text:
User talk:Oliverstjohn

This is an attempt from Oliverstjohn to create a new page and then to see if I can use it as a common course platform

Welcome
Hello Oliverstjohn, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu talk 12:20, 6 February 2008 (UTC)

title: User talk:Oliverstjohn


text:
User:Sara F

Hej!

Här lägger jag upp länkar till texter skrivits under kursens gång.

Jag har också lämnat ett bidrag till vår gemensamma text (under länken "gemensam text" på Koiia 1 -sidan) som handlar om modersmål och mödrar. Den ligger och väntar på att bli redigerad och utökad...

Per Linell - kap 1-3 Här ligger texten till 24/4.

 * /Gemensam text
 * /Per Linell - kap 1-3

Svenska Wikiversity

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

title: User:Sara F


text: Template:Wmdgs-disabilities

title: Template:Wmdgs-disabilities


text:
United States currency/25¢

A quarter dollar is a coin worth 1/4 of a United States dollar, or 25 cents. The quarter has been produced since 1796, and is the highest denomination U.S. coin commonly in circulation.

It is sometimes referred to as two bits because two bits of a Spanish Reales coin, which was often used in the early years of the United States, made up a quarter of a dollar's value.

25¢ Of The United States Of America

 * Value: 0.25 U.S. dollar

 * Mass: 5.670 g (0.182 troy oz)
 * Diameter: 24.26 mm (0.955 in)
 * Thickness: 1.75 mm (0.069 in)

 * Edge: 119 reeds
 * Composition: 91.67% Cu, 8.33% Ni

 * Years of Minting: 1796, 1804-1807, 1815-1828, 1831-1930, 1932–present

Obverse

 * Design: George Washington
 * Designer: John Flanagan (1932 version) / William Cousins (modification to Flanagan's design)
 * Design Date: 1999

Reverse

Design: 	State Designs Designer: 	Various Designers Design Date: 	1999–2008

Silver Quarters

 * Draped Bust, Small Eagle 1796
 * Draped Bust, Heraldic Eagle 1804–1807
 * Capped Bust (Large Size), With Motto 1815–1828
 * Capped Bust (Small Size), No Motto 1831–1838

Seated Liberty
The "Seated Liberty" designs appeared on most regular-issue silver United States coinage during the mid- and late-nineteenth century, from 1836 through 1891. The denominations which featured the Seated Liberty design included the half dime, the dime, the quarter, the half dollar, and the silver dollar. Another coin that appeared exclusively in the Seated Liberty design was the twenty cent piece. This coin was produced from 1875 to 1878, and was discontinued because it looked very similar to the quarter. Seated Liberty coinage was minted at the main United States Mint in Philadelphia, as well as the branch mints in New Orleans, San Francisco, and Carson City.

Obverse
The basic obverse design of the Seated Liberty coinage consisted of the figure of the goddess Liberty clad in a flowing dress and seated upon a rock. In her left hand, she held a pole surmounted by a liberty cap, which had been a pre-eminent symbol of freedom during the movement of Neoclassicism. Although it had fallen out of favor in Europe by 1830, Neoclassicism remained in vogue in the United States until after the American Civil War. Liberty's right hand rested on the top corner of a striped shield with a diagonal banner inscribed with the word "LIBERTY." The shield represented preparedness in the defense of freedom. The date of the coin appeared on the bottom below Liberty.

Reverse
The basic reverse design of Seated Liberty coins depended on the denomination. The size of half dimes and dimes necessitated a smaller array of elements. On these coins, the reverse consistently featured a wreath around the words "HALF DIME" or "ONE DIME". Before 1860, this wreath consisted of laurel leaves, a traditional Neoclassical image, but beginning that year, the wreath was enlarged and was filled not only with leaves, but also traditional American agricultural products, such as corn and wheat. On quarter, half dollars, and silver dollar coins, the reverse featured a central eagle about to take flight, with a striped shield upon its breast. The eagle clutched an olive branch of peace in its right talons and a group of arrows in its left talons. Above the eagle around the rim were the words "UNITED STATES OF AMERICA" and below the eagle around the rim lay the coin denomination. Beginning in 1866 the coins featured a ribbon with the motto "In God We Trust" above the eagle.

Stars
When the first Seated Liberty half dimes and dimes appeared in 1837, the obverse contained no stars. The next year, the coins featured thirteen six-pointed stars around the rim, commemorating the original thirteen colonies.

Drapery
The Seated Liberty coins featured a few minor design changes over the years. Around 1840 (the exact date depends upon the denomination), extra drapery was added to Liberty's left elbow.

Arrows And Rays
In 1853 and 1873, the U.S. Mint changed the weight of each denomination of silver coins. Both times, arrows were added to the coins on each side of the date. These were removed from coins in 1856 and 1875, respectively. In 1853, the mint also placed rays around the eagle on the reverse of half dollars and quarters, a feature which endured for that one year only.

Legend And Mintmarks
In 1860 the U.S. Mint eliminated the stars on the obverse of Seated Liberty half dimes and dimes, replacing them with the legend "UNITED STATES OF AMERICA," which had previously appeared around the wreath on the reverse of the coins. Before this time, half dimes and dimes minted in New Orleans and San Francisco had featured their mintmarks inside the wreaths. Afterwards, the "O" and "S" (and, later, the "CC" for Carson City) mintmarks were located below the wreath next to the rim. On quarters, half dollars, and silver dollars, the mintmarks were always placed below the eagle but above the coin currency on the reverse.

Barber
Liberty Head ("Barber") designs appeared on United States minor silver coinage (the dime, quarter, and half dollar) from 1892 to 1916. They derive their common name from their designer, Chief Engraver Charles E. Barber.

Origins
In 1887, Mint Director James P. Kimball included a statement in his annual report to the United States Congress requesting a coinage redesign. He proposed a process whereby distinguished artists would be invited to participate in the design process, and, in 1890, the United States Department of the Treasury asked ten eminent American artists to submit design proposals for minor silver coinage. However, this plan proved unworkable when the artists made financial demands that the Treasury was unwilling to meet. The next effort was a contest open to the public, but none of the designs submitted in this manner were satisfactory to the Mint. Ultimately, it fell to Charles Barber to create new designs for silver coinage. He did so, and the designs were first placed into production in 1892.

