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Analysis of the Emancipation Proclamation

Introduction
Whereas on the 22nd day of September, A.D. 1862, a proclamation was issued by the President of the United States, containing, among other things, the following, to wit:

"That on the 1st day of January, A.D. 1863, all persons held as slaves within any State or designated part of a State the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.

"That the executive will on the 1st day of January aforesaid, by proclamation, designate the States and parts of States, if any, in which the people thereof, respectively, shall then be in rebellion against the United States; and the fact that any State or the people thereof shall on that day be in good faith represented in the Congress of the United States by members chosen thereto at elections wherein a majority of the qualified voters of such States shall have participated shall, in the absence of strong countervailing testimony, be deemed conclusive evidence that such State and the people thereof are not then in rebellion against the United States."

Now, therefore, I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as Commander-In-Chief of the Army and Navy of the United States in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for supressing said rebellion, do, on this 1st day of January, A.D. 1863, and in accordance with my purpose so to do, publicly proclaimed for the full period of one hundred days from the first day above mentioned, order and designate as the States and parts of States wherein the people thereof, respectively, are this day in rebellion against the United States the following, to wit:

Arkansas, Texas, Louisiana (except the parishes of St. Bernard, Palquemines, Jefferson, St. John, St. Charles, St. James, Ascension, Assumption, Terrebone, Lafourche, St. Mary, St. Martin, and Orleans, including the city of New Orleans), Mississippi, Alabama, Florida, Georgia, South Carolina, North Carolina, and Virginia (except the forty-eight counties designated as West Virginia, and also the counties of Berkeley, Accomac, Morthhampton, Elizabeth City, York, Princess Anne, and Norfolk, including the cities of Norfolk and Portsmouth), and which excepted parts are for the present left precisely as if this proclamation were not issued.

And by virtue of the power and for the purpose aforesaid, I do order and declare that all persons held as slaves within said designated States and parts of States are, and henceforward shall be, free; and that the Executive Government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons.

And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary self-defence; and I recommend to them that, in all case when allowed, they labor faithfully for reasonable wages.

And I further declare and make known that such persons of suitable condition will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service.

And upon this act, sincerely believed to be an act of justice, warranted by the Constitution upon military necessity, I invoke the considerate judgment of mankind and the gracious favor of Almighty God.

Analysis
On Jan. 1, 1863, U.S. President Abraham Lincoln declared free all slaves residing in territory in rebellion against the federal government. This Emancipation Proclamation actually freed few people. It did not apply to slaves in border states fighting on the Union side; nor did it affect slaves in southern areas already under Union control. Naturally, the states in rebellion did not act on Lincoln's order. But the proclamation did show Americans-- and the world--that the civil war was now being fought to end slavery.

Lincoln had been reluctant to come to this position. A believer in white supremacy, he initially viewed the war only in terms of preserving the Union. As pressure for abolition mounted in Congress and the country, however, Lincoln became more sympathetic to the idea. On Sept. 22, 1862, he issued a preliminary proclamation announcing that emancipation would become effective on Jan. 1, 1863, in those states still in rebellion. Although the Emancipation Proclamation did not end slavery in America--this was achieved by the passage of the 13TH Amendment to the Constitution on Dec. 18, 1865--it did make that accomplishment a basic war goal and a virtual certainty.


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User:Higgyb

=Introduction= Hey, you. The person to whom this page belong's is Higgyb and his main interests are History, Theatre, Literature, and Political Science. (not that I'm an expert at any of them, mind you) If you feel like talking, just drop me a line. Hope to talk to you!

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

title: User:Higgyb


text:
User:AmandaEP

 * School:Zoology
 * School:Veterinary_Medicine

"Mine is the first step and therefore a small one, though worked out with much thought and hard labor. You, my readers or hearers of my lectures, if you think I have done as much as can fairly be expected of an initial start. . . will acknowledge what I have achieved and will pardon what I have left for others to accomplish." Aristotle

Non nobis, sed omnibus. Welcome to Eudaimonia!

title: User:AmandaEP


text: Animal Phyla/Table

title: Animal Phyla/Table


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Zoology/Suffixes and Prefixes

Zoology, like all sciences, uses quite a lot of terminology taken from the Latin and Greek languages. These can be unfamiliar terms.

This list is an attempt at a glossary of prefixes and suffixes to assist in learning the terminology.

The list can be used as-is as a reference, or can be copied to your word processor, increased a bit in size, and printed to be cut and pasted onto home-made flash cards.

Prefixes

 * 1) a : without, lack of
 * 2) ab : away from
 * 3) ad : toward, to, near
 * 4) ambi : both
 * 5) amphi : both
 * 6) ampho : both
 * 7) an : without, lack of
 * 8) ana : up, toward, apart
 * 9) ante : before, in front of backward
 * 10) anti : against, opposing
 * 11) apo : separation from, derived from
 * 12) auto : self
 * 13) bi : two, double, twice
 * 14) cata : down, under, lower, against
 * 15) circum : around
 * 16) co : with, together
 * 17) com : with, together
 * 18) con : with, together
 * 19) contra : opposed, against
 * 20) di : two, twice
 * 21) dia : between, through, apare, acress, completely
 * 22) dis : apart from, free from
 * 23) dys : difficult, painful, abnormal
 * 24) e : out of, from away from
 * 25) ec : out of, from away from
 * 26) ecto : outer, outside, situated on
 * 27) ee : reverse, remove
 * 28) em : in
 * 29) en : in
 * 30) endo : within, inner
 * 31) ep : upon, on over above
 * 32) epi : upon, on over above
 * 33) eu : normal, good, well, healthy
 * 34) ex : out of, from away from
 * 35) exo : outer, outside, situated on
 * 36) extra : outside of, beyond
 * 37) hemi : half
 * 38) hyper : excessive, above
 * 39) hypo : under, deficient, beneath
 * 40) im : in, into within, not
 * 41) in : in, into within, not
 * 42) infra : below, beneath
 * 43) inter : between
 * 44) intra : within
 * 45) intro : into, within
 * 46) mes : middle
 * 47) meso : middle
 * 48) meta : change, beyond after
 * 49) micro : small
 * 50) multi : many
 * 51) neo : new, recent
 * 52) pan : all, entire
 * 53) para : beside, beyond
 * 54) per : through, excessive
 * 55) peri : around
 * 56) po : before, in front of
 * 57) poly : many, much, excessive
 * 58) post : after, behind
 * 59) pre : before, in front of
 * 60) pseudo : false
 * 61) re : again, backward
 * 62) retro : backward, behind
 * 63) semi : half, partial
 * 64) sub : under, beneath, super, supra
 * 65) sym : together, with
 * 66) syn : together, with
 * 67) trans : across, through
 * 68) ultra : beyond, excess
 * 69) xantho : yellow

Suffixes

 * 1) -ac : pertaining to, relating to
 * 2) -al : pertaining to, relating to
 * 3) -algia : pain
 * 4) -ate : having, resembling, acting upon
 * 5) -cele : protrusion (hernia)
 * 6) -centesis : surgical puncture to remove fluid
 * 7) -cle : small, diminutive
 * 8) -cule : small, diminutive
 * 9) -cyte : cell
 * 10) -ectomy : cutting out
 * 11) -emesis : vomit
 * 12) -emia : blood condition
 * 13) -ent : person or agent
 * 14) -er : person or agent
 * 15) -esis :  state or condition
 * 16) -form : resembling, shaped like
 * 17) -genesis : development, origin
 * 18) -gram : recording, written record
 * 19) -graphy : recording, written record
 * 20) -grapth : instrument that records
 * 21) -iasis :  state or condition
 * 22) -ible : capable, able
 * 23) -ic : pertaining to, relating to
 * 24) -ile : capable, able
 * 25) -is :  state or condition
 * 26) -ism :  state or condition
 * 27) -ist : person or agent
 * 28) -itis : inflammation
 * 29) -ity :  state or condition
 * 30) -ize : use, subject to
 * 31) -logy : science, study of
 * 32) -oid : resembling, shaped like
 * 33) -ola : small, diminutive
 * 34) -ole : small, diminutive
 * 35) -oma : tumor
 * 36) -or : person or agent
 * 37) -osis :  state or condition
 * 38) -ous : pertaining to, relating to
 * 39) -penia : deficiency, lack of
 * 40) -pexis : fixation
 * 41) -pexy : fixation
 * 42) -phage : eating
 * 43) -phagy : eating
 * 44) -phobia : abnormal fear or intolerance
 * 45) -plasia : forming, growing, changing
 * 46) -plastic : forming, growing, changing
 * 47) -plasty : forming, growing, changing
 * 48) -pnea : breathing
 * 49) -rrhaphy : suturing in place
 * 50) -rrhea : flow or discharge
 * 51) -rrhexis : rupture
 * 52) -scope : instrument for examining
 * 53) -scopy : act of examining
 * 54) -sis :  state or condition
 * 55) -stomy : surgical opening
 * 56) -tic : pertaining to, relating to
 * 57) -tion :  state or condition
 * 58) -tome : instrument for cutting
 * 59) -tomy : cutting, incision
 * 60) -ule : small, diminutive
 * 61) -ulum : small, diminutive
 * 62) -ulus : small, diminutive
 * 63) -y :  state or condition

