text:
Ecoversity

NOTE: This proposal dates from 2007, with little activity since then.

A related project which is active is Appropedia (website: Appropedia.org).

Ecoversity is a utopia constructed upon a convergence of human creativity working towards a sustainable future. It is the gathering point for a diversity of knowledge, abilities, intellect and spirituality in a planetary proposal for unity between nature and society. The Ecoversity vision is to create a holistic center for healthy living; a place in which the sciences, arts, and spirituality are woven together to form a synergistic bond. Ecoversity is a confluence of individuals with the common goal of learning through experience and equality. Here all are simultaneous teachers and students, dissolving conventional roles of hierarchical education and engendering honest and open relationships of mutual growth. At Ecoversity all can benefit from the exchange of knowledge and contribute to the personal legacy of every individual involved. Ecoversity will create a new paradigm of education and actively construct solutions to a sustainable future amongst all levels of life.

Description of the Proposal
This proposal intends to integrate eco-education, permaculture sciences, anthroposophy, bio-architecture, agriculture for life, conscious management of resources, the use of practical technology, renewable energy, ecological economy, and natural healing of the spirit, the body and the mind, the arts of theatre, music, painting and sculpture, practical arts such as ceramics, weaving and carpentry, the culinary arts and processing of foods, and last not least the mastery of multiple languages and development of a truly international cooperative society.

The integration of these diverse elements leads to a clear vision; the construction of a holistic school working to demonstrate how all aspects of life, humans and the earth, are part of a single, synchronized and harmonious body working in unity and equilibrium to achieve sustainability. The starting point is to recognize natural systems as models and the abundance of local materials as the basis for creation.

Tasks

 * Continue the development of the written proposal, with flexibility to make changes and include new ideas each time improving and making it more cohesive.
 * Seek out ties with other centers and universities whose projects are in line with and compliment the Ecoversity proposal.
 * Begin the collection of funds from donors interested in education and ecology, with the plan that once the proposed project is established and generating funds equal to or greater than the donor money, these funds will go towards the development of other Ecoversity sites.
 * Define the place where the first Ecoversity will be established.
 * Organize a convention, inviting individuals interested in holistic education that wish to be a part of the project.

Methodology
It is in accordance with the proposal itself that we use a participatory action-reflection method allowing the construction and design to be flexible allowing positive changes, new insights from different perspectives and seeking to maintain a cohesive, integrated form, encouraging continuous reflection on the development of the proposal, the needs and solutions that will form the very foundation of the project.

As such, the concept of a participatory methodology is as follows:

 * 1) Complete a preliminary proposal that will: crystallize the vision of the Ecoversity in words, objectives, justification, methodology, content and goals.
 * 2) Share the seed. The beginning of the proposal is sharing it with other individuals, groups, and organizations sharing the principles of the project. This will require a serious effort to prepare translations into as many additional languages as possible.
 * 3) Consider suggestions, insights, aspects that need improvement, and strengths of the shared document.
 * 4) Create a work group with individuals of different training and diverse vocational backgrounds in accordance with the areas of study included in the preliminary proposal, who will make the decision to dedicate time and energy to the development of the Ecoversity.
 * 5) Design a plan of action for the founding group to achieve a consensus on method, outline strategies to follow, flesh out details, delegate individual roles, and set specific temporal and spatial goals.
 * 6) Persistently continue in the development of the proposal until the Ecoversity is on its feet.

Premises
Human beings are presently faced with an array of serious challenges: hunger, crime, environmental crises, depletion of natural resources, careless exploitation of species and forests, pollution of the soil, water and air, climate change, a diminishing ozone layer, the production and consumption of foods and products dangerous to life. The disappearance of the diversity of traditional and local cultures, the gradual loss of local knowledge, food systems, dress, and values represents an overwhelming trend of homogenization as well as the rapid growth of the capitalist-based consumer culture propagated by all forms of media and based on societal misdefinitions of individual “needs.” The current situation of human-related problems makes it urgent that we generate innovative proposals to challenge present paradigms. This proposal is born from the need to create new tools and fundamental skills that will lead to a life in harmony with the planet. These tools are present in traditional knowledge as well as modern technology, but some have been forgotten and others limited by overly academic language and segmented research carried out in institutions isolated from the greater human population.

As a place of holistic growth for human beings
The Ecoversity vision is to provide an integrated education that allows participants to learn and grow as individuals as well as professionals. We aspire to propose an alternative model of education that will replace traditional structures and revise conventional methodologies, systems of evaluation, and politics that have hobbled education for years.

Ecoversity believes in a liberal education based on participation, collaboration and experience. By this we mean to say that the Ecoversity proposes to apply a methodology of learning with an emphasis on experience, on learning while doing, therefore highlighting connections across all areas of life. Relationships between facilitators and participants, in accordance with the philosophy of Ecoversity, will be characterized by a continuous and harmonious exchange. The basis for this being that education is boundless, and that every individual has knowledge and experience to share. Overall this method represents a fluid, horizontal exchange of experience and knowledge emphasizing respect for the other.

For Example: In a course on bio-architecture, the facilitator is an architect with extensive experience and enthusiasm for this field. But at the same time, this person is interested in music and part of his/her day is dedicated to pursuing studies in music. One of the apprentices of bio-architecture is a guide for a blind person, who happens to be the music instructor.

According to the courses of interest and the knowledge and skills they have to share, each individual will independently design their daily schedule. Courses will be scheduled and common meeting times arranged to allow for organized group focus on specific topics. There will be lectures and group discussion to resolve questions and present commentary, which will be worth credits necessary to achieve educational goals. *

Ecoversity as a Holistic Human and Ecological System
Humans are part of a larger system. We seek to integrate natural cycles into our lives as well as understand our place within them. The goal is to live in cooperation and respect with this larger system made up of humans and nonhumans alike.

The Ecoversity counts on water tanks – for human consumption and agriculture, recycling of grey water, canals and ponds, productive plant life and efficient energy use, recycling of organic materials for fertilizer and technical materials for production, areas for different methods of agriculture, organic and sustainable, productive gardens, forests, and wild areas, a variety of domestic and wild animals, paths and hiking trails.

The campus will be the center of activity, and should be concentrated in one area surrounded by areas of agriculture and aquaculture followed by areas of conservation beyond.

Ecoversity as Productive and Economically Viable System
Ecoversity will produce the majority of what it needs. Within the university local currencies will be encouraged to develop.

Work by participants will also generate income and the possibility to cover the costs and studies within the project. The facilitators should generate their own external incomes from consulting or research in a nearby local participatory economy.

Sources of Income

Restaurant: Provides to outsiders primarily organic vegetarian food. For participants it provides its facilities for use.

Cooperative Store: Sells all kinds of products produced within the Ecoversity. Also serves as an information center for activities, courses, and other events and details.

Weekly market: Fair prices and personal products offered within a space for trade and barter. The market will also include theatre, dance or music open to the public for a small entrance fee, and access for freelance outdoor performers. Festival: Annual festival that offers a space for celebration and networking of knowledge, selling of products, etc. This income to be directed towards projects within the Ecoversity, to finance studies, travel, inventions and other benefits. (Monthly?)

The Ecoversity as a Tool for Social Change
The Ecoversity seeks to develop leaders committed to humanity, conscious individuals that will be examples of a sustainable lifestyle, agents of change that break accepted paradigms and instigate revolution through innovation, creativity, intelligence and a holistic vision of the world, proposing solutions to heal, balance, and elevate the quality of life for all life on the planet.

We want to open a new door in a different direction than the world is headed. The Ecoversity is a model that once functioning will inspire others and be applied in different functions.

Cultural and economic reform of people and nations
It will be a model for collective and individual communities. Program of studies for schools and universities based on a methodology and philosophy of open education, participatory, emphasizing values such as: unity, conservation, cooperation and planning for the future.

A model for cooperative farms
Currently, farmers struggle to produce and sell in a free trade market, where multinational corporations controlling the channels of distribution can raise or dump prices at will. Our goal is to use this project to generate and promote the formation of a strong network of cooperatives and farmers.

We will seek to create dignified employment with new profile titles, such as engineer of alternative energies, while maintaining and strengthening traditional carpentry, tailor, and shoemaker trades.

