text:
Talk:Wikimedia Ethics/Suggested essays

Not to start a controversy
...But to start a controversy: is the question of "who founded Wikipedia" that important? How does that change the ethical processes in place now? I personally feel that this is an question which is not central to this discussion, although I may be overlooking something. The Fieryangel 22:32, 14 July 2008 (UTC)

 * You are overlooking the ethical issues uncovered by anyone who investigates this issue. It's an essay problem. Don't ask me to write the essay for you! The usefulness of investigating this issue is made apparent by the act of investigating it. The point of this exercise is to teach by asking the student dig deep and think deeper. WAS 4.250 05:56, 15 July 2008 (UTC)

 * I personally have already examined this question and the answers I have found are rather...provocative. I'm all for this remaining, but since I'm playing devil's advocate here and know that this isn't seen as a kosher line of inquiry in certain circles in WP, I thought I'd ask the question.  Your response is exactly what mine would have been.  Thank you. The Fieryangel 08:25, 15 July 2008 (UTC)

 * There are a number of delicate ethical issues we need to touch on and methods like this can be useful. I thought about two additional essay questions: 1) how would you change this project? and 2) what is a good way to balance ethics and pragmatism? What do you think? If you like the questions, could you add them please? Thanks. WAS 4.250 08:36, 15 July 2008 (UTC)

 * I do like the questions, but would like to think about and (hopefully) find some source materials which fit into this line of reasoning. I'll put this into the hopper and see what I come up with. The Fieryangel 14:28, 15 July 2008 (UTC)

Synthesis of different essays as a means of building "consensus"?
I am wondering if the different essays might be combined to created a kind of synthesis of expressed ideas, which may or may not express consensus? Would this be useful? This would require different viewpoints, to allow different perspectives, but the process of synthesis might be very interesting.

Another idea that I had was to ask the same people to write the same essay from two different viewpoints, regardless of what one personally believes, to try to see what a NPOV version of such ideas might express.

I'm just brainstorming here. The Fieryangel 12:32, 17 July 2008 (UTC)

 * A good way to write about some issue from multiple perspectives is to write a dialogue, like the famous one Galileo wrote to compare and contrast two dissimilar world views. Philosopher/Logician Raymond Smullyan does this brilliantly.  Daniel Quinn is another exemplary author of the dialogue motif.  —Moulton 20:29, 17 July 2008 (UTC)

 * I've been thinking that maybe the subpage listing the essays should say something along those lines. That while others may edit an essay, don't change the viewpoint of an essay too much - if you want a very different POV, just write a different essay. Why don't you come up the actual words to some such effect and add them to the second paragraph of the main essay page? WAS 4.250 19:20, 17 July 2008 (UTC)

 * I've started this. Perhaps others could refine this thinking? The Fieryangel 20:13, 17 July 2008 (UTC)

 * Done. WAS 4.250 20:38, 17 July 2008 (UTC)

title: Talk:Wikimedia Ethics/Suggested essays


text: Category:Ethical Management of the English Language Wikipedia

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


text:
English classics

Beowulf
Beowulf is the earliest epic poem written in the English language. The poem was composed in approximately A.D 400, although not physically written down until the mid to late 800s.

As an epic poem Beowulf shares many similarities with Homer's Iliad such as the idea of a hero fighting against forces that threaten his world order, and employing elevated language to tell the story in a serious tone that underscores the importance of the hero's struggles. In literary terms, Beowulf is representative of cultural pressures which faced the Germanic and Norse world as Christianity gained a foothold in previously pagan areas of Western Europe. In contrast to the common medieval theme of a Christian protagonist, the reader is faced with a medieval European hero struggling against Christianity in defence of his pagan belief systems.

When reading the poem, it is often easier to focus on less than one hundred lines at a time in order to better understand the language and parse it apart for meaning. What will be particularly difficult when reading Beowulf is the fact that although written in verse form, the sentences will often be fifteen, even twenty lines long, and one must read an entire sentence in order to make sense of what the poet is saying.

Beowulf: Lesson One
Aim: What is a legendary hero?

Objective: At the end of this lesson you will be able to identify the elements of a legendary (or epic) hero and apply it to characters in any literary work you read. In addition you will be able to identify Anglo-Saxon literary elements used in the poem.

Elements of a Legendary Hero
 * 1) The hero battles forces that threaten the order of his world as he knows it.
 * 2) The story is told in a serious manner, often using formal, elevated language.

A legendary hero is a larger than life character whose accomplishments are celebrated by his people as being ideal for the society in which he comes from. A legendary hero will often have greater than normal abilities that are upheld as values of his culture.

In Beowulf, the character completes great feats of strength, boasts endlessly of his past deeds, and seems to ooze loyalty, honor, and bravery from his very pores. All of which are traits greatly valued by the Anglo-Saxons at the time of the poem's composition.

Anglo-Saxon Literary Elements: In addition, because Beowulf is an epic poem of the Anglo-Saxon people, it will use two specific Literary Elements found in Anglo-Saxon literature known as Kenning and Caesura.
 * In its simplest form, a Kenning can be defined as a multi-word descriptive nick-name for a noun. For example "whale's-road" to describe the ocean.

Below is the poet's introduction of the character Beowulf, in italics are two examples of a kenning being used to describe the character of Beowulf.

 But a warrior of Hygelac's

heard of Grendel's doings;

he was the strongest of men

alive in that day,

mighty and noble.

That man called for a ship,

said he would cross the ocean

and help the king who needed help.

Wise men urged him to that adventure though he was dear to them.

They examined omens

and whetted him on.

So the good Geat chose

the bravest warriors,

fourteen of them, and that crafty sailor

led them to the land's brim,

to the ship.

Beowulf: Lesson Two
Aim: How are Anglo-Saxon belief systems revealed in Beowulf?

Objective:

title: English classics


text:
Social psychology (psychology)/Discussion

A key communication channel for this unit will be via an electronic discussion list:  Social psychology discussion list   (Google Groups). Uses of this list can include:
 * 1) Announcements, including notification of the availability of weekly guides, lecture notes, tutorial notes, assessment, etc.
 * 2) Questions and answers about any aspect of the unit.
 * 3) Discussion, collaboration, etc. amongst students of the unit.

How to join

 * Subscribe to the group using a Google Account.
 * If you don't already have one, create a Google Account using your student email address or your personal email address as your user name, or you can create a gmail account and use that email address.

User options

 * When you join the group, you can opt to receive:
 * One email per message
 * Daily digest
 * No email - just access on the web

Active contributors

 * Active contributors to the list may add this userbox to their e-porfolio page (using SPPP2008D)
 * This will automatically add you to the list of active discussion list contributors.


text: Social psychology (psychology)/See also

title: Social psychology (psychology)/See also


text:
Social psychology (psychology)/External links

Accompanying sites

 * Discussion (Google Groups)

 * Social psychology (ucspace)

Past materials

 * Social Psychology, 2007 (University of Canberra)
 * Social Psychology, 2005/6 (Wilderdom)

Other

 * Social Psychology Network


text:
BCP/Sagittaria graminea

Sagittaria graminea

title: BCP/Sagittaria graminea


text:
BCP/Sagittaria graminea/Logs

2008 Logs

 * Jomegat 01:57, 15 July 2008 (UTC)
 * Jomegat 01:02, 20 July 2008 (UTC)
 * Jomegat 19:48, 26 July 2008 (UTC)
 * Jomegat 19:11, 2 August 2008 (UTC)

2009 Logs

 * Jomegat 23:45, 18 July 2009 (UTC)
 * Jomegat 03:51, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 19:43, 26 June 2010 (UTC)
 * Jomegat 19:44, 24 July 2010 (UTC)

title: BCP/Sagittaria graminea/Logs


text:
BCP/Schoenoplectus tabernaemontani

Schoenoplectus tabernaemontani

title: BCP/Schoenoplectus tabernaemontani


text:
BCP/Schoenoplectus tabernaemontani/Logs

2008 Logs

 * Jomegat 02:09, 15 July 2008 (UTC)
 * Jomegat 01:02, 20 July 2008 (UTC)
 * Jomegat 23:59, 23 August 2008 (UTC)

2009 Logs

 * Jomegat 20:39, 27 June 2009 (UTC)
 * Jomegat 23:42, 18 July 2009 (UTC)

Recent Logs

 * Jomegat 19:43, 26 June 2010 (UTC)

title: BCP/Schoenoplectus tabernaemontani/Logs


text:
Social psychology (psychology)/Guides/Week 01

Week 1

 * 1) Complete the getting started guide.
 * 2) Read over the unit outline.
 * 3) Join the discussion group.
 * 4) Read Wikiversity orientation.
 * 5) Go through Lecture 01: Introduction
 * 6) Participate in Tutorial 01: Introduction
 * 7) E-portfolio:
 * 8) * Create a Wikiversity account and email the unit convener with your user name, real name, and student ID.
 * 9) * Make your first e-portfolio postings to share about what you've learnt so far.


text:
Social psychology (psychology)/Outline

The unit outline is an official document which describes the unit for formally-enrolled students. It serves an important function in clearly specifying the way in which the unit will be conducted, with expectations and guidelines to be followed.

