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Wikiversity talk:Moving Wikiversity forward

Note: ''This page was created at the Mediawiki meta-wiki (see Moving Wikiversity forward). It is reproduced here as an historical archive. Summary: this page contains discussions about the future of Wikiversity held starting from shortly after the community vote on the original project proposal (page created 7 November, 2005). In mid-December the discussions shifted to Modified project proposal''

Wikiversity as a common resource
I’ve been to a couple conferences that were attended by librarians and teachers. Each time I mentioned the possibility of Wikiversity being a school unto itself I got a lot of negative feedback. I mean, who is going to teach for free? Teaching is a multi-month effort that requires a lot of daily time. But I got *very* positive responses when I described it as a common resource for teachers and students at existing schools to develop and use class material. There is a HUGE amount of needless duplicated effort in creating things like lesson plans, quizzes, and other course material. Wikiversity could help reduce a lot of wasted effort.

So, pitching Wikiversity as a common resource is a non-threatening and neutral way to go about this. This is the type of approach that IBM took with its support of GNU/Linux; they could have put all their money and effort into creating their own distribution, but instead they supported GNU/Linux in general. Thus IBM was a largely neutral force and their effort was seen as a big success for deploying IBM products for Linux and as helping the GNU/Linux platform in general. Corel took the opposite route; they created their own distribution and launched Word Perfect for Linux. Well, it would be better to call it WordPerfect for Corel Linux since it was widely perceived as not working very well with other distributions (to a certain extent, this was true, but I think the perception was stronger than reality). The result: Corel Linux and WordPerfect for Linux lost a lot of money and didn’t create any long term benefits to GNU/Linux. If instead, they supported GNU/Linux in general, then I think that WP for Linux would have had a much better chance to succeed.

In short: We should launch Wikiversity as a neutral resource. The courses would be developed to the point where a self learner could use them to learn entire courses for free. That’s fine. Others will use the same courses while being guided by a teacher from a school that is not affiliated with Wikimedia. That student will get credit from that school – not from us. If and when there is ever a big push to start an actual school, then those people would be more than welcome to start their own school that uses Wikiversity as a resource. But the school should not be part of Wikimedia (we may decide to help set it up; but after that, they would be on their own). We should remain neutral.

-- Daniel Mayer 13:32, 8 November 2005 (UTC)

 * Open Source Teaching is relevant to a discussion of a "learning and teaching community". Please have a look. • Quinobi 00:07, 11 August 2006 (UTC)

living books
Comments on the above. I think that it is reasonable to expect that the Wikiversity community will eventually be able to produce wiki-format "textbooks". My guess is that "wiki-format textbooks" will greatly differ from conventional printed textbooks; they will be "living books". I think that the Wikiversity textbooks will be modular collections of teaching aids that facilitate online learning. The "wikiversity textbooks" will evolve towards linked sets of interactive "lesson modules" that can be explored by self-motivated students. If so, then "Wikiversity as a common resource" will be a wiki where such learning modules can be developed and made available to the world.

 * Did you know that there is a Wikimedia sister project, Wikibooks, where users collaborate on instructional textbooks? --Kernigh 21:58, 10 December 2005 (UTC)

 * There is a distinction that can be made between producing a textbook and producing a wiki community that promotes learning. Textbooks are are one tool that students often use in universities. In my view, Wikiversity will not be a place where students go to find textbooks. That is what Wikibooks is for. Wikiversity will be a wiki where people go in order to be involved in projects/courses that will require the learner to edit wiki pages. Learning at Wikiversity might in some cases involve use of a textbook from Wikibooks and some Wikiversity participants will help to build Wikibooks. My expectation is that most of the "learning materials" used within Wikipedia will look nothing like a traditional textbook. "Linked sets of interactive lesson modules" means wiki pages that function to promote participation in a Wikiversity project. Learning will mainly be "by doing", by editing Wikiversity pages and articles at other wikis such as Wikipedia. I think the first Wikiversity "project" should be a "service project" for Wikipedia. Wikiversity should create an organized system for helping educate Wikipedia editors in how to find good sources, evaluate sources and references, and make sure that everything in Wikipedia is supported by verified references. Someone may decide to make a textbook at Wikibooks called "How to Edit Wikipedia", but Wikiversity would mainly be concerned with providing a wiki community that promotes good research and scholarship practices, skills that Wikipedia needs now in order solve its problems. At one time, Wikiversity could have been an integral part of Wikibooks, but the decision was made to throw Wikiversity out of Wikibooks. Wikiversity will go its own way. --JWSurf 18:02, 11 December 2005 (UTC)

 * Wikiversity should create an organized system for helping educate Wikipedia editors in how to find good sources, evaluate sources and references, and make sure that everything in Wikipedia is supported by verified references. I do not edit Wikipedia much, but an index of sources would help me write verfiable Wikibooks. This idea might be worth starting a new wiki, which might be called "Wikiversity" or some other name.

 * ...but the decision was made to throw Wikiversity out of Wikibooks. The current Wikiversity is not completely separate from Wikibooks, and includes a lot of content that should stay at Wikibooks. If you look at Wikibooks:Wikiversity:School of Computer Science/IntroProgramingC, it contains "lectures" and "quizzes". Both lectures and quizzes belong in a textbook at Wikibooks. --Kernigh 01:53, 17 December 2005 (UTC)

 * Keep in mind that the reason why Wikiversity was even considered for removal out of Wikibooks was twofold:
 * Wikiversity needed to go beyond the mission of Wikibooks. There are clearly tasks for Wikiversity that would not be appropriate within the structure of Wikibooks.
 * There already was an existing Wikiversity for German that was started (perhaps against existing Foundation policy) on its own domain/server. (don't get technical here.) The request to start en.wikiversity.org was flatly turned down dispite there being a http://de.wikiversity.org/ that currently exists and is run by the Wikimedia Foundation.  That this still has not been fully explained as to why the German version already exists.
 * There was never anything within Wikibooks that felt that Wikiversity should not happen, but that it was constrained if it stayed within Wikibooks. BTW, the VfD was never fully resolved, and as a Wikibooks admin I could not realistically support a deletion of Wikiversity with the discussion that took place at Wikibooks, and would immediately restore any attempt at deletion, with appropriate complaints in the usual forums.  This discussion in many ways is simply an outgrowth of that initial VfD.  --Roberth 18:33, 17 December 2005 (UTC)

 * There was never a consensus to delete, but it got a lot of votes for delete. A working wikiversity would require several things that are against wikibooks is/is not-  namely forming communities and non-book pages.  --Gabe Sechan 09:24, 18 December 2005 (UTC)

Linking wikiversity to the existing Wikimedia community
How do we establish a Wikiversity community of wiki editors that will develop such learning modules? What has prevented the development of such "course material" so far?

One problem is, that there has never been a wiki devoted to the construction of interactive wiki-format learning modules. Most of the effort at wikibooks centers on making wiki-format copies of conventional textbooks. These efforts have not built upon the realities of the existing Wikimedia community and the reality of the type of intellectual activity that is involved in producing "course material". Creation of a Wikiversity namespace is the first step in liberating Wikiversity from the problems imposed on Wikiversity by the approach to textbook construction that dominates Wikibooks.

What needs to be done differently at Wikiversity? In my view, Wikiversity would be wise to start with the needs and strengths of the existing Wikimedia community. In particular, Wikiversity should start its growth by making use of Wikipedia editors as its first "students". What are the critical learning needs of Wikipedia editors? Wikipedia is in the process of trying to produce more authoritative articles. To do this, Wikipedia editors need to participate in community efforts to research topics and distill their research into well-referenced Wikipedia articles. Wikiversity's first priority should be to establish links between Wikipedia articles and Wikiversity pages that will be the sites of community-driven research projects. Every Wikipedia article can be supported by Wikiversity pages that list sources of information and critically evaluate that information. Wikiversity can produce interactive "learning modules" that teach Wikipedia editors how to find information sources for particular types of topics, critically evaluate sources, and produce Wikipedia articles that cite the sources of all information.

Specific examples.

Wikipedia has many medical/health-related articles where the contents of the articles need to be based on the best available information from the biomedical literature. Wikiversity should have a "core service course" where Wikipedia editors can learn how to access the biomedical literature, evaluate that literature and produce well-reference articles. Wikipedia medical/health-related articles should be linked to Wikiversity pages that are devoted to researching medical topics. When disputes exist (for example, how should Wikipedia best present claims that AIDS is not caused by HIV?) these disputes can be taken into the research space of Wikiversity for detailed analysis of the relevant biomedical literature.

Wikipedia has many articles related to current events and political disputes. Wikiversity should have a "core service course" where Wikipedia editors can compile lists of sources of information about current events and through community effort evaluate the relative merits of the sources. Wikipedia articles that involve politically-motivate disputes should be linked to pages within Wikiversity departments that specialize in political science and other relevant disciplines. These Wikiversity pages should stress the importance of constructing Wikipedia articles that cite all sources of information and present all sides of disputes.

Similarly, many Wikipedia articles are concerned with controversial historical events. Such Wikipedia articles should be linked to the Wikiversity history school which would provide research space for a community effort to evaluate relevant sources of information about the disputed historical events. The Wikiversity school of history could have a "core service course" that teaches Wikipedia editors how to find sources of historical information, how to critically evaluate that information and how to construct Wikipedia articles that cite all sources of information and present all sides of disputed historical events.