FUNDAMENTAL GOALS AND DEFINING PRINCIPLES

 * 1) Permanent work to obtain auto-sufficiency
 * 2) Mitigate as much as possible our ecological footprint, eliminating consumption of industrial products, of petroleum and gas, of products that are polluting, live-cut timber from forests and especially water sheds-- using gray water treatment systems, composting toilets, alternative energy and scrap-lumber-based construction.
 * 3) Producing organic foods, recycling nutrients, generating fertilizers with internal consumables, controlling plagues and sicknesses using natural methods to reach the climax of the system.
 * 4) Tending to and caring for all species with compassion, practicing non-violence, non-deprivation of freedom, healthy nourishment and the integration into all systems. Proection and recuperation of forests, wildlife and watersheds, maintaining biological corridors, areas designated as reserves and recovering forest.  Prohibition of violence on all levels; towards the self, others or nonhumans.
 * 5) Maintaining and caring for all communal spaces and promoting a dignified use of personal space.
 * 6) Practicing mutual respect for the right of each person to have personal space, peace, tranquility and space to engage in personal seeking.
 * 7) Mutual respect for culture, religion, sexuality and personal habits, to the point that it does not affect the right of others to express the same.
 * 8) Healthy diet based on locally grown vegetables, tubers, grains, fruits and seeds of the season, ideally a vegetarian diet, but allowing for the occasional consumption of meat and fish where warranted by population surpluses. Food prepared by participants in the center, with products produced internally or, if necessary, in close proximity using trade and barter to exchange goods.
 * 9) Internal resolution of conflicts based on group consensus, permanent dialogue, ceremony and communal support and reflection.
 * 10) Methodology of studies should not cause stress, fear, competition, or use as pedagogy the uncritical memorization of information or quantitative evaluations.
 * 11) Within each area of knowledge there will be a facilitator who will be a specialist on the subject.
 * 12) The apprentices will carry out projects or work-study in a collaborative manner, and this space will act as the scene for the socialization, construction and validation of theories.
 * 13) The evaluation of the apprentices and facilitators will be carried out through individual reflection, group reflection, and the results of completed projects, although the success and failure of these projects is to be judged on basis of the ability to resolve difficulties, to be creative and innovative, to present ecologically sustainable solutions, humanly just and economically viable, and the ability to demonstrate to others, providing a smooth transition from apprentice to fascilitator.
 * 14) Areas of study are interconnected and interdependent, without fragmentation of types of knowledge, nature will be an open amphitheatre along with other designated and constructed areas using the principles of bioarchitecture.
 * 15) Facilitators and apprentices will work together to form their schedules, responsibilities, goals and work rules.
 * 16) The center will include a day-care center and primary school allowing everyone regardless of age or gender the experience of sharing with children. A member of the Ecoversity with children will be able to keep them in the Ecoversity, allowing for the integration of the entire family into the daily life of the center. For examples of how a carpentry department can contribute to providing education toys within Ecoversity please see Essential Preschool Part I.
 * 17) An overriding goal is the happiness and peace of every participant.

Indicators of Success
Producing a majority of organic food stuffs for internal consumption while generating excesses for sale in the cooperative store. Production of energy to cover the needs of the center using renewable sources at the site. Sustainably produce the majority of natural building products such as wood and fibers, and other materials such as clay, rock and sand for construction, art, basket weaving etc. Achieve a balanced economy that in five years should be totally independent of external support from similar projects. Act as inspiration for other proposals, collaborating in the development of other centers in different parts of the world, and to help schools, businesses and other types of organization with interest in applying some principles of the proposal. Each year there should be more people wishing to attend the center, resulting in the necessary construction of new centers to accommodate. The “ecobusinesses” created within the Ecoversity should be a model for green business, economically viable, ecologically sustainable and socially just. Those who make up the Ecoversity share knowledge and skills with others through personal interactions and organized projects that inspire those around them.

Areas of Study

 * 1) Sustainable construction and sustainable architecture
 * 2) Arquitecture / bio-architecture
 * 3) Ecological construction
 * 4) Sustainable management of resources
 * 5) Appropriate technology
 * 6) Renewable energy and its production
 * 7) Water systems management
 * 8) Agriculture
 * 9) Fields and wild areas
 * 10) Management of major and minor species
 * 11) Beekeeping
 * 12) Aquaculture and pond management
 * 13) Fruiticulture, Management of Productive forests
 * 14) Strengthening native species counts
 * 15) Culinary Arts and Food Processing
 * 16) Arts and Crafts
 * 17) Ceramics
 * 18) Textiles
 * 19) Carpentry
 * 20) Blacksmithing
 * 21) Performing Arts
 * 22) Music
 * 23) Theatre
 * 24) Dance
 * 25) Circus
 * 26) Story Telling
 * 27) Body-mind-spirit
 * 28) Holistic medicine
 * 29) Bodyworks
 * 30) Philosophy of human ecology
 * 31) Sustainable and ecological economy
 * 32) Neolithic skills

Definitions

 * Holistic:
 * Eco-education:
 * Integration:
 * Sustainibility:
 * Eco-business:
 * Alternative energies:
 * Appropriate technology:
 * Barter:
 * Fair trade:
 * Green economy:
 * Bioculture:
 * Qualitative:
 * Quantitative:
 * Participatory methodology:
 * Informal education:
 * Formal education:

TIME TABLE
A Process of Transition

To achieve sustainability or autosufficiency is a slow and complex process that includes many different aspects. Each year we hope to move closer to becoming completely Sustainable, these steps include:

Phase One
Will last one or two years during which the intention is to open the Ecoversity with a maximum of fifty people, the topics of study will be focused on the most basic subjects required for the development and management of the center, and will include: agriculture, crafts, culinary arts, permaculture design, alternative energy, resource management and eco-construction. The materials, tools and some designs will depend on external sources with an emphasis on fair trade goods, quality and environmental and social responsibility. Students will participate in the design, construction, implementation and maintenance of basic infrastructure and biological systems necessary to prepare phase two:
 * General design
 * Primary construction, such as dormitories and classrooms
 * Planting trees and fruit trees
 * Terracing, erosion control
 * Energy systems and waste management
 * Production of tools
 * Surveying and mapping of site

Phase Two
Will last one to two years. In this stage we intend to grow to one hundred participants. New areas of focus include: Appropriate technology, arts, education and architecture. We will also delve deeper into the fields already explored.

During this phase we hope to begin providing some of our own tools and materials from the site. In spite of this, we will continue to depend on external resources. Participants will develop and improve the infrastructure in preparation of phase three:
 * Detailed design of buildings and landscape
 * Design of water systems, lakes and reservoirs
 * Construction of communal areas; dining area, kitchen, sitting rooms, auditorium, workshops, etc.
 * Gardens
 * Agro-pastoral and agroforestry systems
 * Terracing
 * Plant wind blocks
 * Energy and waste management systems
 * Management of water and wind energy
 * Drainage and irrigation
 * Production of tools
 * Festival and presentations

Phase Three
Will last one or two years, and the intention is to continue growing up to two hundred participants. In phase three we will open all areas of study, including: natural medicine, green economy, spirituality and performing arts, philosophy, sustainable industrial design, etc. We will also continue to develop and expand upon preexisting programs.

During this phase most of the tools and materials will be produced on site. However, there will continue to be a dependence on external resources. Participants will develop and improve upon infrstructure to prepare for the following phase. The previously mentioned activities will continue, while new ones are added:
 * Stabilize of reservoirs, ponds, and aquducts
 * Development of appropriate technology
 * Construction of individual housing
 * Animal husbandry
 * Open markets and fairs
 * Production of natural products for sale

Phase Four
During this phase we will move towards stabilizing the system, achieving an equilibrium and interdependence of systems. The number of participants may grow to as many as five hundred of all ages, origins and interests. Participants will be working in all areas of the center and learning through their personal experience. This phase will finish when the Ecoversity obtains economic autosufficiency-- that is to say, it no longer depends on donations and external sources of income, and it begins to generate income that can be invested internally.

Phase Five
The Ecoversity as an organization is now generating sufficient income to invest in the stability, development and support of other similar projects.

Funds
Center for coordination 1.	Rent

Phase One:

Phase Two:

Phase Three:

Phase Four:

Phase Five:

Site: Costa Rica?
Ideally the Ecoversity would be located in a country that enjoys a strong level of socio-political stability, permitting security, tranquility and allowing for foreigners to travel in and out of the country without hassle or danger. We believe there are certain advantages in choosing a developing country, given that the Ecoversity will hopefully contribute to this development in an ecologically and socially responsible way.

The size of the site must be large, taking in to consideration the number of people that will eventually live here and our goal for autosustainibility. We will need ample space for the production of food, medicine, energy, construction materials, wild areas, as well as space for housing, classrooms, kitchen, etc.

With this in mind we propose as a minimum 500 hectares, that is to say one hectare per person, which will insure autosustainability and conservation. If this is achieved, it will serve as powerful example and model for others, completing with an important goal of demonstrating how individuals and institutions can diminish their ecological footprint by living more harmoniously in their local environment.

It is essential that the site have access to a source of potable water; whether from rain, local water table, river, spring, or a combination of these. The water plan must support five hundred people and their basic needs without harming or overexploiting the source(s). (We do not consider irrigation a necessity. Instead the correct selection of plants and management of water systems presents a more sustainable practice than watering plants that do not survive on site without irrigation).

It is to our advantage that the site be in an area that has been previously harmed, allowing the Ecoversity to work towards the establishment of natural equilibrium, rather than a wilderness area where the presence of the Ecoversity may cause a negative impact.

Considering the above points, Costa Rica presents the preferred site and we are currently investigating potential sites.

The Ecoversity Work Group
The work group is the foundation upon which a detailed plan will be developed, taking in to consideration all aspects of the Ecoversity and supporting the process of development and stability until the Ecoversity can function independently.

Sustainable Design:
Sustainable design is the theoretical base for development. In this subject we will focus on the most advanced methods of systems design, processes, construction.

Permaculture design course (72 hours)

Annual course on sustainable design

Industrial design for clean production (cradle to cradle, upsizing, etc.)

Components: courses, workshops, service projects, green products

Architecture and Bio-architecture:
Bio-climate design (energy sinks)

Passive solar design

Properties of materials and natural forms

Components: service projects, courses, workshops

Ecological Construction:
Earth Paper Wood, Bamboo

Steel Concrete

Thatch

Tires

Garbage

Containers

Other resources and techniques

Components: courses and workshops, construction projects.

Appropriate technology:
Components: inventions and products.

Design and produce equipment with an appropriate function.

Green Renewable Energy:
Solar Wind Hydro

Biomass

“Free Energy” (Theories and experimentation with the teachings of Victor Tessla, Victor Schauberger etc.)