title: Zoology/Suffixes and Prefixes


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Muscle terminology

Muscles

 * 1) Myology-The scientific study of muscles
 * 2) Tendon- A band of tough, inelastic fibrous tissue that connects a muscle with its bony attachment
 * 3) Aponeurosis- A sheetlike fibrous membrane, resembling a flattened tendon, that serves as a fascia to bind muscles together or as a means of connecting muscle to bone.
 * 4) Fascia- A sheet or band of fibrous connective tissue enveloping, separating, or binding together muscles, organs, and other soft structures of the body
 * 5) Ligament- A sheet or band of tough, fibrous tissue connecting bones or cartilages at a joint or supporting an organ
 * 6) Origin- The point of attachment of a muscle that remains relatively fixed during contraction
 * 7) Insertion- The point or mode of attachment of a skeletal muscle to the bone or other body part that it moves.
 * 8) Sarcolemma- A thin membrane enclosing a striated muscle fiber
 * 9) Sarcoplasm- The cytoplasm of a striated muscle fiber
 * 10) Skeletal muscle- A usually voluntary muscle made up of elongated, multinucleated, transversely striated muscle fibers, having principally bony attachments. Also called striated muscle.
 * 11) Smooth muscle- Muscle tissue that contracts without conscious control, having the form of thin layers or sheets made up of spindle-shaped, unstriated cells with single nuclei and found in the walls of the internal organs, such as the stomach, intestine, bladder, and blood vessels, excluding the heart
 * 12) Cardiac muscle- The muscle of the heart, consisting of anastomosing transversely striated muscle fibers formed of cells united at intercalated disks; the myocardium.
 * 13) Prime mover- muscle that actively produces a movement
 * 14) Antagonist- A muscle that counteracts the action of another muscle, the agonist.
 * 15) Synergist- an organ (as a muscle) that acts in concert with another to enhance its effect (compare with agonist)
 * 16) Azygous- unpaired; occurring singly; not one of a pair, as a vein or muscle
 * 17) Masseter- muscle of mastication; a large muscle that raises the lower jaw and assists in mastication, arises from the zygomatic arch and the zygomatic process of the temporal bone, and is inserted into the mandibular ramus and gonial angle
 * 18) Intercostal muscles- any of the short muscles that extend between the ribs filling in most of the intervals between them and serving to move the ribs in respiration
 * 19) Diaphragm- A muscular membranous partition separating the abdominal and thoracic cavities and functioning in respiration. Also called midriff.
 * 20) Linea alba- A fibrous band that runs vertically along the center of the anterior abdominal wall and receives the attachments of the oblique and transverse abdominal muscles. Also called white line.
 * 21) Mastication- chewing or grinding of food
 * 22) Motor nerve- An efferent nerve conveying an impulse that excites muscular contraction; a nerve that passes toward or to muscles or glands
 * 23) Atrophy- A wasting or decrease in size of a body organ, tissue, or part owing to disease, injury, or lack of use
 * 24) Leiomyosarcoma- A malignant neoplasm derived from smooth muscle
 * 25) Myalgia- muscle pain; muscular pain or tenderness, especially when diffuse and nonspecific. Also called myodynia
 * 26) Myoma- benign neoplasm of muscular tissue
 * 27) Myosarcoma- malignant neoplasm of muscular tissue
 * 28) Myopathy- Any of various abnormal conditions or diseases of the muscular tissues, especially one involving skeletal muscle
 * 29) Tetany- An abnormal condition characterized by periodic painful muscular spasms and tremors, caused by faulty calcium metabolism and associated with diminished function of the parathyroid glands. Also called intermittent cramp, intermittent tetanus
 * 30) Extensor- A muscle that extends or straightens a limb or body part.
 * 31) Flexor- A muscle that when contracted acts to bend a joint or limb in the body.
 * 32) Gluteal group- Group of muscles located on the dorsal pelvis
 * 33) Quadriceps femoris group- A large extensor muscle of the front of the thigh divided above into four parts which include the rectus femoris, vastus lateralis, vastus intermedius, and vastus medialis, and which unite in a single tendon to enclose the patella as a sesamoid bone at the knee and insert as the patellar ligament into the tuberosity of the tibia called; also quadriceps femoris, quadriceps muscle
 * 34) Semi group- group of 43 muscles sometimes called the hamstrings; flexor of distal hind limb; the large tendon in the back of the hind tarsal joint of the quadruped
 * 35) Pectoral group- group of muscles of the chest; also called musculus pectoralis

title: Muscle terminology


text:
Portal:Social entrepreneurship/Featured Learning Resources/more

Previuosly featured learning resources:

 * Introduction to Community-Based Learning

 * Multimedia resources on Social Entrepreneurship

Repositories of Learning Resources

 * Wikiversity
 * WikiEducator
 * Le Mill
 * connexions
 * etc.

Tools etc.

 * eXe
 * eduCommons - social learning environment, etc.


text:
Social entrepreneurship/Multimedia resources

The following are short videos to give you a sense of how others are putting social entrepreneurship into practice.

 * Muhammad Yunus: Building Social Business Ventures
 * Taddy Blecher an uncommon hero trains South Africa's youth


text:
Portal:Social entrepreneurship/Teacher Resources

The following are a few resources to help educators think about how to organize and deliver social entrepreneurship classes. A quick way to discover how to deliver courses via a wiki and other Internet resources is to register for the next Learning4Content course (free and only requiring 20-30 minutes per day for two weeks), or by going through Composing free and open online educational resources.

If your style is to "learn by doing", see the Guidelines for Editors. For a more comprehensive background and multiple perspectives, read on.

About Free/Libre and Open Learning Resources

 * OER mini handbook for educators
 * Guides to Wikiversity
 * Teaching and Learning Online
 * Course Planning

On WikiEducator

 * OER and Practices (WikiEducator)
 * Designing for flexible learning practice.
 * Structuring a course (see also Discuss SSE Navigation Template).
 * Facilitating online communities.

Guides for Educators of Aspiring Social Entrepreneurs

 * - Debbi D. Brock and Ashoka’s Global Academy for Social Entrepreneurship

 * Educating Aspiring Social Entrepreneurs A presentation and audio from New York Stern School of Business

 * Articles and Reports - Social Entrepreneur Coach

Valuation/Evaluation

 * Measuring Innovation - Social Edge

 * Measuring What Matters - Social Edge

Curriculum Resources

 * The Meaning of Social Entrepreneurship - Social Edge

 * Guidelines for Social Return on Investment - Social Edge

 * Social Enterprise Development from NY Stern School of Business

 * Lesson Plan: What is Social Entrepreneurship? - Students Helping Students

 * Strategic Challenges for E-Commerce Promotion in Central Africa - Schwab Entrepreneur Case Study 2003-01

 * Social Transformation - Social Edge

 * Teaching Kids Business

Study Programmes

 * Social Entrepreneurship Study Programmes

International and Global Learning

 * One World - Global Educators' Pilot Course
 * iEARN

Resources to be Developed by Us

 * Social Entrepreneurship - a wikibook.

etc.

 * Bloom's Taxonomy wheel(s) - for designing learning activities towards outcomes at various levels.


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Taxonomy (Biology)

Taxonomy is the classification of organisms in an ordered system that indicates natural relationships. It is a subdiscipline of Systematics which is the study of those relationships. The word taxonomy is also used in non-biological contexts in to describe any system of classification. Nomenclature is the study of names of organisms (not the organisms themselves) and is a subdiscipline of taxonomy. Often you'll see a reference to "taxonomy and nomenclature" or "systematics and taxonomy".

The nomenclature of biological taxonomy is based on Latin, though since the beginning, errors and inconsistencies have crept in, so it is not completely compliant with the grammar or usage of Latin.

Carl Linne (1707-1778), who wrote as Carolus Linnaeus, was a Swedish botanist who developed the taxonomic system, called binomial nomenclature, that is used throughout Biology. His original system was first published in 1735 under the title Systema Naturae. The system has evolved over time, but remains essentially the same.

At the top, the Linnaean system designates six Kingdoms: Plantae (plants), Animalia (animals), Fungi (mushrooms and other fungi), Chromista (brown algae and others), and Bacteria (prokaryotes). The arrangement, naming and scope of each of those Kingdoms (or any grouping within them) can vary depending on the person studying and reviewing the taxonomy, especially with regards to ongoing research in the many fields of study. However, those groups are generally recognized even by those in disagreement with them.

Within each rank (kingdom, genus, etc.) other ranks may be recognized. The primary lesser ranks used include groups using prefixes such as "sub", "super" and "infra", such as suborder and superfamily. These are useful in grouping taxa below or above a certain major rank without changing their more formal (and usually more familiar) taxonomy. In addition to those prefixes, Tribe is another commonly used grouping above the genus level. Usually understanding the meaning of a taxonomic grouping is apparent from its use.
 * Definitions:
 * Kingdom The highest formal taxonomic classification into which organisms are grouped.
 * Phylum A primary division of the kingdom ranking above a class. Botanists use the term Division.
 * Class A primary taxonomic category of organisms ranking below a phylum and ranking above an order.
 * Order A primary taxonomic category of organisms ranking below a class and above a family.
 * Family A primary taxonomic category of organisms ranking below an order and above a genus.
 * Genus A primary taxonomic category of organisms ranking below a family and above a species. It is comprised of species displaying similar characteristics. In taxonomic nomenclature, the genus is used, either alone or followed by a Latin adjective or epithet, to form the species name.
 * Specific epithet The term for the uncapitalized second word used in binomial nomenclature to designate a species. In the species name Anolis carolinensis the specific epithet is the word carolinensis.
 * Species A primary taxonomic category of organisms, ranking below a genus and comprised of related organisms capable of interbreeding. In writing, organisms in this category are represented in binomial nomenclature by an uncapitalized Latin adjective or noun following a capitalized genus name, as seen in Anolis carolinensis. The genus is often shorthanded, as found in A. carolinensis.
 * Trinomial nomenclature A three-part taxonomic designation indicating genus, species, and subspecies, such as Anolis sagrei sagrei.
 * Taxon (pl. Taxa) any grouping within the taxonomic system. Plantae is a taxon, and Anolis and Homo sapiens taken together are taxa.

Examples of Linnaean Taxonomy
The usual taxonomic classifications of five species follow: the fruit fly, so familiar in genetics laboratories (Drosophila melanogaster), humans (Homo sapiens), the peas used by Gregor Mendel in his discovery of genetics (Pisum sativum), the "fly agaric" mushroom Amanita muscaria, and the bacterium Escherichia coli. The eight major ranks are given in bold; a selection of minor ranks are given as well.

