text:
Wikiversity:Colloquium/archives/November 2008

Deletion request
Crochet.david 12:09, 2 November 2008 (UTC)
 * File:Commons-logo-31px.png duplicate of Commons:File:Commons-logo-31px.png.
 * File:Wikibooks-logo-35px.png duplicate of commons:File:Wikibooks-logo-35px.png.
 * File:Wikimedia-logo-35px.png duplicate of commons:File:Wikimedia-logo-35px.pn.
 * File:Wikinews-logo-51px.png duplicate of commons:File:Wikinews-logo-51px.png.
 * File:Wikipedia-logo-35px.png duplicate of commons:File:Wikipedia-logo-35px.png.
 * File:Wikiquote-logo-51px.png duplicate of commons:File:Wikiquote-logo-51px.png.
 * File:Wikisource-logo-35px.png duplicate of commons:File:Wikisource-logo-35px.png.
 * File:Wikispecies-logo-35px.png duplicate of commons:File:Wikispecies-logo-35px.png.
 * File:Wiktionary-logo-51px.gif duplicate of commons:File:Wiktionary-logo-51px.gif.
 * ✅ The Jade Knight (d'viser) 12:28, 2 November 2008 (UTC)

Languages with gender
why do so many languages exist redundant imformation about gender which make them very difficult to learn --61.184.26.146 09:17, 3 November 2008 (UTC)
 * You mean to ask why so many languages use grammatical gender? The Jade Knight (d'viser) 11:07, 3 November 2008 (UTC)

 * Because natural human languages are evolved rather than designed. This origin of language ensured that it would have features that convey information important to the reproductive success of the species, such as information about gender. Further redundancy is an important feature of successful communication. You may find Grammar interesting. WAS 4.250 12:05, 5 November 2008 (UTC)

link to wikiversity instead of wikibooks
A sysop can change in No license the link b:Wikibooks:Image copyright tags to License tags. Crochet.david 09:08, 4 November 2008 (UTC)

 * Fixed, but there's still a link to b:Wikibooks:Media that should have a local link instead. --SB_Johnny talk 09:50, 4 November 2008 (UTC)

 * For now, I changed that link to Media and redirected this to Uploading files. Hope that helps, but feel free to adapt/change of course. -- Jtneill - Talk - c 22:10, 5 November 2008 (UTC)

Global notifications
There is a new system for cross wiki news annoucements called Global notifications. These messages are posted locally at User:WikimediaNotifier/notifications so you can watchlist the page. --mikeu talk 18:19, 4 November 2008 (UTC)
 * This has already proven helpful and interesting since this was posted and I started watching, e.g., in future Image: will become File: - fabulous (more logical)! -- Jtneill - Talk - c 22:03, 5 November 2008 (UTC)

Merita
Folks, I went and created a new award called the Merita. Please feel free to develop versions for each department. Geoff Plourde 19:10, 5 November 2008 (UTC)
 * I do not understand the nature of wikiversity awards such as the variety of barnstars. they almost seem like awards one give oneself? (insert them into your page).--96.235.233.66 01:27, 6 November 2008 (UTC)
 * No, they are usually given by someone who notices that another person had done good work. The award and some comments are then included in the talk page and the person receiving might then move the award to their user page.  --mikeu talk 12:30, 6 November 2008 (UTC)

I've created a general award for everyone who works hard. --darklama 16:07, 6 November 2008 (UTC)

Course Structures?
Sometimes I just don't understand wv culture very much. I was browsing around the physics/astronomy school and I see that nearly half that page is filled with completely undefined courses, that are organized much like a degreed program. I have also seen similar structures in many schools/and portals.

I completely fail to see the purpose of this. Wikiversity is not and could not easily become an accredited learning center. In an accrediated learning center, courses are usually parrallel courses with similar subjects brought up in increasing complexity. This is to prove increasing competence and expertise. But I don't see the point of proving expertise, when anyone, with any expertise, can edit anything. I question the purpose, usefulness and Especially the practicality of such work.

 * Advanced courses are rarely defined because most of the time, an editor who has learned introductory material (either wv or in real life) is much more interested in becoming a course instructor, or in participating to interesting projects.
 * Even if I am wrong, the specialization becomes maddening. consider "Introductery to USA History" nice useful course, a novice like myself who knows little could learn alot and cover alot of ground in that course. Once more specialized, how many people want to study the obscure presidencies of Garfield, Author, Cleveland, and Harrison.  Sorry, There is little contemporary interest but perhaps it is an important course in an extensive Masters program.
 * Lastly people fill out huge lists of these detailed advanced courses which few people will want to take, when the basic courses are completely undefined.

Sometimes I just don't understand wv culture ;). I do think the community needs to eventually decide why it teaches courses (instead of 'projects'), who ought to teach them (should you have to prove competence?), who ought to take them (should you have to prove competence?. ie prerequisties), which ones are useful to define, and how to organize them in schools and portals that don't create mass clutter.

If people here really intend to seek some kind of accreditated program, we need to reevaluate expertise. You can't have a volunteer to be a teacher and design a course with no expertise and no real teaching credentials and then become accreditated. And if you're not accrediated, yet you give out some kind of diploma...What are you a then, a diploma mill? Diploma_mill

no, I personally think we are like Wikipedia, is a source of learning where the whole world of information is laid at your keypad. Information and instruction isn't locked up in imaginery courses PHYS 981 "Relativity" with 19 prerequisite courses. It is freely given exchange where a student and a teacher can collabate to the best of their ability to explore the material. This collaboration then is basically a project (putting it this way, isn't every good project basically a very efficient kind of course?)

Look at it this way, If one can learn about relativity from wikipedia without a dozen 'prerequisites; why can't you teach it to people without a dozen prerequistites and IF we can teach it this way, Why define this imaginery list of prerequisites (especially on the often visited schools and portals)? it clutters things up.

