text:
User talk:MyName~enwikiversity

Please stop committing vandalism. If you continue, a sysop will block you from editing. —David Levy 01:38, 28 August 2006 (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 MyName. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name MyName~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:MyName~enwikiversity


text:
Web design

Web Design is an incredibly fun skill to learn—combining the latest toys of technology with the creativity of design! On top of that, learning web design is unique in that we can learn directly from current professionals who publish their techniques for all to read on their own Web-logs!

The idea of the Web started with during 1989, while he was working at. His vision was to create a global level hypertext based project, and his implementation with a browser was with WorldWideWeb in 1991. During the early days only text based pages could be used on single lined web browsers. There was no integration of multimedia elements like images, sound and others. However the arrival of the allowed integration of multimedia elements. In October 1994, was founded to develop standards for the Web, which process still continues. Since about 2000, many browsers like Microsoft Edge, Mozilla Firefox, and Google Chrome have been released into the market, and new browsers are still coming.

You'll find below a growing number of topics that we think provide a good foundation for any web designer. We're also working on the requirements for formal qualifications, so you can start collecting evidence of your skills towards a formal qualification in your country. Of course, if you have anything to add or improve then please join us and contribute!

(Read More about the web design learning project)

What you can learn here
The following topics have been ordered to help provide a pathway for you to learn the main skills of web design. Of course, you might deviate from that path—or create a new path!

 * Build a basic web page [[Image:75%.svg]]—Get started creating your own web pages and learning how to style them! You will also find valuable information on what makes a good web design. All of this information is fundamental to getting started.
 * Build a small website [[Image:25%.svg]]—Building on your skills to create structured HTML content that can be styled and laid out with your stylesheets (Includes 10 CSS Challenges!)
 * Developing a Client Project [[Image:00%.svg]]—Applying your HTML/CSS skills to your first real client project where you'll learn some project management, information architecture and usability along the way! Now featuring the Information Architecture Challenges
 * An Introduction to Programming with JavaScript [[Image:50%.svg]]—Learn some of the fundamentals of computer programming (sequence, selection, repetition and variables) with your own web pages! Now with Introductory algorithm challenges and JavaScript Challenges!
 * CSS3 Animations [[Image:100%.svg]] − Animate your website with the CSS3 animations
 * An Introduction to Dynamic Websites with PHP[[Image:25%.svg]]—Learn the basics of server-side scripting, including page templates and form handling. Now including PHP Challenges!
 * What to consider when creating resource identifiers.

Each topic includes an outline, suggested activities and learning resources to help you along your way.

Topics under development

 * Using the Internet as a Learning Tool [[Image:25%.svg]] – Start learning how you can keep up-to-date with the world of web-design.
 * Design Principles for Web Design [[Image:00%.svg]] – Before getting too technical, get started with some all important graphic design principles as they're applied to the web!
 * Emerging Technologies – There are some pretty nifty tools and technologies constantly working their way into Web design... start to find out about them! Now with XML Challenges.
 * Accessibility – Start using the right practices from the start!
 * Design Suggestions – Suggestions for Design resources.
 * Getting Your Site On the Web [[Image:25%.svg]] – So you've got your site, now you need to get it on the web for everyone to see!
 * Useful Applications – Make sure you have the right tools for the job! Here you'll find a listing of HTML/CSS editors both WYSIWYG and text-based.
 * CSS – Cascading Style Sheets (CSS)
 * Dynamic websites
 * Google Web Designer

Qualifications
Some countries offer official Web design certificates and qualifications.

There are various types of web designing courses available, including:

 * 1) Web Development Bootcamps: Intensive, short-term courses that provide a comprehensive overview of web development and design principles.
 * 2) HTML and CSS Courses: These courses focus on the fundamentals of web design, including HTML and CSS coding, page structure, and layout.
 * 3) Responsive Design Courses: These courses teach students how to design and develop websites that adjust to different screen sizes and devices.
 * 4) User Experience (UX) Design Courses: These courses teach students how to design websites that meet user needs and create an effective user experience.
 * 5) Front-End Web Development Courses: These courses focus on the development of the front-end of a website, including HTML, CSS, and JavaScript.
 * 6) Full-Stack Web Development Courses: These courses provide a comprehensive understanding of web development, including both front-end and back-end development.
 * 7) Graphic Design Courses: These courses focus on the visual design elements of web design, including color theory, typography, and graphic design principles.

These different types of web designing courses can be taken online or in-person, and range in length from short-term boot camps to long-term degree programs. It's important to choose a course that aligns with your interests and career goals, and provides the skills and knowledge necessary to succeed in the field of web design.

Wikipedia

 * (in Wikipedia)

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

title: Web design


text:
Web Design/A small website project

You're ready to create your first small website? Great! This activity aims to help you continue building your HTML and CSS skill-set while working on a fun project!

Who is this activity for? This learning activity is most suited to people who already feel confident with some basic HTML and CSS skills. If not, you may first want to look through the activities of Build a basic web page and/or complete A step-by-step web design project instead.

How does it work? If you're learning together with some other people, this would be a great activity to team up with another person. The idea is that, together with your partner, you:
 * 1) Choose from one of the scenarios below (or add your own scenario!)
 * 2) Plan your initial client contact meeting (some ideas below)
 * 3) If you have a facilitator (or willing friend or local willing business person), conduct your initial interview for the experience!
 * 4) Develop a prototype (on paper or in a graphics program initially) based on the requirements listed below and your initial interview
 * 5) Begin the process of documenting your client requirements (see ideas below)
 * 6) Code the HTML and CSS prototype of your website
 * 7) Present your prototype and completed documentation to your facilitator (or friend or local business person).

Make sure that you choose (or create) a scenario that is of interest to you (it'll help to keep you motivated).

Example scenarios to choose from
Browse through the example scenarios below with your partner and choose a scenario that suits you. You may know a local shop where you could ask permission to take some photos and get some inspiration too. If you go about it the right way (and have some luck on your side) you could even turn this activity into a real client project!

A local Pie shop
Situated along a tourist route, a gourmet pie shop in your local area is keen to build its customer base to include small tour operators who do day trips from a nearby city. Owner: Sandy Harrison

Owners comments:

 * We already do a great trade with the locals with our special coffees and gourmet pies, but there are also loads of small tour operators that drive past here every day. We thought that getting a simple brochure-type website up for the store would enable us to hand out business cards with the web address to tour operators who might be looking for a cosy atmosphere with great food and coffee on a rainy day.

 * I guess if I had to sum up what I wanted people to think of when they looked at the site, it would be the same thing that I'd want them to feel entering our cafe: great coffee, tantalizing food in a classy but comfortable atmosphere. I'd love to chat to someone about what's possible...

A Wedding Cake shop
Scenario:
 * A new designer cake shop in Sydney that knows very little about computers, but wants to take their business online. The main focus of the business is wedding cakes, however they are looking to expand the business to possibly cater for other types of cakes such as birthdays and other Celebrations.

Company: Cakealicious

Owner: June Carter

Owner's comments:

 * Ok we don't know so much about websites but the main things we want would have to be:
 * A easy to update site(wordpress or blog) we would like to keep people up to date with our latest events or plans.
 * Nice look you know make people feel like they want to eat the cakes, but nothing too confusing.
 * Ingredient and Price listings.
 * Contact order form.

 * We make Cakes to Hyderabad for a wide range of people from young to older people some with disability's, so the site has to cater for all these different types for people.

A local veterinarian
Love pets? Then this is the project for you!

A Mail-order CD Business
Company: Mars Cheese Castle Music
 * Scenario: We are a specialist mail order music business supplying CDs and LPs of innovative music to a world wide audience
 * Owner: sundaramoorthy
 * Owner Comments:
 * 1. Site needs to be quick and easy to navigate around.
 * 2. Each individual release needs its own cover image.
 * 3. Needs an Order Form.
 * 4. Needs a Music Club Form (email newsletter, specials etc).
 * 5. Needs to be easy to update.
 * 6. Needs to include postal and email address.
 * 7. Must include MCCM logo.
 * 8. Must use the MCCM existing color palette.
 * 9. Overall the site needs to purvey the MCCM company's policy and image.

Local Chocolate & Coffee Shop
Situated in the main street of Wentworth falls, opposite the railway station, so therefore very easy to access. There are enjoyable walks to several tourist attractions close by, such as; the Charles Darwin walk which features a water whole and beautiful flora and fauna scenery, the Wentworth falls lake if you fancy an experience with native wood ducks.

We sell: Drinks: coffee made from the finest grounds of Arabic coffee beans, a wide range of teas, and soft drinks, juices, and water are served chilled.

Food:

a variety of home made chocolates, a delicious range of cakes and biscuits, home made of course. We also provide nice snacks for your picnics, including sandwiches, pastries, salads, and more.

Requirements for your website
The following requirement are more to do with learning the skills for Build a small website, so be flexible.

On the design side, you should:
 * Create a new prototype on paper or in Photoshop, clearly showing the look-n-feel of the site. Make sure you get lots of feedback from others about this!
 * All images should be optimized for the web.

