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Introduction to mechanics

Introduction
Mechanics is the study of the motion of objects using equations. This can be achieved by using standard formulae or mathematical techniques such as differentiation or integration.

Definitions
A few definitions need to be discussed.

Speed can be calculated as the absolute value of velocity, ie spd = |u| or spd = |v|
 * $$Displacement$$ - How far an object is from its starting position. This is given the symbol $$s$$
 * $$Distance$$ - How far an object has travelled. This is not usually used in calculations.
 * $$Initial$$ $$Velocity$$ - The starting rate of change of displacement. This is given the symbol $$u$$
 * $$Final$$ $$Velocity$$ - The ending rate of change of displacement. This is given the symbol $$v$$
 * $$Speed$$ - The rate of change of distance. This is not usually used in calculations.*
 * $$Acceleration$$ - The rate of change of velocity. This is given the symbol $$a$$
 * $$Time$$ - How long has elapsed from the start of the event. This is given the symbol $$t$$

Standard Units
The SI units (standard units) of the quantities used in this section are given below:
 * $$Displacement$$ - metres $$(m)$$
 * $$Velocity$$ - metres per second $$(ms^{-1})$$
 * $$Acceleration$$ - metres per second squared$$(ms^{-2})$$
 * $$Time$$ - seconds $$(s)$$

Motion in a straight line with constant velocity
To calculate the displacement moved by an object with constant velocity we use the following formula:

$$s=ut$$ Example: ''A car is travelling at 10ms$$^{-1}$$. How far will it travel in 12s?'' s = 10 x 12 = 120. Thus the car will travel 120m in 12s. Note. This formula is based on a formula shown below.

Newton's equations of motion
In mechanics, the following formulae are VERY important. These are: These can be used to solve any motion question where there is a constant (or assumed to be constant) acceleration. Even if the acceleration is 0. The equation from the above section $$(s=ut)$$ is derived from $$s=ut+0.5at^2$$ with $$a=0$$ and therefore $$s=ut+0$$ etc. To decide which equation to use, look at the data you are given. Write down a list of the quantities given (the s,u,v,a and t values). Then cross out the quantity that is not mentioned in the question. All you have to do now is see which equation has the 4 quantities that you have left in and then solve. Example 1: ''A car is travelling at 10ms$$^{-1}$$ when it starts accelerating at 1.5ms$$^{-2}$$. How far will it travel in 15s?'' s = ?, u = 10, v =, a = 1.5, t = 15  Thus use $$s=ut+0.5at^2$$. s = (10 x 15) + (0.5 x 1.5 x 15²) s = 150 + 168.75 = 318.75 Thus the car will travel 318.75m Example 2: ''A cyclist is initially at rest and then accelerates to 12ms$$^{-1}$$ in 6s. Calculate the acceleration.''  s =, u = 0, v = 12, a = ?, t = 6  Thus use $$v=u+at$$. 12 = 0 + (a x 6) 12 = 6a Thus a = 2 The cyclist is accelerating at 2ms$$^{-2}$$ Example 3: ''A van accelerates at 1.5ms$$^{-2}$$ over a distance of 10m to 20ms$$^{-1}$$. How fast was the van travelling before it started accelerating?'' s = 10, u = ?, v = 20, a = 1.5, t =  Thus use $$v^2=u^2+2as$$. 20² = u² + (2 x 1.5 x 10) 400 = u² + 30 u² = 370 u = $$\sqrt{370}$$ = 19.2 (3sf) The van was travelling at 19.2ms$$^{-1}$$ (3sf) Example 4: ''A lorry can come to a stop from 10ms$$^{-1}$$ in 3 seconds. How far will it travel before it stops?'' s = ?, u = 10, v = 0, a =, t = 3  Thus use $$s=0.5t(u+v)$$. s = (0.5 x 3) x (10 + 0) s = 1.5 x 10 s = 15 The lorry will cover 15m before stopping.
 * $$v=u+at$$
 * $$s=ut+0.5at^2$$
 * $$s=0.5t(u+v)$$
 * $$v^2=u^2+2as$$

Applied force
Whenever a force is applied to an object it accelerates proportionally to the size of the force applied.

ie $$F \alpha\ a$$. and therefore $$F = ka$$ where k is a constant.

Via calculations the constant k, is actually the mass (m) of the object being accelerated therefore: $$F = ma$$.

Example: ''A freighter weighing 100000kg is accelerating at 10ms$$^{-2}$$. What force is required?'' Use $$F=ma$$  F = 100000 x 10  F = 1000000N  ''A force of 1000kN is required. (Where 1kN = 1000N)''

Vector motion
So far we have only really looked at motion in 1 dimension. Some times you need to look at motion in 2 and maybe 3 dimensions. To achieve this, all you have to do is convert the equations of motion into vector equations. Therefore the equations of motion become: Where the underlined quantities are vector quantities none-underlined quantities are scalar. Note: the last equation of motion is missing as this requires a more complex method of solving as it involves vector products. Example: ''A ball is moving with an initial velocity of $$(\underline{i}+3\underline{j}-6\underline{k})$$ms$$^{-1}$$ for 2 seconds. Assume the only acceleration is that of gravity, which can be taken to be 9.8ms$$^{-2}$$. Find the position vector of the ball at time t = 2s. (i, j and k represent the x,y and z axis of the cartesean system)'' $$\underline{s}$$ = ? $$\underline{u}=(\underline{i}+3\underline{j}-6\underline{k})$$  v =  $$\underline{a}=-9.8\underline{j}$$ $$t=2$$ Thus use $$\underline{s}=\underline{u}t+0.5\underline{a}t^2$$ $$\underline{s}=2\underline{i}+6\underline{j}-12\underline{k})-39.2\underline{j}$$ $$\underline{s}=2\underline{i}-33.2\underline{j}-12\underline{k}$$ Thus the ball is at $$(2\underline{i}-33.2\underline{j}-12\underline{k})$$
 * $$\underline{v}=\underline{u}+\underline{a}t$$
 * $$\underline{s}=\underline{u}t+0.5\underline{a}t^2$$
 * $$\underline{s}=0.5t(\underline{u}+\underline{v})$$

To find the distance of the position vector, take the modulus (| a |) of the vector using Pythagoras' theorem.

Mechanics using calculus
More often than not you will be presented with a problem that gives you the displacement/velocity/acceleration as a function rather than just values. To solve these you must use differentiation and integration techniques. Acceleration, velocity and Displacement are related as follows:

And therefore.. Example: ''A car's acceleration describes the function $$a=\frac{4t^3}{3}-\frac{3t^2}{2}+2$$. State the function of the velocity given that the car was at rest before accelerating.'' $$a=\frac{dv}{dt}=\frac{4t^3}{3}-\frac{3t^2}{2}+2$$ Therefore $$v=\int(\frac{4t^3}{3}-\frac{3t^2}{2}+2)dt$$ $$v=\frac{t^4}{3}-\frac{t^3}{2}+2t+C$$ where C is the constant of integration  ''At time t = 0, v = 0. Therefore:'' $$0=0-0+0+C \Rightarrow \ C = 0$$ $$v=\frac{t^4}{3}-\frac{t^3}{2}+2t$$
 * $$Displacement = \int(Velocity)dt$$
 * $$Velocity = \int(Acceleration)dt$$
 * $$Acceleration = \frac{d}{dt}(Velocity)$$
 * $$Velocity = \frac{d}{dt}(Displacement)$$

Questions

 * 1) A ball is rolled 15m in 10s. How fast was it travelling?
 * 2) A Car accelerates from rest to 25ms$$^{-1}$$ while travelling 15m. How long did this take?
 * 3) An athlete accelerates from rest to 10ms$$^{-1}$$ in 1s. State the acceleration.
 * 4) Calculate the acceleration created when a 10kg block has a force of 200N exerted on it.
 * 5) Using the acceleration found above, how fast will a object travelling at 10ms$$^{-1}$$ be travelling after 10 seconds?
 * 6) A rock is thrown with velocity $$\underline{i}-5\underline{j}-\underline{k}$$. Assuming that the only acceleration acting upon the rock is gravity, (9.8ms$$^{-2}$$) state the position vector after 13s and therefore the distance after 13s.
 * 7) An object's path is described by the function $$t^2-16t+64$$. Find the velocity function and therefore the acceleration applied to the object.

Answers

 * 1) 1.5ms$$^{-1}$$
 * 2) 1.2s
 * 3) 10ms$$^{-2}$$
 * 4) 20ms$$^{-2}$$
 * 5) 210ms$$^{-1}$$
 * 6) $$\underline{s}=13\underline{i}-403.1\underline{j}-13\underline{k}$$. And therefore the distance is 403.52m (2dp)
 * 7) $$v=(2t-16)ms^{-1}$$ and therefore $$a=2ms^{-2}$$.

