text:
User:JWSchmidt/Blog/3 March 2007

Free media files  User:Chrismo made a comment in (Help with ogg audio play) that finally got me to read some of the Creative Commons licenses. Chrismo mentioned the idea that there is flexibility in how to re-license content that is originally licensed under Creative Commons licenses. Previously, I had only read the summary pages such as this. I have long held the view that the intent of free content licenses is to allow content creators to make their work available for re-use and I have never been much impressed with claims that different licenses with the same intent are not compatible. The "share alike" concept includes the idea that content might be placed under one copyleft license and then later placed under a "similar license" if the intent of the new license is the same. As far as I can tell, the GFDL and the Creative Commons Attribution-ShareAlike license have the same intent.

CC to GFDL  I am particularly impressed by statements such as, "The above applies to the Work as incorporated in a Collective Work, but this does not require the Collective Work apart from the Work itself to be made subject to the terms of this License." (see) I understand this to mean that something like can be placed under the GFDL, even if parts of the collective/derivative work were originally under a Creative Commons license.

GFDL to CC  It is the intention of the GFDL that "derivative works of the document must themselves be free" to re-use (see). The GFDL was crafted before the Creative Commons licenses, so it does not have much to say about other copyleft licenses. However, the text of the GFDL does talk about GFDL material that is combined with other content and it says, "the copyright resulting from the compilation is not used to limit the legal rights of the compilation's users beyond what the individual works permit. When the Document is included in an aggregate, this License does not apply to the other works in the aggregate which are not themselves derivative works of the Document". I understand this to mean that something like can be placed into a derivative work licensed under the Creative Commons Attribution-ShareAlike license, even if parts of the collective/derivative work were originally under the GFDL.

Promote Progress  Ultimately, copyright law is supposed to promote the Progress of Science and useful Arts. If someone asserts that they want their content made available for re-use, that is the important thing. As I read the terms of the copyleft licenses, anything, including legal mumbo-jumbo that stands in the way of progress for content sharing and creation, has no legal authority to block the intent of the licenses, the copyright holder's intent that the content be available to be shared. All the legal mumbo-jumbo is in the licenses as tools to be used against anyone who tries to put limits on re-use of the content.

Many people want their work to be attributed to them. In the internet, where many people use pseudonyms, a chain of hypertext links back to the original source of content and mention of the "name" of the copyright holder seems the conventional way to give attribution. When there many "authors", just the link to the source is often provided. This same method (hypertext linking) is used to associate media files with the text of copyleft licenses.

I also find this language of interest: "If You create a Collective Work, upon notice from any Licensor You must, to the extent practicable, remove from the Collective Work any reference to such Licensor or the Original Author, as requested." (see) I guess it is possible that I could make a derivative work that is so offensive to an original content creator that a demand would be made to not mention the offended copyright holder in an attribution statement. Placing attribution statements on a wiki makes it easy for offended contributors to keep their "name" from being associated with a derivative work.

Related licensing issue
June 4. There is a three-month-old thread about the Creative Commons 3.0 versions of CC licenses at Wikimedia Commons (also see this Creative Commons 3.0 email thread). Is the Creative Commons licenses version 3.0 Attribution-ShareAlike license not a "free license"? There are many statements being made about what is and is not "free" (see also). The version 3.0 Creative Commons licenses contain statements about moral rights. "Nothing in this license impairs or restricts the author's moral rights". I do not see how any license could claim to restrict an author's moral rights. The license also says "Your fair dealing and other rights are in no way affected by the above." Fair dealing provides one example of sets of rules in particular countries that influence how works can by copied and re-used and "moral rights" are another. The basic idea is that various countries have rules for how an author's work can and cannot be used by others. I accept the idea that a free content license aims to promote copying and re-use, so such a license should not add any restrictions that are not already found in law. Does the Creative Commons 3.0 language add new restrictions on copying, re-use or modification of works that are not already found in law?

A. "Except as otherwise agreed in writing by the Licensor or as may be otherwise permitted by applicable law, if You Reproduce, Distribute or Publicly Perform the Work either by itself or as part of any Adaptations or Collections, You must not distort, mutilate, modify or take other derogatory action in relation to the Work which would be prejudicial to the Original Author's honor or reputation. Licensor agrees that in those jurisdictions (e.g. Japan), in which any exercise of the right granted in Section 3(b) of this License (the right to make Adaptations) would be deemed to be a distortion, mutilation, modification or other derogatory action prejudicial to the Original Author's honor and reputation, the Licensor will waive or not assert, as appropriate, this Section, to the fullest extent permitted by the applicable national law, to enable You to reasonably exercise Your right under Section 3(b) of this License (right to make Adaptations) but not otherwise. (source)

The claim has been made that this CC version 3.0 language creates a new "contract" that adds new restrictions. The counter claim is that this language only makes explicit what was implicit previously: that no license protects people from laws (laws about copyright, "fair dealing", "moral rights", etc) that already exist. The free content definition says that a "free license" must protect, B "The freedom to distribute derivative works: In order to give everyone the ability to improve upon a work, the license must not limit the freedom to distribute a modified version (or, for physical works, a work somehow derived from the original), regardless of the intent and purpose of such modifications." It is interesting that this explicitly states that the intent of this "essential freedom" is that derivative works "improve upon a work". At the same time, it says modifications should be allowed, "regardless of the intent and purpose of such modifications". However, it seems clear that some modifications of a work could be produced with the intent of doing harm. Laws that protect "moral rights" seem designed to prevent harm, and it is hard to see why anyone would want to interpret a free license as license to do harm. In short, a "free license" cannot really be about giving license to modify a work in any conceivable way. The license cannot give people the right to do what breaks the law.

In A, above, it is talking about situations where you "Reproduce, Distribute or Publicly Perform" a work. As far as I can tell (based on this), it is not clear how moral rights should apply to a situation where an author has explicitly granted the right to modify their work. Is a modified work a new work or is a modified work always just a reproduction, distribution or performance of the original work? I think there is a distinction between distributing a mutilated copy and creating a new work. In B, the discussion is about "derivative works", which is not really the same issue as reproducing, distributing or performing and existing work. Freedom to "redistribute copies" is part of the definition of a free license, but that definition says nothing about situations where the copies are used in a way that damages the original author. The definition of free licenses has an associated page for Permissible restrictions and it is is hard to see why there is not an explicit statement saying that a free license cannot free people from existing laws that govern how creative works are used by others. The existing free content definition seems incomplete and self-contradictory, but it is being used in an attempt to define certain licenses as being non-free.

Continuing discussion at Some thoughts on CC 3.0. Jimbo suggests that the version 3.0 licenses, "explicitly acknowledge that they say nothing at all about moral rights". And he added that "licenses which take note of local laws that can not be affected by a license" cannot make such licenses less free than licenses which ignore the matter of existing laws.

title: User:JWSchmidt/Blog/3 March 2007


text: File:Imoggination.ogg

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

title: File:Imoggination.ogg


text:
African Philosophy/Annotated Bibliography/Kwasi Wiredu African Philosophical Tradition A Case Study of the Akan

Bibliographical Information
Wiredu, Kwasi: African Philosophical Tradition: A Case Study of the Akan In: The Philosophical Forum, Vol. XXIV, No. 1-3, Fall-Spring, 1992-3, pp. 41 ff.


text:
Aircraft piloting/Pilot basic information

You've taken a first step in the process of becoming a pilot. It is both challenging and rewarding to maneuver an aircraft in the sky. There is much to learn before you can go off on your own.

What You Need to Learn
No matter what type of aircraft you want to fly and no matter whether your intention is to spend leisure time in the sky or to have a multi-decade career, you will need to know:

 * The Science of Flight.
 * Why and how things fly.

 * The Laws of Flight.
 * Local, national, and international laws that govern where and how you can or should fly.

 * The Art of Flight.
 * The actual practice and experience of flight.

 * Customs and Conventions.
 * The unwritten and sometimes unspoken ways of pilots.

 * Safety.
 * Safety will be stressed in every part of your learning experience.

Where to Learn to Fly

 * Airport Flight Schools.
 * Major airports where large airliners fly in and out several times an hour are not usually a good place to look for flight training because they are just too busy. However, most smaller airports have flight schools and independent flight instructors.

 * Independent Flight Instructors.
 * Some flight instructors have their own airplanes or can help you rent an airplane and teach you to fly informally without using a school.

 * Flight Universities and Academies.
 * If you intend to be a professonal airline pilot in the United States, your best bet is to earn a college education as well as your wings.

 * Family Member or a Pilot Friend.
 * Although you can learn to maneuver an airplane with the help of any pilot, you cannot legally fly solo or earn a certificate until you have received instruction from a Certified Flight Instructor.

 * Flight Simulators.
 * There is no reason you can't spend as much time as you want flying a simulator (such as Microsoft Flight Simulator or X-Plane). Unless you are working with a Flight Instructor and flying an FAA approved simulator, it doesn't count toward legal requirements for getting a pilot's certificate. Simulators are not a substitute for the experience of flight but can give you some valuable and relatively inexpensive experience.

 * Flight Books and Flight Resources on the Internet.
 * You can learn a good deal about safety, the science of flight, and the rules and regulations of flight by studying in books and online. The internet is a great resource. Hopefully many of your questions will be answered through this Wikiversity School of Aviation.

 * Military.
 * Your country's military is probably training pilots right now. You must be a top notch student in the classroom to be selected for flight school in the military.

How Long Does It Take?
The amount of time it takes to learn depends upon many factors:
 * How easy or difficult is it for you to learn?
 * Some people just seem to pick up flying easier. Older people usually take longer to learn.

 * How frequently can you fly?
 * The more often you fly the more information you will retain. Consequently, it will be much cheaper for those who fly three or four times per week than those who fly two or three times per month.