Table Notes:
 * The ranks of higher taxa, especially intermediate ranks, are prone to revision as new information about relationships is discovered. For example, the traditional classification of primates (class Mammalia — subclass Theria — infraclass Eutheria — order Primates) has been modified by new classifications such as McKenna and Bell (class Mammalia — subclass Theriformes — infraclass Holotheria) with Theria and Eutheria assigned lower ranks between infraclass and the order Primates. See mammal classification for a discussion. These differences arise mainly because there are only a small number of ranks available and a large number of branching points in the fossil record.

 * Within species further units may be recognised. Animals may be classified into subspecies (for example, Homo sapiens sapiens, modern humans) or morphs (for example Corvus corax varius morpha leucophaeus, the Pied Raven). Plants may be classified into subspecies (for example, Pisum sativum subsp. sativum, the garden pea) or varieties (for example, Pisum sativum var. macrocarpon, snow pea), with cultivated plants getting a cultivar name (for example, Pisum sativum var. macrocarpon 'Snowbird'). Bacteria may be classified by strains (for example Escherichia coli, a strain that can cause food poisoning).

 * A mnemonic for remembering the order of the taxa is:Keep Pot Clean Otherwise Family Gets Sick. Other mnemonics are available at mnemonic-device.eu Mnemonic Device and thefreedictionary.com Acronyms.

Terminations of names (suffixes)
Taxon above the genus level are often given names based on the type genus, with a standard termination. The terminations used in forming these names depend on the kingdom, and sometimes the phylum and class, as set out in the table below.

Table notes:
 * In botany and mycology names at the rank of family and below are based on the name of a genus, sometimes called the type genus of that taxon, with a standard ending. For example, the rose family Rosaceae is named after the genus Rosa, with the standard ending "-aceae" for a family. Names above the rank of family are formed from a family name, or are descriptive (like Gymnospermae or Fungi).

 * For animals, there are standard suffixes for taxa only up to the rank of superfamily.

 * The taxonomic system is based on the rules of Latin, so forming a name based on a generic name may be not straightforward. For example, the Latin "homo" has the genitive "hominis", thus the genus "Homo" (human) is in the Hominidae, not "Homidae".

 * The ranks of epifamily, infrafamily and infratribe (in animals) are used where the complexities of phyletic branching require finer-than-usual distinctions. Although they fall below the rank of superfamily, they are not regulated under the International Code of Zoological Nomenclature and hence do not have formal standard endings. The suffixes listed here are regular, but informal.

A Sample Taxonomy
Below is a sample taxonomy provided to show how various taxonomic ranks are used. It is used here for illustrative purposes only and may not be current or complete.

Kingdom Protista
 * Phylum Protozoa
 * Subphylum Plasmodroma
 * Class Mastigophora
 * Subclass Phytomastigina
 * Order Chloromonadina
 * Order Cryptomonadina
 * Order Dinoflagellata
 * Order Euglenoidina
 * Order Phytomonadina
 * Subclass Zoomastigina
 * Order Hypermastigina
 * Order Polymastigina
 * Order Protomonadina
 * Order Rhizomastigina
 * Class Sporozoa
 * Subclass Cnidosporidia
 * Order Actinomyxidia
 * Order Helicosporidia
 * Order Microsporidia
 * Order Myxosporidia
 * Subclass Haplosporidia
 * Subclass Sarcosporidia
 * Subclass Telosporidia
 * Order Coccidia
 * Order Gregarinida
 * Order Haemosporidia
 * Class Sarcodina
 * Order Amoebina
 * Order Foraminifera
 * Order Heliozoa
 * Order Mycetozoa
 * Order Proteomyxa
 * Order Radiolaria
 * Order Testacea
 * Subphylum Ciliophora
 * Class Ciliata
 * Subclass Protociliata
 * Subclass Euciliata
 * Order Chonotricha
 * Order Holotricha
 * Suborder Apostomea
 * Suborder Astomata
 * Suborder Gymnostomata
 * Suborder Hymenostomata
 * Suborder Thigmostomata
 * Order Peritricha
 * Suborder Sessilia
 * Suborder Mobilia
 * Order Spirotricha
 * Suborder Ctenostomata
 * Suborder Heterotricha
 * Suborder Hypotricha
 * Suborder Oligotricha
 * Class Suctoria

Kingdom Animalia
 * Phylum Porifera
 * Class Calcarea
 * Order Homocoela
 * Order Heterocoela
 * Class Hexactinellida
 * Order Hexasterophora
 * Order Amphidicophora
 * Class Demospongiae
 * Subclass Tetractinellida
 * Subclass Monaxonida
 * Subclass Keratosa

 * Phylum Coelenterata
 * Class Hydrozoa
 * Order Hydroida
 * Suborder Anthomedusae
 * Suborder Leptomedusae
 * Suborder Limnomedusae
 * Order Hydrocorallina
 * Suborder Milleporina
 * SuborderStylasterina
 * Order Trachylina
 * Suborder Trachymedusae
 * Suborder Narcomedusae
 * Suborder Pteromedusae
 * Order Siphonophora
 * Class Scyphozoa
 * Order Stauromedusae
 * Order Cubomedusae
 * Order Coronatae
 * Order Discomedusae
 * Suborder Semaeostomae
 * Suborder Rhizostomae
 * Class Anthozoa
 * Subclass Alcyonaria
 * Order Alcyonacea
 * Order Coenothecalia
 * Order Gorgonacea
 * Order Pennatulacea
 * Order Stolonifera
 * Order Telestacea
 * Subclass Zoantharia
 * Order Actiniaria
 * Suborder Actinaria
 * Suborder Ptychodactiaria
 * Suborder Corallimorpharia
 * Order Madreporaria
 * Order Zonanthidea
 * Order Antipatharia
 * Order Ceriantharia

Further reading and resources
The three Codes listed below are the governing documents on how the taxonomic ranks are used and scientific names are applied. They're rather technical documents, but if you're really interested in the rules of taxonomy and nomenclature there is no more authoritative source.
 * Taxonomy (biology)
 * List of Latin and Greek words commonly used in systematic names (Wikipedia)
 * Animal Phyla
 * Plant Divisions (Phyla)
 * SP Lapage, PHA Sneath, EF Lessel, VBD Skerman, HPR Seeliger, and WA Clark (editors). 1992. International Code of Nomenclature of Bacteria (Bacteriological Code, 1990 Revision). Washington (DC): ASM Press. ISBN-10: 1-55581-039-X (online at Bacteriological Code, 1990)
 * International Commission on Zoological Nomenclature. 1999. International Code of Zoological Nomenclature (Online) Fourth Edition. London. The International Trust for Zoological Nomenclature 1999. ISBN 0 85301 006 4 (online at Code of Zoological Nomenclature)
 * International Code of Nomenclature for algae, fungi, and plants (Melbourne Code). Regnum Vegetabile 154. Koeltz Scientific Books. ISBN 978-3-87429-425-6 (online at Melbourne Code)

title: Taxonomy (Biology)


text:
Community-Based Learning

<<

This module provides an overview of what Social Entrepreneurship programmes generally seek to achieve by way of learning objectives for students taking courses in this field. The initial version is taken directly from a 2007 brochure on Community-based learning - a programme coordinated by Dr Martina Jordaan, University of Pretoria, Faculty of Engineering, Built Environment and Information Technology. [[Media:Information About Community Based Learning.pdf|download PDF]]

What is Community-based learning?
Community-based learning is the broad set of teaching/learning strategies that enable youth and adults to learn what they want to learn from any segment of the community. It may also be defined as experiential learning where students and lecturers collaborate with communities to address problems and issues. Simultaneously both are gaining knowledge and skills and advancing personal development. There is an equal emphasis on helping communities and providing valid learning experience to students.

(see)

What is a Community?
A community is a cluster of people who may live in the same area (a geographical community) or who interact around a common interest (a functional community) - for example, they work together, or they meet to talk about a shared interest or challenge, or they participate in a project. In South Africa, the term "community" has some particular meanings. How have you heard people talk about "communities" and what do you understand that term to mean?

Types of Needs

 * What I know I need...
 * What I think I need...
 * What I really need...
 * What I say I need...
 * What I need, but do not yet realise it. I need to be persuaded.
 * What I present as a need...

(People present a need that they think the expatriate thinks the people have so that he/she will work with them, but the presented need is not the real need the people have.)

Core factors of Community-Based Learning

 * Community as the location for development...
 * Community as the context for development...
 * Community as the potential for self-help...
 * Community as the vehicle for development...
 * Community as the motor for development...
 * Individual as the target for development...

NB

 * To be successful, lecturers need to be actively engaged as mentors to students.
 * Students learn new knowledge and skills that contribute to their education.
 * Students have the opportunity to reflect critically upon their experiences.
 * The service provided meets a need identified by the community to be served.
 * Those receiving the service have significant involvement and control over activities engaged in by students and lecturers.
 * Students learn what "real life" is like at grass roots level in poorer communities.

Types of Community-based Learning

 * 1) Direct service
 * 2) *Placing students in direct contact with people
 * 3) Indirect service
 * 4) *Engaging students in performing service by providing goods or a product to a needy cause
 * 5) Civic action or advocacy
 * 6) *Addressing the cause of a social issue

see

Goals of Community-based Learning

 * To enhance student learning by joining theory with experience and thought with action.
 * To fill unmet needs in the community through direct service which is meaningful and necessary.
 * To enable students to help others, give of themselves, and enter into caring relationships with others.
 * To assist students to see the relevance of the academic module to the real world.
 * To enhance the self-esteem and self-confidence of students.
 * To develop an environment of collegial participation among students, lecturers, and the community.
 * To give students the opportunity to do important and necessary work.
 * To increase the civic and citizenship skills of students.
 * To assist agencies to better serve their clients and benefit from the infusion of enthusiastic volunteers.
 * To expose students to societal inadequacies and injustices and empower students to remedy them.
 * To develop a richer context for student learning.
 * To provide cross-cultural diversity experiences for students.
 * To better prepare students for their careers / continuing education.
 * To foster a re-affirmation of students' careers choices.
 * To keep students in class and serve as a tool for retention.
 * To give students greater responsibility for their learning.
 * To help students know how to get things done!
 * To impact on local issues and local needs.
 * To do something. Anything.

see
 * To assist students to see how important it is to enhance the self-esteem of the unemployed and homeless (or shack dwellers)

Characteristics of Community-based Learning

 * Emphasis on different ways of understanding
 * Value of human experience as a source of learning
 * Requirement for reflective thinking to transform experience into learning
 * Ethical foundation that stresses citizenship to community, profession and the large public interest.

