text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 11

Grade 7 牛津初中英语·同步听力(七下) FUN WITH ENGLISH 7B Chapter 10 Meeting an alien Anqing Foreign Language School Lesson 11 Version 0.21

This chapter is about aliens, which should be a good topic for discussion. This week will be special, my colleague Mr. Brown and I will be teaching together. A good portion of the lesson will be spent by Mr. Brown recounting his recent adventure to the South of China. With the time left hopefully we can chat about aliens and do some interesting alien related activities.

Lesson Objectives

 * The opening will draw the student's attention and generate a short chat about Mother's day.
 * Mr. Brown's story will grab the student's attention and go on for an extended period.
 * The textbook activities will go quickly and be productive.
 * We will have a discussion about aliens that will involve the majority of the students.
 * The activities will be fun and get the students using English.

Before Class Starts

 * If time, walk around and mingle with the students before the bell rings. (King)
 * Set up the computer to have a discussion about grades.

Greeting: USA What's up?

 * Yo! What's up? Not much, you? Not much.

Opening: Mother's Day

 * What day was it last Sunday?
 * Do you like Mother's Day?
 * Is Mother's Day important?
 * Why do we have Mother's Day?
 * What did you do on Mother's Day?
 * What did you do on Mother's Day Mr. Brown?

Explanation: Class Grading Policy

 * First go through the A to F scale in English and explain that 50% of their grade comes from tests and the other half from in class performance.
 * Put the Chinese explanation up on the screen and have the students read it out loud so they all understand.

Story: Mr. Brown's Adventure
====Textbook: Page 38 Let's get ready A &  B====

Conversation: Aliens

 * Do you believe in aliens? Why?
 * Do you think aliens are friendly?
 * Do you want to meet an alien?
 * Have you ever travelled on a UFO?
 * Do aliens like humans?
 * What do aliens look like?

Activity: Aliens Interview
CN Interview = taifan
 * Write interview on the board.
 * Ask if they know that word?
 * Write the questions on the board
 * Do you like aliens?
 * Do you think aliens can help humans?
 * Why?
 * Bring up a student volunteer and interview one another in front of the class.
 * Now please interview the people sitting next to you, in English!
 * Give them a minute or three, walk around and help troubled groups.
 * Afterwards ask for volunteers to come to the front of class and do the interview.

Debate: Are aliens friendly?
Adapted from Mr. Brown's debates.
 * Break the students up by gender or by row.
 * Write "Are aliens friendly?" on the board.
 * Tell one side they have to have reasons for "yes" and another they have to have reasons for "no".
 * The team with the better argument wins!
 * Go back and forth writing down the reasons, at the end tally up the reasons and mark off ones that are erroneous to choose the winner.

Activity: Alien Visitor
(Johnson)
 * Explain that one of the teachers is an English speaking alien whose come to our town. Then ask quesitons like: "What is this?" A: "Book." "What do you do with a book?" A: "Read it." "What is reading?" and so on

Game: Draw an Alien

 * Make two teams by gender or row.
 * Choose two students from each team.
 * Tell them they have to draw an alien.
 * Give them two or three minutes.

Lesson Review

 * May 11th and 12th reviews were written about version 0.1.
 * May 13th reviews were written about version 0.2

11 May 2010 AM Period 4 Grade 7 Class 3

 * 1) Opening: Unsure about what to do because I have not gone over “Yo! What's up?” with a lot of these students.
 * 2) * End up doing “Good morning! How are you?” and that just works alright, especially because I'm only half into it.
 * 3) Chat About Mother's Day: What day was Sunday? Did you do anything for your mother?
 * 4) * Takes up two or three minutes. Should have done it last week, but better to talk about it a little than not at all.
 * 5) Grades
 * 6) * Start going over in English and write A – F on the board then explain how if you have a goo test grade, but poor in-class grade your overall grade will be just so-so and so on. All the students in this class seemed to understand and when they were reading the Chinese on the board they got excited, which was not the desired effect, but so be it.
 * 7) Mr. Brown's Adventure Story
 * 8) * Some students got especially excited today.
 * 9) Chapter 10 Let's get ready A+B, Let's listen 2 A+B
 * 10) * All went alright. For let's listen I asked a lot of questions in between quesitons about the pictures in the book and if they believed in aliens and so on.
 * 11) Are aliens real? Reasons Game
 * 12) * Wrote are aliens real? on a word document, then went back and forth having boys and then girls answer and give answers yes, no or maybe and include reasons. Actually went well.

How can I improve the lesson?

 * Perhaps try Let's listen 1 instead of 2.

12 May 2010 PM Period 1 Grade 7 Class 11

 * 1) Greeting & Mom's Day
 * 2) * Mom's day conversations have never gone especially great, I always feel like I'm pushing and they are not especially interested. Mr. Brown has a bit of a wild story that the students like, though. Should I have something also wild or am I working well as a straight man?
 * 3) Mr. Brown's Adventure Story
 * 4) * I have been trying to helps sometimes by jumping in, but I do not believe that is an especially good tactic. It seems to distract the students, may be better just to let him hold the floor.
 * 5) Textbook
 * 6) * I'm doing a good job of aksing a lot of questions around the textbook questions.
 * 7) Are aliens real? Conversation with a Word Document
 * 8) * Started with is "Mr. Danoff an alien?" because Mr. Brown had been making some jokes about that. It was a little funny, but at the same time it not get much of a response.
 * 9) * I was not feeling 100% and the series of questions I asked the students this time really did not get a lot of responses.

Didn't do grades with this group and I think its fine, they are wonderful and we do not need to use any sort of scare tactics to get them involved.

12 May 2010 PM Period 3 Grade 7 Class 10

 * Students were really attentive, listening and getting involved with the Mother's day chat, Mr. Brown's adventure story and about their grades.
 * Following the textbook I experimented trying a game from another local teacher (Johnson] where you act as an alien visiting Earth then walk around the room, asking very basic questions like "What is this?" A: "Book." "What do you do with a book?" A: "Read it." "What is reading?" and so on

12 May 2010 Notes
What Could I Have Done Better? What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? '''Were the Lesson Objectives Achieved? Why?''' How can I Improve the Lesson?
 * Had a better series of questions lined up about the Aliens to get them chatting.
 * Asked a lot of questions around the textbook questions during the textbook activities.
 * When team-teaching sometimes its better to let the other person solely have the stage for a while.
 * Oral/aural practice, learned about Mr. Brown's adventure and had some fun chatting about aliens.
 * The opening will go quickly enough to keep the students attention.
 * One class yes, one class no, the opening really isn't that great.
 * Mr. Brown's story will grab the student's attention and go on for an extended period.
 * Yes.
 * The textbook activities will go quickly and be productive.
 * Yes, this is a really good chapter from the textbook.
 * We will have a discussion about aliens that will involve the majority of the students.
 * No, only a few kids got involved.
 * The activities will be fun and get the students using English.
 * No, the activities we did only got one or two students speaking English at a time, as opposed to many of them.
 * Consider re-working the opening.

