text:
Social entrepreneurship/SSE Meeting of 20080807

<< The meeting took the form of a discussion about the the system under development with students of social entrepreneurship. The discussion is outlined below. Feel free to tidy it up and draw whatever learning and conclusions you can find.

The discussion referred to the draft SSE Game Narrative and SSE Quest Matrix.

Discussion with students of social entrepreneurship
Except where otherwise stated, text came from UP: representatives.

TUT:Do requests come from the NGO/CBOs ... ?

 * Yes (usually via the university) -- Professor usually has contacts.
 * Having database to review options in a community will be a value added to the project.
 * Will need to work with professors/universities to begin to populate base line data of interested organizations.

TUT:How do we define “Community”?

 * Need to define “community” - for service based / community-based learning etc.
 * What not to include for student credit for community engagement, service learning, ...
 * SE: takes service learning to another level
 * not just working for a semester, walk away, ..
 * but think re sustainability and broader implications.
 * Challenges with community ownership and willingness to collaborate with students highlighted. Having database of willing organizations should help a bit with this challenge.

WBI:What types of activities?

 * Ploughing, making gardens, teach how to take care of plants
 * Computer training
 * Career guidance for high school people
 * Projects mainly in the locations – more are needed in other areas too
 * The people there are not exposed to career guidance
 * The issues include poverty, ..., hence gardening, ...
 * We work with other universities – e.g. University of the North West in Potch – a sewing project, ...
 * Mainly based at community centres

WBI:How did you identify the community?

 * Mainly students look at a community they have always wanted to help
 * e.g one's own home community
 * But we have people working with distant communities such as Mpumalanga, Swaziland, etc.
 * Sometimes according to the student's interests and abilities:
 * Maths and Science for students.
 * Engineering Week: show students, invite schools, etc.
 * Zoo project: so we don't just work with people.
 * Playground for kids in Mamelodi.
 * Some projects need people to continue after studies ...
 * Retaining people is a challenge.

TUT:Selecting projects?
With such a wide range of projects, how do you select/prioritise projects?

Gardening, literacy, poverty, ...

 * Students who know the community – know what they need.
 * Choose a project that would be most helpful under cost constraints.
 * Before start projects: visit community, find out the situation and needs from them
 * Process of understanding community needs, history, profile of leaders, etc should help students to better identify needs and assets and thus potential solutions/projects.
 * decide how to help.
 * Gary Marsden – UCT – big board – ask Mario.

MI:Can advisors change questions – e.g. profile elements?

 * A: super-users. Not the Advisors (SNM)

WBI:Under each quest: are there study questions under each quest?

 * Readings, etc. can be added under a library or perhaps even a link to this wiki and the curriculum section?

WBI:Comments?

 * MI:underlying philosophy – appreciative, financial terms too dominant, ...

 * e.g. end point: “business plan” :-( try “thriving community working towards ...” - a suggestion from the mailing list).
 * Language in the game should be reviewed but at this stage lets focus on broader concepts -- for instance "business plan" is not focused on making $ but on pulling together all of the concepts that are deemed important to defining a sustainable idea.
 * WBI:Narrative needs to make it clearer what to do next. e.g. go from joining to ... to ... quests.

BC: Leadership and Team Structure?

 * UP:Work in teams but a flat structure ...
 * Roles should be clear -- team responsibilities on site should be helpful.
 * WBI:A “Director” could send reports etc. for final approval.
 * WBI:Are there additional external helpers?
 * UP:

 * Welders, cutters of trees, etc. -- are skills that are needed.
 * Supervisors at the site could also be team members. Sometimes mentors (last year's students) help ... and assess current students.
 * Under profile perhaps we should put down skills and what the student is studying so that directors can identify needed skills for a task from the community of users?

WBI: Who works where? How much time is spent with the community?
UP:

 * Some know in advance, some need help.
 * 40 hours in the community – 1 year module March – October assessment.
 * Some spend more than 40 hours ... adding their own time to finish things they have started.
 * e.g. help grade 1s, help slower learners keep up. Teachers felt these people are holding up the others.
 * So, if school feels they need help, then it is up to the Principals.

SNM:

 * The system is built around a bus plan around some problem. (comment)

WBI: How do you actually engage with a school?
UP:

 * We went to the school, and made an appointment with the Principal.
 * Agreed on a process ... he sat us down and told us what was needed.
 * He had previously approached the university staff member in charge of social entrepreneurship.

TUT:Does the business plan (in the game) include student costs?
WBI:

 * No, these are covered by the students and the university.
 * It includes the logistic costs for the proposal.

SNM:

 * There is a financial planning section in the system
 * but students are free to use other facilities to share their plans.
 * The planning system makes suggestions e.g. reduce costs by using existing facilities.

WBI:Would you use this?
UP:

 * At first, we “have to”, but after a while start enjoying what we are doing.
 * It is unlikely for a student to do or use anything just because it is there.
 * First: “have to”, then later “want to”.
 * If use of the system was a requirement for the module, then students would use it.

WBI:How often are students in the community?
UP:

 * Every week-end, also played cricket and other games there, etc.

WBI:What is a Realistic time frame for contest (to play out the game)?
UP:

 * Most of the work is done during the March/April holidays and June holidays

BC: Are there any key underlying themes?

 * Community empowerment
 * Schools help: parents don't have time to care for their kids
 * too busy sitting at home drinking ...

TUT:Are communities Ready for the Interventions?

 * Rural development. Issues: Limpopo. Communities not ready or not interested.
 * There is “something” (more than interest, readiness, ...).
 * Relevance. Why don't they respond accordingly?
 * Rather ask them to tell us what they want us to do.

WBI:How ensure you are building on assets and supporting rather than coming and trying to “help”.
TUT:We talk to community leaders, often in a public meeting.

 * Don't try to impress, but to try to get their cooperation.

UP:

 * University supervisor provides us with organisations that need and want our help.
 * Even with them: same problem: community just not responding.
 * Research is needed.

