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User:OhanaUnited/Sister Projects Interview

Update: This interview will be published on May 5. OhanaUnitedTalk page 18:26, 28 April 2008 (UTC)
 * The page is already transfered to here, Erkan Yilmaz uses the Wikiversity:Chat (try) 21:19, 2 May 2008 (UTC)

- Thanks for taking part in the Wikimedia Sister Project Interview. Since the contents of the interview will be published on Wikipedia Signpost in English Wikipedia, contents on this page will be licensed under "GFDL". If you are uncomfortable about sharing your views to other Wikimedia communities, please do NOT modify this page. Please sign your name after your comment so that I can identify who wrote it) OhanaUnitedTalk page 14:15, 1 April 2008 (UTC)

Approach
This interview was conducted collaboratively.

Collaborative response
Note: Original responses below (diff) by --SB_Johnny | talk, we would prefer to answer collaboratively (which might tell you even more about how we do things here :-)).
 * full support, Erkan Yilmaz uses the Wikiversity:Chat (try) 11:38, 28 March 2008 (UTC)
 * Full support for a collaborative approach - it is our raison d'etre. -- Jtneill - Talk 13:07, 30 March 2008 (UTC)

Chat session ?
(copied from Colloquium) If somebody is interested we could make a chat session ? e.g. talk about the final merge to make it appear as one WV voice, ... Erkan Yilmaz uses the Wikiversity:Chat (try) 00:16, 28 March 2008 (UTC)
 * We could talk about what is written and then also assign some people to merge each chapter (best: someone else who has contributed in that chapter) ? Erkan Yilmaz uses the Wikiversity:Chat (try) 17:56, 1 April 2008 (UTC)
 * I'd be happy to try and facilitate this with a voice chat, if that will help. I'm also willing to participate otherwise, as well. Historybuff 06:26, 2 April 2008 (UTC)

Saturday, 5th April

 * Erkan Yilmaz uses the Wikiversity:Chat (try) 00:16, 28 March 2008 (UTC) (probably after 15:30 UTC)
 * --mikeu talk 17:16, 29 March 2008 (UTC) (available between 18:00 - 00:00 UTC)

Saturday, 12th April

 * --mikeu talk 17:16, 29 March 2008 (UTC) (available between 18:00 - 00:00 UTC)

What is Wikiversity
Wikiversity is the Wikimedia Foundation's youngest project, aimed both at creating educational materials and at providing a forum to learn interactively in a wiki environment. Originally begun in Wikibooks, it was split off officially in 2006, with the English Wikiversity, Beta, and three other language Wikiversities established in August, 2006. Contrary to what people might think in relation to its name, Wikiversity is not limited to university (tertiary) level materials/activities, but incorporates in its scope materials and activities of all styles and levels - from pre-school to lifelong learning. There are seven individual language Wikiversity projects - English, French, German, Greek, Italian, Japanese, and Spanish - as well as a multilingual hub for inter-project coordination.

Wikiversity is both a repository of educational content, and a space for learning. As a repository, it follows a model similar to other sister projects, particularly Wikipedia and Wikibooks - though it strives not to overlap unnecessarily with these projects - and there are good 'course'-type resources in areas such as filmmaking and technical writing. However, as a learning space, it is in a much more experimental phase - learning about how learning can be facilitated in a wiki (specifically Mediawiki) model, and how other technologies (such as IRC, voice chat, blogs, as well as a dedicated "sandbox server") can be utilised to augment the wiki model. There is a strong emphasis on "learning by doing" (or "experiential learning") in the Wikiversity learning model - and there are also initiatives to make Wikiversity a personal learning environment (see examples). Several reading groups have evolved, which indicate promising and viable means of "learning the wiki way".

Wikiversity's scope, mission, and inclusion guidelines differ radically from the other Wikimedia Foundation wikis, in that it encourages the use of the wiki for building learning communities, and voicing opinions - many users have blogs in their userspaces, and there is a certain amount of freedom to go beyond NPOV through disclosing bias. There is also freedom to undertake and report on certain types of original research - the horticultural Bloom Clock being the oldest and largest of the research projects. Due to its educational mission, Wikiversity also has a more tolerant approach towards content and activity, preferring to educate rather than deter participants (by deleting or banning).

 * one example: WV can be a place:
 * to learn with others in collaboration (e.g. see chat logs of discussion from a reading group)
 * but there is also encouraged the possibility to learn for oneself (see Personal learning environment and here examples), which will certainly lead to meet with others - e.g. w:Wikipedia:WikiProject critical source examination (example extending and creating articles in other wikimedia projects (de+en)), Erkan Yilmaz uses the Wikiversity:Chat (try) 20:42, 28 March 2008 (UTC)

 * Wikiversity is an experiment, a project for anyone to actively learn anything in any way with any pace, in the wiki-model, through participation with the support of a community, with wiki-technologies, where "wiki-technologies" is in its general sense, including the mediawiki engine, irc, mailing lists, bots, and even blogs (for example, the course Composing free and open online educational resources with http://oercourse.wordpress.com/about/ ) and Wikiversity's own sandboxserver: http://sandboxserver.org, via various media such as textual, graphical, sound, in real time or in slow motion ... Hillgentleman|Talk 02:40, 29 March 2008 (UTC) , Hillgentleman|Talk 18:21, 31 March 2008 (UTC)

 * Wikiversity is an experimental project open to everyone interested in studying and teaching. It aims to develop methods (sometimes called sucessfull learning communities) for free e-learning education. It tests MediaWiki software and other software for the educational process. It is open for everyone, who is interested, while people using languages which dont have their own domains might be limited. It is not just about tertiary education (versity≠university), but education for all - pre-school, primary, secondary and tertiary education, longlife education and also research (both primary and secondary).
 * On the other hand, Wikiversity is also a community. Wikiversity community is a group of people intrested in learning via the wiki way, open to new ideas and aproaches and having a fun when study and develop.--Juan 11:12, 31 March 2008 (UTC)

 * Wikiversity is also a good place for people to experiment creating and test educational material before it goes commercial. See filmmaking. Robert Elliott 02:22, 1 May 2008 (UTC)

 * From the line onwards, I've attempted to add everything relevant from below to the section above, reducing redundancy. My suggestion would be to edit the upper section and add whatever else you think appropriate, and ultimately to delete the bottom section when it is completely redundant with the upper one. Cormaggio talk 19:01, 2 April 2008 (UTC)

How did Wikiversity evolve historically and how has it progressed?
The roots of Wikiversity go back to August 2003, when Wikibooks was being formed and the idea of a larger learning project was being brainstormed. As a result of these discussions, Wikibooks was set up as a textbook repository, and Wikiversity was set up as a sub-project within Wikibooks. When Wikiversity was proposed for deletion from Wikibooks, there followed a vigorous and lengthy discussion about where and how Wikiversity would exist, and what its future would hold. This prompted the development of a proposal - on Meta - to set up Wikiversity as a separate Wikimedia project. After much discussion, and one rejected proposal, Wikiversity was finally launched in its "beta phase" as an official project in August 2006. Wikiversity has never officially been declared to have emerged from its beta phase, and the probability is that it will continue in its experimental phase for some time, perhaps some years.

Measuring Wikiversity's progress can be difficult due to its wide scope, but it has managed to build a very strong community, and content has been slowly but steadily created and improved over the first eighteen months (somewhere in between what one would expect of a glacier and a rolling snowball). Currently several users are working on outreach efforts aimed at "brick and mortar" institutions and organizations to see where and how we can be of assistance in helping to create educational materials and learning communities.

For further reading, see History of Wikiversity, User:JWSchmidt/history, and Wikiversity future

What is Wikiversity's vision and mission?
There are many visions for Wikiversity - a repository of open educational resources, an experiment in wiki-based learning, a global learning community, a radical alternative to fee-based education - but to name a few. Wikiversity is adaptable and broad enough to incorporate many of these visions - and certainly the first three of these are inherent aspects of Wikiversity's scope and mission. Whether Wikiversity will become or provide an alternative to brick and mortar institutions is substantially more controversial - having been explicitly rejected by the board in their first evaluation of the Wikiversity proposal. However, there certainly remains room for imagining and defining what role Wikiversity could play in a the world of "open education" - which might involve collaborations between open content/activity sites (like Wikiversity) and accredited institutions (like traditional universities).

Please also include reference to the current mission statement which can be copied from: Mission/Current. -- Jtneill - Talk 03:35, 11 April 2008 (UTC)

 * Wikiversity's future vision is remarkably strong as is shown by the intense recent activity at Vision 2009. --McCormack 12:01, 28 March 2008 (UTC)
 * See also:
 * Mission
 * Motto
 * Slogan
 * -- Jtneill - Talk 13:16, 30 March 2008 (UTC)

 * Unsure of how to incorporate mention of these pages as of yet.. Cormaggio talk 19:34, 2 April 2008 (UTC)

How is Wikiversity different from Wikibooks?
The singular focus of Wikibooks is to create free and up-to-date textbooks for the use of both institutional and non-institutional students and teachers. The Wikiversities differ from this in several ways, perhaps the most important being that we often focus more on participation as the end product, rather than always moving towards a goal of producing content.

Wikiversity supports online learning communities, groups of people who are trying to learn about particular topics. Wikiversity is a place where these learning groups can assemble and discover how best to learn things online. Wikiversity is also the first WikiMedia project that is open to hosting and fostering research.