Go to the Unit Outline for 7125/6666 Social Psychology at the University of Canberra, Semester 2, 2008.

title: Social psychology (psychology)/Outline


text:
BCP/Calystegia sepium

Calystegia sepium

title: BCP/Calystegia sepium


text: User:Dzonatas/Sandbox

title: User:Dzonatas/Sandbox


text:
BCP/Calystegia sepium/Logs

2008 Logs

 * Jomegat 02:47, 15 July 2008 (UTC)
 * Jomegat 00:35, 2 August 2008 (UTC)
 * Jomegat 02:27, 13 August 2008 (UTC)
 * Jomegat 20 August, 2008
 * Jomegat 03:27, 8 October 2008 (UTC)

2009 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 00:43, 26 June 2009 (UTC)
 * Jomegat 00:09, 15 July 2009 (UTC)

title: BCP/Calystegia sepium/Logs


text: User talk:Dzonatas/Sandbox

title: User talk:Dzonatas/Sandbox


text: User:Dzonatas/ExampleBox

title: User:Dzonatas/ExampleBox


text:
BCP/Eriocaulon aquaticum

Eriocaulon aquaticum

title: BCP/Eriocaulon aquaticum


text:
BCP/Eriocaulon aquaticum/Logs

2008 Logs

 * Jomegat 03:53, 15 July 2008 (UTC)
 * Jomegat 00:56, 20 July 2008 (UTC)
 * Jomegat 19:51, 26 July 2008 (UTC)
 * Jomegat 19:14, 2 August 2008 (UTC)
 * Jomegat 20:32, 9 August 2008 (UTC)
 * Jomegat 01:19, 17 August 2008 (UTC)
 * Jomegat 23:59, 23 August 2008 (UTC)
 * Jomegat 01:01, 31 August 2008 (UTC)

2008 Logs

 * (no archived entries yet)

Recent Logs

 * Jomegat 23:46, 18 July 2009 (UTC)

title: BCP/Eriocaulon aquaticum/Logs


text: Social psychology (psychology)/Workload

title: Social psychology (psychology)/Workload


text:
Social psychology (psychology)/Philosophy and method

The teaching and design of this unit will reflect an emphasis on the following aspects of social psychology:
 * /Cross-cultural psychology/
 * /Australian context/
 * /Online technology/
 * /Experiential learning/


text:
Social psychology (psychology)/Stub

==See also==
 * ../Lectures/Stub
 * ../Tutorials/Stub
 * Category:Social psychology (psychology)/Stub

title: Social psychology (psychology)/Stub


text:
Category:Social psychology (psychology)/Admin

Administrative pages and templates for social psychology (psychology).


text:
Category:Social psychology (psychology)/Stub

Add pages to this category by using Social psychology (psychology)/Stub.


text:
Social psychology (psychology)/Assessment/Research participation

Overview

 * 1) Research participation means engaging with research by participating in psychological studies which are currently underway (i.e., contributing data to these studies as a participant).
 * 2) UC students should refer to the official research participation page which includes a link to the list of available studies.
 * 3) Reflection on this participation could also be appropriate for the e-portfolio.


title: User:Optigan13


text:
Social psychology (psychology)/Textbook

This unit uses a popular textbook by Baumeister and Bushman (2008) which has some useful accompanying electronic resources. The book offers a "self" perspective on "social psychology".

Reference
Baumeister, R. F., & Bushman, B. J. (2008). Social psychology and human nature (1st ed.) Belmont, CA: Thomson Wadsworth. More info about how to access (ucspace)

Future
Ideally, a free and open textbook would be used. There is a good start on Wikibooks, but it still needs considerable development.

Table of contents

 * 1) The Mission and the Method
 * 2) Culture and Nature
 * 3) The Self
 * 4) Behavior Control: The Self In Action
 * 5) Social Cognition
 * 6) Emotion and Affect
 * 7) Attitudes, Beliefs, and Consistency
 * 8) Prosocial Behavior: Doing What's Best for Others
 * 9) Aggression and Antisocial Behavior
 * 10) Attraction and Exclusion
 * 11) Close Relationships: Passion, Intimacy, and Sexuality
 * 12) Prejudice and Intergroup Relations
 * 13) Social Influence and Persuasion
 * 14) Groups
 * Module A: Applying Social Psychology to Consumer Behavior
 * Module B: Applying Social Psychology to Health
 * Module C: Applying Social Psychology to Law
 * Module D: Applying Social Psychology to the Environment
 * Module E: Applying Social Psychology to the Workplace

title: Social psychology (psychology)/Textbook


text:
User talk:Optigan13

 Hello Optigan13, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 05:42, 15 July 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Optigan13


text:
School:Electronic engineering/Biography ELEC

John Bardeen (*May 23, 1908 – †January 30, 1991) An American physicist and electrical engineer, who won the Nobel Prize in Physics twice: first in 1956 with William Shockley and Walter Brattain for the invention of the transistor; and again in 1972 with Leon Neil Cooper and John Robert Schrieffer for a fundamental theory of conventional superconductivity known as the BCS theory.

The transistor revolutionized the electronics industry, allowing the Information Age to occur, and made possible the development of almost every modern electronical device, from telephones to computers to missiles. In 1990, Bardeen appeared on LIFE Magazine 's list of "100 Most Influential Americans of the Century." But what greater honor can there be when each of us can look all around us and everywhere see the reminders of a man whose genius has made our lives longer, healthier and better.  — "Chicago Tribune" Editorial, February 3, 1991
 * read more...


text:
School:Electrical engineering/News ELE

=Electrical engineering News Blog - Powering Open Learning= --Rss version of this b page Add entry

[[Image:News.png|64px|]]Department News

 * 28-February-2012: Featured Biography in school page now Automated with 7 biographies rotated !!!.
 * 28-july-2008: Electric Circuit Analysis Featured in Wikiversity Main page !!!.

 * 11-july-2008: started Electrical Machines II

 * 02-July-2008: All lectures + All 2 Quiz Tests for Electric Circuit Analysis complete!!!. Please comment/edit.

 * 25-April-2008: Four lectures + Quiz Test for Electric Circuit Analysis complete. Please comment/edit.

 * 07-April-2008: Two remaining questionaires (Maths1 & Maths2) for Electrical Engineering Orientation completed! :-).Please visit course page for comments, reviews or critisism.

 * 07-April-2008: Two questionaires (Physics & Chemistry) for Electrical Engineering Orientation completed! :-).

 * 04-April-2008: Active participants list moved to school talk page.

 * 03-April-2008: Department Face-Lift Done :-).

 * 03-April-2008: started Electrical Engineering Orientation

 * 08-Jan-2008: started Circuit Analysis Quiz 1

 * 07-Aug-2007: First Electric Circuit Analysis lecture complete. Please comment/edit.

 * 09-March-2007: First Participant joins (Thuvhack)

 * Several months ago - Department founded!

[[Image:News.png|64px|]]Related News

 * June 24, 2007 - Researchers create quantum CNOT gate...
 * May 13, 2007 - Colored electronic paper sized up to 14 in. and 300 microns thick invented.
 * April 7, 2007 - Flexible combined solar battery created.
 * March 17, 2007 - 2 megapixel webcam scheduled for Q2 market release.
 * February 22, 2007 - RFID tags nearing the size of dust.

title: School:Electrical engineering/News ELE


text:
School:Electronics/Courses ELEC-Avail

Courses Listed Below are currently available. You are welcome to Use; Edit or proof read courses in this department.