I think that such "core service course" should be the first priority of Wikiversity because they would provide a needed service for the Wikimedia flagship project (Wikipedia) and have the best chance of attracting "students". The Wikipedia editors with the most experience in researching history, politics, medical (and other major topic areas) would serve as Wikiversity "teachers", showing other editors how to produce good Wikipedia articles in various topic areas. Wikiversity would provide an organized way of dealing with the existing need of Wikipedia to produce better articles.

I think that the "core service course" phase of initial Wikiversity development will establish a key reality of Wikiversity: Wikiversity students must be wiki editors. Wikiversity MUST build upon the power of the wiki interface. Wikiversity learning communities should not adopt a sterile model in which "teachers" produce static course material that "students" passively consume. Wikiversity learners and teachers must interact with each other through the wiki interface. Students must edit Wikiversity pages in order to express their learning goals and provide feedback on the learning process. Also, the boundary between learners and teachers is fluid. As soon as someone learns something they can become a teacher. It is best if this happens immediately so that the people who have just used a learning module can act to improve that module, fixing problems and rough spots that give the learner difficulty.

Once Wikiversity learns how to build wiki-based communities that satisfy the kinds of Wikimedia project-oriented "service functions" described above, there will be a natural process of developing further Wikiversity "course materials" that go beyond the basic needs of existing Wikimedia projects. Some of the people who come into Wikiversity by way of Wikipedia and other existing Wikimedia projects will want to go more deeply into Wikiversity topics. Wikiversity should have a system by which potential Wikiversity students can announce to the community, "I wish I knew more about X." I would define Wikiversity students as members of the Wikiversity community who actively edit Wikiversity pages. Particularly during initial development of Wikiversity learning modules, there needs to be active cooperation and feedback between the members of the Wikiversity community who will function as learners and teachers. One way of starting this process will be for Wikiversity to include "ask a question" pages similar to those that exist at Wikipedia. One of the problems of Wikiversity while it has existed at Wikibooks is that it has been built upon instructors starting courses and hoping that students will materialize. What Wikiversity needs is a system for identifying the needs of potential Wikiversity students and creating new learning modules (Wikiversity pages) that will address those needs.

Eventually, and with time, Wikiversity can be expected to include a full range of learning modules and "wiki-format textbooks" that will fully cover traditional academic disciplines. Wikiversity will also be able to escape from tradition and provide learning opportunites that meet the current needs of learners and are not stuck in the past due to the institutional momentum that characterizes conventional universities. Wikiversity needs to take advantage of the power of the wiki user interface to create dynamic online learning communities. Making a wiki-based copy of conventional acredited universities is aiming too low as the ultimate goal of Wikiversity. --JWSurf 16:28, 8 November 2005 (UTC)

radical departure
This is a radical departure from the Wikiversity that we once knew, but it is a move in a good direction. I'd class our current mission statement as "laughable" rather than "threatening"; what we have set out will not happen for a long, long time. What you've outlined is definitely a more tangible goal than that of becoming an institution in our own right straight away.

I like the sound of the "better Wikipedia researching" guides. Once we've got our .org and have some proper breathing space I'll dig around for some handouts I have on the matter (which I hopefuly didn't just throw away). That will be one of the most immediately useful courses to have as there will already be a userbase aware of this resource's existence, rather than being left in our own little oblivious world until a teacher or two happens across some content.

I would suspect that Wikiversity may well absorb the Academic Publishing Wiki, although we would have to confront the dreaded No Original Research to do so. Regardless, I hope to see both a self-critique journal of our achievements and content/software shortcomings (aimed predominantly at editors and critics) as well as a periodical with a more light magazine-style format (aimed predominantly at visitors and educators). The magazine (Wikizine?) would allow people to casually find out what happened on any given month without needing to use the staid and unfriendly archives of Goings-on and wikiversity-l.

 * Regarding the wikiversity-l mailing list at the link provided above, it is currently reported as non-existent. This is possibly a typo in the link or possibly is anticipating a Wikimedia Foundation Board approved action.  When the correct link is inserted above (for example someone resorts to managing to an external mailing list resource or the Wikimedia supported mailing server is setup ... then please delete this paragraph after correcting the link above.  Thanks! Lazyquasar 01:42, 28 November 2005 (UTC)

As for writing books, I'm not sure that they should be developed anywhere other than on Wikibooks (which was originally created with that very purpose!), but there will no doubt be a blurring between what is a book and what is extraneous material. Either way, getting that blasted single login implemented will help greatly.

As for the Reference Desk, there has already been talk of how unmanageable it is becoming. Despite new categories being opened it just keeps on growing; if we were to move the Desk to Wikiversity that would not only lighten the load on WP but also attract an audience of casual visitors who would otherwise be oblivious to Wikiversity's existence. Also there is the possibility of archiving frequent questions via some easily-retrievable method and perhaps even integrating those questions and answers into new material in turn.

 * I suggest we keep the initial reference desks manageable for as long as possible (giving another solution time to evolve) by encouraging that each school set up its own reference desk as participation becomes available committed to supporting it. I will set up such a desk for the School of Engineering Wikiversity:School of Engineering:Help Desk as I am anticipating an influx over the next few months of candidate engineers studying for professional EIT (Engineer-in-training)[] and PE (Professinal Engineer U.S. State issued licenses to be legally responsible for the quality of engineering services provided that impact public safety for fee) exams.  Naturally an excellent review strategy is studying with others studying same material and tutoring or helping develop materials related to personal weaknesses.  Obviously anyone with an engineering background can probably respond helpfully to engineering related requests for information while likely being much less helpful/useful/efficacious regarding how to find information on careers or issues related to chemicals in the brain or Mozart's, Michiavelli's or Plato's contributions to humanity; at least the first time hit with such a RFA (Request For Assistance). Lazyquasar 01:59, 28 November 2005 (UTC)

That would also help with one of my main concerns, that of attracting contributors from the Wikipedia userbase. A good number of Wikipedians seem nigh oblivious to Wikibooks' purpose and guidelines (as evidenced by votes to transwiki just about anything); since Wikiversity is in turn the bastard child of Wikibooks how well will it fare in their eyes? The more "legitimate" content we can put forward the better.

Anyway, things are certainly sounding promising, and far more realistic. This is essentially what I wanted from Wikiversity from the beginning, and this is what I knew it would inevitably become whether unknowingly or deliberately. Garrett 01:27, 9 November 2005 (UTC)

Research Reference Desk
Comments on Garrett's thoughts, above.

"the dreaded No Original Research" Wikinews provides an example of a Wikimedia project that is open to original contributions (original reporting). There is no reason why Wikiversity should not adopt a policy that makes room for original research. Personally, I feel that research is central to any university.

"As for writing books, I'm not sure that they should be developed anywhere other than on Wikibooks" I assume you mean textbooks. Textbooks are not the only books that university members produce. I think Wikiversity should facilitate all forms of scholarly activity, including the creation of books that are not wanted at Wikibooks. Also, most textbooks arise from processes of development that has not been supported by Wikibooks. In particular, many good textbooks arise from the experiences and activities of university members. Wikibooks has not been open to the processes by which textbooks are normally created by members of universities. The only model accepted by Wikibooks is the Wikipedia model of wiki webpage construction. I agree that books should be developed at Wikibooks, but narrow minded folks at Wikibooks have said, "do it the Wikipedia way or hit the highway". I think Wikiversity will discover how to create living textbooks that arise naturally from the activity of learning communities in a wiki environment.

Reference Desk Wikiversity editors will be able to help with conventional Reference Desk activity, but Wikiversity needs to take it on another step. Maybe Wikiversity needs a link in the navigation box that is called "I want to know...". The "I want to know" pages of Wikiversity would encourage Wikiversity users to express their learning needs and goals. The Wikiversity community would then take that input and use it to help individuals towards their learning goals and in so doing, to build and shape Wikiversity. --JWSurf 15:39, 9 November 2005 (UTC)

Searching for the rules that govern wiki growth
I have been reading some of the history (by the way, I hope the Wikiversity School of History will organize an effort to better record the history of Wikimedia projects) of the origins of other Wikimedia projects and trying to formulate some "rules of thumb" for thinking about how to grow new Wikimedia projects. Two closely related rules have taken over my thinking, and a third keeps lurking nearby.

One rule is that "wikis have minds of their own." I have spent 20 years studying how minds are produced by distributed networks of neurons. Similarly, unexpected emergent behavior is seen in the swirling "group intelligence" of a wiki. I have suggest elsewhere that that humans are members of a kingdom, the Semantotes, creatures with the mental capacity to exist as producers and consumers of information that has rich semantic content. I previously suggested that it may be constructive to view wikis as "semantic prosthetics" that can function to aid human learning. If we accept the idea that "wikis have minds of their own" then we can look upon wikis as being members of a new genus of Semantotes, a new type of "beast" that exists symbiotically with humans. The "group mind" of a wiki can facilitate learning by humans and humans can facilitate the growth of wikis as they become increasingly useful learning aids.

Wikis can function as thought magnifiers. Wiki technology allows for a torrent of human thought from a distributed group of users to be directed at any topic. If we hope to predict wiki behavior we need to become naturalists and study wiki behavior in the wild, we need to study the social forces by which the wiki lens is focused and aimed on particular topics. It is a cliché, but when dealing with wikis we have to expect the unexpected and we might as well plan for it. In my view, that means having the courage to let wikis go wild and find their own destiny without trying to artificially impose conventional expectations. If our goal is to make wikis more useful as tools for facilitating human learning, we work towards that end by respecting the realities of the wiki "beast".

