 * Before deleting a page, custodian should review it, click on "what links here" and review it ones more. It might look like a vandalism, but in fact it could be a part of a project.--Juan de Vojníkov 20:25, 2 February 2009 (UTC)
 * When you deleted Fundamentals of Neuroscience/The Nervous System, did you click on "what links here"? In what sense do you think the person editing from 99.147.247.210 was "experimenting with Wikiversity"? Why not use a welcome template such as welcome and expand for such pages rather than delete them? --JWSchmidt 22:30, 2 February 2009 (UTC)
 * I dont remeber if I do that it is long time ago. Yes, you are right, I havent inform that IP user about the deletion and didnt welcome him. Its difficult to evaluate this case. Maybe a knew the user, I dont remeber. No, I dont believe in the function of welcome and expand, but if others think so. There was one case when someone placed this to a Spannish page, which I deleted latter on. So it is case by case.--Juan de Vojníkov 23:20, 2 February 2009 (UTC)
 * Can you explain in what sense you think the person editing from 99.147.247.210 was "experimenting with Wikiversity" when they created Fundamentals of Neuroscience/The Nervous System? --JWSchmidt 04:19, 4 February 2009 (UTC)
 * Well, I have deleted, because there were just one word "Neurology". In this case it was not the educational nor research resource. And "Please use the sandbox for experimenting with Wikiversity:" was the pre prepatred edit summary. Experimenting is nothing bad, it is usually a part of learning process and there is usually a feedback.--Juan de Vojníkov 09:28, 4 February 2009 (UTC)
 * After deleting a page it is a good practice to inform the author about it.--Juan de Vojníkov 20:25, 2 February 2009 (UTC)
 * For the reasons of extensive vandalism, spam, bad behaviour (e.g. verbaly attacking other users) or going around block. Blocks suh as locks are here to protect project and community. Did I forgot something?--Juan de Vojníkov 20:25, 2 February 2009 (UTC)
 * "Did I forgot something" <-- is there a page at Wikiversity that explains when a block can be imposed? What do you think about giving warnings before blocking? What do you mean by "going around block"? Do you think that an editor is automatically banned from editing when an account is blocked? --JWSchmidt 22:30, 2 February 2009 (UTC)
 * Maybe you want to hear about this: Blocking policy. giving warnings before blocking? Yes it is one of the approches. We use to the this often on Wikipedie warning users two, tree times before blocking. It sounds like a good practice, but the question is if it is effective. Maybe we can not just warn, but also explain. Going around block? The example would be Moulton. He is blocked indefinite, but he uses other accounts and IPs to edit here on wikiversity. That is "going around block". Answer to last question: yes he is automaticaly banned. We are not talking about accounts, but about users. He may only edit his talk page or other pages which community allow, but he is banned. I.e. editing from other accounts and/or IP addreses is "going around block" (=circumventign the block).--Juan de Vojníkov 23:20, 2 February 2009 (UTC)
 * "yes he is automaticaly banned" <-- do you think important matters such as rules for when someone is banned should be determined by the community and described in policy or just left to the whim of custodians? --JWSchmidt 04:19, 4 February 2009 (UTC)
 * No, I dont think so, we need a policy on this. I dont think so we need bans. Blocking users its enough. What we need is to explain, that it is logic to block all other accounts of the user in a specific range in which is blocked himself.--Juan de Vojníkov 09:28, 4 February 2009 (UTC)
 * Well, majorly it is better to offer blocked people to edit their user page, but e.g. in the case of proxybot which violates repeatedly all pages including Talk name space. Or when there is a rule/community agreement to do so.--Juan de Vojníkov 20:25, 2 February 2009 (UTC)
 * "proxybot" <-- What is a proxybot? How do you identify a proxybot? --JWSchmidt 22:30, 2 February 2009 (UTC)
 * Proxybot is a script which is using different IP adresses to do the nonsence edits e.g. on Wikiversity. How do you indentify? The same way as open proxy. There are some symptoms and than you flag it as a "proxybot" or "open proxy".--Juan de Vojníkov 23:20, 2 February 2009 (UTC)
 * Well he can call for help via his talk page (if it is possible), send an e-mail to the cutodian which block him (or other custodian). Also IRC channel may help.--Juan de Vojníkov 20:25, 2 February 2009 (UTC)
 * Custodian, should place there a reason why it is blocked and signiture (linking to custodians user page). In the case of proxybot the reason, signiture and indication of proxybot should be indicated. In the case of OP it schould be indicated to and in the case of IP address when more people might use it, it should be indicated too. There are fore each case a templates, if templates are not present it is written by a custodian.--Juan de Vojníkov 20:25, 2 February 2009 (UTC)
 * If you blocked an IP address of a school would you leave a message on the talk page explaining why that IP address is blocked? What do you think about No shrines for vandals? --JWSchmidt 22:30, 2 February 2009 (UTC)
 * Yes, it sounds logic. The best would be to describe the situation by diff. When other users come from that IP, they should know, that they are not those bad guys, that someone different is punished there. Its midnight here. Give me one day to study it further.--Juan de Vojníkov 23:20, 2 February 2009 (UTC)
 * Well, I think it is important to study issues around vandals, trolls and others. Well, I dont think so, I would support this policy.--Juan de Vojníkov 00:19, 3 February 2009 (UTC)
 * In the case of 18.85.10.9, did you leave a message on the talk page explaining why that IP address is blocked? Why did you disabled editing of the talk page for that IP address? --JWSchmidt 04:19, 4 February 2009 (UTC)
 * No. It was visible there from the edit summary. Because was Moulton and he likes to argue on the discussion page. Now I can see this issue is open, so I will not be acting unless the community will agree something. Before I was just following the theory, when someone is blocked = he cant edit wv. Then I realised he is using IP range.--Juan de Vojníkov 09:28, 4 February 2009 (UTC)
 * Just after community agreement and/or official policy.--Juan de Vojníkov 20:25, 2 February 2009 (UTC)
 * Does a custodian impose bans or enforce bans? How do you know when a ban has been imposed and is in effect at Wikiversity? --JWSchmidt 22:30, 2 February 2009 (UTC)
 * Not impose nor enfoce. Thats community which decide. This is quibble. But maybe you want to know if the account blocked indefinite is just blocked or banned.--Juan de Vojníkov 00:19, 3 February 2009 (UTC)
 * "Thats community which decide" <-- How did the community decide to ban Moulton? --JWSchmidt 04:19, 4 February 2009 (UTC)
 * But my friend Moulton is not banned. He useses several IP addreses and editing wv, without problems. I think that you try to discuss an issue which doesnt have nothing with my custodianship. Something had happened and we cant change it, just the community can. Thats why there is Community Review/Status of Moulton.--Juan de Vojníkov 09:28, 4 February 2009 (UTC)
 * Please correct me if I have this wrong. You think the community should decide on bans, but a custodian can impose an indefinite duration block which is automatically a ban? Moulton was indef blocked and you've been enforcing a ban on editing by Moulton (by blocking IPs he edits from) but you also say that he is not banned? --JWSchmidt 03:05, 5 February 2009 (UTC)
 * Well, in fact I am contra bans at all. But if there will be a policy or community will, I should respect it. And now to Moulton. There was an intention to ban him, thats why he was blocked indefinite. But at the same time he started to edit from different IP adressess. So it was a false of custodians, that havent blocked all of them also. So we can say, that there is an intention to ban Moulton, but it doesnt work. My approach was, when I got sysops rights to fullfill the ban he was sentenced to. Noone told me, why he is not banned. So I blocke some of his community IPs and realised he comes from IP range. When there is a errr how to call it? problem? vandal? comeing from IP range another approach should be applicated. But at the same time, I was noticed, there is something like Community Review/Status of Moulton, it means now the community should decide. And now you may ask: Who sentenced Moutlon to this ban? Community? Policy? The answer is clear: no! It was a steward. There were some agreement, but many people didnt agree and they left the project. Other people left during that perion of 6 month of disscusions. So I am happy for Community Review/Status of Moulton. Here the community have a possibility to reevaluate Jimbo´s deal. Yeah, well, Im a little bit sad, that the community doesnt reply to my advices there:-(--Juan de Vojníkov 09:26, 5 February 2009 (UTC)
 * About your advice and the failure of the community to discuss it, I can only speak for myself, and I can only repeat what I already said on that page. It seems reasonable to me that anyone proposing to ban Moulton should be able to justify the ban by explaining how Moulton violated this community's rules. Any call for a ban that fails to do so is an unjustified call for a ban and a serious violation of existing Wikiversity policy. If this community wants to make Moulton's behavior a bannable offense, then is the correct path towards that goal the development of policy (such as the proposed privacy policy, blocking policy and policy for bans)? --JWSchmidt 14:52, 5 February 2009 (UTC)
 * No.--Juan de Vojníkov 20:25, 2 February 2009 (UTC)

