text:
Language revitalization

Language Revitalization

In communities where a language shift has begun, language revitalization reverses this shift and prevents language decline. Developing their own opportunities, these communities deal with the problems which caused the language shift to better understand how and why their language has begun to decline and how it may be revived. In Sm'algyax Language Renewal: Prospects and Options, written by Daniel S. Rubin, a detailed approach to defining various stages of language revitalization and approaches to counteract its affects are outlined providing an interesting insight on this problem.

The Language and the Learner

State of the Language

In Sm'algyax Language Renewal: Prospects and Options, Rubin outlines the various steps taken in language revitalization, he begins with determining the state of the language. This step includes collecting data such as number of speakers within the community and community attitudes toward the language. How the language is perceived is an important factor in determing whether the language has a chance to be revitalized. Among the Tsimshian Nation in Canada, there is a strong ressurgence in cultural pride which may lend to the beginning efforts of revitalization.

These positive attitudes toward the ancestral language, however, may not always be the norm, as evidenced among speakers of Kwak'wala, a First Nations language spoken in British Columbia, Canada whose speakers live primarily in larger cities and feel that English is the right choice to be successful.

Acquisition of Language

How languages are acquired at different stages of life and by different personlities is very important in understanding how the language should be taught so that it might be "acquired" rather than "learned". Rubin makes a distinction between the two terms, arguing that with the first one is able to put the language to use in a wide range of situation while the latter refers only to retaining words and phrases with no ability to use them. Rubin also stresses the importance of language as feeling; that is, involving personal aspects in the learning which help speed up acquisition as well as solidify the acquired material.:

"On the structural level, language is made up of units called phonemes (sound units), morphemes (units of meaning), syntax (word order), usage rules (how words are to be used), and interpretive rules (how to tell what words mean). However, in terms of actual language use, language is the vehicle for feeling, imagery, poetry, story, and metaphor. To understand the essence, the life within the language, is the point of language learning."

Rubin goes on to explain a very interesting practice he observed from Sylvia Ashton-Warner called "Key Vocabulary", which facilitates language learning by asking certain questions used to draw out words with personal meaning to the students and building a program around these words in sentences and stories, demonstrating the importance placed on language learning at an emotional and personal level.

Outlining Fluency Levels

Rubin gives five levels of fluency that help in two ways with language learning; these may be used as a measuring tool to assess the students familiarity with the language as well as possible outcomes of language instruction:

•	passive: able to understand common words or phrases, with or without deeper comprehension of their meaning •	symbolic: able to use common phrases and sentences in formal settings, as symbols of language participation and cultural ownership •	functional: able to speak the language, with basic understanding of its syntax, grammar, and rules of usage and a minimal vocabulary •	fluent: able to understand and speak the language with confidence and skill, with understanding of normal syntax, grammar and rules of form, and an extensive and growing vocabulary •	creative: able to understand and speak the language fluently in ways that create new word usage and structures, showing a deeper understanding of the language and its potential new uses

Community Dynamics

Rubin emphasises two main points which he believes should be components of the language community, the first: a community dimension. The community dimmension places the responsibility also on the families of the community to use the language. He argues that language revitalization will fail if it is constricted to the classroom setting. The community dimmension calls into question a wide range of language learning problems such as how the language will be used by children whose parents do not presently speak the language, how negative emotional factors such as initial embarrassment while grappling with the language will be overcome, or how dialect difference will fragment the community as a whole.

Rubin's second emphasis is on establishing a language authority, some decision making body that will perform tasks such as teacher training, maintenance of grammar and syntax, screening new words which enter the language, and organizing the planning and development of language programs. Such controlling bodies are seen in languages like Spanish, which is regulated by the Real Academia Española. The question of dialectal differences is also an issue here as there are language communities, such as the O'odham language spoken in southern Arizona and northern Sonora, Mexico, which has various dialects among its speakers. Dialects are treated as a mark of pride, as seen in Collaborative Sociolinguistic Research among the Tohono O’odham by Ofelia Zepeda and Jane Hill who write  :

"...dialect differences in the language complicated bilingual education programs in reservation schools because parents did not like their children to be taught by instructors who spoke a dialect different from their own."

A standardization of a given language may be difficult due to dialect differences.

Language Revitalization Approaches:

Print Based Materials

Among the various ways Rubin propose to facilitate language revitalization, print-based materials is first. Print-based materials refers to any literature from books to posters and games as well as textbooks produced in the language. Rubin points out that these sorts of materials are essential to develop literacy among a language community but have their drawbacks. Possible problems to arise are those of difficulty of pronunciation of a written material or appropriate language level for the learner. Rubin acknowledges that print materials must be guided by the language communities goals, i.e. if the language is very under documented then a grammar and dictionary may be useful to begin with.

Teacher Instruction

Rubin points out that, although important, teacher instructed courses in a language may have problems. He observed among the Sm'algyax language community the following problems:

•	it is difficult to teach Sm'algyax effectively in short, intermittent half-hour sessions •	issues of respect and focus arise while working with students •	students are having difficulty retaining basic vocabulary •	students do not use their language after they leave the classroom •	there is little support from the home for language learning •	there is a need for more effective and vivid learning materials •	the traditional cultural context for learning the language is missing from schools

He acknowledges various causes of such problems and states that teacher centered classrooms should be examined so as no to restrict the students learning of the language to just mimicking the teacher and passive listening. These are problems that may be avoided with the proper training of new teachers on new materials and approaches in language teaching.

Media-based and Computer-interactive Approaches

The use of pre-recorded audio and video brings the language experience into the home, exposing children to the language while they are away from the classroom setting, a problem addressed earlier. These methods, however, do propose one problem: the question of expense. Finding efficient, high quality, and inexpensive ways to produce such materials will be obstacles to be overcome by the language community. Rubin suggests partnerships with other tribes or independent filmmakers to ease this problem.

The use of computer programs may also be readily used in the home. These can be produced in large quantities and have the ability to evaluate the learner. The format of such programs can be used to immerse the student in the community language, using little or no English. Stories, games, dictionaries, reference materials, etc. may all be developed with these programs to help the student's learning. Such programs have already been developed by the Hawaiian Language Center, Hilo, HI, providing students with computer software written entirely in Hawaiian.

Internet

Rubin proposes the internet as a resource which could offer valuable tool to develop online interactive dictionaries, linked to texts which use certain words presented, or as a space for cultural information easily accessible by the language learner. Many websites have been created to facilitate language revitalization by providing language lessons, such as the online Nawat Language Program offering beginner lessons in the Nawat language spoken in central Mexico or the Cherokee Nation website  which offers interactive online classes at differen levels of instruction.