Engineering Aptitude/Orientation

 * Preparing to be an Electrical/Electronic Engineer - to be improved [[Image:75%25.svg|20px|]]

[[image:Books-aj.svg_aj_ashton_01.png|30px|]]Level 0

 * Introduction to Electronics - to be improved [[Image:75%25.svg|20px|]]

[[image:Books-aj.svg_aj_ashton_01f.png|30px|]]Level 1

 * Electronic Circuits - ±50% [[Image:50%25.svg|20px|]]
 * Digital Electronics - ±50% [[Image:50%25.svg|20px|]]
 * Electronics Fundamentals - ±25% [[Image:25%25.svg|20px|]]
 * Printed Circuit Board Layout - ±25% [[Image:25%25.svg|20px|]]
 * Analog Electronics - ±10% [[Image:SYawning.gif|20px|]]
 * Engineering Mathematics - ±5% [[Image:00%25.svg|20px|]]
 * Engineering Physics - ±5% [[Image:00%25.svg|20px|]]
 * Computer Programming

[[image:Books-aj.svg_aj_ashton_01g.png|30px|]]Level 2

 * Signals and Systems - ±50% [[Image:50%25.svg|20px|]]
 * Microcontrollers Atmel - ±5% [[Image:00%25.svg|20px|]]
 * Switching Power Supply Fundamentals - ±25% [[Image:25%25.svg|20px|]]
 * Telecommunication principles - ±10% [[Image:SYawning.gif|20px|]]

[[image:HILLGIALLO_libro.png|24px|]]Level 3

 * Microprocessors - ±10% [[Image:SYawning.gif|20px|]]
 * Introduction to Communication Systems - ±5% [[Image:00%25.svg|20px|]]
 * Biomedical Engineering - ±25% [[Image:25%25.svg|20px|]]

[[image:HILLBLU_libro.png|24px|]]Level 4

 * Digital Signal Processing - ±5% [[Image:00%25.svg|20px|]]
 * Integrated Circuits - ±10% [[Image:SYawning.gif|20px|]]
 * Very Large Scale Integration - ±10% [[Image:SYawning.gif|20px|]]

The course numbers are intended to describe loosely the level of challenge or experience. For example a level 200-299 would be a 2nd term/year students course and would indicate there may be 1 or more 100-199 level courses that you are expected to know already. If there is a course you would like to see or create, check out requested and new courses

title: School:Electronics/Courses ELEC-Avail


text:
School:Electronic engineering/Courses ELEC-Req

Courses Listed Below are currently Not available. To request a course, please list it in appropriate level below.

[[image:Books-aj.svg_aj_ashton_01.png|30px|]]Level 0

 * Introduction to Computers - ±1% [[Image:00%25.svg|20px|]]
 * Introduction to Engineering Principles - ±1% [[Image:00%25.svg|20px|]]

[[image:Books-aj.svg_aj_ashton_01f.png|30px|]]Level 1

 * EE 114 Computer Organization - ±1% [[Image:00%25.svg|20px|]]
 * MATH 090 Introduction to Engineering Math - REQUESTED [[Image:Emblem-important-red.svg|20px|]]

[[image:Books-aj.svg_aj_ashton_01g.png|30px|]]Level 2

 * EE 211 Electronic Circuits - ±1% [[Image:00%25.svg|20px|]]
 * EE 212 Digital Circuits and Systems - ±1% [[Image:00%25.svg|20px|]]
 * EE 215 VHDL for FPGA Design - ±1% [[Image:00%25.svg|20px|]]
 * ME 103 Workshop Practice - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * Engineering Chemistry - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * Analog Integrated Circuits - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * EE 214 Computer Aided Circuit Design & Analysis - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * Quantum Mechanics - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * CSE Operating System - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * CSE Data Structure and Algorithm - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * CSE 203 Database Management System - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * ME 106 Thermofluid Mechanics - REQUESTED [[Image:Emblem-important-red.svg|20px|]]

[[image:HILLGIALLO_libro.png|24px|]]Level 3

 * EE 312 Solid State Electronics - ±1% [[Image:00%25.svg|20px|]]
 * Wireless Transmission System - ±1% [[Image:00%25.svg|20px|]]
 * EE 314 Assembly Language - ±1% [[Image:00%25.svg|20px|]]
 * EE 315 Industrial Electronics - ±1% [[Image:00%25.svg|20px|]]
 * EE 316 Television Engineering - ±1% [[Image:00%25.svg|20px|]]
 * EE 317 Peripherals - ±1% [[Image:00%25.svg|20px|]]
 * EE 318 Lasers and Quantum Optics - ±1% [[Image:00%25.svg|20px|]]
 * EE 319 Microcontroller Technology - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * TEL Optical Communication - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * TEL Radio Communications - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * Social Studies - REQUESTED [[Image:Emblem-important-red.svg|20px|]]

[[image:HILLBLU_libro.png|24px|]]Level 4

 * 20px|]
 * EE 413 Semiconductor Devices - ±1% [[Image:00%25.svg|20px|]]
 * EE 415 Photonics - ±1% [[Image:00%25.svg|20px|]]
 * EE 417 Advanced Electronics - ±1% [[Image:00%25.svg|20px|]]
 * EE 418 Semiconductor Photonic Structures - ±1% [[Image:00%25.svg|20px|]]
 * EE 419 Schematic drawings - ±1% [[Image:00%25.svg|20px|]]
 * EE 420 RF Circuit Design - ±1% [[Image:00%25.svg|20px|]]
 * BE Biomedical Information Engineering - REQUESTED [[Image:Emblem-important-red.svg|20px|]]
 * CSE System Analysis and Design - REQUESTED [[Image:Emblem-important-red.svg|20px|]]


text:
Social psychology (psychology)/Overview/Description

This is the official description of the unit from the University of Canberra 2008 Handbook (with wiki links added). This unit covers the key theoretical developments in the field, research methodologies, and applications to current social issues. Topics include:
 * History of social psychology
 * Methodologies
 * Attitudes and behaviour
 * Social cognition
 * Group processes
 * Social influence
 * Prejudice and stereotyping
 * Aggression
 * Pro-social behaviour
 * Interpersonal relationships
 * Applied social psychology


text:
Social psychology (psychology)/Overview/Learning outcomes

These are the official learning outcomes for the unit as stated in the University of Canberra 2008 Handbook.

On completion of this unit students will be able to:
 * Demonstrate a familiarity with key concepts in social psychology
 * Apply social-psychological theories to understand a range of human social behaviour
 * Communicate social psychological theory and research both orally and in writing.


text: Social psychology (psychology)/Philosophy and method/Cross-cultural psychology


text: Social psychology (psychology)/Philosophy and method/Australian context


text: Social psychology (psychology)/Philosophy and method/Online technology


text: Social psychology (psychology)/Philosophy and method/Experiential learning


text:
School:Electronic engineering/News ELEC

Things you can do!

 * Clean up Draft:Applications of power electronics and move it to become a subpage of a supporting main page learning project.

Active Participants

 * Since 11 October 2013 with creation and contributions to Applications of power electronics --Marshallsumter (discuss • contribs) 22:29, 1 May 2018 (UTC).

Department News

 * 02-July-2008: Electric Circuit Analysis - Lectures
 * All lectures + 2 Quiz Test for Electric Circuit Analysis complete!!!. Please comment/edit.

 * 25-April-2008: Electric Circuit Analysis - Lectures
 * Four lectures + Quiz Test for Electric Circuit Analysis complete. Please comment/edit.

 * Aptititude/Orientation course completed! :-) 10/04/2008
 * Electrical & Electronic Engineering Entrance Test-like couse completed with quiestionaires on Maths, Physics & Chemistry, Please visit course home page for reviews, comments or critisism.

 * New Page Layout 03/04/2008
 * Face-lift on school done.

 * The Transistors 60th birthday 12/16/2007
 * On 16 December 1947, William Shockley, John Bardeen and Walter Brattain succeeded in building the first practical point-contact transistor at Bell Labs.http://en.wikipedia.org/wiki/Point-contact_transistor

 * Info on new content 10/6/2007
 * Remember cut copy and paste from wikipedia is not the point of wikiversity, but it is a good source for info provided you retrace wikipedias sources. Instead try to find better ways to present data to someone who has no knowledge as we are creating a teaching tool more like a textbook or lesson plan  than a desk reference. Adding guides labs and assignments to help someone learn also helps. Remember writing the lessons and classes and pages is also a learning experience in its self trying to word things so people of different learning styles all can learn easy. Thanks for contributing.

 * Page Layout 10/3/2007
 * Trying out little different layout as the page was getting way too long.Other ideas once we have Department description and Department vision and mission finished they could go on top inside the right hand purple column and the left and right purple columns  could switch.

 * Class name proposal 10/1/2007
 * Theres been several discussions on how the pages should be named and theres one under the discussion tab

 * Several months ago - Department founded!

Related News

 * March 18, 2008 'Silent, microchip-sized 'fan' has no moving parts, yet produces enough wind to cool a laptop'

 * March 13, 2008 'Nerve-tapping neckband allows 'telepathic' chat'

 * April 7, 2007 - LED created that allows for 80 lumen per watt.

 * March 23, 2007 - New colored electronic paper.