 * How much do you want to learn?
 * Are you simply interested in learning to fly a powered parachute or do you want to learn to fly a jet airliner?

 * Legal Requirements for your locale.
 * Legal requirements in the US.

 * The availability of aircraft, instructors, and other resources.
 * This is tied into the question of how frequently can you fly. If it's difficult to schedule the airplane or instructor, you'll fly less often, so learning to fly will take more training hours.

 * One thing you'll notice, however, is that you are flying from the very first day. For many students, "how long does it take" becomes an unimportant question, because they're flying already.  You just can't take passengers and have some other restrictions.

 * In the United States, to earn a Private Pilot certificate, you are required to have had a minimum of 40 flight hours. At least 20 of those hours must be with an instructor.  A typical flight lesson will be about an hour (plus additional time talking with your instructor on the ground, preflighting the airplane, etc).  You must also pass a written exam, for which many people attend 20-40 hours of ground school or a similar amount of time studying on their own.  Some people are able to take and pass the flight exam after exactly 40 hours of flight time.  Others need far more.

What Kinds of Pilot Are There?

 * For a discussion of classifications of pilots in the United States, go to the Topic:General aviation page.

What Supplies Are Needed?

 * Airplane.
 * It frequently comes as a surprise that students are expected to rent their aircraft. The flight school where you take your lessons will probably offer you an hourly rate that includes the cost of fuel.  The hourly rate is determined from the time your aircraft engine first starts up until it is turned off.  Rental aircraft have a gauge called a Hobbs Meter that keeps a record of time the engine is running.  You are expected to note the number on the Hobbs Meter before you start the engine and the time on the Hobbs after you return so you can pay for your rental time.  If you fly to another airport and shut down to have lunch, you do not pay for the time the engine is shut off.  Furthermore, some places rent their airplanes by tach time rather than Hobbs.  The tachometer is tied to the RPM indicator and will always be a little bit (maybe 10% or so) less than Hobbs time.

 * Headset.
 * Most aircraft today are equipped with radios and intercoms that you plug a headset into. Most aircraft headsets are equipped to reduce some cabin and engine noise with large cushioned ear cups.  They usually have a boom microphone attached that lets you speak over the radio by simply pushing a push-to-talk button.  More expensive headsets have Active Noise Reduction and other features to make hearing the radio more comfortable.  Some places include headsets when you rent, but you'll probably want your own.

 * Logbook.
 * Your logbook is a legal record of your activities and endorsements. As a student pilot, you should carry it with you whenever you are receiving instruction and record every lesson.  Later in life, your logbook will be a treasured possession.

 * Books.
 * You may be assigned to buy a textbook. You should also have a current copy of the Regulations.  In the United States, the FAR/AIM is published annually and you should review it each year since the changes will affect you.

 * E6B Flight Computer.
 * The E6B Flight Computer, also known as the "whiz wheel", is a form of circular slide rule used in aviation. They are mostly used in flight training, but many professional and even airline pilots will still carry and use their E6Bs. E6Bs are used during flight planning (on the ground before takeoff) to aid in calculating fuel burn, wind correction, time en route, and other items. In the air, the E6B can be used to calculate ground speed as well. The back is designed for wind correction calculations, i.e., determining how much the wind is affecting your speed and course.

 * The E6B is also available as a pocket calculator. The electronic form is easier to use.

 * Fuel Tester.
 * Pilots check the fuel in their aircraft before every flight. Depending on how the airplanes you rent are equiped, you may need your own tester to make sure you always have one available.

 * Current Charts.
 * When you begin flight training you will use VFR Sectional Charts. Sectional charts provide detailed information on topographical features that are important to aviators, such as terrain elevations, ground features easily identifiable from altitude (rivers, dams, bridges, large buildings, etc.), and ground features useful to pilots (airports, beacons, distinctive landmarks, etc.). The chart also provides information on airspace classes, ground-based navigation aids, radio frequencies, longitude and latitude, naviation waypoints, navigation routes. Charts expire periodically, so you need new ones.  Check the expiration date when you buy them.  Luckily, charts are inexpensive if you stay close to home and don't need to buy a lot of them.

 * Don't worry about all these details. You'll soon be familiar with all of them and comfortable discussing specialized details with other pilots.

 * Vision Limiting Device.
 * Sometimes referred to as "the hood" or "foggles", a Vision Limiting Device is used to restrict your vision so that you can readily view the airplane instrument panel but not look out the windows. These are used to give you the feeling of flying in the clouds.  They are only used when another pilot is along to act as your eyes.  During private pilot training, you won't do very much of this type of training and can probably borrow from your instructor, but if you go on for advanced ratings, you'll want your own.

 * Flight Bag.
 * To carry all your other stuff.

 * Examinations.
 * Although not exactly supplies, you will need to pay for written, practical, and medical examinations.

What Does It Cost?

 * This is the biggest question people ask. You will be given different answers each time you ask the question.  As in the above, it depends upon your needs.  Here is a guide. (Prices are in USD).

Busting A Few Myths
This analogy is misleading since an airplane operates in a different environment. Operating in three dimensions requires a type of motor skill development that is more sensitive.
 * Flying an airplane is not the same as driving a car.

You will develop:
 * Coordination - the ability to use your hands and feet together subconsciously and in the proper relationship to produce desired results in the airplane.

 * Timing - the application of muscular coordination at the proper instant to make flight and all maneuvers a constant smooth process.

 * Control touch - the ability to sense the action of the airplane and its probable actions in the immediate future with regard to attitude and speed variations. You will sense and evaluate different pressures and resistance of control surfaces transmitted through your flight controls.

 * Speed sense - the ability to sense instantly and react to any reasonable variation of airspeed.

For a humorous look at the differences between driving and flying, take a look at If flying were like driving.


text:
User:AuntPeggy

Certificates and Ratings: Member:
 * Private Pilot Single Engine Land
 * Aircraft Owners and Pilots Association
 * Experimental Aircraft Association
 * Pilots of America
 * NorthEast Pilots Group
 * Animal Rescue Flights (ARF)

title: User:AuntPeggy


text:
User talk:AuntPeggy

Attribution
Hi, I notice that a number of your contributions seem so have come from here (US Federal Aviation Administration). As a US government agency, this information is in the public domain, however, it is usually a good idea to add a note to the bottom of the page, attributing the information to the correct authors. (see this for an example of how it should look) Thank you. --Michael Billington (talk • contribs) 12:34, 23 March 2007 (UTC)

 * To include a template, you simply use . However, to include a page which isn't a template, you add a colon to the start. For instance, to include the contents page, use:
 * I hope this answers your question. --Michael Billington (talk • contribs) 00:06, 24 March 2007 (UTC)
 * I hope this answers your question. --Michael Billington (talk • contribs) 00:06, 24 March 2007 (UTC)

Page within a page

 * Yes, templates is what you need.

 * Wiki is designed for computer programmers (computer nerds) so using things like templates is awkward and not very clear. If you need to see an example, tell me what content you want in Table Of Content and I will create a very simple example for you.   Robert Elliott 03:08, 25 March 2007 (UTC)

Image copyright problem with Image:AfhChapter 1.JPG
Thanks for uploading Image:AfhChapter 1.JPG. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

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

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. BrianOregon 04:12, 6 October 2007 (UTC)

Airplane flying handbook
Hi AuntPeggy! I noticed your project in the orphans list. Might I suggest you consider adding links to it from related portals so people can find it if you wish assistance. Otherwise if you place a link on your user page, perhaps under a heading of Projects to Which I Contribute or something suitable it will remove the project page from the orphans list ..... where people like me occasionally scan for abandoned stuff that needs placement in the link structure or possibly deletion. Nice work so far! I like the idea of getting some public domain U.S.G. data freely available on the internet under GFDL for others to reuse! Mirwin 05:37, 23 December 2007 (UTC)
 * I also found this page: http://en.wikiversity.org/wiki/AirplaneFlyingHandbook/Contents I am not yet good with article naming schemes.  You may already be more aware than I since you are obviously working with a complex structure.   There is a technique of creating subpages by using a forward slash before the subpage name like this /Aunt Peggy discussion page example subpage.  A forward slash inside the link following the title eliminates the visible slash in the clickable link.  Subpages may be nested in deep trees.  How deep I am uncerain.  I have gone three deep.  You may prefer to keep longer titles with forward slash separators in the title.  Please proceed as you feel best, I intend these comments only to be helpful, not hurtful or discouraging.  Merry Christmas and Happy New Year! Mirwin 05:49, 23 December 2007 (UTC)

Image copyright problems

 * The affected images are listed below. Please provide a license template and source on each image page. Thanks. – Mike.lifeguard | @en.wb 23:13, 13 February 2008 (UTC)