 * Juandev (old habits die hard, sorry :)), I haven't been around much during your candidacy period, so am just picking up again as our academic year kicks off. How has it been for you? What did you do? What did you learn? What did you still want to do/learn? Sincerely, James. -- Jtneill - Talk - c 03:18, 5 February 2009 (UTC)
 * Errr, you mean probationary period? Well, interesting, but it could be more. To study MediaWiki, parser functions and so on. Errr, I am sorry to Mikeu, but now I am not able to tell you what I have learnt, maybe after some time I will be abble to evaluate i better. Well, in the case of lerning I would like to continue. Now, I am studyin a web desing it means HTML, XHTML and CSS. Why? Because, than I can study JavaScript which is important here to create masks (such as CSS) and also PHP. Maybe now I can start to study MediaWiki software to understand it better. Well, there is also a need to improve my English and communication psychology, but nothing is done at once.--Juan de Vojníkov 09:26, 5 February 2009 (UTC)

Voting for full custodianship
Please enter vote and a brief comment here.

 * 1) Strong  --mikeu talk 11:28, 2 February 2009 (UTC)
 * 2)  IMO mikeu's strong support should carry some weight here.  In my experience as well, Juandev is a dedicated user in very good faith.  I am impressed by his open approach to discussing edits to What Wikiversity is not (see Wikiversity talk:What Wikiversity is not).  As a member of the Welcoming Committee, I also consider his hands-on, positive yet critical mentoring of Graeme E. Smith (with mikeu) to be a good example of how new users should be treated.  --AFriedman 16:08, 2 February 2009 (UTC)
 * 3)  Understands the site very well, and knows how to handle situations (such as: arguments).  DarkObsidian  19:37, 3 February 2009 (UTC)
 * 4)  Seems to have a good head on his shoulders and willing to discuss before doing anything too major. Ottava Rima (talk) 16:57, 5 February 2009 (UTC)
 * 5)  A very level headed guy who's been around for quite some time, and has established himself to be quite trustworthy, and positive about Wikiversity as a whole. The fact that he's able to be as diplomatic as he is in a language he's not fluent in speaks volumes. --SB_Johnny  talk 19:33, 5 February 2009 (UTC)
 * 6)   I am a new user and Juan has been very friendly and helpful in getting me started.Rbusch 18:41, 6 February 2009 (UTC)
 * 7)  Has a good history of involvement with WV, seems to be direct, prepared to take initiative, but also to be learning from "mistakes"/experiences, and his building of positive relations with newcomers is also to be commended. He also seems to be 'using the tools', in general, to help the WV community. -- Jtneill - Talk - c 01:41, 7 February 2009 (UTC)

Status granted

 * ✅ with unanimous support, Juan de Vojníkov is now a full custodian. --SB_Johnny talk 15:18, 7 February 2009 (UTC)


text:
Assistant teacher course/Individual curriculum/Theory

—Democracy and Education, John Dewey

Theory
Theories from the Theory Design Lab can be used in regular subjects or in a subject "Theory". Theory can have the special property that the teacher presents interdisciplinary topics, possibly following the stated interests and requests of the audience, but that every lesson contains alternative theories, mistakes or describes theories that merely happen to disagree with reality; the audience has to consider the propositions and has to decide which parts they believe in. In theory the audience should vote at the end of each lesson which theories or parts of theories they believe and which parts they don't believe. Theory can have the advantage of edutainment: Some theories may get funny enough to have real entertainment value for a larger audience.