TUT:

 * Some people in the communities sit and do nothing.
 * They have high expectations but are not able to get up and do anything.
 * Readiness: they feel defeated before starting.
 * e.g. water ... not my priority ...
 * e.g. spaza shop ... ok, that I can do ...
 * The personal interest of people helps.
 * e.g. 300 teachers grade 3-12. Started in Brits but had to leave because officials were not involved.
 * Official: look at year end results: 19%. So, what to do? Carrot and stick.
 * Entice the community to buy into the idea.

WBI: Challenges? How do we get feedback?

 * Want to foster a sense of community among students.
 * Post tips on message board.
 * How share knowledge?

UP:

 * It is an issue. With professional teachers, for example – possible.
 * Lay people: more difficult.
 * e.g. if they don't want us to come and help ... then it is difficult to cooperate.

WBI:Are previous efforts built upon?

 * Using past work – possible? Building on past work and continuity? .. and retaining good ideas?
 * Assuming organisations are pre-identified requesting work ... for 4-5 months.
 * Evolve the idea ...
 * Do a quest off-line and student uploads the data.

UP:

 * Some communities: when students go there they expect students to do things for them but don't maintain the work/ results afterwards.

TUT:The challenge is how to understand the community, and how to “sell” the project so that we get buy-in from the community.

 * e.g. schools do need assistance, but teachers do not see value. They will say talk to the Department of Education so we can get better salaries.
 * The project should attract buy in.
 * With learners and kids fine, but with adults: problem.

WBI: Sustainability
WBI:Sustainability issues with the project: addressing a “need” ... and when you leave?

 * So, help students identify what are those needs and the demand, and then how ... get buy-in....
 * How sustain after you have gone?
 * Are there deeper issues? Overall need for e.g. 8 schools for playground equipment?
 * Leaving the knowledge of how to do it available, ....
 * Potential funders? Activities where there is a market ....
 * Scale and sustain the idea.
 * Systemic issues. Who else is working in this area. Partners. Total scope. Innovative solutions.
 * e.g. merry go-rounds that also act as water pumps.
 * Potential to make money or save money on energy, etc.
 * Encourage students to think more deeply, laterally, longer, wider horizons, ...
 * e.g. hundreds of such merry-go-round water pumps ... funds ....
 * Is this beyond the scope of your social entrepreneurship studies?

UP:

 * An interesting challenge. Exciting.
 * May not always be able to get right people ....
 * A good idea.

SNM:Even if the activity is a degree a requirement, it helps to have a tool to guide you.

 * How to engage community more.
 * How to get the community to understand you., and co-develop ideas in full understanding.

WBI:consider other channels: e.g. cell phone integration. e.g. points: SMS friends your latest score.

WBI: Would the quest matrix resonate with your process?
UP:

 * First: understand community needs
 * Finance should come way sooner.
 * i.e. understand community, then get finance to engage and get going to implement a prototype solution.

TUT:Stop/Go situations?
BC:What if there is a “No go” situation?

 * 40 hours spread over 8 months.
 * When do you tell yourself: e are hitting our heads on a rock ... abandon and move on?

UP:

 * One group could not get funding or community to cooperate.
 * The project was too complicated.
 * Their research indicated that the community had no interest, but they decided to go ahead anyway.

UP:UP supervisor might swap people around across projects.

2nd year: Engineering. Built Environment and IT.

 * Key question: Do you understand what they need? Can you provide it?

BC: Team Structure?
BC:e.g. team of 8: is there a team leader, all directors?

What works better? One leader overseeing?

UP:

 * Yes, the latter. As long as the leader has the right expertise.
 * e.g. one has experience with welding
 * others have experience of financing
 * design of playground
 * Someone must take responsibility ....
 * For most groups, not everyone can do everything.

BC:Different roles, different projects?
UP:

 * We were a small group. Call meetings and go through the questions one by one, agree? i.e. no one leader.

SNM:

 * System has two roles: team leader and support people.
 * Don't have functionality to assign roles.

WBI:Team Process?

 * After understanding community and identifying issues ...
 * Do you brainstorm and prioritise? e.g. gardens vs first graders, ...
 * The select and design processes ...

UP:

 * Brainstorm and then focus on one.
 * Something feasible, cost effective, faster (in between school time).
 * Some would have had a bigger impact ... but we had to be realistic.

SNM:How much documentation?
UP:

 * On web site: questions every week.
 * Small assessment:
 * what do you think about the module? ...
 * later:
 * what do you think about the community?
 * later:
 * what impact?
 * presentation etc.

SNM:Do you have a copy of the project documentation?

UP:

 * No – submitted on-line.

MI:Check out Martina's questions and consider embedding.

WBI:Are good ideas being lost?
You chose to do something achievable ... need to consider the other ideas.

 * e.g. prototype, expensive, ... funding towards the prototype.
 * Otherwise good ideas get lost.

UP:UP supervisor still has the good ideas for future reference.

MI:Tell us about the playground project
Story ... kids with nothing to do ... build a playground ... keeps them out of mischief ....

WBI:Did you have in mind that this could reduce delinquency and lead to a better life etc.?

UP:Yes – many kids play hookey ... now they have something to look forward to after class.

WBI:During design stage: swing designs?
UP:Multiple: wooden, jungle-gyms, etc. ...

Ultimately went with most effective long lasting.

WBI:Post workshop reflections

 * Many of the projects that the students engage in are not immediately or clearly translatable into a sustainable enterprise -- Gardens, career guidance, math and science tutoring, etc. So we will need to add text in the narrrative and perhaps quests to emphasize creativity/innovative responses and sustainable longer term solutions to get students thinking beyond the limited (but useful) project of tutoring students for instance.

 * The Narrative needs to be refined to help guide users through the site.

 * UP students engage in projects from March to October and spend a minimum of 40 hours in a community. We should take this into account when putting together timeframe for project in Feb/March next year.  For instance, do we run one longer contest or two shorter -- say 5 month contests (March to July?)

 * Motivation to participate. The competition and awards will be key motivators along with encouraging professors to include in their grading.  A marketing campaign will need to be thought through to advertise the event on the campuses.