IMHO of course.--Jolie 18:21, 5 November 2008 (UTC)

 * I suppose we should do a better job of making clear the history of Wikiversity. Much of the structure of Wikiversity was created by people who imagined Wikiversity as some kind of online university. The Wikimedia Foundation explicitly rejected that idea, but there will always be people coming to Wikiversity who still think along the lines of: have classes, have certified teachers, get accreditation, give grades, etc. --JWSchmidt 20:02, 5 November 2008 (UTC)

 * Yes, much of that structure is a holdover from the early formulation of wv. Even the name sounds like Wiki-University and tends to give the impression that the main focus is advanced material.  I agree that the astronomy related topic and school pages need reworking.  Anyone taking a glance at the list at Topic:Astronomy would likely think we were limiting the scope of the subject to a program of in depth courses.  I have tried in the past to make changes to those pages, but they were slowly undone over time.  I suspect that the listings have probably turned away some folks that were interested in more introductory material.  One of my first impressions after visiting wv was that the course listings "preimposes a structure for the future growth of what will be covered rather than just letting it happen naturaly."  I still tend to feel that way.  My philosophy has been that the school, topic and other organizing pages should be created when there are a number of people who have a need to collaborate on a group of pages about a subject.  I've been watching the school and topic pages for a long time, and I've seen a number of people make suggestions and I've offered to help with reworking the pages.  Few have stayed around to do that, and even fewer have ventured into creating mainspace pages.  So I have tended to ignore the organizing pages as not really worth my time until there is more activity to sustain the effort.  Personally, I prefer a more bottom up approach of working on mainspace content first, and then creating organizing pages when there is enough material where editors find a need to collaborate.  --mikeu talk 20:26, 5 November 2008 (UTC)

 * Interesting Perspective. I have always thought of them as a Learning Projects instead of courses. The mentality behind that is, I as a degree student somewhere in the world can come here and look/start a learning project even about a real life course. As the project matures it can then be seen as a course to those who catch it at a later stage. This way there is absolutely nothing stoping me from using my lecture notes to create a learning resource. Hoping that some one is learning or teaching the same thing, then we can collaborate. Atleast that is what we generally expect to be the natural course of events. As to whether it happens, that is a nother matter all together. People tend to be shy of editing a well structured learning project ( out of low self esteem maybe? ). I preffer to think that we are all learners in here ;-).--Thuvack | talk 13:49, 7 November 2008 (UTC)

Make the cleaning as it indicate
Sysop can make the cleaning as the template saying in each image in this category. Crochet.david 22:34, 7 November 2008 (UTC)

Opinions wanted on "global-temperate seasons" for the Bloom Clock
I'm hoping to have time this winter to work on comparisons between different regions to make a first stab at making "global seasons" for the Bloom Clock, but have a somewhat silly issue I could use some input on. The global seasons are one of the main goals of the bloom clock... it would take some time to find the diffs, but part of the motivation for collecting the data was to have a "geographically neutral language" for describing bloom times in Wikipedia articles, Wikibooks chapters, and other resources that describe plants (the problem is that when you cite a flora that says something blooms in March in, e.g., South Carolina, it's probably not blooming in March in Halifax of Moscow, let alone Melbourne). The rough draft compiles the monthly data we have from various regions (which uses categories), and divides the year into 12 seasons (early/mid/late summer/winter/etc.).

The problem is this: When I first started working on it last winter, I tied the Southeast Pennsylvania data to go with "the majority of the month", so December is late fall (since 2/3 of the month is technically Autumn), March is late winter, etc. The problem is that this seems a bit counter-intuitive to me, and I wanted to see if other people found it counter-intuitive as well. So here's the question (for a straw poll): Should the global-temperate seasons be toggled back a month? Here's the options:

Keep as is: The current system has March as late winter, June as late spring, September as late summer, and December as late fall.

Change back by a month: This would have March as early spring, June as early summer, September as early fall, and December as early winter.
 * 1) Might just be because my mind tends to think in terms of the academic year, but this seems more intuitive to me. --SB_Johnny  talk 15:05, 6 November 2008 (UTC)
 * 2) It does seem more intuitive.  --Jomegat 01:14, 8 November 2008 (UTC)
 * 3) I've always thought the current calendar was silly.  The Jade Knight (d'viser) 10:44, 8 November 2008 (UTC)

Please share your thoughts on it... part of the issue is that I also want to set up the fruit-and-seed clock, and possibly a "local produce" clock (so that culinary students and localvores can know what's locally in-season). --SB_Johnny talk 15:05, 6 November 2008 (UTC)

 * I'd go with the "early/mid/late" and drop the month names entirely - from where I'm sitting right now, I can see Lake Mead, where "early spring" is in February, and the Spring Mountains 10,000 feet higher, where the same "early spring" is May or even June, and there are species that live across that entire elevation range. I don't really want to do mental gymnastics about how "March in Pennsylvania" matches up with the 6,000-7,000 foot elevation band in Kyle Canyon or whatever. Stan Shebs 20:52, 6 November 2008 (UTC)
 * Heya Stan. The month names are added as part of the data collection process (the month logged in the specific region where it was seen), the numbers in turn are crunched by comparing categories using DynamicPageList, a MediaWiki extension we have enabled on Wikiversity. For example, note the large number of categories on BCP/Taraxacum officinale, and see an example comparison page here (hit the edit button to see how easily the comparison pages are generated). That way you could indeed log separately from both the valley and the peaks, and get a good sense after the comparison about how the 2 regions relate to one another phenologically. --SB_Johnny talk 09:56, 7 November 2008 (UTC)

Oh, I understand now. Never mind! :-) Stan Shebs 14:07, 7 November 2008 (UTC)

Does A photo have to have GNU free licensing?
as you all know I am working on some astronomy notes. One need I had was to convey in an introductery article the beauty of the night sky, without a scope, and some of things to look for. A talented astrophotography Kathy Herburn took a very nice picture of the milky way that I thought was both gorgeous and would do the job very well. Her work is widely shared as a astronomy photo of the day (APOD) and is highlighted in her web page.

So, thinking the licensing thing would be no big deal I sent her an email asking her permission to use the work with the GNU free licensing information. She suprised the heck of me by very politely declined, saying she could not agree to it.

So I'm wondering. Is GFDL licensing a REQUIREMENT of photo uploads? Are they other licensing agreements that are easier to agree to. Mind you I have not a clue, why she won't agree to GNU free licensing; theories range from an agreement that is too confusing to figure out (that was MY PERSONAL take on the gibberish) to possible fear that the photo might be used somewhere she didn't like (Could a submitted uploaded photo be legally sent somewhere the user finds objectionable??).

It almost sounds like IF I asked to do an article here WITHOUT mentioning a Licensing agreement, she would have said yes. is it possible to have photos here without a licensing agreement.