 * 2007-03-16 15:57, AuntPeggy: 12-23-06 1127.jpg: untagged! ; 0 (0)
 * 2007-03-16 20:08, AuntPeggy: Aviation.jpg: untagged! ; 1 (0)
 * 2007-03-19 18:28, AuntPeggy: Chapter 1 Introduction to Flight Training.JPG: untagged! ; 1 (1)
 * 2007-03-19 18:38, AuntPeggy: Figure 1-1.jpg: untagged! ; 1 (1)
 * 2007-03-23 17:16, AuntPeggy: Figure 3-1.jpg: untagged! ; 2 (2)
 * 2007-03-23 19:54, AuntPeggy: Figure 3-2.jpg: untagged! ; 1 (1)
 * 2007-03-29 22:01, AuntPeggy: AfhChapter 3.jpg: untagged! ; 0 (0)
 * 2007-03-29 22:06, AuntPeggy: AfhFigure 2-1.jpg: untagged! ; 1 (1)
 * 2007-03-29 22:07, AuntPeggy: AfhFigure 2-2.jpg: untagged! ; 1 (1)
 * 2007-03-29 22:07, AuntPeggy: AfhFigure 2-3.jpg: untagged! ; 0 (0)
 * 2007-03-29 22:10, AuntPeggy: AfhFigure 2-4.jpg: untagged! ; 0 (0)
 * 2007-03-29 22:10, AuntPeggy: AfhFigure 2-5.jpg: untagged! ; 0 (0)
 * 2007-03-29 22:14, AuntPeggy: AfhFigure 2-6.jpg: untagged! ; 0 (0)
 * 2007-03-29 22:14, AuntPeggy: AfhFigure 2-7.jpg: untagged! ; 0 (0)
 * 2007-03-29 22:15, AuntPeggy: AfhFigure 2-8.jpg: untagged! ; 0 (0)
 * 2007-03-29 22:27, AuntPeggy: AfhFigure 2-9.jpg: untagged! ; 0 (0)
 * 2007-03-29 22:28, AuntPeggy: AfhFigure 2-10.jpg: untagged! ; 0 (0)
 * 2007-03-29 22:29, AuntPeggy: AfhFigure 2-11.jpg: untagged! ; 0 (0)
 * 2007-03-30 10:25, AuntPeggy: AfhFigure 2-12.jpg: untagged! ; 0 (0)
 * 2007-03-30 10:27, AuntPeggy: AfhFigure 2-13.jpg: untagged! ; 0 (0)
 * 2007-03-30 10:29, AuntPeggy: AfhFigure 2-14.jpg: untagged! ; 0 (0)

 * Hi, and thanks for clarifying the public domain license on the images. Were the other images that were deleted (listed in redlink above) also from the same FAA book, and public domain?  Let me know if you would like me to undelete those images and we can add the source and license info to them.  --mikeu talk 22:49, 21 August 2009 (UTC)

I don't know if this is where to answer you. All these images are from the same FAA source with the exception of the one labelled "Aviation". I will check its copyright status or replace it with one of my own photos.

Summary
AuntPeggy 02:28, 2 December 2010 (UTC)

Licensing
PD-USGov

title: User talk:AuntPeggy


text:
User:Saniul haq

hi, i'm saniul haq.i'm a student of BUET,best varsity in Bangladesh.here i chose EEE bacause i always loved electronics so much.creating something new is my ambition.any how,that's all i can write now.

title: User:Saniul haq


text:
User:Cvandyke

Generation Y. Overstimulated and underorganized. Exploring the infinite universe... You know how it goes.

Eager and pensive participant in the School of Classics, Latin Classics Department.

title: User:Cvandyke


text:
Search Engines/Distributed P2P Search Engines

The goals of this learning project are to come away with a better idea of how search and p2p technology is implemented. Additionally, if it is found to be practical and feasible, a distributed p2p search engine will be utilized or created.

Subpages
Subpages can be created - like /concepts (for concepts involved in this learning project)

Sourceforge projects

 * Harvest - A distributed search engine program.
 * Brain Network Search Engine - P2P search engine program allowing dynamic connections of nodes.
 * YACY distributed WWW search engine - Just what the name sounds like... (Official site)
 * Sourceforge distributed computer projects
 * CLucene - a C++ search engine - A C++ port of Lucene
 * Combine focused crawler
 * Friend2Friend - A decentralised network scripting language


text:
User talk:Cormaggio/Archive 3

Hello
I stumbled upon your userpage, and based on the traffic you get, I figured you would be in the know. I would really like to contribute to this Wiki, and I was wondering where I should start. I have an intermediate level of experience on other Wikis, and would like to start up a Criminal Justice school in the social sciences department. Anywho, if you could just point me in the right direction (perhaps a new member introduction page), I would really appreciate it. Have a great day!

Mathew 23:25, 6 January 2007 (UTC)

Featured content
"Featured....Can't believe filmmaking wasn't included here" <-- I have generally not been re-listing things that is already featured on a portal page (Featured). Anything that is already featured on a portal page (example: Portal:Media) is automatically "in the running" for being featured on the main page. --JWSchmidt 14:37, 14 January 2007 (UTC)
 * Filmmaking is not finished yet. I had hoped to have the first section (preproduction) done by January first.  Now it looks like March 1. Progress is slow but steady. I am still learning all features of Wiki.  Robert Elliott 15 January 2007 (UTC)

baffled PHP/MySQL user seeks
Hi there, I've never answered an ad like this before. :P What are you looking for help with? Historybuff 16:20, 15 January 2007 (UTC)

I'm glad you liked my response. I do have knowledge of all you are working with, if not hands on experience with all of them in the same mix. I'm running two Macs here, so I'm sure I can be of some help. I've added your request to my todo list. I am busy today, but might have some time either later today or over the next few days, if that will help. I'll poke at you when I have time. Historybuff 19:26, 15 January 2007 (UTC)

I popped in to IRC, but didn't see you there. I asked JWS about possibly changing or splitting my userid. I'm not sure it makes much sense to have the current one all over CS topics. How difficult is it to change, before I formally ask someone to do it? Historybuff 07:40, 16 January 2007 (UTC)

I'm rethinking the split, but have a question -- I have another user name I'd like to use, and I'd like to snap it up before someone else does, if I do decide to "split" in the future. How hard would it be to get rid of the placeholder account? (I guess it could be a double rename, rather then deleting, but I'm just wondering if either is doable). Thanks. Historybuff 02:58, 17 January 2007 (UTC)

Poke poke. :) Just checking in, I'm not sure if you are still travelling or if you might have some time for this. Just let me know if it might be a few weeks, I'll place it on the backburner. Historybuff 17:07, 1 February 2007 (UTC)

Ping pong. :P This is slowly drifting to my back burner, but I'll pour a little oil on it. Maybe we'll be able to co-ord this in the next few weeks. Historybuff 05:29, 19 February 2007 (UTC)

I'm trying to not let this bit get swept under the rug. I'm going to see if there is a way to remote in and fiddle with it; failing that, we have to co-ordinate schedules. Historybuff 14:53, 28 February 2007 (UTC)

nice pun cormaggio, that was a real groaner
Thankyou for the welcome all the same. what do you think about my idea for listeing the knowledge requirements first? Aerodrome 04:50, 19 January 2007 (UTC)

Cormaggio2 and Cormaggio3
Are these accounts you have created yourself? I was going to block them, but I didn't want to accidentally hit you with an autoblock! -- digital  _  me   19:33, 19 January 2007 (UTC)

Sandbox Server - checking in
Let me know if this is at a good level, or if we need more meat there. I plan on doing some testing to prove the overall concepts. Historybuff 07:39, 21 January 2007 (UTC)

Sound recording/engineering
Hey, I use ardour, it's an open source equivalent to pro tools. It is still a little buggy but I like using it more then pro tools and the price is right too! (free). The project I am currently working on is building a studio in my house. I want to do all kinds of recording and mixing but I am going to focus on film and television sound design. I would love to work on lesson i just don't know that much about formatting. I could work on a lesson about sound effects. How to create them record them and mix them or, because I am building a studio i have tons of info on acoustic design. It can get a bit complex and deals with the physics of sound waves but it could be a good lesson to start on, some background on the physics of sound can help alot in the recording and mixing process. Jeffs 18:23, 26 January 2007 (UTC)

More research :-)
Hi Doug, long time, eh? I just thought I'd stop by to mention a project that I think you might be interested in commenting on - or even participating in. Developing Wikiversity through action research is a broadly-conceived project (it's to feed into my dissertation, but it's also fundamentally about developing Wikiversity - obviously, collaboratively). Maybe you might have some ideas of your own.

I was also thinking about what we talked about at Wikimania - ie a Wikiversity conference. I was thinking of doing something like this in the coming Wikimania (if I can get funding to go) - do you think you might make it? (If you didn't know, it's gonna be in Taipei - details here.) Or, do you think it might be worth doing at another time? Do you think a virtual conference might be doable/useful? Or, at least, some sort of IRC meeting - perhaps, on a reasonably regular basis? Just thinking out loud here - but I think one or a few of these ideas could really serve to move things forward - as I think both of us envisaged. Let me know what you think.. :-) Cormaggio beep 19:46, 25 January 2007 (UTC)

 * Hi Cormac :) A few thoughts: I think it would be good to explore various participatory methods in Wikiversity. That's one reason I outlined some ethnography content pages gere, and I look forward to getting back to those sometime. I'll check out the action research and related Wv pages sometime in the next few months, as time allows. Sort of snowed under now.

 * Regarding conferences: I wonder if yearly or bi-yearly online conference(s) might be good first steps for wikimedia research. Then, when a research community gets more interactive, that could be the basis for research pre-conferences for Wikimania 2008 or 2009 or whenever. However, if someone wants to dive in and organize a pre-conference without testing the water with an online conference, perhaps enough people would show up to make it successful. Perhaps this is a question to ask via individual emails and on the listserv: to see what people prefer. --Reswik 15:28, 28 January 2007 (UTC)

From MPOV string:
 * Just pointing out that "Multiple points of view" has been moved to Multiple points of view - but you already knew that! Just explaining the strange "you have messages" sign.. :-) Cormaggio beep 14:10, 14 February 2007 (UTC)

 * Thanks, I mean to get back to that MPOV page and some of the Wikiversity policy discussions and whatnot at some point. Snowed with my research work for a bit... --Reswik

Question: At this late stage in the Motto and Logo contests, do you think we hould we promote them on WP/Wikimedia community pages and wherever? I'd be willing to do the outreach -- but I wonder if it would seem odd, since things are wrapping up. If not outside WV, how to promote inside WV? --Reswik 15:05, 14 February 2007 (UTC)

Wikiversity - Action Research
Hi Cormac, perhaps we should talk again via a recorded Gizmo regarding this Action Research project. I would like to commit some time to researching Wikiversity in an institutionalised learning context here in New Zealand - but after that, I'm not sure how to. So I'd like to follow your lead a bit, get ideas on what to look out for, and respond to that...--Leighblackall 01:04, 31 January 2007 (UTC)
 * no worries Cormac. I'll be back in tyhe office on my Wednesday arvo.. perhaps my Thursday morning would be better for you (your Wed evening) --Leighblackall 10:13, 9 February 2007 (UTC)

Open Author Line
Thanks for the congratulatory message on our paper being accepted. Now for the next paper- http://en.wikiversity.org/wiki/PedaGlue If anyone wishes to contribute, the author line is open. The deadline is Valentine's Day 14 Feb 2007.--Ian Kennedy 12:01, 31 January 2007 (UTC)

Wikiversity update
Hi Cormac... Hope ya'll are having a nice trip!