On the technical side, your project website should:
 * be around 4-6 pages in size
 * be valid HTML (or XHTML) - you choose your doctype.
 * use CSS for your presentation (background images, all aspects of fonts, colors and, where possible, layout)
 * demonstrate a 2-column layout on at least one page (or something that requires you to practice page layout with CSS)
 * include a site navigation that is just a simple list with some great style (see Listomatic for some great examples).
 * include a simple contact form styled appropriately for the site (even though the form may not yet do anything)
 * if possible, a table used to display tabular data, such as a product list or fees and charges table.
 * still function correctly if the stylesheet is disabled (your first taste of accessibility)

Ideas for initial client meeting
Ideally, you will get a chance to do a role-play and actually conduct the interview. You'll need to create the following before conducting your interview:
 * Meeting agenda
 * Do some research to find sites from a similar industry to show your client what is already out there (a competitive analysis). This will also help you familiarize yourself with different ways that the particular industry is using the web.
 * Start with a small list of questions to discuss (add links for resources). The initial items you find out about are:
 * What the actual purpose of the site is (Why will your site exist? Why will people visit your site?)
 * Identify your target audiences (Who do you expect will be viewing your site)
 * Define content requirements (What content do you need to provide to fulfill the purpose of your site for your target audiences?)
 * Make a list of other questions you might want to ask your client in order for you to design the site that meets their needs

Ideas for your client documentation
As this is your first project, it is good to get into some documentation habits that will stand you in good stead for the rest of your web career- be it in the classroom or in the world.

Start by collecting information about your client in a Client File.

For this project, the client file should ideally include the following documents:

1. A copy of your client questionnaire for your first interview.

2. Results of the first interview including the following relevant information:

 * Identify the purpose of website
 * Identify target user audiences
 * Outline of requirements- design issues [fonts, colors, placements, images]
 * Basic site structure diagram- this can be a story board or other visual representation of the site structure

Develop good presentation habits and present your information by including all of the above with:
 * a cover page with a title, your clients contact details and your contact details.

If you're really keen, you might also include:
 * a competitive analysis for your client- include the url's of the sites you showed to your client.

As we progress through the course, we will add more information into the client file.

title: Web Design/A small website project


text:
Microbiology

Resources

 * Sexually transmitted infections
 * Infections in pregnancy
 * Foodborne illness
 * Introduction to Medical Microbiology
 * Kinetic respiration analysis
 * Phage project

Papers

 * (2008) 'Biofilm Induced Tolerance towards Antimicrobial Peptides'

Wikibooks

 * Microbiology (incomplete)

Wikipedia

 * Microbiology

title: Microbiology


text: Category:Microbiology

title: Category:Microbiology


text: Category:Tropical Biology

title: Category:Tropical Biology


text: Portal:Biochemistry

title: Portal:Biochemistry


text: User talk:Someone2die

title: User talk:Someone2die


text: User talk:Rogerd

title: User talk:Rogerd


text: Category:Biochemistry

title: Category:Biochemistry


text:
Portal:Humanities/Participate/Participants

 * SecretlyHistoric, interested in ancient history
 * Adopt this portal by adding your name here
 * Fothan (discuss • contribs) 13:49, 30 August 2018 (UTC)
 * Msorre2
 * Tiamiyu Moses Oluwasegun
 * DErnestWachter
 * Mikeduke324, interested in history.
 * सीमा1, interested in Geography & hindi.
 * Pelanie For Life (discuss • contribs)
 * Oliver Cremin, BA. Classics & Theology.


text:
Portal talk:Humanities/Participate/Participants

Hey people
Did you get to hear or see what the vandals did on the main Wikiversity page? If not, check the page history, it was terrible. User:Lawman was the first to witness the effect. The admins should better consult him for the investigation. How dishonorable the act is? I appeal to all noble people who are beyond such barbaric acts to be vigilant throughout Wikiversity. User:Humble Guy

Is this necessary?
Is this list really necessary? All the participants can be seen in the page history. And some people wouldn't sign here, so the list is pointless. Users who do some course can be listed on that course's page itself, not in some "active participants'" lists. There are no "active" and "inactive" participants. All users are equal (this is a wiki after all), and all are welcomed to edit. No matter how minor an edit could be, after all it did help the project. If there were no minor edits and participants, we wouldn't get to where we are now, and in the future we wouldn't advance any further, either. --George D. Bozovic talk 13:54, 17 September 2006 (UTC)
 * History. At Wikibooks people created lists of participants that included self-appointments to positions such as "Head of School", "Dean" and "Acting Director". Wikiversity does not have such positions and Wikiversity participants do not give themselves titles. There is a distinction that can be made between active participants and more casual participants. Wikiversity needs active participants who are interested in creating Wikiversity content. It can be useful for these people to form communities and communicate efficiently. Participant lists are a fairly common feature of wikis. Some wiki participants use them and some do not. It is an optional method for building communities. Such lists allow people to give a brief statement of their interests. If you feel comfortable using page histories then you do not need to concern yourself with lists of participants. A key policy of Wikiversity is Assume Good Faith. You cannot assume that people who create and use participant lists do not welcome minor edits. The utility of such lists is that someone who is on an active participants list might be worth contacting for help and collaboration. This kind if community interaction happens all the time at wikis and should not be discouraged at Wikiversity. --JWSchmidt 14:32, 17 September 2006 (UTC)

But yet, users who are interested in teaching and learning German can be listed at German page, and those interested in French at French page. Otherwise, those who wish to find and contact them have to find this page first. --George D. Bozovic talk 17:17, 17 September 2006 (UTC)

 * The situation we are dealing with is that people have in the past created very general "topic pages" and then tried to indicate an interest in that broad topic area. Many such people have never then gotten around to doing anything else. I agree that if someone actually created a specific learning project, they might want to only indicate that they participate in that specific project, and maybe not remain on the list for the entire general topic area. If someone showed interest in a topic two years ago at Wikibooks and has not been back since, can we take their name off of the "active participants" list? These are issues that the community is going to have to decide on. --JWSchmidt 00:50, 18 September 2006 (UTC)


text:
User:Electroguy

My Wikiversity identity.

title: User:Electroguy


text: User talk:Nandhahareesh

title: User talk:Nandhahareesh


text:
User talk:Grevline~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Grevline. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Grevline~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 23:32, 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) 06:10, 19 April 2015 (UTC)

title: User talk:Grevline~enwikiversity


text: User talk:Noir11

title: User talk:Noir11


text: User talk:Van de Graeff

title: User talk:Van de Graeff


text:
User talk:Xerol~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Xerol. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Xerol~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 00:12, 18 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) 06:25, 19 April 2015 (UTC)

title: User talk:Xerol~enwikiversity


text: User talk:R. Koot

title: User talk:R. Koot


text: User talk:Guypuz

title: User talk:Guypuz


text:
User talk:Erik~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Erik. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Erik~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 23:35, 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) 06:08, 19 April 2015 (UTC)

title: User talk:Erik~enwikiversity


text:
User talk:Kaveh~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Kaveh. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kaveh~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 23:41, 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) 06:13, 19 April 2015 (UTC)

title: User talk:Kaveh~enwikiversity


text: User talk:Cspurrier

title: User talk:Cspurrier


text:
User talk:Marbot

 * Hello Trevor MacInnis, thank you for welcomeing me here. A long time has passed since I last logged into enwikiversity. However, I am happy about your message. Best regards --Marbot 16:23, 16 June 2008 (UTC)

'''Please contact me on my discussion page on dewiki. Thank you!'''

'''Bitte kontaktiert mich auf meiner Diskussionsseite auf dewiki. Vielen Dank!'''

title: User talk:Marbot


text: User talk:Walshga

title: User talk:Walshga


text:
User talk:Jaranda~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Jaranda. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jaranda~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 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:Jaranda~enwikiversity


text:
User:Rich richie~enwikiversity

Follow the link http://en.wikipedia.org/wiki/User:Rich_richie

title: User:Rich richie~enwikiversity


text:
Web Writing/Introduction

Lesson 1 of Web Writing unit

What is Web Writing?
The Internet can be seen as many things, not the least of which is a book, cross referenced and linked through thousands of channels of data that flow across the screens of millions of computers. All the people who contribute to this massive collaboration are writing for the web.

Why write for the web?
Why do we do it? What is the attraction of writing on the Information Super-Highway? It is, as this document is, instant gratification. We can see the things that we have written and know that they are online as soon as we click the "Save" button. That is all it takes now in this world of electronic literacy: merely to save it and we have done our part. No longer do we have to wait as a publishing house mulls over the good points and the bad of our manuscripts. A hundred thousand people can see our thoughts in the blink of an eye. If they search Google long enough they can see this very article. It could be how you found it. Writing for the web confers a sort of instant immortality in an increasingly anonymous world.

Writing for the web is the next big thing. It will carry us into the next hundred years and beyond. All the communication technologies that we have seen on Star Trek and other such shows start here. This is the dawning of a new era. Wanna be a pioneer? This is where the wagons are taking off from.

Who are we?
Welcome to the online home of the Web Writer's Guide, a society where teaching the Internet is not just for the Saturday evening adult education courses. This is the real thing. Take some time to think about all the things that you have written and submitted to the Internet without breaking a sweat.