Otherwise, I would love a good contribution to the skywatching portion of the atronomy notes; Its important that the sight is observable with the unaided eye! possiblities include

--Jolie 18:40, 10 November 2008 (UTC)
 * Photos of planetary conjugations (two or more planets next to each other and the moon)
 * Meteor showers
 * Mikly Way
 * Star trails
 * All document need a licence. The text in the page here are under GFDL. For the photo, the owner of the photo need to choice a licence from the list on this page. If the photo is undre GFDL or a Creative Common licence (as CC-by-sa), it is highly advisable to upload it in wikimedia Commons. Note that a copyrighted photo can be deleted.Crochet.david 19:01, 10 November 2008 (UTC)
 * One possible thought. The picture was an image that Kerry Hepburn in trying to sell.  (I don't blame her, its beautiful).  In looking through some of the licenses, I read alot about giving permission to alter it and distribute.
 * Perhaps Kerry fears that by giving Wikiversity the image someone will make a minor alteration 'alter' and then sell the resulting work 'distribute' with no approval or cutback to Kerry.
 * Now I can't see any reasonable explanation why wikimedia, might want to allow people's artistic works to be vandalized and sold to the detriment of their authors. So are there any permissable licenses, where wikiversity is free to transmit the photo, but not 'alter it'?--Jolie 19:44, 10 November 2008 (UTC)
 * Yes, it's the CC-nd (nd for no-derivate work), but unauthorized on wikiversity.Crochet.david 20:11, 10 November 2008 (UTC)
 * This isn't a Wikiversity restriction. There was a WMF resolution awhile ago related to fair use that also made it a requirement that any license used must allow certain freedoms which include the freedom to alter the work and redistribute it. So CC-ND licensed works aren't allowed because it doesn't allow derivatives to be made. Most of the images probably also couldn't be used under fair use terms because there is the possibility for anyone to take similar pictures and provide them freely under a copyleft license which does allow derived works to be made. --dark[[Image:Yin yang.svg|12px]]lama 21:18, 10 November 2008 (UTC)

 * If she's selling the image for bread-and-butter reasons, it's perfectly understandable that she wouldn't want to use one of our licenses. However, perhaps you could ask her to release a smaller version under a compatible license (the file description would link to her site). Quite a few people contribute to commons using a similar system (I've even had one company ask to buy one of my images for use on a commercial website). --SB_Johnny talk 12:37, 11 November 2008 (UTC)

Reading list template
JWS made a useful suggestion on his blog that probationary custodians should at least be asked to read the Wikiversity policy pages. I like this idea, and visualised a template which could be substituted to a candidate's page, with cross, ticks, etc. as policy reading is completed. Such a template might also be suitable more generically, as a way of demonstrating and recording task completion. I think maybe Robert Elliott has played with this. Will go hunting, but feel free to make suggestions, and then perhaps we could craft a list of "essential" or "recommended" reading for custodians. -- Jtneill - Talk - c 05:32, 15 November 2008 (UTC)
 * Not a bad idea, frankly. The Jade Knight (d'viser) 09:11, 15 November 2008 (UTC)

Donate
I'm finding the current donate banner kind of aggressive - I think its gone just a tad too far. What about others? -- Jtneill - Talk - c 00:31, 13 November 2008 (UTC)
 * Massive discussion on the Foundation list. How the hell does wikiversity make life easier? Geoff Plourde 00:47, 13 November 2008 (UTC)
 * I added an option to Gadgets to hide it. – Mike.lifeguard | @en.wb 03:16, 13 November 2008 (UTC)
 * That's great, Mike - how do we use it? -- Jtneill - Talk - c 03:25, 13 November 2008 (UTC)
 * Go to Special:Preferences and the Gadgets tab, click it on, and then Save. However, for me that gives a message "Your password is invalid or too short. It must have at least 1 character and be different from your username." and it doesn't save the change. I can change my password to be more complex (it's not my user name ) and that might fix, but I've never had that message before. -- Jtneill - Talk - c 03:46, 13 November 2008 (UTC)
 * Yeah, it is kind of lame. The Jade Knight (d'viser) 06:38, 13 November 2008 (UTC)

I just went to my watchlist on and it had a message saying "Watchlist options: Registered users may remove the fundraiser notice by enabling "Suppress display of the fundraiser banner." in the Gadgets tab of their Preferences.". How can we fix the gadget and do something similar on WV? -- Jtneill - Talk - c 10:14, 16 November 2008 (UTC)
 * It's already up and running. Go to Special:Preferences, click the gadgets tab, and the fist gadget is labeled "To suppress display of the fundraiser banner." Select that, save your preferences, and then purge your cache. --SB_Johnny talk 11:04, 16 November 2008 (UTC)
 * Unfortunately, I get the message "Your password is invalid or too short. It must have at least 1 character and be different from your username." on trying to save the preference - but I didn't get that for the same account/password on commons. -- Jtneill - Talk - c 12:14, 16 November 2008 (UTC)
 * That's weird. Probably best thing to do is just change your password... whatever's going on there is something the devs would need to change. One guess: if Wikiversity is your "home wiki" (under SUL), it might be that you only get that kind of warning on your home wiki (that's just a guess though). --SB_Johnny talk 12:31, 16 November 2008 (UTC)
 * Further weird is that I tried a much longer password - same problem. But then about half an hour later, the donate banner disappeared and on looking in my prefs/gadgets the box was now ticked. All's well that ends well - geez, and I was about to write out a 3.5 million to check to get rid of the bloody thing. -- Jtneill - Talk - c 13:20, 16 November 2008 (UTC)

Wiki service courses
one rather intriguing course proposal is Wikipedia service-learning courses. It has seen some new interest lately. It is one of the few proposals where I could imagine where this community defines coursework that would actually offer a legitamite accreditation.

the idea that a wikimedian would define coursework and a test that proof student competence is not a new one and there are all kinds of proposals, quizes and suggestions. Indeed from the very start (it seems) wikiversity participants have been trying to figure out if they can allow this site to offer accreditated material.

I have been attentive to the many proposals but feel that in most cases this will never happen. I feel there are three big problems with offering accrediated coursework here;
 * In a environment free to everyone to write, how does an instructor prove his competence, create authority, and prevent the incompetent from altering his carefully researched plan? The course agenda needs written, and things must be said with authority.  The entire wiki project is about minimizing authority and harnessing the entire community to collaborate; but the lecture is the basis of accrediated learning, the entire that a master shares and guides his knowledge.