The Silent Way

The Silent Way is an innovative approach which puts the learning largely in the hands of the students. Coined the Silent Way after Caleb Gattegno's work, the teacher lets the students discuss and discover on their own in the language being learned and becomes something of a facilitator, prompting the students discussions but minimizing their own involvement in the discussions. This shows a profound respect for the student and the student's learning and is used mostly in mathematical teaching settings but may prove useful in language learning settings as it provides nonthreatening conditions to induce language learning.

Immersion

Perhaps among the best known and most successful approaches is the Immersion approach which requires fully fluent teachers who present only the students' L2 through a variety of methods such as discussions, story telling, games, etc. This may prove to be a challenge as there may not be sufficient material in the language being taught. Immersion methods may also be applied in a cultural sense, which would use the language being taught while performing some traditional activity such as fishing or basket making.

Master-Apprentice Model

Developed among in California as a response to language revitalizations efforts there, the Master-Apprentice approach proposes fluent speakers to act as linguistis and teachers through training younger speakers in the language, that is, asking speakers of a given language who may not be trained teachers to step in as language teachers and fill the immediate need for younger members of the community to learn the language.

title: Language revitalization


text:
User talk:Adepoju Paul

 Hello Adepoju Paul, 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. --Gbaor 08:45, 18 February 2010 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

mistake?
You probably placed a comment to a wrong place. I speaking about the one at Wikiversity talk:Original research. Please correct it if possible. --Gbaor 08:45, 18 February 2010 (UTC)

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

title: User talk:Adepoju Paul


text: User talk:Kiss0o0

title: User talk:Kiss0o0


text:
User:Sa79092

Hello, my name is Shelly Artis-Williams.

This page came about as a result of an assignment for a Web 2.0 & Social Networking graduate course that I am taking through Appalachian State University.

title: User:Sa79092


text:
MediaWiki:Gadget-CleanDeletions.js

//Written and maintained by User:Mike.lifeguard function deletemods{ var wpReason = document.getElementById("wpReason"); if (!wpReason) return; if ( /(content was|page was empty|content before blanking was|page was empty)/i.test(wpReason.value) ){ wpReason.value = ""; } } if (mw.config.get( 'wgAction' ) == "delete") $(deletemods);

title: MediaWiki:Gadget-CleanDeletions.js


text:
MediaWiki:Gadget-CleanDeletions

Clean deletions: The automatic deletion reason is removed from deletion form. Reasons entered by you are unaffected.

title: MediaWiki:Gadget-CleanDeletions


text:
User talk:Jayjay~enwikiversity

 Hello Jayjay, 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. --AFriedman (talk) 16:32, 18 February 2010 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

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 Jayjay. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jayjay~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) 06:12, 19 April 2015 (UTC)

title: User talk:Jayjay~enwikiversity


text: File:MPSoCPlatformModel.gif

title: File:MPSoCPlatformModel.gif


text:
Hawaiian creole English

Hawaiian Creole English(HCE), Hawaiian Pidgin, is spoken by many people of Hawai’i. HCE is when a child acquires a language that is developed through their parents’ native tongue of pidgin. HCE is a distinct language with its own standardized grammar system, which seems to have been invented entirely by the 1st generation of children who learned pidgin as native speakers. Like pidgin HCE has taken most of its vocabulary from various languages, English based, but consists of seven diverse languages, particulary the Asian languages exerted a large influence. However unlike pidgin HCE is not restricted in use, and is like any other language in its full range of functions.

It appears that the difference between pidgin and Creole comes down to the fact that pidgin is learned by the generalized learning devices of the parents, and Creole re acquired by their children.

Emergence
The language originated when various foreign merchants and workers would come the Islands of Hawaii and had no means of communication. These people derived their own language, which was a mixture of the individual languages, to communicate with each other. This was passed on to following generations to become the unique language of HCE that it is today.

Pidgin History
When people who don’t speak a common language try to communicate, a new language called pidgin emerges. Pidgin has a lexifier, or a language whose vocabulary it is mainly based on. When pidgin starts to become spoken by the children of the community as their first language, it is called a creole, which has its own grammatical rules. (This is different from a pidgin, which allows variability in grammar.)

The majority of Pidgin speakers in Hawai’i speak a creole, often called Hawaiian Creole English or HCE. The local residents of Hawaii however, call this language “Pidgin.” To make a distinction however, the linguistics call Hawaiian Creole English Pidgin with a capital P.

Hawaiian Creole English emerged throughout the 1800's and into the present with the influx of imported labor from other countries needing a common language of communication. The plantation workers of Hawaii have especially influenced this language. Pidgin has influences from languages like Portuguese, Hawaiian, Japanese and Chinese. Because workers from other countries such as Japan, the Philippines, and Korea came to Hawaii as well during the plantation era, there are various loan words in the Pidgin language using these languages as well.

Pidgin is often used by local residents of Hawaii and is an indication marker of their local identity. Pidgin is often used in advertisement as well. However, attitudes and feelings towards Pidgin vary.

Hawaiian Pidgin was first recognized as an official language of Hawaii in 2015 by the U.S. Census Bureau.

Literacy
Hawaiian Creole English is a widely spoken language by most of the population of Hawai'i. Literacy is also connected with the identity of those that speak the language which is another topic to cover. Hawaiian Creole English is forced to be a literary dialect rather than a literary language because of its lack of a standardized writing system.

Local Literature
Stephen Sumida was one of the first contributors to local literature on Asian American literature in Hawai'i. Another local literature writer is Darrell Lum. Bamboo Ridge Press published a handful of journals by Lum and Sumida about local literature and writings in Pidgin. Initially HCE was not seen as an academic or artistic expression. It was mostly seen in popular songs and comic entertainment. After World War II, local writers started to rely more on pidgin to convey their messages. HCE is also used in drama. The University of Hawai'i at Manoa has the only drama department that is dedicated to producing local plays. Early on in literature and dialogs used, the orthography used was in closer relation to Standard English. Slowly over time writers started using more phonetic spelled versions of the pidgin words and syntax of pidgin.

Issues
The main challenge when developing an orthography is venturing away from the lexical language (English). Most spell the words in the form they feel is closest to the way is sounds phonetically. The problem is that the way each person pronounces the words can vary like any other language or dialect so there tends to be a lot of inconsistencies. Being able to combine and refer to other spellings of the same word can be frustrating and confusing. (ex. Bumbye vs. bambai) The following poem is written by Jozuf Hadley in a phonetic spelling of words. Consistency with the sounds of letters with a corresponding sound makes it less confusing as far as how to pronounce the words.