Wikiversity's fundamental unit is neither a book (wikibooks) nor an encyclopedia article (wikipedia); it is a learning resource (see Learning Resources). A learning resource is a text or genre which can outwardly resemble a book or an article, but differs in a number of respects. While we haven't settled on a complete definition of learning resources, we can say that possible identifying characteristics may include any number of: segmentation to facilitate learning, sequencing by difficulty level, didactic use of repetition and redundancy, discernible paths from known to unknown, the involvement of an audience of learners, association with a real-world educational context, the setting of explicit learning goals, conformity with a real-world curriculum of learning, a style which reflects an immediacy of a learning situation or other stylistic criteria typical of didactic intent. In short, it's about learning rather than exposition. While it is true that a "participatory" concept has entered some of the Wikiversity planning processes, it is a subset of actual editing efforts which reflect heterogeneous educational visions and methodologies.

 * The singular focus of Wikibooks is to create free and up-to-date textbooks for the use of both institutional and non-institutional students and teachers. The Wikiversities differ from this in several ways, perhaps the most important being that we often focus more on participation as the end product, rather than always moving towards a goal of producing content. For example, the Bloom Clock does generate content over time in the form of keys and eventually aims at producing a geographically neutral language to describe when plants bloom, but the immediate purpose of it is for participants to learn about the flowering plants they see in the environment -- either by providing keys to help people identify a plant, or through the interwiki links provided to Wikipedia articles about the plants and Wikibooks modules about how to grow the plant. That latter linking shows the relationship: the Wikiversity content is participatory, while the Wikibooks module provides a supporting text. --SB_Johnny | talk
 * Wikiversity's fundamental unit is neither a book (wikibooks) nor an encyclopedia article (wikipedia); it is a learning resource (see Learning Resources). A learning resource is a text or genre which can outwardly resemble a book or an article, but differs in a number of respects. While we haven't settled on a complete definition of learning resources, we can say that possible identifying characteristics may include any number of: segmentation to facilitate learning, sequencing by difficulty level, didactic use of repetition and redundancy, discernible paths from known to unknown, the involvement of an audience of learners, association with a real-world educational context, the setting of explicit learning goals, conformity with a real-world curriculum of learning, a style which reflects an immediacy of a learning situation or other stylistic criteria typical of didactic intent. In short, it's about learning rather than exposition. While it is true that a "participatory" concept has entered some of the Wikiversity planning processes, it is a subset of actual editing efforts which reflect heterogeneous educational visions and methodologies. --McCormack 11:34, 28 March 2008 (UTC)

 * just by reading the question, for later merge: FAQ (What is the difference between Wikiversity, Wikibooks, and even Wikipedia?), Erkan Yilmaz uses the Wikiversity:Chat (try) 16:03, 28 March 2008 (UTC)

 * Well, the difference is clear. Wikiversity is an e-learning and research project, when wikibooks is a collection of books and textbooks.--Juan 11:12, 31 March 2008 (UTC)

What are the main terminology differences used by Wikiversity?
Some examples could be:
 * sysops are Custodians
 * articles are Learning resources or learning projects

 * sysops are Custodians
 * articles are Learning resources or learning projects

So I'm a newcomer to Wikiversity. What can I do?
It depends who you are and what you want to do! If you want to find content that could be useful to you in teaching a class, or helping you learn, you can browse Wikiversity's portals and categories, or search for specific content. If you want to learn about something, you can browse Wikiversity's learning projects (or simply follow the method for searching for content - often pages titled like resources are in fact more like learning projects). If you can't find anything that will help you, you can set up a page or project that frames the subject of what you want to learn, and invite people to help you or collaborate with you to learn about something that specifically interests you.

Often the best way for new contributors to become involved is to simply introduce themselves on the Colloquium. Let the community know what they're interested in, and ask for advice on how to start.

 * As Wikiversity is a community-based project, often the best way for new contributors to become involved is to simply introduce themselves on the Colloquium (akin to Wikipedia's Village Pump), let the community know what they're interested in, and ask for advice on how to start. --SB_Johnny | talk

 * If the new vision for Wikiversity is generally accepted, newcomers will find a slightly stronger encouragement to identify with (and perhaps combine) various roles - i.e. educator, learner, researcher, maintenance. In earlier Wikipedia days, newcomer activity was naturally more strongly orientated towards productive roles, whereas the typical Wikipedia user is now primarily a consumer. Wikiversity is still in its formative phase, which means that productive roles such as educator, researcher and maintenance receive more emphasis and this is where newcomers would mostly focus their activity. This continuing emphasis on productive roles as in the early days of Wikipedia is one of the things which makes Wikiversity especially attractive for experienced editors from other Wikimedia projects. --McCormack 12:09, 28 March 2008 (UTC)

 * Anything, as long as it helps you achieve your learning (goals) and if also others can participate in the learning process: even better (so, that comment probably will cause now a lot of heat :-) ) One good thing about Wikiversity from my POV is the freedom it offers in comparison to other Wikimedia projects. So, just be bold ! Erkan Yilmaz uses the Wikiversity:Chat (try) 16:16, 28 March 2008 (UTC)

 * What do you want to learn? Hillgentleman|Talk 02:25, 29 March 2008 (UTC)

 * What can you write? It is a bad question. You should ask, "what can I learn?". Wikiversity is not about writing, it is about learning. It means to follow learning subcommunity and follow the guidlines or to creat own project for learning.--Juan 11:12, 31 March 2008 (UTC)

What are some of the tasks done by administrators (custodians)?
Administration on Wikiversity is handled quite differently than it is on other projects (for one thing, they're referred to as Custodians, not "admins"). The original cohort were very concerned by the political connotations of Administratorship on other Foundation wikis (especially Wikipedia), so we decided to use a different name, and we also adopted a very different method of allocating the tools by using a "mentorship" strategy. Rather than electing Custodians before they receive the tools, we instead allow established and experienced custodians to mentor new custodians for one month, and then seek community input after that "probationary period" is over. In most cases, this has been quite effective in removing the political elements of it, which is important to us because we want to encourage all trusted users to have the tools available if and when they might need them. As far as the actual tasks go, they're no different from any other wiki. We clean up vandalism, block vandals, delete junk, etc.

Custodians also take part in tasks as applying and creating with others policies such as NPOV in the educational context.

 * Administration on Wikiversity is handled quite differently than it is on other projects (for one thing, they're referred to as Custodians, not "admins"). The original cohort were very concerned by the political connotations of Administratorship on other Foundation wikis (especially Wikipedia), so we decided to use a different name, and we also adopted a very different method of allocating the tools by using a "mentorship" strategy. Rather than electing Custodians before they receive the tools, we instead allow established and experienced custodians to mentor new custodians for one month, and then seek community input after that "probationary period" is over. In most cases, this has been quite effective in removing the political elements of it, which is important to us because we want to encourage all trusted users to have the tools available if and when they might need them. As far as the actual tasks go, they're no different from any other wiki. We clean up vandalism, block vandals, delete junk, etc. --SB_Johnny | talk

 * One of the most challenging tasks which faces Wikiversity maintenance both today and especially in the future is that of applying policies such as NPOV in the educational context. Wikimedia projects, and especially Wikiversity, are progressive, but many will test the limits of what kind of fringe movements (especially in religion and science) are acceptable, and in what quantities they can be accepted as a proportion of the whole project. Education is something of a red flag for fringe movements, so the challenges here for Wikiversity will be particularly great. --McCormack 12:15, 28 March 2008 (UTC)

 * Of course keep in mind that the development of the policies are undertaken in the same way as they are on all of the foundation's wikis: through community discussion and with the occaisional guidance of the Foundation's board. Traditionally, we've been able to take a discursive approach to people who contribute materials that we find inappropriate, but it's certainly possible that we may some day need to use administrative tools to back this up. The relatively small size of our community has in some ways been a boon to us so far, since we can give direct human attention to new contributors rather than referring to policies; in fact we've just never really developed a comprehensive set of policies. Recently we've begun to grow a bit faster though, so our "oral traditions" (a.k.a. "endless hours of chat on our irc channel) will inevitably need to be codified into policies. We didn't work too hard on them in the beginning because we wanted to more or less let things develop on their own, since it wasn't at all clear then what would work and what wouldn't. As a wiki, it's easy enough to delete things later on if they prove inappropriate: for a good example of this approach, compare Welcome and expand to templates like the stub and "db" templates on Wikipedia. --SB_Johnny | talk 14:32, 28 March 2008 (UTC)

What language projects are there in Wikiversity?
Currently there are six languages available (English, French, German, Greek, Italian and Spanish). Other languages are incubated on beta wikiversity while they build their communities. They are separated after certain criteria which include e.g. having 10 or more active editors.

 * Currently their are six languages fully open for participants. They are English, Spanish, French, German, Italian and Greek. Other language projects are in incubation on Wikiversity Beta, Incubator or Wikibooks. When still many languages are not available.Juan 11:12, 31 March 2008 (UTC)

 * New language wikiversities are created when there are 10 or more active editors (languages with less than 10 are incubated on beta wikiversity while they build their communities). Wikiversity as a whole is less than 2 years old, so there simply hasn't been as much time for other-language projects to develop. --SB_Johnny | talk

Original question: How come there're not many languages projects in Wikiversity?