 * Community - Student engagement. It was interesting to hear the students perspectives on community motivation and willingness to take on projects themselves.  When we think about the competition, we need to think through how to recognize/award the affiliate organizations as well as other community members to motivate them as well.

 * Search for Financing. It seemed as if the students spent quite a bit of time searching for funding to do the prototype.  This sparked a couple of thoughts -- first, need for some quests earlier in the process to encourage students to use the network to identify potential seed funding and to think about costs for prototype and second the need to try to connect additional "angel investors" as part of game to provide a bit of seed money up front.  Or perhaps, have a fund in place to reward those students with small remuneration as they hit a certain milestone in the game?

 * Evaluation. We need to discuss evaluation questions with Martina at UP to include the system.

 * Problem statements. Need to find a way to preserve problem statements even if students do not work on a solution to those statements both as a history of issues identified in a certain community as well as a pool of issues for future students to potentially tackle.

 * MxiT -- need to integrate someone onto site as students identify as popular technology.

 * Pilot -- we need to think through timing of the pilot or scope and scale as Oct to Jan seem to be months where universities will have little to no time for such a pilot. Perhaps we have a smaller scale pilot or we open it up to a much larger community with the expectation that we will capture a smaller sample for the pilot?  We need to give this some thought.

 * Game v. Project management tension. We need to keep this focused on aspects that encourage students to engage in the sytem and address the quests while at the same time having the system be a useful tool for students to work through their projects and connect with others.

 * Student follow up -- lets discuss student follow up as we need to send them a message to get their feedback. And perhaps a one on one phone follow up?

 * Language. Business plan v. idea proposal or grail or whatever.  We can always change the names of things.  I guess while being sensitive to names we need to not get too caught up at this stage and keep the concept in mind.

 * Skills. Perhaps on profile we add something to identify what the student is studying and other skills he/she has.  This would then help the teams to identify what different memebers could take on or scope out the broader community for help with a specific task -- ie welding; or financial plan, etc.

This was followed by lunch and some general discussion ... Then we asked one of the students to recount the whole story of one of the projects. During the telling the figure below was sketched – a generic process for such projects which is closely aligned with the game framework under development.


text:
Social entrepreneurship/SSE Quest Matrix

<<

This is a "straw dog" outline used in a brainstorming session about the development of a system to support students through the social entrepreneurship learning process. The system takes the form of a game for which there is also a draft narrative.

Financial Viability
This is one component designed to encourage students to think and plan realistically. The degree of long term financial viability will vary per project. For some the objective might not be to establish a long term viable business.

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


text:
Talk:Information security

This is not about information security but about information hiding. Better move this to an appropriate page, I think.

Xvdvoort 14:06, 8 August 2008 (UTC)

I agree the information on this page belongs in a different section. Information security is a much more broad topic than just information hiding. Kabritu 04:41, 1 December 2011 (UTC)

title: Talk:Information security


text:
Social entrepreneurship/SSE Game Narrative

<<

Evoke – Game Narrative

Draft discussion page fleshing out some details of the SSE Quest Matrix

Log in Page

 * Evoke – to create anew, especially by means of the imagination. You live in a world with too much misery, yet alive with potential. What you see does not have to be. Some look around this world and ask why and do nothing, you see the same world and ask why not, but do something. Do something. That is your mission. Go forth into the world and act. Your challenge is to take a thought, an idea, a vision and make it real. In this journey you will be challenged with many quests and taken through many levels as your idea evolves. You however will not be able to do it alone, you will need to reach out to others for the necessary resources, tools and inspiration to accomplish your goal. While individual initiative is essential, success increasingly requires a community of minds or collective intelligence to solve a problem. Reach out to that collective intelligence and collaborate to realize the change you envision.

To begin the adventure, you will start with 50,000 platinum ZAK – the currency in this world. Along the journey you will need to make choices. The first will be to set up your venture or to join an existing venture. A series of quests will then face you. You will need to first understand your world, identify challenges that you see, create innovative solutions to these challenges and ultimately evoke the idea that will change this world.

As you go forth you will need to allocate your ZAK wisely but you will also need the confidence of other players, the power to attract others to your idea and the endurance for your venture to prosper and grow. Each of these traits will be rewarded. At the end of the journey, the venture that has accumulated the most wealth, confidence, power and endurance will be crowned champion and recognized as the organization whose ideas have the greatest power to change the world.

If you are ready for this challenge, let’s begin. Imagine. Create. Solve. Change. Evoke. Log in and start today.

Home Page
Welcome to Evoke. And congratulations for taking on the challenge of making a difference in your world. There are many ways to play this game depending on who you are and what you hope to learn, share and ultimately create through your participation. You can take on one of the following three roles:

Social Entrepreneur – You are an individual or group of individuals who either have an idea or want to go out into the world and evoke the change that you want to see. If you are a student at a university or a social entrepreneur in a community, this is the role you will most likely want to take on.

Venture Supporters – you do not want to take on the full responsibility of running a venture, but you want to help make a difference in your community. You can join an existing venture and help create or develop a project with other team members. If you are a member of an existing NGO or organization and you are hosting a team or a student at university or high school level that wants to contribute, take on this role.

Venture Advisors – You have unique experience to contribute to the development of innovative ideas. You will play the game as a mentor and leader in supporting the evolution of an idea from concept to prototype. If you are a professor, business professional, or community leader, this is the role for you.

Host Organization – You are a leader of an NGO or CBO working in a community and want to invite an entrepreneur to work with your organization to create and incubate his idea, you can advertise here and then contribute to the game as either a supporter or advisor.

Filling in your profile
Please enter a bit of information about yourself and your interests below.

Solution
Valuation


text:
Wikiversity:Wikiversity Day/What was going on on that day

What happened on 15th August ?

