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title: User talk:Desertlarry


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User talk:White flesh

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

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User talk:Philaweb

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User talk:Edward5587

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User talk:Adrián Goicoechea

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User talk:Alexlipford

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User talk:Josselson

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User talk:Thomasvg1

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User talk:Cordourier

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title: User talk:Cordourier


text:
Votian/Imperative

== Votian Imperative ==

Morphemes

 * The first person of singular has only analytic imperative both in Ingria and Estonia.
 * The first person of plural uses usually present tense instead of imperative both in Ingria and Estonia.
 * Analytic expressions are also possible.
 * The morpheme -kama ocurres in Alutaguse runic songs  and is often written as -kamme or -gamme  e.g. laulagamme ('Let us sing!') , but the orthography of those texts is not reliable. So we can not be sure, how it was pronounced by native speakers.
 * The vowel a alternates with ä in Lüganuse (and Kodavere) according to vowel harmony rules e.g. jättäGä ('Leave (it)!').
 * See the previous lesson for the second person imperatives.
 * Morpheme -ko'ot of the third person of plural:
 * Pronunciation of Jõgõperä dialect
 * depends in consonant gradation of suffixes
 * -gōD after unstressed syllables of vowel stems e.g. tširjotte̮gōD ('Let them write!').
 * otherwise it is pronounced -kōD e.g. e̮лkōD ('Let them be!').
 * The vowel of this suffix remains always the same regardless to vowel harmony rules e.g. jättägōD ('Let them leave (it)!').
 * In all the other dialects it is not distinguishable from the singular suffix -ko'on.
 * Morpheme -ko'on of the third person of singular:
 * Pronunciation of Ingria
 * depends in consonant gradation of suffixes
 * -gō after unstressed syllables of vowel stems e.g. tširjottagō ('Let him write!').
 * otherwise it is pronounced -kō e.g. e̮лkō ('Let him be!').
 * The vowel of this suffix remains always the same regardless to vowel harmony rules  e.g. jättägō ('Let him leave (it)!').
 * Lüganuse dialect of Alutaguse
 * All the long vowels without primary stress have been shortened (influenced by Mid Estonian dialect) e.g. tehko ('Let him do!').
 * The counterpart of g is semi-voiced G e.g. anDaGo ('Let him give!').
 * G has finally replaced even k in voiced environment (influenced by Mid Estonian dialect) e.g. süöGo ('Let him eat!').

Morphophonology
In all dialects both in Ingria and Estonia:
 * Singular of the second person imperative never follows any consonant stem e.g. e̮лe̮G ~ e̮лe̮ ('Be!').
 * All the other imperative suffixes take a consonant stem if possible e.g. e̮лkōD ('Let them be!' in Jõgõperä dialect).

 * Singular of the second person imperative is always in a grade opposite to any other suffixal imperative form caused by consonant gradation in stems e.g.  jättägō ('Let him leave (it)!') vs. jätä ('Leave (it)!').

Phonological history

 * Singular of the 3. person's imperative -ko'on (< -*kohen < ? -*kaihen) is probably composed of imperative component -k + 3. person's singular hen.
 * 1) Vowels of the subsequent syllables have been assimilated -kohon.
 * 2) h was lost.
 * 3) o of subsequent syllables melt into ō.
 * 4) The final n melt into ō.
 * 5) Long vowels disappeared in the dialects of Estonia.
 * The final t of the third person of plural -ko'ot ( < ? -*kaihet) comes from plural nominative and has been preserved in some other Finnic dialects too e.g. in neighbouring Kudruküla dialect of  Vaivara kuolekot ('Let them die!').
 * Plural of the 1. person's imperative is probably composed of imperative component -k + plural 1. person's ma like it's counterpart of the second person.

=== Other Finnic dialects ===

The third person of singular
 * Standard Finnish : luke-koon ('Let him read!')
 * Vesjegonski Karelian dialects : luge-kkah ('Let him read!')
 * Vepsian dialects : luge-gaha ('Let him read!')
 * Ingrian dialects : luGe-Gā(n) ('Let him read!')
 * Standard Estonian : luge-gu ('Let him read!')
 * Livonian dialects : las lu ̉ggə̑-G ('Let him read!')

The third person of plural
 * Standard Finnish : luke-koot (~ luke-kaat in some dialects) ('Let them read!')
 * Vesjegonski Karelian dialects : luge-kkah ('Let them read!')
 * Vepsian dialects : luge-gaha ('Let them read!')
 * Ingrian dialects : luGe-Gasse(G)) ('Let them read!')
 * Standard Estonian : luge-gu ('Let them read!')
 * Livonian dialects : lu ̉ggə̑-gə̑D ('Let them read!')

The first person of plural
 * Standard Finnish : luke-kaamme ('Let us read!')
 * Vesjegonski Karelian dialects : paŋ-gama ('Let us put (something somewhere)!')
 * Vepsian dialects : luge-gam ('Let us read!')
 * Standard Estonian : luge-gem ('Let us read!')
 * Livonian dialects : las lu ̉ggə̑-gə̑D ('Let us read!')

title: Votian/Imperative


text:
Template:Bo

Values:
 * c for conventional phonetic spelling
 * t for the name in Tibetan characters
 * w for the transliteration of the Tibetan name according to Wylie romanisation
 * z for the spelling in the PRC's Tibetan Pinyin (Zangwen Pinyin)
 * l for the pronunciation in the Lhasa dialect, given in the International Phonetic Alphabet

At current, the only mandatory portion is that the formatting will be off if you don't include a value for t or w (use Template:bo-wo to include only the Tibetan Pinyin). Also note that "c" is currently non-functional because of formatting problems. Just include the conventional spelling as part of the value for "t", separated from the Tibetan spelling by a comma.

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Example:

Vimalamitra

yields:

Vimalamitra

title: Template:Bo


text:
Template:Bo-wo

ZWPY:

title: Template:Bo-wo


text:
Introductory Ancient Greek Language/Lesson 6

Basic First and Second Declension Noun Endings
Note:to be able to see the Greek accent and breathing marks easier you may wish to increase the text size of your web browser.

Introduction:
A declension is a group of nouns, adjectives, or pronouns that all form their gender, number, or case in the same way or in similar ways. In ancient Greek to change the case, gender, or number all you need to do is change the case ending. There are three declensions in ancient Greek. The first declension has several sets of endings, but for the moment only the first and most common set will be shown.

The second declension only has two sets of endings: singular/plural masculine, and singular/plural neuter. So to show that the word “λόγος” is the target (accusative) of the action in a sentence you would say “λόγον.” λόγος" is translated as word; reason; or account (among others). One might say “γράφω λόγον,” meaning “I write a word”. While “γράφω λόγους” would mean “I write words.” Notice that the personal pronoun “I” is not necessary in Greek. There is a Greek word for it, “ἐγώ”, and when it is used it implies an emphasis, so that “ἐγώ γράφω λόγους” means “*I* write words”.