 * I'd have called it quite a lot, actually ;-) --McCormack 12:21, 28 March 2008 (UTC)
 * Note: this doesn't make sense any more, as someone changed the question ;-) --McCormack 17:50, 2 April 2008 (UTC)
 * The original question was loaded; i.e., along the lines of why WV doesn't have many languages. I took the liberty of changing it to a more open question which can be used more longer-term and updated gradually "What language projects are there in Wikiversity?". -- Jtneill - Talk 23:04, 20 April 2008 (UTC)

 * That depends on the view. I am at the moment in Germany and also active at de.WV - for me all the pages at en.WV are different language :-) Erkan Yilmaz uses the Wikiversity:Chat (try) 16:19, 28 March 2008 (UTC)

 * Wikiversity in Japanese is about to start. Hillgentleman|Talk 18:26, 31 March 2008 (UTC)

I noticed some namespaces here that are not available found in Wikipedia. Can you explain when and where they are used?
Part of that comes from a lot of people having a lot of ideas early in the process. Originally, there was discussion of having a somewhat hierarchical structure of Schools, Departments, and Classes, but the Foundation objected to this structure, and in general we've found ourselves doing quite well without it. The "Topic" namespace was originally somewhat of a replacement for Departments, but has since developed to become more of an organizational tool. The Schools themselves have been largely inactive lately, as community members concentrate more on the main namespace. More info can be found at Namespaces.

 * Part of that comes from a lot of people having a lot of ideas early in the process. Originally, there was discussion of having a somewhat hierarchical structure of Schools, Departments, and Classes, but the Foundation objected to this structure, and in general we've found ourselves doing quite well without it. The "Topic" namespace was originally somewhat of a replacement for Departments, but has since developed to become more of an organizational tool. The Schools themselves have been largely inactive lately, as community members concentrate more on the main namespace. --SB_Johnny | talk
 * See Namespaces. -- Jtneill - Talk 13:05, 30 March 2008 (UTC)

Being one of the smaller sister projects, are there plans to encourage more people to register and contribute?
Outreach has been a focus since the beginning and is now also supported with the Vision 2009. Contributors are attracted from our sister projects, but also from outside institutions and communities. However, our most successful recruiting has probably been passive: people come across us from one place or another and have an "aha!" experience when they recognize our scope and potential, and when they find the welcoming and supportive community which is the foundation of our efforts.

 * Outreach has been a focus since the beginning. We have tried to attract contributors from our sister projects, but also from outside institutions and communities. However, our most successful recruiting has probably been passive: people come across us from one place or another and have an "aha!" experience when they recognize our scope and potential, and when they find the welcoming and supportive community which is the foundation of our efforts. --SB_Johnny | talk

 * See also Vision 2009. --McCormack 12:18, 28 March 2008 (UTC)

 * That makes it very interesting and I want to join. But I'm only expert in environmental issues and sustainability. OhanaUnitedTalk page 14:08, 28 March 2008 (UTC)

 * Heh... see your talk page for an example of how this sort of outreach works :). --SB_Johnny | talk 15:08, 28 March 2008 (UTC)

 * We also "recruit" people from Wikipedia pages/articles to related learning projects that we have on Wikiversity. The Ivan Illich page on Wikipedia, for example, has a template that draws people to the Wikiversity reading group for Illich's text. Countrymike 05:13, 30 March 2008 (UTC)

 * Well, in this answer I talk about the Czech Wikiversity. One of the main aims of the Czech Wikiversity in this stage of development is to recruit continuously especially profesionalised particepants. Until this time we passed different models of advertising and publish relation of this project. The first phase was the presentation of Wikiversity on Universities and educational institution - these aims failed, because of the incubation phase of the project. Another phase was based advertising within Czech Wikimedia projecs - this way, was partly successful, but most of the Wikimedians said, that they feel at home on the different project. Now we are having a third phase, trying to establish usefull learning methods and units in and attract people with the same area of interest. Whan of the most important course for us right now is about how to "work on Wikipedia". We hope, that after the Czech community will get its domain, we will continue with presentations on conferences, exibitions and educational institutions and this way will be more succesful because of the official status of the project and its availability on the Internet. Juan 11:12, 31 March 2008 (UTC)

Does Wikiversity host original research? How do you manage this research? What are the current research projects?
Yes, Wikiversity is a place for developing and hosting research projects. A good example of a current research project is Bloom Clock. Join also the discussion about forming an academic board to oversee and manage research projects - see Research.

 * Yes, Wikiversity is a place for developing and hosting research projects. A good example of a current research project is Bloom Clock. -- Jtneill - Talk 05:17, 29 March 2008 (UTC)
 * There is discussion about forming an academic board to oversee and manage research projects. See Research. -- Jtneill - Talk 05:17, 29 March 2008 (UTC)
 * Yes, there are some original researchers within appropriate research communities. There is not a special management for them at the moment, unfortunately there is an intention to create a review board(s). Some of the succesfull projects are Bloom Clock and Wikimedian Demographics.Juan 11:12, 31 March 2008 (UTC)

What is the most pressing problem facing Wikiversity? How can we solve it?
Adaptation of MediaWiki (technical) and liason with WMF (policy) in order to provide an optimal online environment for wiki-based learning. For example, being able to embed multimedia, show rss feeds, favourite pages, use web2.0 social networking, wysiwig editing, etc. to encourage learner participation, and to help foster learning communities and powerful wikiversity-based learning experiences. One way to progress here is with the Topic:Sandbox Server 0.5.

 * Adaptation of MediaWiki (technical) and liason with WMF (policy) in order to provide an optimal online environment for wiki-based learning. For example, being able to embed multimedia, show rss feeds, favourite pages, use web2.0 social networking, wysiwig editing, etc. to encourage learner participation, and to help foster learning communities and powerful wikiversity-based learning experiences. At this stage, Wikiversity arguably lags in experimental testing, development, and implementation of extensions of its key 'competitor' (cooperator?), WikiEducator. But a more significant issue which looms is that as MW multimedia extensions are tested and developed, is WMF ready policy-wise to let these loose in Wikiversity and quite likely in sister projects? (e.g., are Wikibooks and Wikipedia ready to allow embedding of youtube pages where appropriate?). Are administrators ready to write appropriate policy and ready to manage appropriate usage? Are developers ready to write additional code (bots, etc.) to help administrators and users to create a culture of appropriate usage of such technologies? -- Jtneill - Talk 05:02, 29 March 2008 (UTC)
 * I would say on English, Spanish, Italian and other Wikiversities, there are no problems, which we can call problems. I would say, all these problems are just tools. Because if you have a problem, you can develop a solution. If you dont have a problem, there is no sollution, which means there is now development.
 * But while talking about the Czech Wikiversity, I should say that the most pressing problem is that has not its own domain and it is not shown via internet. Than the crictical problem is that people who are able to speak in the language, wich is not having any Wikiversity project, cant find their wikiversity community.--Juan 11:12, 31 March 2008 (UTC)
 * One problem, which could and should be quickly solved - MediaWiki software does not have a default shortcut for interwiki linking to Wikiversity! -- Jtneill - Talk 11:49, 1 April 2008 (UTC)
 * The Wikimedia language is extremely awkward for creating good looking courses. The file structure is useless for large courses with many lessons and parts.  For Wikiversity II, both should be completely changed. Robert Elliott 02:21, 1 May 2008 (UTC)
 * Jtneill, is already on the interwiki map. It points to http://en.wikiversity.org/wiki/$1 .Hillgentleman|Talk 01:45, 2 April 2008 (UTC)

Wikipedia maintains a set of "Featured Articles". Is there a similar scheme which showcases Wikiveristy's best works?
Yes, see Main Page, there is available: Today's + Yesterday's featured project.

 * See Main Page, there is:
 * Today's featured project
 * Yesterday's featured project

 * Yes, there is a special page about this on English Wikiversity, however it is not a current version wich could be showcased. On other existing Wikiversities, I havent found something simillar to so called Featured Content. On the Czech Wikiversity we are not paying attention on this problem currently, because there are other priorities.Juan 11:12, 31 March 2008 (UTC)

Is there a quality and/or completion rating system for Wikiversity learning resources?
Activity bars and Percent complete both exist, however, neither are particularly in heavy use.

Activity bars and Percent complete both exist, however, neither are particularly in heavy use. --Remi 21:14, 4 April 2008 (UTC)


text:
User talk:OhanaUnited

Thank you for making this happen: User:OhanaUnited/Sister Projects Interview - I am sure your readers will profit from the better info from all here. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 18:51, 27 March 2008 (UTC)

Welcome
Hello OhanaUnited, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 18:51, 27 March 2008 (UTC)

Environmental experts needed :)
Hi OhanaUnited,

There have been a number of environmental projects started here and there... a few I can think of offhand:

 * Project proposal:global warming -- I'm not sure where that stands now... it was one of the first proposals back in 2006 I think
 * Bloom Clock -- Essentially a phenology project... among other things the data collections will hopefully be handy for later projects tracking changes in bloom time as local and global temperature trends change
 * Radio Discussion/Living on Earth -- Something a couple of us were experimenting with this past winter, using a radio show as our "lecture" and collecting materials for further learning.