The second rule, closely related to the first, is that "you can't make a wiki jump through hoops". I naturally have habits of thought and expectations for how wikis will grow, but my expectations are largely built upon the non-wiki world I grew up in and the non-wiki systems I have grown to be familiar with. I have to force myself to stop trying to apply my non-wiki expectations to the behavior of wikis. It seems to me that the way to move past my old habits of thought is to look carefully at what wiki editors are doing today and think realistically about what they are likely to do tomorrow. The default path for wiki editors is to do "more of the same" but there are ways to push editors in certain directions and towards new patterns of editing. Wiki editors are technophages. Wiki editors prowl the wiki landscape looking for new tricks, tools and technology that will improve their online experience. One powerful way to deflect editors away from what they were doing yesterday is to give them a link to a new page that holds content that the editors easily understand as being about something that will improve their wiki experience. A wiki editor sees lots of wiki webpages and most of them offer nothing new and useful. If Wikiversity wants to attract editors, Wikiversity must constantly feed the wiki editor (technophage). Pie-in-the-sky dreams of "what Wikiversity might be someday" do not satisfy the hunger that drives the wiki-editing technophage. Setting forth a glorious goal such as "create a university" does not feed the needs of wiki editors and they just move right on past. It is useless to say to wiki editors, "Hey, build a university!" Even if they would like to do so, by simply holding up the hoop and saying "Jump!" you have not created the means for them to do so.

The third rule for how to build a wiki is "just say no". Conventional institutions prosper and persist by finding systems that function (they need not even function very well), harnessing those systems, and exploiting them until they die a whimpering death, usually decades after they have become a liability and hinder new progress. Everything in wiki space is accelerated. We cannot afford institutional ossification. When wiki editors find a wiki webpage that emits the stink of institutional ossification, liberation is just a click away. Of course, it is the easiest thing in the world for a wiki editor to add toxic content to a wiki. Above, I tried to describe the natural process by which we fall into the habit of applying conventional thinking to wikis. As soon as that process starts the wiki is infected and additional editors will join in, reflexively endorsing familiar non-wiki conventions. You can quickly end up with a wiki webpage that gives comfort to those who are happy with convention, but this is death for a wiki. Dwelling on conventional, non-wiki thought systems sucks the life out of wiki editors who might otherwise create a new path into the wiki future. In order to keep wiki users engaged in the process of growing a wiki, wiki users have to be empowered to just say no to "conventional wisdom". Wikiversity should institutionalize systems that allow wiki users to take control when they see something that is not helpful and not going to benefit the wiki: taking control starts with just saying no to conventional thought that is damaging to the growth of Wikiversity.

All wikis are relatively new. It is very hard for me to accept that anything connected to wikis has been optimized. Some people put a lot of work into a wiki and then start to defend that work against alterations. Some people just fall in love with an existing wiki idea or system and stop looking for a new and better idea and ways to make a better wiki. Many of us are just too lazy to do the work that must be done to tear down and rebuild a wiki or even a small part of it. Such natural human tendencies towards ossification of wikis must be resisted. Revolution and growth must be institutionalized, not entrenchment. As a good wiki motto, "just say no" is a way to escape from dead ends. When we see something that does not work we have to speak up and just say no, this is not working. We must do better. In the wiki economy of ideas, we must kill bad ideas quickly so that the good ideas can grow. I hope wikiversity can embody an ethic of being open to new ways of doing things because we have to believe that wonderful new things are going to come from Wikiversity and we have to find ways of allowing them to come, as User:Garrett said above, they will come either unknowingly or deliberately. I think we have to build a wikiversity community that will unleash the power of a collective wisdom that will grow Wikiversity regardless of our own individual limitations. In that spirit, I am going on record as just saying no to suggestions that Wikiversity cannot go forward without a master plan for how to create an accredited university. No. That is not the way to grow Wikiversity. Let's make Wikiversity in a new way, the wiki way, even if we do not entirely know what that means. All we need is an algorithm: look at where Wikimedia editors are today and figure out how to keep them clicking the hyperlinks towards Wikiversity webpages that support research, collaboration, and exploration of the ideas that are of interest to each individual Wikimedia editor. At the start of Wikiversity the way to do this is to feed the learning needs of existing Wikimedia editors. Once we figure out how to do that, we will have found the basic system for growing wiki learning communities and that meme will spread beyond the existing needs of Wikimedia projects. --JWSurf 14:52, 11 November 2005 (UTC)

 * Another way to say some of the above is to Just find a way to say yes together Perceptions vary but my observations and analysis at Wikipedia concluded that the entire Wikimedia project was slowed significantly by consistent demands that volunteers work on others crystallized definitions of Encylopedia articles. If they had said no but we shall find ways to allow you to work on x at .... other Wikimedia projects .... a little quicker; then they might have attracted the talent and funds to support a better quality growth rate. Currently the only effort I apply to maintenance or improvement of content at en.wikipedia.org results from studies here at Wikiversity leading to its use as a reference source.  Should I (and/or others) move to a competing free university grid portal; it is likely that this effort will be diverted to the user local grid wiki learning environments; if the Wikimedia Foundation cannot get its act together and figure out how to keep reliable fast access available.  It does not matter how good Wikipedia or Wikiversity is by traditional publishers content standards.  If I cannot reliably access it when I have time to work or study it is fairly useless on an extremely personal in your face basis.  Any U.S. Institution that can raise ten of millions of dollars for new tailored sports stadiums; specialized libraries; discipline buildings, labs, custom facilities; chair endowments; etc.; could certainly approach its alma mater association about establishing an endowment for the local wiki grid components. Open development via the FDL implies (by design) that they do not start years behind us, they start at par as soon as their students, faculty, or IT staff can figure out how to get the Mediawiki software running reliably and install a downloaded database.  Lazyquasar 05:50, 28 November 2005 (UTC)

Should

 * A group effort to learn. Which may or may not, be lead by an instructor (who, again, may or may not be an expert on the topic).
 * A collaboration to improve other wikis. When students finish a course, it should be used as motivation for them to improve Wikipedia articles and write Wikibooks on the topic (i intend to incorporate these activities as assignments).  This way there is no rivalry between the wiki projects.
 * Using outside sources. One of the biggest challenges now facing Wikipedia is citations.  With Wikiversity classes, outside sources will be a primary aspect of the learning process.  These sources can then be used to make Wikipedia articles more credible.

Should Not

 * A resource for learning about a topic. That's what Wikibooks is for.  The essential difference has to be that in Wikiversity classes you must participate as the class is ongoing.  If you want to learn about a topic ex-post-facto you are better off visiting Wikibooks.
 * An alternative to real universities. The Wikiversity would essentially be a half-way point between self-teaching and learning at a university.  There is discussion between students and professors, and students and students, but this does not mean that it carries the same weight as learning from instructors who have spent most of their lives researching a topic and have approval from heavily funded universities.  Wikiversity is about learning for learning's sake, not for advancing your career.  --68.210.146.54 21:16, 10 December 2005 (UTC)

 * I copied a modified version of this into Wikiversity/Modified project proposal. --Kernigh 19:33, 20 December 2005 (UTC)

 * The two above should nots are pretty silly. In the terminology of U.S. government contracting how shall we go about converting these should nots into enforceable "shall not" requirements? user:lazyquasar

A Gaping Problem Remains
The section regarding what "Wikiversity is not" as currently written is a major obstacle to success of the Wikiversity. No sane instructor, mentor, project team, or learning community is going to rely indefinitely on external materials subject to revision or deletion without notice and with no effective appeal or recourse beyond "Eddie says Jimmy said...". The potential for frustration and rework is staggering. This paragraph reduces Wikiversity in one fell swoop from potentially a useful reliable training environment of improving resources to merely an open directory of web links. Notice that the various "open" directories projects around the web have mostly faltered and fallen into disuse as they become pages of inaccurate unmaintained lists of links to static or dead web pages. Further, this insistence on dependence on externally controlled material and communities violates the very principle of Wiki. Local rapid revision by interested participants at whim. No longer is it edit boldly and find out. Now it is go join an external clique and figure out how to influence them sufficiently to help keep improvements sticky within your learning community's materials.

Personally I am not going to learn the local rules, etiquette and undocumented influence networks of five, fifty or five hundred different projects/online communities (all subject to arbitrary Jimmy flash overrides or stacked Board inaction) to put a multimedia lesson plan reliably in place. If I am somewhat unique in this regard, then this is possibly not a problem for the proposal as it is currently written. If it turns out that many resourceful people like to have some local control/reliabe access of the initial/current version of their materials (while acknowledging freely that other projects may do as they please as long as they meet attribution requirements of copied and tailored material) then this section will need to be rewritten entirely. Of course once the stacked Board has approved the proposal such a rewrite could take thousands of committees and millions of wikimedians centuries to develop Board discernable consensus on what it is that Wikiversity participants really cannot do for the convenience of others projects and self interests.

Take for example a free engineering project attempting to use Wikiversity to convey basic engineering skills and practices to newcomers who wish to join various projects. If in order to know that reliable accurate checked materials are available for specific lesson plans the free engineering communities must host the materials themselves then why would they bother with Wikiversity? Some advocates for existing Wikimedia projects would like to force Wikiversity participants to come participate at their projects. This ignores that it is not feasible to force internet volunteers to do anything. If those projects cannot make their case to the public on their own and appear attractive to potential clients and volunteer work forces then they are doomed anyway. We should not be designing Wikiversity to be doomed along with them. Likewise we should not advocate that Wikipedia be forced to put all its newcomer training materials exclusively at Wikiversity. The alleged gains in efficiency from nonduplication of efforts is simply overwhelmed by the risks inherent in dominoe architecture. What point in placing Wikipedia and the potential long term return to the species on the time invested there at risk by mandating that it depend on a risky new venture like Wikiversity for its local success?