This course will be written in wiki format. For those of you who are new to the process, this is it. No indenting, links all over the place. It's the ugliest and most beautiful form of writing that mankind has come up with. As a teacher of English, I have come to realize that content is more important than the way the writing looks. To that end, I have formatted this course to look like what I will be talking about. This is a FacePage to a discussion on the writing that can be found on the net. By clicking on the top tab that says "Discussion," students will be able to interact on a level that is much deeper than that of a reality classroom. Think of it, a method of discourse that is immediately changeable and easily shaped through the work of others.

What's the Difference?
Writing for the web is simply not the same as writing for print. The first and most obvious difference is interactivity. With a printed page, one cannot simply click away to the most interesting link. Instead, there is a linear progression which proceeds from a logical ordering of the subject matter, usually starting with chapter one and becoming increasingly complex as the text progresses.

Some rules of thumb
The Web is nonlinear, meaning that the reader enters and departs from any number of locations. In practical terms this means that your writing has to be:
 * Short and sharp. Use short sentences and break up long paragraphs. If you lose the reader's attention, something more interesting is only a click away.
 * Structured in a nonlinear hierarchy. This means that each piece must stand at least semi-independently from foregoing and following content.
 *  Navigable. With the printed page, you can go forward and backward, according to the authors' intentions.  With web writing, the reader decides how, when, and where to navigate through the entire online text.  Through devices such as headers and links, web writers encourage navigation.
 *  Interactive. You can yell at your television all you like, but you're unlikely to influence the course of events shown.  The web is different.  It is immediate and it is not only one way.  On the contrary, readers can, do, and should influence the content, tone, format, and presentation of the information.  A fine example of this is a wiki.  If you don't agree, just click edit, and modify this very text.

title: Web Writing/Introduction


text: Category:Literary Studies

title: Category:Literary Studies


text:
Wikiversity:Archive/No early policies

We believe that the policy process below is fundamentally flawed. To be valid such policies must reflect the accumulated wisdom of time and not the compulsions of the moment. While many of the proposals, when viewed individually, may be overwhelmingly supported, this is not the way to deal with them. If these policies are meant to be they will come in time. We therefore request that everyone desist from participating in the votes below, and ask those who have voted already to withdraw all their votes (except the ones for this policy).

title: Wikiversity:Archive/No early policies


text:
Wikiversity talk:Archive/No early policies

Votes

 * Eclecticology 18:12, 22 August 2006 (UTC)
 * IlyaHaykinson 01:48, 23 August 2006 (UTC)
 * TimNelson 07:55, 28 August 2006 (UTC)
 * mirwin 11:38, 26 October 2006 (UTC)

Hypocrisy?
This page was moved here by TimNelson. Therefore there is no hypocrisy involved in its being a proposed policy (which is what it essentially is)

Comments
Without a straw poll how are individuals to reach a conclusion regarding the "accumulated wisdom" of the participating community? Certainly no poll today is binding on the future community. Are any of the policies above not wise? If so, how should the community go about reversing/modding them without some kind of poll to gauge the current community members views? Mirwin 11:30, 23 August 2006 (UTC)

Without even temporary policies, how should wikiversity deal with vandalism, plagiarism, and other issues? Do you propose to give each custodian a blank cheque?--Hillgentleman 11:54, 26 October 2006 (UTC)


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Literary composition

Writing Center

Introduction
Although quite dated, this essay from Alfred M. Hitchcock's 1923 book, High School English Book provides a purposeful, real-world definition of composition:

What does the word composition mean to you? What does it immediately suggest? No doubt it is a word closely associated in your mind with algebra, history, report card, graduation, and other schoolroom terms. It suggests at once a task set by a teacher, usually a written exercise to be done more promptly than is convenient and “handed in” for critical inspection. But the word has a much wider range of meaning than that. The sentence “I think so” is a composition. All the thousands of sentences which live but for an instant on the lips in daily conversation are compositions. A school corridor at recess time hums with them. Songs are compositions, and sermons, lectures, the pleas of lawyers, the weighty speeches of senators. Letters are compositions. What a grist of them goes into the mailpouches daily! All circulars, pamphlets, newspapers, magazines, all books, lie within the field bounded by the word composition. Because it embraces so much, it is one of the most important words in the English language.

Dismiss at once, therefore, the narrow, school exercise idea and try to realize that the subject you are to study includes the entire business of conveying thought from mind to mind through the aid of language. It is a vast business, old as human life, wide as the world itself, a necessary ally to every possible line of human endeavor. We all share in it.

In every business there are failures, partial or complete. Failures occur in the business of thought transference. Back of every composition lies a desire to accomplish something. Sentences which fall carelessly from the lips, no less than the sharp commands of officers leading their men against the enemy’s guns, are uttered purposefully; and this is true of all words spoken or penned or typed or printed. But the purpose is not always realized. Could we follow the compositions sent forth the world over in a single day and measure what they actually accomplish in the light of what they were intended to accomplish, we should find a pathetic proportion of partial or complete failures, not a few of them unsuspected by those who sent the compositions forth. Brilliant successes we should find too; for what wonderful results are sometimes attained. An entire nation may be swayed by a single brief composition – plunged into war, for example, or adroitly turned to thoughts of peace.

Why are so many compositions weak, ineffectual things? Why are we deeply moved by one speaker and bored by another? Why do we read some letters, some magazine articles, some books, eagerly, and others with little interest? Why do we ourselves so often fail to accomplish fully our purpose when we talk or write, while others succeed admirably and without apparent effort? Why are we so often outdistanced in competition where words play an important part? Such questions rise in the mind of every young person to whom there has come even a faint vision of all that the word composition embraces and the power granted to those who are composition masters. The purpose of this textbook is to help all who are earnestly trying to find true answers.

What is writing?
Take a few minutes to think about what writing means to you. If you close your eyes, lean back, and think about writing, what comes to your mind? Do you imagine a journalist sitting behind a cluttered oak desk pounding away on an old Underwood typewriter? Do you imagine a young woman curled up in the corner of a trendy coffeeshop scribbling angrily in a tattered journal? Do you imagine a middle-aged man jotting a grocery list on a small, flip-top notepad? Do you imagine a small child scrawling page after page of jagged, swirling crayon monsters? Or a teenager flipping madly through an encyclopedia the night before a paper is due, desperate to come up with a decent 3 to 5 page paper?

In truth, writing is all of these things, but it is also much more. Writing is more than just a part of school that you dread. It's more than 5 page essays or 1 page reading responses or even 400 page bestselling novels. One thing to keep in mind is this: writing is NOT a product. Some traditional models for teaching writing have treated writing as a product that is created. An end to a means.

We, here at the Writing Center, take the alternate, more progressive view. The view that writing is a means to an end. Writing is a process, a method, a means of discovery that leads the writer to new ideas and new discoveries. Writing is thinking. Through writing you make connections between previous experiences and ideas and new areas of thought that you are experiencing. Writing should be, and can be, a transcendent experience, in which the writer leaves his/her normal mode of thinking and transcends to a new mode of thinking. It is through writing that we can achieve not only new ideas, but new ways to develop new ideas.

That's not to say that all writing is transcendental. Some writing is just writing. At its most basic, writing is communicating.

How about this. You write your composition so well that you don't need any editing!

The Writing Process
The writing process is just that: the process one goes through while writing. There are variations on the details of the cycle, but the core components never change: Prewriting, drafting, editing, proofreading, and publishing.

 * Prewriting - Prewriting is exactly what the word indicates: what you do before you write.  Gathering your ideas together, organizing them into coherent notes, and figuring out what you need to know.  You need to know your purpose in writing as well as your audience.  Knowing all of this ahead of time makes writing your first draft much easier.

 * Drafting - This is the process of getting all those ideas in your head down on paper. It is not important that the spelling, mechanics, or grammar make sense.  It is more than likely that many of your ideas will be incomplete, and will need severe reworking.  No writer ever considered the first version of anything to be finished.  However, no writer ever finished anything without a rough draft!

 * Editing - Now that the ideas are all on paper, you have to see if those thoughts are anything like what you really wanted to say. A suggestion is to put your writing away for awhile and return to it with fresh eyes.  This way, you will not be tempted to change things on the spur of the moment.  As you edit, make whatever corrections you feel are necessary.  At first, the corrections will probably be global revisions where you will move, remove, or rewrite entire sections of your draft.  After corrections are made, make another draft.  All good writers repeat the drafting ->editing cycle more than once.  What may seem like a good idea at the time may seem completely unnecessary a few days later.  Eventually, however, this repetition will result in something that you would like to consider a final draft.

 * Proofreading - Now that you have your final draft, it's time to proofread. This is where you make sure that all the i's are dotted, and the t's are crossed.  Each sentence must have its subject and predicate, paragraphs indented, and spelling corrections made.  Any changes that must be made are made, and the piece is finally ready for the final step in the writing process.

 * Publishing - The end result of your labors, publishing is the goal that you have been pushing for. Publishing does not necessarily mean "printed in a magazine."  In order for a work to be published, it must simply be considered complete by the author and read by others.  Handing an essay in for a grade is publishing, as is submitting a novel to your editor.

This process naturally exists for all serious writers, however, many aspiring writers may want to skip the editing and proofreading stages. This is a major mistake! While you can pay people to revise and proofread for you, there is no guarantee that these mercenaries will accurately reflect your thoughts, feelings, and ideas. Every responsible writer follows these steps, and even after publication will revisit their works again and again.