To realise that you are a part of the community - share your positive and negative experiences with the people around you and see how the community spirit builds.

Standards of Community-based Learning

 * Effective community-based learning efforts strengthen service and academic learning.
 * It provides a concrete opportunity for students to learn new skills, to think critically and to test new roles in an environment which encourages risk-taking and rewards competence.
 * Preparation and reflection are essential elements in community-based learning.
 * Students' efforts are recognised by their peers and the community they serve.
 * Students are involved in the planning.
 * The service students perform makes a meaningful contribution to the community.
 * Effective community-based learning integrates systematic, formative and summative evaluation.
 * Community-based learning connects school and its community in new and positive ways.
 * Community-based learning is understood and supported as an integral element in the life of a school and its community.
 * Skilled adult guidance and supervision is essential to ensure the success of community-based learning.
 * Pre-service and staff development, which includes the philosophy and methodology of community-based learning, best ensure that program quality and continuity are maintained.

Learning Outcomes of Community-based Learning

 * Empathy
 * Personal values
 * Beliefs
 * Awareness
 * Self-esteem
 * Self-confidence
 * Social responsibility
 * Sense of caring for others
 * Change of attitudes towards community engagement
 * Deeper understanding of social issues
 * Develop life long learning and problem solving skills
 * Develop skills for community action and involvement

Principles for a Healthy Community-based Process

 * Start where the people are.
 * Build relationships; then introduce new ideas, showing how they meet identified needs.
 * Keep projects simple.
 * Involve as many community members as possible in all activities from the start.
 * Train people close to their home communities.
 * Train in locally acceptable ways (e.g. methods, facilities).
 * Train trainers who can train others.
 * Involve local leadership.
 * Cooperate with governments.

See: Kamai, E. Nakabo, M. 2002. Service Learning. A Leeward Community College Faculty Handbook.

Remember

 * The student provides meaningful service
 * Must be prepared to work in community different from theirs
 * The service the students provide meets a need or a goal of some kind.
 * Must be related to a real need
 * Members of the community have to define the need
 * The service rendered flows from the course objectives
 * Assignments need reflection
 * Assignments must be assessed and evaluated
 * Communities take on a life of their own under certain conditions:
 * When they have forward-looking leadership;
 * When there is a strong entrepreneurial culture;
 * When they provide cultural and social amenities; and
 * When they enjoy population growth and solid job creation.

Be Aware of Assumptions

 * Communities consist of harmonious interest groups.
 * All community members desire change.
 * All community members have the self-confidence and knowledge to participate.
 * All community members may take free, democratic decisions.
 * Community leaders service community interests.
 * All community developers are objective.
 * All external guidance is given unconditionally.
 * Developmental needs are always satisfied.
 * Community development projects necessarily snowball.

Models for Community-based Learning
Community-based courses can basically be described in four categories:
 * 1) “Pure” Community-Based Learning: This is the course that sends students out into the community to serve. These courses have as their intellectual core the idea of service to communities by students, volunteers, or engaged citizens. They are not typically lodged in any one discipline.
 * 2) Discipline-Based Community-Based Learning: In this model, students are expected to have a presence in the community throughout the semester and reflect on their experiences on a regular basis throughout the semester using course content as a basis for their analysis and understanding.
 * 3) Problem-Based Community-Based Learning: According to this model, students (or teams of students) relate to the community much as “consultants”working for a “client.” Students work with community members to understand a particular community problem or need. This model presumes that the students will have some knowledge they can draw upon to make recommendations to the community or develop a solution to the problem: architecture students might design a park; business students might develop a website; or botany students might identify non-native plants and suggest eradication methods.
 * 4) Capstone Courses: These courses are generally designed for majors and minors in a given discipline and are offered almost exclusively to students in their final year. Capstone courses ask students to draw upon the knowledge they have obtained throughout their coursework and combine it with relevant service work in the community. The goal of capstone courses is usually either to explore a new topic or to synthesize students’ understanding of their discipline. These courses offer an excellent way to help students make the transition from the world of theory to the world of practice by helping them establish professional contacts and gather personal experience.

Steps to Establish Community-based Learning

 * 1) Preparation
 * 2) * Identify a need
 * 3) * Draw upon students’ skills and knowledge
 * 4) * Acquire new information
 * 5) * Collaborate with community partners
 * 6) * Develop a plan that encourages student responsibility
 * 7) * Incorporate service and learning as natural extensions of the curriculum
 * 8) Action
 * 9) * Provides meaningful service
 * 10) * Uses previous and acquired academic skills and knowledge
 * 11) * Offers unique learning experiences
 * 12) * Has real consequences
 * 13) * Is in a safe environment to learn, to make mistakes and to have successes
 * 14) Reflection
 * 15) * Describe what happened
 * 16) * Record the difference made
 * 17) * Discuss thoughts and feelings
 * 18) * Place experience in larger context
 * 19) Demonstration and celebration
 * 20) * Reporting to peers, lecturers and/or community members
 * 21) * Writing articles or letters to local newspaper regarding issues of public concern
 * 22) * Extending experience to develop future projects benefiting the community.

What are Soft Skills?
Soft skills tend to be... Skills by which an individual interacts with, interprets, structures, coordinates or otherwise informs the social and physical environments within which physical, societal and or personal products may be generated.

Examples... Planning, preparing, organising, communicating, observing, describing, identifying, empathising, learning, intuition, sense of timing, attitude, tool development, skill transfer, process development, creativity, ingenuity, design, sense of aesthetic, endurance...

What are Hard Skills?
Hard skills tend to be... Skills by which an individual interacts physically with technology during the generation of physical product. Examples... Tool use, formula use, text use, measuring, marking, strength, fitness, endurance...

Generic competencies
See: Costin, G.P. May 2002. Legitimate subjective observation & the evaluation of soft skills in the workplace.

Expectation of Students

 * To fulfil their hours and complete the projects (as per their proposals).
 * To complete a service-learning agreement that indicates goals and schedule of hours with reasonable assurance that this agreement will be honoured.
 * To respect the policies and expectations of the site (during field work), especially with regard to confidentiality and participation in required training sessions.
 * To behave professionally while carrying out assigned tasks, including observance of their established dress code.
 * To always treat the members of the community with respect.
 * To service in a manner which preserves the reputation and integrity of the University of Pretoria.
 * To provide a minimum of 24 hours advance notice of absence.
 * To provide a minimum of 48 hours advance notice if service must be ended.
 * To notify (immediately) the project coordinator if the student or site supervisor terminates the project.

Wrong Assumptions about Development

 * Development depends on external finance.
 * Development equals growth.
 * The grassroots people (“villager”, the “uneducated”, the “poor” and sometimes “women” and “youth”) need to participate in their development, through self-help endeavours, hard work and compliance with development paradigm.
 * The grassroots people lack education, entrepreneurship skills and attitudes, and an independent attitude.
 * The grassroots people are too dependent on the state and outsiders.
 * Stakeholders’ workshops provide the need, participation and consultation.

Readings

title: Community-Based Learning


text:
Portal:Social entrepreneurship/Curriculum/General/Multimedia resources on Social Entrepreneurship

The following are short videos to give you a sense of how others are putting social entrepreneurship into practice.

 * Muhammad Yunus: Building Social Business Ventures
 * Taddy Blecher an uncommon hero trains South Africa's youth


text:
Talk:Tourism

I would suggest to build one school of Tourism, hospitality and restaurants. All of those areas would benefit from each others and anyway in real life co-operate much. Then this school could be divided to division of Tourism, division of Hospitality and division of Restaurants. TeeMa 09:31, 7 December 2007 (UTC)

Structure could be like this =School of Tourism, Hospitality and restaurants (or whatever could be good name)=

Department of Tourism management
Here would be then different courses and so on...

Department of Travel sales
Here would be then different courses and so on...

Department of what ever inside tourism
Here would be then different courses and so on...

Department of Hospitality management
Here would be then different courses and so on...

Department of what ever inside Hospitality
Here would be then different courses and so on...

Department of Restaurant management
Here would be then different courses and so on...

Department of Culinary
Here would be then different courses and so on...

Department of what ever inside Restaurants
Here would be then different courses and so on...

Or something like that... We could then maybe easier to unite basic courses of management and economics and such. Anyway for example hotel people should know a bit about restaurants and bit about tourism. TeeMa 09:41, 7 December 2007 (UTC)
 * Not a bad idea, IMO. The Jade Knight 11:50, 10 September 2008 (UTC)

- The subject definitely needs to be condensed from the various schools that are randomly out there. It would probably make the most sense to put this content under the School of Hospitality Management because "Hospitality" encompasses everything in the field: restaurants, hotels, tourism, cruise ships, beverage management, gambling and casinos, spas, clubs, events, etc. In addition, the pages on "cooking", "culinary arts", and "food and beverage" probably should be separate from the school of hospitality management because a) "cooking" is more geared toward the layman, and b) "culinary arts" is a very different set of skills from management. (Of course, the two schools should be linked to each other because there is definitely some overlap.) --Housetruck247 22:28, 16 May 2009 (UTC)
 * I agree completely. The Jade Knight (d'viser) 00:20, 27 August 2009 (UTC)

title: Talk:Tourism


text:
User:Tnswettenham/Student social entrepreneurship- Workshop 16 June 2007

SSE Workshop - 16 June 2007
The Student Social Entrepreneurship workshop was hosted by Meraka Institue and World Bank Institute and held at the World Bank Offices in Pretoria on 16 June 2007 for network partners to brainstorm curriculum content for the SSE WIKI. Participants were drawn from Higher Education Institutes


text:
Talk:Hospitality management

Please look and comment my suggestion on School_talk:Tourism TeeMa 09:54, 7 December 2007 (UTC)

title: Talk:Hospitality management


text:
School talk:Food and drink

Please look and comment my suggestion on School_talk:Tourism TeeMa 09:54, 7 December 2007 (UTC)