I wonder how many projects would currently reside at Sourceforge if every Nth project was constrained to original chunks of work (N - N - 1) with links or pointers to N-1 chunks of work to be handed over for critical review to preexisting marginal projects eager to force participation in their own little pond? I suspect many fewer.

How many brick and mortar learning institutions constrain their instructors and students to exclusively using other groups notes and resources rather than creating/publishing their own to augment their unique learning experience? Lazyquasar 22:15, 24 March 2006 (UTC)

reactivating
might it be useful to change this from historical to active? do we ever want to stop moving Wikiversity forward? Perhaps there are other good reasons to keep it historical... or fork it... --Remi 09:31, 14 February 2008 (UTC)

 * The edit history is really what tells me it is historical. It is almost solely a discussion from August 2006. I suggest: archive and start from a blank page, or fork. Cormaggio's recent initiative suits the times more. --McCormack 09:39, 14 February 2008 (UTC)


text:
Draft:Free or open source design tools

Tools which may be useful to participants in engineering studies, research and development. Please add tools and concise evaluations as they become available.

 * http://opencircuitdesign.com/xcircuit/
 * Looks extensive, useful and increasingly so. Not terribly easy to install and maintain for a computer neophyte.

 * http://z88.uni-bayreuth.de/english.html
 * Finite element analysis package. Freeware with C source code downloadable. Program documentation available in English, German and Greek.

 * http://www.eetimes.com/news/design/resources/opensourcelinks.html
 * List of links to open source or free engineering assets.

 * http://en.wikibooks.org/wiki/School_of_Mathematics:Software
 * List of Free Math tools maintained by the Wikiversity School of Mathematics

 * http://edu.kde.org/kig/
 * GUI based geometry editor. Includes some analytical functions, geometric shapes, conic sections and exports to several formats including SVG.  Good for sketching and diagrams.

 * http://edu.kde.org/kmplot/
 * Math analysis and plotting tool for Linux/KDE desktop environment. Superimposes functions on precise plots and allows export to bmp, png, and svg.

 * HeeksCAD
 * 3D CAD tool

 * FreeCAD
 * Computer-aided engineering platform (CAD, kinematics, analysis)

 * Electric Editor VLSI CAD system. Available under the GNU Public License.
 * Latest version at ftp://ftp.gnu.org/pub/gnu/electric.

 * Alliance CAD tools available under the GNU Public License.

 * LearnChemE Screencasts
 * Screencasts created by faculty at the University of Colorado to help students study engineering topics. Also includes resources for instructors.

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

title: Draft:Free or open source design tools


text:
Portal:Construction

This page needs to be integrated with School:Construction.

WIC - Wikiversity Institute of Construction will be a multi-discipline learning environment aimed at encouraging and preserving skills and expertise critical to actually building or doing things rather than just reading about them, planning or dreaming. It includes all kinds of practical knowledge from modern how-to(s) to ancient crop planning via astronomy or calenders. It is anticipated in the near future the rising availability of free knowledge bases, software tools and cottage manufacturing automation that the free skills gatherered and propagated here will be increasingly vital to vibrant local markets and craftsmen.

Proposed. This Institute is not a going concern. It is proposed to help diversify the participation at Wikiversity and shift its focus from purely academic to practical scholarship of all kinds that people find useful in industry, trade, art and culture.

Brainstorming places to attract potential participants:
 * WikiBuilder Project proposed. []
 * Habitat for HumanityHabitat_for_Humanity
 * Local hardware and builder supply outlets.
 * Free Masons

Needed to get started: Much/any of the Do-it-yourself or "non encyclopedic" FDL'ed material related to construction or operation or maintenance of modern infrastructure deleted over the past few years at other Wikimedia projects as "out of scope" of local project.

title: Portal:Construction


text:
Wikiversity talk:School of Project Management

The curriculum appears to mirror chapter by chapter and exactly in-sequence the Guide to Project Management Body of Knowledge (PMBOK) published by the Project Management Institute (PMI) http://www.pmi.org -- recommend adding it as a reference for the course as it is the sole recoginized international standard for project management.
 * While I agree that PMBOK is an important standard, it is not the "sole recoginized international standard": others of which I am aware include ISO 10006 and APM BOK. --Theo (Talk) 18:44, 19 May 2005 (UTC)
 * Agree, IMHO now this school is just an 'advertising' of PMI and www.abrachan.org. There is no schooling content for a long time. I suggest to make this page and move contents to the School of Project Management (PMI) --AndriuZ 11:22, 29 Jun 2005 (UTC)
 * Good plan.—Theo (Talk) 13:50, 29 Jun 2005 (UTC)
 * I believe PM is just too comprehensive and all encompassing to leave it to just one school (or two). Of course, it is good to have some guidelines and to be able to follow a certain curriculum, on the other hand to leave a way open for all the diversity and different aspects which are possible is a good idea as well. See as an example []Franz Kies 14:25, 20 February 2007 (UTC)


text: User talk:Rainbow bear

title: User talk:Rainbow bear


text:
User talk:Larryk12308~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Larryk12308. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Larryk12308~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 23:42, 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) 06:14, 19 April 2015 (UTC)

title: User talk:Larryk12308~enwikiversity


text:
Portal:Fire and Emergency Management

Welcome to the School of Fire and Emergency Management
Today's fire and emergency services have evolved considerably. While steeped in a rich history, the new fire service tradition is one of diversity of skills and knowledge. The vision of the School of Fire and Emergency Management is to be a portal for training and education; as well, to provide a resource for related research and data. Our approach is titled Open Source Learning. To learn more about it, read the paper About Open Source Learning Project by Michael D. Finney. Building upon this foundation, education and learning will be the key to the future of the fire and emergency services. Upon this foundation, we begin our journey. The beauty of this community is the ability to collaborate at all levels and to share that knowledge base with everyone. In short, the success is based on the ability to share what we know and to build upon it.

Current Fire and Emergency Management Students If you are a current student, looking for information or a program then have a browse. If we don't have what you are looking for, then we hope you will find it, add it here and wait for others to review what you've added. We're naturally all volunteers, but there's more chance of finding what you're searching for if you talk about it. If you would like to see something added, please click here.

Brand New If you are brand new to the School of Fire and Emergency Management, then take a moment to familiarize yourself with your surroundings. Much like new apparatus or equipment, familiarization builds confidence and skills. As well, the community will constantly be growing and developing, so taking time now to get one's navigational bearings will save a lot of frustration down the road.

Academia If you are an academic, instructor, or training officer, then we welcome you to edit, add and evolve the site. Your knowledge and expertise will add greatly to the integrity and morale of the School, as well as adding confidence to end users. It's also quite fun. You can add to current courses or create your own.

To All The most important thing, is that if you have some information you can share - then share it! We welcome all contributions.

{| style="width:100%;"
 * style="width:50%; background-color: #FFF4F4; border:1px solid #FFC9C9; padding:1em;" valign="top" |

Training Materials
Airport Rescue Fire Fighting

Driver/Operator

Emergency Medical Services

Fire and Life Safety Educator

Fire Fighter

Fire Inspector

Fire Instructor

Fire Investigator

Fire Officer

Hazardous Materials

Technical Rescue

Public Safety Telecommunicator

Terrorism

Wildland Firefighter

 * style="width:50%; background-color: #F0F0FF; border:1px solid #C6C9FF; padding:1em;" valign="top" |

Departmental Message Board

 * Fire and Emergency Management Department Message Board
 * Who is Who in the Fire and Emergency Management Department

 * Strategic Planning for the School

 * 9-11 Memorial

 * style="width:50%; background-color:#FFFFF0; border: 1px solid #FFFFA9; padding:1em;" valign="top" |
 * style="width:50%; background-color:#FFFFF0; border: 1px solid #FFFFA9; padding:1em;" valign="top" |

Library

 * The Library
 * Fire Service Wikipedia Portal
 * Chemistry Wikipedia Portal
 * Medicine Wikipedia Portal
 * Wiktionary
 * | Open Fire Academy related to fire service online learning.

 * Current Research Projects

This is the gateway for information about the courses and training in general. We hope that its size and scope will increase dramatically as participation in the School increases. We welcome input from all.

 * style="width:50%; background-color:#F4FFF4; border: 1px solid #C9FFC9; padding:1em;" valign="top" |

Current Research and Project News
''Post here if you have a research project or proposal you are working on. Also, if there is a course you would like to develop and would like to know if others are in need of it or are working on it.''

 * Leadership I (under Fire Officer) is complete and ready for use...please provide feedback and suggestions on the discussion page of the main course page.