 * March 20, 2007 - 1,000 lumen LED setup to be commercialized.

title: School:Electronic engineering/News ELEC


text: Category:Social psychology (psychology)/Philosophy and method


text:
Social psychology (psychology)/News

News

 * 1) A page has been added if you feel inclined to start offering some feedback and reflections about this unit.
 * 2) There are no lectures W6-7, teaching break is W8-9, so the next lecture is W10 - on relationships.
 * 3) Essay topic signup is now available.
 * 4) Lecture 3 is available.
 * 5) Congratulations to students who have set up their Wikiversity user pages.
 * 6) Lecture 2 is available.
 * 7) Lecture 1 is available.
 * 8) This unit is officially underway! Take a look around, especially see the guides. The first lecture is 11.30 Tuesday.
 * 9) Current activity is focused on building this site, particularly assessment topics and methods which will involve participants developing e-portfolios and contributing essays.

title: Social psychology (psychology)/News


text: Template:User ELECcontrib

title: Template:User ELECcontrib


text:
Category:Contributors to the School of Electronic Engineering

A list of users that contribute to the School of Electronic Engineering.


text:
User talk:Vicmiclovich

 Hello Vicmiclovich, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 12:11, 15 July 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Vicmiclovich


text: Social psychology (psychology)/Applied

title: Social psychology (psychology)/Applied


text: Social psychology (psychology)/History

title: Social psychology (psychology)/History


text: Social psychology (psychology)/Research

title: Social psychology (psychology)/Research


text: Social cognition

title: Social cognition


text: Social influence

title: Social influence


text: Stereotype

title: Stereotype


text:
User talk:Ishaque123

 Hello Ishaque123, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 14:01, 15 July 2008 (UTC)

Applied mechanics
Thanks for creating this page. I've reverted your test, but please feel free to contribute use info. -- Jtneill - Talk - c 14:01, 15 July 2008 (UTC)

title: User talk:Ishaque123


text:
Talk:Electrical Power Transmission

Planned Dvelopment
Iam working on something for here!Thuvack 15:05, 15 July 2008 (UTC)

title: Talk:Electrical Power Transmission


text:
User talk:CED2114

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 16:57, 15 July 2008 (UTC)

 Hello CED2114, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 16:57, 15 July 2008 (UTC)

Teaching
Wikiversity teachers Hiberniantears 00:21, 18 July 2008 (UTC)

Sandbox
Go to town: User:CED2114/Lesson plan sandbox. Hiberniantears 00:47, 18 July 2008 (UTC)

Beowulf changes
Hey there. I made a few changes to Beowulf. Mostly just some rephrasing and wikilinking, but I added a few interesting tidbits. Let me know what you think! Hiberniantears 15:47, 18 July 2008 (UTC)

Thanks, that works really well.--CED2114 22:58, 18 July 2008 (UTC)

Indeed... That is why I am also commonly known as CaptainAwesomeHiberniantears around the Wiki... OK, I am the only one who commonly knows myself as that... but I suspect it will catch on soon enough. Hiberniantears 04:56, 19 July 2008 (UTC)

title: User talk:CED2114


text:
Talk:Java Tutorial/Choosing the right text editor

In my oppinion, a simple text editor is best for learning. If you have one that predicts what you'll be writing all the time, then it'll take longer to get a good grip on the syntax. It's like the automatic spelling controll in MS Word, when it changes missspelled words, you don't need to think about spelling and then you won't learn the words you spell wrong.


text:
User:Diti

 Learn more about me on Meta.

title: User:Diti


text:
User talk:Dzonatas

Please continue your article
I think that it's probably the most practical and easily-implemented of the project! I think that it's very important that you finish it. The Fieryangel 19:49, 15 July 2008 (UTC)

 Hello Dzonatas, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 03:02, 16 July 2008 (UTC)

Dzonatas, I have followed the instructions, installed greasymonkey and wikianimate. All I know is that loading has been slow
And I cannot find any toolbox. Hillgentleman|Talk 08:20, 31 July 2008 (UTC)

If you don't see the toolbox then it probably is not installed correctly. On the bottom right of FireFox, you should see the face of a monkey. If you don't find the face, then the add-on is not installed. Left-clicking the face will switch it on and off (grayed). Make sure it is on (colored). When you click on the install link (for wikianim), then you should see a dialog to confirm install. There is no need to put the script in monobook.js in Wikiveristy. Once you confirmed, then it is ready to use. The toolbox should be shown when you go to any revision history page.

Here is some videos to help, visually:

 * Greasemonkey Part 1: Customize the Web
 * Greasemonkey Part 2: Customize the Web
 * Search for more videos

Dzonatas 15:09, 31 July 2008 (UTC)

 * I think I know what you mean and I have clicked on the monkey icon in many ways. Doesnt' work.Hillgentleman|Talk 15:51, 31 July 2008 (UTC)

 * When you click on the install link (for wikianim), what do you see? A dialog, or the javascript? Dzonatas 16:23, 31 July 2008 (UTC)

 * A dialogue. I have wikianim installed inside the monkey. Hillgentleman|Talk 23:47, 31 July 2008 (UTC)

 * Hmm. I tried it with your monobook.js, and it still works for me. I could make a version that would work directly in monobook.js. Anyways, greasemonkey is a way to debug javascripts easier as well as make dynamic content. Maybe try any of the scripts from userscript.org and see if any of those work. I would like to mix wiki templates with javascript. Dzonatas 05:05, 1 August 2008 (UTC)

 * Thanks. Does greasymonkey work on firefox 3.x.x? Hillgentleman|Talk 08:42, 1 August 2008 (UTC)

 * Yes. I have 3.0, and it works. Dzonatas 16:13, 1 August 2008 (UTC)

 * I couldn't make it work. :( Anyway, does it work for template:philidor position at http://en.wikiversity.org/w/index.php?title=Template_talk:Philidor_position&action=history  ? --Hillgentleman|Talk 02:15, 9 August 2008 (UTC)

 * I selected the entire history to animate, and the chess pieces move. Dzonatas 19:36, 9 August 2008 (UTC)

Audio introduction
Please participate at Ethical Management of the English Language Wikipedia/Audio or Ethical Management of the English Language Wikipedia/Audio/Transcripts. --JWSchmidt 04:39, 26 August 2008 (UTC)

DPL
"Perhaps, a DPL could be created for active discussion and a link added to the student union page to the DPL"

It sounds like a good idea to keep related discussions linked. --JWSchmidt 21:02, 5 September 2008 (UTC)

Title change to colloquium thread
Hi Dzonatas. I see you changed the title to a thread in the colloquium. I wasn't quite sure how to deal with this. I started the thread with a particular intention in mind, reflected by the title, and felt that the title change shifted the focus of my request to the community. I didn't want to undo your edits, so I removed my original comments and restarted the thread under the old title - the thread with your title is still there. However if you agree, we can also turn the thread title back to what it was. I guess in general that it's probably better to ask the initiator of a thread before changing a title. Hope you aren't offended! --McCormack 06:35, 9 September 2008 (UTC)

Welcome
Hi Dzonatas, thanks for joining the Learning from conflict and incivility project, and adding your thoughts. Very interesting - I'll add comments/questions on the talk page. Looking forward to working with you. :-) Cormaggio talk 08:08, 12 September 2008 (UTC)
 * Hi Dzonatas, what do you mean by this? Are you proposing a different, more coherent structure? If you're proposing that this project be merged with the ethics project, couldn't you leave your narrative as a resource within that structure? Cormaggio talk 19:56, 7 October 2008 (UTC)

Edit Diff
Why did you alter Salmons comment here, could you explain yourself. DarkMage 21:24, 12 September 2008 (UTC)

 * I didn't. The diff I saw is here, which are the changes I made and doesn't include what Salmon changed in between that diff. It didn't show as an edit conflict, and I didn't know about it until you mentioned it. Dzonatas 21:36, 12 September 2008 (UTC)
 * Odd, but it was under your username - so I presumed that you did it, I'll be a bit more careful in monitoring the user activity then - strange that it picked up your username and not someone else, but who could have done it and the question is why was your username mentioned in the diff. DarkMage  21:42, 12 September 2008 (UTC)

 * Bug filed Dzonatas 20:15, 13 September 2008 (UTC)

 * That's a good idea, maybe the Developers will find the cause for the problem and hopefully fix it before someone else does like I did assuming that it was the person doing the edit who didn't make the edit. DarkMage  20:22, 13 September 2008 (UTC)

 * People forget that the software is also involved. That's why I added Ethics and MediaWiki. Your input is welcome there. Dzonatas 21:12, 13 September 2008 (UTC)

A random mascot
 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

-- Jtneill - Talk - c 07:28, 13 September 2008 (UTC)

Candidate for Speedy Deletion
Your pages Ethical Management of the English Language Wikipedia/Case Studies/Loud and Combative and Ethical Management of the English Language Wikipedia/Case Studies/Controversy or disruption were nominated by another for deletion. They are currently empty. As the original author in the history, do you wish for these two pages to be deleted? Ottava Rima (talk) 02:12, 15 September 2008 (UTC)