Credits
Written by Richardtebbs 00:21, 23 January 2007 (UTC) Please find any mistakes and update them to keep content accurate.

title: Introduction to mechanics


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Ten Commandments

In quotations of the Ten Commandments, the Catholic Church uses the division in Deuteronomy rather than Exodus. In the Catechism of the Catholic Church, topics similar to the commandment are explained.

The First Commandment
Idolatry, love of possessions and persons over God, superstition, witchcraft, atheism, apostasy, and agnosticism are forbidden. The faithful and clergy may only worship God and Him alone; they may honor, but not set above God, those of His servants who have set an heroic example of fidelity to God.

The Second Commandment
Cursing, swearing, profanity, obscene speech, rash oaths, blasphemy, and improper use of God's name or the names of the saints are forbidden.

The Third Commandment
The seventh day is to be observed as a day of rest.

The Fourth Commandment
Obedience and respect to lawful authority is required, except in the case where one would be required to commit a sin.

The Fifth Commandment
Murder, suicide, abortion, contraception, euthanasia, and intentional physical injury of oneself or another is prohibited. Unjust wars are also forbidden, and the few cases when a war is undertaken for a just cause are explained.

The Catholic Church teaches that life begins from conception and exists until natural death. Pope Paul VI wrote the encyclical Humanae Vitae on the matter.

The Sixth Commandment
Adultery, rape, fornication, and homosexuality are forbidden.

The Seventh Commandment
Theft, vandalism, and damage to the property of another are prohibited. Employers are required to pay just wages.

The Eighth Commandment
False witness, perjury, detraction, calumny, slander, boasting, bragging, lies, and gossip are forbidden.

The Ninth Commandment
Lust, impure thoughts, and impure desires are forbidden; purity and modesty are required.

The Tenth Commandment
Envy is forbidden.

title: Ten Commandments


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Template talk:PD page

On Wikipedia one of the admins wanted a somewhat small PD icon and to have it at the bottom of the page and not the top. On Wikibooks (where I first started using it) it is still 100px and at the top. For now, I will use a medium size and place it at the top. Once it has been in use for a while it can be shrunk to 40px and moved to the bottom of pages JBogdan 18:42, 21 January 2007 (UTC)

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Talk:Ten Commandments

The content right now is all mine from Wikibooks and the module I made for it on Wikibooks is public domain. So, if you need more from the Wikibooks module that I made, you can add it yourself without having to use special importing functions. I also made this article public domain for now too. JBogdan 18:49, 21 January 2007 (UTC)

I think we should add the original text of the Ten Commandments. It looks like here that you are explaining the meaning of each commandment. I think it would help people better understand what the commandments are talking about by putting the original text. Jesus Rules 11:00, 16 May 2007 (PDT)

 * Unfortunately, we don't have the original text. We could add the Hebrew, when it was finally written down, in the version that has survived to the modern day, but that's not necessarily the same as the original (is in fact likely not exactly identical, though it may be essentially the same).  And I don't think adding the Hebrew would help most people.  We could add a translation, but which Bible's translation would we pick?  The Jade Knight 08:20, 29 July 2007 (UTC)

Sorry to bitch, but is this course-outline or an encyclopedia-page? What are the students to do?

I think as the article/stub stands the title could be changed to reflect this is an explanation of the Catholic Church's interpretation of the Commandments. Most Protestants in U.S. are happy with the ten commandment's actual text from a King James version or derivative bible and the nearest Webster's dictionary. Perhaps the learning comes in from students getting various versions and interpretations entered and discussed in legible format. Mirwin 04:24, 20 December 2007 (UTC)
 * A sensible idea. The Jade Knight (d'viser) 12:58, 28 November 2008 (UTC)

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Wikiversity:Project incubator/content

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 An initiative of Interdisziplinäres Zentrum für Kooperationsforschung (English: interdisciplinary centre for research for cooperation)

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Other Wikiversity science-related portals: Engineering and Technology - Mathematics - Physical Sciences - Life Sciences - General Science Portal - Cultural Studies - Financial Engineering in Greater China - Linguistics


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User:Fedrigo

Go Blue.

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Toward a theory of corporate governance in China's socialist market economy by User:Roadrunner. This article places corporate governance in the People's Republic of China into a global context. The convergence of historical factors resulted in restructuring of corporate and financial systems in China during the 1990's. The worst performing companies and state-owned enterprises have been restructured. With this phase of economic reform complete, the focus has now turned to making Chinese corporations world class global corporations incorporating the most modern management techniques.


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Social Sciences learning resources: Abnormal Psychology, Albanian Territories of Balkans, American Government, Anthropology, Communication, Comparative Politics, Digital information literacy, Great Debates in Media Literacy, Ethnography, Introduction to Strategic Studies, Introduction to International Relations, Introduction to Advertising, Institutional ethnography, Introduction to Political Science, Languages and Language families, Lithuania: Member of the European Union, Media literacy, Microeconomics, Metacommunity, Population Institute, Propaganda, Quantitative finance, Supply Demand and Equilibrium, Theory and Methods of Demography, Unschooling, What is Demography?, What Is Strategy? Why Study Strategy?, Wiki Campus Radio


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User talk:Fedrigo

--Go Blue 21:22, 21 January 2007 (UTC)

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Real estate

🇨🇴

First tier

 * Real estate principles
 * Real estate agency
 * Real estate development
 * Construction fundamentals
 * Real estate finance

Second tier

 * Real estate valuation
 * Investment property analysis
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 * Real Estate law
 * Real Estate taxation

Third tier

 * Income property valuation
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 * Real estate asset management
 * International real estate
 * Real estate project planning and feasibility

Fourth tier

 * Urban development regulations
 * Real estate redevelopment (Adaptive Re-use)
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 * Affordable housing
 * Sustainable construction

Six tier

 * Current Real Estate Trends

Wikipedia

 * Real estate
 * Real estate pricing
 * Real estate economics
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 * List of real estate topics
 * Real estate trends
 * Real property
 * Fee simple
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Wikiversity talk:Misson

Original contents moved to Wikiversity talk:Mission, "Boundless collaboration". --JWSchmidt 21:42, 21 January 2007 (UTC)

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Portal:Social Sciencesnew/Did you know

Enver Hoxha ruled Albania from 1944 to 1985. See Albanian Territories of Balkans.

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Participants at Communication can participate in several activities that allow exploration of the use and limitations of communications technology.


text:
Mad Max's - Creating more sounds with rhythm using GarageBand and symphony orchestra sounds

orphan

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Search the symphony orchestra sounds

 * 1. Locate other sounds
 * Bells are great... but now you need to try other instruments to find very gentle notes what will create moods when played as background rhythm.

 * Try using the notes of a string guitar and harp which are in GarageBand with Jam Pack : Symphony Orchestra.

 * style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" |

Send me your results
Again, pick four notes which when played rapidly over and over great a mood.
 * 2. Pick four notes

Create a project file in GarageBand and place the notes in the project file and repeat them for four mesasures.

 * 3. Send me your project files for new moods.

Once you are happy with sounds, send me the project file. Each file is 2 points (6 points maximum).

This lesson is done!
 * }

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The Next Page

 * Once you have sent me your project files for three additional moods creatd with a repeating rhythm in GarageBand with Symphony Orchestra sounds, you are finished with this lesson.

 * In your next lesson, you must create moods with melody.
 * Sound of Drama - Melody [[Image:Crystal Clear app kcmdf.png|16px]]

Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


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Template:Mad Max:Lesson 3:TOC:GarageBand with symphony orchestra

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 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: Creating a simple melody using GarageBand - 6 points
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 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: Creating a melody which tells a story - 6 points
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 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 4: Creating a simple motif - 6 points
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 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 5: Creating continuity with melodies - 6 points
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 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 6: Create a musical cue for "Graduation Day" - #2 - 20 points
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Film Scoring/Melody/Creating the sound of drama with GarageBand and symphony orchestra

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Under Construction This Week
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Lesson Summary - "Tiny bells all in a row"
In this lesson, you learn to create musical sound effects with repeating patterns. That means we use rhythm to create the mood. Here is how we will do this:

1. On one track of GarageBand, select four notes to be played by high pitched bells. Make the notes very short so they entire sequence plays in one second or less.

2. Drag the region so it repeats for about four seconds (about four times). Now you have sixteen bell sounds in four seconds.

Now we have a good feeling. But if we want more, we can try many different things to enhance this sound.

3. With a soft sounding instrument on another track, play the same four notes slowly, one per second.

Using this a base, you can add even more tracks with additional sounds to enhance the sound.

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Where are we?
This lesson is the second of three lessons in film scoring for non-musicians (filmmakers).

1. Creating music with individual notes. In the previous lesson, we learned that by using symphonic instruments in GarageBand, we can create many different moods with just a single note.

2. Creating music with rhythm.

In this lesson, we will learn that we can create moods with tiny rhythms.

3. Creating music with melody. In the next lesson, we will learn to create moods with simple melodies.

Hopefully, soon, this lesson will be greatly expanded with lots of examples. For now, if you think you can do it, please go ahead and try.
 * More info someday...