Colloquium
What was hot or not?
 * 15th August 2006
 * 15th August 2007
 * 15th August 2008
 * 15th August 2009

User accounts created on

 * 15th August 2006: 45
 * 15th August 2007: 51
 * 15th August 2008: 75
 * 15th August 2009: 429


text:
Spanish 1/Television

Chapter 18 (Television)
likes/dislikes

 * me gusta(n) - I like
 * no me gusta(n) - I don't like
 * no me gustan mucho - I really don't like
 * me gustan mucho - I really like
 * odio - I hate

Television programs

 * canal - channel
 * programa de concursos - game show
 * programa de dibujos animados - cartoon show
 * programa de entrevistas - interview program
 * programa de la vida real - reality program
 * programa de noticias - news program
 * programa educativo - educational program
 * programa musical - musical program
 * telenovela - soap opera

Note: Programa is a masculine noun.

Types of movies

 * comedia - comedy
 * drama - drama
 * película de ciencia ficción - science fiction movie
 * película de terror - horror movie
 * película policíaca - crime movie
 * película romántica - romantic movie

Entertainment adjectives

 * cómico(a) - funny
 * emocionante - exciting
 * fascinante - fascinating
 * infantil - childish
 * realista - realistic
 * tonto(a) - silly, stupid
 * violento(a) - violent

Boring or interesting

 * me aburre(n) - it bores me (they bore me)
 * me interesa(n) - it interests me (they interest me)

Entertainment terms

 * actor - actor
 * actriz - actress
 * dar - to show
 * durar - to last
 * empezar - to begin
 * terminar - to end

Being specific

 * más/menos de - more/less than
 * medio(a) - half
 * ¿Qué clase de...? - What kind of...?

Verbs

 * acabar de... - to have just...
 * aburrir - to bore
 * doler - to hurt, to ache
 * encantar - to love
 * faltar - to be missing
 * interesar - to interest
 * quedar - to fit

Note: Use acabar de... in its conjugated forms when referring to an object that has just finished doing something. Doler is a stem-changing verb, the o changes to ue when conjugated.

Other words

 * antes de - before (time)
 * ante de - before (position)
 * casi - almost
 * ¿De veras? - Really?
 * especialmente - especially
 * por eso - therefore
 * sobre - about
 * ya - already

Seguir (to follow)
Seguir, like hacer has an irregular yo conjugation..

 * sigo - I follow
 * sigues - you follow (singular)
 * sigue - he/she follows
 * seguimos - we follow
 * seguís - you follow (plural)
 * siguen - they follow

Note: The usual, usted and ustedes warning, they both conjugate in the 3rd person form.

Cultural Insight (Television and movies)
In Spanish-speaking countries, going to the movies, like in many countries, is a favorite pastime. Mexico, United States, Venezuela, Chile, Argentina, and Spain produce many Spanish language movies annually. Telenovelas, or soap operas are also popular in Spanish-speaking countries, unlike American soap operas that last for years, Spanish language soap operas only last for a few weeks.

Country Focus (Chile)
Chile (Spanish: Chile) is a country in South America occupying a long and narrow coastal strip wedged between the Andes mountains and the Pacific Ocean. It borders Peru to the north, Bolivia to the northeast, Argentina to the east, and the Drake Passage at the country's southernmost tip. It is one of only two countries in South America that does not have a border with Brazil. The Pacific forms the country's entire western border, with a coastline that stretches over 6,435 kilometres. Chilean territory extends to the Pacific Ocean which includes the overseas territories of Juan Fernández Islands, the Sala y Gómez islands, the Desventuradas Islands and Easter Island located in Polynesia. Chile claims 1,250,000 km² (482,628 sq mi) of territory in Antarctica.

Chile's unusual, ribbon-like shape —4,300 km long and on average 175 km wide— has given it a hugely varied climate, ranging from the world's driest desert - the Atacama - in the north, through a Mediterranean climate in the centre, to a snow-prone Alpine climate in the south, with glaciers, fjords and lakes. The northern Chilean desert contains great mineral wealth, principally copper. The relatively small central area dominates the country in terms of population and agricultural resources. This area also is the cultural and political center from which Chile expanded in the late 19th century, when it incorporated its northern and southern regions. Southern Chile is rich in forests and grazing lands and features a string of volcanoes and lakes. The southern coast is a labyrinth of fjords, inlets, canals, twisting peninsulas, and islands. The Andes Mountains are located on the eastern border.

Prior to the coming of the Spanish in the 16th century, northern Chile was under Inca rule while the indigenous Araucanians (also known as Mapuches) inhabited central and southern Chile. Although Chile declared its independence in 1810, decisive victory over the Spanish was not achieved until 1818. In the War of the Pacific (1879-83), Chile defeated Peru and Bolivia and won its present northern regions. It was not until the 1880s that the Araucanian Indians were completely subjugated. The country, which had been relatively free of the coups and arbitrary governments that blighted the South American continent, endured a 17 year military dictatorship (1973-1990), one of the bloodiest in 20th-century Latin America that left more than 3,000 people dead and missing.

Currently, Chile is one of South America's most stable and prosperous nations. Within the greater Latin American context it leads in terms of competitiveness, quality of life, political stability, globalization, economic freedom, low perception of corruption and comparatively low poverty rates. It also ranks high regionally in freedom of the press, human development and democratic development. Its status as the region's richest country in terms of gross domestic product per capita (at market prices and purchasing power parity) is countered by its high level of income inequality, as measured by the Gini index.

Northern Chile was an important center of culture in the medieval and early modern Inca empire, while the central and southern regions were areas of Mapuche cultural activities. Through the colonial period following the conquest, and during the early Republican period, the country's culture was dominated by the Spanish. Other European influences, primarily English, French, and German began in the 19th century and have continued to this day.