Components: Design and application of energy systems.

Water Systems Management:
Purification systems for potable, gray and black waters

Green machines

Reservoirs, lakes, and tanks

Management of channels and erosion

Bio-remediation

Harvesting rainwater

Components: Design, stability, maintenance of water systems

Bioculture:
Biodynamics

Grow biointensive

Medicinal plant species

Cultivars for fiber, construction and energy production

Management of pastures and woodlands

Management of plant and animal species

Beekeeping

Aquaculture and Fish farming

Fruits

Productive forests

Reinforcing ecosystems with native species

Tending horses, donkeys, and other draft animals

Components: Courses and workshops

Products: vegetables, fruits, milk, fish, meat, honey, wood and bamboo, fibers, medicinal plants, seeds etc.

Food Processing:
Alchemy of food

Added value

Culinary: vegetarian, vegan, raw food

Solar cooking

Cooking in season

Food to nourish the soul and the body

Different concepts of nourishment (naturalism, aiorveda, nutrition, etc)

Bakery, the use of homemade sour dough

Lactose processing, yoghurt, cheese, butter, etc.

Jams and preserves

Dehydrated vegetables and fruits

Processing sugar cane into brown sugar loaf, molasses, and sugar

Processing vegetable milks (soy etc.)

Processing seeds and nuts

Meat preparation

Extracting oils

Procuring honey

Dyes, soaps, natural cosmetics, essential oils

Components

Products

Food, cheese, butter and yoghurt, wine, break, dried fruits and vegetables, dyes, soaps, natural cosmetics, essential oils, vegetable milks, sugar and molasses, jams, etc.

Ceramics:
Building a grinder

Building and maintaining kilns

Making tools, pots, and inventions

Making planters vases etc.

Making tiles and watering systems

Musical instruments such as Ocarinas, etc. Building with adobe and molds

Sculpture and art with different styles of firing

Natural glazes

Components:

Textiles
Procuring wool, cleaning and spinning thread

Fibers originating from plants

Braiding ropes of different styles

Natural colored dyes

Making cloth using different techniques

Building a loom

Weaving cloth

Weaving baskets

Making paper

Carpentry
Appropriate Eco-Carpentry

Ecoversity should recognize in carpentry product manufacturing the other arm, so to speak, of forestry: in order to maintain and expand the forest with its functions including the feeding and housing of all organisms, members of the biocommunity to which we are contributing with our acts and declarations, we are obliged to learn the science and/or art of preferential reuse of discarded rather than "new" wood fibre product at every opportunity.

The U.S. Congress stated in the RESOURCES PLANNING ACT OF 1974 (Federal Law, Chapter 36, 16 USC : "In order to ... reduce pressures for timber production from federal lands, [Forest Service should]... develop techniques for the substitution of these secondary materials for primary materials, and promote and encourage the use of recycled timber product materials... both in the forests and in manufactured products."

This means:

a. in the forest, to select, gather, process and use dead wood, while avoiding cutting anything live;

b. in towns and cities, to institute a program for intercepting and gathering scrap boards and other reusable wood fibre products before they are mistakenly used for an unworthy purpose (such as fuel or mulch, pennies on the dollar), instead bringing them to workshops where a wide range of needed carpentry products are made from such material rather than from "new".

Forestry

Wherever drought or other factors threaten to cause bushfires (wildfires in U. S.), develop a program for gathering and removing hazardous biofuels. The material to be harvested divides in four main groups:

a. "Roundwood" i.e. trunks and branches of smaller diameter than usually thought of as lumber, but for which many uses exist in carpentry and manufacturing, subject only to the application of imagination and instruction of a labor force; to be bundled, delivered via truck road to carpentry shops;

b. trunks and branches too weathered or rotted to be usable for carpentry-- can be shredded or chipped and used for roadbeds, erosion-protection, mulch, or filling seasonally dry streambeds to promote water retention in uplands;

c. some of above to be pulverised into woodflour-- either the sawdust which is a by-product of cutting (a, above), or greater quantities made by feeding stock (b) into a designated pulverizor machine, which hopefully is 36" or narrower to be deliverable to remote forest areas by means of a lift truck running on a pallet-plywood pathway.  Woodflour is the most desirable material for composting.

d. Brush, stubble, small twigs, weedstalks etc. can be bundled and delivered (via lifttruck, as described above) to gullies, ravines, dry creekbeds, wadi's (middle-east) or wherever water-retention programs are feasible.

At the waterway (or drywaterway) site:

 * Lay a foot deep of woodflour (if available) in the creekbed.

 * Lay a foot or two deep of chips, shreds, etc. on top of that.

 * Lay bundles of brush etc. on top, maybe several feet deep.

 * Along the top of the mound, near the middle, lay out a series of pallets and nail/screw down pieces of plywood on top, binding the pallets together, and create a second layer if judged necessary to sustain liftruck loads passing.  This "covered waterway" system will be the primary woodland lifttrucktroad system, with occasional shorter branch lines leading off to wherever dry wood has been found in most abundance.  The lift truck will bring in old scrap pallets and plywood from the highway to extend the road system, along with compost from town and various supplies neded for the workers, and carry out logs of roundwood, sacks of woodflour and other export products.  The land within say 100 meters either side of such a ravine or waterway would be declared a near-100% fire free zone, and branch roads built to further sites where the volume of deadwood warrants it.

At each location where such a ravine intersects with a standard truck road capable of delivering trailers, a ground-Zero trailer camp would be set up, with interloading of products and materials going both ways (city/wilderness), residence for transient (summer) workers, children's activities and family services. Everyone down to age 3 would do some of the deadwood harvesting work and also learn other jobs along the processing and delivery routes. Carpentry terms in 30 modern languages will be learned by everybody.

(In order to procure government support this program might be given the name "Bushwater").

Types of wood

Techniques for extraction, drying, preserving, curing, trimming, stacking (storage for later use)

Techniques for pre-processing reusable scrap lumber salvaged and imported from urban areas Planning and building furniture and accessories

In this instance, the first order of business is to construct the shelving which will be used in community store, food centers, utility rooms, etc., entirely from salvaged rather than new lumber, thus saving not only the trees which are spared by using scrap lumber but also the trees which are spared by preventing the waste and loss of resources that might be discarded by a thriftstore due to lack of storage facilities.

The very worst pieces of wood with a length of at least a meter (39 inches) can be used to build compost bins, each on a pallet or equivalent structure.

Building musical instruments (see discussion of wood-based toy instruments in Essential Preschool Part I)

Blacksmithing
Technical studies and theories of the history of iron and the production of tools, furniture, and metal art. Participants in this field will learn from the basics – from the extraction of iron, or recycling post consumer iron, up to the final high quality hand-made product.

types of metals and their properties

Molds

Folding metal

Making tools

Strengthening

Soldering and welding

Components: Tools, furniture, utility art, workshops and courses

Music:
Components:

Theatre:
Components:

Dance:
Components:

Circus:
Components:

Storytelling:
Components:

Holistic Medicine:
Components:

Spirituality:
Components:

Bodyworks:
Components:

Popular Education:
Components:

Fundamentals:
Building shelter

Starting a fire

Hunting and gathering

A modern and relevant interpretation of what "gathering" means should include the systematic harvesting of dead branches, weedstalks, stubble, brush etc. for fire prevention purposes. This is work that can be done by every age and gender down to three-year-olds, with their family, using remarkable inadequately known tools such as anvil pruners, ratchet pruners and bundling wire, along with axes and saws.

The bundled bunches of brush can be used for erosion protection, roadbeds, etc., and laid in seasonally dry creekbeds or ravines, where relevant, to retard water runoff and promote reforestation. Primitive processing of natural materials

Camouflage

Tribal life

Native religions

Economy, Sustainability, and Ecology
In this course we will learn about different economic theories, and the problems resulting from neo-liberalism. We will learn about “Green Economics” and sustainable economy as well as the difference between the two. We will learn how to generate change in economic structures and explore the defining characteristics of fair trade ecological economics, as well as how to operate this type of system.

Participants in this subject area will be operating a bank for green investment that will also serve as the bank for the Ecoversity and be open to the public. The goals of this bank will be in accordance with funding of the project and in this way the donations are also recognized as “green investment.”

Components: Management of the bank and of “green investments.”

Cooperative Store
The coop may be located on campus if the final site is in a commercial zone or tourist area. Otherwise it will be located in the nearest commercial center from campus. In the store various products will be sold that are produced at the Ecoversity, including the shelves the other products are stacked on, and there will also be promotion for courses, activities, workshops, and presentations on campus.

The coop will be nonprofit. Products will be sold at the cost of production with a small mark up to cover costs of operating the store itself.

Participants will be operating and working in the store, in such a way that each individual contributes a certain number of hours per month.

APPENDICES
Italic text

Update (2012)
This proposal dates from 2007-08, so it appears to be on the backburner for now. You can Leave a note on Talk:Ecoversity if you're interested in reviving it.

Ongoing projects with a similar vision include Appropedia (homepage).

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

title: Ecoversity


text:
User talk:Simon hart~enwikiversity

templates
If you need help with templates, let me know. --JWSchmidt 14:02, 5 May 2007 (UTC)

Hello Simon Hart,

Are you looking for ways to bring Ecoversity into reality?

What are your three greatest needs right now?