 * We are in need of volunteers to begin translating some of the projects into other languages. If you are interested, please email Mfinney for more information of where to begin.

title: Portal:Fire and Emergency Management


text:
Portal talk:Fire and Emergency Management

Just dipping in. This sounds really interesting, Michael (et al?), and I'd like to stay in touch with how it goes. I think, though, there needs to be some contact information, like 'who we are' on this page (well, the content page) so people can get quick info about the project from the people involved - just usernames, not necessarily phone numbers etc. All the best with the project's progress. Cormaggio 13:46, 20 January 2006 (UTC)

Thanks for the encouragement. Didn't realize I had not put that information. Added it to the Who's Who... musta gotten too caught up with getting things going. Any insight or help you could suggest would be great. --Mfinney 17:57, 20 January 2006 (UTC)

Page naming
In order to be consistent with the rest of wikibooks, the pages in this book should all start with "Wikiversity:School of Fire and Emergency Management/". I'd like to suggest renaming them so that they do. Hopefully this is an uncontroversial proposal, and, as there is a bot able to do the work for us to move pages, restore all links that might be broken and remove unnecessary redirects, there should be no additional effort for the authors of this book, or any problems inserted. However, I note this proposal here first in case there are any comments from others, Jguk 09:30, 18 February 2006 (UTC)

 * Support
 * 1) sounds reasonable to me. Shaggorama 09:33, 20 February 2006 (UTC)

 *  Weakly Oppose  Support
 * 1) Let me do some research on one component of that. Some of the courses can be used as online classes, such as the Leadership I. I wanted this to be open for other training centers and departments to use whether they were working with the Wikiversity school or not. --mfinney 14:45, 20 February 2006 (UTC)
 * 2) OK. There's no hurry - maybe if I let you have a fortnight before anything happens. One way of allowing the same module to be used by different wikibooks would be to have a page transcluding a module into another book. For example, suppose the module Alpha/Yankee in the Alpha wikibook was also relevant to the wikibook Beta. Then we could have a module Beta/Yankee that has as its text , Jguk 16:45, 20 February 2006 (UTC)

Disaster management WikiProject
Hi, we have started a WikiProject on Disaster management that you might be interested in. Check it out! --86.128.66.107 22:57, 19 April 2006 (UTC)

Fire Service Online Encyclopedia
Greetings everyone. Wow. This has really moved along since I last saw this. I wanted to let you know I am starting a fire service wiki. It is still in the very early stages, but anyone that would like to get involved, go to this link | Fire Service Wiki. The link will be changing to its on address once we come up with a name for it. Some real hardcore (or passive) wiki addicts are needed to get this going.

emergency services vs. emergency management
Hello,

I think we need to user either one or the other or both. I do not classify emergency management as emergency services as is done in: "Today's fire and emergency services"

Let me know what you think --Ndstate 23:30, 3 April 2007 (UTC)

My feeling is that the two are converging... incidents that were traditionally emergency management or emergency services are quickly becoming one in the same. With that in mind, understand that my background is in emergency services (fire service to be exact). The intent of the school was to meet a broader group understanding that the convergence is slowly taking place. Do not hesitate (as I would consider it an honor) if you would expand that portion of the school. Make any needed changes to reflect that. --Mfinney

imported pages
There are some Fire and Emergency Management-related pages in the Transwiki pseudo-namespace that have been imported from Wikibooks and need to be re-named (if useful) or maybe merged into other existing main namespace pages. If any of these imported Fire and Emergency Management-related pages are useless, list them at Requests for Deletion. --JWS 22:35, 17 January 2008 (UTC)

Sahana - ICT for Diasaster Management
Hi all,

I come from an emergency management background in New Zealand. I look forward to contributing to the School over the coming weeks and months. My first suggestion is for an external link to be added to the school's front page: http://www.sahana.lk/ Sahana is an free and open-source disaster management tool. It's been successfully deployed to several disasters, including the 2004 Boxing Day Tsunami. It's now a mature application and from what the mailinglists have been saying, the developers think they're close to linking it to the iPhone 3G and OpenMoko --TimClicks 11:05, 7 August 2008 (UTC) Cheers!
 * Your contributions are most welcomed! You can add anything (what is for GFDL) without asking. Thank you for the effort! --Gbaor 11:22, 7 August 2008 (UTC)
 * Thanks. I've been using Wikipedia for a while, this is my first real experience with Wikiversity. From reading through the History section, it looks as though this school has been largely abandoned for several months.. --TimClicks 11:48, 7 August 2008 (UTC)
 * That's, true. Unfortunately there is quite many similarly abandoned places here, but I think is gets better lately. Anyway... Probably you won't have many "co-workers" in the near future, so try to focus on one thing at time. If you think the project is good enough, you can propose it to be featured --Gbaor 11:55, 7 August 2008 (UTC)


text:
Security, surveillance and law enforcement

The Security, Surveillance and Law Enforcement learning project is an online training resource fhor those interested in furthering their knowledge about such issues.

Control room operator Monitor all security operations.

Featured Law Enforcement Readings

 * A counterfeit is an imitation that is made with the intent to deceptively represent its content or origins. The word counterfeit most frequently describes forged money or documents, but can also describe clothing, software, pharmaceuticals, or any other manufactured item, especially when these products are protected by trademarks or patents.

 * Sonic and ultrasonic weapons (USW) are weapons of various types that use sound to damage, incapicitate, or kill an opponent. Some sonic weapons are currently in limited use and extensive research and development by military and police forces. Many exist only in the realm of science fiction.

 * Situational awareness is being aware of everything that is happening around oneself and the relative importance of everything observed — a constantly evolving picture of the state of the environment. Situational awareness can be described broadly as a person’s state of knowledge or mental model of the situation around him or her.

 * The United States Marshals Service (sometimes incorrectly spelled "Marshal's Service"), a bureau within the United States Department of Justice (see 28 U.S.C. § 561), is the United States's oldest federal law enforcement agency. It is the enforcement arm of the federal courts, protecting federal courts and ensuring the effective operation of the judicial system.

 * The Business Software Alliance (BSA) is a trade group representing a number of the world's largest software makers. It is funded through membership dues based on member company's software revenues, and through settlements from companies it successfully brings action against.

 * The Halton Regional Police Service (HRPS) provides policing services for the Halton Region in Ontario, Canada which encompasses the City of Burlington and the Towns of Oakville, Milton and Halton Hills. It is made up of about 450 police personnel 150 civilians that cover 987 square kilometers with a population of 297,650.

Focus On: Human Trafficking

 * Trafficking in human beings includes recruiting, harbouring, obtaining, and transporting people by use of force, fraud, or coercion for the purpose of subjecting them to involuntary acts, such as commercial sexual exploitation (including prostitution) or involuntary labour, i.e., enslaving them.

 * Harm Reduction is a philosophy of public health intended to be a progressive alternative to the prohibition of certain lifestyle choices. The central idea of harm reduction is the recognition that some people always have and always will engage in behaviours which carry risks, such as casual sex and substance abuse. Harm reduction seeks to mitigate the potential harm associated with these behaviours without attempting to prohibit the behaviors. Harm reductionists contend that no one should be denied services such as healthcare merely because they take risks. Further, harm reduction seeks a social justice response to substance abuse, as opposed to a criminalizing one.


text:
Talk:Security, surveillance and law enforcement

Glad to see this is moving forward! I have been working with the School of Fire and Emergency Management. Let me know if I can help with any of this or if there are some projects we can collaborate on. Looks Great!--Mfinney 15:24, 19 February 2006 (UTC)

I am interested in creating a School of Computer Science course entitled "Introduction to Computer Forensics." This field deals heavily in both Computer Science and Criminal Justice, and I was wondering whether I should cross-list the course under the School of Security, Surveillance and Law Enforcement in addition to the School of Computer Science, and if so, what the course number here would be? (Obviously, somebody has the courses fairly laid out so far, what with all the broken links to course numbers, and I would like to stay in keeping with that procedure.)Soulaegis 04:34, 5 April 2006 (UTC)

School of War
I believe a great idea would be to add some courses about War, Strategy, Basic training, War History, Psychological warfare, Military logistics, Spying, Special Forces..., and such. As currently, I am working on some other projects it will take me some time to get into swing and recruit some members to help. However, if you are reading this and interested to start it earlier that would be a great help. And as I understand it would preferably be if we get some one from WestPoint Military Academy or a similar institution to contribute a course list and maybe a reading list for starters.

--81.32.249.229 21:23, 24 April 2006 (UTC)

Any number of the world's armed forces will happily give you a free education, textbooks included. Just sign here... --Dhodges 15:46, 26 April 2006 (UTC)

Image
Just so you know, I've uploaded your image from wikibooks. --Draicone (talk) 06:44, 9 October 2006 (UTC)


text:
School:Geography

Welcome to the School of !

A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain projects for developing learning resources.

Divisions and departments
Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions. 🇨🇴
 * The Department of Basic Geography - Basic Geography based at school level.
 * Geography - A basic content development project for Geography.
 * Cartography

Physical geography

 * Biogeography
 * Climatology and Paleoclimatology
 * Coastal geography
 * Environmental geography and Environmental management
 * Geodesy
 * Geomorphology
 * Glaciology
 * Hydrology/Hydrography
 * Limnology
 * Landscape ecology
 * Meteorology
 * Oceanography
 * Pedology
 * Palaeogeography

Other departments

 * Cartography - content development project for learning resources about cartography.
 * Geospatial Information Systems (GIS)
 * Geoinformatics - (Computer Science)

Human geography

 * Economic geography
 * Transportation geography
 * Development geography
 * Population geography or Demography
 * Urban geography
 * Social geography
 * Behavioral geography
 * Geosophy
 * Cultural geography
 * Political geography also Geopolitics
 * Historical geography
 * Time geography
 * Regional geography
 * Regional geography
 * Strategic geography
 * Military geography
 * Feminist geography
 * Children's geographies

🇨🇴

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

 * CQ 17:44, 16 January 2007 (UTC)
 * Since 13 October 2015 with Geographic coordinates! --Marshallsumter (discuss • contribs) 06:02, 13 April 2018 (UTC)
 * SelfieCity 01:26, 9 March 2019 (UTC)

Inactive participants

 * Franko2nd 16:56, 16 January 2007 (UTC)
 * BillyV
 * Zipman191

School news

 * 16/01/07 — School founded!
 * 09/03/19 — course for Geography created and organized on Wikiversity

List of Courses

 * Geography
 * Nonkilling Geography
 * Basic Geography (Wikibooks)
 * World Geography (Wikibooks)

Info

 * Geography (Wikipedia)
 * Geography of the Yukon (Wikipedia)
 * Portal:Geography (Wikipedia)

Things you can do!