I would suggest that this school automatically redirect to the school: gastronomy since gastronomy encompasses all of food and drink. Originally, I thought that we should just get rid of the school:food and drink, however, the term "gastronomy" is less well known to the general public, and so "food and drink" will attract more users. Thoughts? --Housetruck247 23:09, 16 May 2009 (UTC)
 * I would support such a redirect. The Jade Knight (d'viser) 00:14, 27 August 2009 (UTC)

title: School talk:Food and drink


text:
School talk:Gastronomy

Comments
Please look and comment my suggestion on School_talk:Tourism TeeMa 09:54, 7 December 2007 (UTC)

Revision of 08:01:2010
I've started to overhaul the School:Gastronomy to include the sub disciplines in one umbrella "School". Much still to do to get a more logical structure!! I will add teaching content "as and when" there is an appropriate structure to contain it. --Harkey 15:40, 8 January 2010 (UTC)

Continuing to work offline on a more logical structure for the school. Have spent several happy hours thinking through and making offline notes.--Harkey 10:39, 11 January 2010 (UTC)

Restructure and red links
The restructure has made a lot of red links. I will create the pages, and add content as I "discover" or write it. I'm still trying to find some of the content and to get my head around Wikiversity!!--Harkey 15:55, 14 January 2010 (UTC)

Content
This needs a lot of citations and supporting arguments Anke Klitzing (discuss • contribs) 16:00, 7 January 2022 (UTC)

 * I would argue that it needs to be deleted. There is very little content, and at one view per day on average, there is also very little interest. Investing time developing the Gastronomy main page would be more helpful for users. -- Dave Braunschweig (discuss • contribs) 14:52, 8 January 2022 (UTC)

title: School talk:Gastronomy


text:
South Africa Workshop for Social Entrepreneurship - 2008

<<

See what was done (reflections) and consider how you could facilitate similar activities among colleagues and fellow learners.

6 - 7 March 2008
The workshop brought together professors, students and entrepreneurs from across South Africa to discuss/share ideas and experiences on community engagement projects and social entrepreneurship.

 * /Reflections/

Contact: Thiru


text:
Portal:Social entrepreneurship/networking/Research/Researchers

=Researchers=

 * Kim Tucker
 * Mario Marais

 * Dr. Ana Maria Peredo of the University of Victoria was honoured in April 2007 with the 2007 Western Academy of Management Ascendant Scholar Award for social entrepreneurship research done in the Andean village of Pataquehaur. Her research focussed on the role that cultural and social values play in the economic well-being of a community.
 * Vivek Sharma


text:
User:Thiru Naidoo-Swettnham

Thiru Naidoo-Swettenham
Thiru is one of the facilitators of the Student Social Entrepreneurship Network. Her background is in scientific research, and now she is involved in projects dealing with building capacity in science, technology and innovation. Her main role in the SSE Network is to build up networks within higher education institutes, non governmental institutions, champions for corporate social responsibility and other interested parties in social entrepreneurship. She is also responsible for overall co-ordination of acivities hosted by the SSE network.

Contact details:

email: tnswettenham@gmail.com Ph +27 12 431 3131

title: User:Thiru Naidoo-Swettnham


text:
BCP/Paeonia obovata

Paeonia obovata

title: BCP/Paeonia obovata


text:
BCP/Paeonia obovata/Logs

This page contains recent bloom logs for the plant Paeonia obovata (Woodland Peony).

Recent Logs

 * SB_Johnny-LM May 19 2007 (from photographs)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Paeonia obovata/Logs


text:
BCP/Polygonatum odoratum

Polygonatum odoratum

title: BCP/Polygonatum odoratum


text:
BCP/Polygonatum odoratum/Logs

This page contains recent bloom logs for the plant Polygonatum odoratum (Solomon's Seal).

Recent Logs

 * SB_Johnny-LM May 13 2007 (from photographs)
 * SB_Johnny-LM April 26 2007 (from written log)
 * SB_Johnny-LM 13:45, 2 May 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Polygonatum odoratum/Logs


text:
BCP/Mukdenia rossii

Mukdenia rossii

title: BCP/Mukdenia rossii


text:
BCP/Mukdenia rossii/Logs

This page contains recent bloom logs for the plant Mukdenia rossii (Mukdenia).

Recent Logs

 * SB_Johnny-LM May 13 2007 (from photographs)
 * SB_Johnny-LM 10:56, 20 April 2008 (UTC)
 * SB_Johnny-LM 13:42, 2 May 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Mukdenia rossii/Logs


text:
BCP/Allium aflatunense

Allium aflatunense

title: BCP/Allium aflatunense


text:
BCP/Allium aflatunense/Logs

This page contains recent bloom logs for the plant Allium aflatunense (Flowering Onion).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * SB_Johnny-LM May 16 2007 (from photographs)
 * SB_Johnny-LM May 11 2008 (from photographs)
 * SBJ 11:18, 20 May 2008 (UTC)
 * (no archived logs yet)

title: BCP/Allium aflatunense/Logs


text:
User:Dexter~enwikiversity

Hi,

I am a black labrador by day and a computer programmer by night.

I like walks in the woods, database management systems, object orientation and barking.

I learned the OO way about 4 years back with Java 1.2 but have never really used it, I am learning Python to try and put it to good use.

I may be contacted: Dexter@opensoftwaresupport.co.uk

title: User:Dexter~enwikiversity


text:
User talk:Dexter~enwikiversity

Welcome
Hello Dexter, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:31, 7 December 2007 (UTC)

Image copyright problems

 * This is the image in question; please provide a source and license template for it. Thanks. – Mike.lifeguard | @en.wb 22:26, 13 February 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Dexter. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dexter~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

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

title: User talk:Dexter~enwikiversity


text:
Portal talk:Social entrepreneurship/Intro

Shall we move Teacher Resources to be under Curriculum?


text:
Philosophy/Nature

Greek Pre-Socratic Nature Philosophy

 * I. Milesian Monistic

Homer and Hesiod were mythopoetic theoganists. a) Homer = fate, chronos b) Hesiod = chaos, eros, earth Thales is the water boy... Anaximander, Thales' pupil, talks of earth Aperion, suspended boundless in space Anaximenes, Anaximander's pupil, says earth floats in air, and this belief carries until around 1400 CE Heraclitus believed in the unity of opposites (opposites attract); he used fire to represent that an object is not just an object but a process

 * II. Eleatic Monistic

Xenophanes says all scientific knowledge is merely conjecture Parmenides states that life is eternal, changeless Zeno of Elea created a great philosophical paradigm by the story of Achilles and the Tortoise. Reductio ad absurdum.

 * III. Eleatic Pluristic

Melissus continued the philosophy in being as one, eternal, changeless. Empedocles four elements comprised of two groups, love and strife Anaxagoras was the spermata that spawned philosophy in Athens Pythagoras believed that mathematics could explain the universe.

 * IV. Sophists

Protagoras thought all truth was relative Callicles

 * V. Atomists

Leucippus talked about the transition from qualitative to quantitative Democritus introduced first Greek philosophical system along with mechanistic determinalism

 * VI. Socrates

 * VII. Plato

Schools of Greek Thought
 * VIII. Aristotle:
 * I. Cynicism
 * I. Cynicism
 * I. Cynicism

 * II. Epicureanism

 * III. Stoicism

 * IV. Platonism

 * V. Epicureanism: founded by Epicurus, metaphysical duelist

Philosophy: You cannot live well until you overcome fear. Live in this world (negates afterlife), and find pleasure moderately, Epicureans said. Epicurus said the gods are far, far away and do not dabble in the affairs of men. Lucretius was the best-known Epicurean philosopher. Momento mori; Ataraxia= peace of mind. Humanity lacks ataraxia due to fear.

 * VI. Stoicism: founded by Zeno of Citium

Philosophy: Reason is the highest authority for Stoics. Stoics conceived of God as present in all things, the spirit of rationality. Early Stoics are Syrian, the latter are Roman, such as Marcus Aurelius, Seneca, and Epictetus (slave). Withstood adversity without complaint. Moral ethics similar to Socrates. Sees rationality as divine will. Apatheia= spiritual peace and well-being-a spiritual form as opposed to a rational format: Eudaimonia= the cumulation of interest, abilities and values set in a mode of existence unique for each individual.

 * VII. Skepticism: founded by Pyrrho

Philosophy: Ancient skeptics were seekers or inquirers. Modern skeptics doubt everything. Everything is relative is often attached to this group with gusto. Ancient skeptics only questioned the nature of reality, not concrete things such as nature and ourselves. Descartes is famous for his saying "I think therefore I am". Two classes of skeptics: Dogmatists (relativists and absolutists) and True Skeptics.

 * VIII. Cynicism: founded by Antisthenes

 * VIIII. Neo-Platonism: founded by Plotinus, metaphysical duelist.

Philosophy: Similar to Plato's

title: Philosophy/Nature


text:
Natural Science 14-17th century

As natural science develops and spreads to different parts of the globe, Europeans, Chinese, and Arabians form separate yet similar conclusions on its worth, application and meaning through interpretation according to authoritative belief systems and ancients system thought between 1400 and 1700 AD.