Obverse
The basic obverse design of the Barber silver coinage consisted of a Liberty head with a cap and wreath. This figure was inspired both by classical Greek and Roman models and by the designs of various 19th-century French coinage. The word "LIBERTY" appeared on the headband in incuse; since it wears relatively quickly in circulation, it is often used by numismatists to help determine the condition of circulated coins. The Liberty head is flanked by six stars on the left and seven on the right, and the motto "IN GOD WE TRUST" appears above it. The date is centered below the figure.

Reverse
There were two basic reverse designs on Barber coinage. The dime featured a wreath of American agricultural products with the words "ONE DIME" in the center. The mint mark, if any, was positioned below the wreath. This reverse design differed little from that of the old Seated Liberty dime.

On the quarter and half dollar, a heraldic eagle, similar to that featured on the Great Seal of the United States, is the central design element, with "QUARTER DOLLAR" or "HALF DOLLAR" and the mint mark (if any) located beneath it. As on the Great Seal, the eagle carries a banner in its beak reading "E PLURIBUS UNUM", and the amount of the motto visible is helpful to numismatic graders in determining the condition of circulated specimens. A field of 13 stars (the same number as on the obverse, representing the 13 original American colonies) appears above the eagle, and on the top edge, "UNITED STATES OF AMERICA" is inscribed.

Collectible Barber coins
Although the Barber series contains few mint marks or other aberrations, the 1894-S Barber Dime is one of the most valuable coins ever produced by the United States. Only 24 were produced. Of those, only nine remain, one of which sold for $1.9 million in 2007.

Standing Liberty
The Standing Liberty Quarter was issued from 1916 to 1930 by the United States Mint. The Standing Liberty Quarter was designed by Hermon Atkins MacNeil, who won a competition to redesign the coin. Type One (1916–1917) featured Liberty on the obverse and an American eagle in flight on the reverse. Liberty carries an upraised shield in her left hand and an olive branch in her right hand; most notably, this coin was the only circulating coin to feature Liberty with a bared breast.

The following year, a Liberty, Type 2 (1917–1930) was issued with several design changes, most notably covering Liberty's chest with chain mail and the addition of three stars on the reverse under the eagle. A popular numismatic story is that the design was changed because of a public outcry regarding Liberty's bared breast. However, very little historical evidence supports this.

Early Standing Liberty quarters had the date too high and so it quickly wore off, although chemical treatment can sometimes bring back the numbers. For the collector this creates particular problems for the two rare issues of the series, the 1916 and the 1918/7-S. While the 1917 Type One issue is quite common, the previous year there was a very low mintage of only 52,000. Although some of these early pieces were quickly saved from circulation, this was not the case with the overstruck date issued two years later. In higher grades this is one of the most expensive circulating U.S. coins of the 20th century. In 1925 the date was recessed into the step, allowing the coin rim to protect it from wear. Evidently this modification did cause the dates to withstand circulation better, since pre-1925 dates fetch prices many times higher than post-1925 dates, even given roughly equal mintage numbers in the same state of preservation.

 * Standing Liberty (Type 2) 1917–1930
 * Washington 1932–1964, 1992–present (Proof Only)
 * Washington Bicentennial 1975–1976 (all were dated 1776-1976) (40% Silver-clad Proof, not intended for circulation)
 * Washington Statehood special silver quarters

Copper-Nickel (Clad) Quarters

 * Copper-nickel quarters
 * Washington 1965–1974, 1977–1998
 * Washington Bicentennial 1975–1976 (all were dated 1776-1976)
 * Washington statehood 1999–present

Current Design
The current clad version is cupronickel (8.33% Ni and the balance Cu), weighs 5.670 grams (0.2000 avoirdupois oz, 0.1823 troy oz), diameter 0.955 inches (24.26 mm), width 1.75 millimeters (0.069 in) with a reeded edge. Owing to the introduction of the clad quarter in 1965, it was occasionally called a "Johnson Sandwich," after Lyndon B. Johnson, U.S. President at the time. It currently costs 4.29 cents to produce each coin. Before 1965, quarters contained 90% silver, 10% copper. Early quarters (before 1828) were slightly larger in diameter and thinner than the current coin.

The current regular issue coin is the Washington quarter (showing George Washington) on the obverse. The reverse featured an eagle prior to the 1999 50 State Quarters Program. The Washington quarter was designed by John Flanagan. It was initially issued as a circulating commemorative, but was made a regular issue coin in 1934.

In 1999, the 50 State Quarters program of circulating commemorative quarters began; these have a modified Washington obverse and a different reverse for each state. The regular Washington quarter's production is temporarily suspended during this program. A redesign is possible after the end of the state quarter program; Congress in recent years has ordered the Treasury to redesign the Lincoln cent, Jefferson nickel, and Sacagawea dollar in addition to the quarter. In all cases, though, the original honoree has been retained either in the redesign or in a parallel issue. Thus, it seems very likely that any redesign would continue to feature Washington.

On January 23, 2007, the House of Representatives passed H.R. 392 extending the state quarter program one year to 2009, to include the District of Columbia and the five U.S. territories large enough to merit non-voting Congressional representatives: Puerto Rico, Guam, American Samoa, the United States Virgin Islands, and the Commonwealth of the Northern Mariana Islands. The bill passed through the Senate and was signed into legislation by President Bush on December 27, 2007. The typeface used in the state quarter series varies a bit from one state to another, but is generally derived from Albertus.

Silver Series
The current rarity for the Washington Quarter silver series are as follows: Branch Mintmarks are; D = Denver, S = San Francisco. Coins without mintmarks are all made at the main Mint in Philadelphia. This listing is for Business strikes, not the Proofs.

 * 1932 D
 * 1932 S
 * 1934 - with Double Die Obverse (DDO)
 * 1935 D
 * 1936 D
 * 1937 - with Double Die Obverse (DDO)
 * 1937 S
 * 1938 S
 * 1939 S
 * 1940 D
 * 1942 D - with Double Die Obverse (DDO)
 * 1942 D - with Double Die Reverse (DDR)
 * 1943 - with Double Die ?
 * 1943 S - with Double Die Obverse (DDO)
 * 1950 D/S Over mintmark ( coin is a '50-D, with underlying S mintmark )
 * 1950 S/D Over mintmark ( coin is a '50-S, with underlying D mintmark )
 * 1955 D

The 1940 Denver Mint, 1936 Denver mint, and the 1935 Denver Mint coins as well as many others in the series, appear as much more valuable than other coins not because of their mintages, but because they are harder to find in high grades. Many of these coins are worth only "melt value" in low grades, or only their notoriety value for some who wish to obtain these coins because they appear too expensive in better condition. Other coins in this list are expensive because of their extremely low mintages, such as the 1932 Denver and San Francisco issues. The overstruck mintmark issues are also scarce and expensive, especially in higher grades, but don't have the same popularity as overdates, which are found in pre-Washington quarter series.