Totalunschool 15:05, 29 July 2010 (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 Simon hart. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Simon hart~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 00:00, 18 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) 06:22, 19 April 2015 (UTC)

title: User talk:Simon hart~enwikiversity


text:
Talk:Ecoversity

Here is the Ecoversity Proposal please read, comment, edit, and discuss freely. Simon hart 14:16, 5 May 2007 (UTC)

 * Is anyone still interested in this?

 * At Appropedia we do a lot of work with universities - this is actually quite close to our vision, which we are working on now. --Chriswaterguy (talk) 01:16, 21 April 2012 (UTC)

I'm interested!... For the last 6 years- or so, I've been developing a similar project and would welcome the opportunity to discuss my project and interests in this project with you. If anyone (Simon-Chris?) is monitoring this wiki please contact me. Until Then, Michael skeptical4life

title: Talk:Ecoversity


text:
User talk:Hiiraan~enwikiversity

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

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

title: User talk:Hiiraan~enwikiversity


text:
Talk:Globewide Network Academy

Wikiversity email discussion
Integrate Globewide Network Academy content with Wikiversity--JWSchmidt 16:29, 5 May 2007 (UTC)

TwinMutex 1.0 CQ u.s.a. public domain
I'm gifting Globewide Network Academy with (cur) (prev) 19:38, 28 August 2009 CQ (Talk | contribs | block) (263 bytes) (TwinMutex 1.0 CQ u.s.a. public domain - initialise liquidThreads @PREV @CURR @NEXT) to the National Academy of Science.  are now Twins (Equal in value, congruent in scope, similar in stature, within range of any legal non-profit - free. Wikiversity - Bring knowlege home. This is the old WikiPraxis idea. Remember? CQ 19:48, 28 August 2009 (UTC)

Globewise Network Academy seems out of business
The Globewise Network Academy entry points to a web site that is parked and for sale. This entry doesn't seem valid anymore and should be removed.

title: Talk:Globewide Network Academy


text: Category:Environmental studies

title: Category:Environmental studies


text:
Java Collections Overview

Collections are objects whose sole purpose is to store other objects, like arrays. Unlike arrays, however, collections have convenience methods to, say, return a portion of the original collection. A drawback of collections is that they can't hold primitives. (They can, however, hold wrappers, like java.lang.Integer.)

All collection objects ultimately implement the java.util.Collection interface. However, few if any implement the interface directly. There are multiple sub-interfaces of Collection that specify additional methods. These sub-interfaces decide the functionality of a collection; individual classes usually differ only in implementation. (For example, both ArrayList and LinkedList fulfill the general contract of the List interface, but do so differently.)

Most implementations of the Collection interface are in java.util. Exceptions will be noted when introduced.

Although the Map interface does not extend Collection, it is usually included in discussions of collections and will be explained here.

Hierarchy of Collections
The actual hierarchy of what extends what, and what implements what, is fairly intricate. Here is a simplified hierarchy of the collections framework:

 * Interface java.lang.Iterable
 * Interface Collection
 * Interface List
 * Class ArrayList
 * Class LinkedList (also implements Deque)
 * Class Vector
 * Class Stack (legacy class, use Deque, which is more powerful)
 * Interface Set
 * Class HashSet
 * Class LinkedHashSet
 * Interface SortedSet
 * Interface NavigableSet
 * Class TreeSet
 * Class EnumSet
 * Interface Queue
 * Class PriorityQueue
 * Interface Deque
 * Class LinkedList (also implements List)
 * Class ArrayDeque
 * Interface Map
 * Class HashMap
 * Class
 * Interface SortedMap
 * Interface NavigableMap
 * Class TreeMap

Sets
* Because an object's position within the HashSet depends on its  (and its contents), changing an object changes its position in the HashSet. Objects within a HashSet should be made immutable or should be removed, changed and then re-added to the HashSet. Otherwise mutating objects within a HashSet, will result in the  method failing to find the object.

** Since objects are added in Comparable sort order when objects are inserted and not recalculated when the object is mutated, the sort order of the TreeSet maybe be incorrect if the object is mutated. Objects within a Treeset should be made immutable or should be removed, changed and then re-added to the TreeSet.

title: Java Collections Overview


text:
Wikiversity:Project requests

This is a page to coordinate new project requests. You can:

 * Write on this page an educational project or idea you wish to pursue.
 * Put your name beside projects you are interested in.

This is intended to be a simple way to network with participants on Wikiversity.

List of projects

 * How to use PGP: HappyCamper, ...
 * What is PGP?

 * How to propagate bulbous plants properly: HappyCamper, ...

title: Wikiversity:Project requests


text: User talk:Vishal224

title: User talk:Vishal224


text: User:ArturZ/Desk

title: User:ArturZ/Desk


text: User:ArturZ/D header

title: User:ArturZ/D header


text:
User talk:24cell~enwikiversity

Image copyright problem with Image:Nodes3.jpg
Thanks for uploading Image:Nodes3.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. – Mike.lifeguard | talk 23:52, 28 September 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called 24cell. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name 24cell~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 23:26, 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) 06:01, 19 April 2015 (UTC)

title: User talk:24cell~enwikiversity


text:
User:A.Z./Desk/Miscellaneous

 Welcome to the desk! (...) (insert text here)

= May 5 =

Idiotic Commercials
Have you seen them ? They're really getting stupid, so bad that a one month old knows they're shit. I've seen some really bad ones, such as that commercial about a damn lizard, caveman and that Head On commercial (parodied by Jay Lenno as "Ass On" in which you rub a burger on YOUR ass). Do advertisers really believe that people are really dumb or even retarded ? 205.240.146.147 01:08, 5 May 2007 (UTC)
 * Someone even told me that sports do make people stupid as well, borne out in sports related commercials that are really stupid. (me vomiting at seeing a idiot advertising something stupid.) 205.240.146.147 01:11, 5 May 2007 (UTC)

 * Wellz, repetition DOES work. I can still remember the damn Head On thing long after I've seen it. Splintercellguy 01:12, 5 May 2007 (UTC)

 * Maybe they're deliberately making them look stupid so they will be talked about on the internet and more people will watch it. Viral marketing. --antilivedT 02:50, 5 May 2007 (UTC)

 * There is some (amusing) info at HeadOn and in this Slate article. As a personal note, if its that idiotic why is it one of the thousands of commercials out there that sticks in your head enough to comment on. In terms of generating brand awareness, its second to none. Rockpocket 08:02, 5 May 2007 (UTC)

 * There's three ways to make an advert memorable: make it intelligent (eg Cog, BRAVIA Balls), stupid (eg HeadOn, Crazy Frog) or controversial (Ford Kat, Bride Has Massive Hair Wig Out). Either way, people are going to send it to other people and spread the word. Laïka  10:16, 5 May 2007 (UTC)

 * The point of an advert is to have you remember their name - and preferably repeat it as often as possible. They can do that just as well with a bloody annoying advert as with a good one.  As bad as your examples are - you are remembering them, paying attention and passing the company name on to other people.  They worked!  Annoying adverts are probably easier and cheaper than amusing adverts. SteveBaker 16:54, 5 May 2007 (UTC)

 * A "visual thinker"'s spoken. --Taraborn 17:04, 5 May 2007 (UTC)

title: User:A.Z./Desk/Miscellaneous


text:
Filmmaking Basics/Camera Lenses/Positioning the camera

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Answer to the Pop Quiz
 * style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The answer

 * You do whatever you need to do to get the shot!

 * You can never get the shot you want if you use the wrong focal length.

 * Instead, pick the correct focal length (telephoto for warm and wide angle for cold) and then move heaven and earth to get the shot you want.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Move everyone and everything
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

It is all fake
Unlike a documentary, when you film a motion picture, it is all fake.

Don't try to make it real. Move the actors and/or the movie set to get the shots that you need. Don't worry if the setups is not real. Nothing is sacred!

Below are examples of getting an over-the-shoulder shot. To get the shots to look correct, the actors are in very unnatural position.

 * 1) With a strong telephoto lens, the actors might be very far apart. The two actors might not even be in the same room.
 * 2) With a strong wide angle lens, the two actors might be standing on each other shoes they are so close together.

But that is what is necessary to get the shot. So that is what you do!

 * style="padding:0em 0.5em 0em 0.5em;" |

Whatever it takes!
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

If this is the picture you need, you must move the actor, move the movie set and/or movie the camera to get this shot. You do whatever you need to do to get the shot.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Wide angle / neutral / telephoto
 * style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

How these are filmed

 * The shots below are not filmed the same. If they were, they would be even more exagerated.

 * In the wide angle, the boy would look too small. In the telephoto shot, the boy would look too big.

 * That is why the actors must be moved to unnatural positions. To make it all look OK.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Wide Angle
 * style="width40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Look how close the actors are!!!!
Even with the actors almost toe to toe, the two actors seem very far apart. In this shot, the actors look emotionally distant from each other.

Remember that filmmaking is all about creating the correct illusion.

 * style="padding:0em 0.5em 0em 0.5em;" |

Move the actors
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Move the actors together.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Neutral
 * style="width40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

2. If you want this shot

Look how far the actors are apart. The actors would have to yell to hear each other (but of course, you don't ask the actors yell.) In this shot, the actors feel close together emotionally.

Remember that filmmaking is all about creating the correct illusion.

 * style="padding:0em 0.5em 0em 0.5em;" |

Move the actors
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Move the actors apart.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Super strong telephoto
 * style="width40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Now look how far the actors are apart!!!!
The actors would have to scream at hear each other (but of course, you don't have the actors speak over a normal speaking voice.) In this shot, the actors feel close together emotionally.