 * The come and explore, seach and contribute model lends itself very poorly to structured coursework. Classes usually begin at a certan time, lastt for a set time and require a rigourous attendance, and participation.  While perhaps wikiversity could use a little more attendance,  penalizing interested people for coming late, getting side-tracked with a favorite project and creating a enforced set in stone agenda is against the whole vision of a wiki (and by the way ,I still see courses where authors have created penalties for missing lectures, and cut off dates of when to begin and when they can end a course; I urge them to reconsider this kind of edits; IMHO its incivil).

 * Lastly, lecturing just really doesn't fit very well into a learning by doing model. In fact one of the problems with the site is that there are few enough people here with such diverse interest, that one's writings inevitable become a seldom read lecture.  Learning by doing, means that if you define it, there are people interested in Doing it. Learning by doing also means that if you write it there are people interesting in discussing it and offering their own viewpoints.  We have too many discussions regarding ethics and policy and not enough on content.

I write this rather exhaustive critique to point out that the suggested course Wikipedia service-learning courses seems a clear exception to my three reservations regarding accreditation.
 * An instructor / facilitator can easily prove his competence in writing and utililizing wiki technology
 * The course lends itself to the kind of come and explore model
 * Lastly, editing is the one thing in wikiversity you DO alot of.

BUT here's the problem; I know the adage to BE_BOLD. but the very nature of an accrediated course is that the instructor has proven authority and competence. I do not have it. Someone must make the call on what constitutes solid skills on wiki technology; someone with more than one month (however intensive) experience here.

to the many people who have proposed future accreditations; this is your 'low lying' fruit IMHO. this is the one course that I think really could work. So, wikiversity community what do you think?

(and I might quickly add that the proposed courses are really about utilizing wiki technology and constitute so much more than just skills at defining wikipedia)--JoliePA 15:22, 14 November 2008 (UTC)

 * I have been doing alot of browsing and think that there is a need to succinctly define and list active courses. We need to foster within wikiversity what a course can and cannot be.  much of the comments regarding good courses have been restated.  Several wikiversity participants have spent literally years thinking about what would be a good wikiversity course and am really would appreciate their input.--JoliePA 17:20, 14 November 2008 (UTC)

 * I like this course as well, i think it can create a kind of momentum, beneficial to Wikiversity and the Wikimedia Foundation.--Daanschr 12:32, 18 November 2008 (UTC)

Advertising?
In one of my courses, I intend to list a number of recommended text books and sites where they can be bought. By doing this, will I break the rule against advertising? --Ohara 19:22, 18 November 2008 (UTC)
 * IMO, so long as you're not using affiliate links, you're okay, though use free resources wherever possible. The Jade Knight (d'viser) 21:07, 18 November 2008 (UTC)

Topic:Historical Christian theology
I've been babysitting this topic, and it's seen a lot of activity lately, but I have no idea what to make of all of it—it appears to be a summary of important people, events, and concepts in the History of Christianity—an overwhelmingly large premise, IMO, and the sort of stuff more suited to Wikipedia. So far I've just watched it grow (worked on by IP's, possibly as part of some external course), but I'm wondering what we can do with it. The Jade Knight (d'viser) 21:15, 18 November 2008 (UTC)

 * Just a simple header of two sentences could easily bring it within the scope of Wikiversity. Something like, this is the curriculum for a course on historical theology.--Daanschr 08:18, 20 November 2008 (UTC)
 * While a header is probably a good idea, its content isn't really the curriculum for a course on historical theology. Its content is pretty much an omniumgatherum of all sorts of things relating to Christian history.  The Jade Knight (d'viser) 09:42, 20 November 2008 (UTC)

It's still under construction, and this line: "Dr Partee asks us to expand on the items in RED", suggests that it may be a collaborative seminary project, possibly referring to this Dr. Partee. It might be worth keeping an eye on it and seeing what kind of project we've got at the end of the semester. Sχeptomaniacχαιρετε 23:01, 20 November 2008 (UTC)

Template help
For the MediaWiki-wizards, why doesn't the example work properly on 100%done? -- Jtneill - Talk - c 01:12, 13 November 2008 (UTC)
 * Unless I don't understand what you're trying to do, it works fine. Perhaps clear the cache? – Mike.lifeguard | @en.wb 03:19, 13 November 2008 (UTC)
 * Thanks for taking a look, Mike. The mystery for me is why the example doesn't display with a border and on the right? -- Jtneill - Talk - c 03:28, 13 November 2008 (UTC)
 * Sorry, it's a mystery to me too. – Mike.lifeguard | @en.wb 22:00, 22 November 2008 (UTC)
 * Some changes to the wiki parser awhile back effect how things are interpreted at times depending on their placement relative to other elements. I think in this case it was due to being on the same line as other text. I have fixed the problem for you. --dark[[Image:Yin yang.svg|12px]]lama 16:42, 23 November 2008 (UTC)

InstaView on Wikiversity
Hello! I noticed that the preview in Wikiversity takes currently quite long. I came across Live Preview a Javascript-based preview tool that does not require server connection in each preview. There is an instruction, for install it on other wikis. I set up an script that adjusts the variables for Wikiversity. It seems to work. In order to make it working for any other user that uses monobook skin, the user has just to copy the contents of my monobook.js page into his own monobook.js page.

Could some experienced users check, that this procedure robust and not harmful? Then I can recommend this to other wikiversity users. --tomaschwutz 17:54, 22 November 2008 (UTC)

 * Well, it is not robust; you can see the faults described on the page you linked. However it is not at all harmful to use it. I removed  from your monobook, since that is deprecated. – Mike.lifeguard | @en.wb 21:58, 22 November 2008 (UTC)

 * Thanks Mike for the check. I found out about wikEd in the meantime and switched to this one. It also works with Wikiversity. --tomaschwutz 21:16, 28 November 2008 (UTC)

Please protect Moulton's page indefinitely, delete needed

 * Discussion moved to WV:CR


text:
User:Seewolf

de:User:Seewolf

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

title: User:Seewolf


text: File:Teacher for talent encouragement.pdf


text: The US Presidents/Thomas Jefferson

title: The US Presidents/Thomas Jefferson


text:
Wikipedia service-learning courses/110

When working on wikimedia project, the contents is shared by many users. So you have to discuss and collaborate with others. Wikimedia provides several ways of communicating and certain policies about how a good communication can take place.