Now it might seem that “λόγος” should be neuter, since it is an inanimate object. But, in Greek, each word has a gender, and unless referring to a human, it does not indicate actual gender. In Greek lexicons (dictionaries) the gender of a word is shown by writing the definite article that has the same gender as the word after the word. So to show that λογός is declined as masculine the lexicon says "λόγός, ὁ.". The gender also helps to identify what adjectives, or other nouns, may be related to each other.

In the dative singular under the omega(ω) there is a small mark. This mark, called "an iota subscript", is an iota written under either α, η, or ω, and helps to identify the function of the word, often signalling the dative case. The iota subscript is not pronounced, but simply helps to identify the word's function. When a Greek word with an iota subscript is written in capitals, the iota is promoted to the main line, following its vowel.

First Declension Noun Endings
Feminine 1st Declension:

Second Declension Noun Endings
Masculine: Neuter:

Translation

The nominative case is normally translated into English simply as the word and the indefinite article. Words in the nominative case are understood to be the subject of the sentence. E.g. λόγος = a word. But when the definite article is present, ὁ λόγος = the word.

The genitive case is normally translated into English with "of". It is similar to the English possessive case. E.g. λόγου is "of a word".

The dative case is normally translated into English with "to,""for," or "with." The dative case shows that the word is the indirect target of the action in a sentence(i.e. an indirect object). E.g. λόγῳ means to, for, or with, a word.

The accusative case is normally translated into English simply as the word and the indefinite article. Words in the accusative case are understood to be the direct object of the action in a sentence. E.g. λόγον = a word. But when the definite article is present, τὸν λόγον = the word.

The vocative case is normally translated into English simply as the word itself. It is a direct address. In English, for “λόγε”, one might say "O word".


text: Template talk:Bo

title: Template talk:Bo


text:
User talk:Auxiliary

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text:
Category:Wikiversity policies and guidelines

This category is being developed.


text:
Wikiversity:Templates/Catalog

__NEWSECTIONLINK__ This will be is a dynamic listing of all the templates on Wikiversity. For now it's quite manual, but we're going to try to do this with a bot or something. Notice the "Add topic" tab for creating a new section.

Wikiversity namespace
No. This needs to be done by a person.. not a bot. Awareness is king.
 * 1) proposal proposed vote policy guideline...
 * 2) VOTE support oppose pro contra comment question mark...
 * 3) historical about wikiversity Administering Wikiversity...
 * 4) shortcut...

title: Wikiversity:Templates/Catalog


text:
How to be a Wikimedia sysop/What is consensus?

The following pages give an overview of core aspects of the Wikiversity process.


text:
Template:Strategy

Wikimedia strategic planning page -

title: Template:Strategy


text:
Literacy in the information age

Introduction
The information age has changed how literacy can be defined. Broadband access, along with other technologies, is changing the world and the information within it (Headrick, 2000; Williams, 1997; Mason, 1986). Tools used in learning and literacy are evolving at an incredible rate (Baron, 1999; Bruce, 2001; Bruce, Michaels, & Watson-Gegeo, 1985). Many would argue that a single definition could not encompass what literacy in the information age is. Further, the conceptual idea of literacy and information is continually evolving. Some would say that literacy is contextual and similar to constructivism, as each situation requires unique and interdependent skills. Winner (1986) suggests: No idea is more provocative in controversies about technology and society than the notion that technical things have political qualities. At issue is the claim that the machines, structures, and systems of modern material culture can be accurately judged not only for their contributions to efficiency and productivity and their positive and negative environmental side effects, but also for the ways in which they can embody specific forms of power and authority. Being literate, in many situations, also affords one power; the power of information can be life changing. For example, where does one obtain the information needed to vote - from a friend, post office, blog, wiki, newspaper, magazine, radio, television, or flyer? And possibly more important, who is distributing the information about a potential candidate? In many communities, local information is deemed more trustworthy than cooperate sources. Understanding and being able to disseminate information in a vast array of contexts is essential to staying literate.

Definition
Literacy in the information age can be defined as the ability to acquire and utilize knowledge, skills, and other resources to facilitate learning. The development of literacy in the information age is the result of reflecting on past learned literacy for solutions to current and future questions (Devers, 2007).

Context
Cultural and environmental factors are critical in literacy. One may be considered literate in one specific context, but illiterate in another. Knowing how to find and use information within the correct environment is vital to staying literate. It is also important to recognize that many ideas, words, actions, etc. have different meanings throughout the world, time, and space. In America it is common for wedding dresses to be either white or pearl, but in many Asian cultures, wedding dresses are red.

Application
Along with being literate, one also needs to be able to apply one’s knowledge to solutions when problems arise. Further, the application of one’s literacy could, and most likely will, be different in each situation. The ability to understand something oftentimes is not sufficient to apply it. The aptitude to apply one’s knowledge to unique and new situations requires practice that will lead to improved literacy and learning opportunities throughout life.

Time
As time progresses, one’s literacy will continue to evolve and mature. Throughout one’s life, he or she should apply learned literacy to the present and plan for future learning and growth. Time and practice have the ability to alter one’s perception and proficiency in applying learned literacy. Oftentimes, one must reflect on past learning to understand current situations and adapt to the future. For example, there has been a dramatic change in the way we use the telephone over the past ten years.

Learning
Literacy does not have to be obtained in a formal educational setting, and many times is learned in an informal environment. Many learned literacys are not learned in a formal setting. How office politics work is one example. This complex social context has a dramatic influence on the tone and productivity level of many offices. Having the ability to link past learned social and contextual experiences is often critical to one’s success in an office setting.

Skills
Both hard and soft skills are important in literacy. Being able to work with others and having the skills to implement literacy in a given situation are important to literacy development. Proper social interaction is vital in adapting and applying one’s learned literacy. Simply being able to complete a task is often not enough, but rather one needs to work well with others in complex environments to apply learned literacy.

Knowledge
Theoretical and applied knowledge are both paramount in literacy maturity. Combining the two affords one the ability to practice learned literacy with a well developed understanding of why one approach may be superior to another. Theory offers wonderful solutions, but often when implemented, requires tweaking in each situating. The simple task of changing one’s car tire is relatively straightforward. But add the complexities of snow, rain, dirt, sand, rust, uneven pavement, passing traffic, and the theory of changing a tire becomes stressed with many additional outside environmental factors.

Types
1. Computer: work, home, digital lifestyle, etc. 2. Internet: research, communication, entertainment, etc. 3. Music: reading, writing, etc. 4. Print: reading, writing, etc. 5. Other: mechanical, social, etc.

title: Literacy in the information age


text:
Portal:Social Sciences/Participate/Things You Can Do

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Portal:Social Sciences/Featured Biography

25 August 2010

Charles V

 * Charles V (Spanish: Carlos I, Carlos V or "Carlos I de España y V de Alemania", German: Karl V., Dutch: Karel V, French: Charles Quint, 24 February 1500 – 21 September 1558) was ruler of the Holy Roman Empire from 1519 and, as Carlos I of Spain, of the Spanish Empire from 1516 until his abdication in 1556.