 * }

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Left Column is #FFFFE0

 * Simple title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Another simple title
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * Third title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

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Right Column is Cornsilk

 * Simple title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * }

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The Next Page

 * The first thing we will do is have a pop quiz.
 * Pop Quiz - GarageBand with symphony orchestra - rhythm[[Image:Crystal Clear action forward.png|24px]]

Contact Your Instructor

 * Your instructor for these courses is Robert Elliott. To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

 * }

{| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
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Simplify, simpify, simplify!
For this lesson, you use midi files to create a film score.

1. Locate great sounding midi files from classical music (before 1900).

2. Isolate a single phrase, usually one to three seconds long.

3. Isolate a single instrument (or two) from the entire. You want the main melody without much else.

4. Built the music sound effect from these few notes (or cords) by assigning the elements to different instruments of the symphony orchestra which create the emotion you are looking for. This will always be different from the original musical instruments.

The goal is to get a professional sound which is simple and pure.

 * style="width: 40%; background-color: #f0f0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Pictures to follow shortly...

 * }


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Portal:Social Sciencesnew/Quotes

"Civil government, so far as it is instituted for the security of property, is in reality instituted for the defense of the rich against the poor, or of those who have some property against those who have none at all." - Adam Smith

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Portal:Social Sciencesnew/Social Sciencesnew news

"Renowned Economist Musgrave Dead at 96" by Tina Wang Richard Abel Musgrave was a pioneer in the political economics of government taxation and spending policy.


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Template:Mad Max:Sound of drama:GarageBand with symphony orchestra:Pop Quiz 1:TOC

 * What simply melody means wedding? - 1 points
 * What simply melody means death? - 1 points

more to follow shortly
 * }


text:
Film Scoring/Creating the sound of drama

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Lesson Summary - Melody

 * Melodies do many things

 * Single notes and simple rhythms create moods. A melody also creates a moods.  But it also can do much more.

 * 1. Mood
 * Melodies create moods.

 * 2. Narration
 * Melodies can narrate a scene. That is because some melodies can tell a story.

 * 3. Motiv
 * A melody be identified with a person, action, or thought.

 * 4. Continuity
 * All music, specially melodies, can create continuity in a motion picture.

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

In this lesson

 * In this lesson, you will create :
 * 1. Simple melodies
 * 2. Melodies which tell a story
 * 3. Melodies which are motivs.
 * 4. Melodies which create continuity

 * }

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The next page

 * We start very simply by creating a simple melody in GarageBand[[Image:Crystal Clear action forward.png|24px]]

 * }


text: Portal:Social Sciences/box-header

title: Portal:Social Sciences/box-header


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title: Portal:Social Sciences/box-footer


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Portal:Social Sciences/Introduction

Welcome to the Social Sciences Portal! This dashboard provides you with a division of Wikiversity that is similar to a "school" at a brick-and-mortar university. Here you will find links to various divisions, schools, research projects, learning resources, and so much more.

The Social Sciences were created for the study of social groups and, more generally, human society. This has become an interesting and fascinating endeavour for programs such as Wikiversity that do not cater to just one social group but for a global audience. As a result, the education efforts that we pursue in Wikiversity's Social Sciences Portal should be both specific and universal. For instructors it is recommended that a broad range of material is presented to students such that they are able to pursue academic rigour in a variety of subject areas and not from a culturally-specific point of view. Rather, students should be given options in selecting multiple points of perspective on the various issues that affect the study of global society. Consequently, students will be encouraged to engage in learning multiple perspectives about the same problem-set, as one finds that the approach to subject-matter on one side of the planet is not always the same as it is on the other. Let us hope that both students and teachers will engage in this worthwhile endeavour to explore the various aspects of the global social landscape as we seek to increase our understanding of ourselves and of one another

title: Portal:Social Sciences/Introduction


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Portal:Social Sciences/Featured learning resource

 * 1) Participants at Communication can participate in several activities that allow exploration of the use and limitations of communications technology.
 * 2) The social psychology unit contains open educational resources for an undergraduate introductory course.
 * 3) New courses on Nonkilling Political Science, Nonkilling Anthropology and Nonkilling Linguistics have been introduced as part of an Interdiciplinary Program on Nonkilling Studies.


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Portal:Social Sciences/Related Portals

 * Portal:Anthropology
 * Portal:History
 * Portal:Humanities
 * Portal:Interdisciplinary Studies
 * School:History
 * School:Psychology
 * Peace Studies

title: Portal:Social Sciences/Related Portals


text: Portal:Social Sciences/Selected picture

title: Portal:Social Sciences/Selected picture


text: Portal:Social Sciences/Categories

title: Portal:Social Sciences/Categories


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Portal:Social Sciences/Selected biography

Toward a theory of corporate governance in China's socialist market economy by User:Roadrunner. This article places corporate governance in the People's Republic of China into a global context. The convergence of historical factors resulted in restructuring of corporate and financial systems in China during the 1990's. The worst performing companies and state-owned enterprises have been restructured. With this phase of economic reform complete, the focus has now turned to making Chinese corporations world class global corporations incorporating the most modern management techniques.


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Portal:Social Sciences/Learn/Did You Know

Enver Hoxha ruled Albania from 1944 to 1985. See Territories populated by Albanians.


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Portal:Social Sciences/Learn/Resources

 * American Government
 * Demography
 * Digital information literacy
 * Ethnography
 * Media literacy
 * Metacommunity
 * Microeconomics
 * Motivation and emotion
 * Propaganda
 * Unschooling

title: Portal:Social Sciences/Learn/Resources


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Portal:Social Sciences/Learn/News

September 23, 2009 Activists claim police harrassment as G20 summit nears
 * Two days before the beginning of the G20 summit in Pittsburgh, Pennsylvania activists are already claiming harassment from police officers.

"Wikinews"

September 22, 2009 Germany threatens to walk out of UN General Assembly if Ahmadinejad denies the Holocaust
 * A spokesman for the German government has announced plans to walk out of the United Nations General Assembly if Iranian president Mahmoud Ahmadinejad denies the Holocaust in a speech he is due to give on Wednesday.

"Wikinews"

September 22, 2009 China promises cut in carbon dioxide emissions
 * Hu Jintao, the president of China, has promised to reduce carbon dioxide emissions produced by his country, one of the largest polluters in the world.

"Wikinews"

title: Portal:Social Sciences/Learn/News


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Portal:Social Sciences/Featured Resource

Featured Resources

 * Communication
 * Digital information literacy
 * Great Debates in Media Literacy
 * Human Legacy Course
 * Media literacy
 * Microeconomics


text:
Portal talk:Social Sciencesnew

Note: This is a "backup" copy of Portal:Social Sciences where new versions of the portal can be planned.

Colors
The page Portal:Social Sciencesnew/box-header contains the settings for the portal colors:
 * border=#aaaaaa
 * titleforeground=white
 * titlebackground=#aaccff
 * background=#f9f9ff
 * foreground=black

See w:Wikipedia:Portal/Instructions for details about how this portal format was created and can be modified.

Move
Going to move to Portal:Social Sciences/Concept so the "backup" development version can be kept with the main portal page.

title: Portal talk:Social Sciencesnew


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User:Cupy 52040

Hi,I wanted to learn and this looked cool so I came here.I have a interest in music.Cupy 52040 03:34, 22 January 2007 (UTC)

title: User:Cupy 52040


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Portal:Practical Arts and Sciences/Page name cleanup

There are a large number of pages in the "School:" namespace with names such as School:Fire and Emergency Management/Airport Rescue Fire Fighter. Such pages that are content development projects should be moved to the "Topic:" namespace. Pages that are learning resources should be moved to the main namespace (no prefix in the page name).


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User talk:Cupy 52040

ThanksCupy 52040 04:30, 22 January 2007 (UTC)

 * Hi Cupy 52040 and welcome to Wikiversity! I responded to your comment at the CS school talk page, and it would be great if you feel like contributing in some way ... writing content, suggestions, or even taking a course. Welcome aboard! Historybuff 04:36, 22 January 2007 (UTC)

Consider me joined!I do not know a whole lot about computers but I am famaliar with several programs.Cupy 52040 04:40, 22 January 2007 (UTC)

title: User talk:Cupy 52040


text:
Portal talk:Internet audio and video

VoIP experiments
We're starting to conduct VoIP (Voice over internet protocol) experiments using #wikiversity-en (IRC channel) as a coordination point. We'll also be creating learning resources for Skype, Asterisk and others, as we learn more about them. Feel free to join the fray. CQ 05:05, 22 January 2007 (UTC)

See: Wiki Campus Radio and Talk:Wiki Campus Radio

Progress for media files
Media handlers; media roadmap by Tim Starling--JWSchmidt 22:47, 23 April 2007 (UTC)

title: Portal talk:Internet audio and video


text:
GarageBand/Creating more sounds with rhythm

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
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Search the symphony orchestra sounds

 * 1. Discover other sounds
 * Bells are great... but now you should try other instruments to find very gentle repeating patterns what will create moods when played as background rhythm.

