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User:CarrieBerg/A Taste of Autumn

A Taste of Autumn in an Emerald City

The sky is a particularly fine shade of blue. Not as rich as summer, not as pale as winter, not as fresh as spring. It is a turquoise that perfectly suits the trees, the leaves, the colors. One would almost believe that the earth dresses herself to match the sky. Fanciful thoughts, but this is true: the only time of year the sky is this particular shade of blue is autumn.

The leaves have not quite changed here. Oh, there are touches of red, more from the mulberry colored leaves of the Chinese Maple or other such trees. There are touches of yellow too. Some from the leaves, but most from the leftover flowers of summer. But there, on that wall, you can see the wildfire riot of color as the ivy sets the wall ablaze. Or over there. Those trees are competing with each other over the latest fall fashions. It is only the fall fashions that matter to them.

But not all the trees are competing. Just the young ones. And the maples. The birch trees still hold on to their glorious leaves of summer. Sparkling like emeralds in the afternoon sun. And the aspens, and the rowan, though their tastes tend to run a little more toward topaz as autumn progresses. The grape vines are yellowing too. Long past the days of bearing fruit, they wistfully recall their once laden tendrils, letting their burdens of leaves float free.

Ah, one can’t forget the berries! Why, it is hard to walk anywhere are not run into them! The blackberries are a tenacious lot. They refuse to give into the autumn sun. They cling, shriveled and dry, to their thorny vines, snaring all who pass with their sickly-sweet scent. Even the birds no longer touch those fermented treats, knowing well what drunkenness is in store. But the blackberries are small and black. They may catch the nose, but they fail to catch the eye. It is the scarlet berries of the holly or the rowan that catch the eye.

No one can miss their brilliant red berries. Ah, the clusters hanging off of the rowan, liberally sprinkling the ground with festive color. But even their magnificence pales next to the glistening ruby red of the holly. Surrounded by prickly leaves of deepest green, these berries cannot help but shine like miniature suns. They dare you to pick one, but it is best if you don’t. For your blood will well up as red as the berries as the thorny leaves snag your skin.

There are other colors too. The oranges of dahlias, the whites of chrysanthemums, the blues of hydrangea and rosemary, the odd pink of a late-blooming sweetpea. But none can match the splendor of the violet aster. Not big, the flowers are hardly larger than your thumb. But they are found in the most unusual of places with the most unusual of colors. Up there, between those rocks on a wall. Over there, almost underfoot on the path. Their feathery petals catch your eye immediately. Calling you to touch them, to savory their softness.

But the main color, surprisingly enough, is green. The rich green of the grass, still growing strong. Not dried to a pale yellow and shriveled from the heat. The ivy that decided red isn’t its best color, which is most of it. Other than that odd wall or two, most of the ivy is still a deep, deep green, rivaling the holly with its waxen luster. And of course, there are the evergreens. They shed no lively leaves, but stay a sedate green, towering over the scene as if they are forest wardens watching for fires.

But they can’t control all the trees, and some fires have started. The wild riot of colors is more spectacular here. For when you turn a corner, there! A tree ablaze of autumn! Framed by green, hidden among the ivy and evergreens. For a jewel shines brightest when it is alone and not surrounded by others. So it is with the maples of Seattle. Rare rubies or topaz found with delight when passing through the Emerald City.

.:.:.:.:.:.

This was written my first autumn living here in Seattle. I was impressed by all the greenery - and I still am. I guess there are benefits to having rain nine months out of twelve.

title: User:CarrieBerg/A Taste of Autumn


text:
User:CarrieBerg/My Great-Grandfather's Watch

Even the most mundane items can have extraordinary stories behind them. Such as this pocket watch. I’m going to tell you the story of how my family came to own this watch.

While I do not claim that this story is entirely true, here it is, as told to me by my father, who heard it from his father, who was first told the tale by his father.

Like all good stories this one starts long ago and far away.

My great-grandfather was from the island of Gotland, off the coast of Sweden. He came from a what you would consider a peasant family. They tended the horses and gardens for the Swedish Royal family. Now, gardeners are very far beneath royalty. It is doubtful my great-grandfather ever saw any royalty the entire time he lived there. But what he did see was a lot of hard work, for not a lot of money. And so he decided to try his luck in America.

Even the island of Gotland had heard of the wealth of America. Now, my great-grandfather was a very pragmatic man. He wasn't rushing off to find gold in the streets. He knew that in America, the work would be just as hard, but, there was that chance, that maybe, just maybe, you could make a fortune through hard work. And so he took that chance.

But after coming to America, he found that there was little need for a gardener, much less a stable-hand. It was true, the work was just as hard, but sadly, the pay was little better than before. He worked several jobs, one as a mechanic, and then, as a janitor at a bank.

Now, my great-grandfather knew the virtues of working hard. So he did not shy away from working the night-shift as a janitor at a bank. One night, while cleaning up near one of the desks, he found a bag of money someone had forgot to put away.

He didn't touch it at first. He was certain that someone would remember and come back for it. So he continued his rounds. But no one came. Finally, when his shift ended, he took the bag home. Surely it was safer to take it with him than to leave it unwatched.

The next day, he went to work before his shift started. He returned the bag of money and then went back to work. The manager had been wondering where the bag had gone. He didn't give my great-grandfather much notice at first. His first priority was to see if all the money was there. It was. The manage was impressed.

So a week later he decided to test my great-grandfather again. This time he left out a very nice watch. Again, as my great-grandfather cleaned the building, he found the watch. Believing it to be of value, he took it home.

The next day he went in to work early and returned the watch. The manager was delighted! He told my great-grandfather, "You're just the man I'm looking for."

You see, the bank manager had been looking for a trustworthy man he could employ as his chauffeur. When my great-grandfather returned the watch, he had proven himself worthy. He was hired as a chauffeur, and for a year he drove the manager around.

After a little over a year had gone by, the manager passed away. In his will, he gave the watch to my great-grandfather, as a reward for his honesty.

And that is the story of how my family came to own this pocket watch.

It is a story passed down to extol the virtues of honesty. But that is not all it represents.

The story of the watch also has a hidden meaning for my family; for only those who take the time to listen to the story are allowed to own the watch. This is how my father, the youngest son, came to own it. He took the time to listen to the story. And that is why the watch was passed on to me.

.:.:.:.:.:.

The watch is real. It is lovely, and being fully mechanical, it still works once wound. The story, for the most part, is true. I might have fleshed out some bits glossed over by the family, but the only part I fabricated was the second test - for everyone knows that in tales, there is never just one test. I'm sure someday the story will be told again, and perhaps more will be added. With oral tales, you never know how they will change with the next telling...

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


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Engineering geology

Welcome. Engineering geology related content may be developed on this topic page. Topic pages are meant to be used to organize the development content on Wikiversity. Please, feel free to improve upon what you see.

Learning projects and resources
Learning materials and learning projects can be used by multiple departments. Please cooperate with other departments that use the same learning resource.

Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for participants.

Select a descriptive name for each learning project.

 * Engineering geology
 * Search

Readings

 * Engineering geology

title: Engineering geology


text:
Nortel Certifications

Overview
Nortel Professional Certifications
 * Validate your competency with complex Nortel products and solutions
 * Improve customer satisfaction, customer loyalty, productivity, and earnings with your ability to assess and implement mission-critical business solutions.

Nortel Certified Support Specialist (NCSS)

 * Ethernet Routing Task Training

title: Nortel Certifications


text:
TECHO

The faculty of technology and engineering of the Maharaja Sayajirao University of Baroda is also popularly recognised as Techo.

The Faculty of Technology and Engineering of the Maharaja Sayajirao University of Baroda is one of the best engineering schools in the state of Gujarat. It is housed in a palatial building. The building was supposed to be a temporary palace of the Maharaja (king) of Baroda while his palace was being constructed. Hence is it located exactly opposite to the Laxmivilas palace. The Maharaja donated the palace to open the school of engineering.

Founded by Maharaja Sayajirao Gaekwad III of Baroda as the Kalabhavan Technical Institute in the year 1890 AD.