Lots of irons in the fire!:
 * The Sandbox Server project and proposal has caught the attention of the Web Design learning project. A potential spinoff is a new Server administration group to handle the knowledge-base needed and generated by the prospects and ramifications.
 * Content development in the Project namespace is expanding including Recycling for deleted content. See Mermaids
 * VoIP experiments are interesting, fun and getting some attention outside of Wikiversity and even outside of Wikimedia-Proper. ...film at 11
 * wikiversity and wikiversityTalk have some relevance to LiquidThreads, now
 * ... lot's more!

Get yourself Home safe, man! CQ 01:29, 2 February 2007 (UTC)

Enthused Newcomer with a few ideas and hopes for possible collaboration
I agree with you on most of the points in your introduction. I've been painfully aware of the potential of the internet for a long time now, and how little everyone else shares this vision.

I could go into a big spill about it, but i don't think i have to do that with you. Let's just say I agree with you on the internet's potential, but I see us on a very limited time scale. Much of what the internet was-- no longer is. and we need to establish a more agressive postition in the face of the media giants, we have to give create a "product" that is appealing in a similar way that Youtube and Myspace are, but without stepping on their toes.

Attracting the acadmecally inquistitive, yet casual, mainstream audience and capturing their attention to the point that they become habitual contributors is THE most important thing right now, considering that youtube and myspace are not yet completely solidified main-stream habits.

Even if we are too late for that, I think we can find a productive niche beside, within, or even above the pre-existing structure. At this point, competition would frivilous.

Two things Consider the social network space provided by myspace and the media/bandwidth bank provided by youtube

and how their services could provide for a symbiotic relationship. --just a thought.

We shouldn't limit ourselves to anything without first taking into consideration the long term goals of the WIKIWorld. Keeping in mind that there are certain methods, certain thoughts and certain words one can do right now and every continuting moment that will help with the furtherance of some larger goal.

I see big things for this, and I will try to contribute as much as time and energy permits. Currently, my focus for accomplishing my mission is Education Reform and Community Building, but the more i come in contact with the formalized school system and the more i feel it's a lost cause.

The mindset of most of the western world is completely at ends with my own, I'm working on projects with the hope to localize businesses and culture in the community while retaining a global information transfer and getting the community more involved in the educational process again - doing what i can to create a productive balance in the world- but this just doesn't fit in the conventional scheme of things. However, I see lots of oppritunities for creating a spark in the physical world through cooridnated developments in the Free Culture Movement.

Just opening to the front page and browsing around for five minutes, I can tell you right off the bat that I'm most interested in organizing and re-structuring the program to make it more streamlined and widely-palatable. more popular-> therefore more powerful.

My ideas weren't stated here. I haven't been around long enough to give you coherent specifics, but if you are interested in what I have to say, please let me know. My email address is da_mag_ed@hotmail.com

If the weather permits, I will be attending a tristate energy conservation convention in memphis, so i may not be availiable for a few days. Hopefully i can check up in the middle of next week.

Until then,

Andrew

Reflective spiral
(Man, all of those are open conversations? If not, you should consider archiving closed ones =) )

Well, I just read "action research" with a blue link on it, wondered what was it, and clicked (damn wikipedohol!!). I found the spiral extremely interesting; see, I'm a computer scientist, and the life cycle of a software product can be very well described by it in every scale. And it has nothing to do with comp. sci.! When I realized it could, in fact, be applied to (nearly?) every project we engage into, in our lives, it fascinated me, and I put it in a place where I will always have it present =).

Reflect, and plan, prior to act and then evaluate. With the detail that the evaluation must be done in the social context (not analysing the business in place, with interviews if necesary, is the doom of many software projects).

Another implication f the spiral: no reflexion allowed before having carried out the last plan and evaluated it: Many many software projects and solidarity projects I've known have become blocked in a vicious spiral of planing, then reflecting about the plan, then redoing a better plan, then reflecting on it, etc, so no action was ever taken! Action is the primary goal of any project: it must not be avoided, even if you don't know for sure it will be optimal. Furthermore, as I learned when programming mobile robots, there can be too many things in which your model of reality (the output of reflection) differs from reality, and you can only discover them by actually doing something and evaluating it.

And of course, no action allowed without a meditated plan! That's the main failure of novice programmers. Teachers insist: "design your solution! draw diagrams!" But as they've never faced complex problems, they cannot see a reason to do it. It's only when the problems become more and more complex (and in computer science complexity has no limit, since new solutions lie over previous ones), only then do they begin to appreciate the design (planning) step prior to programming (acting). Those who do not, or who never learned to design, cannot go past a level of complexity imposed by our own limited brain. Their programs are like big balls of spaguetti.

Reflection is compulsory between evaluating and planing: When a program becomes too complex for humans to work with it and improve it (normally as a result of an acumulation of lack of documenting), programmers begin solving each error by inserting a patch specific for that error. This action (which is, by the way, seldom documented) increases further the complexity of the program, leading it to an irremediable destiny of blockage: Errors which cannot be solved begin to manifest, and the program (yet possibly usable) cannot be improved anymore without dismantling it. What has been the problem? Planing directly from the evaluation (the observed behavior of the error), without reflecting until discovering the ultimate cause of the error and then reflecting about how that cause can be eliminated. This situation also happens often when the deadline for the delivery of the project is nearing, and problems must be fixed in the quickest way, rather than in the proper way. It's risky because you cannot know if (by doing this) the program will become too complex for you to resolve all problems before the deadline. But it must be done for the happiness of the client, your boss, and, ultimately, your wife.

Sorry for being so lengthy, but I wanted to share why I loved that spiral so much =)! --Jorge 00:29, 6 February 2007 (UTC)

New learning project
( http://en.wikiversity.org/wiki/Self_Paced_Reading_and_Grammer_Labs) Hi Cormaggio, long time no chit chat. This new learning project proposal I am drafting seems obvious to me and I think was talked about but I cannot find anything similar. Do you know of other users interested in this kind of thing? If I could get it going it would help answer the question of the universe ... what can junior high through high school people do here to help out while productively polishing skills and also help with adult reader programs once we get the links setup through browse so new readers and reliably work their way to the material after being shown how to operate browser and the icons trail to the material. Thanks. Hope to hear from you soon. Mirwin 06:59, 11 February 2007 (UTC)

Relex
Hey, it's great to meet another person as excited as I. Sorry for my hiatus. So I've been toying with the idea of trying to bring some of the Deans of our universities into this endeavor. I know at my research university they take an active role in the publishing of faculty research, perhaps we can convince them to bring some of that research to wikiversity. Such highly regarded research would certainly seem to help us push forward our agenda... Oh and be sure to send any tasks that you need help on my way, I'd love to help. --Relex 02:42, 13 February 2007 (UTC)

I attend University of Miami in Florida. It's considered a Level 1 Research Univ. in the U.S., which means the main focus of the faculty members here is to publish research, and teaching is second. In order for faculty to obtain professorships or tenure they must publish research, 90% which do so in accredited Journals. On average Journals reject 8 out of 10 submissions for publication, and charge about 400 dollars for a submission to be peer reviewed and sent through the publishing process. That means there is a glut of research out there that doesn't have a venue for publishing, which has its merits. The high competition for journals plays a role in making sure there is no fraud. Nevertheless, we at Wiki would love to have that research. I really don't think researchers should only publish here, but we should try our best to find a way that they can publish in reputable journals as well as Wikiversity without infringing copyright. As for motivation, every researcher I've met loves to have people read their research, and so will probably be more than willing to get it on Wiki as long as they can publish it as well. Additionally, I don't believe researchers receive any royalties from Journals anyways, so the only financial concerns they would have, is that they wouldn't have to pay the 400 dollar publishing fee on Wiki :). I'm sure the ability to network with others will also entice them. Andd....that's about it.. Shouldn't be too hard :P --Relex 03:23, 14 February 2007 (UTC)

Hmmm...so I checked many other of the mainstream journals and they don't specify any charges, then again they don't say that there are none. It was probably specific to the one publishing company that produced several of the journals I was looking at. Besides, even if costs were levied, they should be covered by the mother institution of the researcher. --Relex 05:05, 15 February 2007 (UTC)

renaming user
Hello. I'm drini. I got impersonated past weeks by User:Drini here on this wiki. I'm kindly requesting your help getting back my name renaming Drini to something else (inird, xyz, etc), and then changing this username (Drinisteward) back to drini. I've made a small edit on meta confirming my identity:. I'm a steward, I could make the rename myself, but since this project has local bureaucrats, it's better if you (or Sebmol) could help me on this.