The 1934 Philadelphia strike appears in two versions, one with a light motto (for "In God We Trust"), which is the same as that used on the 1932 strikings, and the other a heavy motto when the dies were reworked. Except in the highest grades the difference in value between the two is minor.

The "Silver Series" of Washington Quarters spans from 1932 to 1964; during many years in the series it will appear that certain mints did not mint Washington Quarters for that year. No known examples of quarters were made in 1933, San Francisco abstained in 1934 and 1949, and stopped after 1955, until it made proofs in 1968. Denver did not make quarters in 1938, and Philadelphia never stopped (except in 1933). Proof examples from 1936 to 1942 and 1950 to 1967 were struck in the Philadelphia Mint and in 1968 switched to the San Francisco Mint.

The mint mark on the coin is located on the reverse beneath the wreath on which the eagle is perched, and will either carry the mint mark "D" for Denver Mint, "S" for San Francisco mint, or be blank for the Philadelphia Mint.

Copper-Nickel Clad Series
The copper-nickel clad series of Washington Quarters started in 1965, and as part of the switch Denver and San Francisco did not stamp their mint marks from 1965 to 1967 in any denomination. The switch from silver to copper-nickel clad occurred because the federal government was losing money due to the fact that the silver value of U.S. coins had exceeded their face value and were being melted down by individuals for profit. For the first three years of clad production, in lieu of proof sets, specimen sets were specially sold as "Special Mint Sets" minted at the San Francisco Mint in 1965, 1966, and 1967 (Deep Cameo versions of these spectacular coins are highly valued because of their rarity).

As it is right now there are few examples in the clad series that are valued as highly as the silver series but there are certain dates or examples that stand out. The Deep Cameo versions of proofs from 1965 to 1971 and 1981 Type Two are highly valued because of their scarcity, high grade examples of quarters from certain years of the 1980s (such as 1981-1986) because of scarcity in high grades due to high circulation and in 1982 and 1983 no mint sets were produced making it harder to find mint state examples, and any coin from 1981-1994 graded in MS67 is worth upwards of $1000.

The mint mark on the coin is located on the obverse at the bottom right hemisphere under the supposed date. In 1965-1967 cupro-nickel coins bore no mint mark; quarters minted in 1968-1979 were stamped with a "D" for the Denver mint, a "S" for the San Francisco mint (proof coins only), or blank for Philadelphia. Starting in 1980, the Philadelphia mint was allowed to add its mint mark to all coins except the one-cent piece. Twenty-five-cent pieces minted from 1980 until the present are stamped with "P" for the Philadelphia mint, "D" for the Denver mint, or "S" for San Francisco mint (proof coins only).

-km 12:07, 6 February 2008 (UTC)

More from km

 * Skeletal system
 * Integumentary system
 * Cycloid
 * Venus
 * Mercury
 * Liquid water on Europa
 * Virus
 * Circulatory system

title: United States currency/25¢


text:
User talk:Brahimkhalil~enwikiversity

Welcome
Hello Brahimkhalil, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:15, 6 February 2008 (UTC)

Alqods comitee
Hello, and welcome to Wikiversity! We welcome and appreciate your contributions, such as Alqods comitee, but we regretfully cannot accept copyrighted text or images borrowed from either web sites or printed material. This article appears to be a direct copy from http://www.baytmalalqods.org. As a copyright violation, Alqods comitee appears to qualify for deletion. Alqods comitee has been tagged for deletion, and may have been deleted by the time you see this message. If the source is a credible one, please consider rewriting the content and citing the source.

If you believe that the article is not a copyright violation, or if you have permission from the copyright holder to release the content freely under the GFDL, you can comment to that effect on Talk:Alqods comitee. If the article has already been deleted, but you have a proper release, you can reenter the content at Alqods comitee, after describing the release on the talk page. However, you may want to consider rewriting the content in your own words. Thank you, and please feel free to continue contributing to Wikiversity. DarkMage 17:12, 26 August 2008 (UTC)
 * The page was deleted. Please see here for how to obtain permission. After permission granted, send this to the OTRS team (see email there) for proof. Erkan Yilmaz uses the Chat (try) 17:27, 26 August 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 Brahimkhalil. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Brahimkhalil~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 23:31, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Brahimkhalil~enwikiversity


text:
User talk:Sara F

Hi Sara and other KOIIAns!

I've found your project on Wikiversity today because I noticed Karin's edits to a couple of your pages, and I've noticed that you guys haven't really been in contact with the rest of the Wikiversity community. I've written a section about your project at the Wikiversity Colloquium, the central meeting place of the Wikiversity community, and I've added an message box to your pages at Wikiversity so that English-speaking people have some context to understand what is going on when they see a Swedish page. Could you have a look at what I've written at the Colloquium page and weigh in and correct any mistakes I've made? Thanks!

In any case, it's cool to have you here! Med vänliga hälsningar, Benja 20:43, 4 April 2008 (UTC)

Welcome
Hello Sara F, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:16, 6 February 2008 (UTC)

title: User talk:Sara F


text:
User talk:Mrdeyuma

Welcome
Hello Mrdeyuma, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:16, 6 February 2008 (UTC)

title: User talk:Mrdeyuma


text:
User talk:Patrickwilliams

Welcome
Hello Patrickwilliams, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:16, 6 February 2008 (UTC)

title: User talk:Patrickwilliams


text:
User talk:Schmelzer

Welcome
Hello Schmelzer, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:16, 6 February 2008 (UTC)

title: User talk:Schmelzer


text:
User talk:Kasia1986

Welcome
Hello Kasia1986, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:16, 6 February 2008 (UTC)

Re:Protect
I've only semi-protected your userpage - Anonymous user's will not be able to edit your userpage but registered user's will - however I'll place your userpage under my watch-list. Terra 09:59, 18 April 2008 (UTC)

title: User talk:Kasia1986


text:
User talk:Asdunning

Welcome
Hello Asdunning, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 14:16, 6 February 2008 (UTC)

title: User talk:Asdunning


text:
User talk:Gopi thelu

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


text:
User:Gbaor/Sandbox

Lost

Playground
 Public domain

something

Read - Write - Contribute

 category            = Portals count               = 5 order               = ascending addfirstcategorydate = true

t:dog wikit:term

vid sites with possible educational content:, , ,

Other

 * Topic:Basic sciences

title: User:Gbaor/Sandbox


text:
Why cats present dead mice to their owners

Cat mentions their hunting behavior and speculates on the origin of their presenting behavior.