A host of different disciplines are taught in the various departments, such as:

Department of Civil Engineering Department of Computer Science and engineering Department of Metallurgical Engineering Department of Electrical Engineering and Computer Science Department of Mechanical Engineering Department of Chemical Engineering Department of Architecture

title: TECHO


text:
Avaya Task Training

Management Systems

 * Prerequisites
 * Unified Communication Management(UCM)
 * Visualization Performance and Fault Manager (VPFM)

ERS-8600

 * Configuring SNMP V3
 * Configuring SSH
 * Resetting Passwords
 * Reset the Chassis to Factory Defaults
 * Capturing Troubleshooting Info on ERS8800

ERS-5500

 * Basic Security
 * Configuring ACLs (Support Specialist Task)
 * Configuring Port Mirroring
 * Creating a custom Banner
 * Creating a VLAN
 * Disabling BootP
 * Protecting against DHCP Snooping
 * Resetting Passwords; This lesson shows how to reset the password when the password is unknown.

title: Avaya Task Training


text:
User:OpenScientist/Science 2.0

''This page is an experimental mirror of the Science 2.0 entry at Citizendium, in order to allow for barrier-free collaborative editing of a wiki article on this subject, as announced here. I will take care of synchronizing the two wikis. --Daniel Mietchen (talk) 17:13, 5 June 2009 (UTC)''

Science 2.0 is a term that alludes to Web 2.0 — interactive content creation over the Internet — and is frequently used to describe adaptations of the scientific method to this era of the World Wide Web. Many of these adaptations are related to an increased transparency of scientific research, most notably with respect to the handling of data and the publication, in academic journals, of research results derived from these data. Two important movements in this regard are Open Data and Open Access, both inspired by the Open Source movement.

Another important point is to leverage or develop Web 2.0 tools and technologies — e.g. blogs, wikis and social networks — for scientific purposes that range from databases to cloud computing to telemedicine. As such, Science 2.0 is intertwined with parallel developments in other parts of society, including Library 2.0 and Education 2.0.

title: User:OpenScientist/Science 2.0


text:
User talk:YES!

YES!

title: User talk:YES!


text:
User:YES!

YES!

title: User:YES!


text: Open Scientist/Science2.0

title: Open Scientist/Science2.0


text:
Avaya Task Training/ERS-5500/Resetting Passwords

Top

Password unknown
This procedure will assist you in resetting the switch to factory defaults, erase the configuration and reset the passwords.

 * 1) Console into the switch
 * 2) Power down the switch
 * 3) During the power on self test press ctrl-c

Menu displays on terminal
>> Break Recognized - Wait.. Press 'a' to run Agent code Press 'c' to run Cascade ext loopback Press 'd' to Download agent code Press 'e' to display Errors Press 'i' to Initialize config/log flash Press 'r' to Receive cascade test packets Press 's' to Send cascade test packets

 * 1) Press “i” to Initialize config/log flash
 * 2) Press “y” to erase
 * 3) Press “a” to run Agent code


text:
Avaya Task Training/UCM/Prerequisites

Unified Communications Management Prerequisites

 * There are a few very important prerequisite steps that you must perform PRIOR to installation of any UCM Product. Each of the UCM Products (EPM, VPFM, NRM, etc.) incorporates the UCM Common Services (UCM-CS) and the following steps will ensure successful installation and operation.

 * Failure to perform these steps can cause the installation to take an extended period of time and then fail. When this occurs and uninstallation and manual cleanup of directories prior to re-installation must be performed so it’s preferable to perform these steps correctly the first time.

 * 1) Register and Download License to the Server
 * 2) Configure the Fully Qualified Domain Name on the Server
 * 3) Validate that the Server can Resolve it’s Own Fully Qualified Domain Name
 * 4) Download and Install the Latest JRE
 * 5) Launch the installer from a simple directory with no space in the path name.

Register and Download License to the Server
A trial license will be needed to install and use the UCM Products. When a trial license is generated and downloaded from the Nortel Trial Licensing Website it will contain licenses for EPM, VPFM, and NRM in the same license file. Therefore it is only necessary to generate a single license file for use with all these UCM Products. Anyone may register, download, and generate a 60 day evaluation license for UCM Products at the following URLs:

UCM Products EPM 5.1, NRM 2.1, and VPFM 2.0 may be installed on the same Operating System on a single server. In this case a single trial license should be generated which will activate all three products for the trial.
 * Enterprise Policy Manager: http://www.nortel.com/epm
 * Visualization Performance Fault Manager: http://www.nortel.com/vpfm
 * Network Resource manager: http://www.nortel.com/nrm
 * IP Flow Manager: http://www.nortel.com/ipfm

It is recommended to create a simple directory on your server to store the license. Windows Server Example: C:\ucmlicenses\triallicense.lic Linux Server Example: /root/triallicense.lic

You will be asked to locate this file on your server at the beginning of the installation process. If you are installing all three products EPM 5.1, NRM 2.1, and VPFM 2.0 on the same server then you should use the same 60 day trial license file for all thre products. If you are installing each product on a separate physical or virtual server then you should generate a trial license for each server.

Configure the Fully Qualified Domain Name on the Server
Windows Server (2003 and 2008):

During the installation of your server, a simple servername will be configured such as UCMSERVER01 as the Windows Server installation process does not ask for a DNS domain name. UCM Products require the configuration of a fully qualified domain name for the server. Example: UCMSERVER01.norteldemo.com

title: Avaya Task Training/UCM/Prerequisites


text:
American Revolution/Chapter 1: The English Colonies in 1750/Lesson 3

Key Terms
🇨🇴
 * animism
 * Bering Land Bridge

Initial Colonization of North America
Three surges of colonization brought peoples to the North American continent. Beginning more than 15,000 years ago during an Ice Age, the first natives crossed from Siberia into Alaska via the Bering Land Bridge. (Scholars use genetic analysis of native residents in Alaska and Canada as proof of this migration pattern. The DNA of Native Americans, especially the northern peoples of Alaska and Canada, closely resembles that of native Siberians.)  Pursuing herds, the colonizers pushed east and south. As the continent warmed, the ice retreated and movement became easier.

A second wave of migration occurred approximately 12,000 years ago. At its narrowest, the Bering Sea was only three miles wide. Peoples who speak Athabascan today descend from a group of migrants who left Siberia after the land bridge disappeared using small canoes. These peoples pushed east and south along the Rocky Mountains into the deserts of the American Southwest. Today they comprise the Navajo and Apache nations.

A third surge of colonization began about 5,000 years ago. These migrants, the ancestors of the Inuit and Aleut, were skilled boat builders and specialized in hunting sea mammals, like whales and seals. The Aleut settled the Aleutian Islands of Alaska while the Inuit settled along the Arctic's edge and slowly moved eastward through Canada and into Greenland.

Native American Culture
Initially, Paleo-Indians lived by hunting and gathering in small bands. Most of the archeological sites show temporary encampments near perennial springs, waterholes, and river crossings. These peoples used a basic spear with a sharp, flaked-stone point bound tightly to a wooden shaft for hunting. As they expanded into more temperate climates, the natives established more permanent settlements that incorporated hunting/gathering with agriculture for sustenance. Hunting evolved into seasonal excursions while gathering focused on the preservation of resources native to a particular place. These natives also practiced basic land management techniques like setting fire to wooded areas to control brush and enhance deer habitat as well as weeding out inedible plants.

The Native Americans exhibited many characteristics of European society. They had structured gender and familial relations, distinct language (albeit unwritten), religious and spiritual beliefs, construction, agriculture, and in some places, advanced mathematics and astronomy. Despite this, the Europeans believed the natives to be primitive because their religious beliefs, focusing on animism, discouraged metal tools and domesticated animals. Almost immediately, the Europeans pushed to convert the natives to Christianity.

Because Christianity alienated spirit from nature, the Europeans felt justified spiritually to harvest and utilize the land. In fact, they believed it to be their godly duty to subjugate the environment and bring the newly discovered territories into cultivation just as it was their duty to Christianize the natives. Alongside their religion, the Europeans also brought their technology, economic systems, and familial hierarchies/relations to the New World.


text:
User:Necro86

HI

title: User:Necro86


text:
User:Nikhiljain

Nikhil Jain
Welcome to my page. Myself Nikhil R. Jain, resident of Vashi, Navi Mumbai (Mumbai's Most famous Satellite Township). Currently I am Sr. Software Engineer in a well Known(Top-10 Ranked) IT Company & also own a small IT Organization with my Joint-MD & partner Mr. Sachin D. Chaudhari named "NJ-InfoTech Solutions".