I'll appreciate the help (I'm also dropping a note on Sebmol, so make sure you don't rename users twice ;) Drinisteward 14:58, 13 February 2007 (UTC)

Hey
Hey Cormac, come by Blues basics for a visit, will ya? :-) --HappyCamper 23:13, 15 February 2007 (UTC)

Thanks
Thanks for your welcoming message and for deleting my User:User: page !--CorentinB 23:32, 15 February 2007 (UTC)

Book reviews
Good idea if people do it. I am attempting to get people interested in tech papers at Lunar Boom Town. Same idea, slightly different audience. High schoolers and junior high do a lot of book reports. I suppose experienced professors like JW might be able to provide review of text books they have used or reviewed with a view to using (sound like Bond does it not? EM and Quantum Optics for a view .... never mind) in a separate subpage of the Reader's List? Wikiversity's Reading Lists? Like New York Best Sellers list. We should brainstorm in IRC sometime when things are slow but people are around. I could do a few scifi reviews of my favorites to help kick off the book report section/list. If we all (crazed regulars) did a few we like one at a time within few months thing could be rolling under its own momentum. Maybe combine with Amazon to get percentage of books sold to users clicking on through? Giving away busines ideas supposed to supporting free engineering sites but need Wikiversity up and running first. More later. Mirwin 10:21, 16 February 2007 (UTC)

Greetings from WikiEducator
Hey Cormaggio -

Thanks for popping in to WikiEducator. I've responded to your thoughts and have a few ideas for collaboration. I've left these here

Would love to get a brainstorm session going. Chat to you soon. --Mackiwg 18:23, 16 February 2007 (UTC)

From RoseGraham
Hi, thanks for the welcome to Wikiversity! I'm putting together the course How They Had Fun: Culture and Context in the United States, 1900-1960 from my own initative. The course will hopefully turn out to be a resource that people can use (and contribute to!) at any time and at any pace that suits them, but leaves them with some new knowledge and ways of approaching culture and the past. I'm currently working on getting a BA in history focusing on American and British history and I've taken courses in the past that have covered different aspects of culture in this time period. I've been curious to have a go at putting together a class and this looked like the perfect way to try. I'm considering becoming an educator, but I'm still undecided at the moment. Thanks again for the welcome! RoseGraham 23:39, 16 February 2007 (UTC)

How best can I know when you have replied to this?
Hi Cormac, I replied to your hello and question about Wikigogy on my userpage. I've wondered for a while: what are the best practice ways a MediaWiki user, A, knows when another user, B, has replied to something user A wrote on user B's talk page? Where might the answer to this question best be propagated, a Help page maybe and or Welcome page? --Rogerhc 00:15, 17 February 2007 (UTC)

Oops!
I'm still getting the hang of things here and accidentally posted on the talk page twice. Sorry about that! RoseGraham 01:19, 17 February 2007 (UTC)

Renaming/Moving/Deleting Pages
A question to you as one of the Custodians. Can I move or rename a page? On Wikipedia, this is possible, but I have just dnoticed I cannot do that here. At least for something I have created myself, it should be possible to change the name. The only way I see now is to recreate the page under another name, copy the content and remove all links to the old one. This would leave a garbage page. 84.143.87.45 19:26, 17 February 2007 (UTC) Sorry, just noticed I had forgotten to log on. That was me. Nannus 19:28, 17 February 2007 (UTC)

MediaWiki talk:Monobook.css
Hello again! I've patiently participated in the "rounded corners" discussion in good faith, but it's obvious that Sebmol and JWSchmidt are not going to budge. They've essentially declared that they like the rounded corners, so that's that. As they refuse to honor the obvious lack of consensus (with Sebmol even claiming that Wikiversity doesn't rely on consensus to make decisions), I ask that you please revert to this version. Thank you. —David Levy 06:57, 18 February 2007 (UTC)

 * For JWSchmidt's part, he has now indicated that he has "no problem ignoring exaggerated opinions" (which is how he has unilaterally labeled the opinions of those who disagree with him).

 * In summary, we have a bureaucrat declaring that consensus is irrelevant, and we have a sysop claiming that he possesses the authority to ignore opinions that seem "exaggerated" to him (despite the fact that even assigning them equal weight to the rounded corners' praise results in no consensus). I sincerely hope that you'll put a stop to this.  —David Levy 18:14, 18 February 2007 (UTC)

Hi David, I've reverted the rounded corners because I felt it was the right thing to do - I've explained (some of) my reasons on MediaWiki talk:Monobook.css. I think it's been an unnecessarily long and hotly contested debate - I hope things might calm down now. That's all I'll say for now, but I'll be in touch no doubt. Thanks. :-) Cormaggio beep 02:26, 19 February 2007 (UTC)

 * Also posted at MediaWiki talk:Monobook.css:
 * Thank you, Cormac! I hope that the proponents of the rounded corners can look beyond their personal opinions and recognize the lack of consensus.  By the same token, while I actually like the straight corners, I'll gladly accept an alternative method of rounding the corners if one backed by consensus can be devised.  It isn't the style that's the problem; it's the implementation.  —David Levy 03:48, 19 February 2007 (UTC)

Philosophy
Hey, thanks for the note! I definitely have some reading to do, those are some interesting links you posted on the philosophy message board. Luckily, its Sunday so I have some time, unfortunately, I ought to be studying for an exam on Tuesday. But, I suppose, this place is, hopefully, the future of education, and definitely worth devoting some time to. Anyway, right now, I'm reading Tractatus Logico-Philosophicus (on the suggestion of the reading list on the philosophy school page), and I'm thinking it would be cool to do an entry on this, sort a guide step by step (so, an explaination of each basic logical step Wittgenstein puts forth). I'm not sure how well I understand it myself, though, so it would definitely have to be a collaborative effort. Anyway, that's what I'm thinking now, it would be quite a project, but hopefully I could either contribute, or get it rolling once I have a little bit of time. Anyway, keep me updated if you start any projects on the philosophy school. Liftyrfists 18:22, 18 February 2007 (UTC)

Historical Intro to Philosophy
Is there a way to get this page back? (Redirected from Historical Introduction to Philosophy) Mary Cordova

Thanks. I got done what I needed to. Maybe I was not looking but I couldnt seem to get to the page because I kept getting re-directed, imagine that. I did request the redirect when my page was serving as the home page but the content on my page has expanded considerably and one had to scroll quite far in order to get to their topic of choice. One of the other students (whos topic was near the bottom) suggested the table of contents. Which is funny because that is eactly what I suggested to somebody today who wants to clean up the philosophy departments main page. Anyway thanks for all your help. MaryCordova 07:10, 20 February 2007 (UTC)

Great Fire Wall of China
Cormac, Wikiversity.org may currently be censored by the Chinese Internet censors and thus not available on the Internet in China except through proxies. One of my correspondents in the city of Dalian in China reported being unable to get to Wikiversity. I know Wikipedia is censored in China but I didn't know Wikiversity was, too. Do you know more about this? --Rogerhc 18:31, 20 February 2007 (UTC)
 * It's probably because WikiVersity is on the same IP address as WikiPedia which is censored in China. --Rogerhc 22:50, 21 February 2007 (UTC)
 * Thanks for your reply on my talk page. The block is unfortunate. Maybe if WikiVersity did not resolve to the same IP address as Wikipedia, this problem would go away for a while. Political hot potatoes appearing on WikiVersity later could put it also on the blocked list but it could be a smart thing for WikiVersity to be on a different IP address than Wikipedia in the meantime so it might for now by available in China. I don't know who to share this idea with. Cormac, you seem to know your way around here; feel free to pass this separate IP address for Wikiversity idea along in appropriate circles if it might help. For now I'll keep Wikigogy.org online for English teachers in China because they can't get to WikiVersity right now. Common teachers are unlikely to use savvy sneak through methods. :-) --Rogerhc 05:48, 22 February 2007 (UTC)

Motto and slogan
(copied answer from Colloquium)

A bit belated this - but I think advertising on any other project than Wikiversity would be pretty pointless at this stage - we'd be starting from scratch. But yes, why haven't we advertised on Beta? In any case, I've re-added it to the sitenotice here. Cormaggio beep 12:44, 20 February 2007 (UTC)

 * Thanks for mentioning the contests on Beta. This seems to have drawn some participation today.
 * I don't think that promoting would mean starting from scratch. We could ask people to help with the last round. On the other hand, I have refrained from promotion personally as I did not feel comfortable doing that but also, I assumed it was better for people drawn to Wikiversity or involved in WV somehow to participate in this process. It is true that a contest is a way to invite participation. But, I think it is key that people with some sort of involvement will think in more reflective way about the mission of this project, which is quite distinct from other wikimedia projects. So, while participation has been unfolding very slow in this round of the contest (until today), I won't promote unless others suggest we do so. --Reswik 04:42, 21 February 2007 (UTC)

Thanks
Thanks for the welcome. I'm a clarinettist, both bass and Bflat. I also play guitar and sing. I love the performance and composition aspects. I also do like jazz and stuff but yeah. I did grade 4 ameb clarinet exam 3 years ago and I reckon i could easily go further now but i dont have the time for it. I'm grade 5/6 level though, especially on bass. I don't think I'd be able to help a great deal with italian and french. I can't really speak italian but I can comprehend heaps. and french; well all i understand is the things that are similar to italian. Thanks again! Can't wait to help out! Bananagirl 09:54, 21 February 2007 (UTC)

Picture of the year 2006
I am voting for picture number 10 in the Commons picture of 2006 contest. (I'm putting this here because I don't yet even have 100 teeny edits on Commons - eek!) Cormaggio beep 13:48, 22 February 2007 (UTC)

copyright violation
I put a speedy delete template on all the Category:History of Quebec and Canada pages. I left a note about copyright violations at Notices for custodians. --JWSchmidt 02:11, 23 February 2007 (UTC)
 * "added a note to Mikec's talk page - did you also send an email?" <-- That user did not activate the email system. --JWSchmidt 15:27, 23 February 2007 (UTC)

 * There is a reply from Mikec here. --JWSchmidt 23:19, 27 February 2007 (UTC)