13 May 2010 PM Period 1 Grade 7 Class 8

 * 1) Opening on Mother's Day
 * 2) * Started asking "Girls, if you were mothers, what would you want your children to do for you on mother's day?" awkward question that did not get a lot of responses. I quickly moved on.
 * 3) Recounting of Mr. Brown's Adventure
 * 4) * His telling of it has improved with each lesson and currently he does a real good job mixing between the photo slides and drawing on the blackboard.
 * 5) Let's get ready
 * 6) Let's listen 2A
 * 7) Alien Interview
 * 8) * Students did an alright job speaking with eachother, only unfortunate part was there were no volunteers afterwards to perform in front of the class, kids I selected did a fabulous job.
 * 9) Competetive Hangman

13 May 2010 Notes
What Could I Have Done Better? What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? '''Were the Lesson Objectives Achieved? Why?'''
 * Asked the right questions to get a genuine chat about mother's day going.
 * Got the students somewhat speaking English to one another.
 * Sometimes it is better to not draw discussions out so far, keeping them shorter and a quick pace for class can be beneficial.
 * Oral and aural practice.
 * The opening will draw the student's attention.
 * Not really.
 * Mr. Brown's story will grab the student's attention and go on for an extended period.
 * Yes
 * The textbook activities will go quickly and be productive.
 * Yes, quite quickly.
 * We will have a discussion about aliens that will involve the majority of the students.
 * Skipped the discussion.
 * The activities will be fun and get the students using English.
 * Moderately successful.

How can I Improve the Lesson?
 * Ask the right questions to get a genuine chat about mother's day going.

Acknowledgments

 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.

Changelog
Version 0.21 13 May 2010
 * Re-worded the first lesson objective.
 * Added some mother's day questions.
 * Added the class grading policy section.

Version 0.2 12 May 2010
 * Changed the objectives
 * Added mother's day opening
 * removed let's listen 1 b and 3b, 2 a is enough
 * moved the drawing game to extra time
 * added the alien visitor activity

Version 0.1 6 May 2010

Acknowledgments

 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.

Changelog
Version 0.2 12 May 2010
 * Changed the objectives
 * Added mother's day opening
 * removed let's listen 1 b and 3b, 2 a is enough
 * moved the drawing game to extra time
 * added the alien visitor activity

|Version 0.1 6 May 2010


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 11

Grade 8 FUN WITH ENGLISH 8B Chapter 12 Anqing Foreign Language School Lesson 11 Version 0.1

This chapter is about hosting a charity show and speeches, which I imagine will be difficult topics for discussion. This week will be special, my colleague Mr. Brown and I will be teaching together. A good portion of the lesson will be spent by Mr. Brown recounting his recent adventure to the South of China. With the time left hopefully we can chat about charity shows and do some interesting charity show related activities.

Lesson Objectives

 * The opening will go quickly enough to keep the students attention.
 * Mr. Brown's story will grab the student's attention and go on for an extended period.
 * The textbook activities will go quickly and be productive.
 * At least one of the activities will be fun and get the students using English.

Before Class Starts

 * If time, walk around and mingle with the students before the bell rings. (King)

Greeting: USA What's up?

 * Yo! What's up? Not much, you? Not much.

Textbook: Page 46 Let's get ready A & B

 * I imagine these activities will be difficult for some students so do not draw them out for too long. Once a few minutes have passed or the majority of the students are finished start going over the answers.

Textbook: Page 47 Let's listen 1 A & B

 * Split up the reading between the two of us teachers.
 * Questions:
 * So, why are Tim and Nancy giving speeches?

Conversation: Charities

 * What is a charity?
 * Do you like charities?
 * Who do charities help?
 * Have you given money to charities?
 * Do you think charities can help people?

Activity: Charity Interview
CN Interview = taifan
 * Write interview on the board.
 * Ask if they know that word?
 * Write the questions on the board
 * Do you like charites?
 * Do you think charities can help people?
 * Why?
 * Bring up a student volunteer and interview one another in front of the class.
 * Now please interview the people sitting next to you, in English!
 * Give them a minute or three, walk around and help troubled groups.
 * Afterwards ask for volunteers to come to the front of class and do the interview.

Ideas Game: How do you make a good charity?
Adapted from Mr. Brown's debates.
 * Break the students up by gender or by row.
 * Write "How do you make a good charity?" on the board.
 * Tell the students they have to come up with different ideas for how to make a good charity.
 * The team with the better ideas wins!
 * Go back and forth writing down the reasons, at the end tally up the ideas and mark off ones that are erroneous to choose the winner.

Activity: Start a Charity

 * OK, now we are going to make our own charity in Anqing.
 * What problems are there in Anqing?
 * How can we help those problems?
 * What should we do?

Extra Time
Game: Number of Letters? (Mr. Brown)
 * Make two teams.
 * Tell them to make a word that begins with one letter, e.g. D, and has 6 letters.
 * Go back and forth between the teams making the words.

12 May 2010 AM Period 1 Grade 8 Class 1
They were far more responsive than I expected.

 * 1) Greeting and briefly chat about mother's day.
 * 2) Grading Policy
 * 3) * Went more in depth into the A to F breakdown, including a short commentary on why we don't have an E.
 * 4) Mr. Brown's Story
 * 5) * Students got quite excited listening to Mr. Brown's adventures.
 * 6) Textbook: Let's get ready
 * 7) * Went alright, it is quite a difficult task and some students merely started at the page.
 * 8) Textbook: Let's listen 1
 * 9) * Worked better than it would usually, because we were able to do the dialogue between the two of us.
 * 10) Charity Chat

12 May 2010 AM Periods 2 and 4 Grade 8 Classes 3 and 2

 * Class 2 is wild, but a lot of fun.
 * Mr. Brown and I are starting to get into the groove of team-teaching.
 * Neither class was particularly affected by the speeches, even some students who will likely get bad grades were really excited.