Modes of Writing
Following the traditional schools of thought, there are different types of writing called modes. Each mode of writing has an individual purpose and there are several conventions for each mode.

* Exposition - Expository writing is used to explain an idea or position. Exposition usually involves a well-thought out thesis statement. Examples include literature analysis, definition of terms, or explanation of a new theory.

* Persuasion - Persuasive writing is where a writer attempts to convince the reader to take their view about a particular subject or concept. Examples include political speeches or advertising.

* Narration - Narrative writing tells a story. It uses a sequence of events with a common theme to convey or evoke emotions in the reader. Examples include autobiographies, anecdotes, or travel journals.

* Description - Descriptive writing is used primarily to recreate a particular time, place, or event for the reader. Often, descriptive writing will appeal to all five senses: sight, hearing, smell, taste, and touch. Examples include travel literature, food reviews, or sales brochures.

* Creative Expression - Creative expression can use all of the other four modes of writing. However, instead of using the modes for the benefit of the reader, creative expression uses them to show the feelings and emotions of the author. Examples include poetry, short stories, or plays.

Modes of writing are not mutually exclusive. Each can be combined with any of the other modes, depending on the purpose of the work desired by the author. For instance, Upton Sinclair's The Jungle, while primarily a method of creative expression uses narration and detailed description to frame the problems with the meat industry over the course of the novel. Travel companies frequently will use a particularly adept description of a beautiful location in an attempt to persuade you to pay them money to visit that particular spot. Many a college student use a combination of exposition and persuasion for their professors while trying to get a good grade.

The particular combination of writing modes will change based upon your writing needs. However, if you are having trouble writing, a good starting point would be to ask yourself ''What is my purpose in writing? Which writing mode does my purpose seem to be for?'' Using this as a basis for beginning, you can incorporate the different modes as circumstances require.

Real World Writing vs. Classroom Writing
There is a gigantic difference between the writing that is done in the real world and the formal writing required for the classroom. The difference lies in the purpose of your writing. Often times, real world writing is informal. We want to write a letter to a friend, keep some thoughts in a journal, or write a memo to your boss. Each of these has a purpose that will change with the situation. The letter is an informal communication. Your journal is personal. The memo to your boss is informational. However, the formality of classroom writing has only one purpose: to communicate your thought processes to the instructor. As a result of this change in purpose, there are several norms that must be adhered to.

First, your professor is looking for something specific. Whether it is an understanding of a particular theme in a novel, the philosophical treatises of John Locke, or the results of your chemistry experiment gone wrong, there is certain information that the instructor of a class wants. This information drives all classroom writing. You, as the writer, tailor your writing to the needs of the audience. Since you want to appear to be an educated person who has navigated the ways of the educational community, your writing must have spotless grammar and mechanics, as well as a dutifully constructed thesis with the appropriate support. At the end of this process, often times you have produced a work that is satisfactory for your professor and other academics, but often mundane and boring for anyone not interested in the fundamental philosophical concepts that link the theories of Plato, Aristotle, and Socrates. Enter the real world.

Real world writing must engage the reader at its most basic level. If, at any point the author loses the interest of the reader, then the point of the work is lost. Should that memo to your boss digress toward the theme of how you digested your lunch, he will probably just throw it away and completely disregard the fact that your mistake cost the business $500,000. Oops. When he ends up reading the financial reports at the end of the quarter, your job is going to be a lot harder to justify than why you mentioned that sandwich two months ago. The letter to a friend is to tell about the misery that you are experiencing since you lost your job. She's probably not interested in the details of the meeting with your boss, but wants to see how you are feeling now that you are unemployed.

Purpose dictates everything in the world of writing. It is important to consider not only your audience, but why you are writing in the first place. In the classroom, your purpose is clear, while in the real world, it can be a little tricky to keep your audience under your thumb.

The Pen is Mightier Than the Keyboard: What Works Best for You?
As technology has changed over the years, so have writing methods. Centuries ago, clay tablets with scribes gave way to quill and inkwell, which in turn matured into the ballpoint pen. In the 20th century alone, pen gave way to the typewriter, which shifted to the word processor and the computer. Even though the nature of writing itself has not changed, the process of that writing has. What has technology brought writers in the 21st century that they did not have in the 1st?

Go Speed, Go!
The trouble with writing has always been getting the ideas from the brain to the paper. In ancient times, one sentence might take quite some time to write down (due to the physics of clay and stone). As a result, people thought about what they wanted to say more, then wrote it down. Today, many people can type close to (and faster than) 150 words per minute. That's a lot of writing to be pushing through into the world. However, does that necessarily make it better writing? No.

Just because we can write faster, does not mean that we write better. However, now it's easier to see what you're writing before you publish it. Drafts can be written and rewritten much faster than before. Many writers find it easier to punch out a quick draft now, then put it away and polish it later. The time saved by using a word processor in drafting alone makes it a much more productive tool than was ever in use before. However, many people still use the time-tested pen and paper for their drafting. What gives? Isn't it time they moved into the technological age and gave up such archaic methods?

Slow Down, Pardner!
While writing faster may be useful for some people, the blank screen can be just as intimidating as the blank piece of paper. In order to overcome this writer's block, many writers feel comfortable with their pen in hand, and pad on the table. The feeling of writing becomes solid to them, as if they are sculpting words instead of just pushing them out of their heads. The time it takes for them to write becomes a comfortable pause as they take time to massage each word with the gentle push of their fingertips instead of the harsh push of a button on a keyboard.

In addition to the comfort factor, there are many times where writing with laptops, Palm Pilots, or other technological gadgets is simply too cumbersome. Having to type with thumbs on a crowded train may not be as easy as scribbling down a few lines of prose on the back of a newspaper or coffee napkin. Sometimes the need to write strikes when the only thing handy is a chewed down pencil and the envelope from last month's rent receipt. When writers want to write, they must write!

You Have Chosen Wisely
Whatever method you choose for writing, it must be comfortable for you and your writing style. If you are the type that thinks fast and types faster, then a laptop might be the perfect writing tool for you. If you like to ponder your words before writing, then give pen and paper a try. More likely than not, you'll use a combination of the two. You'll type when you like it, and you'll write when you want to. Even though it seems like an extra step, transferring handwritten lines to a computer may be that drafting step that moves your rough stony work along the path towards that literary diamond that you've been polishing in your head for ages.

Don't be afraid to try your hand at any method that comes your way. One day, something will come along to replace the word processor, and writers will yet again have to adjust to another method of writing. However, until that day comes, many of us feel comfortable with pen in hand and paper on the table, waiting for inspiration to strike. At least we won't have to go back to those absurdly tedious stone tablets.

title: Literary composition


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Portal:German

Welcome to the German portal on Wikiversity. This page is intended to be a place to make it easy to access German related resources on Wikiversity. If you come across relevant or interesting links, please feel free to add them to this page!

Courses

 * Introduction to German
 * High School German
 * Learning German

Wikipedia

 * Wikipedia gives the overview of the German Language and details on German grammar.
 * German Wikipedia - Lookup your country or town on the German version of Wikipedia.

Wikibooks

 * The German language shelf - An overview of Wikibooks that deal with the German language.
 * de.wikibooks.org - The German version of Wikibooks with more than 800 books.

Wikivoyage

 * Wikivoyage features a detailed german phrasebook.

title: Portal:German


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Topic talk:German

German topic page created
Hi guys, I decided to just go ahead and create the German front pages as per other languages... I'm going to do as much as I can this week, hopefully make it obviously how and where to add lessons.

Thanks, Aaron AaronRichard 11:56, 10 April 2007 (UTC)

Interlingual Beta Club
Hurray Aaron! Thanks for your involvement here at the German Language Division! We are in the process of advancing Multilingual Studies from a social standpoint. Please see our page here at the English version of Wikiversity, and follow the links around the planet. The Interlingual Beta Club and the Translation TaskForce have started a new Transwiki-versity project and we intend to spread the word, quickly. Please join the fun! CQ 00:25, 15 April 2007 (UTC)

Why don't you go to the German Wikiversity!?
Hi, why don't you work at your project "Topic:German" in the German Wikiversity, where native speakers could correct your German? In Germany, there exists "Deutsch als Fremdsprache", so you could learn the language there much better and (!) you would help to improve the connections between the German and the English Wikiversity.

Falls Interesse besteht, könnten wir entsprechende Kurse für English speaker in der deutschen Wikiversity anbieten. An den deutschen Hochschulen nimmt der Bereich "Deutsch als Fremdsprache" (DaF) in der Tat breiten Raum ein, wäre sicher für beide Seiten ganz fruchtbar... --Michael Reschke 21:34, 22 July 2007 (UTC)

If you are interested, we could soon offer courses for English speakers at the German Wikiversity. At the German universities "German as a foreign language" is securely established, indeed. It could be fruitful for both sides... --Michael Reschke 21:34, 22 July 2007 (UTC)

 * I just might go over there and try things out. Would the community be welcoming of such users? I wouldn't know how to do anything other than write things like "Ich möchte mein Deutsch verbessern". By the way, is it "mein" or " meine "? Another good idea might be to create a "German-English Wikiversity exchange program" of some sort, where it's a common space for people to read and write in both languages, and share their experiences on the Wikiversities.