 * Perhaps an e-mail containing one of the standard GFDL message templates should be send to that e-mail address so that he can reply with the grant of permission. With the lack of an OTRS queue, perhaps sending it through the automatically archived Wikiversity mailing list would be a suitable alternative. sebmol ? 08:33, 28 February 2007 (UTC)

Can the "$100 Laptop" Change the World?
Cormac, I enjoyed reading an eLearnMag article just now, "Can the '$100 Laptop' Change the World?" By Laurie Rowell, and it made me think of you for some reason, especially the parts toward the end about wiki's and learning. --Rogerhc :-) me 07:39, 23 February 2007 (UTC)

Collaboratively Building Concepts
Hey Cormac,

My name is Said. I just saw the message you left me although you had written it back in January. I'm sorry, I've been so busy implementing a wiki dialogue project between Jewish and Muslim teenagers at a non-profit, Children of Abraham! I thought that maybe someone would jump right in and start editing what I wrote at the Collaboratively Building Concept Wikiversity page. I forget his name, but one guy had been helping me tweak some minor things. I haven't yet witnessed a collaborative essay that thinks about collaboration at the theoretical level. But then again I haven't had the time to see what you're doing (although I did just remember that Stewart Mader's book "Wikis in Education" features a final chapter that is a Wiki). The result of my page has proven to be just me pontificating about semantics and cognition, etc. Has anyone figured out a way to collaborate at this higher theory level? I think one problem is that academics are too respectful of individual work and are afraid to interfere. We should talk about what collaboration entails at the higher register levels. --Saidkassem 17:01, 24 February 2007 (UTC)

Greetings!
Gordo 21:17, 25 February 2007 (UTC)

Action Research and Fundraising
I've started a bit of research at Fundraising. We were throwing around some ideas in IRC, and both mirwin and JWS had some good input. We happened upon some US university-funding-type org, and one grant (in paticular) that is for wiki-type research. JWS seemed to think they were more diposed to Accredited institutions, but I don't think that is an insurmountable hurdle -- getting a research partner isn't a bad thing.

I'm interested in Canadian programs, but I think it would be worthwhile to get information on any and every grant/funding possibility that we can. Even if this paticular project just ends up generating a clearinghouse of funding venues, it could be a valuable resource and could become a place for grant seekers to come -- and that could generate further interest and possible research partners.

I'd like to see if we could actually get something funded, and I have a couple of ideas floating around. I think this is a great combination of "learn by doing" and "action research". Let me know what you think. Historybuff 15:05, 28 February 2007 (UTC)

title: User talk:Cormaggio/Archive 3


text:
Category:Presentations

Resources on giving presentations - or presentations themselves.

title: Category:Presentations


text:
Research

Research is defined as human activity based on intellectual application in the investigation of matter. The primary purpose for applied research is discovering, interpreting, and the development of methods and systems for the advancement of human knowledge on a wide variety of scientific matters of our world and the universe. Research can use the scientific method, but need not do so.

Research resources

 * Research ethics
 * Presentations - how to present your research results to others
 * High risk research - High risk research can be discussed at that location.
 * Business research
 * Qualitative research

Medical research

 * NIH Roadmap for Medical Research

Научные исследования

title: Research


text:
Presentations about Wikiversity

This is a project for learning about how to present information about the Wikiversity project to people outside of the Wikiversity project.

What do people want to know about Wikiversity?
People usually find the idea (even the name) of Wikiversity interesting on some level - but they also find it confusing. Here are a few basic issues and questions that people will have, and that any presentation on Wikiversity should address (or at least which the presenter should be prepared to answer):
 * What does Wikiversity do / What is it for?: The presentation should give an overview of the scope of Wikiversity - that it covers both educational materials and activities, and that it allows for research.
 * How is Wikiversity different from other educational wikis/repositories/resources?: This covers a lot of territory, but is usually specified by an example. The scope might help, and that Wikiversity is a wiki (and, more specifically, an openly editable wiki) will also distinguish it from some other sites. Specific distinctions are useful, but highlighting scope for collaboration between initiatives can be another useful way to deal with this question. In a Wikimedia context, this question inevitably is brought up in relation to Wikiversity and Wikibooks.
 * How can you develop educational material in an openly editable environment?: This raises the questions about wikis and validity of knowledge which are ever-present when discussing wikis, and for which there are different arguments and opinions. In fact, this question needs some context in how wikis work - community (many eyes), recent changes/watchlists, history, talk pages, etc. However, it's a very complex question - and one that the Wikiversity community is openly trying to address.
 * If I was to contribute content to Wikiversity, how do I know that some idiot won't mess it up? This is a persistent (and understandable) worry that people have about wikis and other people directly editing "their" content. It is useful here to point out that there are not just technical solutions to this (ie protecting pages, forking content), but also social solutions (simply asking people not to edit your own material, but fork it instead to make a derivative work). However, this also needs pointing out that technical solutions often need to be mediated by the social norms of the community (you can't just protect any page willy-nilly on Wikiversity), and that these norms are themselves contestable.

What do you want to know about Wikiversity?
If you have any questions of your own, how about asking on the Colloquium, or on this page's talk page? If you've given a presentation about Wikiversity, please add questions you think might be useful here. However, perhaps there should also be a separate page for collating a general list of questions about Wikiversity that people have raised - whether in a presentation, a class, on-wiki, in IRC...

People interested in presenting about Wikiversity

 * Cormaggio (Cormac Lawler) - I have given a number of presentations about Wikiversity - in my university, at academic conferences, and at Wikimedia conferences. Some of the resources on this page are mine - please let me know if you want the original source files (Powerpoint, Photoshop, etc.)
 * Note: Cormac Lawler presented the results of his research as "Wikiversity: a project struggling with its own identity" at Wikimania 2010 in Gdansk, Poland. --mikeu talk 17:04, 30 January 2016 (UTC)

 * AFriedman (talk) 04:31, 7 April 2010 (UTC) I presented [[Media:WikiversityPresentation02-2010.pdf]] at Wikipedia Meetup NYC. I am looking for other real-world venues to publicize Wikiversity and encourage the creation of more learning resources.

Materials of use in presentations

 * [[Media:AltC_Wikiversity_poster.pdf|Wikiversity poster for ALTC conference]] - a poster for an academic conference, giving an overview of Wikiversity's scope and mission (PDF, opens in browser)
 * [[Media:CormacLawler_WMNL_Presentation1.pdf|Wikiversity presentation to Wikimedia Nederlands conference]] (PDF of Powerpoint slides, opens in browser)
 * [[Media:WikiversityPresentation02-2010.pdf|Wikiversity presentation to Wikipedia Meetup NYC]] (PDF of Powerpoint slides, opens in browser)

Materials for further reading and exploring

 * Guided tour - self-guided tour of the website's main features
 * Wikiversity the Movie - a "presentation" about Wikiversity in video format
 * Wikiversity Reports - short video "presentations" about Wikiversity features and other things too

title: Presentations about Wikiversity


text:
User:Googlemabob~enwikiversity

Googlemabob is a user who signed up on March 4, 2007

Basic Info
I am interested in science, math, video games, and violin. I go to school, and have come here to learn

Early Life
I was born in Denver, Colorado, on May 4, 1993. I lived in Colorado for several months, and then moved to Madison, Tennessee, a suburb of Nashville, Tennessee.

Birth of Sister

On March 6, 1995, while living in Madison, my sister was born. We lived in Madison until about 1998, which is when we moved to Dexter, Missouri.

Start of School

I started school in Dexter, Missouri. I went to school there for about 3 1/2 years. I then moved again, and continued school.

Blurb
Favorite Math Equation: If $$ax^2+bx+c=0$$, Then $$x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}$$

Googlemabob 18:57, 4 March 2007 (UTC)

title: User:Googlemabob~enwikiversity


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User talk:Ciprian Dorin Craciun

Informatica de gestiune -- 2006-2007 (info.uvt.ro)
Can you explain what this page is, in English? --JWSchmidt 19:58, 4 March 2007 (UTC)

I've added a short description on the page's discussions list. Ciprian Dorin Craciun 20:10, 4 March 2007 (UTC)

Now I have seen my mistake... If I would have read the wikiversity page more carefully I would have found that the beta Wikiversity is for other languages... Sorry for the inconvenience... I have erased the page contents. Ciprian Dorin Craciun 14:36, 5 March 2007 (UTC)

Ajutor! Pe 17 Iunie 2012
Stimate domnule Ciprian Dorin Craciun, Vă solicit ajutorul, fie prin adăugirile dvs la aceste situri sau prin sprijinul moral la Support for the Project-- la un proiect de inițiere al Wikiversity în limba română--Wikiversitatea Românească:
 * Wikiversitatea Românească
 * Requests for new languages/Wikiversity Romanian (including Moldavian dialect)
 * Page Romanian Page.
 * Vă mulțumesc anticipat! Bci21 (talk)

title: User talk:Ciprian Dorin Craciun


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User talk:Googlemabob~enwikiversity

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:37, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:09, 19 April 2015 (UTC)

title: User talk:Googlemabob~enwikiversity


text: User talk:Kkatz

title: User talk:Kkatz


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Science Fiction Challenge

Science Fiction Challenge is a learning project for exploring the nature and boundaries of science through science fiction writing. What does it mean to say that the subject of scientific study is "nature" and what does it mean to talk of the "supernatural"?

Project background
Do some "age old ideas" rest upon a hidden foundation of science? Ideas about "supernatural" phenomena have long been popular in fiction, but science fiction generally avoids topics such as the "supernatural". Arthur Clarke suggested that "Any sufficiently advanced technology is indistinguishable from magic," so how do we know that science can not reveal explanations for "supernatural" phenomena? Can fiction writing play a useful role in stimulating scientists to "think outside the box" and provide us with "missing explanations" for supernatural phenomena?