Middle East and India

 * A. Aristotelianism spreads through the Middle East
 * B. Kamāl al-Dīn al-Fārisī systematizes all previous studies, producing a large compendium of zoological knowledge
 * C. Indian emperor Jahangir describes flora and fauna in tribute to al-Farisi’s works in 17th century

The established order and understanding brought by authoritative indoctrination was coming under question for Arabian culture through introduction and digestion of works by Aristotle and other Greek philosophers. "[Aristotelianism in] … Greek and Islamic science had become magic terms … depending on how one felt toward modern ideas and their unsettling impact on fixed intellectual ways.” The influence of Aristotelianism is the work of one classical thinker, an Athenian man named "Aristotle … [who] spent several years in travel and study, crossing the Aegean Sea to Asia Minor [and its coastal islands]. During this period he undertook biological studies … For Aristotle … a brilliant zoologist, the growth and development of biological organisms were easily explained [using his own philosophical views] … the product of this research effort was a series of large zoological treatises … [and] admitted that animals are ignoble by comparison with the heavens and acknowledged that zoological studies are distasteful to many. However, he considered this distaste childish … he argued that in zoological studies the quantity and richness of the available data compensate for the ignobility … He argued, moreover, that zoological studies contribute to knowledge of the human frame owing to the close resemblance between animal and human nature … [he] acknowledged the gathering of biological data as the first order of business. His History of Animals, which was intended to meet this first need, is a vast storehouse of biological information … Aristotle made [one of] his greatest contributions … in descriptive zoology … in his History of Animals … structure and behavior of many [animals] are described in considerable detail, often [through] skillful dissection … he devoted … attention to … theoretical problems [in] classification, [and] in practice Aristotle adopted "natural" or popular groupings based on multiple attributes … his works [are] plentiful evidence of empirical method, including dissection." Information of such depth and magnitude has far-reaching impact upon outstanding traditions and practices, and how one views placement in nature and the universe, namely in the idea of man related to animal, an idea contrary to popular belief during the Renaissance period in Arabia. Aristotle’s influence, through absorption and acceptance of Aristotelianism, is infamous in the Middle East, however, let us not forget: "There are two aspects of Islamic science, on the one hand the scientific ideas which were imported from outside and, on the other, the contribution of the Arabs themselves to the sum of scientific knowledge." Often an emphasis is made on retention of ancient thought by Arabs, "in favor of the more exciting advances which were to come in Western Europe from the sixteenth century onwards. Too often science in Arabia has been seen as nothing more than a holding operation." Arabia's contribution to natural science is not only through retention of ancient thought, but by experimentation, classification, and observation. "In biology … the Arabians inherited a vast amount of material from the Greeks … To Arabian philosophers, plants were primarily studied for their use either in agriculture or in medicine, an attitude taken at the beginning by Jabir ibn Hayyan … which set the seal on much that followed … [in] zoology the Arabian peoples were familiar with the life and habits of all the domesticated animals which … provide the basis of living for nomadic tribes." This means that cultures in the Middle East are more interested in practical, everyday applications of advancing natural sciences in the Renaissance rather than understanding the world around them and their place in it, although Arabs were no exception. In the fourteenth century "Kamal al-Din al-Farisi wrote The Great Book on the Life of Animals. This proved to be the foremost late Muslim work on zoology; in it al-Farisi systematized all previous studies and so produced a large compendium of zoological knowledge … [which then spread to other regions]." This interest in zoology and botany carried into the Mughal era of India after the translations made of al-Farisi’s book into Turkish and Persian, due to its religious as well as factual material. The Mughal emperor of India, Jahangir, devoted entire sections of his work Book of Jahangir to careful descriptions of plants and animals. Such empirical observations of nature and of living things gave Arabian culture a better understanding of their place in the world and brought order to imbalance established through the introduction of ancient thought.

Europe

 * A. Aristotelianism merges with Judeo-Christian traditions
 * B. Francis Bacon's influence as one of the first scientists is spreading scientific ideas
 * C. Pierre Belon makes new discoveries through dissection

For Europeans as with Arabs, though far more traumatic, the imbalance and instability caused by the introduction of Greek thought began to see a tilt of normalcy in the thirteenth century through "… [Roger] Bacon's development of the principle of experimental science … For thousands of years before Bacon … it was normal practice to accept the word of authorities rather than to observe anew, frame hypotheses, and test them using scientific principles. But Bacon, like the modern scientists who followed him, rejected this "natural philosophy". He would not accept pure argument; everything should be subjected to experiment." As in some Arabian circles, though in far greater terms for Europeans, authority did not appeal to any form of science and in fact often publicly denounced any dalliance in natural sciences. The attitude accredited to Galileo was essential in breaking away from established classifications, though others, such as Dewey, would appeal to a different approach: "It is not easy to break away from current and established classifications of the world. The difficulty in this respect, however, is eased by the notion that after all it is only error that the mind needs to cut loose from, and that it can only do this by direct appeal to nature, by applying pure observation and reflection to pure objects." (Dewey 219) Like a very familiar Grecian philosopher, Francis Bacon suggests an establishment of collaborative thinkers, "[One] … of [Francis] Bacon's many fertile suggestions for the improvements of science, probably the most fruitful one was his proposal … [in] The New Atlantis, [Bacon] includes an academy of scientists, liberally provided with brains and funds. A few such academies already existed when Bacon wrote, but after Atlantis they sprang up everywhere … but not all … were adequately financed. The most important of them was the English society which … was finally chartered in 1662 as the Royal Society of London for the Improvement of Natural Knowledge." (Gay 17) Consideration of providing an organization of scientists is a great example of the import of natural science on the changing worldview for Europeans. It was worth sharing and managing, thanks due in part to duress caused by authoritative indoctrination. It was Bacon who also said: "I cannot but be raised to this persuasion, that this third period of time will far surpass that of the Grecian ... learning, only if men will know their own strength and weakness both, and take one from the other light of invention, and not fire of contradiction."(Sutton 12) Yet even with all their similarities in empirical methodologies, Bacon yet holds hostility to Aristotle, and "says empiricists were mindless ants that gathered bits of information but didn't use it or know how to apply the data to practical purposes."(Magee 74-75). Indeed, in Europeans, a lack of control in nature led to an exploration in ways in which to understand and explain, and thus bring under control again, the events, creatures and environments that surround and inhabit the biosphere. But Europeans also made unique discovery for the sake of discovery alone, rather than just finding a practical applications for advancements in natural science. A traveling naturalist which frequented the Middle East, “Pierre Belon … published several zoological works, discovering that cetaceans were mammalian and not fish through empirical dissection, and published his findings for critical analysis by peers. He also compared the anatomy of birds to human structure, a pioneering study that earns him the title “Father of Comparative Anatomy”. (Ronan 283-284) Although dissection held negative implications in its practice, authoritative doctrine on such policies slowly began to give way, allowing more discoveries to come forth.

China

 * A. Chinese show an interest in ancient ideals
 * B. Aristotelianism and empirical method arises in governing bodies of authority
 * C. The use of empirical method for practical application

A rise in the scientific worldview of nature could be seen in China during a period when interest had grown "in a "purer" age, when things were better – the age-old belief in a "golden age" back in the distant past."(Ronan 135). Confucianism and Taoism developed for a period of time and had become the leading intellectual philosophies, though there were other small groups. Aristotelianism and empirical methods show some similarities in Confucianism, in Taoism, and other Chinese philosophical branches. In Taoism, for example, "it was a mixture of religion and philosophy, magic and primitive science, and its name was derived from the aim of its followers to seek the Tao ... a philosophical and spiritual term for ... "The Order of Nature" in the sense of the essential power of the universe; not, it must be emphasized, power of a divine all-powerful personal ruler, but the immanent power of that vast organism which is at once man and the universe ... these beliefs stimulated a desire to ascertain the causes of things, to observe the natural world, and even to conduct experiments.

The Taoist would contemplate Nature not out of idle curiosity but in the belief that the knowledge gained would bring inner peace. Instead of using this knowledge to gain mastery over nature (as was the inspiration of so much Western scientific inquiry), the Taoist would never undertake what would be considered "contrary" action to use force against Nature." (Ronan 135) After bitter battles between Confucians, Buddhists and Taoists, and a dip in Taoism, the "... revival of Taoism left the Confucians feeling very acutely their lack of any ideas about the universe and the natural world, an intellectual lacuna emphasized by the Buddhists, who had their own views on matters of this kind." (Ronan 136) The Chinese were avid naturalists, writing innumerable volumes of encyclopedias describing plants and animal species, though far more more botanical references, as pharmacological experimentation was of utmost import to their culture.

"In the Western world there was little development [in natural sciences] after the Greeks until Renaissance times, but in China there was no such hiatus." (182) Given a greater breadth and variety of microcosms and the specimens they in turn held due to the vastness of the region, Chinese scientists had much more at their disposal to analyze critically and experiment upon than Western scientists or Middle-eastern scientists, and had more free reign in such dalliances due to their own intellectual perspectives.

Works of Aristotle and other classical nature philosophers flow into western culture during the Middle Ages from the Middle East. Through them, Europeans rediscover the ideal system of ecumenical laws. A philosophical shift in views occurs throughout the world as humanity digests this new intellectual influence. Through a vast series of empirical observations man is found not central in the universe, nor is he in control of it, but is an integral part of something much more substantial, interwoven. The introspection and retrospection brought on by this new perspective, being a part of a vast, relatively unknown whole, techniques like vivisection and dissection, and other forms of empirical methodology, all lead to greater awareness of interrelated microcosms and humanity's place in such things.

This humanistic questioning leads to a collapse in certain truths the establishments of authoritative and religious traditions, values, and morals instilled in humanity, until a balance is struck through a blending of traditions and science. One of the most unsettling developments, when natural science was finally beginning to feel more acceptance in authoritative circles, was " … [an] inner ambivalence [of scientists and authority] that has always inspired a peculiar blend of awe, a mixture of apprehension and admiration, among those who witnessed science's dynamic rise ... [like] Medieval citizens terrified by the experiments of the alchemists ...