I'm not by any means an expert in environmental science, but as a horticulurist and farmer I'm well-versed in managing my local ecology... let me know if you start something! --SB_Johnny | talk 15:06, 28 March 2008 (UTC)
 * See also Category:Ecology, Erkan Yilmaz uses the Wikiversity:Chat (try) 11:18, 29 March 2008 (UTC)

Commons
Is there a page on commons somewhere with the questions? I'm sure I could round up a few interested commonists on IRC if you give me a link :). --SB_Johnny | talk 14:15, 30 March 2008 (UTC)

Clarifications
Hi OhanaUnited, I've asked some questions at User talk:OhanaUnited/Sister Projects Interview - I'd appreciate if you could clarify before I contribute to your initiative. Thanks, Cormaggio talk 13:54, 1 April 2008 (UTC)

removing
I removed the signatures after names in order to move forward summarizing the answers... and then I saw that you said to not do that... I reverted... How would be best to summarize the answers? --Remi 04:05, 21 April 2008 (UTC)
 * I voiced a related question in the "Voice(s)" section on the talk page.. Cormaggio talk 12:40, 21 April 2008 (UTC)

Publication date
Hi OhanaUnited, would you be able to let us know when your interview will be published? Perhaps either on the talk page or on the Colloquium. Thanks. Cormaggio talk 12:39, 21 April 2008 (UTC)

Font Tag
The font tag is now obsolete. Please adjust your signature to something like:  OhanaUnited  Talk page  Let me know if you have any questions. -- Dave Braunschweig (discuss • contribs) 17:37, 29 May 2018 (UTC)

Reorganised discussion
This is to let you know that the discussion at Talk:WikiJournal User Group has been reorganised to ease constructive inputs that help in updating the document. If you would like to summarily oppose implementation of any Code of Conduct, feel free to place your opposition at Talk:WikiJournal User Group. For any other constructive inputs please feel free to do so at Talk:WikiJournal User Group. Thanks for your cooperation. Diptanshu 💬 12:20, 16 December 2018 (UTC)

Maps via Wikidata
I remember you were testing maybe plotting a map of editor locations. I've been testing generating a map in Wikidata. If we include all journal editors on the WikiJournal's page then it's possible to find the geocoordinates of their employer. Eventually it should be automate-able via this bot request, but would have to be done manually for now. T.Shafee(Evo﹠Evo)talk 06:22, 18 November 2019 (UTC)
 * Note, updated version with better interface for multiple points. T.Shafee(Evo﹠Evo)talk 02:48, 23 November 2019 (UTC)

Query at review page
I just noticed there's a query for you at this page (the editor forgot to ping, or is unaware of the practice). T.Shafee(Evo﹠Evo)talk 09:43, 17 May 2020 (UTC)

Re: A Phonological Analysis of Selected Nigerian Newscasters Rendition
I appreciate your consideration of my article for publication. However, you have not provided an email address where I could send the word version or preferably, I would like to be guided on how to get the article uploaded on wiki commons. Thank you. Margob28 (discuss • contribs) 07:35, 25 August 2022 (UTC)

The Validity of WikiJournal Preprints/The Effect of Corticosteroids on the Mortality Rate in COVID-19 Patients, v2
Hello Andrew,

I'm coming to you to ask whether the mentioned paper's topic/objective is suitable for publication in the WikiJournal of Medicine. I was going to extensively work on it this summer, but I wanted to get written confirmation that this paper would be suited for my time in developing it.

I also wanted to see if a Wikijournal of Humanities paper on Meditation would be suitable. I'm not sure if you're familiar with that wikijournal's guidelines, but I figured it was worth asking.

Thank you, —Atcovi (Talk - Contribs) 21:20, 27 August 2022 (UTC)

Request
Please, I do not know whether you could help upload the article if I send its soft copy as MS word document or pdf to you. Thanks. Margob28 (discuss • contribs) 03:44, 5 September 2022 (UTC)

Volunteering to help with WikiJournal of Humanities
I kinf of forgot about WikiJournals for a few years, and I am amazed at the progress made. Well, as a real-life professor of sociology, I'd be happy to help with WikiJournal of Humanities which seems to be closed to my field. Do let me know how I can help, assuming of course you need any assistance. (If you reply here, please ping me back, TIA). Piotrus (discuss • contribs) 03:31, 8 November 2022 (UTC)

In other news
I am a strict believer in learning from the bottoms up (as a teacher who tells students to edit Wikipedia, for example, I never ask them to do things I haven't done myself before). And it so happens, I have a publication that I think is within the scope of WikiJournal Medicine, and now that I know it is indexed in SCOPUS, it meets my university's requirements too. As I am not yet on the board or such, I think I have no COI, so I decided to went ahead and submit my work at WikiJournal Preprints/Where experts and amateurs meet: the ideological hobby of medical volunteering on Wikipedia. Before I finish copyediting it (I think I need to upload images to Wikimedia Commons and reformat references to footnotes) and finish the rest of the submission procedure, can I ask you to confirm that this topic is within the scope of WJMED and our previous conversation does not create any COI for me to submit it (I am fine putting my editorial application fpr WJHUM from yesterday on hold for the duration of the review process, if necessary)? Oh, to confirm, WikiJournals allows and prefers non-anonymous submissions, right? So I don't need to anonymize citations to my own work, etc.? Piotrus (discuss • contribs) 05:08, 10 November 2022 (UTC)

 * Each WikiJournal (Medicine, Science, Humanities) has separate editorial boards, similar to how "Nature Medicine" and "Nature Chemistry" are two different journals, have different editor-in-chief and different ISSN/DOI even though they are both owned and published by Springer Nature. Each WikiJournal operates and makes article decisions independently from each other while sharing same pool of resources (hired contractors, H/R, overhead cost). Therefore, whether or not you are on the Humanities board will not cause a COI when submitting to Medicine. I am the managing editor for Science, so our conversations won't cause any COI. I will defer your question on whether your preprint falls into the scope of Medicine to User:Rwatson1955, who is the managing editor for the Medicine journal. And yes, we ask that "authors should be given by real names in their articles" so there is no need to anonymize.  OhanaUnited  Talk page  15:58, 10 November 2022 (UTC)
 * I submitted my article two days ago and filled in a Google Form, which suggested I'd receive confirmation email, but nothing happened and the article still has a notice that it is not submitted for review. Any chance you could check from your end if things are fine or ping someone who can, as maybe I haven't clicked something correctly or such? Piotrus (discuss • contribs) 14:09, 16 November 2022 (UTC)
 * That's my fault. Been busy with work. I'll process the new submissions today and update the status.  OhanaUnited  Talk page  15:14, 16 November 2022 (UTC)

Concerning an article
Hello, I'm not sure if you are aware that I have written a new article on Wikiversity, entitled: Orhan Gazi, the first Statesman,

I started it in September 2022 and finished it in March of the same year, and I was hoping that finding some peer reviewers wouldn't take much time. However, the article remained as it was for more than a year, and I had to ask two professors I know personally to check my work, which they did and their notes were sent in pdf format and added here.

Now the article still needs an editor, before it can be finalized and published, and a fellow Wikipedian, Alaa, suggested your name. I hope that perhaps you could check it. Please let me know what you think, best wishes-- باسم (discuss • contribs) 20:17, 7 May 2023 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:WikiJournal Bioclogging - ES.pdf

MaintenanceBot (discuss • contribs) 15:41, 19 December 2023 (UTC)

Japanese rendering
Thanks to your help, I could make Japanese translation of bioclogging article. I feel that display style of Japanese sentense is wierd, because breakline is restricted to some characters such as "、". Japanese does not break words with spaces, as normal in western languages, and therefore we break lines anywhere. For example, see Japanese edition of bioclogging article in Wikipedia.

It can be fixed by using css. For example, in this paragraph

バイオクロッギングは、水が浸透する様々な現場で観察される. たとえば、ため池、浸透トレンチ、灌漑水路、下水処理場、人工湿地、廃棄物処分場における遮水ライナー、川床や土壌のような自然環境などである. また、透過反応壁 (PRB) や微生物利用石油増進回収法 (MEOR) などにおいて、帯水層における地下水の流れにも影響を及ぼす. 適度な水の浸透速度を保つことが必要とされるような現場では、バイオクロッギングが問題となり、定期的に水を抜くなどの対策が取られることがある. 一方で、たとえば、難透水層を作って浸透速度を低下させたり、地盤工学的性質を改善させたりするなど、バイオクロッギングが有効に活用されることもある.

We can set word-break: break-all, and then

バイオクロッギングは、水が浸透する様々な現場で観察される. たとえば、ため池、浸透トレンチ、灌漑水路、下水処理場、人工湿地、廃棄物処分場における遮水ライナー、川床や土壌のような自然環境などである. また、透過反応壁 (PRB) や微生物利用石油増進回収法 (MEOR) などにおいて、帯水層における地下水の流れにも影響を及ぼす. 適度な水の浸透速度を保つことが必要とされるような現場では、バイオクロッギングが問題となり、定期的に水を抜くなどの対策が取られることがある. 一方で、たとえば、難透水層を作って浸透速度を低下させたり、地盤工学的性質を改善させたりするなど、バイオクロッギングが有効に活用されることもある.