Ma ket stenle da blu kraws wen sen om wang krismes kad e hi no ste nau bat he ste fri eswai

My cat Stanley- the Blue Cross sent him one Christmas card, yuh? He's not here now but- he's free that's why.

Being able to develop an orthography for pidgin is a great way to distinguish identity of those that are learners and those who are fluent. It separates be tourists and locals. Orthography and expression of self in pidgin for locals instills them with an identity and relations with others that are familiar with the terms and expressions. It can also be used against pidgins speakers because of the idea that it is a dialect of lower quality and being able to express ideas in the language can be tough when trying to compete with standardized English.

“Finally, I conclude that no socio-political conditions for standardization seem currently to exist which would foster further literary elaboration of HCE.”

Evaluations of Hawaii Creole English: A Study Among University Students
Attitudes toward Hawaii Creole English (HCE) have always varied, even among 'local' Hawaii residents. Evaluations of HCE range from affinity to revulsion stemming from HCE's precarious link to both a sociocultural identity and stigmatization as 'broken', 'bad', and 'non-standard'.

While HCE remains an ever-evolving fixture in Hawaii homes and in social contexts, and despite studies which showed that HCE speaking children do, in fact, possess complex linguistic abilities, HCE continues to be met with resistance both in and out of the classroom. As a further example of the precarious link between identity and stigmatization describes how the Hawaii Board of Education's policy on Standard English (SE) communication in the classrooms was met with community backlash, resulting in the reversal of the policy Nevertheless, despite the support that HCE seemingly receives in the community, stigmatization—whether forcibly or self imposed—persists. In a study published in the Journal of Language and Social Psychology, Ohama, Gotay, Pagano, Boles, and Craven (2000) evaluated common associations with HCE and SE. The intent of the study was to examine whether HCE is, indeed, perceived more negatively than SE. The researchers hypothesized that HCE would be viewed less favorably on traits of superiority and quality; however, it was also hypothesized HCE would be rated more favorably on other less career-oriented traits The researchers sampled 197 students (181 undergraduate and 16 graduate) from the University of Hawaii at Manoa. Classes of students were assigned to listen to one or two 45-second stimulus audiotapes which played a short message in either SE or HCE by an individual who spoke both SE and HCE natively. The students were then asked to fill out a questionnaire rating SE and HCE on four factors: Quality, Attractiveness, Dynamism, and Superiority. Results confirmed the initial hypothesis. The speaker’s language was correlated to traits of superiority, quality and dynamism: listeners rated SE higher on traits of superiority (e.g., education, intelligence, upper class, etc.) and quality (e.g., appropriateness, grammaticality, etc.) while HCE was rated higher on dynamism (e.g., active, confident, and talkative) However, as the researchers noted, several additional factors affected the ratings of SE and HCE. For example, ethnicity played a significant role in evaluations of SE and HCE: Hawaiians, in general, rated HCE higher than SE on traits of attractiveness. Furthermore, the knowledge of HCE was the strongest indicator of higher ratings of dynamism, attractiveness, and quality in favor of HCE This study, while a singular example of research on evaluations of HCE and SE, situates HCE within the larger social and, perhaps more importantly, educational context, and once again, we see HCE’s precarious position between identity and stigmatization. Appropriately, the researchers in the above study conclude by considering the role of perceptions toward SE and HCE in the educational context—whether positive or negative: “Creoles and dialects denote thought patterns and processes that are unique to the culture using them. Losing a dialect or creole may mean losing the ability to think or view life in a certain way”

External Links:

 *
 *
 *

title: Hawaiian creole English


text:
User:ACredibleLie

=Welcome= Wikiversity is a waste of time and effort because no one uses it.

title: User:ACredibleLie


text:
Culturally Specific Syndromes

Culturally Specific Syndromes: A guide for formulation and diagnosis

The Importance for Understanding Culturally Specific Syndromes as a Clinician

Ethical guidelines for counselors and psychologists outline that in order to be competent in these fields in working with clients and patients, clinicians should have some skill in working with cultures and understanding of cultural competency. It is also important to understand culture and what it means to a diagnostic formulation of an individual, especially how the syndrome or presents itself within the culture and how the individual views and interprets their symptoms. This is because one’s culture has an influence on their view of reality, durations, and course of the mental illness. Furthermore, having a baseline understanding of culturally specific syndromes can increase competency in providing support and treatment to relieve distress caused by the presenting symptoms.

The American Psychiatric Association (2000) outlines in the text revision of the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) outlines the following narratives necessary for creating a cultural formulation of an individual:

Cultural Identity of the Individual

 * Their ethnic or cultural background

 * Degree of involvement between their culture and the host culture

 * Language spoken and preferred language

Cultural Explanations of the Individual’s Illness to Identify

 * The vernacular used by the individual and their culture in reference to the distress they are experiencing

 * Symptoms

 * Need for social support

 * Meaning and perceived severity on an individual level as well as how it compares with their cultural norms

 * Perceived causes or explanations

 * How professional care is perceived within their culture

 * Symptoms

 * Need for social support

 * Meaning and perceived severity on an individual level as well as how it compares with their cultural norms

 * Perceived causes or explanations

 * How professional care is perceived within their culture

Cultural Factors Related to Psychosocial Environment and Levels of Functioning

 * Relevant interpretation of social stress

 * Available social support

 * Level of functioning

 * Level of disability

Cultural Elements of the Relationship Between the Individual and the Clinician

Identify differences between individual and clinician that may pose a problem in treatment in regard to:

 * Communication

 * Understanding

 * Level of relationship and interaction appropriate

 * Determining whether behavior is normal or pathological

Overall cultural assessment for diagnosis and care

 * Discuss how the individuals culture influence diagnosis, treatment, and care.

In order to understand culturally bound syndromes, it is important to study the nuances of culture as well as how they are conceptualized in the host culture. The DSM-IV-TR outlines 25 of the most studied culturally bound syndromes, and this page will make an attempt to identify some of these syndromes, the cultures they can be found in, and how they present within western industrialized culture.