 * As the heir of three of Europe's leading dynasties — the House of Habsburg of the Habsburg Monarchy; the House of Valois-Burgundy of the Duchy of Burgundy; and the House of Trastámara of Crown of Castile-León & Aragon — he ruled over extensive domains in Central, Western, and Southern Europe; and the Spanish colonies in North, Central, and South America, the Caribbean, Asia, and the Philippines.

 * Upon becoming the Holy Roman Emperor in 1520, Charles V embarked on military campaigns which led to him taking first Francis I of France (1525) and then Pope Clement VII prisoner. There was a revival of interest in Dante's political thought. Mercurino Gattinara, Louis of Praet and Alfonso de Valdés, for example, were courtiers of Charles V who promoted the idea that he was reviving the Roman Empire. The painting of Charles V by Titian also presents him in a heroic role reminiscent of of roman imperialism. Likewise Ariosto's Orlando Furioso glorifies the reign of Charles V's ancestor and namesake Charlemagne who was also the founder of the Holy Roman Empire. Ariosto includes a prophetess, who describes how God kept the lands unknown to Romans aside, waiting for a new emperor to arise as world ruler, i.e Charles V himself.


text: User:Lorenzo~enwikiversity

title: User:Lorenzo~enwikiversity


text:
Introduction to Political Science

POLS 100 - Introduction to Political Science

Course Description
POLS 100 is designed to equip students with the very basics of the Political Science discipline. There will be four units that cover the four pillars of Political Science: Political Theory, Government & Politics, Comparative Politics, and International Relations. Each unit is designed to provide students with a broad overview of how each pillar supports the Political Science Construct. In subsequent classes you will go into more depth about the various pillars. In POLS 100 you will learn the origins of major political theories from both Western and Eastern schools. The Government & Politics unit will introduce the prevailing governmental structures of the world to include democracy, socialism, and autocracy. Comparative Politics will introduce you to methodoligies in making substantive links between similar government structures while equipping you with tools to articulate their differences. Finally, the International Relations Unit will give you a broad overview of the major international institutions that effect international policymakers from the governmental and non-governmental perspectives.

Course Objectives

 * Introduce basic political theory concepts. Topics will include:
 * Classic Political Theorists and Concepts
 * Thucydides - Introduce Thucydides as a core theorist in Political Science for both Realism and Liberalism in his work, the Peloponessian Wars
 * Socrates and Plato - Introduce the works of theorists Socrates and Plato while exploring the major tenets of their work, The Republic
 * Aristotle - Introduce the theorist Aristotle and his thoughts on virtue in politics in his work The Politics
 * Niccolo Machiavelli - Introduce the theorist Niccolo Machiavelli and his Realist work The Prince
 * Confucius - Introduce a great Eastern Philosopher and explore some of the major tenets of his work Great Learning
 * Introduce basic government & politics concepts. Topics include:
 * Introduce basic comparative politics concepts. Topics include:
 * Introduce basic international relations concepts. Topics include:

Syllabus by Instructor

 * Jaylan Haley

Classes by Instructor

 * Jaylan Haley

Course Material
This section will provide you with the very basics across the courses, no matter which instructor you choose. It's important to read the subject matter that the instructor provides so that you can adequately accomplish the various assignments that will be provided by the instructor. Remember, you only get out of this experience what you put into it. Instructors understand that they are taking on a responsibility to provide feedback in a professional and timely manner. Utilize all materials available to you to make your learning experience worthwhile.

Instructor's Office

 * Jaylan Haley

title: Introduction to Political Science


text: User:Thewinster/HHF/Analytical-Geometry-Preload


text:
Joint Entrance Examination/AIEEE 2009/Q047 Finding the Remainder

Original Question by 117.98.66.33

 * Here's the question...

 Post a reply! []

What's Up?

 * Latest discussions on the forum

Misc-Math-Topics-Help

Mathematics-Help

Thread post

Additional notes

 * These comments, along with the notes on the left, were contributed by 117.98.66.33 11:26, 4 September 2009 (UTC)

 * reply[]


text:
Votian/Negative Imperative

== Negative imperative == Negative expressions are made of an auxiliary negation verb followed by a main verb.
 * The negation verb has the following imperative forms according to it's number and person: eläk, elka'a, elko'on, elko'ot.
 * The main verb has the same imperative morpheme as the auxiliary e.g. elkōD jättägōD  ('Let them not leave (it)!').

The negation verb will be conjugated in various moods. See other negation lessons about this matter.

Morphemes

 * The first person of singular has only analytic imperative both in Ingria and Estonia.
 * The first person of plural uses usually present tense instead of imperative both in Ingria and Estonia.
 * Analytic expressions are also possible.

 * The second person of singular:
 * See the previous lessons about dialectal variations in pronunciation of final -k of the main verb and the negation verb ~ eläk.
 * E.g. eläg_e̮лe̮G ~ elä e̮лe̮ ~ älä e̮лe̮ ('Don't be (like that)!'). (elä e̮le ~ älä e̮le in Lüganuse dialect )
 * The second person of plural:
 * See the previous lessons about dialectal and morphophonological alternatives of the ending -ka'a.
 * E.g. elkā e̮лkā ~ älkā e̮лkā ('Don't be (like that)!'). (älk̆ä e̮lGa ~ älGä e̮lGa in Lüganuse dialect )

 * The third person of singular:
 * See the previous lessons about dialectal and morphophonological alternatives of the ending -ko'ot.
 * E.g. elkō e̮лkō ~ älkō e̮лkō ('Don't let him be (like that)!'). (älGo e̮lGo in Lüganuse dialect )
 * The third person of plural:
 * See the previous lessons about dialectal and morphophonological alternatives of the ending -ko'ot.
 * E.g. elkōd_ e̮лkōD ~ elkō e̮лkō ~ älkō e̮лkō ('Don't let them be (like that)!'). (älGo e̮lGo in Lüganuse dialect )

Morphophonology

 * Singular of the second person imperative is always in a grade opposite to any other suffixal imperative form caused by consonant gradation in stems e.g. elkō jättägō ('Let him not leave (it)!') vs. elä jätä ('Do not leave (it)!') or älkā page̮t-kā vs. elä pake̮ne̮  ('Don't escape!').

=== Other Finnic dialects ===

The first person of singular
 * Eastern Livonian dialects : al̄gə̑ e.g. al̄gə̑ lu ̉ggə̑-G (? 'I should better not read!')

The first person of plural
 * Standard Finnish : älkäämme e.g. älkäämme luke-ko ('Let's not read!')
 * Vesjegonski Karelian dialects : elgämä
 * Central Vepsian dialects : ougam e.g. ougam luge-goi ('Let's not read!')
 * Standard Estonian : ärgem e.g. ärgem luge-gem ('Let's not read!')
 * Eastern Livonian dialects : al̄gə̑ e.g. al̄gə̑ lu ̉ggə̑-Gə̑D ('Let's not read!')