Notice that the actor could have turn his head away from the camera slightly. When he turns slightly, he will not be looking the girl when he says his lines. So what? As long as you get a good looking shot!!!!

Remember that filmmaking is all about creating the correct illusion.

 * style="padding:0em 0.5em 0em 0.5em;" |

Move the actors
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Move the actors even more.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Let's take a quick quiz
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Next we study lenses in depth, Click here for the last page of this lesson.

 * }


text:
Ear training/Perfect pitch

What's perfect pitch?
Perfect pitch, also called absolute pitch, is the ability to identify or sing a musical note without hearing a known reference pitch. Someone with perfect pitch can identify the letter name (A, G# etc.) of any musical pitch just by listening to it (passive absolute pitch). Someone with perfect pitch may also be able to sing any named note without hearing it (active absolute pitch).

Can perfect pitch be learned?
It is not clear whether perfect pitch can be fully learned by someone who does not posses it naturally. Some research indicates that passive absolute pitch (the ability to identify the letter name of any given note) can be learned through certain types of ear training. There are several courses and software programs that claim to be able to teach perfect pitch. One of these is a program called Absolute Pitch 2.16, available for free download here

Color Hearing
[This technique I learened from a friend, who then supplemented me with some audio tapes on the subject. Raspberry 22:14, 21 December 2007 (UTC)] It is called Color hearing, and the theory is based on this assumption:

Colors, like sounds, are defined by their vibrations. For instance, we define 'red' as 650 nm in the visible light spectrum, and 'blue' is around 475 nm. We recognize these colors easily, _without knowing their relation to anything else_ (meaning we do not have to see the color green to be able to recognize blue, as opposed to relative pitch, where one needs to hear a C first, and then is able to recognize the interval between the C and the note). We are much easier at recognizing colors because we have been submerged in a world of color our whole lives. Musical tones, however, are generally not taught at a young age, and not considered as significant as knowing colors.

Colors and tones are extremely similar when viewed in this way. Tones are also defined by their vibrations (of lightwaves), such as A4 is 440 hz, and C3 is 130.813 hz. Color hearing says that we can learn to identify pitch just by their unique sounds, in the same way that we recognize colors, along with voices, faces, and other things in our life. By just realizing this, and listening to notes and learning to recognize their unique tones, perfect pitch is possible.

The tones in between notes are like different shades of a color, and theoretically can also be recognized like the tones themselves. One contradiction to this states that though people know the color red, they cannot choose a definite shade, such as 650 nm exactly. This means that choosing exact tones, such as 440 hz exactly, is also difficult. But adherents to color hearing techniques say that these can be overcome with practice.

Color hearing can also be defined as the technique of applying colors to certain tones. It suggests that you close your eyes, listen to a pure tone and see what color your mind associates with it. With concentration and practice, this color should appear when the tone is heard. This association doesn't have to be colors, but can be any stimulus, such as feelings, textures on the skin, physiological reactions, even tastes. The more 'far out' associations are associated with synesthesia, a condition where sense input and outputs are confused in the brain, allowing the person to 'hear' colors and 'taste' sounds.

Personal suggestions
I have had the most success by simply trying to hum a C, and then checking myself on a piano or pitch pipe to see whether I was too high or too low. I've gotten to where I can almost consistently hum a C without playing it. Next I'm going to try to learn G. I don't have perfect pitch yet, but I seem to be getting closer. -MusicWeaver 06:10, 6 May 2007 (UTC)

With no starting pitches, I can name any white key played in the piano, with my mind totally blank. I wake up early, go to work in the music department and every day I walk up to the piano after a silent morning and can name any white key I press without looking at them. I'm still working on the black keys. Raspberry 19:45, 10 May 2007 (UTC)

Limitations of Perfect Pitch
Keep in mind that it is not clear whether it can be fully learned by someone who does not posses it naturally. Relative pitch is considered to be far more useful and can be acquired by learning to identify intervals, chord types, and scales through ear training.

title: Ear training/Perfect pitch


text:
Category:OSCE

The OSCE is the observed structured clinical examination, the exam where medical students interview an actor playing the role of patient. These usually consist of scenarios typifying cases that students are likely to come across multiple times in their medical training. This module will contain a list of common OSCE stations and an approach to each.

title: Category:OSCE


text:
Parkinson disease (OSCE)

Physical Examination of Parkinson's Disease

Vitals
mask face patient / expressionless / slow gait
 * orthostatic hypotension

General

 * depressed affect
 * loss of spontaneous movements

Facies

 * blank and expressionless face with ↓ blinking (mask like facies)
 * sialorrhea (drooling)
 * facial seborrhea (dry flaking skin)
 * blepharospasm (forced involuntary closing of eyelids)
 * blepharoclonus - flutter of closed eyelids
 * Titubation - tremor of head
 * glabellar tap positive
 * supranuclear palsy - weakness of upward gaze
 * seborrheic brow - a sweaty or greasy brow
 * diaphoretic brow - due to autonomic dysfunction

Speech

 * microphonia
 * soft, faint and hard to understand
 * Palilalia - repetition of last word similar to stuttering
 * slow thinking

Tremor

 * pill rolling (4 - 8 Hz)
 * begins distally (fingers, hands, forearm), can involve chin and mouth
 * resting tremor (far less prominent with movement)
 * ↓ with finger to nose testing
 * ↑ tremor in L hand if clench R hand or serial 7's

Dampening

 * difficulty with repeating movements
 * effort dampens when asked to repeated tap thumb and index finger together

Gait and Posture

 * have patient rise from a chair, walk, and turn, look for:
 * difficulty initiating, stopping, and turning (en bloc turning)
 * shuffling gait (march a petit pas)
 * propulsion/retropulsion - tendency to fall forward or backwards)
 * festination - patient walks faster and faster as to not fall over
 * lack of arm swing
 * stooped posture
 * Kinesia paradoxica (can do rapid movements but not slow ones)

Cog-Wheel Rigidity and Tone

 * test by flexing-extending the patient’s elbow or supinating-pronating their wrists
 * ↑ when patient moves head side to side
 * if no hypertonia, ask the patient to move their head side to side. This maneuver should increase cogwheeling rigidity
 * Dorsal tendon reflexes are unaffected

Mental Status

 * MMSE
 * dementia
 * slowed thinking
 * depression
 * insomnia

title: Parkinson disease (OSCE)


text:
User talk:Koppertone

Welcome to Wikiversity! Thanks for your contributions. If you need any help, feel free to visit my talk page. All the best, --HappyCamper 04:39, 6 May 2007 (UTC)

Welcome
Welcome to the med school! I'm one of the crazy docs trying to get things moving, and I'm very happy to see a med student around. I can be found on my user page and at Topic:Internal Medicine. If you don't mind, tag your medical contributions with category medicine as well as whichever you're using now. Thanks much. PalMD 02:59, 11 May 2007 (UTC)

OSCE module navigation
I added the following to the pages you started:

Other OSCE modules
Thanks for your additions to Wikiversity. If you add more OSCE modules, please click the small "e" on this navigation box and add the new pages to the list. --JWSchmidt 23:49, 12 May 2007 (UTC)

Re: removing "Reduction" and "Replacement" from article text, Dec. 1

1. This removal was grounded with an observation that these sections would not be helpful in preparing for an LMCC examination process-- following your links I was able to see what MCC refers to but the "L" eludes me. Maybe the title "Smoking Cessation LMCC" needs to be expanded to give non-Canadian readers an idea what is involved in "L", or to give fair warning if the authors didn't feel that article would be of interest to anyone but Canadians.

2. The suggestions in the removed material were rewritten as part of a parallel article, titled simply "Smoking Cessation", starting with the same quote from a paper by Hughes et al. I feel the "reduction" idea-- featuring a mini-utensil-- and "replacement" of tobacco by other herbs of which many are safe, legal and advantageous, are two ideas that belong in any article which lists the other remedies this one lists. On the other hand there is a major difference: these two R's cost little or nothing compared to the other approaches, compare $1 an ounce for oregano (1132 servings) with items which mostly cost at least $20 a box, or per meeting or whatever. One wonders if there is an agenda behind any supposedly public medical examination process steering the doctorate candidates toward big-name private-sector remedies which have a lucrative price tag, as compared with something cheap like making a mini-utensil out of a $1 socket wrench, right in one's own garage, etc.64.107.1.126 22:45, 10 January 2008 (UTC)

Response
The "L" in LMCC stands for Licentiate. I have no influence on the content of the LMCC examination. If you feel that the objectives of the examination should be changed, please contact the Medical Council of Canada at http://www.mcc.ca Please also note that 20% of the article deals with pharmacology, the remainder deals with counseling issues. I can say that, having gone through medical school, that the focus of our training in regards to smoking cessation is on counseling with pharmacology as a second line therapy.Koppertone 15:51, 4 March 2008 (UTC)

Candidate for Speedy Deletion
Your page Regular Visits (Primary Care Pediatrics LMCC)) has been tagged as a candidate for speedy deletion. Would you like this page deleted? Ottava Rima (talk) 02:34, 15 September 2008 (UTC)

title: User talk:Koppertone


text:
User:MusicWeaver

Hi! I'm a composer and pianist in my 20's with a bachelor's in music. I love using Wikipedia and Wikiversity. I love sound technology and have a small recording studio at home. I also love composing music and may soon have a CD commercially available.