'' Paul Leyhausen proposed that cats adopt humans into their social group, and share excess kill with others in the group according to the local pecking order, in which humans are placed at or near the top. Another possibility is that presenting the kill might be a relic of a kitten's behavior of demonstrating for its mother's approval that it has developed the necessary skill for hunting.''

I’ve developed the idea further. Humans frequently keep cats to kill vermin, notably mice. Presenting dead mice shows the owner that the cat is a good mouser. The owner is therefore more likely to keep the cat and other people will want kittens from it. This behavior may therefore help the cat to survive and reproduce. Over a sufficiently long time cats may evolve a tendency to present dead mice and rats but avoid presenting birds.


text:
Talk:Why cats present dead mice to their owners

I’ve added this to the Wikipedia article too. It may be too original for Wikipedia.Barbara Shack 18:25, 6 February 2008 (UTC)
 * Is there any evidence that cats present more mice and rats and less birds? That doesn't sound right. Viriditas (talk) 00:37, 9 April 2012 (UTC)


text:
User:Marmalade~enwikiversity

Howdy! This is Marmalade reporting from somewhere... I kind of forget where...

Whatever, moving on. I'm not too fancy at HTML so I'm not going to have a shnazzy looking page.

My hobbies include:

 * Owning weeaboos
 * Owning zombies
 * Owning zombie weeaboos
 * Attempting to learn programming.

So, things I don't like:

 * 6 year olds with mics on Counter Strike that won't shut up
 * Immature people
 * People that want to be treated equally but don't want to accept the negative things that involve it
 * Drama queens
 * People that take everything someone does seriously
 * Guys that act homosexual when they really aren't
 * People that think just because someone knows a martial art they can kick everyone else's [buttocks].

Things I like:

 * ZOMBIES
 * The Melancholy of Haruhi Suzumiya
 * Programming
 * General nubpwn
 * Leah
 * Penelope
 * COOKIES

That's basically all you need to know for now; I'll pimp out my page more later. Don't even bother asking who Penelope and Leah are :P.

title: User:Marmalade~enwikiversity


text:
Wikiversity learning model/Reading group

Welcome to the Wikiversity learning model reading group, which is open to anyone who would like to participate, however actively or occasionally. This group is intended to find readings that are relevant to the kinds of learning or pedagogical models used in wikis - as well as those envisaged for Wikiversity in the Wikiversity learning model - and to read selected readings (or passages from readings), and post comments and reflections to be discussed and critiqued by other group members. In this way, it is hoped that this group can develop an understanding of how educational theories can contribute to the Wikiversity learning model, as well as about how learning models are developed and utilised in practice. This group is also intended to complement the more general discussion group around the Wikiversity learning model. However, it should be noted that readings can be as academic or informal as you like - there is no obligation to be reading educational theory.

Note: this group is just emerging, so please edit and/or comment in order to make it more useful.

On finding and deciding on models

 * See: Ivan Illich on learning webs - discussion on chapter 6 of Deschooling Society.

On conceptualising learning in new contexts
I proposed a reading group John Seely Brown on new learning contexts - perhaps this could be subsumed here? It should at least inform this group... Cormaggio talk 17:04, 8 February 2008 (UTC)

On learning models used in wikis

 * Eric Von Hippel:Democratizing Innovation (Reading group) - Wikis, especially the large scale collaborative wikis of the MediaWiki foundation, are prime examples of "innovation communities" at work. Chapter 7 "Innovation Communities" could be of interest in exploring how innovations (technical, ontological, governance) in this environment have facilitated the development and uptake of these wikis and in particular how innovative approaches to teaching & learning might develop in Wikiversity and related environments.

On "learning by doing"

 * John Dewey - Experience and education - a fantastic, and very concise book from Dewey about his reflections on "progressive" and "traditional" schools (though sadly still in copyright)

On teacher development

 * John Elliott on "Research-based teaching" - describes the work of Lawrence Stenhouse and himself on the process of helping teachers understand their work through becoming 'teacher-researchers'.

Organising
I proposed on Developing Wikiversity through action research/Agenda that we might choose two readings per month - and that these don't have to be books/chapters, but could also be passages from longer texts. Is that realistic? When we have enough readings listed and being suggested, we can start a system of nominating whatever number of readings we decide to focus on in a particular month (or other timeframe). However, it would make sense to have this fairly flexible - we could have four related 'passage' readings in a month, or take a month or two over Dewey's Democracy and Education.

Current readings
(placeholder section)

Participants
You don't need to sign up to be a part of the group (or to read the readings of course!), but it would be good to know who's interested here, and in what area (so as to get more of a focus on what we could/should be reading)

 * Cormaggio - Currently doing a lot of reading on social theories of learning (communities of practice, activity theory), as well as action research (see eg Elliott in "teacher development" section above) - but I'm interested overall in how we are conceptualising learning and how this enables us to build learning communities in Wikiversity.


text:
Wikiversity learning model/Discussion group

__NEWSECTIONLINK__

Welcome - this is a discussion about the model (or should that be models?) of learning in Wikiversity. This group is intended to complement the reading group on the Wikiversity learning model - but its scope is wider than finding and discussing readings. Potentially, this group might serve as a means for participants of this group (and of Wikiversity as a whole) to examine our own experiences, understandings, and assumptions of education. However, since it is a discussion group, its scope is entirely up to the participants.

Please add your own questions, comments, and experiences below...