Factbox:

-Official Language: Spanish

-Other Languages: Mapudungun, European languages, Native American languages

-Capital: Santiago

-Government: Democracy

-Area: 756,102 sq km (292,183 sq mi) (33rd)

-Population: 17,063,000 (60th)

-Religion: Christianity (Catholic 70%, Protestant 15.1%, Jehovah's Witnesses 1%, Mormon 0.9%) 87%, Non-religious 8.3%, Traditional beliefs 0.88%, Judaism 0.22%, other (Bahá'i, Buddhism, Islam) 3.6%

-Human Development: 0.878 (44th, HIGH)

-Independence: September 18, 1810

-Currency: Chilean Peso

title: Spanish 1/Television


text:
User talk:Random832

 Hello Random832, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! SB_Johnny talk 18:07, 8 August 2008 (UTC)

Movement of Comments from Moulton's talk page
This is to give notice that, with Moulton's permission, I moved the section "Comments" from his talk page. It has been moved to this place. This is to allow the conversation to continue, but also to give Moulton a chance to continue on his project with the least amount of disturbances. Ottava Rima (talk) 04:46, 16 September 2008 (UTC)

title: User talk:Random832


text:
Spanish 1/Computers

Communication

 * cara a cara - face-to-face
 * carta - letter
 * comunicarse - to communicate
 * me comunico - I communicate
 * te comunicas - you communicate
 * enviar - to send
 * tarjeta - card
 * red social - social network

On the computer

 * bajar / descargar - to download
 * buscar - to search
 * cámara digital - digital camera
 * canción - song
 * composición - composition
 * computadora portátil - laptop computer
 * crear - to create
 * curso - course
 * tomar un curso - to take a course
 * diapositiva - slide
 * dirección electrónica - e-mail address
 * documento - document
 * escribir por correo electrónico - to write an e-mail
 * enviar un correo electrónico - to send an e-mail
 * estar en línea - to be online
 * grabar un disco compacto - to burn a CD
 * gráficos - graphics
 * información - information
 * informe - report
 * laboratorio - laboratory
 * navegar por la red - to surf the web
 * página web - web page
 * presentación - presentation
 * sitio web - web site
 * visitar salas de chat - to visit chat rooms

Usage

 * complicado(a) - complicated
 * ¿Para qué sirve? - What's it for?
 * ¿Qué te parece? - What do you think?
 * rápidamente - quickly
 * Sirve para... - It's used for...

Verbs

 * tener miedo - to be afraid

Pedir (to ask for)
Pedir, like hacer, is a verb that has an irregular yo conjugation.

 * pido - I ask for
 * pides - you ask for (singular)
 * pide - he/she asks for
 * pedimos - we ask for
 * pedís - you ask for (plural)
 * piden - they ask for

Note: Remember that usted and ustedes conjugate in 3rd person form.

Servir (to serve)
Servir is also a verb that has an irregular yo conjugation.

 * sirvo - I serve
 * sirves - you serve (singular)
 * sirve - he/she serves
 * servimos - we serve
 * servís - you serve (plural)
 * sirven - they serve

Note: See above.

Saber (to know)
In Spanish, there are two ways of the verb, "to know." Saber is used for information or activities you know. It is also an irregular yo conjugation.

 * sé - I know
 * sabes - you know (singular)
 * sabe - he/she knows
 * sabemos - we know
 * sabéis - you know (plural)
 * saben - they know

Note: The usual usted and ustedes warning that you should know by now.

Conocer (to be acquainted with)
Conocer also means "to know," but it talks about familiarity of people, places, and things. Like saber, it has an irregular yo conjugation.

 * conozco - I know
 * conoces - you know (singular)
 * conoce - he/she knows
 * conocemos - we know
 * conocéis - you know (plural)
 * conocen - they know

Note: The usual.

Vocabulario adicional

 * búsqueda - search
 * iniciar sesión - to log on
 * disco duro - hard disk
 * impresora - printer
 * imprimir - to print
 * marcapáginas - bookmark
 * multimedia - multimedia
 * página inicial - home page
 * tecla de borrar - delete key
 * tecla de intro - enter key

Cultural Insight (Computer Usage)
In Spanish-speaking countries, the usage of computers is less than that in the United States, other English-speaking nations and Western Europe. With many homes not having a computer, people tend to go libraries or computer cafés to log on to computers. At computer cafés, individuals can hang out with friends while surfing the web or playing online games with light snacks and drinks being sold to patrons.

Country Focus (Argentina)
Argentina (Spanish: Argentina) is a South American country, constituted as a federation of twenty-three provinces and an autonomous city. It is second in size on the South American continent to Brazil and eighth in the world. Argentina occupies a continental surface area of 2,766,890 km² (1,068,302 sq mi) between the Andes mountain range in the west and the southern Atlantic Ocean in the east and south. It is bordered by Paraguay and Bolivia in the north, Brazil and Uruguay in the northeast, and Chile in the west and south. Argentina also claimed 969,464 km² (374,312 sq mi) of Antarctica, known as Argentine Antarctica, overlapping other claims made by Chile (Chilean Antarctic Territory) and the United Kingdom (British Antarctic Territory), but all such claims are suspended by the Antarctic Treaty of 1957.

Argentina has the second highest Human Development Index level and the second highest Gross Domestic Product (GDP) per capita in purchasing power parity in Latin America after Chile and Mexico respectively. Argentina's nominal GDP is the 31st largest in the world; when purchasing power is taken into account, however, its total GDP makes it the 23rd largest economy in the world.

The country is currently classified as an Upper-Middle Income Country or as a secondary emerging market by the World Bank.

In 1480, the Inca Empire under the rule of king Pachacutec launched an offensive and conquered present-day northwestern Argentina, integrating it into a region called Collasuyu. European explorers arrived in 1516. Spain established a permanent colony on the site of Buenos Aires in 1580; the Viceroyalty of the Río de la Plata was created in 1776. From the 1950s to 1970s, moderate military and weak civilian administrations traded power. The armed forces took power through a junta in charge of the self-appointed National Reorganization Process until 1983. The military government repressed opposition and leftist groups using harsh illegal measures (the "Dirty War"); thousands of dissidents "disappeared", while the SIDE cooperated with DINA and other South American intelligence agencies, and with the CIA in Operation Condor. Democracy was restored in 1983.

Argentine culture has significant European influences. Buenos Aires, considered by many its cultural capital, is often said to be the most European city in South America, as a result both of the prevalence of people of European descent and of conscious imitation of European styles in architecture. The other big influence is the gauchos and their traditional country lifestyle of self-reliance. Finally, indigenous American traditions (like maté tea drinking) have been absorbed into the general cultural trend.