Throughout its rise to power glaring ambiguities have made it difficult for the contemporaries to recognize that science, despite our tendency to see it in simple moral terms, is neither good nor bad but an impersonal force as morally neutral as a computer or a machine, whose ethical value depends in essence on our uses. Perhaps behind these age-old fears here always lurked some presentiment about science's future destructive potential ..." (Dr Goldstein X) Chinese natural scientists rarely felt this sentiment of ambiguity as most of their religious and philosophical establishments had incorporated ideas of the universe and nature that allowed for empirical observation, experimentation, and the questioning of authoritative indoctrination, and developed it over a greater period of time, though like the Arabs devoted the study of botany to medical and agricultural practical matters. Through an accident involving a large storehouse of freshly discovered gunpowder, however, a growing respect and fear arose in Chinese citizens, though this only led to greater improvements.

title: Natural Science 14-17th century


text:
Talk:Zoology

PowerPoint
A custom-made Powerpoint may do wonders, I can even see species being animated properly and live-action to show movement, since comparative anatomy is so important in Zoology both in the past and present. As you go up the tree to higher forms, such as vertebrates, both live-action/animation and skeletal forms can be displayed (cross-sections under magnification could be used for lower forms). It might be too much, but at certain intervals differences in internal structure could be highlighted.

title: Talk:Zoology


text:
Stanford Open Source Lab

The Stanford Open Source Lab is interested in the development of free/open/libre learning and knowledge resources.

Wikiversity, Wikipedia, and Participatory Learning
This was a workshop organized by the Stanford Open Source Lab and held 19 December, 2007.

A video of the workshop is described as available for use under the Creative Commons attribution license. The QuickTime version is about 507 MB and can be downloaded from Blip TV. Below is a summary of what is shown on the video.

Summary of the video

 * Workshop title and speakers: 0-14 seconds
 * Introduction to open licenses, open content and the Open Source Lab by Henrik Bennetsen who is Research Director for the Stanford Humanities Lab and part of the Open Source Lab. Introduction to the workshop, Wikimedia, Sue Gardner and Erik Moeller. (14 seconds to about 3 minutes)
 * Introduction to the presentation by Sue Gardner, see image to the right on this page for the agenda. Self introduction and introduction of Erik. (starts at about 3 minutes into the video and continues to about 6 minutes)
 * Introduction to Wikimedia projects. (starts about 6 minutes into the video)
 * Erik on Wikipedia as part of the "open source" movement. Use by Wikimedia projects of the GFDL and plans to switch to the corresponding Creative Commons license. (7 minutes - 8:25)
 * Question about the Wikimedia model for financial sustainability.....answered during the next ten minutes, see below (8:50)
 * Sue: Wikimedia Foundation as a small non-profit organization. Plans for growth of the paid staff. Move from Florida to California. (9:15-12:45)
 * Looking to fill new staff positions: someone to handle fund raising, a coordinator for partnerships, a chief financial officer. (12:45 - 14:00)
 * Wikimedia Fundraising; many small donors and a few large donors. (14:30 - 17:30)
 * Question about spending: staff or servers? (17:30)

Wikiversity

 * Erik talks about Wikimania and launch of Wikiversity; emphasis on participation by learners in wiki editing. (19:15 - 20:30)
 * Introduction to how wikis work. Edit button, page histories, assume contributors will do good. (20:40 - 23:00)
 * Wikiversity as a "beta project". A wiki space that allows interested participants to explore how to use wiki for learning. Examples of Wikiversity learning projects: Lunar Boom Town, Filmmaking, Bloom Clock (23:00 - 28:15)
 * Problem of letting people know what learning resources exist on the internet. (28:00)
 * partnerships? example: Encyclopedia of life. - (28:20)
 * software tools? example: quiz extension. (29:15)
 * Question about schools, topics, projects, etc. "Is it a matrix or is it a hierarchical organization?" Erik's answer, "Its a mess." The project has formed from the interests of many people. Some of the first pages were like conventional higher educational institutions with "schools" for major subject areas. Now the school pages provide links to activities in major subject areas. (30:30)
 * Erik: need for more thought about how to structure the project. WikiEducator mentioned as an example of, "a wiki that is more focused on the people who are using the material themselves.....its more structured than Wikiversity and the users who are participating there have a better idea of what they want to achieve with it." Wikibooks mentioned as another Wikimedia project along with Connexions....."how do we work together without competition; we all want the same thing." (32:00 - 35:30)
 * Question about what has been learned from Wikimedia projects like Wikiversity and how they relate to the approaches taken by other organizations like the Hewlett Foundation that have thrown money into the creation of learning resources. Answer: Wikimedia is open to all for collaborative content creation and the learning resources that are made at Wikimedia projects are free to be re-used. (35:30-39:15)

Future advances

 * Questioner mentions the Wikibooks Nanotechnology textbook, suggests that educators know that such resources exist but they do not know much about online collaboration and they are reluctant to invest time in such projects because their work can be destroyed. Answer: Erik mentions stable versions as a future direction for Wikimedia projects in which reviewed and validated versions of resources could be flagged for use, avoiding the danger of resource users being bothered by vandalism or other damage to wiki pages. Also /Luca de Alfero/'s system for exploring which contributions are "trusted" may help to stabilize the quality of Wikimedia wiki resources. (39:15 - 45:10)
 * Wiki-to-Print utility for printing wiki pages. (45 minutes)
 * Collaborative video editing. Metavid. Kaltura. (48:15 - 51:15)

Questions

 * Q. How can educators who have some learning resources get involved? A. Talk to members of the Wikimedia community: Colloquium, Write to the mailing list: Subscribe to Wikiversity-l and browse the archives, Contact, School and university projects, Wikipedia:School and university projects, Wikibooks:Guidelines for class projects. (51 minutes - 53:30)
 * Q. Can learning resources in proprietary formats ever mix into open collaborative systems? A. Ogg audio/video media file format mentioned as an open file format that is gaining in popularity; has the potential to free online learning resources from restricted proprietary formats. (53:40 - 55:30)
 * Comment on the power of video in learning resources. (55:30)
 * Discussion of Wikimedia's Ogg video player and Metavid by Michael Dale. (56 minutes - 60 minutes)
 * Q. What is your vision for getting various wiki projects to work in an integrated way? A. Erik says that he has been discussing this with Wayne Mackintosh and looking at ways to have a new beginning with a limited scope. "At Wikiversity there has been interest in really abstract discussions about the future of learning like de-schooling and things like that. I'm not sure that is the kind of thing you want as a core thing in the project. You want to limit the scope a little bit and you want to structure it a little bit." Erik mentions trying to have some kind of organizational meeting and establishing a "governance structure". (60 minutes 1:01:50)
 * note: possible example for the kind of discussion mentioned by Erik.

Closing comments

 * Awareness. Wikipedia is the most well known project, other projects like Wikiversity are not as well known.(1:02:00)
 * Lack of physical presence. What happens if you are having trouble collaborating with another wiki editor and it turns out that the editor is 14? (1:03:00)
 * Complexity of wiki communities; can be off-putting for new participants. (1:03:30)
 * Civility. Can we do better? Can it be made easier for a broader range of people to participate? Need for a general user survey....who gets excluded from Wikimedia projects? (1:04:30)
 * Credits. In addition to those mentioned above, Philipp Birken was mentioned in the context of stable versions. (1:07:50 - 1:08:30)

Final question

 * A question about what kinds of projects are welcome in the various wikis. Answer includes the need to have multiple wikis interact constructively so it is not as important which on a particular resource is on. (1:08:30)

Related resources

 * Ward Cunningham talking about collaborative video

External resources

 * Wikiversity, Wikipedia, and Participatory Learning - video with Sue Gardner and Erik Moeller (also)
 * Stanford Open Source Lab (as of Dec 30, 2007, requires Stanford University login)
 * Invitation: OS Lab Workshop #2 - Wikiversity, Wikipedia, and Participatory Learning

title: Stanford Open Source Lab


text:
User:Benw27~enwikiversity/Micheal eborn

Child hood:

Michael Eborn was born in Guildford (so he claims) on April 18th, 1988. From the day he was born it was clear Mike was going to flourish into a very special person. His rise to fame began in Essex, where Mike soon progressed into his natural role of a typical Essex chav boy.

Education

Well to be honest his educational achievements are few and far between. However over the summer holidays of this year Mike was employed as a teaboy for some brickies. However due to his overwhelming performance he was soon promoted to 'stone intake manager', a highly prestigious and responsible role.

Achievements

Personal Life

title: User:Benw27~enwikiversity/Micheal eborn


text: Fairy Rings

title: Fairy Rings


text:
Java Tutorial/Control Structures I - Decision structures

Decisions structures are used so that your program doesn't have to do the same thing each time it is executed. They basically answer a "question" on the spot, during execution.

Booleans
The decisions structures need a question to answer. This is done through booleans. A boolean is one of several primitives, which are essentially raw data.

A boolean represents two values - true and false. They can be assigned directly, but are usually constructed from a set of many operators. These operators include (but are not limited to):

These operators can be used together. You can use parentheses with these operators as well, to produce different booleans.

would result in true

would result in true, as the part within the parentheses is true

would result in false as the second part is false

Prepared BY: Chronicle Jerome

Statements
There are several statements that are used with the above booleans.

The statement
The if statement is used by itself. The structure is:

For example, if you wanted to say something like, "if 5 is not equal to 6, then print out 'not equal'":

If you get an error when using an if statement, then make sure that you do not have a semicolon after it:

The statement
You can use the if statement with the else if and else statements. The structure is:

It means, "if boolean is true, then do ... if not and boolean2 is true, then do ...". For example, in order to write out "If 5 is equal to 6, then write 'equal' to the console. If not and 7 is equal to 7, write '7=7' to the console":

Only "7=7" will be printed. However, if we replaced the first boolean with, only "equal" would be printed.

The statement
You can also add in the else statement. Note that you do NOT have to have an else if statement with the else statement. The structure is:

It means, "if boolean is true, then do ... else if boolean2 is true, do ... if both of the previous were false, then do ...". For example, to write out "if 5 equals 5, print '5=5'; if not, print '5!=5'":

Only "5=5" would be printed.


text:
Java Tutorial/Variables

Note: Some examples in this section do not have the class declaration and main method declaration parts. You can copy this from the previous lesson and place any code within the main method.

You can assign, edit, and retrieve data from variables. Before doing any of this, however, you must declare them, as follows:

Basic Data Types
The basic "types" you can use are as follows:

Therefore, you can declare integer myInteger like:

To assign a value to a variable (that has been declared) you can use the assignment operator :

You can also use a shorter method by providing a variable initializer:

You can retrieve the value of a variable simply by typing its name, like:

Math with Numbers
There are several variables you can use with numbers, and here are two:

For example (including class and main method declarations):

Note: Java uses order of operations in its math.