 * Clean up Draft:Regions and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Geographic coordinates and move it to become a subpage of a supporting main page learning project.
 * Continue to improve Geography as a course.

كلية علوم الجغرافيا Geografie Departamento de Geografía it:Dipartimento:Geografia

title: School:Geography


text:
School:Practical human life

Welcome to the School of Practical Human Life, part of Interdisciplinary Studies.

A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain projects for developing learning resources.

Divisions and Departments
Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions.
 * Division of Ecological Sustainability

Topic:Eating

 * Topic:Human Nutrition
 * Topic:Edible Plant Identification
 * Topic:Fermentation and Preservation of Edibles
 * Topic:Culinary Arts
 * Topic:History of Agriculture
 * Topic:Livestock

Topic:Physical Fitness

 * Topic:Cardiovascular Fitness
 * Topic:The Anatomy of Fitness
 * Topic:Personal Training
 * Topic:Sports History
 * Topic:Sports Training

Topic:Transportation

 * Topic:Fuel and Movement
 * Topic:Human-powered Vehicles
 * Topic:Alternative Fuels
 * Topic:Petroleum Politics

Topic:House and Home

 * Topic:Basics of House Construction
 * Topic:Land Use and Private Property
 * Topic:Territory
 * Topic:Plumbing

Topic:Waste Management

 * Topic:Septic Treatment
 * Topic:Recycling
 * Topic:Dumpster Diving
 * Topic:Compost

Topic:Other

 * Topic:Being a Kid
 * Topic:Toxicology
 * Topic:Energy Efficiency
 * Topic:Eco-Design

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

 * Since 9 October 2015 with contributions to Sport/Volleyball --Marshallsumter (discuss • contribs) 04:56, 17 April 2018 (UTC)
 * DErnestWachter, email:[mailto:dewnada@icloud.com dewnada@icloud.com]

Inactive participants

 * Dionysios (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-04-26 (April 26, 2007) Time: 174101 UTC -- Division of Ecological Sustainability
 * User:Chocoman
 * User:xTHExONEx1

School news

 * 27 August 2006 - School founded!

title: School:Practical human life


text:
Wikiversity:Schools

Wikiversity schools help Wikiversity participants organize learning resources for a set of related academic topic areas. This page lists the major schools of Wikiversity. If you want to create a new academic school or department, please read the relevant parts of the naming conventions.

There may be both a school and a portal for the same subject area. Portals quickly guide new Wikiversity visitors to educational content. The major Wikiversity schools are content development projects where Wikiversity editors plan, organize and develop related topics in a broad subject area. See: Wikiversity namespace for more information about Wikiversity school and portal pages.

Further information
The "School:" namespace is a special feature of Wikiversity. The first Wikiversity pages that made use of the "School:" prefix were the "major Wikiversity schools" corresponding to the list of schools that was developed by the Wikiversity community at Wikibooks.

Historically, Wikiversity schools were arranged into divisions and departments. However, they were little used and were discontinued in 2016. Portals are now used to organize content for similar learning projects.

Wikiversity Schools

title: Wikiversity:Schools


text:
User:Frank Schulenburg

de:Benutzer:Frank Schulenburg es:Usuario:Frank Schulenburg fr:Utilisateur:Frank Schulenburg

title: User:Frank Schulenburg


text:
Goal setting and management

Goal setting for a project manager, task or team leader, or lead/supervisory/management personnel is often a subtle, complex process. It must comply with top level policies and help accomplish organizational goals, visions, and mission while meeting requirements such as budgets, innovations, employee training, delivery deadlines, manufacturing quotas, etc. that are often driven by lateral requirements within the organization as well as top down direction.

It is important to understand an individual goal setting process and have practiced and polished individual personal skills in setting and attaining personal goals. b:Wikiversity:School_of_Engineering:Critical_Thinking_%26_Self_Communication:goal_setting

It is even more important to acknowledge that achieving participant buyin requires discussion and coordination of group goals as well as each individual's personal goals or agenda. Each team member must feel their input and contribution are valued and impact overall group goals and the group leadership team or process must find ways to resolve and remove obstacles or conflicts resulting from conflicting individual and group goals.

Often inexperienced managers or leaders will attempt to apply a dictatorial or authoritarian model which assumes that since they are in charge they will specify goals and tasks necessary to achieve their superiors goals and task assignments. Theoretically everyone else will hop to and efficiently accomplish the work tasks as directed to achieve the mandated tasks and goals. Often this approach will yield initial results as experienced team players attempt to compensate for this deficiency in leadership skills while addressing improving the neophyte leader's skills and attitudes. Sometimes this works out well but often it results in disaster as the neophyte manager incorrectly interprets team success as validation of the merit of his authoritarian approach. Eventually (sometimes quickly or instantaneously) the honeymoon or cut them some slack period is over and group performance falls off until the deficiency in team management's coordination skills improve sufficiently to recover adequate team member buyin to specific common corporate/group/team goals.

title: Goal setting and management


text:
Project management/Experimental self communication/Critical thinking and self communication/Goal setting

Preparation

 * Study Venn Diagrams : Anything beyond very simple personal goals always involves other human beings or mammals or life forms or rocks or other manifestations of the physical universe.

Personal Goal Setting and Implementation Management

 * Identify or brainstorm specific personal goals.
 * Identify specific missions, goals or tasks which are related somehow to your attaining your specific goal. First do this individually for each goal.  As part of daily prioritization can identify common tasks or tasks which can be worked on concurrently.
 * Identify current and possible obstacles. Keep alert for chances to nibble, sidestep or obliterate them as you proceed through the planning and action tasks and work with other people.
 * Identify people and organizations who can assist you with achieving your goals or prioritized tasks.
 * Figure out what is in it for them. This will undoubtedly involve some intelligence gathering (recruiting, querying) or coordination and possibly mutation or expansion of the original goal set to adequately compensate other participants for their efforts beneficial to your goals.  Sometimes phased or interlocked delivery is important.  You are trying to accomplish your own or the team's goals and tasks, not be diverted to completing someone elses desires prior to achieving or initating work regarding your own.  Sometimes it simply requires a polite request, flowers with a smile, or some reasonable amount of cash.
 * Develop a plan or a series of small achievable tasks which when accomplished in the aggregate will achieve the goal. For multiple goals do this for each one and then integrate or prioritize according to personal priorities.  Keep in mind priorities may need to shift in accordance with external events or others peoples' goals or desires.
 * Specify concrete objective measururable milestones or metrics which can be used to track progress towards the goal.
 * Review progress periodically and revise the plan appropriately.

Note: In Total Quality Management philosophy this cycle is often call the PDCA loop. Plan, Do, Collect, Analyse, iterate. The biggest difference is that TQM is often implicitly assuming motivated people and teams and focused on specific business or manufacturing processes. The above goal setting processes is more general and must involve motivating other people and gaining their assistance or cooperation.


text:
User talk:Andersbs~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Andersbs. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Andersbs~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 23:27, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Andersbs~enwikiversity


text: User talk:Ljlalit

title: User talk:Ljlalit


text: User talk:Andrew250

title: User talk:Andrew250


text: User talk:Crystal lasick

title: User talk:Crystal lasick


text: User talk:Grojasy

title: User talk:Grojasy


text:
User talk:Gunerb~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Gunerb. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Gunerb~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.

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title: User talk:Gunerb~enwikiversity


text:
User:SB Johnny/sandbox

2024July29

2024July29 20090215

title: User:SB Johnny/sandbox


text:
Christianity/Gospel 101

The advent of digitalization of ancient manuscripts of the Bible makes an Internet collaboration on a Modernity Version of the New Testament possible for all levels of participation, called wikification, everybody edits. The rules are laid down through the first 3 and 1/2 chapters of John. If you leave your qualifications or desire below then start on the Verses for the week which for starters are various verses in the Christianity Appendix Prophecy Fulfillment column. Admittedly, this is an invitation for a select few to become masters of the language. Convert these significant verses from KJV to a modern translation preferably gender neutral. There are 101 ways (or mention) to believe in the Gospel of John, thus the course name, and we have only highlighted fifteen so far. Go for it.

Students Enrolled

 * - Athrash | {Talk)  07:10, 23 August 2005 (UTC)

Back to School of Theology

title: Christianity/Gospel 101


text: Portal:Christianity

title: Portal:Christianity


text:
Introduction to biology

This section of Introduction to Biology Fundamentals takes the form of an asynchronous learning trail or link maze which participants seeking knowledge of fundamentals can follow seeking information and enlightenment at their own pace. Participants are encouraged to edit boldly serene in the knowledge that other participants will soon erode away neophyte like errors with new misunderstandings and challenges for future participants. We also expect an occasional mentor or knowledgeable biological specialists to wander in and idly correct an occasional misunderstanding. If you are uncomfortable with this approach feel free to experiment with a sock puppet or custom persona to avoid credit for your efforts.