The "Science Fiction Challenge" originated from discussion at Science and the nonphysical where it was suggested that scientists are unlikely to discover explanations for supernatural phenomena because they assume that such things as "nonphysical spirit" only exist in the imagination. An alternative possibility is that scientists have low levels of interest in supernatural phenomena because past experience has shown that it is hard to make scientific progress on studies of supernatural phenomena. The "Science Fiction Challenge" calls for the creation of fictional accounts of how scientific studies might some day bring seemingly supernatural phenomena within the boundary of what can be studied and understood scientifically.

Oriental religions and philosophy do not all seem to have the boundaries of the Western mind-body problem. Some of them, those based on the qi concept talk about an energy that pervades all of physical reality (energy and matter) and is a type of spiritual energy. That spiritual energy is similar to the Western concept of spirit, something that Western Science has not been able to understand or experiment with. Using those concepts and handling that qi energy, some people try to cure ailments and perform martial arts. Science fiction can explore topics commonly seen in Oriental philosophies from the perspective of a future society where there have been scientific advances unknown to us and where there are new ways of merging science and spirituality.

Writing projects

 * Mnemtronium - set in an imagined future after dark matter is fully understood. It is discovered that dark matter provides a way to account for some forms of Extra-sensory perception.
 * /The nanoepitaxy of Susanne Marie/ - explores the idea that there might be evidence for extraterrestrial life that can be found right on Earth....if we knew where to look and what to look for. Could extra-terrestrials with advanced technology have built seemingly supernatural abilities into Earth's life forms?
 * /No Working Title/ - In 1948 Arthur C. Clarke published Against the Fall of Night, a story in which he imagined Earth of the far future when the residents of the city Diaspar were essentially immortal and there were few children. From our perspective in the year 2015, what kind of future can we foresee for Earth? Given technological tools for genetic engineering and artificial intelligence, will the human species last for long or will we create our own replacements? Would a new form of life created by humans have a soul?
 * /2540/ - this story explores nanorobotics as a future technology that provides an example of Clarke's Third Law. If nanites were present and active on Earth, how could we distinguish their effects from magic?
 * /Singularity/ - Magho'ple discovers that she is inside a simulated reality. Can she escape from the simulated reality and exist as an artificial life form in the real world?
 * The search for Kalid (external link): a futuristic story which explores the boundaries of mind and machines with respect to telepathy and matter hiding devices.
 * /Admiring Odin/ - Ancient astronauts, Alec and Odin, are two aliens who visit Earth. Alec is a Grendel who must work with Odin to genetically modify the people of Europe so as to remove the Neanderthal genes that give them telepathic powers.

Literature review
What existing science fiction stories provide accounts of how science might be able to incorporate elements of the supernatural into a scientific world view?
 * Ringworld by Larry Niven. Does Niven's idea of "breeding humans for luck" provide a valid scientific explanation for the mysterious phenomenon of "good luck"?.
 * The Calcutta Chromosome by Amitav Ghosh - mix of hard science fiction with supernatural elements . Do brain diseases and neuro-active drugs provide ways for materialistic science to reveal the mind's power to control supernatural forces?
 * The Number of the Beast by Robert Heinlein postulates that the multiverse of quantum mechanics is waiting to be filled by thought particles from other universes. In an infinite series of infinities anything that can be thought becomes reality somewhere via these thought particles accumulating to previously empty universes.
 * Contact by Carl Sagan. Sagan's novel explores this question: if our universe was created, then what objective scientific evidence might be found to support the idea that there was a Creator?

Additional resources

 * Is truth stranger than fiction?

title: Science Fiction Challenge


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User:Jawboot~enwikiversity

Thanks for filling in PHP challenge 4! Michaelnelson 22:39, 4 March 2007 (UTC)

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Science Fiction Challenge/Mnemtronium

[[Media:Imoggination.ogg|Video teaser]] for Mnemtronium. Help with ogg video play. Details about the video teaser. Davuk Canadist pressed himself into the corner of the elevator and imagined that he was alone on a high ridge in the Adynyamas. Davuk fixed his gaze on featureless region of the elevator door and allowed a calming blanket of blue to dominate his visual cortex. He imagined a dry wind and the cries of a Wedge-tail as it hunted.

The door slid open and the elevator said, "Floor 45. Neurosurgical rehabilitation." An orderly pushed her patient's wheel chair out of the elevator and looked back over her shoulder at Davuk. Davuk was very familiar with "that look". Half of his ancestors were indigenous Australians and half were northern Europeans. His features were an unusual mix of the two and he often drew double takes from strangers. For a moment he let himself sink into her dark eyes. Davik imagined that she despised him for the way he had recoiled at the sight of the patient in the wheel chair.

As the elevator doors closed he watched her guide the wheel chair down the hallway. Davik forced himself to think of something other than his shame at his deep dislike for any hint of deformity and illness. The orderly's name came back to his thoughts. He had seen it on her ID: Katelin Escobar. He thought again of the girl he had grown up with, a brown eyed waif who was named Katyin. She had come to town to live with foster parents, then had left after a year. That girl had been the first person besides his uncle with whom Davuk had felt an immediate and natural connection. As a boy Davuk had taken his close relationship with his uncle for granted, but it was Katyin who had first opened his awareness to the idea that there might be a whole group of people who were on his "wavelength". When Katyin moved away, Davuk had learned that their connection, once established, was not disrupted by distance.

Davuk was knocked from his childhood memories and noticed that the elevator was lecturing him. "Attention! This is floor 64. You selected this floor. Please exit or make another selection. Do you need assistance? Are you lost? Floor 64, Memory Recovery Unit." Davuk silently cursed the person who had programmed this system to get rude and pushy when people did not quickly enter and exit the elevator.

Davuk grumbled, "Open door." After the door slid open he walked out of the elevator and was greeted by the receptionist for the Memory Recovery Unit. "Welcome to the DeMoore Memory Recovery Unit." The machine asked, "Do you have an appointment?"

Davuk replied, "You made my appointment with Dr. Morrisen. I'm Davuk Canadist." Davuk leaned over the top of the receptionist and saw the details of his appointment flash up on the data surface. The receptionist made him insert his ID into a slot and then it took his palm scan. The receptionist then rolled into a waiting room. Davuk followed the machine and made himself comfortable in a chair to wait until the scheduled appointment time.

The 64th floor seemed essentially deserted, and the receptionist waited near Davuk, trying to make small talk. Davuk was not one to adopt practices like making meaningless chit chat with machines. He ordered the receptionist to go away. He let his biofeedback controls come online and immersed himself in the internet. He was just starting an online search for Katyin, but Dr. Morrisen walked into the waiting room. Davuk guessed that she was about 50, dark hair starting to gray. She wore a stylish lab coat with plastic data screens on each forearm. Her "uniform" presented an interesting mix of messages, half a proclamation of, "I'm 24/7 on call," and half a reminder of, "I'm human, too".

"Davuk? Davuk Canadist? I'm Dr. Morrisen." She took his hand as soon as he rose from his seat and kept hold of it, warmly gripping it with both of her hands.

Rising to his feet, Davuk was surprised to see that she was as tall as he was. As his data feeds cleared from his glasses, Davuk found himself looking straight into her calm blue eyes. "Hello, Dr. Morrisen."

Davuk endured the strange sensation of Dr. Morrisen making perfectly polite small talk while she closely examined his features. He then replied to a string of questions: his trip to Faridabad had been uneventful, he had slept well and was ready to get to work on the research project, and no, he did not have a fear of needles.

While they talked, she had led him by the hand through one door, down a short hallway and into her office through another door that had her name on it. Once they were in her office she finally released his hand so that she could examine and then picked up a folder off of her desk. She turned back towards him and handed him the folder. "There are two versions of the consent form. One for oral and one for intramuscular administration of the tepfromedrapine."

Davuk was very much aware of the fact that his participation in this clinical research project would involve use of the drug tepfromedrapine. He was not comfortable with the idea of altering his brain's activity with drugs, but he had decided that participation in this research project was more important than protecting the pristine environment of his synapses.

They sat down on a couch and spent the next hour and a half going through every line of the consent form for the research study. Dr. Morrisen explained in detail the role of the drug. "Tepfromedrapine blocks the natural inhibitors of one of our key memory systems. Holmes and Nygn won the Nobel prize in '85 for their work showing that tepfromedrapine enhances the brain's ability to bring the activity of our hibaton receptors into conscious awareness."

Davuk had never studied neurobiology or particle physics and only knew as much as the average "man on the street" about brain function and dark matter. He was vaguely aware that it had been discovered that the human brain has receptor cells that can interact with and detect the hibaton form of dark matter. He asked, "Why do our brains have this ability to sense hibatons and yet not make use of it?"

Dr. Morrisen chuckled and tossed the consent form down on the coffee table next to the couch. She leaned back and stared off across the room. "That's one of the hardest things to believe about the brain. Our consciousness is trapped in a tiny part of our brain's neural circuits. Consciousness is to the unconscious part of brain activity like conventional matter is to dark matter. Just as most matter is dark matter, most brain activity takes place outside of our conscious awareness. If we were conscious of everything in our brains we would be hopelessly confused and baffled by what our brains are doing. When we grow up, we learn to ignore and filter out the parts of our brain activity that do not closely match the contents of our physical environment. As soon as babies start playing with their rattles, their brains are sorting out what to pay attention to. Our brains decide to keep information about their hibaton receptors out of our conscious awareness because none of our other senses can confirm that hibatons exist."

Davuk was impressed by the sense of wonder in Dr. Morrisen's voice as she described the brain and discussed the miracle of how it creates conscious experience. It was clear that she was pasionate about her studies of the brain. "But saying we have these hibaton receptors that we are unaware of is like.....well, it seems as absurd as it would be to have eyes but not be conscious of what we can see."