text:
User talk:Drachenjager

 Hello Drachenjager, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 13:48, 2 February 2009 (UTC)

title: User talk:Drachenjager


text:
User:Graeme E. Smith/Artificial Consciousness Forum

 AC FORUM   This Forum is sponsored by the GreySmith Institute of Advanced Studies: Artificial Consciousness Project

By using this Forum you agree to publish your comments under the following License CC-By-SA 3.0

FORUM
Place topics of interest near the start of this file and Housekeeping stuff near the end, in order to reduce viewer fatigue

Best Theories of Consciousness (Scientific Consensus)
There is a group of volunteers working on a survey project with the goal of rigorously measuring whatever 'scientific consensus' there might be for the best theories of consciousness. They are using the open survey system at canonizer.com specifically being developed for such purposes. It is a wiki system with 'camps' and survey capabilities added. Anyone can join, help develop, and defend their favorite 'camp' as a team. Expertise is determined via a peer ranking process in topics such as this Mind Experts topic where peers can rank each other in a top 10 kind of way. This quantitative measure of expertise is used in the "Mind Experts" canonizer algorithm which can be selected on the side bar to rigorously measure how much scientific consensus there is for various camps. These measures can be compared to the what the general population believes (one person one vote canonizer algorithm), and other ways of 'canonzing' things.

There is currently a topic on theories of consciousness where there is already some tentative leading scientific consensus 'camps' such as this Consciousness is representational and real camp. The growing number of supporters in this camp already include leading thinkers such as Steven Lehar, John Smythies, and others. There are a growing number of diverse camps being created, but to date this particular camp continues to extend its lead and apparently shows that there might be a significant amount of consensus amongst experts on theories of consciousness after all.

Of course the more people that participate in the development of this survey and 'canonize' their views the more comprehensive and useful the information becomes, so everyone is encouraged to do so. There will be huge advantages to knowing concisely and quantitatively what everyone thinks on such important issues going forward as ever more demonstrable scientific achievements are accomplished in this field. Brent.Allsop 18:14, 5 July 2009 (UTC)

 * Thank you for this posting. Please sign it when you get the time I would probably be in the camp that says that consciousness is representational and Partly Illusory.--Graeme E. Smith 17:12, 5 July 2009 (UTC)

 * What do you mean by "partly illusory"? Brent.Allsop 19:01, 5 July 2009 (UTC)

 * Well it is simple really, If we assume that consciousness is representational, then we find all these areas where the representation breaks down. Things like the blind spot at the center of the fovea, how time seems to be flexible depending on what we are doing, and other subjective impressions of the world that do not jibe with our experimental findings about the world. I think that the philosophers that are pushing Phenomenalism are for instance being fooled by the tendency of the brain to bind elements, into thinking that they are unitary. Things like that. My belief is that these illusions that take away from the strict relationship between reality and representation, are necessary simplifications, many of which are detectable only after conscious description and detection of errors. Therefore Consciousness itself might be thought of as being partly representational, and partly made up of these illusions. Does that help?--Graeme E. Smith 19:21, 5 July 2009 (UTC)

 * Yes, that helps immensely. Things like the blind spot, how time 'seems' to be flexible, and other 'impressions' whether mistaken or not, are proof that our knowledge is representational, are they not?  I completely agree with you about the idea of representations being 'unitary' being a mistaken idea.  It sounds like we agree on much, but disagree on the proper conclusions to draw from such? --Brent.Allsop 02:59, 20 July 2009 (UTC)

 * Perhaps, or perhaps I am just a fresh look at an old problem. The fact is that these boundary problems define the limits of the representation. The brain glosses over them, giving us the impression that for instance there isn't a blind spot in the center of the fovea. This gives us the impression among other things of the Unitary nature of the representation. I just stress that Illusion more because it makes the Phenomenalists more understandable, and also because it tells us something about the nature of the representation, the fact that it is not necessarily an accurate representation. Dr. Aleksanders work with ICONIC memory for instance, suggests that the neural networks should represent the contents of vision fairly exactly. Yet here we see something that indicates that the ICONIC model might be an oversimplification.--Graeme E. Smith 15:05, 20 July 2009 (UTC)

 * What would you say phenomenal red is? Is it property of something we are looking at?  Or is it a property of our knowledge of such? or something else, or not, entirely? --Brent.Allsop 02:34, 24 July 2009 (UTC)

 * I guess, part of the problem, with answering that question, is the problem of the definition of Phenomenal. Some people use it to mean, experential, and some people use it to mean indivisible, and some people have even more arcane definitions for it. I have tried to work within the definitions that I was given, and have been soundly rebuffed by others that use a different definition. However let us look at the "Experience of Red" if you want to take phenomenal in that way. There is a part of the brain that is sensitized to color, and there is a sensitivity in the retina that links a certain range of colors to a certain type of neuron. This means that red colored light, enters the brain of the individual always in the same neural location. Whereupon it immediately trips over a form of content addressable implicit memory, that is triggered when shades of red are part of the optical stimulation.

 * This means that perception is not necessarily about the nature of the light, it is also about the previous experiences of light, and how they are interpreted. Now we come to the conversion between implicit memory and explicit memory. Because of the nature of implicit memory it can't be retrieved, and so can't be addressed except in the reactive phase, and then only as a large field of data presented in parallel, that I call the Data Cloud because of its nebulous organization, and yet extreme content. In the data cloud it is impossible to winkle the red out of the cloud, because there is no address for it.

 * We can however filter the data cloud according to environmental location, even though the data is expressed in stove-pipe sensory modalities, by linking different sensory modalities to each other if they represent the same environmental zone. I call this effort the creation of salience zones, because the zones that are picked for isolation by filtering all the others out, are the zones that have the highest instinctive pull. The data cloud components that remain are called Functional clusters, and are probably tagged with a synchronous Oscillation in the Gamma Range, called in the industry a GSO or Gamma Synchronous Oscillation.

 * The GSO is then used to isolate the Functional Cluster by suppression of every frequency but the selected GSO, at the ACC. This works by actually suppressing the cerebral cortex in the other zones, leaving the selected salience zone intact. Obviously Red doesn't mean anything at this point, although the information is carried in the data cloud.

 * The isolated salience zone, is then converted to an addressable form, by isolating each individual neural group, that is part of the data cloud. What we get is a map of Neural Group locations that are active in the functional cluster. I call this list of neural groups a CHUNK in historical reference to Millers chunking because the effect is very similar. The primary difference is that the CHUNK by itself has no meaning, and the CONTENT it refers to, is still stored in implicit memory.