 * Try using the notes of a string guitar and harp.

 * style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" |

Send me your results
Again, pick four notes which when played rapidly over and over great a mood.
 * 2. Pick four notes

Create a project file in GarageBand and place the notes in the project file and repeat them for four measures just like you did for tiny bells.

 * 3. Send me your project files for new moods.

Once you are happy with sounds, send me the project file. Each file is 2 points (6 points maximum).

This lesson is done!
 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
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The Next Page

 * Once you have sent me your project files for three additional moods creatd with a repeating rhythm in GarageBand with Symphony Orchestra sounds, you are finished with this lesson.

 * In your next lesson, you must create moods with melody.
 * Sound of Drama - Melody [[Image:Crystal Clear app kcmdf.png|16px]]

 * }


text: File:Nina-K.jpg

title: File:Nina-K.jpg


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User:IvanLanin

''I'm a user from Indonesian Wikipedia. Please see my profile or talk to me there. Thanks!''

title: User:IvanLanin


text:
Logic gates/NAND

NAND Gate = "NOT"-"AND"  ~   Therefore this indicates that the result of the inputs placed through the gate will go through the AND operation and the NOT operation. The correct order of processing is: Step 1. Put the inputs through the AND operation. Step 2. From the results of the first step - invert (using the NOT operation). Step 3. Take the result from Step 2 as the output.

The NAND gate and the NOR gate can be said to be universal gates since combinations of them can be used to accomplish any of the basic operations and can thus produce an inverter, an OR gate or an AND gate. The non-inverting gates do not have this versatility since they can't produce an invert.

Rules of a NAND gate
The output is high when either of inputs A or B is high, or if neither is high. In other words, it is normally high, going low only if both A and B are high. The rules of the gate are represented in the truth table below:

Circuit Symbol
The NAND gate is represented within a circuit diagram using the following circuit symbol:

In the example to the left we can see that A & B are the inputs and the output is the result of A & B processed through the "AND" operation and then the value is inverted. This is represented using a method of notation called "DeMorgans Logic Notation".

Physical Representation
NAND Gates are mass produced in the form of an IC Chip. A fourteen pin IC chip for the NAND operation normally contains four individual NAND gates.

External References
This online text has a great deal of further information about circuit analysis, design and Boolean Algebra.

title: Logic gates/NAND


text:
User talk:Chidhu~enwikiversity

Welcome
 Hello and Welcome to Wikiversity Chidhu~enwikiversity! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations.
 * Discuss Wikiversity issues or ask questions at the colloquium.

You do not need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --MathXplore (discuss • contribs) 05:43, 2 March 2024 (UTC)

Student Galaxy 17:12, 22 January 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 Chidhu. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Chidhu~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 23:29, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Chidhu~enwikiversity


text: Portal:Practical Arts and Sciences/box-header


text: Portal:Practical Arts and Sciences/box-footer


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Portal:Practical Arts and Sciences/Intro

Welcome to the portal for the Practical Arts and Sciences! This portal provides links to learning resources about subjects that have practical application to everyday life. Many of the subjects are relevant to professional careers in fields such as architecture and aviation.

Wikiversity participants with an interest in Practical Arts and Sciences are invited to collaborate at the content development projects for learning projects and learning resources and you can help organize access to them by developing this portal.

View a list of learning projects for Practical Arts and Sciences: learning projects for Practical Arts and Sciences.


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Portal:Practical Arts and Sciences/Featured learning resource

Pomology Teaching Tools is a support project for the Department of Pomology. It is a project where participants create learning resources and study tools for pomology, such as pictures, schematic drawings, videos and textbooks.


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Portal:Practical Arts and Sciences/Related portals

Construction - Engineering and Technology - Life Sciences - Mathematics - Physical Sciences - Social Sciences - General Science - Fine Arts - Art and Design


text: Portal:Practical Arts and Sciences/Selected picture


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Portal:Practical Arts and Sciences/WikiProjects

Content development projects exist on pages in "School:" or "Topic:" namespaces:
 * School of Agriculture
 * School of Architecture
 * School of Aviation
 * School of Construction
 * School of Culinary Arts
 * School of Education
 * School of Engineering
 * School of Entrepreneurship
 * School of Fire and Emergency Management
 * Department of Foreign Language Learning
 * School of Forensics
 * School of Informatics
 * School of Library and Information Science
 * School of Nonprofit Management
 * School of Project Management
 * School of Sports and hobbies
 * School of Teleservices and Call Center Management
 * School of Urban Studies and Planning
 * School of Very Small Information Systems


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Portal:Practical Arts and Sciences/Categories

Browse categories:
 * Practical Arts and Sciences
 * Agriculture
 * Architecture
 * Aviation
 * Construction
 * Cooking
 * Entrepreneurship
 * Family business and Entrepreneurship development
 * Filmmaking
 * Fire and Emergency Management
 * Food and Drink
 * Forensics
 * Gastronomy
 * Home Economics
 * Hospitality Management
 * Library and Information Science
 * Metalwork
 * Nonprofit Management
 * Project Management
 * Real estate
 * Sports
 * Tourism
 * Urban Studies and Planning


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Portal:Practical Arts and Sciences/Selected biography

Participants at Wikiversity NPC learn how to create and manage a nonprofit corporation. The corporation will be entirely oriented around the use of MediaWiki technology for the promotion of education.


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Portal:Practical Arts and Sciences/Did you know

Empennage The tail of an aircraft is called the "empennage". Usually it includes the stabilizers, rudder and elevator and it may contain the Flight Data Recorder ("black box") and Cockpit Voice Recorder. See: Introduction to aircraft components.


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Portal:Practical Arts and Sciences/Quotes

"One man practicing sportsmanship is far better than fifty preaching it." - Knute Rockne


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Portal:Practical Arts and Sciences/Practical Arts and Sciences topics

Home Economics - International tourism - Introduction to aircraft components - Aviation Examination Manuals - Physical Education - Pomology Teaching Tools - Spanish: An Introduction - Tropical and Subtropical Pomology - Real estate analysis - Welding - Wikiversity NPC


text: Portal:Practical Arts and Sciences/Things you can do


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Portal:Practical Arts and Sciences/Practical Arts and Sciences news

Experts Discuss Turning DMZ into Ecotourism District Since 1953 the Korean Demilitarized Zone has been a "no man's land" between North and South Korea.


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Portal:Practical Arts and Sciences/Featured

This page is for keeping track of featured content on Portal:Practical Arts and Sciences. If you change/update content in the portal, please be sure that the record of past content is updated here.

Featured learning resource
Pomology Teaching Tools is a support project for the Department of Pomology. It is a project where participants create learning resources and study tools for pomology, such as pictures, schematic drawings, videos and textbooks.

Featured research project
Participants at Wikiversity NPC learn how to create and manage a nonprofit corporation. The corporation will be entirely oriented around the use of MediaWiki technology for the promotion of education.

News
Experts Discuss Turning DMZ into Ecotourism District Since 1953 the Korean Demilitarized Zone has been a "no man's land" between North and South Korea.

Did you know?
Empennage The tail of an aircraft is called the "empennage". Usually it includes the stabilizers, rudder and elevator and it may contain the Flight Data Recorder ("black box") and Cockpit Voice Recorder. See: Introduction to aircraft components.

Quotes
"One man practicing sportsmanship is far better than fifty preaching it." - Knute Rockne

Featured learning projects
Home Economics - International tourism - Introduction to aircraft components - Aviation Examination Manuals - Physical Education - Pomology Teaching Tools - Tropical and Subtropical Pomology - Real estate analysis - Welding - Wikiversity NPC


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Template:Lesson Shortcuts:Film Scoring Lessons

Shortcuts to the other music lessons for film scoring: The Introduction → "Fear" → "Joy" → "Drama" → The Workshop


text: User:Cmaschke

title: User:Cmaschke


text:
User talk:Daedalus~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 Daedalus. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Daedalus~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:33, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

title: User talk:Daedalus~enwikiversity


text:
VoIP

This learning project explores real-time VoIP systems for peer-to-peer communication. It is part of the School of Media Studies and its Internet Audio and Video division.

About us
We are a new group formed to study, evaluate and experience various VoIP systems and protocols.

What is VoIP?
VoIP stands for Voice Over Internet Protocol. VoIP is the technology that enables voice communication over an IP network. The traditional telephony system referred to as Land Line Phone or PSTN: Public Switched Telephone Network uses Circuit Switching while VoIP uses packet switching to communicate the voice.

Learn by doing
Interactive learning resources at Wikiversity will require real-time communication. VoIP is a fun way to interact with others one-on-one or in groups. The VoIP activity group plans to pave the way for bringing Wikiversity into the world of live sound and teleconferencing.

Initial proof of concept
2007-01-22 - HistoryBuff and CQ were able to start a conference. CQ had no microphone, so he had to listen to tests from HistoryBuff. After some technical glitches, JWSchmidt joined, and two way audio was heard.

This was considered a success in the initial experiment.