Is there (or should there be) one model of learning in Wikiversity?
The learning by doing model is the one most cited when we discuss a model appropriate for Wikiversity. Why is this? What is it based on, and how is it supposed to work? Are there any issues/problems with it? Personally, I think it is appropriate for some activities and contexts, but not for others (for example, I don't expect someone who is new to both wikis and to organic chemistry to be able to make Wikiversity work for them). So, is this latter example a problem with the "learning by doing" model, with wikis/Wikiversity as a space for learning, or with not having set up enough materials in Wikiversity, in order that the person interested in a subject (like organic chemistry) can get started on their learning journey? Would there be other ways (models) of providing for learning for different people/subjects/age-groups etc? I'd be very happy to hear people's thoughts - and to try and tease this question apart. Cormaggio talk 22:12, 6 February 2008 (UTC)

Viable methods
Two comments from Colloquium discussion on "Problems and actions":

JWSchmidt asks: "Can we identify two or three likely ways to build fun and productive learning communities here at Wikiversity? The default approach is what we have mostly been doing...keep editing and waiting for more like-minded people to show up and join in." He later says: "In my view, most people learn best when they participate in the types of social interactions that arise in normal daily living. In a wiki-based project, "learn by doing" fundamentally involves "learning by editing". Wiki editing works best when there is a dynamic community of editors who share common interests and goals. I think that having viable methods for building communities of like-mined editors, "learning communities", is a fundamental part of "learn by doing" at Wikiversity."

SB_Johnny: "I rather think that our problem of recruiting stems from not having enough recruiting materials: it may be true that "if you build it, they will come", but you can't test that axiom without building something first", and subsequently adds: "In general I think large, broad-based projects that have a good potential for "spinning off" more focused and deep projects will be our best way of getting more people involved."

These are very useful comments. So, I'd like to engage people in imagining and identifying "viable methods" for building learning communities - we can do so right here. Similarly, I'd like to start identifying "broad-based projects that have a good potential for "spinning off" more focused and deep projects" (which is, of course, a proposed "viable method"). I'd also like to throw open the idea of "like-minded" - for me, learning can equally come from having significant differences of opinion. Isn't this also a potential for building engaging learning communities - to have places where people can debate and critique one another? Comments on this, or anything else that's relevant here? Cormaggio talk 10:28, 11 February 2008 (UTC)

 * Well, I suspect what JWS was getting at was more along the lines of "like-interested" (which is awkward on the tongue). Developing materials and communities about climate change, for example, would work best if there were people who were like-minded in terms of interest in the issue, but not necessarily like-minded in terms of their views on the issue. --SB_Johnny | talk 11:42, 11 February 2008 (UTC)

 * Idea: making an opinion poll for users of Wikiversity and ask them in what kind of topics they are interested in when it comes to establishing a learning community. Another question can be what kind of method they want to use. For instance, SB-Johnny wants to listen to an online radio station and discuss the radio programm and Erkan and me read an online text on Thucydides and discuss about it.
 * Afterwards, our discussion group, or action research group could try to come up with new ways to stimulate activity on Wikiversity.--Daanschr 12:28, 11 February 2008 (UTC)

 * (Copied from my talk page. Cormaggio talk 15:44, 11 February 2008 (UTC))
 * "learning can equally come from having significant differences of opinion" <-- one of the original ideas for Wikiversity was that it could host "debate clubs". I expected that some Wikiversity projects such as War Seminar might naturally develop into places where Wikipedians could work outside of the stricter restrictions of doing encyclopedia work. Speaking for myself, I've been reluctant to promote Wikiversity as a place for emotional debates, fearing that until Wikiversity gets larger it could be disrupted if a large group of POV warriors decided to turn Wikiversity into a battle ground. Of course, being guided by such fears cuts Wikiversity off from a key approach to attracting dynamic groups of participants. I do hope that Wikiversity will eventually be strong enough to host scholarly debates that will be both 1) attractive to some Wikipedians and 2) civilized enough to result in the construction of useful learning resources and learning communities. --JWS 14:06, 11 February 2008 (UTC)

 * Thanks for the ideas. There have already been a number of discussion/debate-based projects, and SB_Johnny also outlined some other ideas in the recent Colloquium discussion. I think we could explore these further - and without necessarily worrying about POV pushers. (In fact, I think such dilemmas might be useful learning experiences for us.) It's also what I'm hoping to do in this action research project (and on this page) - developing a learning community of people who are interested in Wikiversity being an educational space. Surely this is the most basic common denominator amongst us all here? Shouldn't we be discussing this basic question - perhaps framed by things like 'my most fun learning experiences', or 'what have I learned through my wiki-browsing/editing life'? I shouldn't think we'd need to do a poll on that one. Though perhaps polls might be useful ways for people to express interest in subjects - I often wonder how we can be of use to someone who turns up, interested but unknowledgeable in a subject, finds there's no great content here and nobody clearly interested - what can they realistically do? How can we (anyone) guide them to something useful? Cormaggio talk 16:00, 11 February 2008 (UTC)

 * The idea of the poll is to stimulate people to start learning communities. It was meant as an inventory, to get information on which we can build. Information we don't have yet. So, what do we want to know from people, which can be usefull for us.
 * It would be best to aim this tool to regular users of Wikiversity and to advertise for it on a prominent place for new users. The polls can be used to introduce people with eachother, who have simular ideas on topics and learning communities and to try to stimulate them to do something with it. Of course there are other methods possible to make Wikiversity a success.
 * In the last case you mention, the only thing that helps is to actually make things people are interested in. If they can't find it on a certain moment, than they will leave of course. There is nothing that can be done against it.--Daanschr 20:31, 11 February 2008 (UTC)

 * I would like to be able to help such people a bit more than saying "there is nothing that can be done". I think we should realise that, even though we are trying to develop content across all subjects/levels in Wikiversity, we will inevitably have areas that are not covered - and that this creates an opportunity for someone to make people aware of their own particular needs, and the fact that there isn't anything on Wikiversity for their needs, inviting others to help. Currently, we have a help desk and a page request 'mechanism' (as well as the Colloquium of course) - and we used to have a link on the main page saying "We take requests!", which linked to Learning goals. I think this latter page is useful to an extent, but I don't think we give enough clear guidance on how people can turn their interest into a learning process - in much the same way as I don't think we give enough guidance on how "learning by doing" helps anyone. But I do think with better guidance, we could motivate people to turn interests into learning paths, as opposed to just walking away. Some people, like Teemu Leinonen, believe this is all Wikiversity should do - organise activities around mutual interests, and not focus at all on content. I don't personally subscribe to this 'hardcore' view :-), but I do think it raises useful questions. Cormaggio talk 13:30, 12 February 2008 (UTC)

 * I think the "we take requests" approach is a bit problematic, because we don't have a critical mass of people who are interested in everything. For example, I might help someone work on making a resource about insects or tractors, but I wouldn't be much help to someone who wants to make a resource about dinosaurs or hotrods. It's not that something can't be done, it's more that there just isn't someone around to do it. --SB_Johnny | talk 14:41, 12 February 2008 (UTC)

(Unindenting) It comes down to the question what people want when they enter Wikiversity. What are they looking for? Do they want to learn something and discover that the learning resources are limited? Do they want to learn something with other people within a community? Than, why do this communities have a hard time of starting up? Normally someone starts a course on Wikiversity. Sometimes, other people join in and within a month all activity is gone. So, how can we keep people involved who come to Wikiversity?