Current Participant List

 * user:lazyquasar Have a reference text available: "Biological Science" by William T. Keeton. cp 67 by W. W. Norton & Company.  A tad out of date probably but I hope useful for basics.
 * user:akematha
 * user:Kimbits
 * user:ObubbledO
 * user:jehswong
 * user:MathGuy777 Using "Campbell Biology" by Reece, Urry, Cain, et al. An informative general biology textbook. "Raven's Biology" is somewhat similar.

 * add your persona handle here

Online texts
http://www.oronsay.org/Biology.htm
 * http://en.wikibooks.org/wiki/Biology
 * General Biology

Lucid articles, tutorials, or presentations
Introduction to Biology I - Introduction to Biology and Science

Group Project Proposals

 * List of Major Topics and Concepts in Biology

Biology
Biology, coming from the Greek bio (life) and logos (A principle originating in classical Greek thought which refers to a universal divine reasoning, knowledge or understanding), is the "study of life". Biology examines the structure, function, growth, origin, evolution, and distribution of all living things. It studies include the energy metabolism that underlies the activities of living organisms, and the genetic bases for inheritance in organisms. It's practice classifies and describes the various forms of organisms, how organisms function, how species come into existence, and the interactions they have with each other and the natural environment, the evolutionary relationships among organisms and the diversity on earth. Biology includes a broad spectrum of fields, from botany and zoology, the study of plants and animals, to genetics and ecology.

What is Life?
Biology is the study of life, but what, exactly, constitutes a living organism? There is not currently a universal definition, but it is generally agreed that living organisms exhibit several characteristics.
 * Reproduction - A living thing has the ability to produce new organisms. Reproduction can be the division of one cell into two daughter cells or the production of a new individual, which can occur either sexually or asexually.
 * Response to stimuli - The organism can react to its environment. A reaction can be anything from the contraction of a single celled organism when touched to complex reactions of higher animals. A leaf turning towards the sun or a predator chasing prey are examples.
 * Organization - An organism is composed of one or more cells, which are the basic units of life.
 * Homeostasis - The organism maintains a stable internal environment. Some mammals may sweat to reduce temperature, a reptile may bask to increase it.
 * Metabolism - Living things require energy to maintain its internal environment and to reproduce. This may be the consumption of energy from abiotic (non-living) material, or from decomposing organic matter.
 * Growth - An organism exhibits a higher rate of anabolism than catabolism indicating growth. A growing organism increases in size in all of its parts, rather than simply accumulating matter.
 * Adaptation - The organism ability to change over a period of time in response to the environment as part of the process of evolution. This adapability is determined by the organism's heredity, the composition of metabolized substances and to external factors.

Levels of Organisation

 * 1) Atoms
 * 2) Molecules and macromolecules
 * 3) Organelles
 * 4) Cells
 * 5) Tissues
 * 6) Organs
 * 7) Organ systems
 * 8) Organisms
 * 9) Populations
 * 10) Species
 * 11) Communities
 * 12) Ecosystems
 * 13) Biosphere

Science
Science is all around us. Whenever we drink water, watch the sky, or do our math homework, science is involved. Most scientists can agree that science is basically a way of understanding or gaining knowledge. Science is an important part of our life, and in order to understand more advanced concepts in life, we must have a basic understanding of science.

Some fields in science include: Biology - the study of life

Chemistry - the study of the composition, structure, and properties of matter.

Physics - the study of matter and motion through space and time.

... and much, much more!

Scientific Method
Scientific method comprises the following steps:

1. Ask a question.

2. Do background research.

3. Construct a hypothesis.

4. Test the hypothesis by conducting an experiment.

5. Analyze the results obtained, and draw a conclusion.

6. Report the results. Is the hypothesis correct?

Fields of Biology
Fields dealing with animals:
 * 1) Comparative Anatomy-The scientific study of the similarities and differences in the bodily structures of distinct types of animals.
 * 2) Entomology-The study of insects.
 * 3) Herpetology-The study of reptiles and amphibians.
 * 4) Ichthyology-The study of fish.
 * 5) Mammalogy-The study of mammals.
 * 6) Ornithology-The study of birds.
 * 7) Primatology-The study of primates.
 * 8) Veterinary Science-Animal medicine.
 * 9) Zoology-The study of animals.

Branches refererring to the study of evolution.
 * 1) Biogeography-The study of the geographic distributions of living organisms.
 * 2) Developmental Biology-The study of the processes where an organism changes from a single cell into a mature,multi-cellular individual.
 * 3) Evolutionary Biology-The branch of biology concerned with the modes of origins of new forms of life.
 * 4) Ichnology-The study of fossilized traces of past animal activity, like footprints,burrows,trail and borings.
 * 5) Morphology-The study of the form and structure of living organisms.
 * 6) Paleontology-The study of prehistoric life using fossils.

Fields regarding the environment:
 * 1) Astrobiology-The branch of biology concerning the effects of outer space on living organisms and the search for extraterrestrial life.
 * 2) Bioclimatology-The study of the influence of climate on living organisms.
 * 3) Chronobiology-The study of time-dependent phenomena in living organisms.
 * 4) Conservation biology-The branches of biology concerned with the habitat preservation,the prevention of extinction,and conservation of biodiversity.
 * 5) Cryobiology-The study of the effects of low-temperatures on living organisms.
 * 6) Ecology-The study of the interaction between organisms and their environment.
 * 7) Geobiology-The science that combines geology and biology to study the interactions of organisms within their environment.
 * 8) Limnology-The study of physical and biological conditions of freshwater, especially lakes and ponds.

Chemistry based field of biology:
 * 1) Biochemistry-The study of life at the chemical level,in particular the chemistry of proteins,carbohydrates,and nucleic acids.
 * 2) Bioengineering-A hybrid field of scientific research that uses the principles of biology and the techniques of engineering to produce useful products.
 * 3) Molecular biology-The branch of biology which studies the formation,structure,and function of macromolecules found in living organisms,like nucleic acids and proteins.

Reproduction and Development
Animals reproduce via germ cells, which differ from other cells in the body (somatic cells) in that each of them carries only half of the genetic information present in other cells of the body. Germ cells are the male sperm or female egg (ovum).

DNA
DNA is an acronym for deoxyribonucleic acid, which is a molecule capable of creating an exact copy of itself. The complex molecule is shaped like a double helix.

The Theory of Evolution
This chapter focuses on Charles Darwin's Theory of Evolution.

title: Introduction to biology


text:
Christianity/Gospel 101/Verses for the week

Find ECCEHOMO edit below as example of translation methods. Discover 3 verses already translated in The Updated Modernity Version (Parallel, Annotated) and can be revised as such here. New

And the dragon stood before the woman which who was ready to be delivered, for waiting to devour her child as soon as it was born. And She brought forth a man child, who was to rule all nations with a rod of iron; and but her child was caught called (?) up un to God, and to his throne. Re. 12: 4, 5
 * called or
 * delivered or
 * translated

Result was turn the first sentence around and keep the lofty language of "brought forth,"
 * And in front of the woman who was about to be delivered, the dragon stood waiting to devour the child as soon as it was born. She brought forth a man child, who was to rule all nations with a rod of iron; but her child was delivered up to God, and to his throne.

But while he thought on these things, behold, the angel of the Lord appeared unto him in a dream, saying, Joseph, thou son of David, fear not to take unto thee Mary thy wife: for that which is conceived in her is of the Holy Ghost. And she shall bring forth a son, and thou shalt call his name JESUS: for he shall save his people from their sins. Mt.1: 20-21

Behold, a virgin shall be with child, and shall bring forth a son, and they shall call his name Emmanuel, which being interpreted is, God with us. Mt. 1: 23

The book of the generation of Jesus Christ, the son of David, the son of Abraham. Mt. 1: 1

Now when Jesus was born in Bethlehem of Judea in the days of Herod the king… Mt. 2: 1

Then was fulfilled that which was spoken by Jeremy the prophet, saying, In Rama was there a voice heard, lamentation, and weeping, and great mourning, Rachel weeping for her children, and would not be comforted, because they are not. Mt. 2: I6-18

When he arose, he took the young child and his mother by night, and departed into Egypt: And was there until the death of Herod: that it might be fulfilled which was spoken of the Lord by the prophet, saying, Out of Egypt have I called my Son. Mt. 2: 14-15

And he came and dwelt in a city called Nazareth: that it might be fulfilled which was spoken by the prophets, He shall be called a Nazarene. Mt. 2: 23

For all the prophets and the law prophesied until John. And if ye will receive it, this is Elias, which was for to come. Mt. 11: 13-14

And Jesus, when he was baptized, went up straightway out of the water: and, lo, the heavens were opened unto him and he saw the Spirit of God descending like a dove, and lighting upon him. Mt. 3: 16

And he saith unto him, Verily, verily, I say unto you, Hereafter ye shall see heaven open, and the angels of God ascending and descending upon the Son of man. Joh. 1: 51

And leaving Nazareth, He came and dwelt in Capernaum, which is upon the sea coast, in the borders of Zabulon and Nephthalim: That it might be fulfilled which was spoken by Esaias the prophet, saying, The land of Zabulon, and the land of Nephthalim, by the way of the sea, beyond Jordan, Galilee of the Gentiles; The people which sat in darkness saw great light, and to them which sat in the region and shadow of death light is sprung up. Mt 4: 13-16