The second person of singular
 * Standard Finnish : älä e.g. älä lue ('Don't read!')
 * Eastern Finnish dialects : elä
 * Vesjegonski Karelian dialects : elä e.g. Vesjegonski Karelian dialects : elä luve ('Don't read!')
 * Central Vepsian dialects : ala e.g. ala luge ('Don't read!')
 * Ingrian dialects : elä(G) e.g. elä(G) lue-G ('Don't read!')
 * Standard Estonian : ära e.g. ära loe ('Don't read!')
 * South Estonian dialects : ärʔ ~ ala e.g. South Estonian Räpina dialects : är luge̮-Goʔ ('Don't read!')
 * Eastern Livonian dialects : alà e.g. alà lu ̉-G ('Don't read!')

The second person of plural
 * Standard Finnish : älkää e.g. älkää luke-ko ('Don't read!')
 * Vesjegonski Karelian dialects : elgiä e.g. Vesjegonski Karelian dialects : elgiä luge-kki̮a ('Don't read!')
 * Vepsian dialects : algat ~ ougat e.g. ougat luge-goi ('Don't read!')
 * Ingrian dialects : elkkǟn e.g. elkkǟn lukke-aG ('Don't read!')
 * Standard Estonian : ärge e.g. ärge luge-ge ('Don't read!')
 * South Estonian dialects : ärkke e.g. South Estonian Räpina dialects : ärkke luge̮-Ge̮ʔ ('Don't read!')
 * Eastern Livonian dialects : al̄git e.g. al̄git lu ̉ggi-GiD ('Don't read!')

The third person of singular
 * Standard Finnish : älköön e.g. älköön luke-ko ('Don't let him read!')
 * Vesjegonski Karelian dialects : eĺgäh e.g. Vesjegonski Karelian dialects : eĺgäh luge-kkah ('Don't let him read!')
 * Vepsian dialects : algaha ~ ougaha e.g. ougaha luge-goi ('Don't let him read!')
 * Standard Estonian : ärgu e.g. ärgu luge-gu ('Don't let him read!')
 * Eastern Livonian dialects : al̄gə̑ e.g. al̄gə̑ lu ̉ggə̑-G ('Don't let him read!')

The third person of plural
 * Standard Finnish : älkööt e.g. älkööt luke-ko ('Don't let them read!')
 * Vesjegonski Karelian dialects : eĺgäh e.g. eĺgäh luge-kkah ('Don't let them read!')
 * Central Vepsian dialects : ougaha e.g. ougaha luge-goi ('Don't let them read!')
 * Ingrian dialects : elkkǟsse(G) e.g. elkkǟsse(G) lukke-aG ('Don't let them read!')
 * Standard Estonian : ärgu e.g. ärgu luge-gu ('Don't let them read!')
 * South Estonian dialects : ärkko e.g. South Estonian Räpina dialects : ärkko luge̮-Goʔ ('Don't let them read!')
 * Eastern Livonian dialects : al̄gə̑D e.g. al̄gə̑D lu ̉ggə̑-Gə̑D ('Don't let them read!')

title: Votian/Negative Imperative


text: User:Torredibabele

title: User:Torredibabele


text: User talk:Torredibabele

title: User talk:Torredibabele


text:
Template:Process

To include shortcut(s), pass a parameter:

title: Template:Process


text:
User talk:Grunny

 Hello Grunny, 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 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! --mikeu talk 12:49, 4 September 2009 (UTC)

Thank you
Thank you for reverting the vandalism. I've given the vandal a 3-day block, and hopefully he won't come back and vandalize. --AFriedman (talk) 04:22, 25 February 2010 (UTC)
 * No problem :-). Grunny  ( talk ) 01:40, 26 February 2010 (UTC)

Your rename request on enWP
Hi, just to let you know it's technically impossible to give you the account if you don't have an existing account to be renamed. So yes, you do need to create a throwaway account in order to usurp that one. Sorry for the inconvenience, Singlish speaker 02:06, 16 April 2010 (UTC)
 * Actually, if the current name is taken then you could have the other account renamed and this one "SUL" start the next account. That has happened elsewhere. Ottava Rima (talk) 02:55, 16 April 2010 (UTC)
 * For the ease of process I have created the temporary account Gruns there. Cheers, Grunny  ( talk ) 03:13, 16 April 2010 (UTC)
 * Okay, oops. I really should stop interfering in these things. Singlish speaker 05:15, 16 April 2010 (UTC)

title: User talk:Grunny


text:
User:Zefrian

please see http://de.wikipedia.org/wiki/Benutzer:Zefrian

title: User:Zefrian


text:
User talk:Zefrian

 Hello Zefrian, 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 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! --mikeu talk 13:34, 4 September 2009 (UTC)

title: User talk:Zefrian


text:
User:Darklama/Processes

A process documents a way or ways to do something in order to achieve desired goals of the Wikiversity community. Processes should be no big deal. If a process no longer achieves the Wikiversity community's desired goals the process should be dropped, changed or replaced.

A proposed process becomes an official process when consensus in support of a process is demonstrated and prior to demonstrated consensus the process has been used successfully by the Wikiversity community for at least 40 days. The Wikiversity community may decide to extend the test period in which to use a proposed process before accepting it as an official process.

title: User:Darklama/Processes


text: User:Eekim

title: User:Eekim


text:
User talk:Eekim

 Hello Eekim, 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 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! --CQ 15:22, 4 September 2009 (UTC)

title: User talk:Eekim


text:
Generating dynamic content with MediaWiki/2009

OK. It's - That's from the  as you should know. Generating dynamic content with MediaWiki is something that we do "on the fly" as time goes by. It's a pretty good indication that the Humans, bots and dynamic pages are populated when you see content changing a lot. This part of the study is from mw:Help:Extension:ParserFunctions in the MediaWiki Handbook that all users and sysops should be familiar with.

This Year
We're going to break it all down.

The parser function #time breaks down the : is evaluated

| to give us: | We Used to hide our main namespace title which is rather long.

Today
Today is

Now, depending on your language's support, that should evaluate to a friendly name for the DOW - Day Of the Week. As I'm writing this it is:

= 20090905164321

To make it a bit friendlier we use

=

..to give us a snapshot marking the beginning of this part of the project. We can call that a record.

MediaWiki is very good at keeping track of things that happened in the past on wikis like Wikipedia and Wikiversity, so we're not too concerned about using its dynamics to track the past. What we want to do is use MediaWiki's parser functions to build a structure for the future. To do that we need to look at numeric representations of yesterday, today and tomorrow to get a sense of what dynamic content is about. We can call this a project!