12 May 2010 Notes
What Could I Have Done Better? What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? '''Were the Lesson Objectives Achieved? Why?'''
 * Gotten a longer conversation going about charities.
 * Patient.
 * Going over grading policy does not necessarily mean anything to the students.
 * Oral and aural practice and some critical thinking about charities.
 * The opening will go quickly enough to keep the students attention.
 * No, opening did not grab anyone's attention.
 * Mr. Brown's story will grab the student's attention and go on for an extended period.
 * Yes.
 * The textbook activities will go quickly and be productive.
 * Went alright, this chapter is quite difficult for the students.
 * At least one of the activities will be fun and get the students using English.
 * No, the activities we did got some chatting, but not with eachother.

How can I Improve the Lesson?
 * Get the students speaking English to one another.

Acknowledgments

 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.

Changelog
Version 0.1 6 May 2010

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


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User:Amicus~enwikiversity

Just a regular guy

title: User:Amicus~enwikiversity


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User talk:Amicus~enwikiversity

Just a regular guy

Welcome
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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.

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Renamed
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User talk:Badwikisoman1

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text: File:8.A.DFT Analysis.pdf

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User:Secretlondon

I'm w:user:secretlondon. Postgrad sociology student.

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British Romantic poetry

This is a temporary page that will later serve as the course page for classes, lectures, and other material on the subject of British Romantic poets.

The major British Romantic poets are generally regarded as William Blake, William Wordsworth, Samuel Taylor Coleridge, George Gordon Byron, Percy Bysshe Shelley and John Keats.

There are several minor British Romantic poets, including Samuel Rogers, Charles Lamb, Hartley Coleridge (son of Samuel Taylor Coleridge), Robert Southey, Leigh Hunt, Walter Savage Landor.

Many critics such as Louis Untermeyer argue that the Romantic movement continued into the late 19th century. The major later poets influenced by the Romantic movement were Alfred Tennyson and Robert Browning. Others include Matthew Arnold, Elizabeth Barrett Browning, Arthur Hugh Clough and, in America, Henry Wadsworth Longfellow and John Greenleaf Whittier.

 * Study Guides
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 * Lectures - Romantic Epic
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 * Lectures - Reception History
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 * Comparison of Keats and Coleridge's "nightingale" poems

 * Lectures - Studies in Influences
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title: British Romantic poetry


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Signed up to contribute to the bloom clock. Maidmarian823 01:57, 13 May 2010 (UTC)

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contact my blog id:pengguna:ArdWar

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User:Ever wonder/Nomic/Sandbox

experimentation goes here

 * 1. All game rules that break this game rule and break the continued playability of this game are ignorable. The first version of this game rule defined at the start of this game is in play at all times and can be restored by anyone at anytime regardless of game state.
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 * 8. Whatever is listed under the "Rules" heading on this wiki page shall count as the current ruleset of this game, with the exception of special provisions made for the original version of rule 1 and this additional exception: If an edit is made that obviously violates the ruleset as it looked just before the edit was made, the full ruleset from before that edit can always be reinstated. This rule can only be changed or removed by agreement of two players and two non-players. RESET BUTTON: This addition to rule 8 is made unilaterally by a single player, and is thus illegal. The version of the rules immediately preceding this addition, linked here for convenience, may thus be reinstated at any point in the game that uses the current version of rule 8., or any rule with words to the same effect.
 * 9. As a collaborative creative project (well, potentially collaborative...) Wikiversity nomic writes a text titled "What We've Learned", displayed below. "What We've Learned" and the editing thereof has no effect on any other part of the nomic in terms of game mechanics, except in that editing it counts as "interacting with the game", and the rules may not be changed in a way that gives it mechanical effects beyond this.
 * 10. If there are restrictions in place on the changing or removal of a certain rule, the same restrictions apply to introducing new rules or changing previously existing rules in a way that makes that rule or part of it ineffective. .edam eb dluohs egnahc a hcus taht eerga snosrep owt tsael ta taht raelc edam eb wohemos tsum ti ;tnereffid yletelpmoc gnihtemos yas ot elur siht egnahc ro ,snoitpecxe ecudortni ,evitceffeni ti make ,rule siht evomer ton yam laudividni elgnis A
 * 11. Anyone who interacts with the game is a player, you know, except players that become non-players by not adding a rule for 1 week.
 * 12. In this nomic, there are ANIMALS (a specific abstract entity type introduced by the rules which are not real world animals). At no time may there be an ANIMAL known as the Ostrich.
 * 13. If and when anything or anyone is declared to have "won" the game, provided this "win" is determined to be legal by the rules in effect at that time, a vote shall be held on Talk:Nomic to establish that the win is "not too boring". In this vote, any human on Earth is entitled to vote exactly once if they are aware of the vote and have the technical means available to edit the page either themselves or by proxy. The exact definition of "boring" to be considered, even if it is unusual, is determined by each individual voter with regard to their own vote. "Too boring" means "too boring to be allowed in this particular case". The vote is held open for a week. When the vote is closed, if there is a simple majority of votes to the effect that the win is "not too boring" it becomes official; in any other case it becomes void. This rule may only be changed or removed after a vote using the same rules has determined that it is "too boring".
 * 14. There is an ANIMAL known as the Ostrich. It should not be considered to "break" rule 12.
 * 15. There is an ANIMAL known as the rabbit. It should be considered to "break" rule 6.
 * 16. Ceci n'est pas une règle.
 * 17. A player cannot win this game. A non-player cannot lose this game.
 * 18. Each rule - to take effect and be considered a rule at all - must be numbered with a natural positive number. The numbers should not normally be changed once given. If it can be avoided, two rules that are in effect at the same time should not have the same number.
 * 19. Discussion - ending in a vote if necessary - on Talk:Nomic can establish an official interpretation of the rules or of a sequence of game events and what results they should have in cases of ambiguity. Such an official interpretation is binding.