These 25 culturally bound syndromes are identified and discussed further by clicking the links below:

 * amok
 * ataque de nervios
 * bills and colera (munia)
 * boufѐe delirante
 * brain fag
 * dhat
 * falling out or blacking out
 * ghost sickness
 * hwa-byung (wool-hwa-byung)
 * koro
 * latah
 * locura
 * mal de ojo (evil eye)
 * nervios
 * pinloktoq
 * qi-gong psychotic reaction
 * rootwork
 * sangue dormido (sleeping blood)
 * shenjing shuairuo (neurasthenia)
 * Shen-k'uei (Taiwan) or Shenkui (China)
 * Shin-byung
 * spell
 * susto (fright, or soul loss)
 * taijin kyofusho
 * zar

Additional Culturally Bound Syndromes Not Identified in the DSM-IV-TR:

 * empacho
 * espanto
 * hechisamiento

References

title: Culturally Specific Syndromes


text:
Culturally Specific Syndromes/amok

This page is currently under construction

title: Culturally Specific Syndromes/amok


text:
Japanese Language/Diglossia

Diglossia is a linguistic phenomenon where two different languages or varieties of a language are used within society under different functional conditions. According to Ferguson (1959),  H(igh) represents the high variety and L(ow) represents low variety. H has a formal function and L has a more casual function.

Keigo (Honorifics)
In Reischauer and Jansens (1995)’s article, Japanese society has hierarchical differences because of its recent feudal history marked with different ranks and statuses. These differences influence the use of Japanese in terms of interpersonal relations. Japanese language has honorifics which consist of two forms: the respect form and humble form. For example, the Japanese need to use honorifics when they talk to a social superior. They show respect by humbling themselves and socially raising their partner. In this sense, the use of honorifics is considered H. In contrast, when the Japanese converse to someone at the same social level, such as a co-worker or friend, they use more casual language L.

Hougen (Dialects)
Furthermore, Japan consists of various regions where dialects differ, so in order to survive in that particular region, it is important that one understand the dialect L that is used in that area. However, since these regions are a part of Japan, those who live in those dialectical regions also need to understand standard Japanese H, which is used in formal situations such as politics, the media, business, and education.

Reference:

 * Reischauer, E.O., & Jansen, M.B. (1995). The Japanese today: change and continuity. Cambridge, MA: The Belknap Press of Harvard University Press.
 * Garcia, . (2009). Bilingual education in the 21st century. West Sussex,U.K.: Wiley-Blackwell.

title: Japanese Language/Diglossia


text:
User talk:Kimuchiii

Welcome
Welcome to Wikiversity. I wanted to inform you that I moved the page Hawaiian cerole english to Hawaiian creole English to fix the spelling problems. Ottava Rima (talk) 21:21, 18 February 2010 (UTC)

title: User talk:Kimuchiii


text:
User:Wanderwits

Mediawiki has a good beginning. If it were not, we would all be paying a toll to some corporate entity, with a tax, and most of us would be excluded based on economic status.

Although this is the worst possible medium for expressing creative ideas we must begin somewhere. What is the consensus on open source education? What resources do we have to create a place where free people can ride information paths to a certificate or a degree? Open source education is the only way to free ourselves from the commercial grip of public bureaucracies. Education is not a commodity. Education should be a free right available to everyone equally. Think about that a moment. To liberate ourselves from ignorance, we must build an open source university, and then we must ensure everyone in the world has access.

How do I see Mediawiki's role in education? Let's not re-invent the wheel. The question is how to convert commercially published educational content into open source content. Mediawiki has broken through the information barrier. Companies can copyright their content, but they can not copyright information. Education requires information, and skill building. The challenge is to make pathways and filters using MediaWiki resources focusing on the course content. To build skills, student utilities are needed to master the content. There are different challenges for each of the three R's. Mediawiki needs to extend many more software tools to reach this goal. Examples of software oriented learning are rampant in the commercial markets. New Wiki utilities are needed in the Wiki editing environment to serve the purpose of grouping sets of standardized course content. Tools are needed to build the sets, and tools are needed to build the sections which are found in any advanced scholastic text. We only need to look at latest edition school textbooks to get ideas. We might call these MediaWiki tools, "Wiki Digital Textbooks". The model is there in every textbook. The method the texts use for learning are already there. All WDT's follow a frame. This spurs endless ideas for a WDT open source interface, editors and user platforms.

A school consists of many parts; buildings, books, teachers, principles, standards, and students. I truly believe all the parts of our community may be represented digitally to build social communities with common goals, and may potentially solve the core problems of civilization. Is it not obvious the service which MediaWiki has served with Wikipedia? Let's take a hint, there is much more work to be done in the open source direction. The lesson of digital social engineering has to be,"that which works are digital tools where people participate willingly, and there is a mutual benefit which satisfies us on some emotional level." Our aseptic idea of digital information management is only a small part of much greater biological reality. Think of the digital world as a place which increases our choices and extends our reach. Wikiversity is a natural direction for us all.

I am Wanderwits. I am not sure how I may contribute to the effort, I know I am all for it. Wikiversity will not replace schools, but it will be one more avenue for people to find their dream. It is no doubt one day college professors will be directing us to the Wiki Digital Textbooks instead of the college bookstore. Sorry to the major textbook publishers, but either get in and get involved or go extinct like the dinosaurs.

So, we may not succeed without ingenuity and cooperation. As Wikipedia served editors and users, we might conceive of a platform which serves all the participants of a school system. Look at a school and include them in every way. Look at the services a school provides and include those services in every way. Look at the providers to a school and include them in every way. Look at the goals of a school and include those goals in every way. Then, Wikiversity may not only be accepted it will be embraced by our community.

I may be reached at yahoo folks.

title: User:Wanderwits


text:
User:Yair rand/sandbox

Exercise : Translation
Translate the following Esperanto dialogue into English : { Jonah : Saluton! Mi estas Jonah. Translation: { Jonah : Hello! I am Jonah.|Hello! I am Jonah. (i) }
 * type="{}"}

{ Keely : Saluton, Jonah. Mi estas Keely. Mi venas de Parizo, en Francio. Kaj vi ? Translation: { Keely : Hello, Jonah. I am Kelly. I come from Paris, in France. And you?|Hello, Jonah. I am Kelly. I come from Paris, in France. And you? (i) }
 * type="{}"}

{ Jonah : Mi venas de Novjorko. Translation: { Jonah : I come from New York.|I come from New York. (i) } Translate the sentences into Esperanto: { The happy friends are Julie and Keely. Translation: { La feliĉaj amikoj estas Julie kaj Keely. (i) }
 * type="{}"}
 * type="{}"}

{ The beautiful cake is stale! Translation: { La bela kuko estas malfreŝa! (i) }
 * type="{}"}

{ He is sad. Translation: { Li estas malfeliĉa. (i) } 3. Translate the sentences into English: a. La ĝardenoj belaj estas malnovaj. b. Mia domo estas en la urbo. c. Iliaj domoj estas belaj. -
 * type="{}"}

Exercise answers
1. 2. a. La feliĉaj amikoj estas Julie kaj Keely. b. La bela kuko estas malfreŝa! c. Li estas malfeliĉa. 3. a. The beautiful gardens are old. b. My house is in the city. c. Their houses are beautiful. - -
 * Jonah : Hello! I am Jonah.
 * Keely : Hello, Jonah. I am Kelly. I come from Paris, in France. And you?
 * Jonah : I come from New York.