Tomorrow
Tomorrow = today + 1

There are several ways we can look at today as a numeric value. Arguably, the most natural way of looking at a day is as one rotation of the Earth around its axis. That rotation is relative to to other nearby bodies floating out here with us in space, notably the Sun and the Moon. A Day in relation to the Sun is of course the Day of the Year. For that, MediaWiki uses the z argument: =   So as we go through the Year, this numeric position is unique over the range 001 .. 365 (366 in leap years). Usining Y and z together, these form ordinal dates and are pretty handy.

 * A year ago today: - => -
 * Yesterday: - => -
 * Today: - => -
 * Tomorrow: - => -
 * A year from today: - => -

I know it's not pretty or easy to do manually, but MediaWiki parser functions can be used to build tools and tables for dynamic content that regular folks can appreciate. These examples themselves are always going to be current. The code:

Will produce a "prettytable" on most wikis running MediaWiki.

This Week
This week is and today is or Day # of that week.

This week is and today is or  Day # of that week.

That is dynamic, thus still true for the both of us. So now we want to see what the future looks like. What's in the future for me, is in the past for you. As I sit here, the Earth, Sun and Moon articles are only 2/3 started. One is a red link. The Sun module is a stub about Sun Microsystems and not about the celestial orb at all. The Earth module is a learning resourse about our planet and the Moon module is non-existent. This week and for all weeks to come the red link page is to remain non-existent, so it has a policy-directed status with no expiry.

=>

Since I'm in 2009-W36 I'll move this to a subpage -> /W => /W

This Month
Welcome log/2009/09


text:
User:Egm6321.f09.alpha.1

Hi TA: What does

$$\alpha = \beta$$

mean?

Egm6321.f09 18:42, 4 September 2009 (UTC)

title: User:Egm6321.f09.alpha.1


text:
Generating dynamic content with MediaWiki/2009/W36/5

Tesiting 1.2.3...


text:
Generating dynamic content with MediaWiki/2009/W36

| : |  |  |  |  |  |  |

/|

Generating Next Week...

/W => /W

|


text: Template:Nomic

title: Template:Nomic


text:
User talk:Luckas Blade

 Hello Luckas Blade, 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 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! --mikeu talk 00:36, 5 September 2009 (UTC)

Wow!
You just did a lot of useful work, finding all those test and nonsense pages. I just want to tell you it's noticed and appreciated. --Abd 01:37, 15 September 2011 (UTC)

Thank you
Thanks for the vandalism help. -- Cirt (talk) 08:04, 7 March 2012 (UTC)
 * Thanks again! :) Mathonius (talk) 09:29, 8 April 2012 (UTC)

title: User talk:Luckas Blade


text:
UML/OSI

The OSI Model is the Open System Interconnection Reference Model. In its most basic form, it divides network architecture into seven layers which, from top to bottom, are the Application, Presentation, Session, Transport, Network, Data-Link, and Physical Layers. It is therefore often referred to as the OSI Seven Layer Model.

The OSI model can be used to conceptualize complex networks of people, places, and machines. UML diagram elements can be structured in layers that correspond to the 7-layer OSI model. Currently there is growing interest in the use of UML for system modeling. Structuring specifications is difficult, but The ITU (International Telecommunications Union), the IEC (International Electrotechnical Commission) and the ISO have jointly defined some UML profiles for a Reference Model of Open Distributed Processing (RM-ODP).

Physical
Media, signal and binary transmission

Protocols: RS-232, V.35, V.34, I.430, I.431, T1, E1, 802.3 Ethernet, 10BASE-T, 100BASE-TX, POTS, SONET, DSL, 802.11a/b/g/n PHY, ITU-T G.hn PHY

Data Link
Physical addressing

Protocols: ARP, CSLIP, SLIP, Frame Relay, ITU-T G.hn DLL

Network
Path determination and logical addressing

Protocols: IP, ICMP, IPsec, IGMP

Transport
End-to-end connections and reliability

Protocols: TCP, UDP, PPTP, L2TP, SCTP

Session
Interhost communication

Protocols: Named Pipes, NetBIOS, SAP

Presentation
Data representation and encryption

Protocols: MIME, XDR, SSL, TLS

Application
Network process to application

Protocols: NNTP, SIP, SSI, DNS, FTP, Gopher, HTTP, NFS, NTP, SMPP, SMTP, SNMP, Telnet, (more)

title: UML/OSI


text:
User:Thewinster/HHF/Chemistry

Original Question by Aeroish

 * Here's the question...

Post a reply![]

What's Up?

 * Latest discussions on the forum

Inorganic-Chemistry-Help

Chemistry-Help

title: User:Thewinster/HHF/Chemistry


text:
Joint Entrance Examination/AIEEE 2009/Q028 CHEMISTRY

Test Text

Original Question by Aeroish

 * Here's the question...

Post a reply! []

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 * Latest discussions on the forum

General-And-Physical-Chemistry-Help

Chemistry-Help


text:
Joint Entrance Examination/AIEEE 2009/Q030 CHEMISTRY

Test Text

Original Question by Aeroish

 * Here's the question...

Post a reply! []

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 * Latest discussions on the forum

General-And-Physical-Chemistry-Help

Chemistry-Help


text: Template:Inactive bot

title: Template:Inactive bot


text:
Template:Inactive bot/doc

This template includes the page in Category:Inactive Wikiversity bots.

Cut and paste:

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text: Category:Wikiversity bot-related templates


text:
Portal:Social Sciences/Management

Wikiversity Social Sciences Management Council

Proposal
The Social Sciences Management Council should be formed to be responsible for developing very broad guidelines for all the Schools of the Social Sciences Portal. It should also have a role ensuring the Social Sciences Portal remains a well-maintained and informative gateway for the Social Sciences. The Social Sciences Management Council should not overstep its roles and responsibilities by interfering with the wishes of individual learning projects. In the creation of this council, the intent is not to undermine the Wiki standard of collaboration and compromise but rather to resolve major topics of discussion for the Social Sciences Schools.

Responsibilities
As it regards the Social Sciences Portal the Wikiversity Social Sciences Management Council should:

 * Determine the general format of display for the Social Sciences Portal which must be reviewed at least once per calendar year
 * Approve the recommendation for the Social Sciences Featured Project
 * Approve the recommendation for the Social Sciences Featured Research
 * Determine how long the Social Sciences Featured Project shall be maintained on the Social Sciences Portal
 * Determine how long the Social Sciences Featured Research shall be maintained on the Social Sciences Portal
 * Determine the format of the Social Sciences Featured Project's display on the Social Sciences Portal
 * Determine the format of the Social Sciences Featured Research display on the Social Sciences Portal

Qualifications
The previous minimum qualifications for membership of the Wikiversity Social Science Management Council, were suggested as follows:

 * Must be an instructor in at least two Wikiversity courses offered within the Social Sciences Portal
 * Must have at least 1,000 individual contributions to any one School in the Social Sciences Portal or the Social Sciences Portal itself; at least 500 contributions must have occurred in the year preceding nomination to the council.
 * Must be recommended by at least 5 fellow Wikiversity participants that are not members of the Wikiversity Social Sciences Management Council

Election
The first election to the Wikiversity Social Sciences Management Council at the 2010 Wikiversity Social Sciences Summit (WS3 2010) was cancelled. All Wikiversity participants that meet the above qualifications shall have the option to self-nominate for the initial cohort. Subsequent cohorts must be nominated by at least two fellow Wikipedians that are instructors in one of the Social Sciences Schools.