I have several piano students and enjoy helping them learn. Although I don't consider myself an accomplished organist yet, I am the main organist at my church. I sing in the St. Louis University Mastersingers, and also direct my own small vocal group. Hoping to learn and share knowledge with other wikipedians.

title: User:MusicWeaver


text:
User talk:MusicWeaver

Hi there - here's a warm welcome to Wikiversity! We're happy to have you here, and I look forward to seeing more of your music related edits. If you have questions, feel free to leave messages on my talk page. There's also the colloquium where lots of participants gather for general discussions. Check out the special pages too. See you around the Wiki! --HappyCamper 04:52, 6 May 2007 (UTC)

Welcome and thanks
I noticed your contributions to the Ear training series. Thanks. I work on Blues basics and Audio Engineering. I was wondering if you plan to upload some audio files to go with the ear training lessons? (Example: for Guitar/Lessons) We have a series for developing audio resources beginning with Getting started with sound recording. We've even started experimenting with online music collaboration leading up to Jamming Online. I think it would be neat to start a choral music department. -- CQ 18:33, 6 May 2007 (UTC)

Hi CQ
I noticed that you've made huge contributions to wikiversity and seem to be a long-standing member. I'm quite new to wiki, but I love it. Yes, I was thinking about adding audio files to the ear training sections because that's the only way for users to properly learn and practice ear training skills. I think I'm equipped to do it; I just have to find the time, maybe next week. It would be awesome to eventually have an ear training section complete enough that I could refer it to my piano students and vocal group members for extra practice.

I love the idea of jamming online, although I'm not sure I'd be much help developing the user interface - it sounds cutting edge!

What would this choral department consist of? Information and resources for vocal groups? Or some sort of an online group of wiki members?

Thanks for the info! Let me know how I can help. I primarily use Cool Edit Pro, Reason, and external synths.
 * Choral department? Could be a lot of things such as those you cite. But maybe also a series of audio files that allow individuals to join a progressively growing musical number of some sort by adding "tracks" or something. We need to see some growth, of course. But hey. It's all "ground floor" stuff right now. See Sonic user interface and join the brainstorm! -- CQ 23:28, 9 May 2007 (UTC)

Re: Wikiversity the Movie (15th August 2009)
Hello, there is a new time frame set for the Wikiversity the Movie: it is 15th August 2009 - our next Wikiversity Day. Are you still interested in helping with the music/soundtrack ? If so, please leave a note at: Talk:Wikiversity the Movie/Music. See you, Erkan Yilmaz uses the Chat (try) 14:31, 23 August 2008 (UTC)

title: User talk:MusicWeaver


text:
ECG/EKG Analysis

Calibration

 * paper speed is normally 25mm/second
 * therefore each 1mm box in the x axis = 0.04sec
 * a 1mV test pulse is normally over 10 mm
 * therefore each 1mm box in the y axis = 0.1 mV

Rhythm

 * P wave upright in I, II, AVF
 * PR interval > 0.12
 * P wave for every QRS
 * QRS for every P wave

Rate

 * 300,150,100,75, 60, 50 rule
 * If rhythm is not normal count the number of QRS complexes in 25 big boxes (5 seconds) and multiply by 12
 * (an alternative method is to count the number of QRS complexes in a 10 second duration and multiply by 6)
 * tachycardia >100bpm
 * bradycardia <60bpm

Axis

 * QRS upright in I and aVF
 * If not upright in aVF look @ II
 * If upright then axis is normal
 * If not then there is left axis deviation

Intervals

 * PR 0.12-0.20 (3-5 squares)
 * QRS < 0.10 (2.5 square)
 * QT <0.44 (11 squares)

Atrial enlargement

 * Right atrium - lead II - p wave wave's initial component is enlarged, taller 2.5mm
 * Left atrium - Lead V1 - p wave downward deflection of terminal component

Ventricular hypertrophy

 * Right ventrical - tall R waves in V1 and V2, deep S in V6
 * Left ventrical - tall R wave in V6, deep S in V1, plus one of
 * R in V5/6 > 26mm
 * S in V1 or 2 + R in V5 or V6 > 35 mm
 * R+S in any chest lead > 45mm

 * R in aVL > 11mm
 * R in I > 15mm

Bundle Branch Blocks
note: normally depolarization of the ventricular septum is stimulated by a branch of the left bundle

incomplete block: QRS 0.10-0.12 (2.5-3 squares) complete block: QRS > 0.12 (3)

RBBB

 * R' in V1
 * S in V6

LBBB

 * absent normal R in V1 and Q in V6 (initial depolarization directed to LV)
 * terminal R' in V6 and downward deflection in V1

LAFB

 * Q wave in I, aVL
 * initial R wave in II, III, aVF

LPFB

 * Q in II, III, aVF
 * initial R wave in I, aVL

Q waves

 * may be normal in V6 and aVL
 * pathologic > 0.04, depth >25% QRS height

Inferior: II, III, aVF    RCA Anteroseptal: V1-V2  LAD Anteroapical: V3-V4   LAD (distal) Aterolateral: V5-V6, I, aVL   CFx Posterior: V1-V2 (tall R, no Q)  RCA

MI

 * ST elevation - returns to baseline in days
 * T wave inversion - weeks to months
 * Q wave - persists
 * if ST remains elevated - fibrotic scar (ventricular anurysm) developed

Pericarditis

 * diffuse ST elevation
 * PR depression

Hyperkalemia

 * tall "peaked" T waves
 * flat p
 * wide QRS

Hypokalemia

 * U wave
 * ST depression
 * flat T

Hypercalcemia

 * decreased QT interval

Hypocalcemia

 * increased QT interval

External link

 * EKG Reference Guide - Arrhythmia lessons, drills and tracings
 * EKG Academy – free EKG lectures, drills and quizzes

title: ECG/EKG Analysis


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Ear training/Chords

What's a Chord?
A chord is made up of several musical pitches played together to produce harmony. To understand chords, it's helpful to first understand intervals. There are two main categories of chords in Western music: triads and seventh chords. A triad is a chord made up of three pitches played together, each being an interval of a third apart. A seventh chord is made up of four pitches played together - a triad plus an additional note that forms the interval of a seventh above the root of the chord. There are other less common catagories of chords as well, including ninth chords, eleventh chords, and thirteenth chords, but they are less common.

Every chord consists of several pitches (notes) played together. In a triad, the lowest note is called the root, the middle note is called the third of the chord, and the top note is called the fifth of the chord (the order changes if the chord is inverted - a common practice discussed later). A seventh chord is the same, except that it also has a seventh, making it a four-note chord. The third, fifth, and seventh of the chord are so called because they form the interval of a third, fifth, and seventh above the root, respectively. Therefore, in a C major triad (which is made up of C, E, and G played together), C is the root of the chord, E is the third, and G is the fifth. In a C dominant seventh chord (C, E, G, and B-flat), C is the root of the chord, E is the third, G is the fifth, and B-flat is the seventh.

Starting at the lowest note and working up, every consecutive note in a triad or seventh chord is an interval of a third apart. Keep in mind that a third can be a major third or a minor third. Whether each third is minor or major determines the chord type.

The common types of chords are listed below. In a chord name, such as "D minor triad", the chord type is "minor triad", and the chord pitch is D. Since each chord has more than one pitch, the pitch of the chord's root determines the letter name given to the chord. So a "B major chord" is a major chord whose root or lowest note is a B (again, we are assuming that the chord is not inverted).

Major triad
One of the most common triads is the major triad or major chord. Using an instrument that can play more than one note at a time, like a piano or guitar, play the following notes at the same time: C, E, G. You've just played a major triad! If you don't know how to play these notes, ask someone else to play them for you. Listen to the chord carefully. Many people describe the chord as sounding "happy", as opposed to the minor chord (below), which sounds "sad". You can also hum the first few notes of the song On Top of Old Smokey. The notes that go with the words "top", "of" and "old" are the three notes that make up a major triad, although obviously you can't hum all three at the same time.

The above instructions tell you how to play a major triad starting on C, meaning that C is the bottom note or "root" of the chord. That chord would be called a "C major triad". So, a major triad with F as its root would be called an "F major triad". Like any other chord, a major triad can start on any pitch (A, F#, G-flat... you name it), as long as the interval between each note is the same. In a major triad, the distance between the root and the third (the bottom two notes of the chord) is a major third, which is four half-steps or four consecutive piano keys (counting both white and black keys) apart. The distance between the third and the fifth (the top two notes of the chord) is a minor third, which is three half-steps apart.

Minor triad
Another very common triad is the minor triad or minor chord. You can play a minor chord by playing these notes simultaneously: C, E-flat, G (C-minor triad). If you prefer to use only the white keys on the piano, you can play these notes instead: D, F, A (D-minor triad). This chord is often described as sounding "sad", compared to the major triad.

The interval between the root and third of a minor triad is a minor third, and the interval between the third and the fifth of the chord is a major third.

A minor chord is usually written with a lower-case m after the chord name. The examples above would be written as Cm or Dm.

Diminished triad
A diminished triad is constructed by stacking two minor thirds. An example on the keyboard would be the notes B D and F sounded simultaneously. Diminished triads are found on the seventh scale degree of any major key (i.e. the B triad in the key of C major). Diminished triads are found on the second scale degree in all minor keys, and on the seventh scale degree of harmonic and melodic minor keys but NOT natural minor (A.K.A. Aeolian mode).

Augmented triad
An Augmented Triad is just a major chord that is made larger. The fifth of the chord goes up by one half-step. For example, a C augmented chord, written Caug, is C, E and G#.