Factbox:

-Official Language: Spanish

-Other Languages: Welsh, Italian, French, German, other European languages, Native American languages, Levantine Arabic, Chinese languages

-Capital: Buenos Aires

-Government: Democracy

-Area: 2,780,403 sq km (1,078,757 sq mi) (8th)

-Population: 40,134,425 (31st)

-Religion: Christianity (Catholic 92%, Protestant 2%) 94%, Judaism 2%, Islam 1.5%, Buddhism 0.1%, other (Atheism, Traditional beliefs) 2.4%

-Human Development: 0.866 (49th, HIGH)

-Independence: July 9, 1816

-Currency: Argentine Peso

Country Focus (Uruguay)

Uruguay (Spanish: Uruguay) is a country located in the southeastern part of South America. It is home to 3.5 million people, of which 1.4 million live in the capital Montevideo and its metropolitan area.

It is bordered by Brazil to the north, by Argentina across the bank of both the Uruguay River to the west and the estuary of Río de la Plata to the southwest, and the South Atlantic Ocean to the southeast. Its surface is 176.215 km² being by its territorial extension the second smallest country in South America, larger only than Suriname and the French overseas department of French Guiana.

Montevideo was founded by the Spanish in the early 18th century as a military stronghold. Uruguay won its independence in 1825-1828 following a three-way struggle between Spain, Argentina and Brazil. It is a constitutional democracy, where the president fulfills the roles of both head of state and head of government.

The economy is largely based on agriculture (making up 10% of GDP and the most substantial export) and the state sector, Uruguay's economy is on the whole more stable than in its surrounding states, and it maintains a solid reputation with investors.

According to Transparency International, Uruguay is the second least corrupt country in Latin America (after Chile), with its political and labor conditions being among the freest on the continent.

Uruguay has an impressive legacy of artistic and literary traditions, especially for its small size. The contribution of its alternating conquerors and diverse immigrants has resulted in native traditions that integrate this diversity. Uruguay has centuries old remains, fortresses of the colonial era. Its cities have a rich architectural heritage and an impressive number of writers, artists, and musicians. Uruguayan tango is the form of dance that originated in the neighborhoods of Montevideo, Uruguay towards the end of the 1800s.

Factbox:

-Official Language: Spanish

-Other Languages: European languages, Riverense Portuñol

-Capital: Montevideo

-Government: Democracy

-Area: 176,215 sq km (68,037 sq mi) (90th)

-Population: 3,494,382 (131st)

-Religion: Christianity (Catholic 62%, Protestant 4%) 66%, Atheism 17.2%, Animism 0.6%, Judaism 0.3%, Buddhism 0.1%, other (Non-religious, Agnostic) 2.4%

-Human Development: 0.865 (50th, HIGH)

-Independence:August 25, 1825

-Currency: Uruguayan Peso

Country Focus (España)
Spain (Spanish: España) is a country located mostly in southwestern Europe on the Iberian Peninsula. The Spanish mainland is bordered to the south and east almost entirely by the Mediterranean Sea (except for a small land boundary with Gibraltar); to the north by France, Andorra, and the Bay of Biscay; and to the west by the Atlantic Ocean and Portugal. Spanish territory also includes the Balearic Islands in the Mediterranean, the Canary Islands in the Atlantic Ocean off the African coast, and two autonomous cities in North Africa, Ceuta and Melilla, that border Morocco. With an area of 504,030 km², Spain is the second largest country in Western Europe (after France) and with an average altitude of 650 m, the second highest country in Europe (after Switzerland).

Spain is a constitutional monarchy organised as a parliamentary democracy and has been a member of the European Union since 1986, and NATO since 1982. It is a developed country with the ninth largest economy in the world and fifth largest in the EU, based on nominal GDP.

Spain is a key site when it comes to studying the human prehistory of Europe. After a long and hard conquest Hispania became one of the Roman Empire's most important regions. During the early Middle Ages it came under Germanic rule. Later it was conquered by Muslim invaders. Through a very long and fitful process, the Christian kingdoms in the north gradually rolled back Muslim rule, finally extinguishing its last remnant in Granada in 1492. The same year Columbus reached the New World, a global empire began. Spain became the strongest kingdom in Europe and leading world power during the 16th century and first half of the 17th century, but continued wars and other problems eventually led to a diminished status. A French invasion of Spain in the early 19th century led to chaos; triggering independence movements that tore apart most of the empire and left the country politically unstable. In the 20th century it suffered a devastating civil war and came under the rule of a dictatorship, leading to years of stagnation, but finishing in a strong economic revival. Democracy was restored in 1978 in the form of a constitutional monarchy.

Spain is known for its culturally diverse heritage, having been influenced by many nations and peoples throughout its history. Spanish culture has its origins in the Iberian, Celtiberian, Latin, Visigothic, Roman Catholic, and Islamic cultures.

-Official Language: Spanish

-Other Languages: Catalan, Galician, Basque, Aranese (the former four regionally official), Asturian, Extremaduran, Aragonese, other European languages

-Capital: Madrid

-Government: Constitutional monarchy

-Area: 505,992 sq km (195,364 sq mi) (51st)

-Population: 46,030,130 (27th)

-Religion: Christianity (~73% Catholic) 73.2%, Non-religious 22%, Islam 2.3%, Buddhism 0.75%, Judaism 0.1%, other (Hinduism, Sikhism, Bahá'i) 1.7%

-Human Development: 0.955 (15th, VERY HIGH)

-Independence: 1469 (unification of Castile and Aragon)

-Currency: Euro

Country Focus (Guinea Ecuatorial)
Equatorial Guinea (Spanish: Guinea Ecuatorial) is a country in Central Africa. It is one of the smallest countries in continental Africa, and comprises two regions: Río Muni, continental region including several offshore islands; and Insular Region containing Annobón island in the South Atlantic Ocean, and Bioko island (formerly Fernando Po) that contains the capital, Malabo.