title: User:Ever wonder/Nomic/Sandbox


text:
User talk:Moxo~enwikiversity

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:48, 13 May 2010 (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 Moxo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Moxo~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 23:39, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:16, 19 April 2015 (UTC)

title: User talk:Moxo~enwikiversity


text:
User talk:Pseudomonas

See http://en.wikipedia.org/wiki/User_talk:Pseudomonas

title: User talk:Pseudomonas


text:
User talk:DaveAtherton

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:01, 13 May 2010 (UTC)

title: User talk:DaveAtherton


text:
User talk:Cbauerramazani

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:02, 13 May 2010 (UTC)

title: User talk:Cbauerramazani


text:
User talk:Quiters1

 Hello Quiters1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:02, 13 May 2010 (UTC)

title: User talk:Quiters1


text:
Boundary Value Problems/Lesson 3

Return to Boundary Value Problems

title: Boundary Value Problems/Lesson 3


text: File:Resistive damping.pdf

title: File:Resistive damping.pdf


text:
World War I/Lesson 3 - 1914 - The alliances and their agenda

The reason for World War I can be found in the 1800’s. During that century Europe was at war for many years. Most famously, there were the Napoleonic wars that finally ended in 1815, and the Franco-Prussian war that ended in 1871. But generally speaking the whole century was pretty much a mess and the leaders of Europe were frantically trying to figure out a fool-proof way to have guaranteed peace.

Their solution was to create a series of agreements or “alliances” between different countries. These alliances had two basic rules: (1)  all the members of the alliance would be “friends” and would never attack each other, and (2) if an enemy attacks any member of the alliance, then all the other members of that alliance would team up and fight against that enemy. Seemed like a good plan.

So by the end of the 1800’s and beginning of 1900’s Europe was pretty much divided into two groups: The Triple Alliance that included Germany, Austro-Hungary, Italy, and later the Ottoman Empire (modern Turkey), and on the other side you had the Triple Entente which was England, France, and Russia. Both sides were pretty equal, but the tension between them was really high.

Since not all small countries and areas were part of these two big alliances, each little country would make it’s own arrangement with one alliance or the other. So for example, Bosnia-Serbia was friends with Russia, a member of the Triple Entente. But Bosnia-Serbia was not an official member of the Triple Entente. And this is where everything fell apart.

On June 28, 1914, a Serbian Fanatic, named Gavrilo Princip, shot and killed the future ruler of Austria-Hungary, Archduke Franz Ferdinand in Sarajevo, Bosnia. Of course, Austria-Hungary was very angry with Serbia and wanted to go to war against them, but because Bosnia was friends with Russia, the Austrian-Hungarian rulers were a little scared that Russia would then start a war with them.

For a whole month, called the July Crisis of 1914, nothing happened and all of Europe was on pins and needles waiting to see what would happen.

Then another problem occurred. Austria-Hungary went to Germany to basically ask if Germany would back them up should Russia defend Serbia. The answer wasn’t really very clear, but basically Austria-Hungary interpreted that they could go ahead and do whatever they wanted and that Germany would back them up.

So, on August 12, 1914, Austria-Hungary started the war with Serbia. Germany, in an attempt to win this war quickly, immediately started it’s plan, called the Schlieffen Plan, to take over France by going through Belgium. This action had a domino effect because by invading Belgium, France was now involved, and so was England. Russia became involved because of Serbia. And so World War I began.


text:
Talk:United Kingdom Law/Great Repeal Bill 2008/Debate

Just wondered why there isn't actually a page for discussing whether or not the idea of a great repeal bill is acceptable to the British public? What's the precedent?

There's also an unfortunate far right feeling to the text on the page that lists the bills to be repealed. I'm sorry, but it's coming over as really white middle class nimby males. If this is not true, you need to prove it. Some of the comments frankly wouldn't disgrace the BNP's website.

Difficult to see how you (above) identify either the colour (white) or the sex (male) of the contributors. I am one but not entirely the other! I suspect that what you mean is that the prejudices or enthusiasms of the contributors are not the same as yours. Well this is a wiki so put in your proposals. As for far right I think you will find that right and left unite in being opposed to interference with personal liberties--TimC 10:00, 8 August 2010 (UTC)

Bill of Rights needed for every australia
We as Australians have been oppressed for long enough, with the help of others we should have the right to protect ourselves, ie. Angel was threated with violence, so she was running scared, she still fears for her life, but has evolved to a higher intelligence that well knowledge is power and although the truth is rare, and debating is fun, cutting to the chase is the best method of attack however, the standard ethical dilemna is looking at the history of the right to bare arms, look then at **american** crime rate, however, defending ones life is essential when in a bind. PK79


text:
User talk:Rightswatch

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:32, 13 May 2010 (UTC)

title: User talk:Rightswatch


text:
User talk:Jtnire

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:32, 13 May 2010 (UTC)

title: User talk:Jtnire


text:
User talk:Timjwatts

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:32, 13 May 2010 (UTC)

title: User talk:Timjwatts


text:
User talk:Jedikaiti

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:32, 13 May 2010 (UTC)

title: User talk:Jedikaiti


text:
User talk:Mjmf123

 Hello Mjmf123, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:33, 13 May 2010 (UTC)

title: User talk:Mjmf123


text:
User talk:Maidmarian823

 Hello Maidmarian823, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Trinity507 02:54, 14 May 2010 (UTC)

title: User talk:Maidmarian823


text:
User talk:Dlempa

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 03:11, 14 May 2010 (UTC)

 * Thank you, Ottava Rima! If any future visitors would like to get a hold of me faster, please see my user talk page at Wikipedia:

 * http://en.wikipedia.org/wiki/User_talk:Dlempa

 * Dlempa 13:19, 14 May 2010 (UTC)

title: User talk:Dlempa


text:
User talk:Oswin130

 Hello Oswin.130, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Oswin130


text:
User talk:Pabitra009

 Hello Pabitra009, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 05:12, 14 May 2010 (UTC)

title: User talk:Pabitra009


text:
Otago Polytechnic's policy on intellectual property

Otago Polytechnic's IP Policy is cited around the world as being the most progressive policy for an educational organisation to date. Here it is copied below. I think we should merge the two:

Purpose
Otago Polytechnic wishes to foster research and development that advances knowledge and scholarship; and to support projects where that leads to marketable products or services.

The Polytechnic:

 * has a preference for the open sharing of information, knowledge and resources
 * recognises that intellectual property (IP) is owned by the creator, unless there are specific agreements to the ownership of IP by others, and
 * wishes to foster the empowerment of individuals in their endeavours in a protective and/or promotional framework for individual creators associated with Otago Polytechnic.