Dr. Morrisen nodded. "Yes, exactly." She looked back at Davuk and smiled. "Most of what our eyes tell our brain never enters into our conscious awareness. Some people who "go blind" retain some of their unconscious vision and have what is called "blind sight". We can demonstrate that they can "see", they can respond to visual stimuli, but they are not aware of what they see."

Davuk found that hard to believe. "That's spooky."

Dr. Morrisen agreed. "The human mind is very spooky; it fools us into thinking we know what is going on. Our brains produce a virtual reality for us to live in and we never question that reality. Well, almost never. You could say that the history of neuroscience is the story of discovering how to escape from our dependence on our brains. Our instruments and probes are now allowing us to objectively measure what our brains are capable of....we no longer have to accept the misleading story that our brains tell us."

"And this drug, tepfromedrapine, it is one of these probes?"

"Yes, a very useful probe of the activity of our hibaton receptors. The reports of research subjects such as yourself are allowing us to make correlations between patterns of brain activity and conscious perception of hibatons. We can now map the neural networks that function as the hibaton sensory system."

Davuk was dubious. If everyone in the world only had blind sight, would biologists be able to make sense of the visual system? "It seems like you need to also know something about the source of the hibatons."

Dr. Morrisen smiled broadly. Most patients did not make that conceptual leap. "Yes, that is absolutely correct. And that is why this research project is in collaboration with the physics department. We depend on their ability to generate controlled hibaton signals."

Davuk asked, "But aren't the dark matter generators gigantic devices on the Moon?"

Dr. Morrisen replied, "The original ones were. The one we use is the largest one yet operational, and it is located at the asteroid 4239 Blaise. Of course, it does not matter where the hibaton source is located. Distance does not have much meaning for dark matter."

Davuk nodded. "So they say. So you have said. Still, it seems magical. Now, let me try to put this into my own words so we know that I understand. You will be using my brain as a detector of the hibaton signal coming from that asteroid. And my ability to consciously experience that signal will be induced by the tepfromedrapine. And I have to sign this release saying that I know there is a chance that the tepfromedrapine might have side effects such as hallucinations and mental illness."

Dr. Morrisen nodded. "Yes, that is the situation. Although there is no reason to suspect that the risk of induced mental illness is large. We suspect that the risk is greater than zero because drugs related to tepfromedrapine are now routinely used to treat some forms of mental illness. Those treatments use drugs that have the opposite effect on the brain compared to what tepfromedrapine does. In other words, some forms of mental illness seem to involve hyperactivity of the hibaton receptor system, and during this research project we will be inducing enhanced activity in that system."

Davuk asked, "And as far as you know, inducing hyperactivity of the hibaton receptor system is the only way to accomplish this research?"

"Yes, it is the only method we know of to make people consciously aware of the existence of their hibaton receptors. We rely on volunteers such as you to take this risk...a risk that we really have no way of estimating. Well, you could say that this research is our first chance to make such an estimate in humans. Of course, we have done similar work with laboratory animals and seen no problems."

Dr. Morrisen asked, "Are you ready to sign the consent form?"

Davuk shook his head. "I have one more question. What if there are some people who have an unusual reaction to tepfromedrapine. Or, rather, what if some people have an unusual hibaton receptor system and that means they will have an unusual reaction to the tepfromedrapine?"

Dr. Morrisen frowned. "I'm not sure what you are getting at."

Davuk tried to explain. "Dr. Morrisen, you seem to habitually talk about "the brain" as if it were a computer chip. I suspect each person has a unique brain. I like to imagine that I have a unique brain. What if my brain does not have the expected response to tepfromedrapine?"

Dr. Morrisen took a deep breath. "I assure you that you are correct: even genetically identical twins each have unique brains. It is possible that you will have an unusual reaction to the tepfromedrapine. Remember, we went through the list of known side effects-"

Davuk interrupted. "I'm not talking about that. I'm talking about something totally new. That is possible right? I might show a reaction to this drug that you have never seen before?"

Dr. Morrisen was startled by forcefulness with which Davuk asserted this possibility. "Of course. But you suggest this possibility almost as if you expect the unexpected."

Davuk nodded and held out one hand, palm side up. "Yes, Dr. Morrisen, that is the way I go into things. In my experience, I am not like other people."

Dr. Morrisen got up from the couch and went to her desk. She sat on the edge of the desk and studied the data display on her right arm. "I recall that your medical history mentions your past participation in ESP research. Is that what you are getting at?"

Davuk also got up, a bit stiff from sitting half-turned and hunched over the consent form for so long. "Well, don't you think that is relevant doctor? What if this hibaton sensory system you are trying to study is the basis for ESP? What if a person like myself is particularly sensitive to hibatons? What if that accounts for the feeling I have had all my life, a feeling that I am somehow connected to certain other people? Maybe we should expect the possibility that I will have an unusual response to tepfromedrapine."

Dr. Morrisen was now deeply involved with her data display and briefly held up a finger towards Davuk, silently requesting a short pause in their conversation. Without looking up she said, "I'm modifying my next appointment." Then, while still working at the controls of her personal communications system, she explained, "I'm meeting two of my collaborators for dinner this evening, and they would be interested in what you just told me. As would one of the other research subjects." She looked at Davuk and asked, "Are you available to join us for dinner? We will be able to continue this discussion about ESP and hibatons with Dr. Taloqua."

The name "Taloqua" seemed familiar to Davuk. He had carefully read about the research project, but did not remember a "Dr. Taloqua" as one of the investigators. "Is Dr. Taloqua a dark matter physicist?"

Dr. Morrisen chuckled. "No, no. Dr. Taloqua is a research subject. She is a doctor of psychiatry and had done research on memory recovery."

Davuk thought he could now understand why the name "Taloqua" had seemed familiar. He asked, "Is this the Dr. Taloqua who does past life research?"

Dr. Morrisen nodded. "Yes, do you know her?"

Davuk shook his head. "No, but I know a little about her work. I think she claims to be the most published past life debunker ever. How did she come to be in this study?"

Dr. Morrisen finished working the data console on her sleeve. She took off her lab coat and hung it on hook in the corner of her office. "I did her intake interview about a week ago, so I know that she comes to this project along a path not too different from that taken by yourself. However, I never asked her any personal questions beyond those of the study intake forms. Do join us for dinner and you can ask her."

Davuk rotated his shoulders and tried to gauge the depth of his fatigue. He had been planning to return to the hotel for dinner and try to get to bed early, but the dinner invitation seemed an intriguing opportunity. "Very well, I accept your invitation."

continue at: Mnemtronium/Part 2

title: Science Fiction Challenge/Mnemtronium


text: Category:Science Fiction Challenge

title: Category:Science Fiction Challenge


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Wikiversity:About the Sandbox

 * This is about the sandbox.
 * For uses of sandboxes, see the Wikipedia article Sandbox (software development.

title: Wikiversity:About the Sandbox


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Aircrafts and aerodynamics

Airplane Parts
The main parts of an aircraft are: Control Surfaces: Right and Left Aileron, Elevator, Rudder, and Trim Tabs
 * the fuselage,
 * the wings,
 * the horizontal stabilizer,
 * the vertical stabilizer,
 * the landing gear, and
 * of course the engine(s)

Four Forces on an Airplane
The four forces which act upon an aircraft in flight are:
 * 1) Lift
 * 2) Drag
 * 3) Thrust
 * 4) Weight

 * Lift acts upwards at right angles to the airflow through the center of pressure. In simple terms, Lift is perpendicular to the Relative Wind.
 * Drag is the backward force which opposes the forward motion of the aircraft and acts parallel and in the reverse direction to the aircraft movement.
 * Thrust is the forward propulsive force provided by the engines.
 * Weight is the total weight which acts vertically downwards through the center of gravity.
 * Lift Weight
 * Thrust Drag

Resources
NASA's Beginners Guide to Aerodynamics - Supplement your of study aerodynamics at your own pace and to your own level of interest. Some of the topics included are: Newton's basic equations of motion; the motion of a free falling object, that neglects the effects of aerodynamics; the terminal velocity of a falling object subject to both weight and air resistance; the three forces (lift, drag, and weight) that act on a glider; and finally, the four forces that act on a powered airplane. There are many interactive pages designed to illustrate aerodynamics.

Aerodynamics Lesson - Gold Seal Master CFI trainer Robert Still video presents basics of Aerodynamics in an easy to understand format.

See How It Flies - Free online book (in HTML format) running through aerodynamics and techniques for flight.

Wikipedia Aircraft - A definition of Aircraft and examples of various types of aircraft.

Wikipedia Aerodynamics - Technical overview of aerodynamics and the physics of flight.

FAA Aircraft - FAA information on Registration and Certification of Aircraft, Advisories and Guidance, Regulations and Policy, Forms, and Technical Information. Includes a searchable database of aircraft registered in the US.

title: Aircrafts and aerodynamics


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User talk:Da Punk '95~enwikiversity

custodianship
"Hi, I am seeing if you can be my Custionan Mentor." <-- Quoting myself from List of custodian mentors: "right now, Wikiversity mainly needs people who can contribute to building Wikiversity content; for example, by working on learning projects. I think that custodian candidates should demonstrate (by good editing) their commitment to the Wikiversity project before expecting to become a custodian. Also, every custodian needs to have an active email address set in preferences." I think it is important that the Wikiversity community have a chance to get to know candidates for custodian ship. Good page editing is the best way to make yourself known to the community. It can also be useful to get to know potential custodian mentors by participating at the #wikiversity-en IRC channel. --JWSchmidt 13:41, 23 March 2007 (UTC)

Username Change
see link please, Erkan Yilmaz uses the Chat (try) 07:46, 6 July 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Da Punk '95. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Da Punk '95~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Da Punk '95~enwikiversity