 * Good question! For the reasons they were nominated for deletion, I hate to have it look like covered up evidence or to have it made only where admins can see it. Do you think it would be best to hash the title and then oversight the entire history, which would guarantee the "move on" principle? Dzonatas 03:29, 15 September 2008 (UTC)

 * Proposed on Requests_for_Deletion. Dzonatas 12:32, 15 September 2008 (UTC)

I put this here as to not clog your talk page - thank you for noticing that Moulton put that comment there. I have moved over the section accordingly. Ottava Rima (talk) 04:59, 16 September 2008 (UTC)

I removed the word "bogus"
Hi, Dzonatas. I struck out the word "bogus". I must admit I had never seen your cases amidst all the other editing that had been going on, so I cannot judge them and should not judge them. My adjective was too sweeping. --McCormack 06:03, 15 September 2008 (UTC)

Ethical Management of the English Language Wikipedia
Hi again. I glanced through some of your pages in this project after you moved them to your user space. I only glanced, but they did give the impression of being the product of hard work. I think a problem we have in the aftermath of the Moulton-affair is that it has been difficult to properly monitor what was being done. There will have to be a discussion of which bits of Ethical Management of the English Language Wikipedia are valuable resources, and what the most appropriate place is to put them. I doubt very much that I'm the best qualified person to make these judgments, but I'd start by wondering if Ethical Management of the English Language Wikipedia wasn't a rather POV title. Perhaps the best thing to do is exactly what you are doing now - move the pages which are primarily your own work to your own user space as a provisional solution - then begin to take stock of the wider picture and replan. Please feel welcome to stop by on my talk page if you think I can help. --McCormack 06:26, 15 September 2008 (UTC)

Our Unceremoniously Disrupted Dialogue
I have move the constructive dialogue and discussion, which other editors have improperly disrupted, to beta.wikiversity.org: User:Moulton's didactic character subpages.

Moulton 00:20, 30 September 2008 (UTC)

Civility policy
Hi again. Sorry for flooding your talk page like this! On the colloquium you said you'd like to make some changes to the civility policy draft, so I've followed up on this quickly. I've created a second draft at Civility/Extension 0.2 and I'd be very grateful for your input here. Please help Wikiversity get its own ethics in order! Many thanks. --McCormack 08:37, 15 September 2008 (UTC)

Re:Delineation, authority, etc
Hi Dzonatas - thanks for your thoughts. I don't fully understand what you're saying, and I don't fully agree with other things - but before we go any further, I'd like to integrate this discussion on a new page, so that we can all have the discussion on the same page. How about having it in your userspace for now? (Something like User:Dzonatas/Reviewing people? Or Reviewing people for that matter?) When you're happy with the title, we can move threads over, and invite people to the discussion. How does that sound? Cormaggio talk 09:57, 27 September 2008 (UTC)

thanks!
Good show closing the deletion discussion... we tend to extend things way too long around here :-). See any others that need closing? --SB_Johnny talk 20:31, 28 September 2008 (UTC)

The ugly
Somehow, the cart is put before the horse, repeatedly. There are issues that have been conflated to the point that the original cause is no longer easy to understand. When the issues are eventually found to be conflated, that situation commonly unfolds into a blame game, which continues to distract attention away from the original cause and becomes a new problem in itself. This is what is being noticed here on Wikiversity.

The bad
The discourse related to these ethics projects become really hard to follow. It wasn't easy to read. The linear type of forum on the talk pages broke down too often. The talk page discussions often carried over and made the resource pages unstable. I saw issues being created, which piled more garbage on the ugly. I think Wikipedians would normally just try to wipe it all out, but then nothing is learned and chaos wins.

The good
The good happens when these ethics projects evolve and get more organized. One man's garbage is another man's gold. There is a lot of information generated. Here is a place to learn, sort out the garbage, and to stop the habit of making losers out of people on any of the Wikimedia projects. I understand, though, that the process to sort it out can overwhelm. I think new principles that do get created, out of these ethics project, should focus on the "how not to overwhelm" aspect.

Garbage
When I started to write this page, I had a little more discourse about garbage. I decided not to include it, when I saved the page, since I didn't want it mistaken as being parody at all. I had started to refer to the lyrics of Garbage, a nostalgic band. Despite its name and outward portrayal of being trashed-on, they produce amazing music with one of the best female vocalist. Those familiar with 007 movies I'm sure will recognize The World Is Not Enough. Before 007 fame, the band wrote very deep and emotional lyrics. With a song like Bleed Like Me, you can tell what they did wasn't parody in any way and not something they were laughing about, despite the fortune it later brought to them. Reflective emotions carried in the lyrics, more feminine but I'm sure men can related with a song like Stupid Girl. The closest you'll find to parody among their selection of music is I'm Only Happy When It Rains where she puts the 'not happy' feeling into a beautiful grind in her voice. I posted one song of theirs on Wikipedia Review in response to a comment left on Wikipedia:AN/I that referred to WR members as ghetto shopping cart pushers. The local shopping carts here have built-in coffee cup holders since most local stores have Starbucks inside or nearby. I posted Cup of Coffee in response to 'ghetto shopping cart pushers,' and, obviously if you listen, I wasn't laughing any bit.

You'll probably notice the slight punkish and gothic influence in the music of Garbage. If your familiar with Ska, you might agree there is an influence of blues: Black Coffee.

Further reflection on the 'ghetto shopping cart pushers,' it just confirms that the cyberpunk lifestyle truly exists as a "high tech low life." Quoted from the article, "It features advanced science, such as information technology and cybernetics, coupled with a degree of breakdown or radical change in the social order." What happens at Wikipedia has reminded me of such breakdown. Remarkably, I know there are Wikipedians that have already claimed that they aren't part of some ill-technocracy.

I've gotten more into modern acid jazz, and it still gets labeled as trance. In self-reflection, consider the nostalgic transition from garbage, Cup of Coffee, to The Way I Feel.

Professional detachment

 * Professional detachment, minus its pejorative expression, can describe the proper distance between personal involvement and professional responsibility where one isn't overdistant or underdistant from either.

revert
It is quite clear that the lines you moved were not intended to be amusing. The editors would have put them in that section if that is what they intended. Feel free to add more amusing lines, or make other edits, but do not move a contributors words to amusing unless you clearly know that is what they intended. --mikeu talk 17:33, 25 October 2008 (UTC)
 * I have no idea what you are saying here, but the important point is that you should not move other editors contributions under the line "these are intended to be amusing!:" when they clearly did not intend that. --mikeu talk 17:47, 25 October 2008 (UTC)
 * If your intent was to "keep it simple" you did a poor job of conveying that with an edit summary stating "the rest of the extra info moved down to amusing" Moving the good faith contributions of someone else "to amusing" just because you feel that it is "extra info" is not respectful and borders on uncivil.  My revert was justified.  --mikeu talk 19:03, 25 October 2008 (UTC)
 * I have made no criticism towards you; I have criticized your edit. You should take your time and make edit summaries and edits that a reasonable person can understand without confusion.  Removing an edit which is clearly out of line does not require talk page discussion, and it would be negligent to leave such an edit in place.  Your edit was inappropriate, and the revert was justified.  --mikeu talk 22:02, 25 October 2008 (UTC)

Empathy?
Hi Dzonatas :-). Thanks for your kind words, I really do try to see things from the other's point of view. However, you seem to be getting into trouble with some other Wikiversity folks, so I can't help but wonder whether what you really wanted to say is "can you help me?"... if so, the answer is of course "yes". Are you sure you can trust me if I offer to help you? --SB_Johnny talk 01:10, 29 October 2008 (UTC)

Personal and professional
"clarity on a per edit basis for how disruption is caused, or how someone can claim it as disruption" <-- Wikis are magnets for people who know how to "game the system" and avoid defending their bogus claims. Many good editors leave wikis in disgust because authentic discussion can be trumped by bogus claims that are not critically examined. It has always been an interesting question: can Wikiversity be different? Right now a team of abusive custodians are making their move to turn Wikiversity into a mirror of Wikipedia, make it yet another wiki where reasoned arguments are not offered, rather, the mighty ban hammer is used to remove inconvenient opposition to the gamers. --JWSchmidt 14:58, 5 November 2008 (UTC)

 * "If Wikiversity is to become based on scholarly ethics, it has to be recognize different from Wikipedia where truth matters more than the popular view." <-- Some commentators have noted that there is a fundamental problem for wiki websites that are open to all: they tend to sink to the level of something like a "lowest common denominator". There are many wiki editors who fear the idea of scholarly ethics. They know that their bogus ideas can not stand up to critical scholarly analysis. These editors push their points of view into wiki websites by any means possible, usually that means a significant amount of bluster and persistence in their efforts aimed at intimidating and driving away ethical editors. For two years Wikiversity was making progress towards being different and having a culture where reason mattered. It will be interesting to see if that special wiki culture can survive or if Wikiversity will just be absorbed into the system where the "lowest common denominator" is triumphant. --JWSchmidt 16:07, 7 November 2008 (UTC)

Hi
I just wanted to say hi, because we haven't bumped into each other in a while. If you want someone to talk to, you can feel free to contact me via my talk page or email. Ottava Rima (talk) 16:52, 21 November 2008 (UTC)

title: User talk:Dzonatas


text:
User:Dzonatas/Ethics and MediaWiki/Edit wars

 * Was Jimmy Wales born on the 7th or 8th of August? Which source is the most reliable and how many do we need to support one or the other? Of course, the subject of the article could end the birthdate controversy himself... but that would be original research! -- Wikipedia's Lamest Edit-Wars

Analyze the interface
MediaWiki features tools to view the revisions of contributions. These tools can be found on several web pages. On Wikipedia, every editable page has a revision history. Of course, that history page is not editable in the way one would edit an article. The context of that page, with all the click-able links and displayed content, is an interface to the MediaWiki software. The history page is only one example of the many interfaces that MediaWiki provides.