See Wiki Campus Radio.

Further successes as of March 15 2007
We have now run 5 or 6 sessions, with 3 having been recorded.

We have had participants in England, Australia and throughout the US and Canada. The maximum number of participants has been 6, and all had 2 way audio.

Further activities
We are searching for some real world applications for Wikiversity, so we can promote and have solid ground for some proposals that are currently forming.

The Sandbox Server is getting closer to becoming a reality. There is a general consensus that it shall host an Asterisk network.

We should see if we can help with the WMF Asterisk server. We should also start to schedule and have regular sessions, so we can cover some of the wikio topics.

Wikiversity VoIP Networks

 * Skype - Wikiversity Skype Network
 * MozIAX - An Asterisk network is forming. Stay tuned to #wikiversity-en for sporadic real-time tests
 * Teamspeak

title: VoIP


text:
Category:VoIP

Content development project: Topic:VoIP

title: Category:VoIP


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Arboriculture

Arboriculture is the cultivation, maintenance, and management of woody stemmed perennial plants; primarily trees.

Arboriculture is the applied science of managing persistent, woody plants individually or in the context of the plants and environmental features of the immediate surround (as contrasted to forestry, for example, or orchard agriculture). A working knowledge of arboriculture involves an understanding of the biology of trees, vines and shrubs, and a skill set of how to go about achieving goals associated with their growth, health, risks, and benefits. While the focus of study is principally on the tree, a working knowledge of trees requires an introduction to the fields of study which cover the environments in which trees thrive, or fail to thrive. As well as the system of classification of species, and the evolutionary ecology of trees, their pests, and their allies. Along with a good measure of practical instruction on management methods, practices, practical concerns, and professional codes of conduct.

While it is convenient for the present to use the term "tree" when referring to the focus of the study of arboriculture, it should be pointed out early that grouping plants into the categories of tree, shrub, vine, or bush is a matter of common usage and convenience regarding the shape and size of plants. Grouping together by form plants which may be entirely unrelated. In fact, the leguminous trees such as the locust tree, the golden-chain tree, and redbud(Robinia, Laburnum, Cercis) are botanically more closely related to clover or to sweet peas than they are to pine trees, or even maples.

Arboriculture is the branch of environmental horticulture concerned with woody stemmed perennial plants, whether upright or prostrate, having a single stout trunk or a multitude of small vines, deciduous or evergreen, broad-leaved or having needles. Or even among the grasses, the bamboos; and related to lillys, Joshua trees.

The structure of trees and the functioning of biological processes within them differs among the wide diversity of plants considered to be woody stemmed perennials. They all have in common the most basic biological functions of vascular plants.

title: Arboriculture


text:
Talk:VoIP

Getting started
OK. We know you're out there! Please grab yourself an IRC client if you don't already have one, and tune it to #wikiversity-en and we'll work through getting connected. CQ 02:50, 23 January 2007 (UTC)

Teleconference instructions
We're doing some teleconferencing tests. We can write up instructions below. CQ 20:36, 2 February 2007 (UTC)

Asterisk and MozIAX
We have an ongoing Asterisk conference line set up. You will need a headset and softphone such as MozIAX to connect. There are other clients that work, too.

Look at Talk:Wikio and Wikiversity talk:Sandbox Server for some progress and agenda stuff. Tune in to #wikiversity-en to get the server IP and other details. CQ 20:42, 2 February 2007 (UTC)

New Tester Available
Hi guys, I just got a camera and microphone system so I guess in theory I can get setup to use voip. I will download MozIAX and try to get installed and make contact sometime this weekend. Mirwin 10:09, 9 February 2007 (UTC)
 * Ok I have MozIAX installed and apparently functional. I go now to find an IRC client for Windows XP/Firefox. Mirwin 11:09, 9 February 2007 (UTC)

Free voice conference
Hi. I've been talking vaguely with JWSchmidt about teamspeak. I's a free (for non-profit orgs, etc.) voice conference system. It allows recording by the client, setting up your own voice server, setting up channels (rooms) as allowing free entrance or private, up to 100 participants (1000 per free server). I'm not related to the thing, I've just been using it in the context of IVAO flight simulation network. A few tests might be useful to assess it's real uses and utility in a learning environment; namely, never having used voice chat, I don't know if it has advantages over it. All you need is a headset (os so) and downloading the client, there are public servers already running. Still, a "chalkboard" system would be necessary to exchange written notes, sketches and links. HolyZarkon 08:59, 30 April 2007 (UTC)

title: Talk:VoIP


text: Portal:Interdisciplinary Studies/box-header


text: Portal:Interdisciplinary Studies/box-footer


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Portal:Interdisciplinary Studies/Introduction

Interdisciplinary studies involves the combining of two or more academic disciplines into one activity (e.g., a research project). It is about creating something new by crossing boundaries, and thinking across them as new needs and professions emerge.


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Portal:Interdisciplinary Studies/Featured Resource

Featured Resources

 * Science as religion


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Portal:Interdisciplinary Studies/Related Portals

 category=Interdisciplinary Studies Portals namespace = Portal ordermethod=sortkey order=ascending


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Portal:Interdisciplinary Studies/Featured Picture

Featured Pictures

 * Global Sea Surface Temperature - GPN-2003-00032.jpg


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Portal:Interdisciplinary Studies/Learn/See Also

Content development projects exist on pages in "School:" or "Topic:" namespaces.

 * School of Advanced General Studies
 * School of African Studies
 * School of Environmental Sciences
 * School of Marine Sciences
 * School of Mathematics Education
 * School of Computational Sciences
 * School of Futures Studies
 * School of Nonkilling Studies
 * School of Coaching
 * School of Free Learning
 * School of Ethnology
 * Division of Palaeontology
 * Department of Mental Freedom
 * Department of Practical Human Life
 * School of Religious Studies
 * Center for Wiki Science
 * Center for Nanotechnology
 * Center for Climate Change
 * Institute of School Health
 * Institute of Reality Research
 * Institute for Thought
 * School of Neuroscience
 * School of Neuropsychology


text: Portal:Interdisciplinary Studies/Categories


text:
Portal:Interdisciplinary Studies/Selected biography

Participants in UFO research explore past research into UFOs and are encouraged to join the the SETI@Home project.


text:
Portal:Interdisciplinary Studies/Learn/Did You Know

Paleontologists now routinely isolate and sequence Neanderthal DNA, allowing estimation of the time of the last common ancestor of Neanderthals and living humans. See Molecular Paleontology Reading Group.


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Portal:Interdisciplinary Studies/Learn/Quotes

"Outside our heads there is freestanding reality. Only madmen and a scattering of constructivist philosophers doubts its existence." - Edward O. Wilson


text:
Portal:Interdisciplinary Studies/Learn/Learning Projects

 category= category=Learning projects ordermethod=sortkey order=ascending


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Portal:Interdisciplinary Studies/Participate/Things You Can Do

 * Add your name to the Participants list below.
 * Participate in one or more Discussions.
 * Improve a page from the existing Categories and then add it to the Featured Resource list.
 * Find related images at Wikimedia Commons and add them to the Featured Picture list.
 * Create a new lesson or course to help others learn about.


text:
Portal:Interdisciplinary Studies/Learn/News

Topic:Encyclopedism is new Topic on Wikiversity. Encyclopedism is a particular approach to interdisciplinary, transdisciplinary research. It has a long pedigree going back to Gottfried Liebniz. 31 October 2015


text:
Portal:Interdisciplinary Studies/Featured

This page is for keeping track of featured content on Portal:Interdisciplinary Studies. If you change/update content in the portal, please be sure that the record of past content is updated here.

Featured learning resource
Participants in the Science as Religion learning project explore the published literature on this topic then write and discuss their own essays about the relationship between science and religion.

Is Darwinism a religion?

Featured research project
Participants in UFO research explore past research into UFOs and are encouraged to join the the SETI@Home project.

News
Environmental Science "Bush set to tackle global warming" by Rick Klein With Democrats in control of Congress, will Bush finally act?

Did you know?
Paleontologists now routinely isolate and sequence Neanderthal DNA, allowing estimation of the time of the last common ancestor of Neanderthals and living humans. See Molecular Paleontology Reading Group.

Quotes
"Outside our heads there is freestanding reality. Only madmen and a scattering of constructivist philosophers doubts its existence." - Edward O. Wilson

Featured learning projects
Aquaculture Project - Collaboratively Building Concepts - Communication - Consilience - History and Strategy of Competitive Scrabble - Introduction to Palaeontology - Introduction to Cardiovascular Fitness - Molecular Paleontology Reading Group - Science as Religion - The Question - UFO research


text:
Portal talk:Interdisciplinary Studiesnew

Note: This is a "backup" copy of Portal:Interdisciplinary Studies where new versions of the portal can be planned.

Colors
The page Portal:Interdisciplinary Studiesnew/box-header contains the settings for the portal colors:
 * border=#aaaaaa
 * titleforeground=white
 * titlebackground=#aaccff
 * background=#f9f9ff
 * foreground=black

See w:Wikipedia:Portal/Instructions for details about how this portal format was created and can be modified.