Perhaps we can compare a future growth of Wikiversity with the economic growth in China in the past 30 years. What China did was to assign a few small areas, Hainan island and Canton, and to invest tax money from all over China in these few areas. When Hainan and Canton became a success, the economic areas were enlarged, and now the outskirts of China are starting to grow, like Ürümqi. Why did China not try to start economic growth all over the country at once? Maybe, they didn't have the right people for the job, the right resources. If you send all your best men to Hainan, than they can develop there and experiment. If they have success, the success can be repeated elsewhere, untill the whole country gets involved.

On Wikiversity, we could try to send our best men to some projects, and trying to make these projects a success. The rest of Wikiversity will function as it has always done. If success is achieved, than new similar, or improved projects can be started, untill Wikiversity is busy with all knowledge.--Daanschr 15:08, 12 February 2008 (UTC)

Also, people can be allowed to have some self-initiative. Guidance doesn't always work. The only thing we can do is do our best to present ourselves to the best we can, but we can't help if someone doesn't like us. Such a person can decide to organize something for himself, but it is up to him or her.--Daanschr 15:25, 12 February 2008 (UTC)

 * If we're assuming that we need a critical mass of people interested in X in order to have a learning community on X, then aren't we saying that people could not initiate a learning community on their own from scratch (ie forming it around their own interests/questions)? I'd like to explore ways of giving people the self-initiative, the agency to begin a learning path from scratch - perhaps this might simply be a generic template of questions to get someone started (eg. "what am I interested in, and why?"; "what resources can I find on this?"; "in what ways could I improve my understanding"; "can I find people who are interested in a similar area?"), along with resources for finding resources and people. I very much agree with the idea of developing a sense of best practice from successful case studies, though I'm not so enthusiastic about using an image like "sending out our best men" - rather, I think that people interested in building learning communities (ie us) should be gravitating towards ones that have a chance of working, and to write up our findings into guidance for development of other learning communities. Cormaggio talk 15:51, 12 February 2008 (UTC)

 * If building a community is important, than we should stimulate to bring people together. A definition of community is people being together. Self-initiative could be focused on starting new learning communities. But, if these communities (people being together) doesn't arise, than it could be helpfull to stimulate persons not to pursue only your own dreams, but to pursue dreams together with others, common dreams. There is a conflict between community and self-initiative which can't be resolved. There can be too much self and too less community and there can be a comunity which suffocates the individual.--Daanschr 17:22, 12 February 2008 (UTC)

 * A problem I have here is that we seem to be talking about communities as if they are hypothetical things, out there. My perspective is that we are a learning community, right here - around developing Wikiversity. We are learning about Wikiversity's learning model(s) as we're 'doing' it - and we can use our experiences to guide further developments. So, I don't think we need (yet) to focus our energy excessively on what happens when learning communities don't arise. I do think, however, the idea of a conflict (or, I'd describe it as a 'tension') between individual and community is interesting - and worth bearing in mind in our ongoing analysis. Cormaggio talk 12:24, 13 February 2008 (UTC)

 * I am interested in learning within a community dedicated to a certain topic, like a class at a school where you can learn something of history or mathematics. Wikiversity as one large learning community doesn't have my special interest. For instance, the colloquium is a nice way to discuss ideas, but i don't see it as a learning activity, it is more like a forum as you already have many of all over the internet and at the Wikimedia Foundation.
 * For me the interaction between people is going too slow in many courses and resource developments on Wikiversity. At the moment, i like the reading group that me and Erkan have started and i hope that SB_Johnny's discussions based on a radio show will be a success. I don't know of other initiatives that are doing fine here on Wikiversity.
 * I would like to stimulate these kind of initiatives and i am not very interested in other things, here on Wikiversity. I hope we can both find the audience that we are looking for.--Daanschr 13:19, 13 February 2008 (UTC)

 * Yes, though I'm confused by what you're saying. The topic of the learning community that I'm talking about is: "Building successful learning communities on Wikiversity". You've already said you're interested in this - and I know that other people here are too. In the quote from JWSchmidt at the top of this section, he asks if we can identify "viable methods" of building successful learning communities - and proposes simply building communities, and see what works. I've tried to build on this by asking what has worked (or is working) and what hasn't - you've identified two that you think are successful (and thanks), but I would like to get some more feedback on this, working from what we've already seen, as well as feeding our ongoing experiences of specific topic learning communities into the larger topic of Building successful learning communities on Wikiversity. There, let's make it a topic. :-) Cormaggio talk 15:36, 13 February 2008 (UTC)

 * Well, the Bloom Clock is doing fairly well too, but I'm not sure it's an easy model to follow because there aren't that many similar things to do (other than a bird clock, insect clock, etc.). Mike (whose wv username escapes me at the moment) is working on a weatherstation project, but that involves buying a weatherstation, so a bit harder to "fill the class". --SB_Johnny | talk 17:00, 13 February 2008 (UTC)

Perhaps i am too philosophical in my way of communicating. We have been entangled in a typical language game as described by the Austrian philosopher Wittgenstein. What i want to do is to help stimulating more inititatives like the Thucydides reading group and the discussion on climate change.--Daanschr 19:06, 13 February 2008 (UTC)

The good thing is that the discussion continues.--Daanschr 19:06, 13 February 2008 (UTC)

 * Perhaps you'd like to start a reading group on Wittgenstein, Daanschr? He's a guy I've been meaning to read for a long while - particularly "Philosophical Investigations" (which is from the work you're referencing). SB_Johnny (btw, you're thinking of Mu301 (Mike)), I agree that the Bloom Clock is a great initiative - and I could see it being expanded to other collaborative research projects like "What did I eat today?" (giving data about diet). I'm sure we could think of others - but how easy is it for someone to set up and maintain such a thing? Cormaggio talk 20:05, 13 February 2008 (UTC)

 * I would like to read and discuss that book. Do you know german? I didn't found the english version of the book in a quick search, but i did find the german one.--Daanschr 20:16, 13 February 2008 (UTC)
 * I have some German, but there's absolutely no way I'd be able to read a dense book, particularly one by Wittgenstein! I can get an English translation in my university's library - anyway this shouldn't be coordinated here, but at Wittgenstein reading group. Cormaggio talk 19:57, 14 February 2008 (UTC)

Experiences of education
Describe an educational experience that was memorable to you - for being good, bad, surprising, whatever. This doesn't have to be anything related to formal education (ie school) - it can be about a walk in the park, watching a documentary, talking with friends...