 * das Deutsch > mein Deutsch

 * der Hund > mein Hund - the dog > my dog
 * die Katze > mein e (!) Katze - the cat > my cat
 * das Haus > mein Haus - the house > my house

 * As for your edit summary, it seems like you are already quite fluent in English. I have some stylistic recommendations for you :-)
 * The construction "why don't you..." can come across as being mildly bossy. The negation constrains the way in which an answer can be given. A more neutral approach might begin with "have you considered/thought of/ doing...". The important part of the sentence is how you frame the infinitive "to do".
 * "...improve the connections between the German and the English Wikiversity" - I have a strong tendency to feel that the second article is unnecessary. Even the first feels unnecessary, since speakers both know which specific Wikiversities we are thinking about.
 * "At the German universities..." --> "In German universities..."
 * "securely established" -> "well established" - the word well is shorter, has less syllables, and (of just minor importance, if at all important) invokes more positive connotations than the word "security".
 * "...we could soon offer" --> "...we will soon offer". Changing the verb tense makes it sound like it's more probable that it will happen. Cheers, --HappyCamper 12:04, 24 July 2007 (UTC)

I had English in school some years ago... Thank you very much for correcting my English, I will try to improve my English... I'm reading much in English but this is not the same like writing in English. In German now, excuse me: Wenn ihr Deutsch lernen wollt, ist dafür die deutsche Wikiversity der richtige Ort! Drüben ist alles Deutsch, so wie hierhin kommen sollte, um mein Englisch zu verbessern. Durch Korrekturen lernt man und ihr wärt drüben herzlich willkommen... Momentan wenig Zeit, aber das ändert sich bald wieder... --Michael Reschke 00:52, 27 July 2007 (UTC)

 * You can sign up here. Cheers, --Michael Reschke 11:06, 27 July 2007 (UTC)

Aim of this side?
Hi, wanting to do something for Wiki I thought of using my native German knowledge to make it possible to other people learning my language. When I first hit this page I was confused about the sentence "Hier wird Deutsch gesprochen!" (="Here's German spoken") what in fact should not be part of a language learning side. So I checked and found the problem: In the language and literature school are two topics with both containing a subtopic German linked to this page. I think this is just disappointing to newcomres and was not planned. I'd say splitting this page in the two different topics and letting this page have a link at both of them would be a possible solution - or are there other ideas? --Edmond Dantes AUT 14:24, 26 July 2007 (UTC)
 * 1) Division of Foreign Languages
 * 2) Foreign language learning

 * Don't worry, feel free to just jump in and make the changes as you see fit. --HappyCamper 17:15, 26 July 2007 (UTC)

 * After nearly two days of work I finished what I think has a better order than the previous one. Hope nobody's angry with me ;) - So if you think something can be better, be bold. (Added also an Introduction to the German course - mainly to see how the courses would possibly look like in the end) --Edmond Dantes AUT 13:51, 29 July 2007 (UTC)

Jokes and Anecdotes
Nancy Astor gave a speech in which she said that during one debate in the House of Commons, "a quiver of horror ran along the bench of Scottish Tory MPs - looking for a spine to run up!"

BuildConstruct
Through the use of an old drawing from 1970 when the mall was originally built, we had a general idea where the utilities would be. We pot-holed areas where we thought the utilities should be to locate them, and then used appropriate best management practices to expose and protect the utility lines as site work progressed. Prior contact with the utility companies was also helpful to finally identify these lines so our workers could proceed on with prepping the site and locating the utility lines before they were damaged by the heavy equipment.

title: Topic talk:German


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Rhetoric

Aristotle defined rhetoric as the art of persuasion through all available means, and, generally speaking, the definition stuck. Rhetoric is firmly rooted in the idea that messages are delivered to specific audiences, and that successful communication requires that the speaker or writer appeal to the expectations, values, and conventions of those audiences. Rhetorical preferences have changed with the centuries, although the Modern Enlightenment's emphasis on objectivity generated a preference in speaking, writing, or even now in other communication media, to present your ideas in the clearest, most concise manner possible. Your clear, concise delivery should resonate with your audience in a way that leads them to not only believe what you are saying, but also to be persuaded to your causes.

Here is a basic primer on Rhetoric.

The Three Means of Persuasion
The systematical core of Aristotle's Rhetoric is the doctrine that there are three technical means of persuasion.
 * Ethos - an appeal based on the character of the speaker.
 * Pathos - an appeal based on emotion.
 * Logos - an appeal based on logic or reason.

Key Scholars

 * Classical (Greek)
 * Gorgias
 * Isocrates
 * Plato
 * Aristotle
 * Classical (Roman)
 * Cicero
 * Quintilian
 * Medieval
 * Augustine of Hippo
 * Desiderius Erasmus
 * Petrus Ramus
 * Modern
 * I.A. Richards
 * Wayne C. Booth
 * Contemporary
 * Stephen Toulmin
 * Kenneth Burke

Related Wikibooks

 * Visual Rhetoric

Helpful Links

 * A Handbook of Rhetorical devices: http://www.virtualsalt.com/rhetoric.htm

title: Rhetoric


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Indo-European languages

This page provides a classification of the Indo-European languages and analyses of the major European languages.

For an overview of the Indo-European languages, including spread and classification, please see Wikipedia's article on Indo-European languages.

Germanic Languages

 * Western Germanic
 * Anglo-Frisian
 * English Languages/Anglic
 * Old English (OE:Anglo-Saxon; spoken between approx. 450 - 1100 CE)
 * Middle English (ME:Anglo-Norman; spoken between approx. 1100 - 1500 CE)
 * Yola Language (spoken between ? - mid-16th century CE)
 * Early Modern English (EMnE; spoken between approx. 1500 - 1650 CE)
 * Modern English (MnE; spoken beginning approx. 1650 - present) However, there are some divergent dialects of Modern English where phonology and orthography vary, particularly among British English (including South African English, Australian English, etc.) and North American English.
 * Scots
 * Early Scots (spoken between approx. ? - 1450 CE)
 * Middle Scots (spoken between 1450 - 1700 CE)
 * Modern Scots
 * Frisian Languages
 * West Frisian
 * Saterland Frisian
 * North Frisian
 * Middle Frisian (spoken between approx. 1500 - 1820 CE)
 * Old Frisian (spoken between approx. 700 - 1500 CE)
 * Low German
 * Dutch Low German
 * West Low German
 * East Low German
 * Low Franconian Languages (sometimes defined as separate branch of West German)
 * Afrikaans
 * Dutch
 * Flemish
 * High German
 * German
 * Yiddish
 * Luxembourgish
 * Central German Dialects
 * Upper German Dialects
 * Vilamovian
 * Northern Germanic (Scandinavian)
 * Danish
 * Icelandic
 * Norwegian
 * Swedish
 * Faeroese
 * Norn
 * Elfdalian
 * East Germanic (extinct)
 * Gothic
 * Crimean Gothic
 * Vandalic
 * Burgundian

Romance Languages

 * Western Romance
 * Gallo-Romance
 * French
 * Norman
 * Picard
 * Walloon
 * Francoprovençal
 * Occitano-Romance
 * Occitan
 * Catalan/Valencian
 * Aragonese
 * Ibero-Romance
 * Spanish
 * Astur-leonese
 * Asturian
 * Leonese
 * Mirandese
 * Extremaduran
 * Galician-Portuguese
 * Galician
 * Portuguese
 * Fala
 * Gallo-Italic
 * Piedmontese
 * Ligurian
 * Emilian-Romagnol
 * Lombard
 * Rhaeto-Romance
 * Friulian
 * Ladin
 * Romansch
 * Italo-Dalmatian
 * Italian
 * Venetian
 * Istriot
 * Dalmatian (extinct, spoken until the 19th century)
 * Tuscan
 * Corsican
 * Neapolitan
 * Sicilian
 * Southern Romance
 * Sardinian
 * African Romance (extinct)
 * Eastern Romance
 * Romanian
 * Aromanian
 * Megleno-Romanian
 * Istro-Romanian

Slavic Languages

 * 'Western
 * Czech
 * Polish
 * Slovak
 * Sorbian (also called Lusatian or Wendish - a Slavic language spoken by an isolated group in East Germany)
 * Eastern
 * Belarussian
 * Russian
 * Ukrainian
 * Southern
 * Bulgarian
 * Croatian
 * Macedonian
 * Serbian
 * Slovenian

Baltic

 * Latvian
 * Lithuanian

Celtic

 * Brythonic
 * Breton
 * Welsh
 * Welsh Language
 * Cornish
 * Goidelic
 * Irish
 * Irish
 * Scottish Gaelic
 * Scottish Gaelic
 * Manx

Albanian

 * Tosk
 * Standard Albanian
 * Arbëresh
 * Arvanitiki
 * Gheg

Indo-Iranian

 * Indo-Aryan (Indic)
 * Assamese
 * Bengali
 * Bihari
 * Gujarati(ગુજરાતી)
 * HIndi(हिन्दी)
 * Urdu(اردو)
 * Marathi
 * Punjabi (ਪੰਜਾਬੀ)
 * Romani
 * Sanskrit
 * Sindhi
 * Singhalese
 * Iranian
 * Avestan
 * Baluchi
 * Persian
 * Kurdish
 * Pashto (Afghan)
 * Sogdian

title: Indo-European languages


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Talk:Indo-European languages

This seems a wikipedia's article!! that is not a book or course!
 * I agree. This project should try to find a niche not currently filled by Wikipedia.  The Jade Knight 08:08, 26 October 2006 (UTC)

 * This article contains much opinion (about which languages are easier to learn) which seems like it doesn't belong in a scholarly detail of the phylogenetic relations between languages.