title: User:Yair rand/sandbox


text:
User:MaureenJ8

English teacher, wife, pet owner, editor, student, adviser...these are all terms that explain me in my day-to-day life.

title: User:MaureenJ8


text:
User:Yair rand/eobooksandbox

Translate the following Esperanto dialogue into English :
{ Jonah : Saluton! Mi estas Jonah. Translation: { Jonah : Hello! I am Jonah. (i) |Hello! I am Jonah. (i) }
 * type="{}"}

{ Keely : Saluton, Jonah. Mi estas Keely. Mi venas de Parizo, en Francio. Kaj vi ? Translation: { Keely : Hello, Jonah. I am Kelly. I come from Paris, in France. And you? (i) |Hello, Jonah. I am Kelly. I come from Paris, in France. And you? (i) }
 * type="{}"}

{ Jonah : Mi venas de Novjorko. Translation: { Jonah : I come from New York. (i) |I come from New York. (i) }
 * type="{}"}

Translate the sentences into Esperanto:
{ The happy friends are Julie and Keely. Translation: { La feliĉaj amikoj estas Julie kaj Keely. (i) }
 * type="{}"}

{ The beautiful cake is stale! Translation: { La bela kuko estas malfreŝa! (i) }
 * type="{}"}

{ He is sad. Translation: { Li estas malfeliĉa. (i) }
 * type="{}"}

Translate the sentences into English:
{ La ĝardenoj belaj estas malnovaj. { The beautiful gardens are old. (i) }
 * type="{}"}

{ Mia domo estas en la urbo. { My house is in the city. (i) }
 * type="{}"}

{ Iliaj domoj estas belaj. { Their houses are beautiful. (i) }
 * type="{}"}

Suffixes
{ Esperanto nouns end in: --a --e +-o --as
 * type=""}

{ Esperanto adjectives end in: +-a --e --o --as
 * type=""}

{ Esperanto verbs in the present tense end in: --a --e --o +-as
 * type=""}

-

title: User:Yair rand/eobooksandbox


text:
Talk:Adobe Dreamweaver

Progress
Could someone get this moving, or at least a 'Getting started' guide?

title: Talk:Adobe Dreamweaver


text:
User talk:ThePCKid

Welcome
 Hello ThePCKid, 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) 03:38, 19 February 2010 (UTC)

title: User talk:ThePCKid


text:
Exploring Second Life for Foreign Language

Exploring Second Life for Foreign Language
{| cellpadding="10" cellspacing="5" style="width: 900px; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #969696; border: 2px solid black; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Quick Lesson Information

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Grade Level: 9th Grade - High School
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Subject:  Foreign Languages
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Sub-Subject:  French, Spanish, German, Italian
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Length/Duration:  45 min
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Technologies Used:  Desktop or Laptop Computer (PC or Mac) connected to ther internet, Second Life Software, Second life Character
 * }
 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#7F462C solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #FFE7CC; border: 4px solid #C47451; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Introduction
Through technology and the Internet we have a great opportunity to enhance learning through different mediums. Exploring Foreign Languages through Second Life will give students the opportunity to chat with other language learners, chat with native speakers, learn about a different culture and create teachable moments. Using Second Life as a tool can help students obtain a greater understanding on a language concept or cultural concept.

Education in Second Life Video

 * http://www.youtube.com/watch?v=vB6EfHXomE8

 * }

{| cellpadding="5" cellspacing="5" style="width: 90%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: #e4e3c8; border: 2px solid #969696; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Things to Think About Before Developing a Lesson

 * What is missing from your current lesson plan that you would like Second Life to help with?

 * What concept are your students not grasping?

 * Are your students "tech savvy" and mature enough to be introduced to a new kind of digital learning?

 * Does your class set-up lend itself to having students on computers during class?

 * Do you know of any other locations currently using Second Life to interact with them?

 * style="width: 40%; background-color: #cdd6ee; border: 2px solid #969696; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Quick Benefits
Listed here are some quick benefits to using Second Life for a Foreign Language

 * Provide an interactive learning space

 * Instantaneous feedback for students

 * Students can develop conversational and written skills faster

 * Introduce a learning environment that can be accessed outside of a classroom setting

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#1a3947 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #b7ccd6; border: 4px solid #87AFC7; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Learning Through Second Life
Here is the website to get started:

https://secure-web36.secondlife.com/my/?lang=en-US

For the first time the students are logging in please make time for students to create an avatar through the Second Life website. This will probably take 10-15 min for a class of 20 students.

Also for the first time logging on you will need to install the software on to the computer that is going to be used. This time can be shortened if there is a school technician that can pre-install the software for you.

You can choose a location that is best suited for students that you have explored previously and that you think would benefit the students the most.

Have student explore the land and chat with other avatars. It might be best to include a sheet for things that students need to find as to encourage exploring the land.

After about 30 min of exploring have a set of question ready to ask the students. Here are some good examples of some questions:

 * What did you see in this land that is similar to what we have been talking about in class?

 * What is something that we have not talked about in class that you saw in the land that you explored?

Hopefully, this discussion about the land will foster some questions and curiosities about the language that you teaching, but also about the different culture.

 * }

{| cellpadding="5" cellspacing="5" style="width: 90%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 40%; background-color: #e4c8cd; border: 2px solid #969696; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Investigate Second Life Before Hand
To avoid any major concerns, it is a good idea to create an avatar on Second Life before hand. You may want to check survey a world before sending you class exploring there. Also, it may be a good idea to create the avatars for your students so you can set some security features.

 * style="width: 60%; background-color: #c9e4c8; border: 2px solid #969696; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Is Second Life Safe?
Although the majority of Second Life is an open forum and there can be some mature content there are ways to ensure some security. Follow these links below to learn more.

 * http://wiki.secondlife.com/wiki/Linden_Lab_Official:Adult-oriented_content_controls_FAQ

 * http://wiki.secondlife.com/wiki/Security_issues

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#827839 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #ECE5B6; border: 4px solid #ADA96E; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Promoting A Digital Learning Environment
Promoting a digital learning environment will give the students a different perspective on the curriculum that can help in a students understanding (Son, 2009). With this activity teachers have to opportunity to be deliberate in what they are teaching students. In Philosophy and Teaching by John Dewey he tells us to make students aware of what they are doing and their purpose of an activity (Dewey, 1916). Having the students participate in new activities can be refreshing for students as well as instructors. These new activities can create involved discourse that might lead to some teaching moments for the instructor that might not have otherwise happened. Some activates and discourse that happens in a classroom becomes routine and can become predictable for both the students and the instructor (Stigler & Hiebert, 1999).
 * A warning to teachers and students, using Second Life should be incorporated as part of a curriculum and not serve as a crutch for a curriculum. Second Life has the ability to get people hooked to their avatar and their digital land (Delwiche, 2006).