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User:Perey

See my user page on the English Wikipedia.

title: User:Perey


text:
User talk:Sadik Khalid

 * Dear JWSchmidt, Thank you very much for your warm welcome. -Sadik Khalid 16:40, 23 January 2007 (UTC)

title: User talk:Sadik Khalid


text: User talk:STRAINJ

title: User talk:STRAINJ


text: User talk:TeunSpaans

title: User talk:TeunSpaans


text: User talk:Njyoder

title: User talk:Njyoder


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User:JWSchmidt/Blog/23 January 2007

Neutral point of view  If Wikiversity is going to be a place for research then we need to deal with "foundation issues". It is probably time to get serious about Disclosures, Scholarly ethics and Review board.

Portals  I continue to work on the portals (master list). In the past five days I have converted 9 portals to the "editable box" format with featured content. These portals still need to be converted to the "editable box" format: Research, Professions, Media, Learning Projects, Learning Materials.

User page cleanup  I have been trying to clean up my user page by off-loading some of the clutter to blog pages.

Wikibooks
Someday I hope to have time to get back to the task of helping build Wikibooks textbooks for biology.
 * Human Physiology
 * Cognitive Psychology and Cognitive Neuroscience/Memory
 * Consciousness Studies
 * Cell_Biology
 * Unsolved problems in biology
 * Neurobiology
 * Need to start Developmental biology

Link to Wikiversity
We need to continue to make links from Wikipedia pages to Wikiversity.
 * Distance education
 * Wikipedia:WikiProject Alternative education
 * Wikipedia:WikiProject Education
 * Also see: User:JWSchmidt/links

Odds and ends
Ideas that need follow-up:
 * "the goals of the community and the goals of the project aren't always in line with one another" - User:Sebmol August 18, 2006
 * I wonder if Wikiversity needs a learning project to educate participants about the Wikiversity project. History of Wikiversity
 * need a quiz covering the project proposal - see User:Rayc/ProposalQuiz
 * On the the Wikiversity student:teacher ratio, "It will always be 1:1, each participant learns, everyone teaches."

title: User:JWSchmidt/Blog/23 January 2007


text: Template:Medianew/Things you can do/to do


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User talk:Adam.Bloomfield~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 Adam.Bloomfield. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Adam.Bloomfield~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:27, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:01, 19 April 2015 (UTC)

title: User talk:Adam.Bloomfield~enwikiversity


text:
User talk:Adamb~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 Adamb. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Adamb~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:27, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:01, 19 April 2015 (UTC)

title: User talk:Adamb~enwikiversity


text: User talk:Scootavious

title: User talk:Scootavious


text:
Portal:Engineering and Technology/Participants

The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for mature portals a list of participants is not needed).

 * Murugavel Ganesan - Electronics Engineering
 * Sivaraman Janakiraman "Sivadaa" - MIS CALIFORNIA STATE UNIVERSITY
 * Anand Yaligar - Electronics
 * Aravind V R - Electronics
 * Maurice Quinn - Structural Engineer
 * Barun Roy - Computer Engineering (Darjeeling)
 * Biswanath Panda - Mechatronics/Robotics
 * Moo7a - Mechanical Engineering
 * Dr. T - Energy and Energy Engineering
 * c - Chemical Engineer
 * Vikram Malik - Computer Engineer
 * Prashant Lokhande -IT Engg
 * Mirwin - Systems Analysis
 * Deepak Sharma-Information System Engineer
 * wikityke - Materials
 * Afsheen Gh - Civil Engineer
 * Deepak Ravikumar - Civil engineer
 * Vikas Siddeshwar - Computer Science Engineering
 * Abdullatif Al-Blowi - Computer Engineer
 * Debabrata Paul - Civil Engineer
 * Anil Bisht - Computer Engineer
 * TWFred - Requirements Analysis/Technical Writing
 * Gustable - Mechanical Engineer
 * Theornamentalist - Mechanical Engineering
 * Hitesh Kumar - Computer Science Engineering
 * samkupar - Mechanical Engineering,Reliability Engineering
 * Mukesh Patel - Engineering Systems
 * User:Latinlucius|Latinlucius]]- Game Design Cleanup, Computer Science


text:
User:Gomita

ABOUT ME
Hello!

My name is Ralitza Yordanova.

I’m a manager in advertising agency but I study "ICT in the elementary school" – it’s a master class at the University of Sofia.

I’m thinking that the teaching children is very humenly and hobility job.

I decided to join Anika and to work with her on the project about healthy nutrition because this theme is actually in all world.

THE PROJECT IS
Healthy nutrition of children in primary school

I would like to know what children in the elementary school want to healthy food. If they are eating the same food,they will a problem with overweight in the future. I'm thinking may be interesting to find what are the differences between results in Germany (Eichstaett) and Bulgaria (Sofia).

THE HYPOTHESIS
A lot of children in primary school age do not eat regularly. The nutrition in Germany and Bulgaria differs – German kids have more balanced diet than Bulgarian children.

OBJECTIVES OF THE RESEARCH
Our team would like to know if the children in primary school eat healthy food, what do they know about nutrition and what are the ways this subject to go into the schools – through the Curriculum, by involving the teachers or through projects.

Our aim is to compare the results in Germany (Eichstätt) and Bulgaria (Sofia) and to find the similarities and the differences.

TASKS

 * To see whether the children eat regularly�and balanced food.

 * To see whether they know what is healthy nutrition.

 * To compare the Bulgarian and the German data.

METHODOLOGY
Anika Düker made a questionnaire, which the team discussed and added a few points. Questionnaire with 13 questions about the way the child eats and knowledge about healthy nutrition as well: eat most often in the morning, at noon, in the afternoon and in the evening and the drinks they have as well.
 * 8 closed questions with 3, 4 or 5 options for an answer;
 * 5 open questions - the children are required to describe the food they

The questionnaire was given in different schools in Sofia, Bulgaria and Eichstätt, Germany in one and the same time – in the end of January.

Totally 133 pupils in 4th grade took part in it (they were between 9 and 11 years of age). 72 of them are from Bulgaria and 61 from Germany.

CRITERIA

 * Basic principles for the healthy nutrition
 * Quality of the eaten food

 * Children’s knowledge about healthy nutrition

ANALYSIS
regularly and do not skip a meal. The difference in the results from the children interviewed in Bulgaria and Germany is minimal (2 - 5%).
 * Do you eat regular interval? - Almost all interviewed children eat

don’t skip their breakfast, no matter whether it is in school, during the weekend or the holiday. The results show that the children born on Bulgaria have breakfast more regularly the their German peers.
 * Do you have breakfast every day? - The children from the two countries

questionnaire sometimes or often vary their food during the day. Even with a very small difference the German children eat more various food in comparison with the Bulgarian ones.
 * Do you eat different food each day? - All the children who filled in the

often or always are present in the menu of Bulgarian children. Their German peers also eat fruit and vegetables, but their results are lower.
 * How often do you eat fresh food and vegetables? - Fruit and vegetables most

According to the criteria for healthy breakfast it turns out that German children eat better food than the Bulgarian.
 * What do you eat for breakfast? - The children have comparatively healthy breakfast.

 * What do you eat for lunch? - Both groups eat healthy and not so healthy food.But Bulgarian children eat healthier than their German peers.

 * What do you eat for dinner? - Bulgarian children have healthier dinner that the German ones because they pointed warm food and included a salad in their menu.

 * What do you snack? - It is good that most of the children prefer fruit but they eat mainly sweet and salty products and they do not have enough yoghurt.

 * What do you drink? - The two groups drink mainly water, juice and soft drinks and do not drink enough milk or tea. Together with this the dangerous soft drinks are present in a very high degree in the menu of the Bulgarian children.

 * What do you learn something about healthy nutrition at school? - The Bulgarian children think they receive enough knowledge about the healthy nutrition in school. The German kids have the opinion that not enough attention is paid on this topic.

 * Do you talk with your parents on this topic? - As a whole the interviewed groups do not discuss this topic with their parents. But the Bulgarian kids talk about healthy nutrition with their parents more often than their German peers.

 * Do you have the chance to choose your food? - The two interviewed take part in the choice of food at home. The parents of the Bulgarian children have in mind their children’s opinion in comparison with their peers’ parents in Germany.

 * Do you think your nutrition is healthy? - In Bulgaria the children in their bigger part do not know whether they eat healthy food. But in Germany it is the opposite – the children are sure that they eat healthy food.

CONCLUSIONS

 * Bulgarian and German kids eat various food. The fruit and vegetables are present in the menu of the two interviewed groups. But if the Bulgarian children are left on their own choice, they chose mainly paste products, salty/sweet products, fast food and soft drinks.

 * For the lunch and the dinner - Bulgarian children eat a little bit more healthy food in comparison with their German peers. But the German children apparently have better behaviour in connection with food as a difference with the Bulgarian.