Setting this to all paragraphs may be a solution. I would like to know if there is a smarter way to do the same thing. Katsutoshi Seki (discuss • contribs) 08:55, 16 February 2024 (UTC)

 * @Katsutoshi Seki Thanks for raising this issue. I can read and write in Chinese (and therefore I can read Japanese Kanji) so I understand what you're describing about the software not finding spaces to break up words to the next line. I have forced the software to consider appropriate line break locations. I'm confident with the line breaks in Kanji but less so in Katakana and Hiragana. And I don't know how it may look like under different computer screens (or mobile phone). Please review and see if the line breaks are done accurately. Also, can you please provide a Japanese translation for the phrases "For the English translation, please see this link." and "For the Japanese translation, please see this link."?  OhanaUnited  Talk page  22:49, 16 February 2024 (UTC)

 * Unfortunately, giving to some places does not help much, because appropriate place for breaking line changes to various width of windows. Therefore, using  to all paragraphs, as I showed above, is necessary. I would like to know if there is an appropriate way to change the stylesheet in the page at once. For the translation, "For the English translation, please see this link."　to "英語版はこのリンク参照", and "For the Japanese translation, please see this link." to "日本語版はこのリンク参照" Katsutoshi Seki (discuss • contribs) 01:39, 17 February 2024 (UTC)
 * Thanks for verifying. I have removed wbr and added . It doesn't seem very effective to bulleted items.  OhanaUnited  Talk page  04:35, 17 February 2024 (UTC)
 * I also added css to bulleted items. Now it works find. Katsutoshi Seki (discuss • contribs) 04:50, 17 February 2024 (UTC)
 * I created Template:BreakAll and applied. ChatGPT was helpful for creating the LUA module. Katsutoshi Seki (discuss • contribs) 12:55, 17 February 2024 (UTC)

Article progress
Hi Ohana, it was great to meet you at the conference in November. I finally got around to finishing the revisions for WikiJournal Preprints/The Holocaust in Slovakia. As we discussed, I didn't expand the scope of the article to include Romani people, and I was unable to implement some of reviewer #2's comments because the information that would clarify is not in the cited source, or any other source that I'm aware of. Sorry for the very long delay on this article and I apologize if this is not the right forum to report progress. Buidhe (discuss • contribs) 03:45, 21 February 2024 (UTC)

Mail
Serial Number 54129 (discuss • contribs) 12:04, 26 March 2024 (UTC)

new submissions/need to be imported
Hi, I noticed there are two new submissions (from new editors) at https://en.wikipedia.org/wiki/Wikipedia:WikiJournal_article_nominations, thank you --Ozzie10aaaa (discuss • contribs) 11:59, 1 April 2024 (UTC)

 * I don't have the required permission to import articles from Wikipedia to Wikiversity. I will need the "transwiki importer" permission, presumably to preserve article history and proper copyright attribution.  OhanaUnited  Talk page  04:40, 15 April 2024 (UTC)

A message from Guy vandegrift
Hi. I am so-called "founder" of the WikiJournal of Science (although dozens of people contributed much more than I ever did.) I was wondering if the WikiJournal project needs help. If so, let me know.Guy vandegrift (discuss • contribs) 01:25, 13 April 2024 (UTC)

 * Yes, I'll email you with the details.  OhanaUnited  Talk page  03:58, 15 April 2024 (UTC)
 * @Guy vandegrift Did you receive the email that I sent last week?  OhanaUnited  Talk page  18:17, 22 April 2024 (UTC)
 * I will look for it.--Guy vandegrift (discuss • contribs) 22:17, 22 April 2024 (UTC).
 * My guess is that you used the google wikijournal system and it went to a google email I rarely check. I just sent you an email through Wikiversity.  Meanwhile I will lookup my google email password and probably find your message.Guy vandegrift (discuss • contribs) 22:35, 22 April 2024 (UTC)

WikiJournal_Preprints/Induced_stem_cells
Hello, I assume that you are involved in the management of Wikijournals and their preprints. Thank you for your contributions. I'm sending this message to alert you that a preprint is currently subject to copyright-related investigations, this may affect the preprint review procedure and I thought someone who knows more about Wikijournals should be contacted. The background information can be seen at Request_custodian_action. In your opinion, what should be done by the custodians for this preprint? I look forward to hearing from you. MathXplore (discuss • contribs) 02:02, 6 June 2024 (UTC)

 * Thanks for bringing this to our attention. What you described is very concerning. We did conduct a plagiarism check 3 years ago when the preprint was submitted and it was determined that the similarities were deemed to be common phases in that field. Right now the tool is timing out due to high request volume so I can't do another check now. I'm going to ping @Evolution and evolvability since he's the handling editor for this submission and he knows more about cells & proteins than me.  OhanaUnited  Talk page  04:15, 6 June 2024 (UTC)

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

title: User talk:OhanaUnited


text:
Information Management for Small and Medium Sized Enterprises

Information Management for Small and Medium Sized Enterprises

What is a Briefing Sheet

A briefing sheet is a very concise summary of a subject or document, intended to provide easily accessible information for professionals and interested leypeople.

Their intention is to fill a gap between lightweight journalistic reporting, and long publications that can take many hours to read and absorb. They help the reader understand the general scope and content of a subject, or document, and to act as an aide memoire. They are not intended as working documents. Individuals are advised to consult source documents for definitive information.

Types of Briefing Sheet There are two main types of briefing sheet

-         best practice reviews

-         precis of publications

The Best Practice type of briefing sheets provide the reader with a concise, easy to read overview of a subject.

The Precis type briefing sheets provide the reader with an overview of a document, such as a key government policy document or guidance.

Guidance for on Writing A Briefing Sheet

Content Not a word wasted

Make your summary add to the document - make it simpler - try to enhance the document’s logical structure - even when it doesn’t have one.

Add Diagrams and Graphics- Produce a diagram to express the logical structure if you think it appropriate. Add graphics, or flow diagrams if that would help the reader understand.

Use the headings in your briefing sheet to summarise the document - the aim should be for the reader to be able to get an immediate grasp of the document just by reading the headings of the briefing sheet. Ensure the headings mean something.

Lists - Always arrange lists with a separate line or bullet for each item - rather than compressed into a paragraph - surveys show they are easier to take in when laid out in the former way.

Sentence Structure - Consider arranging the sentence structure on lists so that you have the subject, or main recommendation at the start of the sentence, you can then put it in bold print - which the reader can then scan - eg:

place the sentence subject first - this makes it easier for the reader to scan the briefing sheet. (but don’t go over the top with bold text).

Respect Copyright Where the copyright of a document you are summarising belongs to someone else - you can

·      ask them for their permission to make the summary - which can be no bad thing, as it potentially generates good will, or alternatively

·      completely re-write the document to ensure that there is nothing that is directly lifted from the source document.

If ICE or Thomas Telford holds the copyright, then you may lift text liberally.

Suggested Structure for the Briefing Sheet Start with an introduction which states what the briefing sheet is about and other reference details..

This briefing sheet is a summary of blah blah a report by the blah published 1998 and available from blah blah - price blah.

Add a highly compressed summary of the key points in the document

Super Summary Blah blah blah

·         blah blah ·         blah blah ·         blah blah blah

Add the main summary of the document

“The Document” Use your judgement as to what you summarise as opposed to stating what the document includes.

Add appendices  In many instances it will be enough to list them – perhaps giving a flavour of what it contains.


text:
Category:Wikiversity official policies

Pages describing official policies that have wide acceptance among editors and are considered standards that all users should follow. Only official policies that include should be listed below.

ja:Category:公式な基本方針

title: Category:Wikiversity official policies


text:
Aircraft piloting/Slow flight stalls and spins

Introduction
The maintenance of lift and control of an airplane in flight requires a certain minimum airspeed. This critical airspeed depends on certain factors, such as gross weight, load factors, and existing density altitude. The minimum speed below which further controlled flight is impossible is called the stalling speed. An important feature of pilot training is the development of the ability to estimate the margin of safety above the stalling speed. Also, the ability to determine the characteristic responses of any airplane at different airspeeds is of great importance to the pilot. The student pilot, therefore, must develop this awareness in order to safely avoid stalls and to operate an airplane correctly and safely at slow airspeeds.

Slow Flight
Slow Flight could be thought of, by some, as a speed that is less than cruise. In pilot training and testing, however, slow flight is broken down into two distinct elements: (1) the establishment, maintenance of, and maneuvering of the airplane at airspeeds and in configurations appropriate to takeoffs, climbs, descents, landing approaches, and go-arounds, and, (2) maneuvering at the slowest airspeed at which the airplane is capable of maintaining controlled flight without indications of a stall - usually 3 to 5 knots above the stalling speed.

Flight at less than Cruise Airspeeds
Maneuvering during slow flight demonstrates the flight characteristics and degree of controllability of an airplane at less than cruise speeds. The ability to determine the characteristic control responses at the lower airspeeds appropriate to takeoffs, departures, and landing approaches is a critical factor in stall awareness.

As airspeed decreases, control effectiveness decreases disproportionately. For instance, there may be a certain loss of effectiveness when the airspeed is reduced from 30 to 20 m.p.h. above the stalling speed, but there will normally be a much greater loss as the airspeed is further reduced to 10 m.p.h. above stalling. The objective of maneuvering during slow flight is to develop the pilot's sense of feel and ability to use the controls correctly, and to improve proficiency in performing maneuvers that require slow airspeeds.

Maneuvering during slow flight should be performed using both instrument indications and outside visual reference. Slow flight should be practiced from straight glides, straight-and-level flight, and from medium banked gliding and level flight turns. Slow flight at approach speeds should include slowing the airplane smoothly and promptly from cruising to approach speeds without changes in altitude or heading, and determining and using appropriate power and trim settings. Slow flight at approach speed should also include configuration changes, such as landing gear and flaps, while maintaining heading and altitude.