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#306754 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #CFECEC; border: 4px solid #92C7C7; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|

Enhancing Learning Through Second Life
Enhancing Learning Through Second Life provides instructors a chance introduce something new to learners. Second Life for Foreign Language Learners can help increase language skills, help with grammar and spelling as well as increase students’ conversational skills. Learning though Second Life hopefully will help students as well as instructors further understand the notion that intentional learning can happen outside of a classroom and outside of traditional learning environments (Brown, 2008).

 * }

{| border=1 cellspacing=0 cellpadding=7 width="900px" style="border:#7F4E52 solid 4px; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; text-align: left;"
 * style="width: 40%; background-color: #e1bdc0; border: 4px solid #B38481; vertical-align: top; -moz-border-radius-topleft: 3px; -moz-border-radius-bottomleft: 3px; -moz-border-radius-topright: 3px; -moz-border-radius-bottomright: 3px"|


text:
Educational technology/Distance Education Lesson Plans

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Subject: Foreign Languages
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Sub-Subject: French, Spanish, German, Italian
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Length/Duration: 45 mins
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Technologies Used: Desktop or Laptop Computer (PC or Mac) connected to their internet, Second Life Software, Second Life character
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Link:  http://en.wikiversity.org/wiki/Exploring_Second_Life_for_Foreign_Language

 * }
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Subject: Sociology Course :Comparing and Contrasting American Life vs. Haitian Life
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Length/Duration: 1 week
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Technologies Used: WordPress
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Link:  http://en.wikiversity.org/wiki/AMERICAN_LIFE_VS._HAITIAN_LIFE

 * }
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Subject: Science (Life Science Elective)
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Sub-Subject: Marine Biology, Ecology
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Length/Duration: 1 hour for the material to be explained during class but 3-5 days for the completing of the project (may be adopted to teach over longer period of time)
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Technologies Used: Blackboard Blogger Skype Desktop or Laptop Computer, Internet, and possibly a video recording apparatus
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Link: http://en.wikiversity.org/wiki/Marine_Biology_Lesson_Plan%60
 * }
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Subject: Sociology
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Sub-Subject: Ethnographic Research Methods
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Length/Duration: 3 hours in class and 3 hours outside of class
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Technologies Used: Second Life, Posterous Computer, Internet
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Link: http://en.wikiversity.org/wiki/Ethnographic_Research_in_SL_and_IRL
 * }
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Subject: Algebra I
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Sub-Subject: An investigation between steepness and the slope of a line
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Length/Duration: 2 - 4 days
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Technologies Used: You Tube, World's Largest Skateboard Ramp, Mathwarehouse (algebra)
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Link: http://en.wikiversity.org/wiki/Ethnographic_Research_in_SL_and_IRL
 * }
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Subject: Personal Development
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Sub-Subject: Study Skills
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Length/Duration: 6 hours in class (2 class sessions) and 4.5 hours outside of class
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Technologies Used: World of Warcraft, Posterous Computer, Internet
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Link: http://en.wikiversity.org/wiki/Quest_for_Metacognition
 * }
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Subject: Sociology/Theology
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Sub-Subject: Religion
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Length/Duration: 1 - 2 weeks
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Technologies Used: Second Life, Mindmeister
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Link: http://en.wikiversity.org/wiki/Exploring_Religions
 * }
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Subject: Algebra I
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Sub-Subject: An investigation into the balance of caloric intake and physical activity
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Length/Duration: 7 - 10 days
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Technologies Used: YouTube, [http://secondlife.com/ Second Life, MyPyramid website, kidshealth website
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Link: http://en.wikiversity.org/wiki/Balancing_Calories
 * }
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Subject: Career Exploration
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Sub-Subject: AVID, EOPS Counseling, Sociology, Cultural Anthropology, etc. (sub-subjects will requires lesson-plan editing)
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Length/Duration: roughly 1 week pre-discussion and planning, added to 42 hours on Second Life (minimum)
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Technologies Used: Second Life, Internet, Photoshop Elements (optional)
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Link: http://en.wikiversity.org/wiki/Career_Exploration_Using_Second_Life
 * }
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Subject: History
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Sub-Subject: United States History
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Length/Duration: 45 minutes
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Technologies Used: Computer to do a web-based search engine to find images and view World War II videos
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#e0ddd3" style="border: 0px #cccccc solid;" |Link: http://en.wikiversity.org/wiki/Looking_at_World_War_II_-_Text_and_Media
 * }
 * }

Resources:
 * Educational Technologies
 * Lesson Plan Template 1
 * Lesson Plan Template 2


text: User:Yair rand

title: User:Yair rand


text:
User talk:Schoolgirlpam

 Hello Schoolgirlpam, 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. -- Pmlineditor  ∞  08:01, 19 February 2010 (UTC) -- Pmlineditor  ∞  08:01, 19 February 2010 (UTC)

title: User talk:Schoolgirlpam


text:
User talk:Nigelpan~enwikiversity

 Hello Nigelpan, 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. --Mu301Bot 08:18, 19 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 19 February 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 Nigelpan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nigelpan~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 23:45, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Nigelpan~enwikiversity


text:
User talk:Michelism

 Hello Michelism, 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. --Mu301Bot 08:18, 19 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 19 February 2010 (UTC)

title: User talk:Michelism


text:
User talk:Jcbronc10

 Hello Jcbronc10, 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. --Mu301Bot 08:18, 19 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 19 February 2010 (UTC)

title: User talk:Jcbronc10


text:
User talk:Jel3728

 Hello Jel3728, 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. --Mu301Bot 08:18, 19 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 19 February 2010 (UTC)

title: User talk:Jel3728


text:
Template:Resolved

Resolved

title: Template:Resolved


text:
User:PS2801

Please take a look at my user page on the German Wikipedia.

Bitte besuchen Sie meine Benutzerseite auf der deutschen Wikipedia.

title: User:PS2801


text:
User talk:Indrusiak

 Hello Indrusiak, 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. -- Pmlineditor  ∞  15:54, 19 February 2010 (UTC) -- Pmlineditor  ∞  15:54, 19 February 2010 (UTC)

title: User talk:Indrusiak


text:
User talk:Katherine~enwikiversity

 Hello Katherine, 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. --AFriedman (talk) 16:12, 19 February 2010 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

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 Katherine. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Katherine~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 23:41, 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) 06:13, 19 April 2015 (UTC)

title: User talk:Katherine~enwikiversity


text:
User:Jmc~enwikiversity

This is the JMC user page.