I am here to help you as much as I can regarding any technical IT Forum.

Feel free to contact / blog me.

Contacting Information :-

Cell :- +91-9833973348

Personal E-Mail :- nikhiljainmumbai@gmail.com

Official E-Mail :- njinfotechs@in.com

Website :- http://www.njinfotech.co.nr

--Nikhiljain 20:59, 5 June 2009 (UTC)

title: User:Nikhiljain


text:
BCP/Cynanchum louiseae

Cynanchum louiseae

title: BCP/Cynanchum louiseae


text:
BCP/Cynanchum louiseae/Logs

2008 Logs

 * Jomegat 17 June 2008 (from photos)

2009 Logs

 * Jomegat 03:09, 6 June 2009 (UTC)
 * Jomegat 00:39, 9 June 2009 (UTC)
 * Jomegat 00:41, 26 June 2009 (UTC)
 * Jomegat 00:44, 15 July 2009 (UTC)

Recent Logs

 * Jomegat 01:11, 2 June 2010 (UTC)

title: BCP/Cynanchum louiseae/Logs


text:
User:Rjgrace~enwikiversity

This is my wiki user page... and it's under construction!

title: User:Rjgrace~enwikiversity


text:
User talk:Email4mobile

I was a bit confused to see you translating what looks to be the category lines into Arabic on an English Wikiversity. Are you aware of the Babel project where groups are encouraged to create their own language specific Wikiversities?--Graeme E. Smith 05:25, 6 June 2009 (UTC)

title: User talk:Email4mobile


text:
Anatomy/Cardiovascular System

The cardiovascular system consists of the heart and the blood vessels. The heart is responsible for pumping the blood, the body's transport medium, around the body through the blood vessels.

The Heart
The adult heart is approximately the size of a fist and weighs between 250 and 350 grams.

It is located in the medial compartment of the mediastinum (see also thorax). The heart extends obliquely for 12 to 14 centimeters (5 inches), from the second rib to the fifth intercostal space. Approximately two-thirds of the mass of the heart lies to the left of the midsternal line (or midline). The heart is surrounded by the right and left lungs, which are themselves enveloped in their own pleural sacs.

Although rare, there is a medical condition known as dextrocardia in which the orientation of the heart is reversed.

title: Anatomy/Cardiovascular System


text:
Anatomy/Thorax

The thorax is the area of the body bounded by the ribcage, or bony thorax, and lies between the head and abdomen.

In mammals, the thorax is the region of the body formed by the sternum anteriormedially, the thoracic vertebrae posteriormedially, the ribs laterally and the diaphragm inferiorly. It extends from the neck to the diaphragm, and does not include the upper limbs, which are considered to be another region. The heart and the lungs reside in the thoracic cavity, as well as many blood vessels. The inner organs are protected by the rib cage and the sternum.

It contains three potential spaces lined by mesothelium; the paired plural cavities, which surround the lungs, and the pericardium, which surrounds the heart.

Contents of the thorax
Viscera
 * Heart (see cardiovascular system)
 * Lungs, trachea and bronchi (see respiratory system)
 * Oesophagus (see digestive system)
 * Thymus gland (see endocrine system)
 * Lymphatics

Bones
 * Sternum- manubrium, sternum and xiphoid process
 * Ribs and costal cartilages
 * Thoracic vertebrae T1-12

Muscles

Anterior
 * Pectoralis major
 * Pectoralis minor
 * Rectus abdominis

Posterior
 * Subclavius
 * Serratus anterior
 * Levator scapulae
 * Trapezius
 * Latissimus dorsi
 * Rhomboids- major and minor
 * Serratus posterior superior
 * Serratus posterior inferior
 * Erector spinae (sacrospinalis)

Lateral
 * External oblique

Vasculature
 * Superior vena cava
 * Inferior vena cava
 * Aorta, including ascending and descending aorta and the aortic arch
 * Pulmonary artery
 * Azygos vein

Surface anatomy Bony landmarks Soft tissues
 * Suprasternal or jugular notch
 * Sternal angle or the angle of Louis
 * Xiphisternal joint
 * Costal cartilage
 * Ribs
 * Thoracic vertebral spines
 * Nipples
 * Apex beat
 * Trachea
 * Midclavicular or mammary plane
 * Midaxillary line
 * Scapular line

The Mediastinum
The mediastinum consists of all the structures lying inside the bony cavity, and is surrounded by loose connective tissue. The mediastinum can by divided into superior and inferior mediastinum by the Plane of Louis, and imaginary line drawn between the sternal angle and the intervertebral disc between T4 and T5 vertebrae.

The inferior mediastinum can be further divided into:
 * Anterior mediastinum, which lies between the posterior aspect of the sternum to the anterior pericardium
 * Middle mediastinum, which contains the pericardium and, more importantly, the heart
 * Posterior mediastinum, which lies from behind the pericardium to the anterior face of the spine.

title: Anatomy/Thorax


text: Template:EE SPICE fake

title: Template:EE SPICE fake


text: User:Graeme E. Smith/GreySmith PFC Involvement in Cerebellar Function Protcol 1


text: User:Graeme E. Smith/GreySmith Laminae V Involvement in Cerebellar Function Protocol 1


text:
User:Blue Frog

I'm in love with a big blue frog
A big blue frog loves me ~ Leslie Braunstein

title: User:Blue Frog


text:
User talk:Blue Frog

I'm in love with a big blue frog
A big blue frog loves me ~ Leslie Braunstein

title: User talk:Blue Frog


text: User:Graeme E. Smith/GreySmith PFC Involvement in Normal Motor Activation Protocol 1


text:
Talk:Technical writing/Courses

I've just decided to go over this course step by step to see if I can pick up a new skill. Seeing that there hasn't been any activity in the way of edits for the past several months I'm hoping that it's still an active project. Is there anybody out there? I'm hoping to breath a little life into this highly developed resource. --AndyDoan 09:43, 7 June 2009 (UTC)
 * I'm here, but I didn't develop this resource. TWFred is the TW go-to man.  The Jade Knight (d'viser) 00:05, 26 August 2009 (UTC)

Ditto
I too am hoping to enhance my skill-set by doing this course. I've been interested in getting into this field for a while so I hope to get something worthy out of it! ...lets hope it's still an active concern....... Geoff

Is this still active?
Hello, I have written some documentation and training for various projects but would like to improve my skillset. Are you still monitoring it TW Fred?

--Lelrich 14:02, 17 January 2011 (UTC)

How to earn points?
I just completed 1st part of section 1but i haven't getting any points. Prathamtechnical (discuss • contribs) 04:36, 21 November 2021 (UTC)

 * The course was developed in 2007. There may have been points available at that time, but the instructor, TWFred, hasn't been active since 2013. I've removed the references to points. Give yourself as many points as you'd like and then keep learning. -- Dave Braunschweig (discuss • contribs) 14:16, 21 November 2021 (UTC)

 * Thanks @Dave Braunschweig for answering my query. But how can I give points to myself. Prathamtechnical (discuss • contribs) 01:14, 22 November 2021 (UTC)

 * Wikiversity does not have a points system. Reward yourself however you wish and then keep learning. -- Dave Braunschweig (discuss • contribs) 14:30, 22 November 2021 (UTC)
 * Thanks for answering my question. Prathamtechnical (discuss • contribs) 07:04, 26 November 2021 (UTC)
 * That's a bummer. I like high scores lol Illegalitch (discuss • contribs) 15:02, 7 June 2023 (UTC)

title: Talk:Technical writing/Courses


text:
User:AndyDoan

Just getting started. Hungry for new knowledge and a fresh start. Hoping to make my mark!

title: User:AndyDoan


text:
Avaya Task Training/ERS-8600/Resetting Passwords

 * 1) Console into the switch
 * 2) Power down the switch
 * 3) Power up the switch

You’ll need to interrupt the boot process by hitting the “Return” key. You should be greeted with a monitor prompt.

 * 1) Press enter when you see “Press  to stop auto-boot”.