Interim Ad-Hoc Committee
Please discuss the proposal for an interim ad-hoc committee on the discussion page.

title: Portal:Social Sciences/Management


text:
Talk:UML/OSI

Expert help would be nice. --CQ 05:07, 5 September 2009 (UTC)

title: Talk:UML/OSI


text:
User:AnandGDeshmukh

AnandGDeshmukh An Industrial Pharmacist. Feels to create an interest in Industrial Pharmacy education and to contribute to Wikifoundation.

Active Pharmaceutical Ingradient (API)Industry
It is generally a chemical industry to produce a certain pure chemical that can be used in pharmaceutical purposes.These Chemical industries need to follow the additional regulations related to medicines and healthcare.

Pharmaceutical Formulations Industry
Formulations are the usable form of pharmaceutically useful material that can be suitably handled during the patient treatment.

Pharmaceutical Formulations Industry for Human use
Human being has been given a highest priority of care and hence special cares are being taken to make medicines used for it. Formulation industry produces different dosage forms that can be used by patients.

Pharmaceutical Formulations Industry for Veterenery use
Considering the dose requirement and suitability of medicine administration it has been made certain requirements applicable to the industry that are making medicines for animals other than Human being.

Pharmaceutical Medical Devices Industry
The certain devices need some care while making useful for the patients are also regulated in the same way that of medicines.

Basic Research studies on New Chemical Entity(NCE)for Pharmaceutical use
New Chemical Entity(NCE) is a chemical substance that hasn't been tried before for medicinal purpose.To ensure it's suitability and use sufficient studies are necessory to perform.

Pre-Clinical and toxicological Studies
These are the studies on animals.It is to ensure effect of medicine.

Clinical Studies
These are the studies on selected human samples.It is to ensure and confirm the effect of medicine in human use.

Pre-formulation Studies
On sucessful pre-clinical and clinical studies API(Active Pharmaceutical Ingradient) has to be converted in suitable user friendly form of medicine and ensure it's physical,chemical and microbiological stability.In order to make API in suitable dosage form it requires additional materials called excipients.This is the study of these related interactions to ensure the potential interactions that would happen in the lifecycle of the dosage form to ensuer the safety,purity and efficacy of the medicine.It includes study of individual components of the dosage form as well as in compound form in different combinations.

Formulation Studies
Once dosage form has been determined and found satisfactory results of pre-formulation studies, actual formulation dosage form need to be studied for its suitable method and manufacturability.

Stability Studies
Established dosage form in formulation development need to be studied to ensure it's physical ,chemical and microbiological stability in it's predetermined form of packaging.It is also a study to establish the shelf life of the formulation.This sucessful data is useful to submit to the licensing authority for medicines.

Scale-up
This is the study conducted to ensure the established required quality parameters and manufacturability that of formulation while changing or scaling up the formulation to the machines, equipments, and methodology used to manufacture it to commercial level at higher volume from small volume at laboratory level.

Technology Transfer
This is a systematic approach to transfer the process information from development to commercial level and need a qualification.

Operations
This is a technical portion of the Pharmaceutical Industry that does all required things to convert components to make it useful for Pharmaceutical purpose.

Manufacturing
This is converting the components to the final useful form.

Factory Layouts
These are the drawings depicting details about the premises and manufacturing facilities and thier respective locations with one another.

Facility and Equipments
It includes premises,building,equipment and machineries that are directly or indirectly useful for the manufacturing and packing.

Capacity
Machine Capacity is the ability of a machine to produce certain quantum of good output at a point before risk point.It can also be expressed in terms of efficiency.Generally manufacturers of the machine claim minimum and maximum capacity or speed with or without load. In case of group of machines,having least is the capacity. Protective capacity is the best concept for routine monitoring.

Packaging
Packaging has been evolved as a special science and art as well keeping in view the product,transportation,storage and customer.In case of pharmaceuticals, stability of the product to maintain its safety and efficacy is the main focus while designing a pack.

Quality Control
Quality control deals with sampling,testing and approvals.

Quality assurance
Quality assurance is a technical administration department.

Documentation
Considering a potential risk in case of unintentional failures documentation of each and every possible aspect is a recommnded control to investigate.

Calibration
To ensure the correction factor in Measuring devices used with respect to that of standard instruments maintained at approved laboratories at standard conditions.

Qualification
Formal documented evidence of acceptability to have predetermined characteristics.

Validation
Formal documented evidence to show the consistent predetermined end result.

Warehousing
Warehousing is a temporary storage of approved Finished Goods (FG) before distribution. It can vary according to the need of the industry.

Engineering and Utilities
It ensures,supports and maintains the facility and equipments in a good working state of condition.

Distribution and Logistics
It includes all the means of transfering the Finished Goods from warehouse to the end customer.

Planning
It is the supporting section of the industry for the best possible execution of the operations.

Demand Planning
It ensures and communicate the customer orders.

Supply Planning
It ensures and communicate the deliveries of the customer orders.

Capacity Planning
It ensures the operational capacities to satisfy the customer needs.It can have forecast or actual demand as a basis to consider. 1.Lead - liberal. 2.Lag  - conservative. 3.Match - balanced.

Marketing
It deals with the essential of industry to find a customer to sustain and grow.

Sales
It deals with the transfering ownership of Finished Goods to customer.Physician is a prescriber to the patient,the medicine sales and sales promotion has a peculiarity of it's kind.

Licencing and Regulations
Pharmaceutical industry is said to be highly regulated considering the health of society.

e CTD
Advantage of technology has made it possible to submit the document in electronic form.

USFDA
The United States of America has control on medicines through Food and drug administrations.FDA Approval is must to market the drug in US.

MHRA
Europe has control on medicines through the Agency MHRA.

TGA
Australia has control on medicines through the Agency TGA.

GxP(Good X Practices)
Being a highly regulated industry it is expected to follow the standard practices at all possible levels hence comprehensive term GxP.X stands for any title that can be fixed for the major category of practices having many activities under its umbrella that can be separated from other titles.

GLP(Good Laboratory Practices)
Testing facility can be called as Laboratory.The way it shall work is said to be GLP.

GCP (Good Clinical Practices)
Study of a drug-body interation on Human object is called Clinical Study.The prescribed way for the safety of the subjects is called GCP, the way to conduct this study.

GMP and cGMP(current Good manufacturing Practices)
The guidelines for manufacturing by the drug controlling authority for its purity,safety and efficacy is GMP.

GEP(Good Engineering Practices)
Machines that are used for medicine making also need preventive and breakdown maintenance. This should have almost negiligible or no impact on the safety, quality and efficacy of the product being manufactured during it.Hence the ways of engineering that cares it can be comprehensively called as Good engineering practices.