Flight at Minimum Controllable Airspeed
This maneuver demonstrates the flight characteristics and degree of controllability of the airplane at its minimum flying speed. By definition, the term "flight at minimum controllable airspeed" means a speed at which any further increase in the angle of attack or load factor, or reduction in power will cause an immediate stall. Instruction in flight at minimum controllable airspeed should be introduced at reduced power settings, with the airspeed sufficiently above the stall to permit maneuvering, but close enough to the stall to sense the characteristics of flight at very low airspeed - which are sloppy controls, ragged response to control inputs, and difficulty maintaining altitude. Maneuvering at minimum controllable airspeed should be performed using both instrument indications and outside visual reference. It is important that pilots form the habit of frequent reference to the flight instruments, especially the airspeed indicator, while flying at very low airspeeds. However, a "feel" for the airplane at very low airspeeds must be developed to avoid inadvertent stalls and to operate the airplane with precision.

To begin the maneuver, the throttle is gradually reduced from a cruising position. While the airspeed is decreasing, the position of the nose in relation to the horizon should be noted and should be raised as necessary to maintain altitude.

When the airspeed reaches the maximum allowable for landing gear operation, the landing gear (if equipped with retractable gear) should be extended and all gear down checks performed. As the airspeed reaches the maximum allowable for flap operation, full flaps should be lowered and the pitch attitude adjusted to maintain altitude. ([[Media:AFH_Figure_4-1.JPG|Figure 4-1]]) additional power will be required as the speed further decreases to maintain the airspeed just above a stall. As the speed decreases further, the pilot should note the feel of the flight controls, especially the elevator. The pilot should also note the sound of the airflow as it falls off in tone level.

As airspeed is reduced, the flight controls become less effective and the normal nosedown tendency is reduced. The elevators become less responsive and coarse control movements become necessary to retain control of the airplane. The slipstream effect produces a strong yaw so the application of rudder is required to maintain coordinated flight. The secondary effect of applied rudder is to include a roll, so aileron is required to keep the wings level. This can result in flying with crossed controls.

During these changing flight conditions, it is important to retrim the airplane as often as necessary to compensate for changes in control pressures. If the airplane has been trimmed for cruising speed, heavy aft control pressure will be needed on the elevators, making precise control impossible. If too much speed is lost, or too little power is used, further back pressure on the elevator control may result in a loss of altitude or a stall. When the desired pitch attitude and minimum control airspeed have been established, it is important to continually cross-check the attitude indicator, altimeter, and airspeed indicator, as well as outside references to ensure that accurate control is being maintained.

The pilot should understand that when flying more slowly than minimum drag speed (LD/MAX) the airplane will exhibit a characteristic known as "speed instability". If the airplane is disturbed by even the slightest turbulence, the airspeed will decrease. As airspeed decreases, the total drag also increases, resulting in a further loss in airspeed. The total drag continues to rise and the speed continues to fall. Unless more power is applied and/or the nose is lowered, the speed will continue to decay right down to the stall. This is an extremely important factor in the performance of slow flight. The pilot must understand that, at speed less than minimum drag speed, the airspeed is unstable and will continue to decay of allowed to do so.

When the attitude, airspeed, and power have been stabilized in straight flight, turns should be practiced to determine the airplane's controllability characteristics at this minimum speed. During the turns, power and pitch attitude may need to be increased to maintain the airspeed and altitude. The objective is to acquaint the pilot with the lack of maneuverability at minimum speeds, the danger of incipient stalls, and the tendency of the airplane to stall as the bank is increased. A stall may also occur as a result of abrupt or rough control movements when flying at this critical airspeed.

Abruptly raising the flaps while at minimum controllable airspeed will result in lift suddenly being lost, causing the airplane to lose altitude or perhaps stall.

Once flight at minimum controllable airspeed is set up properly for level flight, a descent or climb at minimum controllable airspeed can be established by adjusting the power as necessary to establish the desired rate of descent or climb. The beginning pilot should note the increased yawing tendency at minimum control airspeed at high power settings with flaps fully extended. In some airplanes, an attempt to climb at such a slow airspeed may result in a loss of altitude, even with maximum power applied.

Common errors in the performance of slow flight are:
 * Failure to adequately clear the area
 * Inadequate back-elevator pressure as power is reduced, resulting in altitude loss
 * Excessive back-elevator pressure as power is reduced, resulting in a climb, followed by a rapid reduction in airspeed and "mushing"
 * Inadequate compensation for adverse yaw during turns
 * Fixation on the airspeed indicator
 * Failure to anticipate changes in lift as flaps are extended or retracted
 * Inadequate power management
 * Inability to adequately divide attention between airplane control and orientation

Stalls
A stall occurs when the smooth airflow over the airplane's wing is disrupted, and the lift degenerates rapidly. This is caused when the wing exceeds its critical angle of attack. This can occur at any airspeed, in any attitude, with any power setting. ([[Media:AFH_Figure_4-2.JPG|Figure 4-2]])

The practice of stall recovery and the development of awareness of stalls are of primary importance in pilot training. The objectives in performing intentional stalls are to familiarize the pilot with the conditions that produce stalls, to assist in recognizing an approaching stall, and to develop the habit of taking prompt preventive or corrective action.

Intentional stalls should be performed at an altitude that will provide adequate height above the ground for recovery and return to normal level flight. Though it depends on the degree to which a stall has progressed, most stalls require some loss of altitude during recovery. The longer it takes to recognize the approaching stall, the more complete the stall is likely to become, and the greater the loss of altitude to be expected.

Recognitions of Stalls
Pilots must recognize the flight conditions that are conducive to stalls and know how to apply the necessary corrective action. They should learn to recognize an approaching stall by sight, sound, and feel. The following cues may be useful in recognizing the approaching stall.

 * Vision is useful in detecting a stall condition by noting the attitude of the airplane. This sense can only be relied on when the stall is the result of an unusual attitude of the airplane. Since the airplane can also be stalled from a normal attitude, vision in this instance would be of little help in detecting the approaching stall.
 * Hearing is also helpful in sensing a stall condition. In the case of fixed-pitch propeller airplanes in a power-on condition, a change in sound due to loss of revolutions per minute (r.p.m.) is particularly noticeable. The lessening of the noise made by the air flowing along the airplane structure as airspeed decreases is also quite noticeable, and when the stall is almost complete, vibration and incident noises often increase greatly.
 * Kinesthesia, or the sensing of changes in direction or speed of motion, is probably the most important and the best indicator to the trained and experienced pilot. If this sensitivity is properly developed, it will warn of a decrease in speed or the beginning of a settling or mushing of the airplane.
 * Feel is an important sense in recognizing the onset of a stall. The feeling of control pressures is very important. As speed is reduced, the resistance to pressures on the controls becomes progressively less. Pressures exerted on the controls tend to become movements of the control surfaces. The lag between these movements and the response of the airplane becomes greater, until in a complete stall all controls can be moved with almost no resistance, and with little immediate effect on the airplane.  Just before the stall occurs, buffeting, uncontrollable pitching, or vibration may begin.

Several types of stall warning indicators have been developed to warn pilots of an approaching stall. The use of such indicators is valuable and desirable, but the reason for practicing stalls is to learn to recognize stalls without the benefit of warning devices.

Fundamentals of Stall Recovery
During the practice of intentional stalls, the real objective is not to learn how to stall an airplane, but to learn how to recognize an approaching stall and take prompt corrective action. ([[Media:AFH_Figure_4-3.JPG|Figure 4-3]]) Though the recovery actions must be taken in a coordinated manner, they are broken down into three actions here for explanation purposes.

First, at the indication of a stall, the pitch attitude and angle of attack must be decreased positively and immediately. Since the basic cause of a stall is always an excessive angle of attack, the cause must first be eliminated by releasing the back-elevator pressure that was necessary to attain that angle of attack or by moving the elevator control forward. This lowers the nose and returns the wing to an effective angle of attack. The amount of elevator control pressure or movement used depends on the design of the airplane, the severity of the stall, and the proximity of the ground. In some airplanes, a moderate movement of the elevator control—perhaps slightly forward of neutral—is enough, while in others a forcible push to the full forward position may be required. An excessive negative load on the wings caused by excessive forward movement of the elevator may impede, rather than hasten, the stall recovery. The object is to reduce the angle of attack but only enough to allow the wing to regain lift.

Second, the maximum allowable power should be applied to increase the airplane’s airspeed and assist in reducing the wing’s angle of attack. The throttle should be promptly, but smoothly, advanced to the maximum allowable power. The flight instructor should emphasize, however, that power is not essential for a safe stall recovery if sufficient altitude is available. Reducing the angle of attack si the only way of recovering from a stall regardless of the amount of power used.

Although stall recoveries should be practiced without, as well as with the use of power, in most actual stalls the application of more power, if available, is an integral part of the stall recovery. Usually, the greater the power applied, the less the loss of altitude.

Maximum allowable power applied at the instant of a stall will usually not cause overspeeding of an engine equipped with a fixed-pitch propeller, due to the heavy air load imposed on the propeller at slow airspeeds. However, it will be necessary to reduce the power as airspeed is gained after the stall recovery so the airspeed will not become excessive. When performing intentional stalls, the tachometer indication should never be allowed to exceed the red line (maximum allowable r.p.m.) marked on the instrument.

Third, straight-and-level flight should be regained with coordinated use of all controls.

Practice in both power-on and power-off stalls is important because it simulates stall conditions that could occur during normal flight maneuvers. For example, the power-on stalls are practiced to show what could happen if the airplane were climbing at an excessively nose-high attitude immediately after takeoff or during a climbing turn. The power-off turning stalls are practiced to show what could happen if the controls are improperly used during a turn from the base leg to the final approach. The power-off straight-ahead stall simulates the attitude and flight characteristics of a particular airplane during the final approach and landing.