Arrays
An array is a set of values.

Each [x] section is one of the "thing". As you can see, they begin not at 1 but at 0. An example of declaring an integer array:

Once the array is created, you can access individual elements in the array as if they were variables (e.g. myIntArray[0], myIntArray[1] and so on.)

The details of arrays will be discussed in a later lesson.

Data Structures
(To be added)

Exercises

 * Add, subtract, multiply, and divide numbers and see what weird things you get (like dividing integers, and storing into another integer when it isn't exact)
 * Check out the remainder operator, for example:

title: Java Tutorial/Variables


text:
User:Informalist

Goodman Postman Illich

title: User:Informalist


text:
Java Tutorial/Control Structures II - Looping

You can use loops to repeat the execution of a certain thing, without writing it out multiple times. There are several different loops you can use to meet your needs.

While Loops
While loops are the simplest kind of loops. They go as follows:

While the boolean is true, the "do..." section will be executed. Once it becomes false, the loop will exit. An example:

This displays the numbers 0 - 4 in the loop, and 5 outside of it.

Do-While Loops
Do-While loops have the structure like:

It will execute "do...", and then check if the boolean is true or false. Then, it repeats. This is just like a regular while loop, except it ensures the code is executed at least once. An example of its use:

This will print the numbers 2.5, 3.5, 4.5, and 5.5.

For Loops
For loops are used mostly when you want counters in your loop. The structure is:

The usual usage is:

As you can see, the loop first sets i to equal 0. Then, it checks that i is less than myNumber (before actually executing something). Then, it executes "do...". It increases i by 1. Then, it checks that i is less than myNumber again, executes "do...", etc.

(learn for-each loops in array section?)

Exercises

 * Make a for-loop that prints "Something" exactly 5 times.

Answer:

Another, more "wild" answer:


text:
User:ValerietheBlonde

Hey!

I'm new to Wikiversity... but I am very enthusiastic about learning and am completing my first semester at college.

I'm very interested in Physics, Calculus, The Indian Ocean, Organic Agriculture, Haiti, French, Swedish, Medical Anthropology, massage, and horses, to name a few things.

Currently Enrolled In

 * Botany Ink Drawing
 * GCE Ordinary Level History (Southeast Asian history)

Very Interested in Learning About

 * Swedish
 * Statistics
 * Haitian History
 * Programming

Could Possibly Contribute To

 * Organic Agriculture
 * Indian Ocean History
 * Mughal Leadership Structure

title: User:ValerietheBlonde


text:
Talk:Cambridge International Examinations - General Certificate of Education - Ordinary Level History

When is this course planning on starting? -ValerietheBlonde 12/7/07


text:
User talk:ValerietheBlonde

Welcome
Hello ValerietheBlonde, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 03:30, 8 December 2007 (UTC)

Salut Valerie! Comment ça va?

En réponse de ta question, j'ai eu un compte en Wikiversity, mais je n'ai pas fait n'importe quel modifications. Aussi notre ISTF idée est lancer un conteneur de minerai de la lune à la Terre utilise lévitation magnétique. Il est folle, n'est pas? En fait, J'ai proposé l'idée au groupe. C'est la vie. Au revoir, Valerie, et je verrai en janiver!--Vox Rationis 03:40, 15 December 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called ValerietheBlonde. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name ValerietheBlonde~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:10, 18 March 2015 (UTC)

title: User talk:ValerietheBlonde


text:
User:Jacques Bergeron

Welcome to my page!

I have been working on Wikibooks for a month and it seems clear that it is closely related to Wikiversity.

title: User:Jacques Bergeron


text:
User:Kakoui

My Contributions

Welcome to my zh-wikipedia Userpage and Talkpage.

title: User:Kakoui


text:
Anatomy/Head and neck

The Skull

The skull describes the structure of the bones that constitute the human head. Not only humans, this description suits the explanation of the skull for all vertebrates. The skull is not just a skeletal frame, it performs the function of protection to the brain, brainstem and it supports the face.

The Skull
Structure: The adult skull is normally made up of 22 bones. Except for the mandible, all of the bones of the skull are joined together by sutures, synarthrodial (immovable) joints formed by bony ossification, with Sharpey's fibres permitting some flexibility.

Eight bones form the neurocranium (brain case), a protective vault of bone surrounding the brain and brain stem. Fourteen bones form the splanchnocranium, which comprises the bones supporting the face. Encased within the temporal bones are the six auditory ossicles (3 ossicles in each ear) of the middle ear. The hyoid bone, supporting the larynx, is usually not considered as part of the skull, as it is the only bone that does not articulate with other bones of the skull.

The skull also contains the sinus cavities, which are air-filled cavities lined with respiratory epithelium, which also lines the large airways. The exact functions of the sinuses are debatable; they contribute to lessening the weight of the skull with a minimal reduction in strength, they contribute to resonance of the voice, and assist in the warming and moistening of air drawn in through the nasal cavities.

The meninges are three layers of connective tissue surrounding structures of the central nervous system. From outermost to innermost layer, they are the dura mater, the arachnoid mater, and the pia mater. Each layer adds important protective and physiologic functions.

The anatomical position for the skull is the Frankfurt plane, where the lower margins of the orbits and the upper borders of the ear canals are all in a horizontal plane. This is the position where the subject is standing and looking directly forward. The Frankfurt plane may also be used to study the brains of other specifies, notably primates and hominids. However, this does not always equate to a natural posture in life.

The 21 immovable bones include: A. 8 paired bones (right and left): parietal, temporal, zygomatic, lacrimal, maxillary, nasal, palatine, inferior concha. B. 5 unpaired bones: frontal, ethmoid, sphenoid, occipital, vomer.

Parts of the skull: 1. Cranium: The upper & post. part which encloses the brain. 2. Facial Skeleton: The ant. part of the skull which includes an upper fixed part and the mandible.

Different aspects of the skull: 1. Anterior aspect (Norma Frontalis) 2. Superior aspect (Norma Verticalis) 3. Lateral aspect (Norma Lateralis) 4. Posterior aspect (Norma Occipitalis) 5. Inferior aspect (Norma Basalis) 6. Interior of Skull (Cranial Cavity) Tarek Karim Jan 08:55, 8 December 2007 (UTC)

Individual Bones of the Skull
Before describing individual bones of the cranium, It is appropriate to categorize them under 1) Neurocranium 2) Viscerocranium. Although, viscerocranium is further subdivided into membranous viscerocranium and cartilaginous viscerocranium, primarily the consideration of the former one is more relevant in the study of anatomy.

title: Anatomy/Head and neck


text:
User:Tarekkarim

Tarek Karim Jan

title: User:Tarekkarim


text:
Aristotle

While both are dear, piety requires us to honor truth above our friends. -- Aristotle, defending his rejection of Plato's Theory of the forms
 * Nicomachean Ethics Book I chapter 6, 1096a.16

 * Start with Aristotle's collected works on wikisource. Follow Maimonides' guide, if you are perplexed, whose latin translation instigated the scholastic movement, the  the midieval university, and the 12th century renaissance.  If you prefer a contemporary guide, consider contributing to Aristotle for Everybody, a companion course to the eponymous book by Mortimer Adler

Classic and Scholastic Expositors

 * Isagoge (Introduction) to Aristotle's Categories by Porphyry
 * Guide to the Perplexed, by Maimonides

Course
DEPRECATED - see associated wikipedia articles for information, and consider contributing to Aristotle for Everybody
 * /Life and Works/
 * /Phenomenology of Knowledge/ - Categories, Topics, Sophistic refutations
 * /Logic and Linguistics/ - Prior Analytics, Hermeneutics
 * /Natural philosophy and science/ - Physics, Posterior Analytics
 * /Biology and Psychology/
 * /Ontology and Metaphysics/
 * /Cosmology and Theology/
 * /Ethics and Politics/
 * /Legacy/

Related resources

 * Natural Science 14-17th century. A paper that covers Aristotelianism in the 14th to the 17th century CE.
 * /Doctrine of Change/. Excerpts from Aristotle's Physics.
 * /On the Soul: Outline/. Outline of Aristotle, On the Soul.
 * /On the Soul: discussion group/. Discussion group.
 * Aristotle's Categories and Topics. Solved problem.

 * Topic:Socrates, Plato and Aristotle
 * Introduction to Philosophy

title: Aristotle


text:
Category:History of Science

it:Categoria:Storia della scienza

title: Category:History of Science


text:
Java Tutorial/Methods

So far, we've been putting all our code into one method or function,. However, we can also have more than one method! To make a new method, just write something like:

Note that there is nothing in the parentheses. Anything within it is called a parameter. But first, lets learn how to use our new method...

The main method calls anotherMethod, by writing its name. Now, say you wanted the main method to tell anotherMethod what to write. Then...

As you can see, anotherMethod takes in a String (what_to_print) as a parameter, and then accesses its value. However, this is not all that methods can do. As you can see, we are using something called void. This means, essentially, nothing. What if we wanted anotherMethod to tell the main method what to print? Well, look at this:

anotherMethod returns a string for main to print. Because it does this,  is just like a variable, except that it's code is being executed instead of its value being accessed. You can change what it returns, but it has to be a String, as that's what we specified it would return.

Excercises

 * Change what anotherMethod returns to an integer
 * Try removing main's parameter, and see what errors you get

Answer:

title: Java Tutorial/Methods


text:
Talk:Diabetic History (OSCE)

Dear knowledgeable contributors please suggest about diet, exercise,blood testing and values,and future treatments for educating people. I think Wikipedia will help people beyond imagination.

title: Talk:Diabetic History (OSCE)


text:
Talk:Introduction to Programming/Organization

I don't understand the "Break to do the First Programming Exercise". To what does this refer? What programming exercise should I perform here? Thanks.


text:
User:Lindsay Ridgeway

Articles under Construction
Here's are links to my Wikiversity articles under construction:

 * The Case for Dog Training in the High School Curriculum

title: User:Lindsay Ridgeway