Manufacturing and Packaging of Parenterals
Para Enteron made the term parenterals,hence medicines that need route of administration to the patient other than Gastro intestinal (GI)Tract comes under this category.

Manufacturing and Packaging of Opthalmic Preparations
Occular route has been prooved potentially useful in drug delivery. Eye is a delicate organ hence all medicinal preparations administred through this route need to be manufactured according to the highest possible care as that of for parenterals.

Manufacturing and Packaging of Solid Dosage Forms
Formulations in the solid form have some advantages and disadvantages.

Manufacturing and Packaging of Semisolid Dosage Forms
Formulations in the semisolid form have some advantages and disadvantages.

Manufacturing and Packaging of Liquid Dosage Forms
Formulations in the liquid form have some advantages and disadvantages.

title: User:AnandGDeshmukh


text:
User talk:Aeroish

Welcome
Hi! Thanks for your updates. We can talk here if you want. Also, check out shaastra.org for AeroFest. It is in October this year - too late for you to participate. You can participate next year though! Dharav talk 07:55, 5 September 2009 (UTC)

title: User talk:Aeroish


text:
Enabling Greek Characters on Your Keyboard

You can type Greek text without downloading anything or changing your keyboard. All you need to do is:
 * 1) Open control panel from the start menu
 * 2) Open the file called "Region and Language"
 * 3) Click the "Keyboards and Languages" tab
 * 4) Click the "Change keyboards..." button
 * 5) Click the "Add" button to add a keyboard
 * 6) Find the division "Greek"
 * 7) After clicking "Greek" you will see a number of different keyboard layouts. Click the box named "Greek Polytonic"
 * 8) Click "OK"
 * 9) You're done, you now should be able to type Greek text. To change between your current language and Greek all you now need to do is hold left Shift + Alt to swap between languages.

A Greek character's key will generally be its English equivalent. If you wish just to place an accent mark, a breathing mark, etc. use the key combination (desired breathing mark, etc.)+period(.). To use the " · " punctuation mark use the key combination shift ]+. =" · ".

Note: depending on the operating system you are running you may not be able to enable Greek text via this method(ie: Apple OS).

You will also be able to find an online Greek keyboard with accenting and so on at https://www.lexilogos.com/keyboard/greek_ancient.htm This will be good for producing individual words for an essay or similar project but not very effective if you need to type extensively in Greek.


text:
Swedish Language/Grammar Terminology

Examples
Substantiv, verb, adjektiv och räkneord är olika ordklasser. Nouns, verbs, adjectives and numerals are different lexical categories. Verbens böjning indelas i konjugationer. Verbs are split into conjugations according to their inflection patterns. Nomen utgörs av substantiv, adjektiv, räkneord och paricip. The group of nomens consists of nouns, adjectives, numerals and participles. Kasus är en grammatisk kategori för nomen som markerar dessas funktion i satsen. Case is a grammatical category for nomens which stresses their function in the clause.

Exercises
Please translate into Swedish 1. How many nouns do you find in this sentence? 2. In French there are three regular conjugations. 3. I have found a spelling error in your text. 4. Please use more adjectives when writing this kind of text! 5. How do you pronounce this word?

title: Swedish Language/Grammar Terminology


text:
User talk:T.E. Goodwin~enwikiversity

 Hello T.E. Goodwin, 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 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! --mikeu talk 11:47, 5 September 2009 (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 T.E. Goodwin. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name T.E. Goodwin~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) 06:23, 19 April 2015 (UTC)

title: User talk:T.E. Goodwin~enwikiversity


text:
User talk:Christopherdevers

 Hello Christopherdevers, 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 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! --mikeu talk 11:53, 5 September 2009 (UTC)

title: User talk:Christopherdevers


text:
User talk:AnandGDeshmukh

 Hello AnandGDeshmukh, 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 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! --mikeu talk 11:55, 5 September 2009 (UTC)

Hi, I've removed Pharmaceutical Industry as I see that it is a duplicate of User:AnandGDeshmukh I've also moved another page that you created to User:AnandGDeshmukh/Home. Thank you for your contributions and I look forward to seeing the infomation develop. When you have expanded the outline we can easily move the page to a more descriptive title. Feel free to leave a message on my talk page if you have any questions, or need any help. --mikeu talk 19:24, 6 September 2009 (UTC)

title: User talk:AnandGDeshmukh


text:
Wikiversity:Notices for custodians/Archive/2

Nonkilling Political Science
We should probably have OTRS respond to this. --mikeu talk 00:27, 1 January 2009 (UTC)
 * Ticket 2009010110001148 has been created & I will follow up on this when they respond. – Mike.lifeguard | @en.wb 01:44, 1 January 2009 (UTC)
 * We should probably also update OTRS. --mikeu talk 01:49, 1 January 2009 (UTC)
 * I'd simply make a soft redirect to OTRS. I don't really see the benefit of having a page specifically for Wikiversity.
 * The author of the work has released it under the Creative Commons Attribution-ShareAlike 3.0 license. I'm still trying to get it multi-licensed. – Mike.lifeguard | @en.wb 17:12, 2 January 2009 (UTC)
 * See also Talk:Draft of a Working Paper for Education at Brown University and the note on my talk page. I'm not sure who to contact, but the link to the internet archive had license info.  --mikeu talk 01:33, 3 January 2009 (UTC)

Archived Request custodian action
I archived via page move to keep the history smaller. Please make sure Request custodian action is on your watchlist (as opposed to the archive). --SB_Johnny talk 13:26, 3 January 2009 (UTC)

attack of the clones
We've had three incidents where a bot has created empty pages and categories.

 * Special:DeletedContributions/208.100.232.103 (22 January 2009)
 * Special:DeletedContributions/208.100.233.71 (22 January 2009)
 * Special:DeletedContributions/208.100.233.220 (21 January 2009)
 * Special:DeletedContributions/208.100.232.94 (18 January 2009)
 * Special:DeletedContributions/208.100.232.53 (18 January 2009)
 * Special:DeletedContributions/208.100.232.46 (18 January 2009)
 * Special:DeletedContributions/208.100.232.30 (18 January 2009)

I've semi-protected some page titles that were recreated after deletion. The dynamic ips are in the range of: 208.100.192.0/18 There is a 3 day range block on 208.100.232.0/23 to prevent the bot from switching ips and continuing. --mikeu talk 17:38, 22 January 2009 (UTC)

 * There was another incident from ips in the range 208.100.232.0/24 on 27 January 2009. --mikeu talk 04:29, 28 January 2009 (UTC)
 * Currently the range block for 208.100.232/0/32 is for 1 day. Do you think we re-block 208.100.232.0/23 (to cover .232 and .233) maybe for 1 week? -- Jtneill - Talk - c 07:23, 28 January 2009 (UTC)
 * I agree, and have made the change. I'll also check to see if we can semi-protect some of the nonsense page titles to make it easier to clean up if we get more after the block expires.  --mikeu talk 12:17, 28 January 2009 (UTC)