In order to edit how the history interface works, one would have to edit the source code of the MediaWiki software. At this time, the active source code is not available in wiki style to edit. There are many reasons for this, one is security of the code. If you consider what edit wars could do to an article, consider what an edit war in the source code of the history interface could do to when you try to access Wikipedia's articles. One minute a link might be to the right of another link, and another minute it might be on top, and another minute it might be back on the left, and... you get the idea. The interface, the history page, would not be stable enough for people to use if it was editable by everyone at any time.

The history interface may not be in the best form, or have all the right tools, in order to easily resolve edit wars on articles. For example, when editor looks at the history page and notices edit wars, then that editor might manually pull up each user's talk page and give a notice that an edit war exists. Notice the editor manually pulls up each user page. Now, if you could edit the history interface you might make a button to quickly give notice to everybody in the edit war. Another editor might find it useful in further edit wars to quickly select the editors that need notices on their talk page. People might like the feature because it saves time over the many manual steps to edit everybody's talk page. More features like that could be edited into the history interface, but there is a problem with more and more additions: feature creep. The number of additional tools or lack of tools, and the best form for them, the web page, need broad consideration.

The feedback that the engineers need is that kind of well thought-out consideration. As of this time (see also: Wikimedia's bugzilla), there may be hundreds of feature suggestions, known as wish-lists, of how to change MediaWiki software, but most of them probably do not have any justification for the change. The engineers hesitate to implement a new feature that could create havoc, like MediaWiki's active source code that anybody can edit.

Automated detection
Set aside Wikipedia's 'bots' for the time being, as we don't want to encourage Wikipedia's Lamest Mech-Wars being actively logged.

Another consideration is the amount of information being presented in the context of the history interface. Entries of revisions may be highlighted in order to indicate potential occurrences of an edit war. The editors involved in the edit war would see the visual warning of an edit war when they look at the history page. The actual methods of how such detection is done is a separate issue from the consideration being discussed here, as it is a matter of the engineers to change the source code. The feedback to the engineers still need the consider to be in-depth enough about the potential or abstract methods of detection.

One example of detection is being developed now, and that is the WikiTrust Coloring project. With the features of WikiTrust, one could consider a new feature that would detect when two edits change a single word marked by WikiTrust. In that case, the revision history could show a revision as highlighted for potential edit wars. This is the kind of depth the engineers need in order for them to avoid too much time in research of how to accomplish wanted features.

Events and ethical considerations
With automated detection in place, the next step is to consider more automation steps that MediaWiki can do to handle common events of edit wars. With the color features noted above, if the revision history looks like a massive strobe of indicators found at nuclear reactor meltdown, then it is possible for such events to trigger page protection to the degree of the edit war. If it is only for the past hour, then MediaWiki could issue a 3 hour auto page-protection. If it was just from unregistered users, it could auto page-protect to only allow registered users for so many hours. It could just auto page-protect until an admin has time to review the edit war and decide when to un-protect the page.

The elements of ethics may be found in hidden ways when steps are automated. In the given examples above, the triggers help save the administrator's time to manually discover that a page needs to be protected. Other manual steps may be eliminated such as the need to manually edit a page to make a report of an edit war. Consider that AN/I typically shows between 100kb to 500kb of data being stored for each single edit made to the page, that is a perpetuated amount of data flow everyday. That history page shows about 50 revisions that average more than 150kb each, so that is over 7 megabytes worth of space needed just for those 50 edits alone.

Suggested essay

 * 1) Write a short essay to recommend a new feature for the revision history web page.
 * 2) Research the Internet for developments that would help automate detection of edit wars or other such events, and source it in your essay.
 * 3) Include in your essay how the new feature may affect ethical issues.
 * 4) Estimate the total amount of space required to store every revision of AN/I since it was created.

Resources

 * Technical writing
 * The Killer Robot Interface -- Online Ethics Center
 * Creating Moral Buffers in Weapon Control Interface Design -- M.L. Communigs, 2004, MIT.EDU

Related Resources

 * Wikipedia Takes Away Instant Edits -- Chris Tomkins, 2008, thestandard.com


text:
User talk:Success4manuu

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 21:27, 15 July 2008 (UTC)

 Hello Success4manuu, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 21:27, 15 July 2008 (UTC)

title: User talk:Success4manuu


text:
User talk:Reuben.cornel

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 21:27, 15 July 2008 (UTC)

 Hello Reuben.cornel, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 21:27, 15 July 2008 (UTC)

title: User talk:Reuben.cornel


text:
User talk:Anonymous101

Why don't you begin by beginning?
Simply introduce yourself on the talk page for the project, sign yourself up on the people resources (maybe adding information about your objectives) and and start interacting with everyone. I'm sure that you'll do just fine. Just be aware that all of us participating have different ideas about what we're doing. You probably have another, but that's not a problem. It's an asset. See you, then? The Fieryangel 21:43, 15 July 2008 (UTC)

welcome
 Hello Anonymous101, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 01:00, 16 July 2008 (UTC)

People resources
You still have not added yourself to the section called "People resources". Is that on purpose? WAS 4.250 16:12, 16 July 2008 (UTC)
 * Replied at the talk page of WAS 4.250 Anonymous101 talk 19:20, 16 July 2008 (UTC)

Ethics on Wikipedia and the internet
Thank you for creating Ethical Management of the English Language Wikipedia/Ethics on Wikipedia and the internet. Feel free to create other learning resources also; including more essays. But just because one essay was written does not mean the essay question should be deleted. Others can also write an essay on the same subject. In fact, this is list of essay questions is a learning resource in itself and not a mere project management subpage. People who come here to learn can write essays, take quizzes (yet to be written), and read the learning resources, the talk pages, and the content at the links. WAS 4.250 19:12, 16 July 2008 (UTC)
 * Replied at the talk page of WAS 4.250 Anonymous101 talk 19:20, 16 July 2008 (UTC)
 * That was a very good way of getting this started. I am also wondering if the different essays might be combined to created a kind of synthesis of expressed ideas, which may or may not express consensus? Would this be useful?  This would require different viewpoints, to allow different perspectives, but the process of synthesis might be very interesting.

Another idea that I had was to ask the same people to write the same essay from two different viewpoints, regardless of what one personally believes, to try to see what a NPOV version of such ideas might express.

I'm just brainstorming here. The Fieryangel 12:32, 17 July 2008 (UTC)

Review of Comments from Wikinews
Since you are an Admin on Wikinews, would you be kind enough to review the Comments from the Wikinews Water Cooler Discussion and weigh in on the questions raised by Brian McNeil and others at Wikinews regarding conflicting perceptions of the purpose and propriety of this project and our methods of investigation and analysis. —Moulton 19:31, 16 July 2008 (UTC)

See also a similar colloquy which Brian started on Foundation-l. —Moulton 19:42, 16 July 2008 (UTC)

Audio introduction
Please participate at Ethical Management of the English Language Wikipedia/Audio or Ethical Management of the English Language Wikipedia/Audio/Transcripts. --JWSchmidt 04:40, 26 August 2008 (UTC)

title: User talk:Anonymous101


text:
User:Finnrind

Finn Rindahl

title: User:Finnrind


text:
User talk:Finnrind

 Hello Finnrind, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 00:09, 16 July 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn new things by creating new learning resources or help us find things by improving the guided tourers and other exploration tools. We look forward to seeing you around. Baaaahbye for now. --Baah and Bahh 16:09, 18 May 2008 (UTC)

title: User talk:Finnrind


text: User:Arunkumar~enwikiversity

title: User:Arunkumar~enwikiversity


text:
User talk:Arunkumar~enwikiversity

 Hello Arunkumar, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 03:59, 16 July 2008 (UTC)

Create an account
Welcome and see Why create an account?. -- Jtneill - Talk - c 04:00, 16 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 Arunkumar. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Arunkumar~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Arunkumar~enwikiversity


text:
How to use ScrapBook

ScrapBook is an add-on for Firefox used for download management and bookmarking purposes, created by user Gomita. This extension is especially useful to create off line version of your favorite web pages.