 * Bulgarian children think that they receive enough information on this topic at school and they discuss it with their parents, but they cannot apply their knowledge. As a difference their German peers think that the way they eat is healthy.

'''The so made conclusions prove our hypothesis, because healthy nutrition doesn’t mean to have 1-2 healthy meals a           day. It means to have right attitude to the food and constantly to have balanced menu.'''

WEBLINKS

 * Forum: Internet-und Projektkompetenz

MY CONTACTS
{| width="50%" ! colspan="2" align="center" bgcolor=#D2E4F6 | ...in Wikiversity
 * - valign="top"-
 * width="50%" bgcolor=#B0C2D4 style="color:#FEFEFE; font-weight:bold" align="center" | E I C H S T Ä T T
 * width="50%" bgcolor=#B0C2D4 style="color:#FEFEFE; font-weight:bold" align="center" | S O F I A
 * - valign="top"
 * align=left style="padding:20px" |
 * Anika
 * Kati
 * Michael
 * Jean-Pol
 * align=left style="padding:20px" |
 * Iliana Mircheva
 * Nina
 * Rali

title: User:Gomita


text:
Wikiversity:Developing Wikiversity through action research

This page is to coordinate activities in this collaborative action research project to develop and, in some senses, define Wikiversity. Essentially, it asks: "What are we doing to learn and facilitate learning on Wikiversity, and how can we improve what we are doing?" Some background to this research can be found on the "About" page and, on a more personal level, here. (Disclosure: this research constitutes the bulk, if not the whole, of my empirical research towards a PhD in education - however, I do not claim any 'ownership' over the research whatsoever. Cormaggio talk 22:51, 6 February 2008 (UTC)) Discussion about this project can be found and continued on the talk page, and if you wish to add yourself as an interested participant, please list yourself on the participants page. But again, please, edit this page to make it a truly collaborative research project...

Note: Cormac Lawler presented the results of his research as "Wikiversity: a project struggling with its own identity" at Wikimania 2010 in Gdansk, Poland.

Scope of research
This comes from discussion on the Colloquium in January/February 2008 - please also see Agenda
 * Clarifying learning model on Wikiversity (see Wikiversity learning model and Learning by doing, and workspaces below)
 * Develop engaging content/activities that would serve to build learning communities
 * Engage in outreach to invite participation
 * Explore tools for improving communication

Goals of research

 * Identify affordances and constraints of a wiki for learning - and apply this to the practice of building learning communities

Means of carrying out research

 * Form groups - set goals, tasks, and deadlines (/Groups, meetings and deadlines)
 * Media for groupwork/communication: wiki, IRC, WCR

Workspaces

 * Wikiversity learning model/Reading group
 * Wikiversity learning model/Discussion group
 * Making Wikiversity a personal learning space
 * Building successful learning communities on Wikiversity
 * Being educational

Theories in use

 * See /Theories
 * Mainly activity theory (specifically Engestrom's "expansive learning"), and communities of practice
 * Also strands of radical pedagogy, power, democracy, organisational learning (please add ideas to the theories page)

Form of research
The box below outlines a series of steps that correspond to an action research methodology for facilitating and assessing the development of Wikiversity. These steps correspond to headings below - all of which, of course, are editable. Steps 1-3 (inclusive) are the "pre-research" steps, and envisaged to be worked on immediately and simultaneously; 4-7 (inclusive) constitute one "cycle", or iteration, of the action research spiral (see action research page for details).

Projects
(these need updating and refactoring in parts)

Describe Wikiversity

 * See Reports for now..
 * Reports/15 January 2007
 * add others..
 * Something should be said about the interaction which a Wiki permits...asynchronous communication, decentralized information gathering, "trust"..et cetera
 * /List of uses of Wikiversity
 * What sort of participants does Wikiversity attract? /participant profiles
 * /Wikiversity identity - what sort of social/community identities result from participating on Wikiversity
 * Aspects that work/don't work (See Reports, What I have learned, Problems I have encountered...)
 * List of introspective dichotomies - eg, how is Wikiversity characterized with respect to:
 * inclusivity vs. exclusivity?
 * process vs. product?
 * process vs. jurisprudence?
 * virtual vs. brick-and-mortar?
 * prescriptive vs. descriptive?
 * aggregation of existing knowledge vs. generating new knowledge?

Increasing participation
Economy of thought: Currently, not too many learning communities have cropped up. This might be due to the lack of participants on Wikiversity. If we adopt a "learner-teacher" model, there may be a mismatch between participant interests. Essentially, we have an "economy of thought" analogous to bartering...
 * Increase participation through Wikiversity outreach. It is important to let people know we are here, but it is more important to let them know that we know they are out there. If you find a group that you think could or should interact with Wikiversity, go ahead and start them a page here, linking it with learning resources that are "up their alley".

 * Some examples:
 * Wikiversity and Connexions collaboration - a project to build and research (amongst other things) a technical bridge between the two projects.
 * SchoolForge - This is a Coalition of organizations that is dedicated to promoting and developing Free, Libre and Open Source Software in Education. Wikiversity has effectively "joined" the coalition by adding their page in the main namespace. Both SchoolForge and Wikiversity grow by linking common resources such as the Online Education Database and organizations like the FLOSSE Posse
 * Wikimania - Wikiversity has an intrinsic function as a wiki-based community that is flexible enough to "go with the flow" of events and online social networking. As a Wikimedia Foundation project, we can prove our worth by helping to organize learning activities and providing services such as the OpenMoko/Internet Kiosk, VoIP teleconferencing and Wiki Campus Radio.
 * other examples that could increase participation

 * Document feedback, "Follow-through" and progress at Wikiversity talk:Wikiversity outreach. As examples, follow links to the home sites of organizations that are listed under Category:Workspaces. See if their site includes a reciprocal link to Wikiversity. Several of those sites, particularly those that use MediaWiki contain a Wikiversity page that serves as an "outpost" for linking relevant shared resources, defining roles and coordinating action.

 * Another Question: How important/effective is reciprocal linking in increasing participation and aiding collaboration? Does the practice spread people too thin? Or does it actually build community?

 * Increasing commitment within the established community
 * Holding regular meetings
 * Determining tasks
 * Having weekly deadlines for these tasks
 * Trying to build something people want to participate in
 * Using this community to increase the number of participants and to keep those who are already involved
 * Do some marketing: politely making people enthusiastic for Wikiversity
 * Conflict management: Conflicts can be lethal to a group of people. Solutions: different guilds for different opinions within Wikiversity. Stimulate social bonding, so friendship becomes more important than being part of a language community.
 * Some tasks in organizing can be dull. So, there must be a goal to achieve. A goal could be to build up which can be appealing to a large crowd and could make people proud of having achieved it.
 * What do you want to achieve?
 * I want to make a historical atlas.--Daanschr 10:02, 30 January 2008 (UTC)

Establishing credibility
As Wikipedia must continue to prove its value as an enclopedia, so must Wikiversity prove itself as an online learning community. What actions can insure that Wikiversity content is viable? Some stubby ides have been planted at Quality and some Content development guidlines have been offered.
 * More questions: Are the naming conventions established in the beginning here at the English language Wikiversity compatible with those in mainstream academia? Are they being replicated equivalently on other language versions? Could Wikiversity gain credibility by improving communications across political barriers and cultural boundaries?

Outreach

 * Go back out to other Wikimedia sisterprojects, and get opinions and impressions on how Wikiversity is seen from other parts of the Wikimedia-sphere. See if we can use Wikiversity's Academic freedom to aid other Wikimedians in their efforts from within projects with policies that restrict certain desirable movements. This should involve going out of our "comfort zone" to projects we haven't been involved with, in order to learn new things and bring them back here to teach/share/explore how Wikiversity can become more effective as a service community.
 * Exercise the Wikiversity outreach "muscle" by taking notes and building relevance within other Internet spheres such as Google Groups, Myspace or YouTube - and, of course, with other education-oriented communities - to find other Wikiversitans "out there"..
 * Team up and build Wikiversity "outposts" in somewhat the same way that "brick-and-mortar" institutions build extension services and field offices. Build learning resources here at Wikiversity for tracking the work we do in other spheres. Introduce people here to new vistas and show them the "tips and tricks" for working (and playing) in other Internet environments.

How action/reflection is to be carried out
Please add suggestions about various aspects of point three above - and sign your comment to indicate that this is your point-of-view, and not necessarily someone else's.
 * Ideas for groups, meetings and deadlines have been proposed - we can work on these at /Groups, meetings and deadlines.
 * Perhaps, when we develop a number of principles of the research, they should be developed into a page like /Principles (or perhaps one or more of /Overview, /Proposed methodology, or /Proposed methods would be better?). The timeframe for this work could be developed at /Timeframe; milestones at /Milestones, Intended outcomes at /Intended outcomes ...

Other projects
There is another action research project on Wikiversity underway at Learning to learn a wiki way - please also participate there if you are interested.