Why?
This project, at the moment, seems perfectly useless—Wikipedia covers all this and more. Is there any reason at all we should keep it, or should I nominate it for deletion? The Jade Knight 22:26, 7 July 2007 (UTC)
 * Yeah, I don't see this becoming a useful course. We could have a course on Indo-European linguistics (i.e. on how Proto-Indo-European is to be reconstructed); that's something that's taught in real-life universities. But not Indo-European languages. Angr 05:52, 8 July 2007 (UTC)

*Minor languages: Catalan
Let me disagree of Catalan being a minority language: Source: Eurostat 2004 This sentence must be rewriten.--Friviere 12:40, 16 July 2007 (UTC)
 * Catalan area speakers: 12,8 millions
 * Greece speakers:11 millions
 * Portugal: 10,5 millions

 * I find your statistics had to believe: Catalan spoken by 11 million Greeks?  I don't think so.  In Spain, however, Catalan (spoken by 9.1 million people total, according to Wikipedia) is a minority language.  More properly, it would be titled a "regional language", but these terms are virtually synonymous.  FYI:  Wikipedia gives Greek as having 15-25 million speakers, and Portuguese as having 230 million speakers (Don't forget Brazil).  Catalan also is not an official language of the EU, or any national entity (except in the sense that Catalonia has recently been defined as a nation, a sense which is not generally acknowledged internationally yet), unlike both Portuguese and Greek.  "minor" should perhaps be rephrased to "regional", however.  The Jade Knight 22:36, 16 July 2007 (UTC)

title: Talk:Indo-European languages


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Portal:French/French stream

The French Language Division and subsequent departments are organized between students, teachers, and staff members in order to facilitate the most effective learning environment. In order to benefit substantially from this community we highly recommend you register as a student, teacher, or staff member. The old French Stream can be viewed here.

Other actions you might consider are to:

 * indicate the languages you speak by adding the relevant templates from Wikipedia:Babel to your user page.
 * join the French Mentoring Program.

[[Image:Nuvola_apps_kuser.png|20px|Participants]] Students
Students are members enrolled in any course at the French Language Division. Please note, teachers may request you list yourself a student within their own course page. |-
 * ~ || FR Level || EN Level || Current Course

[[Image:Nuvola_apps_kuser.png|20px|Participants]] Teachers
Teachers contribute substantially to one or more courses in the French Language Division, and should be available for students to contact. |-
 * ~ || FR Level || EN Level || Notes

[[Image:Nuvola_apps_kuser.png|20px|Participants]] Staff Members
If you contribute substantially to the division or one of the departments, but do not wish to be listed as a teacher, list yourself as a staff member using the following code: |-
 * ~ || FR Level | EN Level | Notes

title: Portal:French/French stream


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Portal:Portuguese

C ENTRE FOR F OREIGN L ANGUAGE L EARNING

Arabic · Chinese · Esperanto · French · Italian · Japanese · Spanish

 Portuguese Language Page

Portuguese is spoken by an estimated 240,000,000 people, in the countries of Brazil, Portugal, Mozambique, Angola, São Tomé and Principe, Cape Verde, Macao, and East Timor. That makes it the 6th most spoken language in the world. It is a Romance language meaning that it is derived from Latin. Galician and Fala are the most related languages to it but Spanish is also well known to be similar.

Portuguese is also a Category I language, making it easy for English speakers to learn. More on the Portuguese language will be introduced in the Introductory Course.

 Courses

As of now, there are two Portuguese courses available. Both are under construction and any help would be very useful.
 * Introduction to Portuguese a collaborative work done to aid the curious. This is the absolute beginner's first baby steps into the Portuguese language. NOTE: This course is not needed to be able to move on to the Brazilian Portuguese Course.
 * Brazilian Portuguese for those wanting to learn the Português do Brasil. Feel free to jump right in. Lessons are organized and packed with activities and quizzes to constantly keep your brain working.

Additionally you can find course books on our sister site wikibooks.org .There are three different books for learning portuguese. Again these are at various stages of completion:
 * Portuguese/Contents/L1 and Portuguese/Contents/L2 - For learning european portuguese, a wikibook split across two different levels, and 15 lessons (quite well developed)
 * Portuguese/Contents/BPL1 - For learning brazilian portuguese (very unfinished)
 * Brazilian Portuguese - Also for learning brazilian portuguese (and also very unfinished)

There is also discussion about the duplication of courses

 Resources

 * Online Portuguese Help
 * Easy Portuguese
 * elanguage Portuguese

 * Portuguese stream

Departamento de Portugués fr:Département:Portugais pt:Portal:Formação Básica/Língua Portuguesa

title: Portal:Portuguese


text:
Endangered languages

This learning resource is part of the Wikilang project.

Endangered languages are those language where linguists estimate a possible menace to become extinct. Endangered languages mostly struggle to be learned by children or that it is given from one generation to the next one which means that within some generation the language may die. Currently, there are a lot of languages that are considered to be endangered. If one faces the fact that 90% of all languages are just spoken by 10% of the world's population and 10% of the languages are spoken by 90% of the population the dimensions and relations speak for themselves. So, 50-90% of the languages are endangered; some of them are highly endangered as there are only some or sometimes only one speaker(s) remains. If they decease the whole language dies. In opposition to extinct languages an endangered language can be revitalised more easily for there is still a (mostly small) community. This is the point where Wikilang shows up. We offer the possibility for every language community to use this page to build up projects to revitalise, reinforce and/or develop their language. For us the extinction of languages and the decreasing language diversity are a big threat to the world's culture which can be somehow stopped or prevented.

Endangered

 * Pennsylvania Dutch
 * Irish Gaelic
 * Scots Gaelic
 * Welsh - Spoken only by some people in Wales (Around 30% of the population, and rising according to the last census)
 * Breton
 * Chaucer (Middle English) - Mostly learnt for higher levels of English (A level, PhDs etc.)
 * Ancient Japanese - Many symbols and pronunciations have been forgotten over centuries
 * Norman

Slightly Endangered

 * Latin (Only taught in some schools, and usually only used by doctors, canon lawyers, and scientists)
 * Ancient Greek - even though its similiarity to Modern Greek keeps it living in Greece, it is still rarely spoken

title: Endangered languages


text:
List of extinct languages

Origin Uncertain

 * Sumerian probably afroasiaotic
 * Kassite
 * Elamite
 * Ancient Iberian (of Iberian Peninsula)
 * Tartessian
 * Aquitanian
 * Etruscan
 * Lemnian
 * Raetic
 * Minoan (or Linear A of Crete)
 * Hattic
 * Meroitic

Anatolian Languages (All Extinct)

 * Cuneiform Hittite
 * Hieroglyphic Hittite
 * Luwian
 * Palaian
 * Lydian
 * Lycian
 * Carian

Indo-Iranian Languages

 * Avestan
 * Ancient Persian (Cuneiform Persian)
 * Pahlavi (Middle Persian)

Italic Languages

 * Latin
 * Oscian
 * Umbrian
 * Venetic
 * Lombardian
 * Livonian

Ancient Languages of Balkans

 * Phrygian
 * Macedonian (Not to be confused with modern Macedonian of Slavic Group)
 * Thracian
 * Illyrian
 * Dacian

Celtic Languages

 * British
 * Pictish

Hurro-Urartian Languages

 * Hurrian
 * Urartian

Afroasiatic Languages

 * Akkadian
 * Babylonian( scientists have uncovered some of the language and are speaking it)
 * Aramaic (Assyrians are one of the few left)
 * Ugaritic
 * Phoenician
 * Ancient Egyptian

title: List of extinct languages


text:
Serbo-Croatian stream

Purpose of the Stream
Major: If all units in this stream are completed, it will be the equivalent of a Major

Minor: If all units up to level X in this stream are completed, it will be the equivalent of a Minor

Units in the Stream
...
 * Course code: Unit name

Participants
(imported from Wikibooks)

Serbo-Croatian

 * 1) --Ђорђе Д. Божовић 23:17, 11 November 2005 (UTC) (native speaker. Here's some advice: Knowing Serbo-Croatian language would mean that you know Serbian, Croatian, and Bosnian, too, because those are not different languages, but one single language which is called in four different ways. Some small differences really exist between these languages, but Serbo-Croatian covers all the variants, and it is the most of all recommended for learning. See Serbo-Croatian Textbook and Introduction to Serbo-Croatian for further information about these languages and their "differences".)