 * I won't go into the micro-anatomy of the brain at this point, but suffice it to say that there are tissues called Allocortical Tissues with three layers that I suggest are pure implicit memory and tissues called Isocortical Tissues with usually around 6 layers that I say are implicit memory with explicit addressing. The top three layers are very similar in both types of tissue, which leads me to believe that explicit addressing is just a special mode of implicit memory.

 * Thus when we rehearse the CHUNK for a specific Functional Cluster we get almost the same Data Cloud that was originally found when we converted the functional cluster in the first place. Any differences belong to the fact that the implicit memory is constantly learning as new stimuli are entered, and so the contents are not stable.

 * Being a data cloud again does nothing for interpretation so red still does not mean anything, but because the CHUNK contains a list of Neural Group addresses, If it can be selectively rehearsed, we can isolate specific combinations of Neural Group addresses. Feedback between the selective element of the Attention system and the Addressing Element goes through a selective inverting filter, which allows selection of sub-chunk zones of salience. These sub-chunk zones are again tagged with a unique GSO, so that the ACC can suppress everything else, allowing the data cloud to be restricted. At this point, it is quite reasonable to assume that it would be possible for red colored elements to be segregated out, and since red has a greater salience than other colors, the effect would be a tendency to draw the attention to red elements. But despite the fact that we can detect the zone that has the higher salience associated with red, there still is no meaning to red.

 * Now we map the salience zones together and form clusters of similar content, by comparison of a signal against a previous signal, and isolate the zones that are actually red from the zones that just have as high a salience as red. Red still doesn't have a meaning but it has a location. The next step is to associate the location with the color. It is only at this point that we can isolate red elements, and determine that they have a similarity to other red elements. But, we still can't say that we have captured the meaning of red. Nor, can we say that we have "Experienced" Red yet, because all this has been done automatically as part of the perceptual process. Part of the problem with dealing with the phenomenal nature of red, is that we gloss over all this detail that is happening before we even can select an item that is red to experience.

 * I am going to stop there and let you relieve the pressure of disbelief that this approach to memory usually causes, before I go on to explain how red gains significance beyond its salience value.--Graeme E. Smith 14:13, 24 July 2009 (UTC)

 * As is usual, we're struggling with definitions and understanding what each of us means by various terms.

 * I think I can map my understanding of a bunch of these concepts into your terminology, but I may be incorrect in some instances.

 * From the perspective of someone in the Nature has ineffable phenomenal Properties camp everything you are talking about so far is all about abstract able cause and effect behavioral properties / systems. Even your talk of the 'salience' of red seems to only have to do with behavior, rather than what red is really 'like'.

 * This all seems to be consistent with you talking about something more being required before you go on to talk about how red 'gains significance beyond its salience value'?

 * From my perspective, you still need to talk about what red is 'like'. I'm hoping that is yet to come?

 * So far, it looks like we are in agreement, that whatever it is that is 'like' red, is definitely not a property of the strawberry we are looking at - but it is a property of our knowledge, or the final result of this perception process? -- Brent.Allsop 21:13, 26 July 2009 (UTC)

 * Red isn't "like" anything at all at this stage, if only because we haven't fully perceived it. That is part of the problem I have with the Ineffable Phenomena crowd they try to crowd "Likeness" in before the reactive process is completed. Part of the problem lies in the fact that we can pick red out and address it, but we still don't really know what it means, that it IS red that we are picking out, not just a salience zone that is more interesting. Now this is where I get into the Naive machine doctrine. A Naive machine that has no map between its input and the demand memory that is formed from that input, has no choice but to build a map the hard way, and the simplest system that can do that, is a system with random choice and in this case balanced against salience zoning, that allows it to revisit areas of higher salience more often in its random walk among the sub-elements.

 * This means we have two uniquely different memories that contain the same contents, a memory that is implicit, and a memory that we can demand but which we have to build a map of in order to make use of it. It also means that our most basic motivational drive is one based on random impulse.

 * At the Cortex Level, we can see this as a primary sensory zone, called a Core Zone, in each sensory processing center, and immediately associated with that, a Belt zone that stores the isolate-able elements from the salience zone that have caught our attention. Now we know that the salience directs our attention to some extent, and that red is more salient than brown, so we are not surprised to find that the eyes track the red ball more often than the brown ones.

 * Have you ever heard of Hoffsteaders SLIPNET experiment? Essentially he tried an experiment with a workspace, and an Associative Network that was "Slippery", where associations were tentative and flexible, and used it to build anagrams by learning rules of association. Anyway, so called Associative areas are associated with each belt, like the belts are associated with the cores. I haven't worked out the exact architecture of the transfer between these areas, if only because the book I had on the Architectonics of the Human Telencephalic Cortex was due back in 2 weeks and so I didn't have time to study it as deeply as I would have liked, Worse it was rather uninformative about the detail of the structure of the Associative areas, except to note a drop in myelin density in Laminae I.

 * Anyway, it is probably in these Association Areas that a slipnet like alignment of similar elements according to some associational vector is created to form a rule of association. In other words it is here that we first associated what red is like, with the storage elements that have been grouped together in the Belt areas. Candy Apple red is like Fire-engine red, because there is a slippery rule that says that somehow they are associated by having a relationship with the color receptors in the eyes, that favor the Red Receptors if they exist. This still doesn't deal with what red is like, but it does tell us how we know that one red is like other reds. I am still a little ambivalent about where in the Attention system the Association Areas fit. Sometimes I think I am missing an attention phase, and sometimes I think I am right to associate them with my complicit attention phase. I won't really know until I get a lot closer to the architectonics and connectonics of the belt-associative connection. Of interest is the Myelin connection between the third laminae of the Belt area, and Laminae I of the Association Areas. Is there a direct connection in which case we might need another attention phase, or is there an indirect connection ie via the Corpus collosum. The reduction in myelination of Laminae I is significant because it reduces the number of areas of brain that feed into the association areas, allowing them to concentrate on the data flowing into them from the belt. The more I think of it, the architecture is more likely to support a local connection rather than the remote connection via the collossum.