Dominant seventh chord
A Dominant Seventh chord, written with a 7 after the chord name, is a major chord with a minor 3rd added. For example, a C7 chord is C E G and B flat. The Dominant Seventh chord is one of the 3 important chords to know for any key, the others being the Tonic chord and the Subdominant chord. The Tonic chord will be built on the first note of the scale, and Subdominant chord built on the 4th degree of the scale, and the Dominant Seventh chord built on the 5th degree of the scale. So in the Key of C, the Dominant Seventh chord would be G7, with the Tonic chord being C and the Subdominant chord being F.

Ninth chords
A chord with more notes added than a 7th chord is called an upper extension chord.

A 9th chord is a 7th chord with the 9th added. For example, a minor 9 consists of 1 b3 5 b7 9. E minor 9 is E G B D F#

Chord inversions
A Chord can be inverted by changing the order of notes.

Examples
Triad of C major Chord(3 notes chord)

Root position : C,E,G

1st inversion : E,G,C

2nd inversion : G,C,E

Chord of G Seventh Chord (4 notes chord)

Root position : G,B,D,F

1st inversion : B,D,F,G

2nd inversion : D,F,G,B

3rd inversion : F,G,B,D

Learning with an instrument
Here are some basic steps for learning to identify common chords by ear.
 * Step 1: Pick two or three types of chords to start with, like major triad and minor triad (I recommend starting with these two). Learn to play these chords yourself on an instrument that can play at least four notes at once. In the section above titled Common types of chords are instructions on how to play each type of chord.
 * Step 2: Listen to the chords you've just learned as you play them. Notice any differences in sound between them. For example, a major triad sounds "happy" to many people, whereas as minor triad sounds "sad".
 * Step 3: Learn to distinguish between the chords you've learned. One way to do this is to have someone else play the chords one after the other at random, and see if you can identify which one is being played without looking at the instrument. Do this until you can consistently guess which chord is being played just by listening to it. Now you can go back to step one and repeat this process with two or three new chords.

title: Ear training/Chords


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User talk:JWSchmidt/More 2007 discussions

Note: this is an archive of old discussions. Please do not edit this page. Continue these discussions at User talk:JWSchmidt. There are other archives at User talk:JWSchmidt/Discussion archive.

Writing documentation for quiz extension
I'm currently part of a small team at MediaWiki writing documentation for the quiz extension (the one which is already implemented on en.wikiversity.org). It looks to me as if the most sensible place to add it would be Help:Quiz. However I'm not exactly an old hand around here yet and hesitate to jump into extending the official help system? Be bold? Or is there a more sensible place for this documentation? McCormack 09:29, 7 April 2007 (UTC)

We've got jorbis
Hey JWS ... got this out of a discussion with gmaxwell on wikimedia-tech. http://tools.wikimedia.de/~gmaxwell/jorbis/JOrbisPlayer.php?path=Wikio_3_with_license.OGG&wiki=enwiki&wtype=wikiversity

Should we include this on our sound links? Let me know. Historybuff 20:26, 11 April 2007 (UTC)

Probationary Custodianship...
Thank you for the opportunity to be a probationary custodian. I appreciate you having slapped me around in the past, and I presume you will do so in the future when appropriate =). I will do my best to help the community and make Wikiversity a great place. --Remi 05:11, 12 April 2007 (UTC)

Case policy/guidlines?
Are you aware of policies on Wikiversity about casing? For example, should Managerial_Economics be Managerial economics, and be  ? --Remi 22:19, 18 April 2007 (UTC)
 * Thank you; it was hiding from me. :) --Remi 22:36, 18 April 2007 (UTC)

Flashcards
Did you ever use flash card s when you went to university? I did. I had a big stack of Biology cards and soon divided them into ones I knew, and ones I didn't. Because they were hard copies the stacks stayed put until the next day when I went through my ever dwindling "don't know" pile. That way I could focus on the ones I don't know. It sounds trivial but all the virtual flash card applications don't do this. They may have a temporary hide, but if you ever leave the webpage or logout, it's all back to one pile.

Well I think it would be SWELL if we could do the same thing virtually here in the Merry Ole Wikivesity. Except it would have to be tied to a login somehow so that that person's cards would stay in the piles they set.

Do you think it's a good idea? If so, do you know someone with the technical expertise to make it? Andrew 22:32, 19 April 2007 (UTC)

Are we having fun yet? (10th grade computer science students=vandals)
I think the mystery is partially solved. I believe that the vandalism is by students of Russell Zahniser, better known to most people as "Mr. Z." who is a teacher at Boston Latin Academy. One of the vandals created a page for him. This year he is teaching 10th grade Physics and AP Computer Science. I am trying to contact him now.

The newest vandalism is by User:Josh Rimer. Please rollback.

Do we have a list of all the names that the vandals used in the last month? Robert Elliott 05:12, 21 April 2007 (UTC)

With regards to the portal of life sciences...
I was going to fix it, but it looks like you did, so I will not take action unless it turns out my understanding is incorrect. --Remi 17:58, 21 April 2007 (UTC)

modified templates
I see that you reverted an edit to Template:Unknown license The same user also modified Template:Upload Information which looks bogus. I don't know enough about template syntax to judge for sure.--mikeu 14:40, 22 April 2007 (UTC)

question on footnotes
I am sure this is a naive question, but I am a new wiki user and have been adding footnotes using. Anyway, I can't seem to be able to get rid of some footnotes. See This page.] Sometimes they magically disappear though. Any suggestions or explanations? Toddkaplan 16:17, 22 April 2007 (UTC)

Re:question about your edit
Oh! I'm sorry that I can't add the link to the Chinese Wikiversity from the Main Page of the English Wikiversity. I found that there is a Chinese Wikiversity just before and I wanted to put a link right in the Main Page. --Chaplin 09:28, 23 April 2007 (UTC)

Need a picture
I remember seeing a picture which I think you created which looks like Wikiversity icon at Holloween. Where is this image? I need it for a page I am working on (about software bugs). Robert Elliott 07:47, 25 April 2007 (UTC) Got it! Thanks Robert Elliott

Biochem and Pharmacy
Hello. Oddly enough (?) linking

to Pharmacy in the Biochem front page, Schools, leads to editing, not to school:pharmacy. Help? HolyZarkon 22:21, 25 April 2007 (UTC)

It works. Thanks. HolyZarkon 13:14, 26 April 2007 (UTC)

Categories and naming...
I'm trying to figure out how to make the category equivalent. There seems to be a lot of links... sort of like a messy spiderweb.

On another note, with respect to naming pages, it seems it would be prudent to keep names of things like "School:" "Topic:" and "Category:" closely conforming to naming conventions on Wikipedia so that way interwiki links will actually work when used as dynamic templates. On the other hand, things like courses, research projects, and some other pages in the main namespace, that would have no interwiki equivilant anyway, could be more flexible in the naming (i.e. Caps Wherever Is Appropriate). After all, on research papers and syllabi in brick and mortar colleges you would not see "Introduction to calculus", you would see "Introduction to Calculus"; and APA formatting states that main headings should use caps liberally on papers.

I hope that was clear, and if you have any suggestions or insights on how I could go about efficiently and effectively changing a category in such a way that it is functionally the same and also conforms to naming standards it would be appreciated. --Remi 19:48, 26 April 2007 (UTC)

Voice Conference
I don't know if this is the appropriate place, but anyway here we go. The thing I mentioned yesterday is at [teamspeak]. The client does record sessions. There's server-side software too. Non-profit orgs can use it for free. HolyZarkon 11:20, 28 April 2007 (UTC)

If you (or anybody else) feels like doing a few tests I might help if need be. I think that if there's an advantage (?) over Skype that's the ability to have channels you can enter instead of being called into them, though you can "shut the door" too. (And you can set up your own server.) HolyZarkon 09:03, 29 April 2007 (UTC)

Thanks
Hi John - I just got the buttons today. Thanks for your support - it meant a lot to me! --HappyCamper 02:52, 29 April 2007 (UTC)

Image source
Hi JWSchmidt. You should really mention exactly what image you used as a source for creating Image:Wikiuser.png on its image description page, preferably with a link, just so others can verify the license of the original work. Thanks. Mdd4696 15:16, 29 April 2007 (UTC)

Biochemisty

 * 1) Typo on the link to create a page created a "Medical Biochemisty" (no "r") page. Obviously I cannot delete the entry, to my knowledge. (I hat these keyboards, and they hate me) HolyZarkon 21:39, 1 May 2007 (UTC)

 * 1) I created the wikis for Biochem Medicines (Human and Vet), Biology and left the main as Chemistry.