BTW, wv is not the only target of this. See
 * http://puppet.wikia.com/wiki/Special:Contributions/208.100.233.180
 * http://puppet.wikia.com/wiki/Special:Contributions/208.100.232.30

--mikeu talk 12:59, 28 January 2009 (UTC)

FYI: the current range block expires 07:13, 4 February 2009 --mikeu talk 00:03, 4 February 2009 (UTC)

Edits from Blocked user
I've just reverted this edit, could anyone explain why the editor who was blocked for violating the Foundations privacy policy and other policies are still editing, even though the block imposed was an "office action" and the fact that they're bypassing the block?. DarkObsidian @en.Meta-Wiki 21:37, 22 January 2009 (UTC)

 * Uy. In a nutshell, I think most of the custodians got tired of reverting and/or blocking him. He's got all day, do you? --SB_Johnny talk 22:02, 22 January 2009 (UTC)

 * Yeah, in a nutshell, it is not the most productive use of our time. But if he continues to reinsert off-topic material that other editors have repeatedly reverted, you can drop a note here (or WV:RCA) to ask for a page to be semi-protected (only autoconfirmed can edit) for a time.  Policy discussion pages should seek input from a diverse cross-section of the community and not be dominated by one contributer's Argumentum verbosium.  The frequent posting of a large quanitity of off topic material is (IMO) likely discouraging participation by new or infrequent contributers in these forums.  Most of the regulars in these discussions are already well aware of the material in his edits as it has already been posted in so many places, and reposting only makes the dialogue in the policy discussion difficult to read and respond to.  The User:Moulton account is blocked from editing throughout wikimedia projects.  To prevent someone from editing from an ip the only tools are a block of one ip, or a range block.  It is rather easy to change to another ip if one address gets blocked.  It is not in the best interests of wv to maintain a range block for an extended amount of time, as this prevents other people who use the same isp from contributing anonymously.  If you'd like to get a broader range of opinions about this, you could start a section at WV:CR.  --mikeu talk 16:06, 23 January 2009 (UTC)

Suggestion
Please can we have this wiki become a "fishbowl" wiki, much like http://grants.wikimedia.org or http://wikimaniateam.wikimedia.org is - it would be much better for us all. --Fishbowl wiki 13:00, 16 April 2009 (UTC)

 * I'm not sure what you mean by a "fishbowl" wiki, and the links to not seem to describe the term. Could you please clarify what you are asking for.  --mikeu talk 17:16, 19 April 2009 (UTC)

Template:Btp
The Btp template has been deleted. We'll need some help cleaning up the empty talk pages that were created. See Special:WhatLinksHere/Template:Btp and please help out. --mikeu talk 13:58, 7 July 2009 (UTC)
 * I'll certainly take a look since it was me who proposed the deletion of this template and these pages. http://en.wikiversity.org/w/index.php?title=Special:WhatLinksHere/Template:Btp&hidelinks=1 is probably a better link to use since it only lists transclusions of this template. Adambro 14:07, 7 July 2009 (UTC)
 * Thanks for the link, and thanks for any help you could provide. There are over 100 pages that were created!  --mikeu talk 14:11, 7 July 2009 (UTC)
 * ✅ All of those that I saw only had this template so were all deleted. Adambro 14:28, 7 July 2009 (UTC)

candidate for custodianship
FYI, there is a request for probationary custodianship where User:Trinity507 is looking for a mentor. Please review the request and ask questions or comment. --mikeu talk 16:00, 28 August 2009 (UTC)

A Japanese User
Please notice the edits of user:Kanjy Kanji (not to be confused with sysop User:Kanjy on ja:) and related accounts. Such behaviour resembles that of user:藤原紀香 et. al. on. Hillgentleman | //\\ |Talk 08:27, 21 February 2009 (UTC)

✅ userpage deleted and protected, user notified. --mikeu talk 21:19, 9 July 2009 (UTC)

repeat vandalism
Since 26 June 2009 we have a had a number of repeat vandals that have inserted explicit images into pages. They have also done this at other mediawiki sites. Many of these accounts are now globally locked. For example:

It is probably best to treat future vandalism that matches the same pattern with an indef and autoblock enabled (Automatically block the last IP address used by this user, and any subsequent IPs they try to edit from) to prevent the same ip from continuing with a newly created account. --mikeu talk 14:41, 9 July 2009 (UTC)

 * Those are all covered by the rangeblock. Autoblock is a good idea for this sort of vandal, but if you notice another account doing the same thing within 24 hours, you need to get a CU involved. (Would be a lot easier if we had local CUs, of course!) --SB_Johnny talk 16:16, 9 July 2009 (UTC)

 * It was convenient that you had CheckUser rights on Wikibooks to find out the range to block. (Bfbggon* just got done wreaking havoc there.)-- Adrignola 18:06, 9 July 2009 (UTC)

 * Yup, same guy. Though actually what helped was being able to communicate clearly with the other CUs (mailing list and IRC channel), since it was a crosswiki issue. Would still be easier to have local CUs, but we can deal this way.
 * BTW Adrignola: since you're peeking at RCs here, how about becoming a custodian and help us cover our bases here ;-)? --SB_Johnny talk 18:15, 9 July 2009 (UTC)

Update: this is still going on cross-wiki so keep an eye out for this when the block expires in a month. --mikeu talk 15:52, 13 July 2009 (UTC)

vandalism
We've had some grawp-like vandalism.

Please watch for further activity. --mikeu talk 02:24, 6 October 2009 (UTC)

Semiprotection, please
My userspace, recent low level trolling. Durova 19:13, 10 December 2009 (UTC)

 * Semi-protected your userpage and user talk for 6 months. Let us know if/when you want that changed. --SB_Johnny talk 22:38, 10 December 2009 (UTC)

Serial vandalism
We had a multiple vandalism from I have to tell that there was an effort to undo these vandalisms from the same/another user from the same IP address, but in order to stop the potential vandal I blocked this IP for 1 day. We'll see what happens. Please keep your eye on our friend and act if necessary. --Gbaor 10:53, 15 December 2009 (UTC)


text:
Generating dynamic content with MediaWiki/2009/W36/6

Hi, this is Juan browsing this page trying to set dynamic contento to cs.wv mp:-)--Juan de Vojníkov 14:28, 5 September 2009 (UTC)


text: Template:Barnstar 9

title: Template:Barnstar 9


text:
User:Josefcullhed

My name is Josef Cullhed i study mathematics, undergraduate course. I`m interested in applied mathematics, differential equations but also abstract algebra.

title: User:Josefcullhed


text: User talk:B9 hummingbird hovering/Blog/Learning Tibetan Weblog


text:
User talk:Josefcullhed

 Hello Josefcullhed, 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 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! --Mu301Bot 16:44, 5 September 2009 (UTC)

title: User talk:Josefcullhed