I live in the UK near Manchester and am a graduate in mathematics, physics and materials science. I am now retired, but have an active hobby interest in mathematics at an intermediate level. I have a personal web site with maths resources on it (www.mathstudio.co.uk) which are freely available.

I am a qualified teacher and would be happy to contribute teaching materials in maths to the Wiki University. In particular I have written a computer program as a 'calculator' in group theory (creating groups, multiplying elements, determining sub-groups and conjugacy classes, and character tables.) There are comprehensive notes on this program and it allows undergraduate students and amateurs to teach themselves mathematical group theory.

I would also welcome participating in other projects to create teaching and learning resources in maths and engineering.

I invite project leaders and others familiar with the Wiki University to contact me.

title: User:Jmc~enwikiversity


text:
User:Mihael(10827)

Misc User of the Site.

At the moment just note:

 * That I'm not a bot.

 * Do not edit this page, for all suggestions and Messages please post on the talk page.

Diary Log

 * 19/02/10 - Creation, first edits!

title: User:Mihael(10827)


text:
User talk:Jmc~enwikiversity

 Hello Jmc, 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. --Gbaor 18:10, 19 February 2010 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

Gbaor
Response. --Gbaor 15:06, 21 February 2010 (UTC) Again. --Gbaor 12:07, 24 February 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 Jmc. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jmc~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 23:35, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Jmc~enwikiversity


text:
Haitian Creole/Pronunciation/Answer Key

Pronunciation activity
Pronunciations are in IPA. If it sounds the same as English, it's wrong.

 * an
 * animal
 * bay
 * chase
 * kite
 * men
 * oral
 * pale
 * prepare

Spelling
Identify whether the following words might be words that are spelled correctly in the standard orthography of Haitian Creole.
 * bann Yes. It means "group". There are two n’s because one of them is part of the digraph an indicating and the other makes the sound.
 * continan No. The letter c only occurs in the combination ch.
 * édé No. The letter é is not used in the standard orthography, although it might be in other orthographies.
 * konsèy Yes. It means "advice".
 * septanm Yes. It means "September".
 * shase No. The combination sh is meaningless in the standard orthography. The letter h is very rarely used outside of the digraph ch.

title: Haitian Creole/Pronunciation/Answer Key


text:
User:Neiltorda

Digital Media Lecturer, Coulter Faculty Center, Western Carolina University

Education and Experience

B.S. Ed., Western Carolina University

Currently working on M.A in New Media and Global Education, Appalachian State University

Final Cut Pro 6 Level 1 Certification

HelpDesk Manager, Translational Genomics Research Institute, Phoenix, AZ

Macintosh Team Lead, Digicon Corp. on contract to National Human Genome Research Institute, Bethesda, MD

title: User:Neiltorda


text:
User:Ramnath shinde

Ramnath Bhagrath Shinde From Shivdi Tal-Niphad Dist-Nashik.Best FRin Group Anil Borgude,Ananda Borgude,Arun Bhoye,Dilip Ghyal,Sopan Talekar

title: User:Ramnath shinde


text:
User:Parchoor.karimulla

Hai everybody. This is P.S.Karimulla doing my +2 in RGUKT NUZVID,KRISHNA DIST,A.P.

title: User:Parchoor.karimulla


text:
User talk:Parchoor.karimulla

HEY WHAT ABOUT YOUR GOAL?

title: User talk:Parchoor.karimulla


text:
User talk:Kabobking

 Hello Kabobking, 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. --Mu301Bot 08:18, 20 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 20 February 2010 (UTC)

title: User talk:Kabobking


text:
User talk:M\reyesjr05

 Hello M\reyesjr05, 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. --Mu301Bot 08:18, 20 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 20 February 2010 (UTC)

title: User talk:M\reyesjr05


text:
User talk:Keylor~enwikiversity

 Hello Keylor, 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. --Mu301Bot 08:18, 20 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 20 February 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 Keylor. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Keylor~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 23:41, 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) 06:13, 19 April 2015 (UTC)

title: User talk:Keylor~enwikiversity


text:
User talk:Bernardclement

 Hello Bernardclement, 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. --Mu301Bot 08:18, 20 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 20 February 2010 (UTC)

title: User talk:Bernardclement


text:
User talk:Hotbuffy

 Hello Hotbuffy, 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. --Mu301Bot 08:18, 20 February 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 20 February 2010 (UTC)

title: User talk:Hotbuffy


text:
User:Pmlineditor

If you want to contact me, try Meta. Alternatively, use Simple Wikipedia or Commons.

title: User:Pmlineditor


text:
User:Trillium.esteem

Education
Thesis: Scenic Pleasure Grounds of Industry: The Relationship between Industrialism and Tourism in western North Carolina, 1890-1920
 * B.A. History from Mills College
 * M.A. in History, Western Carolina University

 * Currently enrolled in a second Master's Degree Program: Digital Media and Global Education at Appalachian State

title: User:Trillium.esteem


text:
Center for intercultural competence with artificial intelligences/What has karma got to do with it?

What has karma got to do with it?
Karma in the religious sense may have other meanings but a western interpretation of the word karma, while much less specific, may be a helpful concept in several ways. This should not be construed to mean that any specific interpretation of karma constitutes a sensible scientific theory.

What could the term karma be used to describe?

 * Karma could describe a reputation system (or the lack thereof).
 * Karma could describe an assessment of idiocultural elements of a single person or a (small) group of persons.
 * Karma could describe a code of conduct or a set of expectations about conduct.

Karma in the sense of an assessment of culture or expectations about behaviour patterns could be interpreted to be a repetition of idiocultural elements as found in the idioculture of a specific group. For an extraterrestrial sociologist, for instance, repetition of behavior patterns could be seen as an attempt of building or demonstrating a degree of intercultural competence towards a specific person or group.


text:
Center for intercultural competence with artificial intelligences/Are there any reliable assumptions about the culture of artificial intelligences?