Talk pages

 * What is a talk page?
 * Wikipedia:Talk page
 * How can I use user pages effectively?
 * Talk page guidelines
 * What can I do when a talk page grows too long?
 * put parts in an archive
 * or Refactoring talk pages
 * How can i search for other users?
 * Use the special page Special:ListUsers.

 * Concept questions
 * Why is it so important to sign messages on talk pages using " ~ ".
 * How can you send a notice to another user?
 * How response messages formatted and indendet?
 * What is used for in talk pages?
 * What is the "E-mail this user" link on the bottom left of users talkpage or userpage good for?
 * Why should you use English, even on your user talk page?

 * Assignment
 * 1) Take notice of article talk pages when you are browing mediawiki pages.
 * 2) Look at other user pages
 * 3) Leave a note on Foobars user page. (You might need to create this page, "Foobar" is a placeholder)

Policies
What is a policy?
 * Policy
 * Policy and guideline pages

What are the most important policies in common in Wikimedia projects?
 * Policy
 * w:Wikipedia:Civility

What are policies specific to some Wikimedia projects?
 * Policy
 * Wikipedia
 * Wikipedia:No_original_research
 * Wikipedia:Non-free_content_criteria (you may use it under some circumstances)
 * Wikipedia:Verifiability
 * Wikipedia:Consensus
 * Wikipedia:Dispute resolution

 * Wikiversity

 * Wikibooks

What are the most important differences to the policies in the Citizendium wiki?
 * CZ:Why Citizendium? - Citizendium
 * CZ:Fundamentals - Citizendium

title: Wikipedia service-learning courses/110


text: President of the United States/James Madison


text: President of the United States/James Monroe


text:
User talk:Foobar

Testing of sending a message to another user
Hello Foobar, have you noticed that course on user messages --tomaschwutz 19:31, 23 November 2008 (UTC)

title: User talk:Foobar


text:
User talk:Jerusalem2020

 Hello Jerusalem2020, 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 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.
 * Give feedback about your initial observations
 * 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! --– Mike.lifeguard | @en.wb 19:38, 23 November 2008 (UTC)

 * I've removed some content you added to Wikiversity because it seems like nonsense. I have noticed this on other wikis as well, and it was not deemed helpful there either. If you're interested in doing translations of Wikiversity content, I can certainly help you find your way around. Thanks – Mike.lifeguard | @en.wb 19:38, 23 November 2008 (UTC)

title: User talk:Jerusalem2020


text:
User:Eml4500.f08.team.foskey.ckf/teamHW7

Team "TEAM"

HW7 Wiki Report

Part Assignments

Everyone will have to do at least 2 parts

Lecture Notes

Nov 17 - James Dwyer(done)

Nov 19 - James Dwyer(done)

Nov 21 - Tim Bengtson

Nov 24 - Jin Guan

Dec 1 - Joseph Figuerrez (done)

Dec 5 - Joseph Figuerrez (done)

Dec 8 - Joseph Figuerrez (done)

determine if the electric pylon frame statically indeterminate - Tim Bengtson?

wikiversity vs webCT (E-learning) - all

Software used for wiki reports - all

MATLAB

2 bar truss with variable E and A - Cory

2 bar frame (compare with 2 bar truss) - Cory + Jin

1 frame element + 1 truss element system - Cory + Jin

electric pylon (as frame system) - Cory

elecctric pylon frame modes - Cory

pylon animation - Cory


text: President of the United States/John Quincy Adams


text: President of the United States/Andrew Jackson


text: President of the United States/Martin Van Buren


text: President of the United States/William Henry Harrison


text:
President of the United States/John Tyler

President John Tyler (March 29, 1790 – January 18, 1862) became the first Vice President to be sworn into the presidency after a death in office. He served his term from 1841-1845. He was described as an "old school", Southern gentleman (as he was born in Virginia). He attended William & Mary in Williamsburg, Virginia and was the governor of Virginia (1825-1827) and a US Senator for VA (1827-1836). His personality was described as "stubborn".

John Tyler wasn't a favorable presidential candidate even for his own party, the Whigs. He was expelled from his own party, forced his whole cabinet to resign (except for Daniel Webster as he was negotiating a contract and couldn't leave), forced Congress to seriously consider impeachment processes, and he annexed Texas - spawning a war with Mexico. He was not asked to go for the presidency again by his party.

He died due to years of poor health. He is buried in Hollywood Cemetry in Richmond, Virginia alongside James Monroe and Jefferson Davis.


text:
President of the United States/James Polk

James K. Polk was the 11th President of the US from 1845-1849. As a southerner born in Tennessee, he was pro-slavery. He was described as a "workaholic" and a "dark-horse" candidate (less-known candidate before elections). His presidential campaign entailed a number of promises: cheaper tariffs, restore independent treasury, get California and Oregon. In the end, he stuck to his word and completed all of his campaign promises.

Mexican-American War
So previously, John Tyler signed a joint resolution 3 days before he was to leave office on Dec. 30, 1845, allowing the country of Texas to be annexed. James Polk finishes what Tyler "started" and officially annexes Texas and Congress ratifies the treaty allowing Texas to come into the Union - as a slave state. Polk sends US envoy John Slidel to Mexico, where he negotiaties an agreement of purchasing New Mexico & California for $25 million. In short, Mexico says no and breaks off diplomatic relations with the US in 1846. Polk, in his funny ways, commands Zachary Taylor (the next president) and his troops to walk "accidentally" into Mexican territory in order to spew off a war. This works to Polk's advantage and asks Congress to declare war on Mexico on May 9, 1846. Polk's reasons to go to war, in summary, was to teach Mexico a lesson, go through a quick war, and the desire to reach California. Mexico wants to teach America a lesson and get revenge for their "alleged" support for Texas.

A fellow named John Fremont leads the California's Bear Flag Revolt in 1846. Here, Fremont, with the assistance of the US navy, captures Los Angeles and San Francisco vs. the Mexicans. The war ends in 1848 with the Treaty of Guadalupe-Hidalgo declaring America the winner. Mexico is awarded $15 million in damages by the US. The land that the US acquires goes from a part of Wyoming down to Texas.