From the monitor prompt enter the reset-passwd command to clear the passwords.

monitor# reset-passwd monitor#

Enter the boot or reset command

monitor#boot

Login with the default user and password. user = rwa pwd = rwa


text:
User:Joefawbert

User Page of Joey Fawbert

title: User:Joefawbert


text:
User talk:Proximityarts

about File:Vancouver Flower Clock Poster.pdf
The file can't be PD licence because of use of copyrighted logo of the city of Vancouver. Crochet.david 16:43, 7 June 2009 (UTC)

title: User talk:Proximityarts


text:
Underwater Diving

Underwater diving is the practice of descending below the water's surface to conduct underwater activities. In ambient pressure diving, the diver is exposed to the pressure of the surrounding water, and uses breathing apparatus such as that used for scuba diving or surface supplied diving, or when freediving, will breath-hold for the duration of the dive.

Readings

 * 1)  Underwater diving
 * 2)  Freediving
 * 3)  Scuba diving

title: Underwater Diving


text: User:Graeme E. Smith/Understanding Neuro-Micro-Anatomy


text:
Aquaria/Reefkeeping

Reefkeeping, or reef-keeping and sometimes reef keeping, is a marine aquarist hobby of creating, maintaining, and actively sustaining a living captive reef, within an aquarium, complete with various life forms common to coral or other types of reefs.

Introduction
"An aquarium (plural aquariums or aquaria) is a clear-sided container in which water-dwelling plants and animals (usually fish, and sometimes invertebrates, as well as amphibians, marine mammals, and reptiles) are kept in captivity, often for public display; or it is an establishment featuring such displays."

Light
Two light levels: photosynthetically active radiation (PAR, ~400-700 nm), PAR of 80 versus 180 µmol m-2 s-1 have been used to grow "crustose coralline algae (CCA), a desired group of benthic calcifying algae", on two "types of rock (initially bare coral rock and rock preconditioned for 12 weeks under low light)".

"In general, pink CCA's developed more quickly than red CCA's, with 4.31-10.44% versus 2.45-4.56% cover after 9 weeks, respectively. Pink CCA grew more quickly on non-preconditioned rock; after 9 weeks of culture, pink CCA showed higher percentage cover and larger colony size on initially bare rock compared to preconditioned rock. In contrast, red CCA showed higher percentage cover and colony density on preconditioned rock. Although higher pink and red CCA colony densities were found at higher light intensity, no effect of irradiance was found on relative CCA cover. In addition, red CCA colony size was larger at the lowest irradiance, for both rock types."

Crustaceans
Crustaceans are arthropods. Their skeletons are on the outside of their bodies. Shrimp, crabs, lobsters, barnacles and hermit crabs are all crustaceans. Crustaceans have jointed body parts and often have many legs. Crustaceans have two pairs of antennae. Most crustaceans live in the sea and include animals, such as lobsters and crabs. Two types live on land – rolie polies, also known as isopods, pillbugs or sowbugs, and crayfish. Reference: About Crustaceans

Fish
Dragonets such as the Mandarinfish on the left are bottom-dwelling fish that constantly hunt tiny invertebrates for food, but in an aquarium most starve to death unless a refugium or place for the invertebrates to reproduce safely without any fish being able to reach them is provided.

title: Aquaria/Reefkeeping


text:
Assistant teacher course/Teachers' handbook/Policy framework Sudbury-Summerhill

—Education in America - A View from Sudbury Valley, Daniel A. Greenberg

Policy framework Sudbury/Summerhill
This policy framework focuses on the school meeting, as found in Sudbury schools and schools modeled on the Summerhill example, as the most important democratic committee of self-administration for pupils and teachers.

Sudbury and Summerhill schools are more free in the design of their school policies and may follow certain patterns in development of their school policies that emerge naturally from the decision making processes and needs of the pupils: If the pupils feel too restricted by a large number of policies their naturally desire is to reduce the policies and as a result the school system tends to become more anarchistic, which is then a cause for the counter movement to establish new policies, leading back to a more restrictive state.

An assistant teacher program can obviously only function reliably sometimes under these conditions. If the school becomes too anarchistic the assistant teacher groups can maintain a useful state themselves, but the motivation to do so may have disappeared.

School meeting
The school meeting grants one vote to every pupil and to every teacher; the school meeting meets once a week in a Sudbury school and even three times a week in a Summerhill school.

The school meeting is, of course, free to create as much of the structure of an assistant teacher program as it wants to establish or to remove as much as it deems unnecessary. A Sudbury or Summerhill school may not require all the functions an assistant teacher group could provide in another school, but on the other hand an assistant teacher group could, for instance, provide grading of works to other students on a voluntary basis and without being motivated to do so by school policy. Disqualification of assistant teachers is a decision of the assistant teacher group and the school meeting would only have to get involved if the decisions of an assistant teacher group required rectification.

School assembly
The school assembly only meets once a year; in the school assembly all parents have a vote in addition to pupils and teachers.

Clerks, committees, and corporations
Committees can provide different services to the school in general or to assistant teacher groups. Since the existence of committees and offices depends on the ever-changing opinions and majorities in the school meeting it is futile to specify any specific tasks. A look at the policy framework Galileo may, of course, help to provide some useful ideas for possible structures that may or may not be useful for a Sudbury or Summerhill school.

Recommendations
An assistant teacher program can provide motivation to progress through the hierarchy of assistant teachers and it can provide offices and committees in which pupils can practice democratic behaviors, possibly even in greater detail than in a school meeting. An assistant teacher program can thus help to further the democratic educational goals of Sudbury and Summerhill schools. At the same time the school meeting remains the most important democratic committee of the school and changes of school policy can modify the assistant teacher program as desired.

In Sudbury and Summerhill schools motivation is induced by the absence of other authority than the school meeting, whereas in an assistant teacher program self-administration is a self-evident necessity for smaller groups with the additional motivation of the need to protect a group's independence, thus the motivation and opportunity for democratic activities may be increased in comparison to a Sudbury or Summerhill school without such a program. One could also speculate that training democratic skills in smaller groups and more constraint scopes for decision-making should be more in line with the realities of adult life, without rejecting the participation of pupils in a school meeting, of course.


text:
Assistant teacher course/Teachers' handbook/Policy framework Waldorf-Freinet

Policy framework Waldorf/Freinet
Waldorf education and Freinet education make intensive use of class councils. This policy framework focuses on the class council as the most important democratic committee of self-administration for pupils.

Class council
The class council can invite pupils to form assistant teacher groups and can delegate the authority they require. In this case the class council will always be able to withdraw its support, which may become a problem if a majority of the pupils feel the assistant teachers are not sufficiently supporting their own class. A possible scenario in an early state of an assistant teacher effort is, however, that assistant teachers do just that intentionally to motivate the remaining pupils. The lack of any other political body responsible for the assistant teacher program could make the counteraction of the remaining pupils too easy, but that could be seen as sufficient under the conditions of Waldorf or Freinet education.

The class council is, of course, free to form committees and other political bodies together with other class councils, thus a charter for a grade council (as in the policy framework Galileo) can be signed by the class councils if they choose to do so. Other bodies as the class council can also be omitted, in which case the class council remains responsible for the proper operation of the assistant teacher groups authorized to educate by the class council.

Recommendations
An assistant teacher effort is compatible with the goals of Waldorf and Freinet education. If the class council retains the authority to qualify or disqualify whole groups of assistant teachers it is recommended to follow a little more formal approach than one might otherwise find in a class council. The class council could, for instance, demand written applications for every assistant teacher and for every group. Every group allowed to operate could also be given its own wall newspaper, which would have to be removed immediately (as a symbolic action) upon disqualification of a group.