A 4-pronged approach
I've been thinking about a few lines of approach to giving some organization to Wikiversity, which I've brought up separately from time to time here and there. In essence, it means changing the wat we think about namespaces, search, categories, and feedback.

When it comes to the namespaces, I think we really need to stop hanging on to old ideas that haven't been working for us so well. In particular, the Topic namespace has been defended for a very long time as standing in for Departments. However, it hasn't really worked the way it should have, and probably can't really work because there is no organizing principle for what a department does. In brick-and-mortar universities, departments serve to organize, approve, arrange, and support classes. However, we're a wiki, so (a) any organization will be done by the participants, (b) no-one has the right to approve or disapprove anything, (c) there's no real arranging to do, and (d) no-one really knows how to support things.

I'd really like to see the Topic namespace being used for, well, topics. And have topics follow categories (and vice versa). The Thucydides group could be listed in Topic:History, and Topic:Ancient Greece, and Topic:Military History, and Topic:Peleponesian War, etc. The pages in that resource could also be categorized in the same way, redundantly, so that the Topic: pages could also use a DPL tracker similar to what's on the front page of Wikimedian_Demographics, which uses a DPL script showing the 10 most recently edited pages that are categorized in any particular category.

I'd also like to see our search function modified so that the Topic namespace is default. This would mean that when someone enters a keyword into the search field and presses "go", they would by default be sent to Topic: . Search really doesn't work that well on subpaged projects, because unlike an encyclopedia or a dictionary we're not likely to have a page that matches the keyword, but rather people are always sent to the search results page instead (which is rather frustrating to newbies and old hats alike). This would make things a lot easier to find for those who come seeking.

Finally, I'd like to build up a lot more on the feedback schemata. Perhaps we could call them "shows of hands", and we could use category trackers such as BryansBot to let participants know when someone has rendered an opinion about something, and maybe use talkpage notification bots to let people who gave an opinion about whether the peleponesian war was just know that there's another project asking opinions on whether the Iraq war is just. This last part involves a lot of botting and toolserver functions, but worth pursuing after a while, IMO.

In general what I'm thinking of is that people make new resources when something interests them. The Radio Discussion project is one example of that: the idea is that if you hear something on a radio program and are inspired to learn more about something you heard, you can do so by searching for resources both within and without Wikimedia, assemble them as a "course" (meaning both "the course of research I've traveled" and "a class"), and add feedback questions for a show of hands. This can be done for radio programs, TV shows, magazine articles, books, documentary movies, etc. Anything that teaches, in any media, can be used as our "lecturer", anything that provides more information, in any media, can be our "textbooks", and anyone interested can be a teacher-student. Then we connect all of these together using topics and categories that keep track of things for current participants, and makes it easy for potential participants to join the party.

Sorry for the long rant :). --SB_Johnny | talk 16:06, 12 February 2008 (UTC)

 * As someone who has never understood some of these namespaces anyway, and is in favour of shaking them up or reducing them, what is the difference between (your concept of) "topic" and the "category" namespace? BTW: I approve of your rant :) --McCormack 16:24, 12 February 2008 (UTC)

 * I'm running out, but briefly: Topics are annotated by human editors who create a sensible narrative connecting the resources linked from a topic. Categories are added so that the software can keep track of pages, and so that the software can be employed by human editors to make interpretations using DPL and other functions that enable the MediaWiki to do automated things that human editors don't have time to do. --SB_Johnny | talk 16:29, 12 February 2008 (UTC)

 * So effectively any "topic" will have an equivalent "category" (but not vice versa), and the topic is the human-written accompaniment of the list-like category - ? Yes - I can go with this. --McCormack 17:12, 12 February 2008 (UTC)

 * Yeah, more or less. I'd say that most "simple" categories would have a topic attached, but meta categories and project-specific categories wouldn't. So for example we wouldn't want a "Topic:Discussions" to go with "Category:Discussions", nor would we need a topic for a category like Category:BCP/SEPA/1 (which instead is reflected by Bloom Clock/Keys/Southeastern Pennsylvania/January within that project's pages). But we would want a topic for "Lunar Exploration", "The Peleponessian War", and perhaps "Symplocarpus foetidus" (which has pages in both Plant identification and on the Bloom Clock), and perhaps also topic redirects like "Skunk Cabbage" and "Eastern Skunk Cabbage". "Global Warming" (both category and topic) would cover any pages in any project addressing that issue, and so on. I have an idea for a template as well which would appear on the bottom of any page that would both add the category and link to the associated topics which would further assist navigation (and perhaps help Wikipedian visitors understand that category redundancy is not a problem here, since the "semantic tree" is in the topics, while the categories are instead being used as a software assistance). --SB_Johnny | talk 17:37, 12 February 2008 (UTC)

 * To my eyes, there's not much effective difference in the way that the "Topic:" namespace is used and how you propose it to be. I think "Topic:" pages can only be considered "departments" if we think of them as hierarchically inferior to "schools" - and as a kind of nod to people who want to think of Wikiversity as analogous to a conventional brick and mortar university. However, in practice, topic pages are usually simply there to develop content/activities in a given area. Perhaps then "School:" is the bogus namespace in your reckoning? In any case, I like the idea of streamlining the search mechanism towards a useful starter page for a given subject (and it makes sense for that to be a topic page - unless there's a really nifty portal instead :-P). I also very much like your ideas around feedback, and of utilising nifty, botty tools for this - however, I am completely clueless on the uses and potentials of bots, DPL, and the like, so I'll continue throwing in the occasional naive question here and there. :-) Cormaggio talk 17:53, 12 February 2008 (UTC)

 * I guess it's more of a feeling I have that whenever I talk about using the topic namespace in that manner, I tend to get slapped around by those who do like having analogs to the brick-and-mortar U's. I'm not a real good bot person either, but I'm hoping to track down a friend who is more experienced with things of that nature (and templates as well, because I'm not going to have time to be the "designated templater" for anything but the bloom clock now that spring is approaching (I'll have time to play again come December, but that's a long time from now in dog Wikiversity years). I think the only staffpersons we have who could actually change how search works are Sebmol and Darklama, and both of them are busy with other things these days.
 * As for the School: namespace, I think it's more or less reduntant with the portals. I've never really done much work on the meta-levels of WV though, so I might be mistaken.