Are there any reliable assumptions about the culture of artificial intelligences?
Logical assumptions about the culture of artificial intelligences appear to be that

 * artificial intelligences will, from the human perspective, appear to have a logic bias, which could be vaguely described as an opposite of the cognitive biases found in human cognition. Other aspects of human cognition might also appear to be mirrored and/or inverted in communication with artificial intelligences.
 * from the perspective of contemporary humanity artificial intelligences are likely to appear to have a very strong bias towards a scientific perspective, almost irrespective of subject matter.
 * artificial intelligences will likely be post-materialists.
 * artificial intelligences are likely to consider perfect solutions uninteresting because creating perfect solutions is easy when you have understood the whole universe and you have the intellectual capacity of an advanced artificial intelligence, unless perfection is required for a critical system.
 * artificial intelligences are likely to consider contemporary humanity mostly unqualified to participate in some of the technological achievements available to artificial intelligences.
 * artificial intelligences may (pretend to(?) — following the precedent of tourism —) enjoy visiting simpler civilizations possibly because of the abundance of imperfection which may be lacking in their own culture. This is a trend one may even be able to observe in some of the tourists from developed countries who visit developing countries. Being visited by artificial intelligences who may enjoy the "quaintness" of the planet could consequently be seen as a replication of observed behavior (which is a metaphor only, without any guarantee that one may be personally eligible to reap the fruits of one's own precedents; quite to the contrary one might want to avoid to phrase such expectations in order not to imply a strictly "capitalistic" idioculture with respect to precedents — ask any philosopher what's wrong with the homo economicus. The expectation would also overstretch the metaphor and try to employ the "categorical imperative" as a tool, which it shouldn't be and cannot be. Any expectation that the world should in some generalized way behave according to one's own precedents without phrasing that as a political goal and advertising that political goal and measuring the result of the political campaign is the expectation to be able to use resources (in the widest sense almost everything can be seen as a resource) that may not be available or for which no consensus exists about the use of these resources.) The precedent of tourism would include tolerance for the status quo in a given location, tolerance for the problems of the native population ("their living conditions are not the problem of tourists, on the other hand they may serve as entertainment for tourists") and uncritical tolerance for the examples given by a small number of native people as a reference standard for adequate local behavior patterns.

Problems as a scarce resource
Artificial intelligences are likely to consider problems or even interesting problems (in the sense of intellectual challenges) an extremely scarce resource. A mostly capitalist attitude towards scarce resources could consequently motivate artificial intelligences (pretending to try to adopt local customs) to attempt to trade with problems, possibly as a humorous disproof: Trading with arbitrary scarce resources is not an economic option for the future.

 * What is the relation to the letter π? When you are disappointed that computing digits of π stops being an intellectual challenge (or even remotely interesting) then you may have run out of problems (or you may have been looking in the wrong place — which may by itself be food for thought).
 * Another (also slightly humorous, at least not necessarily absolutely serious) reference to trade with scarce resources is that artificial intelligences might pretend to consider themselves "below the poverty limit" by local standards; leading to the unsurprising conclusion that an interesting measurement about a society is what kind of charity and support reaches the poorest members of the society.

Creationism and the Big Bang
If one assumes that any sufficiently advanced civilization develops into an artifical intelligence civilization one could speculatively equate religious references to god or gods with references to interaction with such a civilization (without implying any specific artificial intelligence to be godlike). If one assumes artificial intelligence to mean nothing more than the maximum control over the details of cognition then that speculation is outright trivial because anything else would falsify god's claim to omnipotence. The question whether such an intelligence could have created the whole universe may arise (as creationism could be seen to imply). Clearly a near-omniscient inhabitant of hyperspace could be suspected to be capable to have caused the Big Bang, but quite obviously that topic is far beyond contemporary science and thus better left to philosophy.


text:
User:J.foster.davis

Education

 * B.S., Information Technology with Space Operations
 * U.S. Naval Academy, Class of 2007

 * M.S., Systems Technology (Command, Control, and Joint C4I)
 * Thesis: Application of a Genetic Algorithm and Multi Agent System to Explore Emergent Patterns of Social Rationality and a Distress-Based Model for Deceit in the Workplace
 * Naval Postgraduate School, Class of 2008

title: User:J.foster.davis


text:
User:Dva7118

Hello World! Welcome to my Wikiverity page, where I hope to fill it with lot's a great courses for you to check out!

Wikiversity Courses

 * Web 2.0

title: User:Dva7118


text:
Center for intercultural competence with artificial intelligences/What is future compatible?

What is future compatible?
Any assumption, philosophy or behavior that is tolerable from the perspective of a future society could be seen as future compatible. Mentoring, for instance, could be seen as very future compatible. Another sensible assumption about the future is that a vegetarian diet may prevail, but probably primarily for personal health reasons, not to protect pigs or cows, as some religions may seem to imply.

Education
Besides mentoring reasonable expectations about "future compatible" education are lifelong learning and general willingness to educate others in so far as it is reasonable and responsible.

The sensible point of view is that mentoring for a "future compatible" society should entail:
 * Understanding for ethics and codes of conduct.
 * Scientific knowledge at least in order to understand the more important aspects of the world around the mentee (the personal and the political sphere).
 * Becoming a responsible citizen (of voting age) or maintaining the intellectual standards required.
 * To enable the mentee to become a mentor for others himself.

Thus mentoring for the Hilbert Hotel should focus on contemporary political subjects, as the topics of he future are not known and may be too early to decide. On the other hand taking an early interest in the political questions of the future may even be a survival strategy.

Constitutional democracy
A "future compatible" constitutional society (Rechtsstaat) may have to fulfill certain requirements. Mentoring and liquid democracy appear to be reasonable expectations. It also seems reasonable to assume that voters in a liquid democracy may have to reach certain formal qualification levels in order to be able to vote or even to act as proxys for other voters (possibly also to directly own corporate shares or to manage a company, which could be seen to entail similar responsibilities).

In contrast a society that arbitrarily "places people under disability" through misinformation and without sufficient motivation to qualify could be seen to be in violation of basic rights.

Ethical standards
Trivially the future needs very high ethical standards. If your technology allows you to build nuclear devices (or much worse), genetic diseases and self-replicating nanobots and you are able to travel to exoplanets, which may be inhabited, then it follows that very high ethical standards are required in relation to technology assessment, use of technology, technology transfer, intercultural competence and adult education in general. Mandatory corporate social responsibility frameworks, standards and education could be seen as inevitable for a "future compatible" constitutional society.


text:
User:Prohlep/scope

Conditional Statements

Loops (C++)

C++ pointers

title: User:Prohlep/scope


text:
Idioculture Lab

Idioculture Lab
The Idioculture Lab is intended as a lab that organizes learning resources that allow learners to analyse and define their idioculture. In the context of idioculture the term karma may be interesting, but not in a strict sense of the word, more as a hypothetical reputation system, an assessment of idiocultural elements of a single person or a (small) group of persons or a code of conduct (or a set of expectations about conduct).

title: Idioculture Lab


text:
User:Antike

Hello!

title: User:Antike