The class council as the highest authority may reduce the respect of the pupils for the office of assistant teachers somewhat in comparison to an assistant teacher program where a school parliament or school meeting is the highest authority. It also seems unlikely that Waldorf schools would make the assistant teacher qualification fully mandatory, consequently it may be important to emphasize the higher status of the assistant teachers with some ceremony and a certain amount of privileges. An important privilege can be the right to visit a self-study center or learning resource centre when regular pupils have to attend a class. It is, of course, also possibly to avoid this additional motivation and to make an assistant teacher effort a volunteer effort without any further motivation.


text:
File talk:Vancouver Flower Clock Poster.pdf

Proximityarts 15:34, 8 June 2009 (UTC) As the creation of this image was in part funded by the City of Vancouver we are required to include their logo in all promotional material and have full permission to do so. Should the image be included under a different license?
 * you must ask the creator of the logo (or beneficiaries), under which license it distributes.Crochet.david 16:34, 8 June 2009 (UTC)


text:
Avaya Task Training/ERS-5500/Creating a VLAN

Two (2) types of VLANs can be created
 * Port-base VLANs
 * Protocol-base VLANs

Port-based
Port bases VLANs or sometimes called Layer-1 VLAN because it is assigned to the physical port

Syntax: vlan create  [name ] type  []}

Configuration changes are made from the configuration prompt. Test-Switch1> enable Test-Switch1# config t Test-Switch1(config)#

Examples:
enable config t vlan create 999 name blackhole type port 1 - or; vlan create 999 type port 1 - optional VLAN name label is not used - or; vlan create 999 type port - no VLAN label and the default spanning tree is used

Protocol-base
The following are protocol based VLANs:
 * protocol-ipEther2
 * protocol-ipx802.3
 * protocolipx802.2
 * protocol-ipxSnap
 * protocol-ipxEther2
 * protocol-decEther2
 * protocol-snaEther2
 * protocol-Netbios
 * protocol-xnsEther2
 * protocol-vinesEther2
 * protocol-ipv6Ether2
 * protocol-Userdef <4096-65534>
 * protocol-RarpEther2


text:
Category:Mortuary science and thanatology

This category corresponds to :

Universal Decimal Classification

393 Death. Treatment of corpses. Funerals. Death rites (http://www.udcsummary.info/php/index.php?tag=39&lang=en)

See also :

 * 2-55	Sacraments. Sacramentals
 * 614.6	Cemetery hygiene. Disposal of the dead
 * 718	Cemeteries. Graveyards. Crematoriums...

Library of Congress classification

...


text: Category:Interdisciplinary fields

title: Category:Interdisciplinary fields


text: Category:Civics

title: Category:Civics


text: User:Lonaug

title: User:Lonaug


text:
BCP/Hieracium aurantiaca

Hieracium aurantiaca

title: BCP/Hieracium aurantiaca


text:
BCP/Hieracium aurantiaca/Logs

2009 Logs

 * Jomegat 00:28, 9 June 2009 (UTC)

Recent Logs

 * Jomegat 23:37, 30 May 2010 (UTC)

title: BCP/Hieracium aurantiaca/Logs


text:
Vancouver Flower Clock Project/Wall Rocket

Back to Vancouver Flower Clock Project

This is a Vancouver Flower Clock Project Journal Page for Species Diplotaxis tenuifolia, Common Names: Wall Rocket.

General Info

 * Bloom Season

 * Habitat

Notebook
Share a poem, story, memory or anecdote about this plant. Include sketches, photographs and videos as well.

Log a Bloom Observation
To log a bloom observation, sign your name by typing "~". Please indicate if the time and date of observation are different from the time of signing. Be as detailed as possible in your description of the observation. Were the blooms open or closed? How long did you watch? Where were they situated? What were the weather conditions? Were there any surrounding plants, insects? What was your response?. Take a photograph, video or scan an image and upload it using Special:Upload.


text:
Introduction to nutrition

The Food Pyramid
The food pyramid gives a great perspective on how to eat healthily. Have at least 3 ounces of grains each day, vary your veggies, don't go for the fruit juices, make sure your dairys are low-fat or fat-free and go for baked, broiled or grilled lean meat or poultry.

How To Lay Off The Sweets
Everyone loves chocolate and candy, but they want to stay healthy, too. There are simple ways to avoid your sweets.
 * Instead of reaching for jellybeans, reach for a sweet fruit! Strawberries, cherries, grapes, bananas and apples are great alternatives.
 * If you want to eat healthy but have a little sweets at the same time, try dipping the tip of a strawberry into some melted chocolate. Or, you could do the same with a cherry.

Healthy Breakfast Examples
Here are some examples of a healthy breakfast:

 * eggs, whole grain cereal and milk, banana (could be replaced with oter fruit), orange juice (only half-3/4 of a cup full).
 * fruit salad, croissant, milk
 * oatmeal, milk, fruit

Healthy Lunch and Dinner Examples

 * turkey sandwich on wheat bread, carrots and celery
 * green beans, mashed potatoes, pasta
 * pizza, carrots, spinach

Things to Avoid
These are some things that you should avoid:
 * candy
 * fruit juices
 * oils and fats (potato chips, French fries, etc.)
 * doughnuts, pastries, cakes etc.

title: Introduction to nutrition


text:
User talk:Keela

I do belive that all children learn through what we teach them early in their learning years. Young children need patience, since not having patience in their learning years means we as providers most likely fail to guide these children in their learning years!

title: User talk:Keela


text:
User:MelissaWeaver

Group Name
Group 1

Self Assessment
Being able to concentrate on this one big group paper was a great way to get through this Analytical Writing class. Using the Wikiversity page made this really easy to do. I enjoyed working with my group on this, although we all had too many ideas and had a hard time narrowing down to a specific idea at first. But we all worked really well together. I felt that I could have put a bigger effort into this paper, but I had to prioritize my portfolio work before this class (and also why this is late, sorry. Graduation is such a huge process). I've never been so involved in class discussions before, I really enjoyed what we talked about in class, and how even presentations turned into discussion. Overall, I felt I did well with this class and really enjoyed it, despite it being on a Wednesday morning.

title: User:MelissaWeaver


text:
User talk:Naveen.shetty1985

hi

title: User talk:Naveen.shetty1985


text:
Talk:CamelCase

The technique discussed on this page is actually the CamelCase naming convention, see: Hungarian Notation means giving variables a name that reflects their type, such as beginning all string variables' name with the 's' prefix, such as sUserName, sPassword; while prefixing all integers with another prefix, for example i, such as iAge and iWeight. However, this topic should be seriously extended and re-written, with a title of something like "general coding style guidelines", providing some language independent (rather difficult task) or language dependent coding advices regarding capitalization, naming conventions, whitespace conventions (such as usage of space around operators and identing), etc. Giving general guidelines concerning this topic is rather difficult, as programming in C# tends to be rather different than programming in say... Pascal, but some universal guidelines can be provided. (As a software engineer student I'm rather surprised that nothing like this is included in the curriculum around here, thus reading each other's code sometimes proves to be a rather demanding task, even within the bounds of programmers from the same university.) 194.39.218.10 14:29, 10 June 2009 (UTC) Attila Bertók

1) The statement: "The first word in a Hungarian notation sentence is already clearly marked out as the first word which means that you do not have to capitalize it." ...Makes little sense to me. Charles Simonyi suggests that the capital initial belongs to the "qualifier", and the first word, the "type", is lower-case. 2) There is no discussion of combining type prefixes. 3) A table of Hungarian Notation as used in Microsoft Windows would be *very* helpful. Madman420 10:54, 11 August 2009 (UTC)

While it is important to know what CamelCase and Hungarian Notation are, please note that CamelCase and Hungarian Notation are NOT in use everywhere, as implied by this article, and are even frowned upon in some professional circles. Examples include many C programmers in the UNIX and Linux tradition. The argument for CamelCase is that it requires less keystrokes to type something like "ClearAllVariables" than "clear_all_variables", However, the latter is much easier and faster for the brain to parse because the words are clearly separated. This is compounded because some lower case letters are tall (l, t, etc) and can't be, at a glance, determined if they are uppercase letters or part of another word until the brain actually processes the letter itself.

Hungarian notation not only suffers from this, but also (in my opinion) unnecessarily elongates variable names with type information. Type information shouldn't be conflated with variable information: if you change a variable's type, you now have to go through and change all the references to the variable into the new name. It also leads to hard-to-read variables whose meaning can be lost in a sea of type information (ie, "ptrByteIter" versus "iter"). Finally, the main reason given for HN is that a programmer can tell exactly what the type of a variable without looking at the variable declaration. This, however, assumes that functions are complex, with too many variables, or variables that have names that don't relate to their use. If that's the case, a much better option is to break the function into a collection of simpler functions: not to add type information to the variables. See the linux and solaris kernel coding style documents for more examples.