The policy recognises that the Polytechnic will accrue benefits from the outcomes of the IP created by the intellectual activity of its staff and students and the dissemination and sharing of these outcomes.

The Polytechnic wishes to support free and open access to IP generated through the “Creative Commons” attribution process.

All IP that is brought into the Polytechnic belongs with the creators/owners of that IP.

Otago Polytechnic also has a guardianship role for intellectual property that ensures students’ rights are protected.

Otago Polytechnic is committed to its Treaty obligations as outlined in the Te Kura Matatini ki Otago Maori Strategic Framework 2007 – 2011. This is that Otago Polytechnic recognises its “guardianship role” as holder of Māori knowledge and that Māori IP is protected and recognised.

Statutory Compliance

 * New Zealand Copyright Act 1994
 * Trade Mark Act 2002
 * Patents Act 1953

National Guidelines
Not applicable.

Definitions of IP

 * In this policy “intellectual property” includes the rights to all created work
 * Outputs are the products that are created by an individual or group of individuals. This may include for example artworks,
 * Outcomes are the consequences or results arising from the development of, or use of IP other than products that are created from IP. Examples may include a publication such as a book or, an exhibition.

Ownership of IP and outputs arising from intellectual activity
In general all IP and the outputs and outcomes arising from that IP are owned by the creator. While OP will derive benefits from the outcomes; there are exceptions to this, as follows:

“Co-ownership” refers to those materials that are jointly owned by the Polytechnic and a staff member where such activities are identified within the employment agreement, in this policy, or subject to specific agreement for co-ownership:

Teaching materials created by staff are co-owned through the contractual obligations in the employment agreement.

“Exclusive ownership” refers to IP that is created when the Polytechnic has specifically commissioned work or is part of a staff members’ employment contract to undertake specific work that will result in the development of IP as part of the employers business. Examples would include creating marketing or advertising materials, computer software developed specifically for the employer's business and course or programme development.

“Ownership by a third party” refers to IP created through work that is undertaken for an external party. All such work will be managed by contractual arrangements which will include an agreement to undertake work, defining the basis of that work, and including how IP will be managed and owned in advance of the work being undertaken.

Note: Unless specifically contracted to do so, nothing in this policy is to be interpreted as the Polytechnic claiming any form of ownership over research outputs.

Students IP
The Polytechnic does not wish to make any claim over the ownership of outputs or outcomes of students’ work. These belong to the creator.

 * 1) The Polytechnic will act in the role of a guardian of students’ activity to protect students' rights to IP.
 * 2) For a staff member or any other party to claim any interest in a student's work this must be agreed and specified prior to the engagement in the activity.

Māori IP
Māori knowledge that is brought to Otago Polytechnic remains the property of Māori.

 * IP created from Māori knowledge is owned by both Māori and the creator but is held by the Polytechnic as “guardian” of that knowledge as agreed in Te Kura Matatini ki Otago Māori Strategic Framework 2007–2011. Refer to policy MP1103 Intellectual Property - Matauranga Māori.

Attribution of Ownership of IP
The Polytechnic supports free and open access to IP and will make freely available through Creative Commons Attribution IP it owns or co-owns with the following exceptions:

 * 1) The Polytechnic may make exceptions to the sharing of IP it owns on a case by case basis with detailed reasons for limiting the free access to material; any such restrictions should be time dependent.
 * 2) IP the Polytechnic owns that it considers is commercially sensitive may also be restricted.

The Polytechnic encourages staff and students to support free and open access to IP and also to apply the Creative Commons Attribution framework to work created.

Disputes
Where there is a dispute over ownership, including co-ownership of IP, and/or the commercialisation of any co-owned IP, the following disputes process will apply:

 * 1) The matter will initially be referred to the Chief Executive who will rule on the dispute. The Chief Executive may constitute a review or expert panel to assist with reaching a decision. The outcome of the dispute process will be provided within seven working days of the Chief Executive reaching a decision.
 * 2) If the applicant wishes to appeal the decision then this must be done within seven working days of receiving the decision of the Chief Executive. The appeal must be lodged with the Deputy Chief Executive who will ensure that the dispute is mediated or arbitrated according to the principles of natural justice with an independent party.

Plagiarism
In the case of an allegation that a member of staff or a student has used another staff member or student’s IP without attribution, the following process will occur.

 * 1) The HOS will consider the matter to ascertain the seriousness of the claim and will consult with the Deputy Chief Executive.
 * 2) If the allegation is serious then the matter will be referred to the Chief Executive to be considered under section 5.5 of this policy.

Referral Documents

 * Te Kura Matatini ki Otago Maori Strategic Framework 2007 – 2011
 * Intellectual Property - Matauranga Maori
 * http://www.creativecommons.org.nz/
 * http://creativecommons.org/licenses/by/3.0/nz/


text:
User:L0stUs3r

B.J. Hamblin, mid-twenties agoraphobic intellectual with no college credits.

Currently interested in improving the World War I lesson and several wikipedia pages that lack detail on areas near where I live in middle Tennessee. I'm a big fan of military history and would love to flush out anything I can to give just a little back to the wiki's I have spent so much time crawling through.

title: User:L0stUs3r


text:
User talk:L0stUs3r

I'm posting myself a message! How grand! L0stUs3r 07:07, 14 May 2010 (UTC)

School of Ethnology
Thank you for removing that cat! I try to stay on top of my watchlist but apparently missed it when that one was added. WV needs some serious updates to the cat tree either removing those kind of cats or making them actually viable, which not many are. Have you done much work in the School of Ethnology or was that just a cursory glance kind of thing? =) --Trinity507 03:36, 17 May 2010 (UTC)
 * Excellent! WV needs more people willing to get in and do the dreaded dirty work. :) Thanks again! --Trinity507 02:52, 19 May 2010 (UTC)

School of History
Hello! I am relatively new to this site, but I have just created my first course on here entitled the Human Legacy Course. But, while doing this, I took a look at the school of history and I have seen that it is pretty dead there with not much going on at all. If we could, I would really like to revive this school and put some greater courses and expertise into it. I have seen that you are a very active member of history and this is why I am writing to you. Thank you for your time and cooperation. --MrABlair23 16:13, 24 June 2010 (UTC)

History
Thanks for the thanks!