Installation

 * 1) Installed Firefox is a prerequisite to use the ScrapBook
 * 2) Open your Firefox and visit the addon page
 * 3) Click "Add to Firefox" and after it the "Install Now" button
 * 4) Restart your Firefox
 * 5) ScrapBook menu appears at the top row between "Bookmarks" and "Tools"

Usage

 * 1) To save a single page click ScrapBook > Capture Page
 * 2) To save multiple pages or entire websites click ScrapBook > Capture Page As...
 * 3) Check all file extensions you want to save
 * 4) Choose how many consecutive webpages you want to download (pages linked to one you are currently viewing).
 * 5) Start the download process and right after quickly pause it
 * 6) Uncheck all pages you don't want to be downloaded. You can use also the "Filter" options
 * 7) Start ScrapBook again and let it do the job

Tips

 * For easy orientation you could create a table of contents page, and then download pages to "depth" 1
 * You can open the dowloaded page and use "DOM eraser tool" (lower right corner) to erase parts of pages you don't need

title: How to use ScrapBook


text: Social psychology (psychology)/Banner

title: Social psychology (psychology)/Banner


text:
User talk:Kylu

 Hello Kylu, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 06:56, 16 July 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

 * Oh my god, there's two of them... o.o;; Kylu 02:41, 17 July 2008 (UTC)

title: User talk:Kylu


text:
User talk:Lsterling

 Hello Lsterling, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 07:15, 16 July 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn new things by creating new learning resources or help us find things by improving the guided tourers and other exploration tools. We look forward to seeing you around. Baaaahbye for now. --Baah and Bahh 16:09, 18 May 2008 (UTC)

title: User talk:Lsterling


text:
User talk:JeremyBanks

 Hello JeremyBanks, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 07:15, 16 July 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:JeremyBanks


text:
User talk:Dtobias

 Hello Dtobias, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 07:15, 16 July 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Welcome
Welcome to the ethics project. Things are different here from Wikipedia. Original research is allowed, there is no three revert rule (this add/delete links thing on the ethics project appears to be their first revert war), and it is inclusive meaning people are supposed to add their learning resources (with evidence) and not delete other people's contributions. Feel free to create whatever new learning resources you think would be useful for someone trying to manage a media or encyclopedia project ethically or improve existing learning resources. Collaborative edits are fine; completely changing the meaning should not be done to another's contributions - instead, create an alternative learning resource rather than do that. Others can read either or both and make up their own mind. WAS 4.250 14:10, 17 August 2008 (UTC)

Audio introduction
Please participate at Ethical Management of the English Language Wikipedia/Audio or Ethical Management of the English Language Wikipedia/Audio/Transcripts. --JWSchmidt 04:41, 26 August 2008 (UTC)

please stop doing that, Dtobias, I am happy to remove you from the project as well if necessary
It is not the link itself I am concerned about, it is intervention in a difficult situation in a manner seemingly designed to prolong and extend controversy. I consider it simple trolling, and it is time to knock it off.--Jimbo Wales 18:21, 15 September 2008 (UTC)

Hello
I wanted to say hello. I have noticed your interest with Moulton's background, as of lately. Right now, he is working on a task on his user talk page while he still has the ability to post there. If you are interested in his case, I would ask that you refrain from interjecting yourself into any of the old pages (as he is no longer able to respond there, so it may be frustrating for him), but wait until his task is done and a peer review will be established to discuss how he has accomplished his task and the merits therein. Also, I noticed that you spend time on the Picard background. If you would like, I originally crafted this as a demonstration of a way to try and frame the investigation without focusing on individual editors. If you would like to respond to it, it would be a welcome addition. Ottava Rima (talk) 05:32, 16 September 2008 (UTC)

title: User talk:Dtobias


text:
User talk:Rnassour

 Hello Rnassour, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 07:15, 16 July 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Rnassour


text:
User talk:Moreschi~enwikiversity

 Hello Moreschi, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 07:24, 16 July 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

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 Moreschi. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Moreschi~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 23:44, 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) 06:16, 19 April 2015 (UTC)

title: User talk:Moreschi~enwikiversity


text:
Talk:Guitar

Guitar is a musical instrument.

title: Talk:Guitar


text:
User:Benlisquare

See w:User:benlisquare

--  李博杰  > | —Talk contribs 07:34, 16 July 2008 (UTC)

title: User:Benlisquare


text:
Social psychology (psychology)/Assessment/Essay/Topics

Taken
==See also==
 * Other topics (not included)


text: Social psychology (psychology)/Assessment/Essay/Guidelines


text:
User talk:Blood Red Sandman

 Hello Blood Red Sandman, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 08:35, 16 July 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Blood Red Sandman


text:
Firefox

Setup

 * How to make Firefox the default browser

Shortcuts

 * CTRL+W closes a tab
 * CTRL+T opens a new tab
 * CTRL+SHIFT+T reopens the last closed tab
 * CTRL+↹Tabulator; CTRL+Shift+↹Tabulator; CTRL+PgUp/PgDn: switch through tabs.
 * CTRL+Shift+PgUp/PgDn: move opened tab left or right respectively.
 * F6 or Ctrl+L : Gets you right up into the Address/URL bar.
 * F5 : Reload the page.
 * CTRL+F5: Clear cache for the current page and reload the page.
 * / or Ctrl+F: Search/find text on page
 * Ctrl+K : Takes you to the Firefox search box.
 * Ctrl+U : View the page’s source code.
 * F11 : View the page in full-screen mode.
 * Ctrl+W : Closes the active tab.
 * Ctrl+ = : Resets font size.
 * Ctrl+ + : Increases font size.
 * Ctrl+ - : Decreases font size.
 * Ctrl+S : Save page
 * Ctrl+Shift+I, F12: Open web development tools.

Downloading
There are four main ways to download an internet resource:

 * Ctrl+S – Download currently viewed page.

In the file saving dialogue, "Web Page, complete" takes the loaded page from memory and stores resources such as multimedia and style sheets and JavaScripts as individual files inside a  suffix directory. "Web Page, HTML only" saves the verbatim page source code downloaded from the server.

 * "Save Link as" from right-click context menu (saves verbatim page source code)
 * Dragging the URL or tab into the Download arrow in the tool bar.
 * Pasting an URL from the clipboard into the opened download history (in the "Library" window or ).

Additionally, the page source code can be saved by copying it from the web development tools and pasted into a text editor.

Profiles
User profiles allow separating configuration, extensions, bookmarks, and history within Firefox. By default, there is one profile. The profile manager allows creating additional profiles. It can be opened by launching the Firefox process through a command line with the  parameter, without spaces.

Profile folders are typically located under  on Microsoft Windows,  on MacOS, and   on Linux and BSD. The profile manager allows manually specifying custom profile directories.

Relevant files in the profile folder are  for browsing history and download history and bookmarks, ,   for user preferences, and   for configuration of multi-account containers. Sessions are stored in  when closing the browser (before Firefox 56 of 2017, it was stored as plain JSON into  ), and backed up to   and   while browsing for recovery in case of an unexpected process termination. The previous session is backed up to.

Advanced configuration
On the desktop edition (and earlier mobile versions), the  page allows fine-tuning the browser. The search bar at the top facilitates finding properties.