Good article, just wanted to point out that not everyone uses HN or CamelCase. 173.64.113.92 03:02, 21 October 2010 (UTC)

Hungarian notation is not the same as CamelCase
As noted before, Hungarian notation is not the same as CamelCase, but rather a variable naming convention using the type as a prefix. Hungarian notation should not point to the CamelCase article. Wmsigler (talk) 18:39, 3 July 2012 (UTC)

Capitalisation
Why does the article refer to "CamelCase"? Would it not be better to refer to "camelCase"? If that's not possible, how about "Camel Case" as two words? 77.73.168.99 (discuss)

 * It is possible to lowercase the first character of an article title using DISPLAYTITLE. However, in general we follow Wikipedia's lead in terms of how things are named.  See CamelCase.  -- Dave Braunschweig (discuss • contribs) 13:48, 3 July 2014 (UTC)

title: Talk:CamelCase


text: File:ERS-5520 config prompt.JPG

title: File:ERS-5520 config prompt.JPG


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User:Olsonsj

1. Personal Background: I was born in Dallas, Texas, and moved to Boone around the time I was in the sixth grade. Both of my parents are professors at ASU. I have one older sister that was starting college at the time we moved to Boone. While living in Dallas it was not a far trip to Colorado where I first skied at the age of two and loved it ever since. My family started taking annual ski trips so by the time I moved to Boone I was already a seasoned skier. Learning to ski and race on East coast ice helped tune my abilities even further. After graduating high school, I spent a few years doing the ski bum thing out West. Now I am back in Boone where I live with my girlfriend Laura and our four dogs (2 Golden Retrievers, an Akita, and a Scotty). All six of us enjoy to be outdoors whenever possible enjoying the mountains of North Carolina. 2. Professional/Academic Background: - Watauga High School Graduate - Caldwell Community College associate degree in Aviation. - Caldwell Community College associate degree, transfer curriculum. - ASU BS Technical Photography - Professional ski bum - Professional photographer 3. Information/Technology Background: I have no formal training in information technology or computer systems. My knowledge is a result of incidental learning while studying aviation and photography. I am Currently taking a graduate course in Web 2.0.

title: User:Olsonsj


text:
User:Jerrymiami

I took French in Junior High, High School and College years and years ago but never gained any fluency. Every time I get to France I begin to pick up the language but I am always starting from scratch. Would like to keep up my vocabulary and grammar so that I can be prepared for a summer visit to Paris. Luckily I know a French speaker but would like some actual material to work with.

title: User:Jerrymiami


text:
User talk:CQ/BCSTM

This is the Discussion area for Friends of Charley who want to chat about experiences at Bethel Colony South. We keep it friendly, fun and functional as we stay connected with each other and analyze our progress through life's various programs of recovery

I thought ya'll would never show up!
Hey Ron, Russell, Jeff, John, Kenny... Just hit an "edit" button and type. CQ 21:19, 10 June 2009 (UTC)

title: User talk:CQ/BCSTM


text:
User:Therrien~enwikiversity

I am new to wikiversity. The collection of information boggles my mind. Yet I believe here I will find the tools and knowledge to affect change in my chosen field. I will contact __Jolie. Her comments and questions were thought provoking. My research concerns home health care and its impact on the elderly and disabled. I wish to demonstrate the effectiveness of communal informal education. I believe the "Learning to Learn the Wiki Way" project may help both my goal and my ability to provoke lively debate. Add comments as you will. An outline will follow once it reaches coherent form.

title: User:Therrien~enwikiversity


text: User:Graeme E. Smith/GreySmith Cerebellar Involvement in Action Protocol 1b


text:
User talk:Therrien~enwikiversity

 Hello Therrien, 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! --CQ 04:14, 11 June 2009 (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 Therrien. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Therrien~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) 06:24, 19 April 2015 (UTC)

title: User talk:Therrien~enwikiversity


text:
User:Ella-Rose

Hi my name is Ella-Rose!

title: User:Ella-Rose


text:
Talk:Ethics/Nonkilling/Mathematics

Proposal to Move Article
I'm sorry, but this really should be in a Philosophy of Mathematics section under Philosophy, not in Mathematics. USSalkaselsior 07:15, 11 June 2009 (UTC)

Seconded. This is by far and away philosophical, and contains no actual mathematical theorems or proofs. Tagged to request a move to a more appropriate faculty. Lusankya 16:57, 9 October 2009 (UTC)

Thirded. Why does this appear in the same list as "elementary mathematics", "pure mathematics", and "applied mathematics"? It looks like an appeal to some unpopular philosophy rather than a major branch of mathematics.

Fourthed. The guy who wrote this article should read Godwin's The Cold Equations. ZoneSeek 02:15, 3 May 2010 (UTC)

Fifthed. Applied math might be used but this isn't math strictly speaking. iliketolearn777 02:24, 2 June 2014 (UTC)

 * I don't understand what this subject is, it looks like 'nonkilling' studies or science. iliketolearn777, do you think it belongs under Philosophy of mathematics, or where?. - Sidelight12 Talk 09:53, 2 June 2014 (UTC)

title: Talk:Ethics/Nonkilling/Mathematics


text:
User:TimStandridge/number21

Number21
When I read Shakespeare’s Sonnet #21 at first I thought it was about inspiration. I then broke it down line by line and tried to translate it into something of a more modern poem. 1.	So is it not with me as with that muse, I read into it, 1b. Am I any different than a muse However thinking on it longer, I think he may have actually been inquiring if the object of his attention thought of him as any less or more than, another object of obsession. 2.	Stirr’d by a painted beauty to his verse, I read into it, 2b. A song writer inspired by a beautiful person in makeup, This part said a lot of things to me, and I feel it is very ambiguous; for starters who dos “His” apply too. Is it the song writer who is moved by an actor reciting words that he had written? Or perhaps the painted beauty caused the stirring that is in fact responsible for the writing. 3.	Who heaven itself for ornament doth use, I read into it, 3b. The muse being used by heaven for the definition of beauty itself. This line I think says that there is justification in thinking so highly of the muse’s beauty because heaven made it so. 4.	And every fair with his fair doth rehearse, I read into it, 4b. And those of this kind rehearse together, It is interesting to think that the click people attribute to high school is actually a form of socializing that has been around for a very long time. 5.	Making a couplement of proud compare’ I read into it, 5b. And when together they look better than others’ It may be that there is a certain implication that the separate individuals lose their luster when alone, but together they feed each other’s ego’s. I think it might be a way of saying when you are alone you are strange, but when everyone is doing something you can be as good as every one else. 6.	With sun and moon, with earth and sea’s rich gems, I read into it, 6b. for every time, and for important beings of everyplace, To me this was his way of alluding to the unimportance of when and where, putting the emphasis on the idea and not the specifics. 7.	With April’s first born flowers, and all things rare, I read into it, 7b. With new life so fragile, and so few, We talked a lot in class about how there was a lot of beautiful people should procreate themes in his writing, and sadly I think this is one of them. 8.	That heavens air in this huge rondure hems I read into it, 8b. That heaven is here contained in the now, Rondure is the only word I didn’t really know for sure, so I looked it up and it means round. It may be that he just means heaven reaches down to touch the edge of this world. 9.	O! let me, true in love, but truly write, I read into it, 9b. Though I am in love, let me write the truth, I liked this line to me it says, he is in love, but he knows there is something wrong with that love, whether it is an actual wrong or a perceived wrong, maybe even a spiritual wrongness that causes him grief. It says to me that he struggles to tell the truth of the matter in his writing. 10.	And then believe me, my love is as fair I read into it, 10b. In the truth of my writing see that my love is as fair Because he is struggling to write theses word’s, he is also struggling to be in love.

11.	As any mother’s child, though not so bright I read into it, 11b. Just like a child, loved but innocent To me it means you don’t have to be able to understand what love is intellectually, to know what it is emotionally, a baby knows its mothers love without understanding any concept of love. 12.	As those gold candles fix’d in heavens air: I read into it, 12b. The light that shines down from heaven I was kinda stretching on this one, im still not sure, it could be a reference to stars or the sun. 13.	Let them say more that like of hearsay well; I read into it, 13b. Let them talk This one truly is a tongue and brain twister, not sure if I got the right meaning, but it feels like he is building towards a declaration of statement to me. 14.	I will not praise that purpose not to sell. I read into it      14b. I will not encourage a course to change your mind. With that in mind let me say that I don’t know if anything I have said herein could even be true, but just my own opinion. Indeed who could suppose to understand the writing of someone so far removed from us. I think the Crux of it is that Shakespeare wanted to immortalize in writing certain aspects of mankind, but the real since of irony I get here is that if we can no longer understand what his true intent in writing things was, can you then say he was successful?

title: User:TimStandridge/number21


text:
User talk:Jms2117

InResponseToEkphrastic
Hey so this is in response to your Ekphrastic post John Schlicht. I like it, the story is great and the dialouge you use gives me a clear picture of the person telling the story. I only vaugley remeber the old Paul bunyon story, and mostly I just picture the animated cartoons I have seen. What I like here is that you have taken something that is purely mythical and turned it into something of a debunked myth. Have you read the stories of Pecos Bill, I ask because I think those would be great stories to use in the same manner. I read your other post's as well and I think you have a great Sense of imagination keep up the good work!