Strange coincidence: While getting my history degree, I had a professor named William Hamblin, who focused on Middle Eastern military history. He was a good professor. The Jade Knight (d'viser) 15:48, 18 July 2010 (UTC)

First World War
See you are interested in developing this. I have created a Navigation tool which I think will help.Harrypotter 21:07, 8 August 2010 (UTC)

title: User talk:L0stUs3r


text:
User:B9 hummingbird hovering/Blog/Personal Weblog/Nonduality/Dreams (Orphic Hymn)

✧ ̓Ονείρου ✧ θυμίαμα αρώματα. Κικλήσκω σε, μάκαρ, τανυσίπτερε, οὖλε ̓́Ονειρε, ἄγγελε μελλόντων, θνητοῖς χρησμωιδὲ μέγιστε : ἡσυχίαι γὰρ ὕπνου γλυκεροῦ σιγηλὸς ἐπελθών, προ[ς]φωνῶν ψυχαῖς θνητῶν νόον αὐτὸς ἐγείρεις, καὶ γνώμας μακάρων αὐτὸς καθ’ ὕπνους ὑποπέμπεις, σιγῶν σιγώσαις ψυχαῖς μέλλοντα προφαίνων, οἷσιν ἐπ’ εὐσεβίηισι θεῶν νόος ἐσθλὸς ὁδεύει, ὡς ἂν ἀεὶ τὸ καλὸν μέλλον, γνώμηισι προληφθέν, τερπωλαῖς ὑπάγηι ίον ἀνθρώπων προχαρέντων, τῶν δὲ κακῶν ἀνάπαυλαν, ὅπως θεὸς αὐτὸς ἐνίσπηι εὐχωλαῖς θυσίαις τε χόλον λύσαντες ἀνάκτων. εὐσεβέσιν γὰρ ἀεὶ τὸ τέλος γλυκερώτερόν ἐστι, τοῖς δὲ κακοῖς οὐδὲν φαίνει μέλλουσαν ἀνάγκην ὄψις ὀνειρήεσσα, κακῶν ἐξάγγελος ἔργων, ὄφρα μὴ εὕρωνται λύσιν ἄλγεος ἐρχομένοιο. ἀλλά, μάκαρ, λίτομαί σε θεῶν μηνύματα φράζειν, ὡς ἂν ἀεὶ γνώμαις ὀρθαῖς κατὰ πάντα πελάζηις μηδὲν ἐπ’ ἀλλοκότοισι κακῶν σημεῖα προφαίνων.

LXXXV. TO THE DIVINITY OF DREAMS. The FUMIGATION from AROMATICS.

THEE I invoke, blest pow'r of dreams divine, Angel of future fates, swift wings are thine: Great source of oracles to human kind, When stealing soft, and whisp'ring to the mind, Thro' sleep's sweet silence and the gloom of night, 5 Thy pow'r awakes th' intellectual fight; To silent souls the will of heav'n relates, And silently reveals their future fates. For ever friendly to the upright mind Sacred and pure, to holy rites inclin'd; 10

p. 224

For these with pleasing hope thy dreams inspire, Bliss to anticipate, which all desire. Thy visions manifest of fate disclose, What methods best may mitigate our woes; Reveal what rites the Gods immortal please, 15 And what the means their anger to appease: For ever tranquil is the good man's end, Whose life, thy dreams admonish and defend. But from the wicked turn'd averse to bless, Thy form unseen, the angel of distress; 20 No means to cheek approaching ill they find, Pensive with fears, and to the future blind. Come, blessed pow'r, the signatures reveal Which heav'n's decrees mysteriously conceal, Signs only present to the worthy mind, 25 Nor omens ill disclose of monst'rous kind.


text:
User:Dlempa

Please see my user page at Wikipedia:

http://en.wikipedia.org/wiki/User:Dlempa

title: User:Dlempa


text:
Lectures/Literary criticism/John Keats/Keats's epic

This was an incomplete and abandoned draft based on notes here.


text:
User:TutorJDD/miscellany/miscellanea

miscellanea @ Wiktionary

title: User:TutorJDD/miscellany/miscellanea


text:
User:TutorJDD/miscellanea

miscellany:

Wikimedia Foundation

 * Our projects - Wikimedia Foundation

@ Wiktionary

 * miscellanea

Main namespace

 * The neurodiversity movement

Categories

 * Category:Activism

@ Wikipedia:

 * Church of All Worlds
 * Fan fiction
 * Dalai Lama
 * Interactive fiction
 * Soka Gakkai
 * Church of Euthanasia
 * Building character
 * Theosophical Society
 * Anthroposophical Society
 * Christian mysticism
 * Joseph Bruchac
 * Higher Power
 * Misotheism
 * Grief
 * Dichotomies category
 * Sogyal Rinpoche
 * Affection
 * Missionaries of Charity
 * Carl Jung
 * आसन search
 * Donald Winnicott
 * Ch'i

Biology:

 * Gamete
 * Hybrid (biology)
 * Vegetative reproduction
 * Hydra (genus)

Some diagnoses in my life
Some of these have had official paperwork documentation; others are hearsay:

 * Incarnation (around 1968/1969),
 * Autism (around 1972),
 * Blindness (around 1972),
 * Brain tumor (after exploratory surgery around 1972),
 * Craftsman of the Year (Boys' Club woodshop, when I was around 10 years old),
 * Mixed up (5th grade classmate's comment in reaction to my momentarily ungarded facial expression),
 * Imagination (anonymous public note at EHC (Enchanted Hills Camp for the Blind) around1982),
 * "spoiled" (my dad, around 1983),
 * Great (schoolmate who became a frequent roller skating partner, 8th grade),
 * Inferiority/Superiority complex (self diagnosis around 1983),
 * unfocused physical energy (wrestling activity counselor, Enchanted Hills Camp, around 1984),
 * Computer Tutor (around 1985),
 * "fit to sell pencils on the street corner" (friend who, a couple of years earlier, admired my will-power, around 1985 or 1986),
 * Tenacious (comment from supervisor&friend around 1985),
 * Very descriptive (creative writing teacher, 11th grade),
 * Most improved (wrestling team trophy, 11th grade),
 * Perfectionism (around 1987),
 * Clingy (1988),
 * Dysthymia (label given by on-call psychiatrist, June, 1989),
 * emotional User (grapevine around 1989),
 * "Cold-hearted bastard" (label provided by close friend around 1990),
 * "too set" in my ways (said often by close friend early 1990's),
 * steel marshmallow (grapevine, early 1990's),
 * Stoic (fellow skier commenting on my facial expression while downhill skiing, early 1990's),
 * Well grounded (vague philosophy instructor, early 1990's),
 * "precious" (close friend, early 1990's),
 * "too kind" (friend around 1994),
 * Dead optic nerves (eye doc., probably late 1990's),
 * Confused (self diagnosis around 2001),
 * Energy crisis (self diagnosis inspired by California's energy crisis, around 2001/2002),
 * Vasomotor rhinitis (allergy clinic around 2004),
 * Bipolar II disorder (psychiatric diagnosis around 2005),
 * Over-achiever (elementary school office personnel's comment around 2006),
 * Disturbed (grapevine, around 2006/2007),
 * Fear-based, but a hoot (close friend, around 2007)
 * Dichotomous (psychotherapist, around 2007, referring to my striving for well-being and self-destruction),
 * Borderline personality disorder (psych. clinic, August, 2009),
 * Sexual "hang up" (close friend, around December, 2009),
 * overthinker (group therapist, early 2010),
 * Old-school dork (new friend, April or May, 2010),
 * "sweet" (May, 2010),
 * Geek (comment from customer in bead shop, May, 2010),
 * Whining less (group therapist, May or June, 2010),
 * Emotional growing pains (self diagnosis, June 16, 2010),
 * Happy legs and lots of bad habits to correct (paraphrasing Isaac, swim instructor, giving me feedback Thu. 2010 07 29),
 * Fickle (somewhat new friend's musing, August, 2010)
 * Treasure (close friend Labor Day of 2017)

@ WikiQuote

 * Truth
 * Benjamin Franklin
 * Dalai Lama
 * Dylan Thomas
 * Ambrose Bierce
 * Death

HSP

 * Highly Sensitive Person @ Wikipedia
 * HSPerson.Com

other forms, symptoms, and sources of over-arousal
]]
 * Anger
 * Anxiety
 * Dissociation
 * Blackout (alcohol-related amnesia)
 * Imagination
 * [[w:Conscientiousness|Conscientiousness

subPages of this Page:

 * experiment
 * Side tracks

 * parallax
 * polemics
 * PHP

title: User:TutorJDD/miscellanea


text:
User talk:The Evil IP address

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:45, 14 May 2010 (UTC)

title: User talk:The Evil IP address


text:
User talk:Ephebi

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:45, 14 May 2010 (UTC)

title: User talk:Ephebi


text:
User talk:Jaunminigreat2

I like this one You can leave me a comment for times! Click + to add a comment, Maybe you could look on Sandbox

Welcome
 Hello Jaunminigreat2, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:31, 14 May 2010 (UTC)

As a side note, it appears your user page is just a copy and paste of the whole Wiki page with formatting. Shall I delete that for you? - Ottava Rima (talk) 19:31, 14 May 2010 (UTC)

title: User talk:Jaunminigreat2


text:
Alignment telescopes

Optical alignment telescopes
The optical alignment telescope is an accurate instrument used for aligning objects on a reference line known by the optical axis, or by the line of site.

The alignment telescope mounting is precisely related to its optical axis and is uniquely designed for aligning boreholes, bearings, and more.

Alignment telescopes are very sturdy. Its stainless steel construction will handle rough working conditions and maintain its precise specifications.

title: Alignment telescopes


text:
User talk:Firevixen1

 Hello Firevixen1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 04:29, 15 May 2010 (UTC)

title: User talk:Firevixen1


text:
User talk:Ivanlul

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

 * Take a guided tour and learn to edit.
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 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 04:29, 15 May 2010 (UTC)

title: User talk:Ivanlul


text:
Portal:Military History

Welcome to the Department of Military History Part of the School of History

War has been a more or less natural condition of human societies for the entire span of recorded history. Warfare has been conducted on many different levels, from hand to hand honor duels to multinational instances of total war. The human desire for better military technology has not only driven us to the exploration of space, but has also handed us for the first time tools powerful enough to destroy us all. The massive influence that military conquest and defeat have had on the development of societies on every corner of the earth make an understanding of military history critical. An understanding of the events, peoples, and technologies humans have called on in their darkest hours will allow the student to develop a more thorough view of their world, the peoples who engage in warfare and campaign against it, and allow a fuller understanding of the events shape and have shaped nations.

'''New to Wikiversity or the Military History Department? Want something to do? Click here!'''

Courses/Projects Currently Offered
Courses currently being offered by the Department of Military History:

Thematic

 * Introduction to Military History
 * Trench Warfare

Historic Military topics

 * The American Civil War (1861–1865)
 * The First World War (1914–1918)
 * World War II (1939–1945)
 * The Korean War (1950–1953)
 * The Vietnam War (1955–1975)
 * First Gulf War (1990–1991)
 * Occupation of the Rhineland

Requested Courses/Projects

 * Emperor Gwanggaeto's Conquest
 * Small Unit Tactics
 * Force Structure
 * Mexican-American War
 * American Revolutionary War
 * War of 1812
 * The Napoleonic Wars
 * Spanish American War
 * Sino-Japanese War
 * Great Military Minds
 * Evolution of Weapons
 * Evolution of Armour
 * The Sengoku period Japan (1450 – 1605)

School Links & Affiliations

 * School of History
 * History Portal
 * Social Sciences Portal

Readings and External Materials

 * On War, by Von Clausewitz at Gutenberg.org
 * The Art of War, by Sun Tzu at Gutenberg.org
 * War Studies Primer - An introductory course on the study of war and military history

title: Portal:Military History


text:
Portal:Military History/Tasks

Welcome to the Military History Department's Task page! This one of a series of task pages linked to the School of History Task Page. This page is designed as a simple place where our Projects can list things that they need help on, so that you can dig in and get involved contributing to Wikiversity. If any of the following sound like things you'd be interested in doing, jump right in!