Serbian

 * 1) --Ђорђе Д. Божовић 23:17, 11 November 2005 (UTC) (native speaker. See Serbian Language Textbook)

Croatian

 * 1) --Ђорђе Д. Божовић 23:17, 11 November 2005 (UTC) (native speaker)
 * 2) --Tomica 19:22, 25 April 2006 (UTC) Native speaker

Bosnian

 * 1) --Ђорђе Д. Божовић 23:17, 11 November 2005 (UTC) (native speaker, but I recommend to others not to start learning Bosnian, but Serbian or Croatian first, because knowing Serbian or Croatian means that you also know Bosnian very well. That's a friendly and teacher's advice. See this page for further information on the Serbian-Croatian-Bosnian languages relation)

Wikibooks
Learning this beautiful South Slavic language would open the whole spectre of opportunities for learning other Slavic languages, such as Russian, Polish, Bulgarian, Slovenian, Czech, etc. The Serbian Wikibook offers an introduction to the language, a grammar of the language, and many lessons and text for reading and practicing Serbian/Serbo-Croatian.

title: Serbo-Croatian stream


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Portal:Arabic/Arabic stream

Part of the Arabic Department.

Purpose of the
Major: If all units in this stream are completed, it will be the equivalent of a Major

Minor: If all units up to level X in this stream are completed, it will be the equivalent of a Minor

Units in the
...
 * Course code: Unit name

Participants
(moved from Wikibooks)

Interested students

 * 1) --Hellohello 10:01, 15 January 2006 (UTC) Interested in learning arabic. Know most of the alphabet but otherwise not much knowledge of the language.
 * 2) -- Ditto on the Arabic. I would LOVE to learn Arabic. Someone with knowlege, HELP US.
 * 3) --amthomas I studied French in public school (I'm Canadian), and am now learning Japanese. To round out my list of strange and disconnected languages, I'd love to learn some arabic. The script is beautiful, and the language (apparently) uses many gutteral sounds that other languages lack, giving it a very distinct feel. (again, so I'm told.) Would love to learn more about it through a structured course.
 * 4) --cestillo Hi,i need to learn arabic for work,i've got already a basic knowledge but i understand is better to get a course cause alone is too difficult,help us please.See you soon (i hope so)
 * 5) --BorgQueen 15:09, 3 March 2006 (UTC)
 * 6) --Junesun 13:46, 22 May 2006 (UTC) I know the alphabet but nothing more.
 * 7) --Who Ph.D I know arabic script and pronounciation, but little meaning. That's something that I would like to learn. 11 July 2006
 * 8) --lapo3399 02:33 16 August 2006 (UTC) Very little, but very interested.
 * 9) --Balloonguy 20:14, 22 August 2006 (UTC) Know script and pronounciation.
 * 10) --Regress 16:21, 7 September 2006 (UTC) I'm also Arab, and am starting modern standard Arabic classes at a University this semester. I would be happy to contribute the teaching style and method used and/or suppliment what I'm learning...
 * 11) --CSM 11:04 29 September 2006 (Central Daylight Time) I would love to learn Arabic, I wish to study for a future job. I know the Alphabet and I can speak it, I just need to learn the words etc... I also am having a hard time learning to connect letters. Does this have any planned start date?
 * 12) --mpalla 5:32 pm 28 September 2006 (Pacific Daylight Time). I know the script and pronounciation
 * 13) --Roytales 18:15 30 September 2006 (Central Daylight Time) I am an intrested party with no previous experience in Arabic.
 * 14) --Alam 19:13, 12 October 2006 (UTC)I could read Arabic and write it but not fluently and would like to expand my vocabulary.
 * 15) --CoachMcGuirk 11:27, 14 October 2006 (Pacific Daylight Time). I know most of the alphabet and script and a few "getting around" words.  Would love to participate!
 * 16) --Elatanatari 00:10, 11 November 2006 (UTC) I know how to write and read the script, but can't understand the language.
 * 17) --Smyn 10:28, 5 December 2006 (UTC)would really really like to learn Arabic from scratch
 * 18) --Theonlykman 13:18, 4 January 2007 (Pacific Daylight Time). I'm very confident in my knowledge of Arabic script and pronunciation, and I know a decent amount of vocabulary and grammar, but not enough to communicate. I would love to learn to communicate with it.
 * 19) -- Ian Know intermediate Spanish and basic Russian.  Very interested in languages in general.  Would like to learn Arabic gradually - maybe only an hour per week.
 * 20) --Fbkook 10:52, 17 January 2007 (UTC) One of my next big goals is to learn Arabic. Teachers, you have a very motivated student here!
 * 21) --Lizardbliz 07:06, 25 January 2007 (UTC) HI i want to learn Arabic and I have no idea how this works.
 * 22) --Mina_S 10:08, 4 February 2007 (UTC) Hello, everyone! I speak Spanish, French and Serbian-and I would really like to add one more language to my list! Could you help us all? P.S.I have no experience in Arabic.
 * 23) --T Skillet 11:32, 4 March 2007. I would also like to learn Arabic.  I know the alphabet, but that's all I know.  Thanks!
 * 24) --arttic00 i would like to learn arabic, i do not know the alphabet.
 * 25) --AaronRichard I would like to learn Arabic, I have some knowledge of the alphabet, but read very slowly... Can also teach German and English...
 * 26) --Klaasvanschelven I am currently studying (Palestine) Arabic, using a number of resources. I know the alphabet and some phrases
 * 27) --Schweppy I have no previous knowledge of Arabic, but am interested in learning to speak it fluently.
 * 28) --Mockryan Ditto to above. No working knowledge of Arabic, but interested in learning.
 * 29) --Mafidufa 04:24, 6 September 2007 (UTC)i speak south sudanese arabic but would really like to learn classical, and how to read and write
 * 30) --tsekachun 07:00, 17 October 2007 (UTC) I work in an Arab country, would like to learn the language for interest. I know very little about the language.
 * 31) -- This site here looks pretty innactive... people looking for resources might check out efatwa.com as they have a pretty good amount of resources including script and basic textbooks
 * 32) -- My name is Ben. I'm going to be serving in Morocco in the Peace Corps and want to learn as much Arabic as I can before I go!
 * 33) -- I have read Quran in Arabic, can pronounce the language, but can't understand and speak fluently, would like to learn in.
 * 34) --Sarruby I'm a high schooler taking Arabic, and I'm going to share whatever I can!
 * 35) --Ilya.vyalyh Moving to the UAE, plan to devote to learning Arabic an hour or two a day in the upcoming month. Would appreciate company and help! --Ilya.vyalyh (talk) 15:22, 17 June 2012 (UTC)

 * 1) --NikeNikNakNu I am really interested in Middle Eastern culture from a language, dance, music and culinary perspective. I feel that learning the language is part of learning all the others and the others are tied to the language. --NikeNikNakNu (talk) 02:25, 31 August 2012 (UTC)

Interested teachers

 * 1) -- http://www.arabicpod.net ArabicPod.. Learn Arabic with free podcasts and transcripts. Download lessons to your pocket.
 * 2) -- 212.123.21.178 I am ready to write 30 modules Classical Arabic Language Course. Classical Arabic is vocabulary and grammar used by Quran, The Holy Book of Islam.
 * 3) -- Frdwnr i'm arabian, not a teacher, but i'd love to help .. how would this thing work??
 * 4) -- NRudolph I speak English natively, but I have a decent grasp of Arabic, and I would be glad to help.
 * 5) -- Timiciousknid Native English/ intermediate arabic speaker, but would still like to help novices.
 * 6) -- salwa31 :I am native arabic speaker but I am specialized in english language and would like to help.
 * 7) -- Coolio93 I'm a native arabic speaker n I'll be glad to help anybody

title: Portal:Arabic/Arabic stream


text:
Bloom Clock/Contributors

Instructions: Sign up under country, state/province, county, and town (the latter encouraged but not required for those with privacy concerns) to allow for interpretaion of your bloom time data. In order to make the data easier for bots to go through, use alternate accounts if you are recording from different regions.

Note: Contributors who are logging bloom times from more than one geographical area should use alternate accounts, in order to make it easy to analyze the data.

Gleisdorf
--Anna gdf 11:19, 11 May 2010 (UTC)
 * Latitude 47° 06' N
 * Longitude 15° 42' O

Vienna

 * --Anna reg 11:32, 12 April 2010 (UTC)
 * Latitude 48° 12′ N
 * Longitude 16° 22′ O

New South Wales

 * -- Callicoma Annandale 31 January 2011
 * Latitude 33.8814° S
 * Longitude ; 151.1707° E

 * _ Gavman2508 Newcastle 26 December 2011
 * 32° 55′ 0″ S, 151° 45′ 0″ E

Victoria

 * -- Michael Billington (talk • contribs)
 * Latitude 37°49′52″S
 * Longitude 145°21′36″E

 * --HortMan 11:30, 1 April 2008 (UTC)
 * Melbourne

Western Australia

 * -- Gnangarra - All new entries to confirmed with photographic evidence loaded onto commons
 * Latitude 31°52′48″S
 * Longitude 115°52′58″E

Ontario

 * --Kember
 * Latitude 46º 34' N
 * Longitude 80º 09' W

 * Khono 04:34, 17 February 2009 (UTC)
 * Newmarket, Ontario
 * Latitude 44º 03' N
 * Longitude 79º 27' W

Toronto

 * Historybuff 14:21, 9 May 2007 (UTC)
 * --Rene 18:10, 17 Feb 2009 (UTC)
 * Latitude 43º 40' N
 * Longitude 79º 24' W