 * This means I have a fourth phase of explicit Attention to account for... Better stop there and let the idea percolate a bit.--Graeme E. Smith 01:42, 27 July 2009 (UTC)

 * I completely agree with you that “Red isn’t like anything at all at this stage” But, also, everything you are talking about here is only abstract able behavioral stuff, and none of this is phenomenally like anything.  So, even though all this stuff is surely very interesting, it all has nothing to do with phenomenal red, and what it is like, it seems to me. Brent.Allsop 22:09, 3 August 2009 (UTC)

Well, yes and no, gradually we are building up relationships between red things, relationships that we can then use in judgements later. So while there is no experential basis for red still at this point, we have the primitives that we can use later to make experential judgements. Does that make sense? We need to have a link between candy and apple, between apple and red, and between the color candy-apple on a car, and red, in order to make the link between the candy on the apple, and the candy-apple color. The Candy-apple name exists because someone made those links, and named the color after the sickening sweet candy coating over an apple at a fairground. In other words these primitives are what is needed to make the statement "Candy-Apple paint is like the Candy on a candy apple at the fairground." However to make the full linkage we need a sequence of retrievals of these smaller relationships, or some way to analyze them that brings out the relationships when they all fire in parallel.

So here we have the binding problem, how does the candy-apple color on a car get linked to the candy color on a fairground candied apple? Now the phenomenalists will tell you that this is a big problem. But I tend to disagree, in my model the linkages are already bound by the time they are linked. In other words the concept of a Quale is thought to be a show stopper for physicalism. Yet in my model, Qualar output is the result of parallelism pure and simple. Because of parallelism, the link between the word candy, and the red confection coating the apple, is firing in parallel with the link between the Red color of the confection, and the basic linkage for red, which is firing in parallel with the color of the car, which is firing in parallel with the linkage between the color of the candy and the color of the car. In other words there are a lot of parallel outputs available, and the problem is not how to bind them together they are bound by simultaneity, the problem is how to sort out which ones are most important.

Here we get into the idea of meaning, meaning is a judgement about the significance of the data we have generated about the perception. Essentially we prioritize the parallel information so that we know which information is the most important to know. To get to meaning we have to present the parallel data to specialized processing modules, that determine for instance if fire engine red is prettier than Candy Apple red. Usually we agree that it isn't. There is something to the luster of Candy Apple Red that makes it more attractive. Of course age them for a while, and they both lose their luster, but that is another question altogether.

But even at this point when we are making the decisions about what is important in the parallel perceptions of candy-apple red, we are not "Experiencing it" This is all still reactive processing. To experience something and know that we have experienced it, we need to tell ourselves about these important bits of information. We need a reflection of the choices back into the brain where it can be analyzed. It is only at the time of reflection that we know that Candy-apple red is like the red of a Candied apple, and is more beautiful than fire-engine red.

Let me leave those thoughts with you and see how you feel about them.--Graeme E. Smith 02:03, 4 August 2009 (UTC)

 * What do you mean when you say: “the phenomenalist will tell you...” are you implying that you are not a “phenomenalist”? Are you saying you do not believe there is such a thing as qualia or something?  I would like to know, concisely, what you believe on this issue.

 * The theory described in the Consciousness is Representational and Real camp by far has more scientific consensus than any other theory of consciousness, so far. Would you consider the experts on theories of mind in this camp as “phenomenalists”?

 * The people in that camp would argue that you are confusing abstract able behavior representations with what qualia are like. The proof is in the way you say things like: “we are building up relationships between red things” and so on.  What you say is obvious, but has nothing to do with what red is like.  And red could be like red, even with absolutely no relationships like this of any kind.  It is also a mistaken idea to think that there are any ‘primitives’ to red.  Red is simply our knowledge of what we are looking at.  It is the final result of all the intermediate or ‘primitive’ representations.  There is nothing that is ‘primitive’ to red.  The same goes for ‘meaning’.  There could be a phenomenal machine that experiences red, with no meaning associated with it of any kind.  All this reveals your confusing and all this is just distracting you from what is important about the quality of red. -- Brent.Allsop 22:42, 10 August 2009 (UTC)

Ah... then you are one that would at least argue the same line for interests sake. Ok for the purposes of this discussion let us say that there is the Experience of Red, and then there is the Representation of a specific red. I do not care about the experience of red, all that much, because it is a phenomena of the illusions related to perception. What I am interested in, is what is representational. Those whom you say are of the representation is real school don't make the same distinction, and as a result get all tied up in the "Experience". Phenomenalism the stressing of the experience of red, over the representation, is an error as far as I am concerned, and because along with that basic error comes the error of Quales that are not representational, you get the mis-understanding that Red doesn't have primitives. Red itself may not, but any specific red color does, in that it is not made up solely of red. The representation of red, has to combine the outputs from multiple sensory clusters associated with different wave-lengths of light, to assemble red. How can it do so, if we negate the contributions of specific frequencies from the representation? As far as I am concerned saying that there are no subcomponents no primitives to red, is flying in the face of accepted wisdom as to the nature of light. Remember the sensory cluster that detects green gives an output even if no green is detected, so there is no such thing as a Red representation that does not contain a value also for green, even if that value is 0.

It is an illusion that red is itself a primitive and thus qualar. If you don't realize that the experience of being human is an illusion, then you get all tied up in things like the poor guy on another board that thinks that the SELF is a whole body thing, and that it wouldn't exist without dark matter. It feels to him as if his self is his whole body, so that must be true even if the brain is the focal point of the nervous system that presents the image of self to consciousness.

Difficulty of Making a Demand Memory out of a Neural Network
You might be surprised just how difficult it is, to implement a demand memory system on a neural network--Graeme E. Smith 16:44, 2 February 2009 (UTC)

Cognitive Architecture
You might want to take a look at the GreySmith Virtual Architecture and compare it to the CLARION Architecture and the Franklin IDA Architecture Which are two of the most successful cognitive architectures yet produced.--Graeme E. Smith 21:09, 18 March 2009 (UTC)

Color Scheme
Who was the idiot that thought up this ugly color scheme!

 * Actually the color scheme has changed very little from the Tabbed Portal Template I used to make the portal, It had ugly grey tabs for the second and third page, I changed the second tab to yellow, and my eyes went buggy when I wrote the second page, so I toned it down to gold, and I lightened the ugly grey to silver, but that is all the changes I made.--Graeme E. Smith 16:58, 2 February 2009 (UTC)

General Layout
You used the "Tabbed portal" template but where are all the fancy boxes?