ResponseTo"I Remember Paul Bunyan"
Responder: Ryan Lervick

I really enjoyed your piece on the life and times of Paul Bunyan as seen by his fellow man. I think it used alot of nice imagination, especially to write in a style of language that i think did a good job of fitting the time that you were trying to set the piece in. I liked how you related the story through a man that became an aquaintance of Paul Bunyans through the craft of felling timber. It was cool how he talked of how it really was, and helped us to understand how things were exxagerated and stretched from the truth. I also have not read or even thought about paul bunyan in a long time. I think i remember him from old stories my mom used to read, but this brought back memories and it is a nice story to hear, and written in a god style that is similar to the book we read "my Jim" in the sense that it is told from a fireside story perspective or one that is being pasted down from one person to another. Good job on the story.

 * John,

I am deeply impressed by your writing style. Your grasp of words is impressive. Shall I share some of my favorite lines? "eldritch energies glowing a sickly green through their eyes," "antediluvian automatons," the entire second paragraph... I could go on, but I'd probably end up listing the entire story. The pictures you paint with your words are so vivid! I can easily imagine the entire battle sequence - from the undead armies with their baleful green glows to the mass of soldiers fighting against them.

So, I have to ask, did you have a character named Koranus who died? Or did one of your friends? Or does Koranus still live in your game? Just curious, since I'm an avid gamer myself. Granted, I usually stick to pencil and paper games without miniatures (D&D, Shadowrun, L5R to name a few), so no Warhammer for me.

I was wondering because there have been some spectacular deaths in the games I have played - and some spectacular battle sequences. So I was wondering how much of the story happened in game, and how much was added after. I'd believe it if you said the entire attack was a description of a battle you played. Ah - it makes me wistful for my old roleplaying games... CarrieBerg 03:36, 16 June 2009 (UTC)

To John:

Good job on the Paul Bunyan piece, it was always one of my favorite stories. it was easy to read, even though you typed it through the accent. The style really shows in this writing, even though you didn't explain the character who was talking at all before you started. I immediately had the old miner/logger voice right from the start playing through my head, that is a hard thing to pull off because it can be a burden if it is overdone, like in My Jim for instance, the accents were strong and limited the reading to a tougher and slower read. I would have like My Jim if the author had tweaked the language to make it an easier read. it probably also helped that you had punctuation while she didn't, i could actually tell when people were talking in your piece.

as for the story, it is nice to have an actual person be recognized as Paul Bunyan, in the books he is always the size of a mountain, which is not realistic. i always wondered about why he was that big and found it saddening as a child since he was portrayed as an American hero that pretty much his only defining attribute was his size and that was impossible for me to recreate. Hearing a story where he is actually a real human is a nice change of pace. if kids were told this story i doubt he would be as interesting though, now he is just a really tall but nice lumberjack, where is the excitement in that. now that i think about it, Paul Bunyan comes off as a real bad character. i have no way to relate to him since most of the nice things he does is just because of his size, sure i could save a guy who was trapped in a landslide 10 miles away if all i had to do was take 4 steps and pickup a handful of dirt, but i cant. he is rewarded for his freakish size, which i guess can be a good moral, but he should be rewarded for his good deeds, he should actually work for his good deeds though. a good deed isn't really a good deed if you don't have to go out of your way to do it. its helpful but not commendable. - Alex Edelsward

John Schlicht: The Peachalk That was cool! You, although I can understand and relate to fanning over authors like Lovecraft, have a talent for writing that should not be overshadowed with discussion of other peoples works. In my opinion you should concentrate on writing your own stuff, inspired or otherwise, as you have a knack for keeping a reader enthralled. Focus your energy into communicating your passion for your work (which is clear in your presentation) by doing more of it! I like how you started from the outside and worked your way into the legend of the creature, rather than starting it with the Peachalk. I found that to be a refreshing taste of literature that is not done nearly often enough. http://www.elizabethmoon.com/biblio-paks.htm This is a link to an author recommended by a friend of mine who read your work and enjoyed it as well! I myself recommend “Grunts” by Mary Gentle. The description I got before I picked it up and read it (completely unable to put it down, mind you) was, “Think orcs with machine guns.” And so I pass that on to you. It is so very much more than that! I think as a fellow avid reader and writer you could appreciate them. Sethleneelliott

title: User talk:Jms2117


text:
Wikiversity:Colloquium/archives/May 2009

Wikimania 2010 notice
Hello there, this is the official role account for Wikimania 2010, and we ask that you contribute to the Community Portal here - http://wikimania2010.wikimedia.org/wiki/Wikimania:Community_Portal

For the Wikimania 2010 Committee, --Wikimania2010-roleaccount 10:42, 22 May 2009 (UTC)

Thoughts
1. turn the project namespace (currently Wikiversity) into "Meta" or something like that.

2. Maybe start thinking about elminating the topic and school namespace again - merging them into the main namespace

 * Moving Wikiversity ns to Meta doesnt seem to me reasonable.--Juan de Vojníkov 05:33, 26 May 2009 (UTC)

Linux - teaching and learning
OK. I'm back. The yeoman in me has proposed a Linux awareness campaign to coagulate all things Linux and FLOSS on Wikiversity, including BSD. I have access to a mountain of old boxen via a ministry I'm working with, so I've started loading as many flavors as I can. So far I've got debian and ubuntu in, and will be going down the list. I'm working with the BSDs also, particularly FreeBSD. Anyone else game? • CQ 12:53, 5 May 2009 (UTC)
 * It is great to have these things in here. I there will be many teachers and learners for Linux-related topics. As for me I fal more to the second category :) Unfortunatelly I have hardly enough time for maintenance related work... I just wanted to say that your effort is very appreciated. Keep it up the good habit! --Gbaor 17:00, 6 May 2009 (UTC)

Welcome back CQ! You know I'm in. I've been busy (too much so) as of late, but I'll be helping more as time allows. Historybuff 17:40, 26 May 2009 (UTC)

ecommerce website designer
--Dear friends58.9.170.230 05:23, 25 May 2009 (UTC)

I want to built ecommerce website,so i want to know which software and online free tutorial will be helpful to guide me or anyother source. Thank you58.9.170.230 05:23, 25 May 2009 (UTC)

 * I don't think Wikiversity has much on this topic. But for free ecommerce software with their own support communities try oscommerce or zencart. Sincerely, James. -- Jtneill - Talk - c 10:28, 29 May 2009 (UTC)

CC-nc are not allow in Wikiversity or Wikimedia site same with no source and no licence file
I tag some CC-nc File with the delete template. It would be desirable to perform the maintenance work to erase those files. That is so for any files that do not comply with the rule of the GFDL and CC-by-sa as the file with no license. Thanks. Crochet.david 07:18, 30 May 2009 (UTC)

POTY
In case of interest please see the (yet unofficial) results from Picture of the year contest on Commons. My choice will be 3rd, most probably, but all the finalists (and also the rest) were very nice.Also picked few similar pages from around the Net, feel free to add more, if you find something. Reuters, Telegraph, Pixcetera, NY Times, Currentaffairs --Gbaor 11:21, 13 May 2009 (UTC)
 * -( I missed this year elections.--Juan de Vojníkov 05:38, 26 May 2009 (UTC)