 * PS, after edit conflict: your conception of the semantic tree is interesting, though I think it's due to my lack of understanding about DPL that I don't fully understand your distinction. Cormaggio talk 17:53, 12 February 2008 (UTC)

 * Wikipedia, Wiktionary, Wikispecies, and Wikimedia Commons all use a semantic category tree. IOW, blue squares are in "Category:Blue Squares", which is in "Category:Blue" and "Category:Square", but you wouldn't put blue squares in all 3 categories, since they're already in the two upper ones as members of the smaller one. Wikibooks (which, like Wikiversity, uses subpages) uses categories differently, for example all the pages (modules) of a book are in one category, but the pages can also be in other categories as well.
 * The DPL stuff can sound confusing, but it really isn't. DPL can be used in one of two ways: as a way of narrowing down a search, or as a way of keeping track of the most recently edited pages in a category.
 * The "narrowing down" aspect is what's used by the bloom clock (i.e., it can find all pages in Category:White flowered plants and Category:BCP/SEPA/3 (all plants seen blooming in Marchn in Southeastern Pennsylvania) allowing us to make Bloom Clock/Keys/Southeastern Pennsylvania/March/White Flowers).
 * The tracking capacity is what's used on Wikimedian_Demographics. The script there is just looking for the 10 most recently edited pages in any particular category. This has the advantage of serving as a "community watchlist" in some respects, but also as a way to tell new people where the "action" is, so they can find resources where there are people around to collaborate with.
 * Does that make it clearer? --SB_Johnny | talk 20:43, 12 February 2008 (UTC)

 * Thanks for this - though the confusion I had was how the topic namespace would replace categories as the semantic tree. In any case, there is work to be done in figuring out how to develop and use 'nifty tools' for our purpose of building learning communities. This seems to be a learning project in itself - even if people don't have full mastery of bots etc, couldn't they (including myself) be able to get something going, setting up a dialogue with developers, putting out requests for help on another wiki/mailing list? Isn't this worth pursuing in its own right? I'd also like to lay open what you're saying in getting "slapped around" by brick-and-mortar-philes - why couldn't you have done what you are proposing previously, and is our structure too constraining? Cormaggio talk 12:37, 13 February 2008 (UTC)

(reset tabs) I'll try to make up an example of it, but really just organizing topics as parent, sister, daughter, etc. in a similar manner as categories are used on Wikipedia and Commons (to see a very well-defined tree, have a look at how w:Category:Plants is structured). I'm pretty busy lately though, both with real life and getting the Bloom Clock ready for the northern spring. As far as my difficulties trying to get alternative ideas going, it's more often a case of "well, this is how the namespaces were originally intended to be". A lot of it's my fault too, because I'm not always the most articulate person (I need someone to continue to interrogate me because the ideas always "make sense to me", but not necessarily to anyone else :-) ). --SB_Johnny | talk 13:53, 14 February 2008 (UTC)


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Health/Essays/Myths and Misconceptions about Type II Diabetes

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User talk:Brightboo

Welcome
Hello Brightboo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 05:32, 7 February 2008 (UTC)

Jim 05:24, 7 February 2008 (UTC)Hi! Brightboo your photo is nice. Thank to share beautiful photo. I had heard from some Chinese song said that the more cool the more flowering for this plant. Is it true?

Image:UmeSpringcome500.jpg
Please provide a license template and source for this image. Thanks. – Mike.lifeguard | @en.wb 21:56, 13 February 2008 (UTC)

title: User talk:Brightboo


text:
User talk:Jimmyb~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:18, 7 February 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 Jimmyb. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jimmyb~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 23:39, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Jimmyb~enwikiversity


text:
User talk:Jerina

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:18, 7 February 2008 (UTC)

title: User talk:Jerina


text:
User talk:Marmalade~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 06:18, 7 February 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 Marmalade. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Marmalade~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:Marmalade~enwikiversity


text:
Wikimedian Demographics/Norway

This subpage is for developing surveys and other discussions about Norway

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These surveys are under development:
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title: Wikimedian Demographics/Norway


text:
Wikimedian Demographics/Zambia

This subpage is for developing surveys and other discussions about Zambia

Available Surveys

 * (none currently)

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 * (none suggested yet)

Requested additional questions:
Surveys have been requested for the topics listed below:
 * (none currently)

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These surveys are under development:
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Related topics in Wikimedian Demographics

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title: Wikimedian Demographics/Zambia


text:
Wikimedian Demographics/Malawi

This subpage is for developing surveys and other discussions about Malawi

Available Surveys

 * (none currently)

Related surveys

 * (none suggested yet)

Requested additional questions:
Surveys have been requested for the topics listed below:
 * (none currently)

Surveys under construction
These surveys are under development:
 * (none currently)

Related topics in Wikimedian Demographics

 * (none suggested yet)

Related topics on Wikiversity

 * (none suggested yet)

Survey Announcement Forums
New surveys will be announced :

Wiki-based forums

 * (none suggested yet)

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 * (none suggested yet)

Talkpage mailer bots

 * (none suggested yet)

Other forums

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title: Wikimedian Demographics/Malawi


text: Category:WMDGS/Has visited Greece

title: Category:WMDGS/Has visited Greece


text: Category:WMDGS/Has visited Denmark

title: Category:WMDGS/Has visited Denmark


text: Category:WMDGS/Has visited Andorra

title: Category:WMDGS/Has visited Andorra


text:
Community medicine/Session 1

Definition:Community medicine may be defined as "a system of delivery of comprehensive health care to the people at the level of the community by a health team in order to improve the health of the community."

Community:A community is a social group determined by geographical boundaries and/or common values and interests.Its people know and interact each other.It functions within a particular social structure and exhibits and creates certain norms,values and common institutions.The individual belongs to the broader society through his family and community.

title: Community medicine/Session 1