 * Yeah, I did, and I had to hack it to get it to go to multiple levels, But frankly I think all those pretty boxes take away from the sense of control I get from simple links. If you think it would look better with pretty boxen, then lets discuss it and I will put them back, (But not today!)

--Graeme E. Smith 16:29, 2 February 2009 (UTC)

What's with the organization into schools, divisions, subdivisions, and departments?

 * What it is, is a suggested framework for thinking about Artificial Consciousnesses base science this is after all on a computer, and on a wikiVersity so it can be changed at a heartbeat. But don't demand changes now, lets discuss it first so we know what they should be, I am dreading going back and changing all the files. and if I had to do it every week, I would die of boredom. Later once we know what we are doing, some of you can help me, especially at the department and project levels.--Graeme E. Smith 16:29, 2 February 2009 (UTC)


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Neuropsychology Forum

 NEUROPSYCHE FORUM

By posting to this forum you agree to publishing your comments under the CC-By-SA 3.0 (legal code) and the project license

Topics of Interest
Put comments of interest here at the start to reduce viewer fatigue

Lots of interesting stuff happening about NC of Attention
Have you seen the recent articles in Psyche ASSC's Ejournal?

Differential Selection Theory
I have long felt that Dr. Edelman extended his TNGS theory to other parts of the brain, using mechanisms that are only really valid for the Cerebral Cortex. I however believe that other parts of the brain self-organize in a similar manner, so I have suggested the Differential Selection Theory, which states that self-organization in other parts of the brain depends on the architecture of those parts of the brain, and does not rely as heavily on reentry, and Neural Group Selection as it does in the cerebral cortex. As a result we need to look at each part of the brain separately to determine what the principles of self-organization might be for it.--Graeme E. Smith 17:54, 18 February 2009 (UTC)

General Layout of Neuropsychology School
Who's stupid idea was it to put the School name on a Tab?

 * In WikiVersity Schools are just a way of organizing information, there is no physical bricks and mortar to get uptight about, so we don't need all that much of an administration. When I suggested the idea of having a Dean of each School, I was told, that I had to propose it as a game. My proposed directorship didn't last a day, WikiVersity is a "Collaborative" effort and anyone can take on any role.--Graeme E. Smith 17:30, 2 February 2009 (UTC)

Who's stupid idea was it to name this school Neuropsychology?

 * I'ts all my fault, at least so far, once we get going, I am hoping that others will want to change things up a little, but for now most of the work has been done by yours truly--Graeme E. Smith 17:30, 2 February 2009 (UTC)

title: Neuropsychology Forum


text:
User:Phil93~enwikiversity

Hey my Name is Philipp. I'm of german nationality. I was born on 1.1.1993 (Cologne). I'm fluent in German, English and Norwegian. hmm what else??.... Ok. I go to a Realschule near cologne. I'm in the 9th class.

If you are good in german you can read a bit about me on http://www.philippschebitz.com This site is programmed by me. you can see images about a ski holiday in Gerlos (Austria).

title: User:Phil93~enwikiversity


text:
User:Graeme E. Smith/Computer Science Forum

 COMPSCI FORUM

By Posting on this Forum, you accept that your comments are published under the following license CC-By-SA 3.0

Is a Neural Network really a Virtual Machine?
A Neural Network implements a distributed processing architecture on a serial architecture or cluster of serial architecture computers. So by definition it is a form of Virtual Machine --Graeme E. Smith 19:00, 2 February 2009 (UTC)

BBD Development
Why is there only four BBDs listed in the Brain Based Devices Subdivision?

 * Well quite simply, I don't know what interests others have in this portal yet, and I am trying to conserve my energy to flesh out the portal, so I have only put down the projects that I need to test out a theory of Attention that I have used in my Memory Model. When others get involved, we might need to play with the format of the Portal to accommodate them. At that time, we will probably get a much different look to the BBD subdivision.

 * Perhaps rather than listing the actual projects we will need to separate them into departments. --Graeme E. Smith 22:13, 14 February 2009 (UTC)

General Layout of GreySmith Institute
Who designed the stupid color scheme?

 * The color scheme is minimally changed from the default colors of the Tabbed portal, from which it was derived. The original scheme had grey tabs, and I originally changed tab2 to yellow, only to find that it made my eyes go buggy, so I toned it down to gold, and substituted silver for the ugly grey of tab3. If you want to change the colors suggest some that would look better and I will eventually get around to changing them.--Graeme E. Smith 19:00, 2 February 2009 (UTC)

What happened to the pretty boxes?

 * Make a portal has a tutorial on how to make pretty boxen, but I like the control of having straight links. You might notice that I go deep rather than shallow in my links. Partly this is because I figured out how to hack the Tabbed Portal so that it would allow more than one level of depth. I am still experimenting with the layout so it might change. In fact lets discuss the layout, since it may only make sense to me, others might like a different departmental structure.
 * When we get a little further into this, others will probably help me with developing the structure expecially at the departmental and project level.--Graeme E. Smith 19:00, 2 February 2009 (UTC)

Isn't the framework a little thin in the Languages Division?

 * As you may know building the institute has been a marathon project, taking weeks of work, just to populate the Portal. After long hours of editing, I got writers block and may have made an error or two in the framework in the development especially in the subdivisions of the Language Division, remember this is just a tenative build, once I have someone else to bounce ideas off of, some of the subdivisions might need to be changed. Feel free to discuss it here on the forum.


text:
User:Veronicarowland

bio
My name is Veronica Rowland. This is my first quarter at the Art Institute of Seattle and I am a fashion marketing student. I recently transfered from UWT where I was a political science major. I work at a daycare and I absolutely love it! I am in the infant room so I get to play with babies all day long and its awesome.

final
By the end of the quarter I want to get certified to work in childcare by completing a 20-hour stars program. The research component of this goal is to research state licensing guildlines and qualifications for people that work with children. Week 2-I will register for the program Week 3-I will read in the workbook and complete assignments 1 & 2 Week 4-I will read in the workbook and complete assignments 3 & 4 Week 5-I will read in the workbook and complete assignments 5 & 6 Week 6-I will read in the workbook and complete assignments 7 & 8 Week 7-I will read in the workbook and complete assignments 9 & 10 Week 8--I will assess my progress and share what I learned.