It's interesting because not only does Mexico view the US as a "bully", but US military officers who once worked together will know how their counterparts, or soon to be opponents, fight in the civil war. Fascinating, isn't it?

Let's see how this plays out.


text: President of the United States/Zachary Taylor


text: President of the United States/Millard Fillmore


text: President of the United States/Franklin Pierce


text: President of the United States/James Buchanan


text:
President of the United States/Abraham Lincoln

Abraham Lincoln came from humble beginnings. He was born in a log cabin in Kentucky in 1809 and was self-educated. Despite not receiving any formal educational degrees, he became a lawyer in Illinois. He was elected to the House of Representatives for one term, serving from 1847-49. He ran for senate against his rival Stephen Douglas. Despite losing the election, his grueling debates with Douglas helped him attain a masterful reputation.


text: President of the United States/Andrew Johnson


text:
User:Stevenarntson/Analytical Writing/assignments

 *  Your grade in this class is divided into thirds: participation, workshop, and project.

Statement of Intent
You are responsible for deciding what you will produce this quarter, with the one caveat that I will vet your project idea(s) based on appropriateness of scope and responsiveness to the theme of the class. Your statement of intent will be 300 words, free of typos, and posted to your Wikiversity userspace. It will include the following.

 * Overview. What you intend to accomplish, stated in quantitative terms.
 * Rationale. What do you hope to get out of this?
 * Presentation. How will this project be made available to the public?
 * Schedule. Build a realistic order of events.
 * Anticipated Problems. What might go wrong? How will you compensate?

Workshop
Between weeks 3 and 9 you will sign up for a workshop, during which you will have some significant piece of writing critiqued by the class. The workshop process is explained fully here.

Presentation
Your project must be made available to the public, either online, as a physical zine with a print run of at least 10, or in another publication.

Participation

 * Attendance, including field trips
 * Active in discussion and during in-class assignments

I Met With Steve
You will meet with me twice during the quarter, during class, to discuss how your project is coming along, and to continue to focus and produce it. Our first meeting will be on or before week 6, the second will be after.

Self Assessment
This is due, posted at your user page, on the final week of the quarter.


text: President of the United States/Ulysses S. Grant


text: President of the United States/Rutherford B. Hayes


text: President of the United States/James Garfield


text:
User:Stevenarntson/Analytical Writing/group spaces

Below you'll find the page you'll use for your group work. Make subpages as needed, design the pages as best you can for easy readability, and email me if you have questions. Good luck!

 * /group_1/
 * /group_2/
 * /group_3/
 * /group_4/
 * /group_5/


text:
User:Sylletka/monobook.css

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 * 1) content {
 * 1) column-one {
 * 1) column-one h5 {
 * 1) p-logo {
 * 1) p-search {
 * 1) p-search h5 {
 * 1) searchBody{
 * 1) searchInput {
 * 1) n-randompage, #n-featuredcontent, #n-mainpage-description, #n-aboutsite, #n-recentchanges, #n-sitesupport, #t-whatlinkshere, #t-upload, #t-print, t-cite {
 * 1) p-personal {
 * 1) p-personal ul li a {
 * 1) p-personal a.new {
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title: User:Sylletka/monobook.css


text: President of the United States/Chester Arthur


text: President of the United States/Grover Cleveland


text: President of the United States/Benjamin Harrison


text: President of the United States/Grover Cleveland (2)


text:
User:Eas4200c.f08.vqcrew.c/Homework 6/my

other problem

 * {| class="collapsible collapsed"

!HW Problem - Proof of Zero Warping for Solid Circular Bar Consider the following two relations for the shear strains $$\gamma_{yx}\;$$ and $$\gamma_{zx}\;$$:
 *
 *

 * $$\gamma_{yx} = \frac{\sigma_{yx}}{G} = \frac{\partial u_x(x,y)}{\partial y} - \theta_z$$

 * $$\gamma_{zx} = \frac{\sigma_{zx}}{G} = \frac{\partial u_x(x,y)}{\partial z} + \theta_y$$

Note also the following two relations for the shear stresses $$\sigma_{yx}\;$$ and $$\sigma_{zx}\;$$:

 * $$\sigma_{yx} = -G \theta_z\;$$

 * $$\sigma_{zx} = G \theta_y\;$$

Substituting the shear stress equations into the shear strain equations yields the following relationships:

 * $$\frac{-G \theta_z}{G} = -\theta_z = \frac{\partial u_x(x,y)}{\partial y} - \theta_z$$

 * $$\frac{G \theta_y}{G} = \theta_y = \frac{\partial u_x(x,y)}{\partial z} + \theta_y$$

By moving the $$\theta\;$$ from the left hand side to the right hand side of the above relations, the following conditions are immediately apparent:

 * $$\frac{\partial u_x(x,y)}{\partial y} = 0$$

 * $$\frac{\partial u_x(x,y)}{\partial z} = 0$$

The combination of these two conditions results in the overall condition $$u_x(y,z) = c\;$$, where $$c\;$$ is a constant that is not necessarily 0. In other words, the displacement in the x plane is not dependent on y or z; thus, there is no warping for a uniform bar with a solid circular cross-section.
 * }

Read and Report - Plate Buckling Page
The plate buckling analysis page is split into two main sections: one for simply-supported boundary conditions and one for clamped boundary conditions.

The first portion of the simply-supported section considers the buckling mode shape relation $$\psi(x,y)\;$$, followed by a a relation for the out-of-plane displacement due to buckling. These relations describe the physical response of a "flat plate" to buckling stresses. The section further describes the critical buckling load $$(P_x)_{cr}\;$$, followed by a discussion of the dimensions of the quantities involved. This information can be used to determine the critical buckling stress $$(\sigma_{xx})_{cr}\;$$, which can be used to characterize the plate's resistance to buckling loads.

The second portion consists of essentially the salient equations from the simply-supported section, but adjusted for the different boundary conditions.

MATLAB Coding Portion

 * {| class="collapsible collapsed"

!Full MATLAB Code - Buckling Analysis
 *
 *
 * }

 * {| class="collapsible collapsed"

!Command Window Output for MATLAB code
 *
 *
 * }

The above tables contain the full MATLAB code for buckling analysis as well as the command window output for a run of the code using the parameters listed in | Homework 5. The first part of the question requested a graph of of normal bending stress in the panels BF and EH (as described in Figure ##), with another curve showing the average compressive stress in the appropriate panel. This graph is shown in Figure ##. The red curve represents the stress in panel BF, the blue curve panel EH, and the average stress by the green curve. It is readily apparent from this plot that the compressive stress is experienced by panel BF.