Usually, the first few practices should include only approaches to stalls, with recovery initiated as soon as the first buffeting or partial loss of control is noted. In this way, the pilot can become familiar with the indications of an approaching stall without actually stalling the airplane. Once the pilot becomes comfortable with this procedure, the airplane should be slowed in such a manner that it stalls in as near a level pitch attitude as is possible. The student pilot must not be allowed to form the impression that in all circumstances, a high pitch attitude is necessary to exceed the critical angle of attack, or that in all circumstances, a level or near level pitch attitude is indicative of a low angle of attack. Recovery should be practiced first without the addition of power, by merely relieving enough back-elevator pressure that the stall is broken and the airplane assumes a normal glide attitude. The instructor should also introduce the student to a secondary stall at this point. Stall recoveries should then be practiced with the addition of power to determine how effective power will be in executing a safe recovery and minimizing altitude loss.

Stall accidents usually result from an inadvertent stall at a low altitude in which a recovery was not accomplished prior to contact with the surface. As a preventive measure, stalls should be practiced at an altitude which will allow recovery no lower than 1,500 feet AGL. To recover with a minimum loss of altitude requires a reduction in the angle of attack (lowering the airplane’s pitch attitude), application of power, and termination of the descent without entering another (secondary) stall.

Use of Ailerons/Rudder in Stall Recovery
Different types of airplanes have different stall characteristics. Most airplanes are designed so that the wings will stall progressively outward from the wing roots (where the wing attaches to the fuselage) to the wingtips. This is the result of designing the wings in a manner that the wingtips have less angle of incidence than the wing roots. ([[Media:AFH_Figure_4-4.JPG|Figure 4-4]]) Such a design feature causes the wingtips to have a smaller angle of attack than the wing roots during flight.

Exceeding the critical angle of attack causes a stall; the wing roots of an airplane will exceed the critical angle before the wingtips, and the wing roots will stall first. The wings are designed in this manner so that aileron control will be available at high angles of attack (slow airspeed) and give the airplane more stable stalling characteristics.

When the airplane is in a stalled condition, the wingtips continue to provide some degree of lift, and the ailerons still have some control effect. During recovery from a stall, the return of lift begins at the tips and progresses toward the roots. Thus, the ailerons can be used to level the wings.

Using the ailerons requires finesse to avoid an aggravated stall condition. For example, if the right wing dropped during the stall and excessive aileron control were applied to the left to raise the wing, the aileron deflected downward (right wing) would produce a greater angle of attack (and drag), and possibly a more complete stall at the tip as the critical angle of attack is exceeded. The increase in drag created by the high angle of attack on that wing might cause the airplane to yaw in that direction. This adverse yaw could result in a spin unless directional control was maintained by rudder, and/or the aileron control sufficiently reduced.

Even though excessive aileron pressure may have been applied, a spin will not occur if directional (yaw) control is maintained by timely application of coordinated rudder pressure. Therefore, it is important that the rudder be used properly during both the entry and the recovery from a stall. The primary use of the rudder in stall recoveries is to counteract any tendency of the airplane to yaw or slip. The correct recovery technique would be to decrease the pitch attitude by applying forward-elevator pressure to break the stall, advancing the throttle to increase airspeed, and simultaneously maintaining directional control with coordinated use of the aileron and rudder.

Stall Characteristics
Because of engineering design variations, the stall characteristics for all airplanes cannot be specifically described; however, the similarities found in small general aviation training-type airplanes are noteworthy enough to be considered. It will be noted that the power-on and power-off stall warning indications will be different. The power-off stall will have less noticeable clues (buffeting, shaking) than the power-on stall. In the power-off stall, the predominant clue can be the elevator control position (full upelevator against the stops) and a high descent rate. When performing the power-on stall, the buffeting will likely be the predominant clue that provides a positive indication of the stall. For the purpose of airplane certification, the stall warning may be furnished either through the inherent aerodynamic qualities of the airplane, or by a stall warning device that will give a clear distinguishable indication of the stall. Most airplanes are equipped with a stall warning device.

The factors that affect the stalling characteristics of the airplane are balance, bank, pitch attitude, coordination, drag, and power. The pilot should learn the effect of the stall characteristics of the airplane being flown and the proper correction. It should be reemphasized that a stall can occur at any airspeed, in any attitude, or at any power setting, depending on the total number of factors affecting the particular airplane.

A number of factors may be induced as the result of other factors. For example, when the airplane is in a nose-high turning attitude, the angle of bank has a tendency to increase. This occurs because with the airspeed decreasing, the airplane begins flying in a smaller and smaller arc. Since the outer wing is moving in a larger radius and traveling faster than the inner wing, it has more lift and causes an overbanking tendency. At the same time, because of the decreasing airspeed and lift on both wings, the pitch attitude tends to lower. In addition, since the airspeed is decreasing while the power setting remains constant, the effect of torque becomes more prominent, causing the airplane to yaw.

During the practice of power-on turning stalls, to compensate for these factors and to maintain a constant flight attitude until the stall occurs, aileron pressure must be continually adjusted to keep the bank attitude constant. At the same time, back-elevator pressure must be continually increased to maintain the pitch attitude, as well as right rudder pressure increased to keep the ball centered and to prevent adverse yaw from changing the turn rate. If the bank is allowed to become too steep, the vertical component of lift decreases and makes it even more difficult to maintain a constant pitch attitude.

Whenever practicing turning stalls, a constant pitch and bank attitude should be maintained until the stall occurs. Whatever control pressures are necessary should be applied even though the controls appear to be crossed (aileron pressure in one direction, rudder pressure in the opposite direction). During the entry to a power-on turning stall to the right, in particular, the controls will be crossed to some extent. This is due to right rudder pressure being used to overcome torque and left aileron pressure being used to prevent the bank from increasing.

Approaches to Stalls (Imminent Stalls) - Power-On or Power-Off
An imminent stall is one in which the airplane is approaching a stall but is not allowed to completely stall. This stall maneuver is primarily for practice in retaining (or regaining) full control of the airplane immediately upon recognizing that it is almost in a stall or that a stall is likely to occur if timely preventive action is not taken.

The practice of these stalls is of particular value in developing the pilot’s sense of feel for executing maneuvers in which maximum airplane performance is required. These maneuvers require flight with the airplane approaching a stall, and recovery initiated before a stall occurs. As in all maneuvers that involve significant changes in altitude or direction, the pilot must ensure that the area is clear of other air traffic before executing the maneuver.

These stalls may be entered and performed in the attitudes and with the same configuration of the basic full stalls or other maneuvers described in this chapter. However, instead of allowing a complete stall, when the first buffeting or decay of control effectiveness is noted, the angle of attack must be reduced immediately by releasing the back-elevator pressure and applying whatever additional power is necessary. Since the airplane will not be completely stalled, the pitch attitude needs to be decreased only to a point where minimum controllable airspeed is attained or until adequate control effectiveness is regained.

The pilot must promptly recognize the indication of a stall and take timely, positive control action to prevent a full stall. Performance is unsatisfactory if a full stall occurs, if an excessively low pitch attitude is attained, or if the pilot fails to take timely action to avoid excessive airspeed, excessive loss of altitude, or a spin.

Full Stalls Power-Off
The practice of power-off stalls is usually performed with normal landing approach conditions in simulation of an accidental stall occurring during landing approaches. Airplanes equipped with flaps and/or retractable landing gear should be in the landing configuration. Airspeed in excess of the normal approach speed should not be carried into a stall entry since it could result in an abnormally nose-high attitude. Before executing these practice stalls, the pilot must be sure the area is clear of other air traffic.

After extending the landing gear, applying carburetor heat (if applicable), and retarding the throttle to idle (or normal approach power), the airplane should be held at a constant altitude in level flight until the airspeed decelerates to that of a normal approach. The airplane should then be smoothly nosed down into the normal approach attitude to maintain that airspeed. Wing flaps should be extended and pitch attitude adjusted to maintain the airspeed.

When the approach attitude and airspeed have stabilized, the airplane’s nose should be smoothly raised to an attitude that will induce a stall. Directional control should be maintained with the rudder, the wings held level by use of the ailerons, and a constantpitch attitude maintained with the elevator until the stall occurs. The stall will be recognized by clues, such as full up-elevator, high descent rate, uncontrollable nosedown pitching, and possible buffeting.

Recovering from the stall should be accomplished by reducing the angle of attack, releasing back-elevator pressure, and advancing the throttle to maximum allowable power. Right rudder pressure is necessary to overcome the engine torque effects as power is advanced and the nose is being lowered. [[Media:AFH_Figure_4-5.JPG|(Figure 4-5)]]

The nose should be lowered as necessary to regain flying speed and returned to straight-and-level flight Establish normal approach Raise nose, maintain heading When stall occurs, reduce angle of attack and add full power. Raise flaps as recommended As flying speed returns, stop descent and establish a climb Climb at V, raise landing gear and remaining flaps, trim Y Level off at desired altitude, set power and trim attitude.

After establishing a positive rate of climb, the flaps and landing gear are retracted, as necessary, and when in level flight, the throttle should be returned to cruise power setting. After recovery is complete, a climb or go-around procedure should be initiated, as the situation dictates, to assure a minimum loss of altitude. Recovery from power-off stalls should also be practiced from shallow banked turns to simulate an inadvertent stall during a turn from base leg to final approach. During the practice of these stalls, care should be taken that the turn continues at a uniform rate until the complete stall occurs. If the power-off turn is not properly coordinated while approaching the stall, wallowing may result when the stall occurs. If the airplane is in a slip, the outer wing may stall first and whip downward abruptly. This does not affect the recovery procedure in any way; the angle of attack must be reduced, the heading maintained, and the wings leveled by coordinated use of the controls. In the practice of turning stalls, no attempt should be made to stall the airplane on a predetermined heading. However, to simulate a turn from base to final approach, the stall normally should be made to occur within a heading change of approximately 90°.