title: User:Veronicarowland


text:
User talk:Veronicarowland

 Hello Veronicarowland, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 20:31, 2 February 2009 (UTC)

title: User talk:Veronicarowland


text:
User:Johnstephens

bio
I'm about 25 and I like movies. So that's cool. I'm pretty laid back at all times. I work at Hollywood video and go to school at the Art Institute of Seattle. So far it's working out for me.

in-class writing
I just noticed that apparently the last time I made this page it didn't stick. So here I am doing once again. I think the least public was the "Untitled Canvas" just because you wouldn't be able to have access to it anytime. The doors to the building are going to be locked at night; although you can just look through the gigantic glass wall in front of it. Maybe the least artistic might be the waterfall. Just because it was so well done it looked like it was naturally formed. However there's a bit of artistic work in making it look that good too. I remember that red squid being pretty cool and new. The red squid was outside the aquarium.

title: User:Johnstephens


text:
User talk:Lichenology

 Hello Lichenology, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 20:57, 2 February 2009 (UTC)

title: User talk:Lichenology


text:
User talk:Janine Gittens

 Hello Janine Gittens, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 23:31, 2 February 2009 (UTC)

and dont forget to login every time you go edit:-)--Juan de Vojníkov 23:31, 2 February 2009 (UTC)

title: User talk:Janine Gittens


text:
User talk:Alex12~enwikiversity

 Hello Alex12, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 02:05, 3 February 2009 (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 Alex12. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Alex12~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 23:27, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Alex12~enwikiversity


text:
User:Alex12~enwikiversity

.

title: User:Alex12~enwikiversity


text:
User talk:MichaelShoemaker

 Hello MichaelShoemaker, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 02:21, 3 February 2009 (UTC)

title: User talk:MichaelShoemaker


text:
User:Lilithfire

bio
My name is Christabelle and I am a 10th quarter Graphic Design student in the Art Institute of Seattle. Yes, you heard right. 10th. I am in freshman seminar to fulfill a graduation requirement that somehow slid through the cracks.

final
By the end of the quarter, i intend to take on a series of photo shoots involving Cosplay. The research component of my project is how to depict something that was initially rendered in 2d (anime or manga) into something that is 3d (or live action) without losing its original essence.

title: User:Lilithfire


text:
User:Vangelis

Vangelis-NL

title: User:Vangelis


text:
User:JennyRosen/Wikkan, Unni (2002) Generous betryal. Politics of Culture in the New Europe.

In her book, Uni Wikkan raises the question of how culture is interpreted and used in contemporary Norway and other European countries. After listening to stories and taking part in discussions with, among others, immigrants, social worker, teachers, Wikkan reached the conclusion that the discourse of culture become a problem in Norway (75). She argues that Norwegian immigration policy has been constructed around premises such as “’we’ should respect ‘their culture’ whereas ‘they’ should abide by the laws of the state” and in cases of conflict between the two, state law should prevail (70). Furthermore, Wikkan asks these questions: Who are those immigrants the government had in mind when writing the immigration policy? For how long does a person belong to the category of immigrant? According to the author, it seems like the policy is based on the assumption that every individual belongs to one culture and has one identity (72). Such essentialist understanding of culture and identity has been under great critique in academic disciplines within the social sciences and humanities. A more social constructivist understanding of culture and identity, in which people are seen as belonging to several dynamic cultures and where identities are understood as negotiated, multiple and dynamic, has taken over the discourse.

Wikkan writes that culture compromises the sum of learned or acquired knowledge and experiences among a collective of people – it is the total sum of all experiences (80). Moreover, culture is not transmitted, since it is always changing (80). Cultures are created and negotiated throughout the interaction between people and should not be seen as thing in themselves. The author also argues that culture is not entitled to be respected for its own sake (77). Moreover, a person is never a product of one culture or religion (82).

In my opinion, if a person is to follow Wikkan, culture should be seen as socially constructed and dynamic: culture always changes and it is never stable. Therefore, it is not possible to “save” or “preserve” a culture and, as Wikkan argues, culture should not be respected in itself. Moreover, such a view of culture means that ancestors or parents cannot and should not have monopoly of defining culture – culture is just as much in the hands of the children who negotiate it in relation to their own experiences and knowledge (78). It also follows that culture should not be in the hands of some men in the community - women and children need to take and be given a voice (78). Moreover, the Norwegian state is guilty of applying double standards, as culture is applied only to “them”, the immigrants, but never to “us”, the Norwegians (81). Immigrants are seen as products of culture, and this way of applying culture to “them” but not to “us” can be understood as racist (81). Culture is used to pursue particular interest and to build barriers between people (82).

The conflict between the respect for immigrants’ cultures and respect Norwegian law can also be understood as a conflict between collective and individual rights. The Convention on Human Rights is based on moral individualism and accords each human being the inviolable right to have her dignity respected (74). Susan Moller Okin has also raised the question in the book “Is multiculturalism bad for women?”, which created a lively discussion. Like Wikkan, she argues that by defending the rights of groups to preserve their culture, the rights of women (and children) are sacrificed. When culture is understood as a thing, it can be used to defend all kinds of special interests (79). Those interests are usually those of the more powerful men in the group. The risk of giving rights to groups rather than to individuals, therefore, ignores the dimension of power within a group and legitimizes oppression done inside a group. Wikkan writes that “Norwegian authorities have actually helped men attain a position of power far beyond what many of them held “back home”” (80). By regarding the definition of culture to be only what some spokesmen of a community think is “true”, the state empowers those already strong and neglects the weaker (80).

Kulturmöten och kulturkrockar

In the culture discourse, concepts such as “meetings of culture” or “clashes of culture” have been used to explain experiences in contemporary society. Wikkan argues that such concepts are misleading: cultures can never meet, since culture lacks agency. (83). People, not culture, are the ones with the power to act (and to meet or clash). She argues in favour of placing agency back where it belongs, which is with human beings having the power to act and use the power for good or bad (83). Culture does not make people think; people can think about culture and formulate their truths, depending on their perspective (84). Although the power of acting is in the hands of human beings, not everybody has equal access to power. As Wikkan points out, culture and power seem to come together (84).