Winnipeg

 * --Wolf1989
 * Latitude 49° 53' N
 * Longitude 97° 10' W

Québec

 * --L'Assomption
 * Latitude 45º 50' N
 * Longitude 73º25' W

British Columbia

 * --Bridget barcode
 * Latitude 49* 10' N
 * Longitude 123º 56' W

Alberta

 * --racheleverest12
 * Latitude 51º 56' N
 * Longitude 114º 06' W

Prague

 * --Juan 14:40, 4 October 2007 (UTC)
 * Latitude 50º 5′ 14″ N
 * Longitude 14º 25′ 16″ E
 * Elevation: 177-399 m
 * Weather:
 * Morphology:
 * Type: urban

Karlstein

 * --Juan Karlstein 17:11, 11 October 2007 (UTC)
 * Latitude 49° 55′ 56″ N
 * Longitude 14° 10′ 31″ E
 * Elevation: 210-380 m
 * Weather:
 * Morphology:
 * Type: rural/forest

Pisek District

 * --Juan Pisek 17:26, 11 October 2007 (UTC)
 * Latitude
 * Longitude
 * Elevation:
 * Weather:
 * Morphology:
 * Type: urban/rural/countryside

Cesky Krumlov

 * --Juan-Cesky Krumlov 17:56, 11 December 2007 (UTC)
 * Latitude
 * Longitude
 * Elevation:
 * Weather:
 * Morphology:
 * Type:

Karlovy Vary

 * --Juan Karlovy Vary 23:01, 23 March 2008 (UTC)
 * Latitude
 * Longitude
 * Elevation:
 * Weather:
 * Morphology: thermal streams
 * Type: urban/urban park

Ostrava

 * --Chemgym 19:52, 22 April 2008 (UTC)
 * Latitude 49° 50′ 8″ N
 * Longitude 18° 17′ 33″ E
 * Elevation: 260 m
 * Weather: local climate is temperate with warm summers and cold, cloudy, humid winters
 * Morphology:
 * Type: urban

Leipzig Lowlands

 * -- Turnvater Jahn 16:10, 20 May 2008 (UTC)
 * Latitude 51°22' N
 * Longitude 12°21' E
 * Elevation 100 m NN

Chemnitz, foothills Ore Mountains

 * -- Turnvater Jahn C 14:35, 5 June 2008 (UTC)
 * Latitude 50°50' N
 * Longitude 12°55' E
 * Elevation 300 m NN

Athens

 * Latitude 37°58′ N
 * Longitude 23°43′ E

 * --User:Sgv 6618 12:20, 18 Mzr 2015 (UTC)

Chennai

 * Latitude 13005' N
 * Longitude 80018' E

 * --User:ADC 10:30, 20 Mar 2008 (UTC)
 * --User:Buckminsterfullrene 10:55, 21 Jul 2022 (IST)

Japan

 * --Terry12:20, 7 Feb 2008 (UTC)

Hiratuka

 * --Terry12:20, 7 Feb 2008 (UTC)
 * Latitude 35º21' N
 * Longitude 139º 17' E

Guanajuato

 * --Isildil
 * Latitude 21º 07' N
 * Longitude 101º 40' O

Auckland

 * --SortaQuiet

Horowhenua
- Levin

Rambla 10:03, 20 December 2008 (UTC)

Stockholm

 * Dgse87 09:35, 11 December 2009 (UTC)
 * Latitude 59° 19′ N
 * Longitude 18° 3′ E
 * Elevation: 11 m
 * Type: Urban

Zürich

 * Richardofoakshire 22:40, 5 March 2011 (UTC)

Aberdeen

 * --Paulmartin42 20:06, 17 May 2008 (UTC)

Devon

 * --Herby talk thyme - these will probably be from my garden

London

 * --Chelodonium | talk - will input entries from blooms in london and on jaunts arround the UK.
 * Category series: LONDON

Manchester

 * Cormaggio talk 15:46, 5 November 2007 (UTC) - intend to document flora of Manchester (possibly other locations also)

Alabama
Marshall County near Arab
 * 1) Duiarmia 21:03, 27 May 2008 (UTC)

Arkansas
Washington County
 * 1) Wilderix 15:03, 8 July 2013 (UTC)

San Francisco, 2km from the Pacific Ocean

 * 1) Bastique

Oakland, hills area, Alameda County

 * 1) heidorn

SanDiegoCounty

 * 1) ckgarrod SanDiego 32.8nw117.2

Orange County

 * 1) tr3ndyBEAR (added on: 17 February 2021 (UTC))

Colorado
Aurora, just east of Denver Ngravagna 17:00, 22 March 2008 (UTC)

Southeast Aurora
 * Taylorali 21:12, 15 April 2008 (UTC)

Colorado Springs
 * l_d_allan 20:00, 30 July 2013 (UTC)

Western Slope, Gunnison National Forest
 * Orschstaffer  O=MC4  21:11, 26 August 2012 (UTC)

Connecticut
Pat, Tolland County

Georgia
Pickens County, North Georgia

Baraka Photos

Union County, North Georgia

Georgia Master Naturalists

Louisiana
Grant Parish

Howard County
James_Hade, Most entries from flora in and around Patapsco Valley State Park, (Ellicott City, MD). USDA hardiness zone 6b/7a Latitude 39° 16.3446'N

Franklin County

 * User: TristanDolciano Deerfield, USDA Zone 5b

Anoka County

 * Vaericks USDA Zone 4a, northern Anoka County

Cass County

 * Trinity507 Logs from southern Cass County and the adjacent Crow Wing County (Brainerd Lakes Area).

Todd County

 * User: Timothy Micheal King Western Todd County

Carter County

 * ottenlipsmv

St. Louis County

 * Clarinetguy097 (discuss • contribs) 12:43, 22 July 2017 (UTC)

Washoe County

 * The Jade Knight 12:39, 19 September 2008 (UTC)

Erie County
helikophis

Washington County
Jomegat-UPNY

Maricopa County

 * User:JWSchmidt - **Sunset Western Climate Zone #13
 * 34°N 112°W

Hopkins County

 * Jomegat-WKY

Illinois
Laleena 16:07, 8 June 2007 (UTC), Lake County

North Carolina
Frank 12:02, 30 May 2008 (UTC), Wake County

Wood County

 * User:Kathryn

Jackson County
Sunset Western Climate Zone] #7
 * User:Hazel
 * Category series: SWOR

Washington County

 * User:DonDon
 * Category series: NWOR

Berks County

 * --SB_Johnny | talk - Most entries coming from blooms on my farm (Bechtelsville, PA).
 * USDA hardiness zone: 6a/b
 * Nearest GDD clock:
 * Latitude: 40°22′12″N
 * Category series: SEPA

Chester County

 * SBJ --Alternate account for User:SB_Johnny, for records in or near Malvern, Chester County, PA.
 * Category series: SEPA

Centre County

 * --Luai lashire - I'll be logging plants from my garden and the country side imediately surrounding State College.
 * Category series: CTPA

Montgomery County

 * SB Johnny-LM -- alternate account for User:SB_Johnny, for recording blooms in Lower Merion Township, where I often work.
 * Pfthom01

 * Category series: SEPA

New Hampshire

 * Jomegat - it's a small state, and I tramp around in several counties (but mostly in Merrimack).
 * Category series: NHAMP
 * SB_Johnny-NHAMP - yet another alternate account for SB_Johnny, for logging blooms in New Hampshire.
 * Jkdt65 - Jaffrey, Cheshire county, generally in the vicinity of Old County Rd.

Rhode Island

 * mikeu - Providence
 * USDA hardiness zone: 6a
 * 41°50'20"N, 71°23'57"W

 * User:RILockGuy - Washington County
 * Based in Kingston, but hike and observe all over state

South Carolina
Berkeley County

Greer

 * User:Nikhilajain
 * USDA Hardiness Zone: 7B
 * 34°55′49″N 82°13′30″W
 * Nikhilajain 16:02, 31 May 2008 (UTC)

Spokane County

 * User:Abee60 - Sunset's climate zone #2
 * 47°40’ N, 117°10’ W

Mason County

 * maidmarian823 - Hoodsport

Wisconsin

 * User:Rayc - Sunset's Climate Zone #41
 * 43.05° N -87.95° W

Milwaukee County

 * User:GrannyGardener
 * USDA Hardiness Zone:  5B
 * Sunset climate zone: 41

Cumberland County

 * User:Lzyjo - Recording on the Cumberland Plateau at 1,880 feet near I-40 and Catoosa Wildlife Management Area
 * USDA Hardiness Zone:  6b
 * Latitude 36° 2′ N, Longitude 18° 53′ W
 * Elevation: 610 m (1880 ft)
 * Type: High-density population/forest

Fauquier County

 * User:Serotoninskunk - Central Piedmont region - Southern Fauquier County and surrounding areas
 * USDA Hardiness Zone: 7a
 * Latitude 38.6, Longitude -77.6°
 * Elevation: 80 m (270 ft)
 * Type: Rural/Agricultural (nearby rapid suburban growth and pipeline construction)

title: Bloom Clock/Contributors


text:
Japanese Language

Welcome to the Japanese language learning project. Here you will find course materials for learning Japanese.

Courses

 * Beginner Japanese
 * Japanese I

title: Japanese Language