Next, the problem requests a replotting of a figure from the MIT OpenCourseWare notes relating to the loading and support conditions on a flat plat; this is provided in Figure ##. The buckling mode shapes for the cases of $$m\;=\;1\;,\;n\;=\;1$$ and $$m\;=\;2\;,\;n\;=\;1$$ are plotted in Figures ## and ## respectively. The next portion of the question refers to determining the period of a portion the buckling mode shape function; that analysis is provided below.

Determining Period of Buckling Mode Shape Function
Consider the term of the $$\psi (x,y)\;$$ function represented as $$\;\sin ( \frac{m \pi x}{a} )$$. In order to find the period of this function, the following relationship is useful:

 * $$\sin ( \frac{m \pi (x + T)}{a} ) = \sin ( \frac{m \pi x}{a} )\;$$

Rudimentary algebra makes it immediately obvious that the following is also true:

 * $$\sin ( \frac{m \pi x }{a} + \frac{m \pi T}{a} ) = \sin ( \frac{m \pi x}{a} )\;$$

Noting the trigonometric relationship that $$\sin(\theta + 2\pi) = \sin(\theta) \;$$, the following can be written:

 * $$\frac{m\pi T}{a} = 2\pi\;$$

Thus, an equation for the period of this function is immediately apparent:

 * $$T = \frac{2a}{m}\;$$

For $$m\;=\;1\;$$, the period of this function is $$2\;a$$, indicating one half-wavelength present in the plate. For $$m\;=\;2\;$$, the period is $$a\;$$, indicating the presence of two half-wavelengths, or one full wavelength. Finally, for $$m\;=\;3\;$$, the period is $$\frac{2a}{3}$$, indicating the presence of 3 half-wavelengths, or 1.5 full wavelengths. Thus, it is apparent that $$\;m$$ is the number of half-wavelengths.

MATLAB Coding Portion Continued
The problem further requests the replotting of another figure from the MIT notes; this time, the $$k_c\;$$ vs. $$a/b\;$$ curves for various values of m. This plot is provided in Figure ##. Each curve refers to a different value of m; $$m\;=\;1$$ is plotted as a solid blue line, $$m\;=\;2$$ as a red dotted line, $$m\;=\;3$$ as a green dash-dotted line, and $$m\;=\;4$$ as a magenta dashed line.

The final portion of the question referred to an analysis of the airfoil skin panel as a flat plate, such as the type shown in Figure ##. The height of this idealized plate will be equivalent to the airfoil's skin thickness, and the length $$b\;$$ equivalent to the length of the airfoil skin panel. The skin material was considered to be Aluminum 2024-T3, as enumerated in a separate email about the problem. Using this idealized plate, the critical buckling stress $$(\sigma_{xx})_{cr}\;$$ for both simply supported and clamped boundary conditions was calculated for a range of aspect ratio such that $$(a/b) \in [.5,2]\;$$, and plotted in Figure ##. The red curve is for the clamped conditions, and the blue curve for the simply supported. Also, the buckling mode shape for the clamped case was also determined, and is provided in Figure ##.

One important note about the determination of critical buckling stress for the simply-supported conditions relates to the determination of $$m\;$$ for the calculations. There was no condition enumerated in any communication on the problem about this issue; thus, the assumption of using the $$m\;$$ corresponding to the minimum $$k_c\;$$ at a given aspect ratio would be used. Thus, for aspect ratios less than $$1.414\;$$, $$m\;=\;1$$ was used; otherwise, $$m\;=\;2$$ was used.

When comparing the previously calculated average compressive stress to these two critical buckling stress curves, when noting that the actual support condition is somewhere "inbetween" the two conditions considered, it is apparent that the airfoil skin is not particularly suited for bending resistance. The average compressive stress was approximately $$5.9x10^7\;$$ Pascals. From the critical stress graph, for any aspect ratio greater than approximately .75, this would be a higher stress than could be handled by the simply supported condition, which indicates the airfoil skin would experience buckling failure under those conditions. Only very small aspect ratio panels would be able to handle that kind of loading. Thus, it is apparent that the airfoil skin is not useful from the standpoint of bending resistance.


text: President of the United States/William McKinley


text: President of the United States/Theodore Roosevelt


text: President of the United States/William H. Taft


text: President of the United States/Woodrow Wilson


text: President of the United States/Warren G. Harding


text: President of the United States/Calvin Coolidge


text: President of the United States/Herbert Hoover


text: President of the United States/Harry S. Truman


text: President of the United States/Dwight D. Eisenhower


text: President of the United States/John F. Kennedy


text: President of the United States/Lyndon B. Johnson


text: President of the United States/Richard Nixon


text: President of the United States/Gerald Ford


text: President of the United States/Jimmy Carter


text: President of the United States/Ronald Reagan


text: President of the United States/George H. W. Bush


text: President of the United States/Bill Clinton


text: President of the United States/George W. Bush


text: President of the United States/Barack Obama


text:
User:Brenda Arcane

About Me
A:23 S:F L:Atlanta, GA

My livejournal

My facebook

Why I'm Here
Once upon a time...

I finished an AA in English in 2005 at a local community college in Florida; then, I went on to a four year college. However, I ran into a slight problem along the way. I fell in love with a guy living in Atlanta, GA. Being an impetuous young thing, I quit school and moved to be with my sweetheart and his two daughters.

Apparently, its very difficult to get back into school while you're helping to both support and raise a family, and I don't want to work in the copy/mail room for the rest of my life.

While I was thinking on my options, I decided to look up Technical writing. The wikipedia page linked to the Technical Writing page here at Wikiversity. Even though the Internet is my main stomping ground, I had never heard of this place. So, I'm going to give the Technical Writing class a try. Perhaps I can create a portfolio and gain enough knowledge to land some freelance work, which will hopefully mean that I'll be able to land more freelance work.

I have to admit that I'm pretty excited about Wikiversity. I realize that, at the moment, this format is mostly intended for use with traditional classes, but I think it will be possible, someday, to augment independent learning for poverty-stricken non-traditional students like myself.

Please excuse any formatting mistakes. I'm new to this.