Instead of using the concept of culture, Wikkan favours the use of custom, as it is a more dynamic and less bounding concept (85). Furthermore, one should avoid using the noun culture as it can easily appear to mean a one and true culture instead of the aforementioned dynamic and negotiated understanding of culture. Wikkan also raises a number of problems with the culture concept (87-88).

•	Culture is a concept, not a thing; although it refers to real phenomena, it has no    autonomous or material existence. •	Like most concepts, it can be filled with various contents; there is no objective definition. There is, however, a broad consensus within anthropology of culture used as an analytic concept referring to the “distinctly human” – that is, to the knowledge and experiences people acquire by virtue of their membership in society. Hence, children’s experiences of the society where they live in are as much part of culture as that of the adults. •	Culture has no agency – only humans and other sentient beings have the power to act. •	Neither does culture have any power – beyond what people attribute to it. •	Culture is often portrayed as if it was immutable, whereas all human activity, all conceptual activity, is subject to change; hence, all cultural things change. •	Culture is often portrayed as if it possesses uncontested and uncontestable authority, whereas authority actually rests with those who hold power. Some people have the right – or seize the right – to define what is counts and for what, and it results in an authoritative “truth” often called culture. Culture and power go hand in hand, in every society, at all times. •	Culture is an exoticizing device. It plays upon and exaggerates differences. Thus culture easily becomes a distancing strategy. Culture is usually taken to mean difference, not difference and similarity. •	By exaggerating external difference, internal differences between the members of the group are downplayed, and the picture that emerges is one of cultures (plural) at odds with one another. In reality, there are numerous important differences internally as well as ties that connect (or can be used to connect) externally. •	Culture plays down the internal differences among members of a group and thus gives a false picture of homogeneity.

In her book, Wikkan, brings up and discusses several lifestories of women that have been sacrificed by the state in the name of culture, both in Norway and Sweden.

In the cases she described, the men enjoyed the freedom and social justice of a liberal welfare democracy. Wikkan questions are: freedom for whom? What are the limits of tolerance? Who has the right to become “Swedish” (or “Norwegian”)? And, as she writes, “How to respond to the idea that becoming Swedish is a sin when it is precisely by being Swedish that the nation has been able to develop as it did and offer freedom and social welfare to immigrants from other countries?” (94).

However, saying that the murders and violence directed towards women of immigrant background is cultural runs the risk of stigmatizing a whole cultural group in which many may not agree with actions done in the name of their culture. But, on the other hand, Wikkan writes that we cannot do away with “culture” in our attempt to make sense of what is at stake (97). Still, it is important to recognize that the “culture”, as defined by parents or other spokesmen, is not necessarily the culture of the girls or women in danger. Moreover, the women and girls need to find and be given a voice in the debate (100). And if women and girls do gain a voice, they need support from others and should not to be ignored like it happened in some of the cases described by Wikkan.

Some scholars argue that the clash is not between an “immigrant” culture and a Western European culture but between urban and rural cultures (105). But as Wikkan points out, it is not cultures the ones that clash, but people, and people have the power to choose. It is neither culture nor religion the ones at stake, but the rights of individuals, the limits of control and coercion in groups such as family, ethnic communities or nations (107).


text:
User:Manco Capac

w:tr:User:Manco Capac

Commons:User:Manco Capac

title: User:Manco Capac


text:
User talk:Collect

 Hello Collect, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! SB_Johnny talk 12:32, 3 February 2009 (UTC)

linking
Heya Collect. Looks like you're not used to subpaged wikis :-). A few tips:

 * To link to wikipedia, use the "w:" prefix in the link (e.g., Sarah Palin makes Sarah Palin, or you can make it prettier by adding a pipe on the end so that Sarah Palin will subst the pipe to make Sarah Palin.
 * To link to subpages, you need to link the whole name (Wikipedia and the 2008 US elections/Sarah Palin), at least from talk pages. There are shortcuts as well, but don't function when you're linking from a talk page to a content page.

Thanks for chipping in so far! --SB_Johnny talk 12:32, 3 February 2009 (UTC)

 * Sorry 'bout that! First real vsit here (at least no one had glommed my name ) Collect 13:06, 3 February 2009 (UTC)

 * np :-). Working a bit more on the Palin page today... over 10,000 edits in 2008! --SB_Johnny talk 15:21, 3 February 2009 (UTC)

title: User talk:Collect


text:
User talk:Manco Capac

 Hello Manco Capac, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:22, 3 February 2009 (UTC)

title: User talk:Manco Capac


text:
User talk:Inhol24

 Hello Inhol24, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:25, 3 February 2009 (UTC)

Beta Wikiversity
Do you know of Beta Wikiversity? It's for other languages. It may be of interest. -- Jtneill - Talk - c 13:25, 26 February 2009 (UTC)
 * Staunæs (2003) is not in English, so would belong better perhaps on Beta Wikiversity. What language is it? -- Jtneill - Talk - c 09:23, 7 February 2011 (UTC)

Mina kurskamrater
Can I ask about the purpose of Mina kurskamrater page? It seems like a collection of wiki-people, maybe if better fits to your personal page. In this form it will be deleted soon, because it doesn't belong to the main namespace. --Gbaor 18:35, 19 May 2009 (UTC) The same for Texter skrivna under kursens gång and all related non-english pages with no clear purpose (to me). --Gbaor 18:37, 19 May 2009 (UTC)
 * Mail sent :) --Gbaor 13:04, 20 May 2009 (UTC)

Dutch resources & Beta wikiversity
Can I encourage you to check out Beta Wikiversity which is for languages which don't yet have a dedicated language Wikiversity? Dutch Wikiversity does not exist yet, so I think many of your Dutch-language resources may be better suited to Beta. English Wikiversity is generally for English language materials (unless its about teaching a language to English speakers). What do you think? -- Jtneill - Talk - c 10:55, 10 February 2011 (UTC)

sv: <-- Svenska Wikiversity. - Sidelight12 Talk 06:11, 9 September 2013 (UTC)

title: User talk:Inhol24


text:
User talk:Vangelis

 Hello Vangelis, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:26, 3 February 2009 (UTC)

title: User talk:Vangelis