Annobón is the southernmost island of Equatorial Guinea and is situated just north of the equator. Bioko island is the northernmost point of Equatorial Guinea. Between the two islands and to the east is the mainland region. Equatorial Guinea borders Cameroon on the north, Gabon on the south and east, and the Gulf of Guinea on the west, where the island nation of São Tomé and Príncipe is located between Bioko and Annobón. Formerly the colony of Spanish Guinea, its post-independence name is suggestive of its location near both the Equator and the Gulf of Guinea. It is one of the territories in mainland Africa where Spanish is an official language, besides the Spanish exclaves of Ceuta and Melilla, and the UN-recognised but Moroccan-occupied Sahrawi Arab Democratic Republic (Western Sahara).

Equatorial Guinea is the smallest country in continental Africa in terms of population. (Seychelles, The Gambia, Rwanda, and São Tomé and Príncipe are smaller in terms of area, and the Sahrawi Arab Democratic Republic has a smaller population but is disputed.) It is also the smallest United Nations member from continental Africa. The discovery of sizeable petroleum reserves in recent years is altering the economic and political status of the country.

Despite its name, no part of Equatorial Guinea's territory lies on the equator.

Bantu migrations between the 17th and 19th centuries brought the coastal tribes and later the Fang. Elements of the latter may have generated the Bubi, who emigrated to Bioko from Cameroon and Rio Muni in several waves and succeeded former Neolithic populations.

The majority of the people of Equatorial Guinea are of Bantu origin. The largest tribe, the Fang, is indigenous to the mainland, but substantial migration to Bioko Island has resulted in Fang dominance over the earlier Bantu inhabitants. The Fang constitute 80% of the population and comprise 67 clans.

Factbox:

-Official Languages: Spanish, French

-Other Languages: Fang, Bube, Annobonese, other African languages, Portuguese, English Creoles

-Capital: Malabo

-Government: Democracy

-Area: 28,051 sq km (10,828 sq mi) (145th)

-Population: 676,000 (166th)

-Religions: Christianity (87% Catholic, 5% Protestant) 93%, Islam 1%, other (Animism, Non-religious) 6%

-Human Development: 0.719 (118th, MEDIUM)

-Independence: October 12, 1968

title: Spanish 1/Computers


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Article Imported This page was imported from and may be outdated. You can help to update and improve it.

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This template should probably add pages to Category:Pages moved from Wikipedia. It should probably also be generalized for imports from wb, beta, etc. --mikeu talk 15:42, 31 December 2008 (UTC)

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Are lessons the same as learning projects? (in reference to the page's category) Emesee 22:31, 8 August 2008 (UTC)


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User:Opensourcejunkie/Borderline Heresy

Hello, and welcome to Borderline Heresy - a Wikiversity resource that attempts to undermine the Doctrine of the Trinity. This resource does contain original research, so know that it does not in any way represent an established doctrine, etc. - it simply contains my opinion.

First of all, let me thank you for visiting; I know there are a number of other "heretical" web sites out there with significantly shorter domain names ;-). Secondly, and more importantly, allow me to try to convince you not to leave.

As previously mentioned, this resource is in no way authoritative in its viewpoints. In fact, I am in no way authoritative; I would need a P.H.D. and perhaps a book before I could be considered an authority on much of anything. No, I have little credibility in and of my own right, which is why my argument consistently appeals to the opinions of Scripture, a much more credible resource.

Such reliance upon Scripture is precisely what separates this resource from other anti-Trinity resources, and more significantly, my viewpoint from other anti-Trinitarian viewpoints. Boadly speaking, opposition to the Trinity tends (in my estimation) to focus on the alleged impossibility of a Trinitarian Godhead. It then somehow works to “fix” said impossibility, through one of many alternate variations. My opposition, on the other hand, stems from the belief that the Trinity simply doesn't arrive out of the best interpretation of Scripture; hence I work to understand what Scripture originally meant, given its original context.

Nonetheless I am again, not an authority on the Trinity, let alone on Scripture. So please, do not take for granted anything I have to say; rather “search the Scriptures...to see if these things [be] so.” (Acts 17:11)

Below are links to various parts of the resource. Of particular interest is the Doctrinal Overview, which, naturally enough, gives an overview of my doctrine. The site is set up in a somewhat heirarchical fashion, with the Doctrinal Overview as root, and all supporting evidence/doctrines as branches off of that root. This layout allows an experienced student of theology to easily peruse the doctrine without the unnecessary additions that I've included for less experienced readers. In essence, you only read what you need to read.

Impact on Scripture is another important section that shows what happens to scripture if my doctrine is assumed to be correct. Also of interest is the Guest Book, where you can leave me nasty comments etc. ;-), and the About Me page which lists what few credentials I do have. Thanks again for visiting,

~ Nathanael David Schmolze

Borderline Heresy:
 * /Doctrinal Overview/
 * /Impact on Scripture/
 * /Guest Book/
 * /About Me/

title: User:Opensourcejunkie/Borderline Heresy


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Borderline Heresy

Hello, and welcome to Borderline Heresy - a Wikiversity resource that attempts to undermine the Doctrine of the Trinity. This resource does contain original research, so know that it does not in any way represent an established doctrine, etc. - it simply contains my opinion.

Introduction
First of all, let me thank you for visiting; I know there are a number of other "heretical" resources out there with significantly shorter web addresses ;-). Secondly, and more importantly, allow me to try to convince you not to leave.

As previously mentioned, this resource is in no way authoritative in its viewpoints. In fact, I am in no way authoritative; I would need a P.H.D. and perhaps a book before I could be considered an authority on much of anything. No, I have little credibility in and of my own right, which is why my argument consistently appeals to the opinions of Scripture, a much more credible resource.

Such reliance upon Scripture is precisely what separates this resource from other anti-Trinity resources, and more significantly, my viewpoint from other anti-Trinitarian viewpoints. Boadly speaking, opposition to the Trinity tends (in my estimation) to focus on the alleged impossibility of a Trinitarian Godhead. It then somehow works to “fix” said impossibility, through one of many alternate variations. My opposition, on the other hand, stems from the belief that the Trinity simply doesn't arrive out of the best interpretation of Scripture; hence I work to understand what Scripture originally meant, given its original context.