Notable properties are:

 * – may hide the protocol from the URL bar. Deactivate to always show the full URL including the protocol. Activated by default.
 * – deactivating usually increases speed and decreases CPU usage of progressively enhancing sites, but features implemented using JavaScript such as the toolbar of the wikitext form and JavaScript-based sites such as Twitter web app will not work. Activated by default.
 * – this parameter adjusts the function of the backspace key if no text input field is active. : navigate to last page,  : scroll up, if Shift key is held then scroll down.  : deactivate.
 * – allows JavaScript to interfere with right-click context menu. Deactivating might interfere with some sites' functionality. Activated by default.
 * – allows JavaScript to evaluate on-page text selection. Deactivating might interfere with some sites' functionality. Activated by default.
 * – hide download button if no downloads in current session. Activated by default.
 * – Open list of recent downloads after a download finished.
 * ,  – last directory to which a file was downloaded or from which a file was opened through the file picker dialogue.
 * – page displayed when starting a new session (if not restoring the previous session), and when pressing the button with the house icon.
 * – number of processes across which web content is distributed. Higher count increases performance but consumes more memory, thus recommended for computers with much RAM. Four by default.
 * – enable scrolling using middle mouse button press.
 * – enable write access to browser console, accessed using Ctrl+Shift+J.
 * ,  disk cache capacity, mainly used for static resources to save bandwidth. Difference between values unclear yet. – Values in Kilobytes.
 * : number of entries retained in the browsing history database ( file). According to a moderator of Mozilla's support forum, the value is read-only by default but can be adjusted through the   property, which has to be added manually.
 * – blocks "meta refreshes" and "meta redirects", meaning refreshes and redirects using the  tag, as well as redirects instructed by the   HTTP header. However, it does not block JavaScript-based redirects and refreshes, i. e..
 * – Claimed by Mozilla to increase security against "cross-site scripting" (XSS) attacks. User reports suggest it interferes with the function of bookmarklets.
 * – 1: Load images as usual (default); 2: Do not load images (usually for testing purposes or to save bandwidth); 3: Only load images from the same domain.
 * (or similar): show the picture-in-picture button in video players.
 * – delay in milliseconds until the confirmation button in some dialogue boxes like downloading an executable file or installing an extension gets unlocked. Until then, it is "grayed out". Default value: 1000 (1 second).
 * – enable saving sites' resources locally to speed up loading.
 * – disk cache size in kilobytes.
 * – allow adding custom search engines.

System pages

 * – internal process viewer.
 * – newer internal process manager. Introduced with Firefox 67 in early 2019.
 * – similar to, but with more beginner-friendly worded user interface, such as "Energy impact" instead of "CPU". Introduced in late 2018.

title: Firefox


text: Category:Firefox

title: Category:Firefox


text:
BCP/Mimulus ringens

Mimulus ringens

title: BCP/Mimulus ringens


text:
BCP/Mimulus ringens/Logs

2008 Logs

 * --SB_Johnny | talk 09:31, 16 July 2008 (UTC)
 * Jomegat 20 July, 2008 (from photos)
 * Jomegat 28 July, 2008 (from photos)
 * Jomegat 04:35, 1 August 2008 (UTC)
 * --SB_Johnny | talk 10:58, 3 August 2008 (UTC)
 * Jomegat 20:38, 9 August 2008 (UTC)

2009 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 00:53, 17 July 2009 (UTC)
 * Jomegat 00:54, 22 July 2009 (UTC)
 * Jomegat 00:27, 25 July 2009 (UTC)

title: BCP/Mimulus ringens/Logs


text: Template:Power System Protection Course Content


text:
User:Jtneill student

This is a test account used by Jtneill to demonstrate some ways in which a student might use Wikiversity for learning.

About me
I would like to learn about Hull's drive theory. I also like to learn about wiki.

I am studying psychology. I like to look after pet mice.

I am reading about procrastination.

About my emotions

 * 1) Blah
 * Hi

About my motivations
Blah

title: User:Jtneill student


text: Template:Working

title: Template:Working


text:
User:Mmxx

{|style="background: #dbd39e"

''

title: User:Mmxx


text:
Social psychology (psychology)/Tips

Tips

 * 1) Have you been on the newcomer's tour of Wikiversity?
 * 2) Have you tried editing your user page?
 * 3) Try the guides for a 'checklist' of what to do.

title: Social psychology (psychology)/Tips


text: User:Thuvack/Testing page 5

title: User:Thuvack/Testing page 5


text: Template:Generation of Electrical Power Content


text: Template:Electrical Power Economics Course Content


text: File:TransmissionLine.png

title: File:TransmissionLine.png


text:
Social psychology (psychology)/Help

 * 1) Post a message to the discussion group.
 * 2) Contact the staff.
 * 3) Wikiversity help
 * 4) Wikiversity colloquium

title: Social psychology (psychology)/Help


text:
Social psychology (psychology)/Assessment/Essay/Marking criteria

3}}/Marking criteria|Marking criteria
Three key criteria will be weighted equally in the essay marking: theory, research, and written expression. This page provides some advice with regard to each of these components based on previous experience.
 * 1) Theory
 * 2) Research
 * 3) Written expression

Criteria

 * 1) To what extent has the author identified, understood, and made effective use of the key theoretical literature pertaining to this essay topic?
 * 2) Is there a balance of depth and breadth of usage and integration of relevant social psychology theories?
 * 3) Is there specific and insightful application of critical and integrative thinking about theories to the question(s) being discussed?

General comments

 * 1) It is vital that your essay is grounded in relevant social psychological theory.
 * 2) Demonstrate familiarity with the broader theoretical categor(ies) which are relevant to your topic but move quickly to explain why this essay has a particular focus on some theor(ies) of interest.
 * 3) Aim to cover a small handful of relevant theories. Avoid relying on:
 * 4) * Too few theories (e.g., deep, but narrow focus on one approach).
 * 5) * Too many theories, too little depth (e.g., lots of theories, but little depth).
 * In other words, show an indepth understanding of some key theories.

 * 1) Did you select the most relevant theories for addressing the topic?
 * 2) Did you make use of relevant articles available via E-reserve?
 * 3) Do you integrate discussion of theory with the research review?
 * 4) * Lower-quality essays tend to discussion theory and research separately.
 * 5) * Higher-quality essays tend to integrate discussion of research and theory.

Criteria

 * 1) To what extent has the author identified, understood, and made effective use of the main research findings related to this essay topic?
 * 2) Depth and breadth of usage and integration of relevant social psychology research.
 * 3) Critical, analytical thinking applied to research discussed.

General Comments

 * 1) A key, common weakness is that despite the availability of large numbers of refereed journal article research articles, student essays tend to lack evidence of such readings, and a lack of effective use of such reading in developing and supporting academic argument.
 * 2) It is vital that you demonstrate evidence of having sought out and applied the most relevant, highest quality academic research pertaining to the topic.  This is fundamental to developing a sound understanding and informed treatment of the topic or question.
 * 3) Did you identity and use the best 10 to 20 academic research articles that have ever been written on this topic?
 * 4) Did you you identify, read, and use the best available research reviews related to this topic?
 * 5) * Recent research reviews (e.g,. try the Annual Review of Psychology) are vital documents for preparing a solid academic response to a question.
 * 6) Did you make use of relevant articles available via e-reserve?

Criteria

 * 1) Answers the question
 * 2) Offers an informed, unique voice
 * 3) (Smoothness of) structure and flow, especially:
 * 4) * Introduction
 * 5) * Linkage between paragraphs
 * 6) * Conclusion
 * 7) Readability
 * 8) Uses examples
 * 9) APA style
 * 10) Targets these audiences:
 * 11) * Intelligent laypeople
 * 12) * First year undergraduate students
 * 13) * Social psychology textbook publishers
 * 14) Contains these sections

General comments

 * 1) Title
 * 2) * Did you provide a meaningful, descriptive essay title?
 * 3) * Try to provide a descriptive title which clearly communicates the intent of, or findings from, the essay (e.g., put yourself in the position of someone scanning essay or article titles and trying to work out which ones are relevant to your needs, i.e., be as clear and informative as possible)
 * 4) * Its generally a good idea to include the question on your title page.
 * 5) Abstract
 * 6) * Did you provide a tight, easy to read, understandable abstract?
 * 7) * Optional, but can enhance readability without adding to the word count.
 * 8) Headings
 * 9) * Did you use make effective, judicious use of sub-headings in order to improve the flow and readability?
 * 10) * Optional, but effect use can enhance readability
 * 11) Readability
 * 12) * Did you analyse and adjust the readability?
 * 13) * Are important concepts well explained and defined?
 * 14) Paragraphs
 * 15) * Is paragraph length not too short or too long?
 * 16) Layout
 * 17) * Is the essay well laid out?
 * 18) * Is the essay easy on the eye (and easy to read on the screen)?
 * 19) * Single-spacing (for electronic essays)
 * 20) Spelling
 * 21) * Has the essay been spell-checked?
 * 22) * Has the essay been proofread?
 * 23) Style
 * 24) * Single-spacing is best for electronic documents; double-spacing is best for hard-copy documents (gives room for hand-written comments).
 * 25) Grammar
 * 26) * Is the grammar correct? e.g.,
 * 27) ** Ownership apostrophes e.g., ones -> one's
 * 28) ** Use Australian spelling, e.g., conceptualized -> conceptualised
 * 29) ** western -> Western
 * 30) Tables & Figures
 * 31) * Are complementary tables and figures provided?
 * 32) * Are links provided if the tables are in other locations?
 * 33) * Is APA style used to caption tables and figures?

Word processing

 * 1) For paragraphs, use a first line indent paragraph style rather than manually spacing or tabbing (more efficient).
 * 2) For the reference list, use a hanging indent paragraph style rather than manual spacing or tabbing (more efficient).