The pet food crisis
Thanks for the great idea. That makes two :-) HolyZarkon 09:49, 3 May 2007 (UTC)

Vandalism
Reverting a few pages is ok. But when a troll goes on doing it repeatedly he needs to be stopped before his deeds. How do i report vandalism to a sysop or administrator quickly?? Bduttabaruah 19:14, 5 May 2007 (UTC)

I will keep that in mind the next time I see a vandal scourging wikiversity!! Bduttabaruah 10:26, 6 May 2007 (UTC)

Changing username.
Hello. Do you think you'd be able to change the custodian status from this username User:Remi0o to User:Remi? Thanks. --Remi 22:49, 7 May 2007 (UTC)
 * Oh, yeah. :-o --Remi 22:54, 7 May 2007 (UTC)

Thanks
Thanks for your help in medicine...if you want to help out more, let me know...i need it bad!PalMD 12:32, 8 May 2007 (UTC)

 * I have to parse that out a little. Why don't we lay out a general plan for level, tone, etc.  I'll start something here.--PalMD 18:18, 8 May 2007 (UTC)

 * Question: i put up an image of the staff of aesclepius on the Internal Med page. I'd like that to actually be a link button back to the school of med, and maybe use that on the school of med mainpage.  I have no clue how to do that.  A little help?--PalMD 13:30, 10 May 2007 (UTC)

 * If you are not a fan of that format, feel free to remove your edit, but that is what I had in mind. I'd like to think about using the image on School of Med main pages just as an identifier, but im not a wikigeek, so i'll take any advice i can get.--PalMD 14:09, 10 May 2007 (UTC)

 * Copyright image question: university logos? Any public domain or the like that you know of, or any regulations governing the posting of such images? --PalMD 19:16, 10 May 2007 (UTC)

Thanks again. If you or someone else has a chance, something is wrong with my reference structure in my STD article. Thanks.PalMD 20:39, 10 May 2007 (UTC)

What the hell is this Trentacosta thing? Is it for real???PalMD 02:56, 11 May 2007 (UTC)

Introduction to Psychology
[] I saw you moved other content to Topic:Introduction to Psychology. However, Topic:Introduction to Psychology seems to be a course. I moved the content over to Introduction to Psychology for merging. Would I be incorrect in now deleting Topic:Introduction to Psychology? --Remi 23:06, 16 May 2007 (UTC)

Templates
In the end I only identified 6 which needed the treatment. One could continue to pro-active treatment of other high risk templates, but this might be going too far at this stage. McCormack 06:02, 17 May 2007 (UTC)

Fair Enough
Thank you for the response. And yes I understand the reversionof the edit I may not agree entirely, but I can see your point regarding the Mission. Once again Thank you and Thanks for the welcome as well. Regards.DrMacIntyre 15:39, 18 May 2007 (UTC)

Focus
There's so much to do here. I'm curious...what are your current interests/priorities on Wikiversity? --HappyCamper 05:35, 19 May 2007 (UTC)

 * I'd like to edit the main namespace more in the upcoming months. I think Wikiversity needs a clear example of a self-sustaining learning project. I've set my sights on building Portal:German at the moment, so I made some modifications to Portal in preparation for this. Eventually, I'd like to concentrate on developing science related topics. My wishlist also includes modifying pages in the MediaWiki namespace so that some editing conveniences will be available to newcomers. There's also the welcome template, which I think should be simplified somewhat. I also want to get to know the community a bit better...you included of course! :-) --HappyCamper 07:21, 19 May 2007 (UTC)

 * Sorry for the late reply - poor internet connection. "....[difficult] to artificially push volunteer wiki editors in a particular direction." <-- I agree. I rather admire Wiki Campus Radio, but I highly doubt we will see a sandbox server anytime soon. I personally like the idea of a collaboration of the month on the main page. Maybe we should revisit this issue somewhere, but for now I'd rather work on other things. I'll take a look at the Box portal skeleton, but it looks a little too complicated. I was thinking of building it from the ground up so it would be easier to document all the concerns/needs that a portal should address (after all, I noticed that you made Topic:Wiki/The newbie experience), but I'll take a closer look at the template for sure. --HappyCamper 01:04, 22 May 2007 (UTC)

Custodianship
Thank you for having taken the time to mentor me, and thank you in general for helping to develop Wikiversity. This is a great endeavor, and I hope to be able to continually contribute to its success. --Remi 20:21, 20 May 2007 (UTC)

Wikiversity Course
I just wanted to share that I have "finished" creating a full (if not short) online course using Wikiversity combined with a Wikibook. The project is "Teaching with Applied Academics" and I'd love to get your feedback about it. --Jacob Walker 23:57, 21 May 2007 (UTC)

Shared
Quick questions: What's the typical block length on Wikiversity, and does the fact that w:User_talk:203.29.244.7 appear to be a shared IP change how we block here? --HappyCamper 02:57, 23 May 2007 (UTC)
 * OK, that makes sense. I hesitated to do anything myself, so I was happy to see someone take action. Cheers, --HappyCamper 03:13, 23 May 2007 (UTC)

Rethink
Thanks for your help with my 'proposal'. The more I read about wikiversity, the more ideas I get. I need somewhere to put them, something like a 'white paper' section on wikiversity. I will want to re-edit furiously, without losing the valuable comments. The incubator is a good idea, but is it suitable for brainstorming ideas? The thinktank might be a better place, but I'd also like to get my website on the internet. PeterMG 01:48, 24 May 2007 (UTC)

Hi
Hi, After a long wikiversity break. I have returned. Student Galaxy 13:09, 28 May 2007 (UTC)

Mathematics website
Hi, I'm a PhD student of applied mathematics and I created a mathematics wiki. Can I put a link to it on the Mathematics portal page at wikiversity?

www.ExampleProblems.com

Thanks

Tbsmith 03:18, 29 May 2007 (UTC)

Question about References
I seem to be having a problem with references on my pages. I've written two entries for PHP so far, and with both, even though I only declare a single reference, yet the reference seems to multiply to 3 or 4 of the same entry when I save the page. I cannot quite figure out why this is happening. Any insight into this would be great. Thanks!

Ghenson 14:45, 5 June 2007 (UTC)

Thanks
The ?action=purge did it. Thanks for the heads up on this!

Welcome template
If you have a minute, could you share your thoughts on Template talk:Welcome/new? --HappyCamper 18:10, 8 June 2007 (UTC)

Thank you
Thank you for answering my question about deletion of media files. --Kittybriton 20:19, 8 June 2007 (UTC)

exciting new work
Hello JWSchmidt, I read your user page with interest, particularly the bit about encouraging new models for research and learning with Wikiversity. I'm applying for a grant for my work - do I need permission to mention Wikiversity in the proposal? Open Research 20:50, 10 June 2007 (UTC)

Thanks for your help JWSchmidt! There is a very good chance of success, as my proposal has already been shortlisted, but I would like to change it to involve Wikiversity now. One of the central aims is a new model for research.

Free learning
Wow... Just looked at your Free Learning pages again. They have given me ideas about how to structure my pages. The power of the wiki format is quite something. Thanks for sharing everyone.Open Research 07:54, 12 June 2007 (UTC)

Research project - new school
"It then becomes an interesting exercise to ask which tasks can fruitfully be done with wiki technology" - yes, this is exactly what I am wrestling with at the moment. If a project requires collaborative content production, course learning material, but also evaluation of an activity's effectiveness, what implications does this have..? how does the real mix with the virtual? I am also interested about doing things that havent been done before, and I am interested in using media in combination, and the possibilities that this opens up... If you can point to references which highlight the strengths and weaknesses of different platforms/media for different uses, I'd be interested to read.

Could you also let me know, have you decided not to list the A. S. Neill School of Free Learning on the main list of schools because it is in development, or is it just that I am looking for its listing in the wrong place? I ask because I have been hesitating and I wonder if others use multi-stage strategies... thanks for sharing Open Research 21:07, 12 June 2007 (UTC)

Bureaucratship
Hi John, thanks for the notes on the custodianship cycle. This reminds me, what are we to do with your nomination for bureaucratship? Is there anything significant remaining to be done on Bureaucratship (which was your main criteria for waiting)? If not, I propose we close it as successful, or perhaps have a final comment period, if that would make you feel more comfortable. Cormaggio talk 08:21, 14 June 2007 (UTC)
 * Thanks - I just wanted to make sure that you wouldn't mind moving this towards closure - I would be very happy to have one more bureaucrat - especially since Sebmol isn't always around and neither am I. Just a bit busy at the moment, so can't do anything until later this evening, but feel free to do this yourself... Cormaggio talk 13:49, 14 June 2007 (UTC)

Hello
Hello John. Thanks for the welcome to Wikiversity. See ya round. Jimp 17:14, 14 June 2007 (UTC)

Re:Primary education—Thanks for the links, I'll have to check them out when I've got a chance. Jimp 17:27, 14 June 2007 (UTC)

Science Journalism
Hi again JWSchmidt, I'm starting to make useful contributions, with some wobbling on the way (getting used to namespace conventions). Could you tell me, how do you find out who started pages? Is it in the history? Did you start the Science Journalism Centre? I have lots to add to that... all bestOpen Research 18:23, 14 June 2007 (UTC)

counting contributions
Hi JWSchmidt, thanks for your help with the portal. Could you tell me, does the 'contributions' part of the software keep a tally of a users contributions, or does it wipe them off after a while. I am thinking about how one might devise a system to work out how much (or how little) people are contributing. Does the contributions page keep its tally or delete it? Open Research 08:09, 17 June 2007 (UTC)

Energy Storage pages
Hi JWSchmidt, I've registered and starting to add more to the energy storage page. Please feel free to add more suggestions. The sections with least content, I will start moving to separate pages and for the moment, I will hang on to the ones with more subtitles and move later so as to keep the flow going. I'd like to know a bit more how we can still make each of the main sections flow together yet tie in with the idea that they are separate lectures, course or whatever. --Terence wiki 21:58, 25 June 2007 (UTC)

proposal from Vishal
Hi JWSchmidt, yes, the propsal is from me... its under development right now. If you have any suggestions, I would love to hear from you. All good wishes, Open Research 01:15, 27 June 2007 (UTC)

Nonsense pages...
Have you seen this? --HappyCamper 22:58, 28 June 2007 (UTC)
 * My first thought was actually this page. Seems simpler if these nonsense pages become a bigger issue. --HappyCamper 01:51, 29 June 2007 (UTC)