Nonetheless I am again, not an authority on the Trinity, let alone on Scripture. So please, do not take for granted anything I have to say; rather “search the Scriptures...to see if these things [be] so.” (Acts 17:11) Thanks again for visiting,

~ Nathanael David Schmolze

Links

 * /Doctrinal Overview/

title: Borderline Heresy


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User:Opensourcejunkie/About Me

My name is Nathanael Schmolze, and I have been a follower of Christ since I placed my faith in Him at age 3. I was raised in a nondenominational Pentecostal church, but since I began studying scripture for myself, I have rescinded/revised a number of viewpoints inherited from my upbringing (not the least of which are my beliefs concerning the Trinity :-).

At present, I am a Dispensationalist, a Calvinist of the worst variety (I believe God preordained all of history, not simply those who would be saved); I toy with the idea of a Midtribulational rapture, and most importantly I believe in the inspired, inerrant Word of God.

Aside from Theology, I enjoy things such as web development, computer programming, knitting, reading, and writing. I like my job at Target Corporation, especially the manual labor that is so lacking in my hobbies. I hope to become a pastor, and I daydream about marriage far more than I should admit. :-D. And I'm happy to be saved, daydreaming about the day I'll be married to Christ.

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Template talk:Subst

Shouldn't this use of subst be called 'rsubst', 'subst_r' or such instead to reflect the intended recursiveness of this template? I think 'subst' makes more sense as a means of quoting a subst that someone is suppose to copy. Wikipedia isn't the only website to use the subst template this way. --darklama 01:51, 9 August 2008 (UTC)
 * Hello. This template is simply the wikitext {{subst: .  The name reflects that exactly. Or, if you like, you may consider the naming recursive.  It comes from meta:template:subst.  This name has been so widely and deeply used that it is hard to change. Your use of this template name as a shorthand is not as critically functional.  I suppose that you are trying to import some of the functions of b:template:subst, but since that has hardly been used on wikiversity, I suggest that you pick another name. --Hillgentleman|Talk 02:00, 9 August 2008 (UTC)
 * And, since we are on this topic, did you check the page history and whatlinkshere, or asked somebody (because substituted templates would not show up in special:whatlinkshere) before you made the change? :) You must know that changing the functionality of a template, especially those looking extremely simple (like template:! or template:rightbraces), could break a lot of things. :( Happy editing.  --Hillgentleman|Talk 02:20, 9 August 2008 (UTC)
 * Page history showed only one edit at the time, that it was a new template, and what links here showed that it wasn't being included anywhere. When I saw what this template consisted of I assumed it was broken. --dark[[Image:Yin yang.svg|12px]]lama 12:48, 17 August 2008 (UTC)
 * If you check the page again, you will find several back-links, dating back to year 2007.   It always helps if you ask whenever you see something you don't understand. Thanks. Happy editing. Hillgentleman|Talk 09:28, 27 August 2008 (UTC)

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Borderline Heresy/Doctrinal Overview

Doctrinal Overview
My main contention with the Trinity is rooted in its interpretation of the relationship between Father and Son. The Trinitarian interpretation holds that the Father/Son relationship is an anthropomorphic relationship that is best conveyed through the use of father/son terminology. My interpretation, however, is that the Father/Son relationship is an image-bearing relationship in which God is the Father, and Jesus Christ is His image-bearer/Son.

Consider the provided diagrams. In the left-hand setting - the Trinitarian viewpoint - the Father and Son are two divine entities within the Godhead. As mentioned previously, the relationship is anthropomorphic, acting similar to the parent/child relationships that we see in everyday life, but certainly not equivalent. The parent/child terminology is simply a metaphor, rather than an conveyance of an actual father/son relationship.

The right-hand setting – my viewpoint – reflects a very different structure. Instead of an anthropomorphic relationship internal to the Godhead, we find an image-bearing relationship external to the Godhead, in which God (as a whole) is the Father, and Jesus Christ is His image-bearing Son.

Now notice, this setup doesn't in any way compromise or alter the doctrine of Christ; He is still fully divine, and fully human. The only thing that has changed in that respect is terminology; instead of Christ being indwelt by The Son/The Word, The Son/Christ is indwelt by the Word

Multiple Children
Now the exegetical benefits of my viewpoint may not be readily obvious. One area of doctrine which is duly enhanced is the concept of God having multiple children. Various passages of scripture attest that believers are adopted by God, and are thus His children. Similarly, Adam was considered a son of God, at least upon creation. Hence we know that Christ isn't the only son of God known to scripture.

How do these other children of God fit into the picture? If we assume the Trinity's accuracy, then I see two possible solutions – either they are anthropomorphic “children” within the Trinity, as the Son allegedly is, or they are image-bearing children without the Trinity, as the Son allegedly is not.

In the former case, all children of God would be divine, and the Trinity would have far more Persons than three. Setting aside the logical complications of making created beings a part of the Godhead, there is nothing in scripture to suggest that we attain Godhood upon salvation (or even upon glorification). However, this viewpoint does satisfy scripture that refers to us as Christ's brethren, because our relationship to the Father is comparable to Christ's

The latter suggestion is much more palatable, not to mention scriptural. Christ's Sonship is anthropomorphic, in which the divine Word acts as a Son toward His Father. God's other children, on the other hand, have image-bearing relationships with God as a whole. The problem with this solution however, is that there is a disconnect between Christ's Sonship and the believer's, when scripture seems to indicate that there shouldn't be.

I suggest, therefore, that the Trinity is unable to adequately account for scripture that parallels Christ's Sonship with that of the believer's. My viewpoint, on the other hand, does adequately account for this phenomenon. Because Christ's Sonship is an image-bearing relationship external to the Godhead, it can interact with the believer's sonship within the context of family. Because believers are sons of God, and He is quite literally the Son of God, He is able to call us brothers.

Inheritance
The concept of inheritance in scripture is another area of doctrine that is significantly helped by my viewpoint. We know from scripture that

title: Borderline Heresy/Doctrinal Overview


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