In my browsing, I encountered the concept of the Personal Learning Environment, and I looked at some user pages as examples. It seems like a good idea, so I thought I would attempt to implement it in my own user space.

Goals
At the moment, my main goal is to complete the Technical writing courses. I'm not sure how we post the homework, however.

I found out that we can post the homework on a user page, and then post a link to the user page on the course's discussion page. --Brenda Arcane 18:10, 25 November 2008 (UTC)

When I complete that, I would be interested in learning more about Web design and Computer Programming.

Technical Writing
Exercise 1

Known Characteristics of Wiki Contributors:

 * possess a desire to alter or expand general knowledge.
 * have some degree of computer and internet literacy.

Unknown Characteristics of Wiki Contributors:

 * age
 * location
 * education
 * gender

The Internet is a global stage where people are masked by their usernames. Therefore, next to nothing is known about wiki contributors. I can only make a couple of assumptions based on the fact that they are capable of contributing.

title: User:Brenda Arcane


text:
Introduction to Latin/Second Declension Neuters

The Neuters of the Second Declension
Below is a chart displaying all endings of the neuter nouns of the second declesion. All rules for case use are the same as those of the 1st declension.

Distinctive endings for the neuters of the second declension only appear in the Nominative, Accusative and Vocative cases, and they exist in this fashion: For the Singular: There is a noticeable pattern in these endings. The same pattern follows for the plural endings.
 * 1) Nominative: um
 * 2) Accusative: um
 * 3) Vocative: um
 * 1) Nominative: a
 * 2) Accusative: a
 * 3) Vocative: a


text: Talk:Educational Media Awareness Campaign/Chemistry/POTD 2


text: File:Teacher for special needs.pdf

title: File:Teacher for special needs.pdf


text:
Social entrepreneurship/Needs Assessment

Purpose: gain an understanding of community needs to design interventions to improve quality of life.

Additional objectives may include:

 * Gain a broader understanding of the community, its members, culture(s), education levels, socio-economics, diversity, ...
 * identify and prioritise real community needs (ideally by the community for the community, or at least in close collaboration with key stakeholders and representatives)
 * Identify research questions
 * determine data requirements and develop research programmes and tools to answer the questions and enhance understanding of the community
 * discover relevant previous activities and initiatives which may be extended.

In the process of social entrepreneurship in southern Africa, where this collection of learning resources began, needs assessment requires cognisance of other parts of the curriculum - most notably, sections concerning community engagement. This may apply more generally. The following questions suggest actions for conducting a needs assessment at inception of a program, or later on to check that the original rationale still holds.

Key Questions

 * Whose needs are being assessed?
 * How are they being involved in the assessment?
 * How will they be involved in decision making influenced by the assessment?
 * Why is the needs assessment being done?
 * What information will be produced for whom in order to decide what?
 * What prior knowledge is available for use or validation?
 * Have previous needs assessments been done, and if so, how do the results inform the process of this assessment?
 * Do you have the resources required to do the need assessment at the required level of detail and community involvement to make the right decisions?

Approaches, Tools, Techniques and Methodologies
Some methodologies may already be in operation on account of past or on-going programmes with embedded monitoring and evaluation activities. A first step is to find out what is already available.

Possible sources of information include:

 * Data routinely collected by government, community based organisations, NGOs and researchers.
 * Which data is relevant for your programme?

In addition, it may be necessary to do some research of your own using combinations of techniques such as the following (as appropriate):

 * Questionnaires/surveys (by hand, by mail, by e-mail, web, ...)
 * Interviews (face to face, by telephone, group interviews, ...)

Read up on these methodologies and think hard about the design of these questionnaires and surveys (target groups, length, language, focus, sensitivities, ...).

Some types of information are best gleaned by talking to key people in a community such as

 * community leaders
 * decision makers
 * active and prominent community members, often found in or associated with
 * community based organisations,
 * church/religious groups
 * NGOs
 * etc.

With all of the above approaches, the results and interpretation should be shared and discussed with the community.

Community fora are another effective source of insight into community needs and the types of solutions that might be suggested as well as serving a venues for gaining trust and support.

Finally, stakeholders, community representatives and people with the required knowledge may be assembled for workshops, brainstorming and various forms of facilitated dialogue. The approach taken at these meetings should be tailored for the participants (culture, diversity), the scale of the proposed intervention (if there is one already) and the type of interaction required. Such meetings should be planned closely with, or by, well positioned community groups/organisations with a good understanding of the culture and able to advise on design of effective interactions.


text:
Category:LGPL

fr:Catégorie:Image LGPL

title: Category:LGPL


text:
User:Mpandey

QTP(Qick Test Proffessional)
It is an automated test tool which have powerful feature of Record and Play.You can Record the functonality of any application and play it later as it. Like any other programing Languages you can write lines of code also.

For example:-

Option Explict Dim var1,var2,sum 'Dim is a keyword used for assigning variable.

Var1=2 var2=3

sum=var1+var2 Msgbox(sum)     'For displaying message on the screen

title: User:Mpandey


text:
User:Eml4500.f08.bottle.barnes/HW7

=Mediawiki vs. E-Learning=

Really the two should not be compared, since they are completely different from one another. Group homework assignments should not be done on either platform for the type of homework reports that Vu-Quoc wants. Having said that,

Mediawiki Pros:
 * Attractive looking pages are relatively easy to create
 * Equations, pictures, etc. can be included

Mediawiki Cons:
 * Mediawiki code can be tedious and time consuming
 * There is no spell checker
 * Work can be vandalized
 * Work can be easily plagarized
 * Occasionally, an error will occur, thus all work is lost when trying to save a page
 * Work will not be saved if someone else edits the page while editing it

E-Learning Pros:
 * Team communication is easier
 * Work cannot be vandalized
 * Grade information is more easily accessible

E-Learning Cons:
 * Equations cannot be included

title: User:Eml4500.f08.bottle.barnes/HW7


text: Template:Rp

title: Template:Rp


text:
Template:Rp/doc

see w:Template:Rp/doc

w:Template:Rp

title: Template:Rp/doc


text:
Talk:Social entrepreneurship/Needs Assessment

 * Develop sub-pages for the techniques - howtos on questionnaires, surveys, etc. - of broad value ... Kim 15:52, 24 November 2008 (UTC)
 * Restructure this module along the lines of the modules under General in the Social Entrepreneurship curriculum.