Introduction to Military History

 * Needs to be deleted and started in earnest; as soon as a course template is available, these tasks will be greatly simplified. William Hamblin 16:00, 15 May 2010 (UTC)

War of the Rebellion

 * Found this article that was written in broken English and still called "US Civil War." I found it adorable that the first author thought the US Civil War led to the Revolutionary War, still probably the single most compelling reason for the military history department's existence IMHO. William Hamblin 16:00, 15 May 2010 (UTC)

World War I

 * I found this one well planned and partly filled, but it needs an extensive amount of work. William Hamblin 16:00, 15 May 2010 (UTC)

World War II

 * I still haven't looked this over well, planning on getting to it 3rd or 4th. William Hamblin 16:00, 15 May 2010 (UTC)

Vietnam War

 * I found it as a stub, it basically says nothing. William Hamblin 16:00, 15 May 2010 (UTC)
 * Construction for Vietnam War has begun. Contributors are needed to improve and enrich the course. KonKweesta (discuss • contribs) 13:30, 29 April 2013 (UTC)

Additional Contributors Desperately Welcome!

 * Feel free to contribute any military history you might possess in the continued growth (and hopefully near future teaching viability) of one of the few military history departments left in the world... William Hamblin 16:00, 15 May 2010 (UTC)

title: Portal:Military History/Tasks


text:
Portal talk:Military History

Departmental Contributors
If you have contributed to the department please sign here: William Hamblin 14:26, 15 May 2010 (UTC)

title: Portal talk:Military History


text:
Lectures/Literary criticism/Percy Bysshe Shelley/Alastor collection

Context
The Alastor volume of poetry was the first collection of his poems that contained his name. It also marked Shelley's revealing himself as a poet. Many of the 12 poems discuss Shelley's views on loss.

"O! There Are Spirits Of The Air" - Mary Shelley, after Shelley's death, discussed the poem in a personally defensive manner when describing allusions within the poem to Shelley's relationship to Cornelia Turner, an affair. He first met Turner in 1813, along with her mother and aunt, at a Vauxhall Gardens event. Though Turner was married, he began to spend time with her reading poetry, especially Petrarch's sonnets on love. After leaving his first wife Harriet, he stayed with Turner's family. Shortly after, he wrote a letter to Thomas Hogg revealing his sexual attraction to Turner. Eventually, the feelings between Shelley and Turner forced Turner's mother to prohibit Shelley from visiting their home. Mary renamed the poem "To " and claimed that it was addressed to Samuel Taylor Coleridge and not about Turner. However, there is little evidence to claim that Shelley was referring to any poet more than to himself.

Mutability - The poem discusses loss, a theme found within Alastor. The poem's opening discusses loss: "We are as clouds that veil the midnight moon". Bieri claims that the beginning lines are "lovely". Later, Shelley wrote another poem with the title in the notebook containing his poem Hellas, but the later version merges his views on loss with politics.

"The Pale, The Cold, And The Moony Smile"

A Summer-evening Church-yard - During August 1815, Shelley was travelling with many of his friends and associates, including Thomas Love Peacock, Thomas Jefferson Hogg, and Charles Clairmont. They left from Oxford and travelled to Lechlade before trying to find the source of the Thames outside of Cricklade.Their wandering continued and they were supposed to travel along the waterways into Wales, but the lacked the money needed to pass through the Severn Canal and another path was blocked. After returning to Lechlade, Shelley went to the community's graveyard and composed a poem about his surroundings, titling it "A Summer Evening Churchyard, Lechlade, Gloucestershire".

To Wordsworth - During September 1814, Shelley was without funds and his wife, Harriet, was six months into her pregnancy. Their relationship was tense and Shelley was spending time with Mary Wollstonecroft Godwin, who would later become Mary Shelley. It was during this time that Shelley and Mary, along with the publisher Thomas Hookham, read Hookham's recently published work, William Wordsworth's The Excursion, but they were not pleased with the conservative nature of the poem. The poem was published as "To -" in the Alastor collection and Mary later attributed the poem to Shelley's thoughts on Wordsworth and Samuel Taylor Coleridge. However, the work, like many others within the collection, were more of a response to Shelley's feelings on Harriet and another love, Cornelia Turner, than to the poets. Many of Shelley's poems did contain anti-Wordsworth feelings, as he wrote Peter Bell the Third as a satire in response to Wordsworth's poems and the 1816 sonnet expressed some of these views.

Feelings Of A Republican On The Fall Of Bonaparte - In June 1814 while Shelley stayed with William Godwin's family, he sent wrote a letter to George Gordon Byron, which may have included the sonnet. The poem was a response to Napoleon's actions after the French Revolution.

Superstition - The poem "Superstition" was originally included in his early poem Queen Mab. The original argument follows an atheistic perspective but the Shelley revised the work to remove mention of "God" to "Intelligence, and unity, and power". It is possible that he did so to avoid critics charging the poem with blasphemy.

Sonnet From The Italian Of Dante - The poem is Shelley's translation of some of Dante's poetry.

Translated From The Greek Of Moschus - The poem is Shelley's translation of some of Mochus's poetry.

The Daemon Of The World - Like "Superstition", "The Daemon of the World" was originally part of his earlier poem Queen Mab. He was originally going title the revised section as "The Queen of the Universe"

Stanzas.—April, 1814
The feelings of losing a beloved within the poem mimic those found in Alastor.

A Summer-evening Church-yard
The poem describes the narrator's feelings of loss: "The winds are still, or the dry church-tower grass" The poem transitions into a mediatation: "hope, like some inquiring child/Sporting on graves" "breathless sleep/loveliest dreams of perpetual watch did keep"

To Wordsworth
If the poem is read with "Feelings of a Republican on the Fall of Bonaparte", the image reveals Shelley as the poet who would replace Wordsworth and use poetry against dictators.

Feelings of a Republican on the Fall of Bonaparte
The sonnet describes the treason of Napoleon to the ideas of the French Revolution but also describes the problems within Napoleon's opposition: "Treason and Slavery..." If the poem is read with "To Wordsworth", the image reveals Shelley as the poet who would replace Wordsworth and use poetry against dictators.

The Daemon Of The World
The scene of Queen Mab is replaced by Gothic imagery: "Of murder, human bones, barbaric gold"

To Wordsworth
ś===Feelings Of A Republican On The Fall Of Bonaparte===

Sonnet From The Italian Of Dante
James Bieri, in 2008, claimed the poem as "among his most beautiful creations".

Translated From The Greek Of Moschus
James Bieri, in 2008, claimed the poem as "among his most beautiful creations".

The Daemon Of The World
In 2008, James Bieri said that the poem is "a remarkable example of Shelley's creative process at work."


text:
User talk:Sri Theo

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:36, 15 May 2010 (UTC)

title: User talk:Sri Theo


text: Category:Military History

title: Category:Military History