The Spirit of the Lord is upon me, because he hath anointed me to preach the gospel to the poor; he hath sent me to heal the brokenhearted, to preach deliverance to the captives, and recovering of sight to the blind, to set at liberty them that are bruised. To preach the acceptable year of the Lord. And he closed the book, and he gave it again to the minister, and sat down. And the eyes of all them that were in the synagogue were fastened on him. And he began to say unto them, This day is this scripture fulfilled in your ears. Lu. 4: 18-22

And when ye shall see Jerusalem compassed with armies then know that the desolation thereof is nigh, Then let them in Judea flee to the mountains, and let them which are in the midst of it depart out; and let not them that are in the countries enter thereinto. For these be the days of vengeance, that all things which are written may be fulfilled. Lu. 21: 20-22

If I told you earthly things, and ye believe not, how shall ye believe, if I tell you of heavenly things? And no man hath ascended up to heaven, but he that came down from heaven, even the Son of man which is in heaven. And as Moses lifted up the serpent in the wilderness, even so must the Son of man be lifted up. Joh. 3: 12-14

For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life. Joh. 3: 16

Is not this the carpenter, the son of Mary, the brother of James, and Joses, and of Juda, and Simon? and are not his sisters here with us? And they were offended at him. Mk. 6: 3

For Jesus himself testified that a prophet hath no honour in his own country. Joh. 4: 44

In the last day, that great day of the feast, Jesus stood and cried, saying, If any man thirst let him come unto me, and drink. He that believeth on me, as the scripture hath said, out of his belly shall flow rivers of living water. (But this spake he of the Spirit, which they that believe on him should receive: for the Holy Ghost was not yet given; because that Jesus was not yet glorified.) Joh. 7: 37-38

When the even was come, they brought unto him many that were possessed with devils: and he cast out the spirits with His word, and healed all that were sick: That it might be fulfilled which was spoken by Esaias the prophet, saying, Himself took our infirmities, and bare our sicknesses. Mt. 8: 16-17

Behold my servant, whom I have chosen; my beloved, in whom my soul is well pleased: I will put my spirit upon him, and he shall show judgment to the Gentiles. Mt. 12: 18

He will not break a bruised reed shall he not break, and nor will he extinguish the smoking flax shall he not quench, until he send forth has brought on judgment unto victory. Mt. 12: 20
 * Helps: It is the same word and image (2Kings 18:21) which [Isaiah] uses in his prophecy of our Lord, “a bruised reed (רצץ קנה qâneh râtsats) shall He not break,” i. e., He shall not break that which is already bruised. The word implies, then, don't kick a man when he's down.

I am the good shepherd, and know my sheep, and am known of mine. As the Father knoweth me, even so know I the Father: and I lay down my life for the sheep. And other sheep I have, which are not of this fold: them also I must bring, and they shall hear my voice; and there shall be one fold, and one shepherd. Joh. 10: 14-16

On the next day much people that were come to the feast, when they heard that Jesus was coming to Jerusalem, took branches of palm trees, and went forth to meet him, and cried, Hosanna: Blessed is the King of Israel that cometh in the name of the Lord. And Jesus, when he had found a young ass, sat thereupon; as it is written: Joh. 12: 12-14

And when the chief priests and scribes saw the wonderful things that he did, and the children crying in the temple, and saying, Hosanna to the son of David; they were sore displeased, And said unto him, Hearest thou what these say? And Jesus saith unto them, Yea; have ye never read, Out of the mouth of babes and sucklings thou hast perfected praise? Mt. 21: 15-16

And said unto them, It is written, My house shall be called the house of prayer; but ye have made it a den of thieves. Mt. 21: 13

Jesus saith unto them, Did ye never read in the scriptures, The stone which the builders rejected, the same is become the head of the corner: this is the Lord’s doing, and it is marvellous in our eyes? Mt. 21: 42

Therefore they could not believe, because that Esaias said again, He hath blinded their eyes, and hardened their heart; that they should not see with their eyes, nor understand with their heart, and be converted, and I should heal them. These things said Esaias, when he saw His glory, and spake of Him. Joh. 12: 39-41

For I say unto you, I will not drink of the fruit of the vine, until the kingdom of God shall come. And he took bread, and gave unto them, saying, This is my body which is given for you: this do in remembrance of me. Likewise also the cup after supper, saying, This cup is the NEW TESTAMENT in my blood which is shed for you. Lu. 22: 18-20

I speak not of you all: I know whom I have chosen: but that the scripture may be fulfilled, He that eateth bread with me hath lifted up his heel against me. Joh. 13: 18

If I had not done among them the works which none other man did, they had not had sin: but now have they both seen and hate both me and my Father. But this cometh to pass that the word might be fulfilled that is written in their law, They hated me without a cause. Joh. 15: 24-25

And said unto them, What will ye give me, and I will deliver him unto you? And they covenanted with him for thirty pieces of silver. Mt. 26: 15

Then saith Jesus unto them. All ye shall be offended because of me this night: for it is written, I will smite the shepherd, and the sheep of the flock shall be scattered abroad. Mt. 26: 31

And he cast down the pieces of silver in the temple, and departed, and went and hanged himself. And the chief priests took the silver pieces, and said, It is not lawful for to put them into the treasury, because it is the price of blood. And they took counsel, and bought with them the potter’s field, to bury strangers in. Mt. 27: 5-7

For many bare false witness against him, but their witness agreed not together. Mk. 14: 56

And he answered him to never a word; insomuch that the governor marvelled greatly. Mt. 27: l4

Then released he Barabbas unto them: and when he had scourged Jesus, he delivered him to be crucified. Mt. 27: 26

Then came Jesus forth came forward, wearing the crown of thorns, and the purple robe. And Pilatus saith unto said to them, [ECCEHOMO] Behold the man. Joh. 19: 5   - Athrash |  {Talk)  07:26, 23 August 2005 (UTC)

And he said unto them the third time, Why, what evil hath he done? I have found no cause of death in him: I will therefore chastise him, and let him go. And they were instant with loud voices, requiring that he might be crucified. And the voices of them and of the chief priests prevailed. And Pilate gave sentence that it should be as they required. Lu. 23: 22-24

And they smote him on the head with a reed, and did spit upon him, and bowing their knees worshipped him. And when they had mocked him, they took off the purple from him, and put his own clothes on him, and led him out to crucify him. Mk. 15: 19-20

The other disciples therefore said unto him, We have seen the Lord. But he said unto them, Except I shall see in his hands the print of the nails, and put my finger into the print of the nails, and thrust my hand into his side, I will not believe. Joh. 20: 25

And when they were come to the place, which is called Calvary, there they crucified him, and the malefactors, one on the right hand, and the other on the left. Lu. 23: 33

Then said Jesus, Father, forgive them; for they know not what they do. And they parted his raiment, and cast lots. Lu. 23: 34

After this, Jesus knowing that all things were now accomplished, that the scripture might be fulfilled, saith, I thirst. Joh. 19: 28

They gave him vinegar to drink mingled with gall: and when he had tasted thereof, he would not drink. Mt. 27: 34

And they that passed by reviled him, wagging their heads. Mt. 27:39

And one of the malefactors which were hanged railed on him, saying, If thou be Christ, save thyself and us. Lu. 23: 39 (Mt. 27:43)

But the other answering rebuked him, saying, Dost not thou fear God, seeing thou art in the same condemnation? And we indeed justly; for we receive the due reward of our deeds: but this man hath done nothing amiss. And he said unto Jesus, Lord, remember me when thou comest into thy kingdom. And Jesus said unto him, Verily I say unto thee, To day shalt thou be with me in paradise. Lu. 23: 42-43

Now from the sixth hour there was darkness over all the land unto the ninth hour. Mt. 27: 45

And about the ninth hour Jesus cried with a loud voice, saying, Eli, Eli lama sabachthani? that is to say, My God, my God, why hast thou forsaken me? Mt. 27: 46

And when Jesus had cried with a loud voice, he said. Father, into thy hands I commend my spirit: and having said thus, he gave up the ghost. Lu. 23:46

Nor consider that it is expedient for us, that one man should die for the people, and that the whole nation perish not. John 11:50

But when they came to Jesus, and saw that he was dead already, they brake not his legs: Joh. 19: 33

But one of the soldiers with a spear pierced his side, and forthwith came there out blood and water. Joh. 19: 34

When the even was come, there came a rich man of Arimathaea, named Joseph, who aIso himself was Jesus' disciple: He went to Pilate, and begged the body of Jesus. Then Pilate commanded the body to be delivered. Mt. 27: 57-58

And he said unto them, These are the words which I spake unto you, that all things must be fulfilled, which were written in the law of Moses, and in the prophets, and in the psalms, concerning me. Then opened he their understanding, that they might understand the scriptures, And said unto them, Thus it is written, and thus it behoved Christ to suffer, and to rise from the dead the third day: And that repentance and remission of sins should be preached in his name among all nations, beginning at Jerusalem, And ye are witnesses of these things. Lu. 24: 44-48

And it came to pass, while he blessed them, he was parted from them, and carried up into heaven. Lu. 24: 51

So then after the Lord had spoken unto them, he was received up into heaven, and sat on the right hand of God. Mk. 16: 19

Back to Gospel 101


text: Category:General Biology

title: Category:General Biology