After the stall occurs, the recovery should be made straight ahead with minimum loss of altitude, and accomplished in accordance with the recovery procedure discussed earlier.

Recoveries from power-off stalls should be accomplished both with, and without, the addition of power, and may be initiated either just after the stall occurs, or after the nose has pitched down through the level flight attitude.


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User:Tiptoety

Hello, I am Tiptoety originally from the English Wikipedia. For more information please see my matrix at meta.

title: User:Tiptoety


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User talk:Tiptoety

Welcome
Hello Tiptoety, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 23:19, 27 March 2008 (UTC)
 * Thanks, Tiptoety 23:22, 27 March 2008 (UTC)

title: User talk:Tiptoety


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Wikiversity:Licensing policy

''Note: this is a copy of http://wikimediafoundation.org/wiki/Resolution:Licensing_policy and should not be modified. Please join the discussion on how to implement this policy at the talk page.''

The content of this page is an official policy approved by the Wikimedia Foundation Board of Trustees. This policy may not be circumvented, eroded, or ignored on local Wikimedia projects.

= Licensing policy =

Applicable definitions

 * Project
 * A specific Wikimedia Foundation project in a certain language or a multilingual project, such as English Wikipedia, French Wikisource, or Meta.

 * Free Content License
 * A license which meets the terms of the Definition of Free Cultural Works specific to licenses, as can be found at http://freedomdefined.org/Definition version 1.0.

 * Exemption Doctrine Policy (EDP)
 * A project-specific policy, in accordance with United States law and the law of countries where the project content is predominantly accessed (if any), that recognizes the limitations of copyright law (including case law) as applicable to the project, and permits the upload of copyrighted materials that can be legally used in the context of the project, regardless of their licensing status. Examples include: http://en.wikipedia.org/wiki/Wikipedia:Non-free_content and http://pl.wikinews.org/wiki/Wikinews:Dozwolony_u%C5%BCytek.

Resolution
Whereas the mission of the Wikimedia Foundation is to "empower and engage people around the world to collect and develop educational content under a free content license,"
 * 1) All projects are expected to host only content which is under a Free Content License, or which is otherwise free as recognized by the 'Definition of Free Cultural Works' as referenced above.
 * 2) In addition, with the exception of Wikimedia Commons, each project community may develop and adopt an EDP. Non-free content used under an EDP must be identified in a machine-readable format so that it can be easily identified by users of the site as well as re-users.
 * 3) Such EDPs must be minimal. Their use, with limited exception, should be to illustrate historically significant events, to include identifying protected works such as logos, or to complement (within narrow limits) articles about copyrighted contemporary works. An EDP may not allow material where we can reasonably expect someone to upload a freely licensed file for the same purpose, such as is the case for almost all portraits of living notable individuals. Any content used under an EDP must be replaced with a freely licensed work whenever one is available which will serve the same educational purpose.
 * 4) Media used under EDPs are subject to deletion if they lack an applicable rationale. They must be used only in the context of other freely licensed content.
 * 5) For the projects which currently have an EDP in place, the following action shall be taken:
 * 6) * As of March 23, 2007, all new media uploaded under unacceptable licenses (as defined above) and lacking an exemption rationale should be deleted, and existing media under such licenses should go through a discussion process where it is determined whether such a rationale exists; if not, they should be deleted as well.
 * 7) For the projects which currently do not have an EDP in place, the following action shall be taken:
 * 8) * As of March 23, 2007, any newly uploaded files under an unacceptable license shall be deleted.
 * 9) * The Foundation resolves to assist all project communities who wish to develop an EDP with their process of developing it.
 * 10) * By March 23, 2008, all existing files under an unacceptable license as per the above must either be accepted under an EDP, or shall be deleted.

Passed with 7 supporting, 23 March 2007.

title: Wikiversity:Licensing policy


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Wikiversity talk:Licensing policy

See also Exemption Doctrine Policy

Discussion
One way or another we need to implement this. Do we want and/or need a local EDP? Do we encourage everyone to upload to commons instead of locally? How do we deal with non-free images or images missing license info that are already here? --mikeu talk 00:49, 28 March 2008 (UTC)
 * support: all files to commons, disable file upload here (probably this will go only over longterm).
 * That will solve some of the administering problems, but as you said already shift more problems to the user and will be of disadvantage to her.
 * To shift responsibility: an option could be to delete the "bad" files and let the user prove that they are acceptable.
 * EDP: well we could adopt at first one from meta, but that would count only after importing/creation date or ? Erkan Yilmaz uses the Wikiversity:Chat (try) 01:29, 28 March 2008 (UTC)
 * Forcing uploads on commons will require each user to have a login there. (Unified login might take some time.)  If we disable uploads we then could not have any fair use images on wv at all.  I don't think there is an example of an EDP at meta, but we could adopt one from wp or wb and customize.  A new EDP would apply to all files uploaded in the past.  The EDP is strict.  Each image must justify the use of it in each particular page.  --mikeu talk 01:37, 28 March 2008 (UTC)
 * I would always encourage uploading to Commons wherever possible, to maximise reuse. However, I would not recommend disabling local uploading - I think we need to have some leverage over fair use and/or file formats not permitted on Commons. Files with unclear or unsatisfactory licence details should be flagged, and their uploader notified (by email if possible, and with a reasonable time frame for action-taking). Cormaggio talk 13:36, 1 April 2008 (UTC)

 * We have already done a bot run to flag images without license info. We have hundreds of images where uploaders have not provided the required info.  (see example [[Image:Face-smile.svg|20px]] )  We have already missed the deadline for dealing with this: "By March 23, 2008, all existing files under an unacceptable license as per the above must either be accepted under an EDP, or shall be deleted."  We now need to get down to some specifics.  What is a "reasonable time frame for action-taking" for instance?  (there are images that have been tagged  since last Sept. with no response from uploaders .  Are you suggesting we send hundreds of emails? That might not be a bad idea, since it will also get people back to look around.  I would prefer to automate this in some way.)  I propose that we announce that there will be a bot run in two week to remove images tagged before Jan. 1st that are not linked from any pages.  --mikeu talk 14:34, 1 April 2008 (UTC)
 * Hehe, thanks for shining the mirror in my face. ;-) (I emailed the site to ask whether I could use that screenshot - I presume whoever got the mail didn't feel competent to answer and so didn't bother replying.) I'm aware of the resolution, but I just think we never gave ourselves enough time to deal with it properly, so I wouldn't fret over the missed deadline. I would say a reasonable course of action is to email all possible uploaders (and wiki-notify all others), saying that they must specify a licence, or disclose where the image comes from in order to request permission to relicence - and that this process must be started by at most one month (?) of this notification. (Though I'm aware a lot of people have been notified via Mike.lifeguard's bot.) Automation would be great - but can anyone actually help with this? I think your proposal for unused images seems fine. Cormaggio talk 16:23, 1 April 2008 (UTC)

Generally I agree with Cormaggio and Mikeu. We should not disable local uploading, but on the other hand, local uploading must not get into such a state that it wastes valuable sysop time. A compromise solution might be to suspend local uploading until we have the human resources (or digital resources - bots) to cope with it. At the moment, I'd say our human resources are most needed elsewhere, such as with creating tutorials for general use of WV and MW. --McCormack 04:36, 2 April 2008 (UTC)

screenshots
Here are some of our templates and categories related to screenshots. I just included sub-categories in the top level one. We should probably phase out Template:Software-screenshot and instead use Template:Non-free software screenshot which requires a fair use rationale, and stick it in the missing category.

 * Template:Software-screenshot
 * Template:Non-free software screenshot
 * Template:Mac software screenshot
 * Template:Wikiversity-screenshot

 * Category:Screenshots of software
 * Category:Screenshots of software with missing fair-use rationale
 * Category:Screenshots of Mac software
 * Category:Wikiversity screenshots

We have a number of images (see example) that are likely not covered by the fair use EDP.

--mikeu talk 01:37, 3 April 2008 (UTC)

Wikiversity screenshots
I just noticed a few images such as Image:New main page draft layout 0.5 - proposal2.jpg that probably need a different template for the license. We do have Template:Wikiversity-screenshot (and Category:Wikiversity screenshots) but the Wikiversity-screenshot template does not mention the copyright of wikimedia logos that is included in Template:CopyrightByWikimedia. Also, who is the "author" of a screenshot? I just noticed that wv screenshot should probably not be in the same category as "software" screenshots? --mikeu talk 18:18, 3 April 2008 (UTC)

 * Hmm, now I'm beginning to think that Template:CopyrightByWikimedia might be the one we should have on screenshots.  That seems to be what commons and other projects are using, but it is not consistent.  We should have a category for WV screenshots.  --mikeu talk 17:06, 4 April 2008 (UTC)

 * See license info at Image:Wikipedia template screenshot.JPG. --mikeu talk 23:36, 4 April 2008 (UTC)

media policy at wb
FYI, there is a newly adopted policy at wikibooks on licensing, fair use, and other issues related to media files. We might want to look at examples like this as we develop our own policies here. --mikeu talk 14:44, 15 April 2008 (UTC)

title: Wikiversity talk:Licensing policy