Elearning_in_open_source_education is investigating the concept of 'open source education' and e-learning within such approaches.


text:
User:Cormaggio/My? research

This research is fundamentally about the development of Wikiversity (its content, community, technology, etc.) – in the many ways in which it can be developed and shaped internally, as well as its place within the world, context, history and theory of education, and educational websites, projects, organisations and institutions.

I also intend this research to constitute the doing of my own PhD; I am in the first year of a three-year PhD programme in the University of Manchester (UK), School of Education – intending to submit my thesis in September 2009.

My idea for the methodology here is based in the practice of Action research – some details are on that page, some on the project page, and some on the project’s ”About page”.

It is my fundamental intention, my pledge, to engage in this research as a collaborative activity – in other words, I want it to be “our research”, rather than “my research” (as I suggest above). (However, there are obvious complexities about this in the context of this also being, for me, a PhD with a brick-and-mortar university – all of which I will not detail laboriously here for now, but will rather leave as an open point of discussion.)

I have been documenting some of this work, and my thoughts, on a blog: http://cormaggio.org and a wiki: http://www.cormaggio.org/wiki/.

As the title of the page suggests, even though this page is within my own userspace, I invite anyone to edit this page to further thinking about any aspect of this project. Comments, questions, and/or suggestions can be made here, on the talk page, and/or any other page related to this project.

title: User:Cormaggio/My? research


text:
Wikiversity:Developing Wikiversity through action research/About

Developing Wikiversity through action research is a collaborative research project to facilitate and assess the development of Wikiversity through action research.

What is Wikiversity, and how does it work?
This project is fundamentally about exploring answers to these questions. Wikiversity is a repository of learning materials, a resource for self-study, a space for collaboration, a space in which to learn collaboratively, a space to explore about learning, a space to learn about teaching, etc. So, how does Wikiversity do all this - "how" in the sense of "by what means" - and, crucially, "by what values"..

There will have to be more specific questions too - about what we (individually/collectively) want to change and/or achieve in working on Wikiversity.

But possibly, in its largest sense, the question this project will address is "Why Wikiversity?" In other words: why does Wikiversity exist, and what does its existence mean for the world of education, and/or for you, and/or for me?

Why use action research?
Action research could be an appropriate methodology for researching Wikiversity, because of the inherently collaborative nature of both. Both work through the participation of a community, and both are inherently driven by change. Also, action research can (some would say, should) be organised in such a way to improve the lives (or, at least, understandings) of the participants, as well as the environment/context of research - however, the extent to which this is actually enacted and facilitated in practice is up to the participants.

What does this project hope to achieve?
This is fundamentally up to the people who participate in this research project. Participants of this project need to identify what they would like to explore/change in Wikiversity, and how, and generally set the long and short-term goals of the project.

Who can participate in this project?
Anyone can participate. You can participate by adding points to be discussed, points of action, points of comment etc. You may remain anonymous (though it may help inter-communication if you make yourself known and sign your posts). Participation in this project does not mean that you take any more responsibility than what you explicitly agree to (in other words, you will not be forced to do any work, answer any question etc if you do not want to). Fundamentally your participation is entirely voluntary - but, hopefully, much appreciated.

What will be the outcomes of this project?
One intended outcome of this project is a PhD thesis. (Comment from Cormaggio: I want to make this explicit from the beginning, however I don't want to lay personal claim to the research process, as it is genuinely meant to be a fundamentally collaborative activity - see User:Cormaggio/My? research.)

This project will hopefully generate data and analysis about Wikiversity that will be useful to the community as resource to learn from.


text:
Category:Developing Wikiversity through action research

Pages related to the research project Developing Wikiversity through action research.


text:
User:Historybuff/Sandbox

BOO! CQ 21:01, 23 January 2007 (UTC)

Lawl@CQ Devourer09 01:18, 24 March 2007 (UTC)

chedule -- or who is here, and when

title: User:Historybuff/Sandbox


text:
Wikiversity:Developing Wikiversity through action research/Participants

Welcome to the research project Developing Wikiversity through action research! If you are interested in participating in this project - even from a peripheral perspective - please list yourself below, preferably with a link to your Wikiversity userpage (or other descriptive webpage), and some indication of what your interest is in this project, and possibly what you would like to achieve within it.

Participants

 * Cormaggio: I am instigating this project (and it will go towards my PhD), but I do not want to claim any "ownership" of this project. This is designed to be a collaborative process, in which the process of the research is defined by the participants (hence the initially unformed nature of much of the project page). I'd be delighted if you would join me in exploring what Wikiversity is and how it could be developed - and I would very much appreciate any comments, no matter how critical, on any aspect of this research. Ultimately, I hope that this research can help to develop a community of reflective practitioners (researchers, educators, learners, or any combinations of these identities). I hope that the project's participants can find ways of working together, that explore the basic features of Wikiversity, and our participation within it. I would like us to be able to develop tools and language to help us come to critical understandings about who we are (both as individuals and communities/groups) and how we conceptualise and facilitate learning, as well as how we impede it. I hope for other things too, but that is all I will say for now. :-) But, again, welcome. Cormaggio beep 21:13, 23 January 2007 (UTC)
 * Leigh Blackall: In my efforts to encourage teaching staff at the vocational education and training institute I work at (Otago Polytechnic) to use and contribute to Wikiversity, I would like to report on the general perceptions from teacher and managers, barriers to particpation, benefits to participation, work flow and processes, needs etc - all from the the perspective of an educational institution in Regional New Zealand. --Leighblackall 00:24, 24 January 2007 (UTC)
 * Saidkassem: I would definitely like to collaborate. I already have a handful of ideas percolating such as the Collaboratively Building Concepts Project--Saidkassem 16:35, 24 January 2007 (UTC)
 * Javier Carro: If my short free time allows me to go forward with my doctor studies, I wish to focus my studies on the use of wikis for language learning. At the moment, I am, somehow, preparing an assessment form to check what is being done, what can be done and how could it be improved. The assessment would be initially regarding language learning wikibooks, considering that they should be one of the main tools of Wikiversity learning groups. If someone has some useful information, or wish to collaborate in the research, please contact me by email. --Javier Carro 18:44, 24 January 2007 (UTC)
 * Andy Roberts: My own research interest is in the application of Action Research methodology to distributed communities, and I'm also interested in the development of a really open university of the internet.


text:
Talk:Arboriculture

=A plan for this page= At this stage all we are doing this end is drawing up a list of topics and subtopics for the subject of Arboriculture. Then we will prepare slide presentations for each topic, that will include coverage of the subtopics. Where we already have - or find existing presentations, we will add the text and images to this wikipage. Where we do not, we will use this wikipage to sketch up the content of the presentation then copy past it into a new presentation file. If anyone has presentation slides or content that could be added, please do so or send it through to me, being mindful to include references and attribution to other's IP. If you have a rough and ready presentation that you wouldn't mind having jazzed up a little, send it through and we will design it up and format it for use here. Thanks --Leighblackall 21:15, 23 January 2007 (UTC)

 * Thanks for getting this rolling, in the last few days I've been working on constructing an outline of a comprehensive course, a brief definition, and an introduction to arboriculture. So far I haven't looked around to any other pages or looked at the wikiversity style page, or policies on attribution.  I'm spankin' new here, as you can see. I'm just working from my experience on wikipedia and my experience as a working arborist.  The outline still needs some major areas of emphasis in the area of tree care industry standards and practices regarding rigging, cabling and bracing, chemical applications, consulting arborists reports, ... it may end up later that Arboriculture will become a category with a number of articles in it, and that we could place that in a intermediate category of Environmental Horticulture, within the present Plant Sciences.  Once there are other classes, for example on Integrated Pest Management, we could move that information over and just link to it, rather than including it within the curriculum. - Michael J Swassing 16:31, 23 November 2008 (UTC)

title: Talk:Arboriculture


text:
User talk:Tonsofpcs~enwikiversity

Talk to me here. Press the + above and type a subject and your message, don't forget to sign it with four tildes (~)

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 Tonsofpcs. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Tonsofpcs~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 00:07, 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) 06:24, 19 April 2015 (UTC)

title: User talk:Tonsofpcs~enwikiversity


text:
User:Tonsofpcs~enwikiversity

See Wikipedia:User:Tonsofpcs

title: User:Tonsofpcs~enwikiversity


text: Category:FR

title: Category:FR


text:
Talk:Formulas, equations, and reactions

Under Formulas, need to specify that an element can be represented by either a single uppercase letter, or by an uppercase letter followed by a single lowercase letter. Also should state explicitly that if no subscript is present following an element's symbol, a single atom of that element is specified.

dead image
there is a dead image at the bottom of the page, I can't seem to find it but it is an example of something... PhilB 15:38, 25 March 2007 (UTC)
 * This page was created at Wikibooks and then imported to Wikiversity without the image file. --JWSchmidt 16:12, 25 March 2007 (UTC)

cool
I am actually quite impressed with the quality of this page

title: Talk:Formulas, equations, and reactions