Final results here. My favorit came in third. But all the pictures were great. --Gbaor 18:35, 2 June 2009 (UTC)

yet another virtual university
Someone recently mentioned "Virtual Seminar University" to me, and I had to admit I didn't know anything about it. Is the Virtual Seminar University something that would be helpful to Wikiversity students? Is Wikiversity something that would be helpful to Virtual Seminar University students, and if so, what is an appropriate way to tell them about Wikiversity? --DavidCary 23:58, 11 May 2009 (UTC)
 * I am testing it.--Juan de Vojníkov 21:20, 27 May 2009 (UTC)
 * I have started the course and hope it is not an autoresponder website marketing. Than it would be not good for wv.--Juan de Vojníkov 04:38, 10 June 2009 (UTC)
 * We have a Outreach page for that purpose. I shall add a list item. • CQ 16:53, 28 May 2009 (UTC)
 * OK, guys. So it is an autoreponder marketing so I would not recomend to cooparate with them. They teach you to buy. That is like microorganism spreading.--Juan de Vojníkov 17:36, 23 June 2009 (UTC)

job market
I propose a Job market page for people seeking employment. The page would primarily be useful for people whose contributions to Wikiversity could be seen as a portfolio of their work. An advantage for Wikiversity would be an added motivation for contributors, a disadvantage might be that people might be hired because of their work, which could make the continuation of the work a commercial product. I think the latter is an acceptable risk, especially because the demand to prevent it doesn't seem to be ethical. One could add a 28+7 working-time policy recommendation. --fasten 08:45, 29 May 2009 (UTC)
 * I would say, Get Wiki Jobs at http://www.getwikijobs.com/ is quite known.--Juan de Vojníkov 17:35, 30 May 2009 (UTC)
 * I didn't know it but given the size of the internet one could have postulated its existence. It appears to be biased towards the technicalities of web and wiki design instead of the content, which is not what I meant. --fasten 15:12, 31 May 2009 (UTC)
 * Yes, that would be a problem. So be bold and remeber that Wikiversity is not a place for advertising.--Juan de Vojníkov 04:37, 10 June 2009 (UTC)

 * I don't think having a formal "job market" helps Wikiversitians or the Wikiversity community. And while it's true that WV isn't a place for advertising, I don't think there is anything wrong with saying "I've contributed to/edited/revised/commented on these learning projects/pages/etc". In todays realities, everyone is always "looking for work". The question is, can a portfolio of the courses/learning projects you've participated in be represented and presented? And can you let people know you are active and overtly seeking employment?
 * I think the answer to both of these questions is yes. Everyone has a home page, and if you choose to sign up it can be exclusive to you. I think it is ok to mention you are looking for work there -- maybe even have a category/template/infobox that lets people know. I also think your home page can be used to highlight your contributions -- whether for employment or just to remember what you've done. I wouldn't recommend posting your CV and other info there, but you could point to it if people want to see. I'm not sure how many headhunters come to WV looking for candidates though, so it might be better to point them here from outside. Historybuff 15:25, 28 June 2009 (UTC)


text: User:Graeme E. Smith/GreySmith Cerebellar Involvement in Recruitment protocol 1b


text:
User:NicoleRenee

NicoleRenee is a student of languages.

title: User:NicoleRenee


text:
User:B9 hummingbird hovering

Apperception; reflexivity; transmutation

Wikipedia:User:B9 hummingbird hovering

-- Weblog -- Wikiversity contacts:
 * User:B9 hummingbird hovering/Blog
 * B9hummingbirdhoverin'æ•ω•ॐ 16:09, 7 September 2009 (UTC)
 * User:JWSchmidt

title: User:B9 hummingbird hovering


text:
User:B9 hummingbird hovering/Blog

This is B9 hummingbird hovering's Wikiversity and Wikimedia Weblog! Welcome.
Self-ruminant as self-subsistent as self-reflexivity as tools of the trans[personal]self

Apperception (Wylie: rang rig pa)

 * User:B9 hummingbird hovering/Blog/Personal Weblog
 * User:B9 hummingbird hovering/Blog/Learning Tibetan Weblog
 * User:B9 hummingbird hovering/Blog/Learning Sanskrit Weblog
 * User:B9 hummingbird hovering/Blog/Learning Persian & Arabic Weblog
 * User:B9 hummingbird hovering/Blog/Personal Weblog/Nonduality
 * User:B9 hummingbird hovering/Blog/A short fiction
 * User:B9_hummingbird_hovering/Blog/eMachine_350_Netbook
 * User:B9_hummingbird_hovering/Blog/Linux/NuttyNarwhal
 * User:B9_hummingbird_hovering/Blog/ComputerScience
 * User:B9_hummingbird_hovering/Blog/Computer_assisted_music_projects

title: User:B9 hummingbird hovering/Blog


text:
User:Cfulghum

A course on Cfulghum would be an interesting one. But, let's talk about media and art, instead.

title: User:Cfulghum


text:
User:Love Krittaya

ผมเชื้อชาติไทย สัญชาติไทย และที่สำคัญคือ พูดไทยได้ครับ I can speak/write Thai.

Contact us (Thai or English or Lao language) at:
 * w:th:User_talk:Love_Krittaya (Main Wikipedia)
 * w:en:User_talk:Love_Krittaya
 * commons:User_talk:Love_Krittaya

This user is interest in car (automobile).

title: User:Love Krittaya


text:
User:Bbowen

Starting my page...

title: User:Bbowen


text:
User:Madhero88/Module template

 This module teaches Community medicine. Learners will be able to access key resources to help them to better understand the basic components of Community Medicine. It is the first Level 1 Module of the Wikiversity School of Medicine as defined by the overall curriculum. This module is the work of the Department of Medicine.

Lessons

🇨🇴 Knowledge:
 *
 *
 *
 *
 *
 *

Units:
 *
 *
 *
 *
 *
 *

Assignments
 * No assignments have been requested

Module Noticeboard
 * This Module is under construction. Feel free to help in its establishment

Recommended Reading
 * Medicine bibliography

Assessments
 * No assessments have been requested

title: User:Madhero88/Module template


title: User:Madhero88/T


text:
User:Madhero88/Module template 2

 This module teaches Community medicine. Learners will be able to access key resources to help them to better understand the basic components of Community Medicine. It is the first Level 1 Module of the Wikiversity School of Medicine as defined by the overall curriculum. This module is the work of the Department of.

Lessons

🇨🇴 Knowledge:
 *
 *
 *
 *
 *
 *

Units:
 *
 *
 *
 *
 *
 *

Assignments
 * No assignments have been requested

Module Noticeboard
 * This Module is under construction. Feel free to help in its establishment

Recommended Reading
 * bibliography

Assessments
 * No assessments have been requested

title: User:Madhero88/Module template 2


text:
Pharmacology

 This module teaches Community medicine. Learners will be able to access key resources to help them to better understand the basic components of Community Medicine. It is the first Level 1 Module of the Wikiversity School of Medicine as defined by the overall curriculum. This module is the work of the Department of Pharmacology.

Lessons

🇨🇴 Knowledge:
 * Pharmacokinetics
 * Pharmacodynamics
 * Autonomic Nervous System - Efferent innervation
 * Drugs affecting Afferent innervation
 * Cardiovascular System
 * Blood
 * CNS I
 * CNS II
 * NSAIDs

Units:
 * Drugs affecting function of Uterus
 * Gastrointestinal tract
 * Respiratory System
 * MEDICATIONS USED FOR THE FIRST AID
 * Metabolic Drugs
 * Antimicrobial Agents I
 * Antimicrobial Agents II
 * Antimicrobial Agents III

Assignments
 * No assignments have been requested

Module Noticeboard
 * This Module is under construction. Feel free to help in its establishment

Recommended Reading
 * Pharmacology bibliography

Assessments
 * No assessments have been requested

title: Pharmacology


text: User:Jü

title: User:Jü


text:
ATP mentor training/Pedagogy and parent education

Literature

 * Parent Education Course Writer's Guide (Wikibooks)


text:
User:Elizhudson1

About Me
I am a graduate student at Appalachian State University in the New Media and Global Education Master's program. I am new to editing on Wikipedia, Wiktionary and Wikiversity, but add my expertise in when needed. I graduated nursing school in 2001 from Western Piedmont Community College. I completed my bachelor's degree in nursing from Winston-Salem State University in 2007. I currently work with the Family, Infant and Preschool Program.

Interests

 * Reading
 * Spending time with friends and family
 * Music
 * 80s
 * Rock
 * Dancing

Links to My Other Profiles

 * Wikipedia
 * Wiktionary

title: User:Elizhudson1


text:
User talk:Ka wiki~enwikiversity

 Hello Ka wiki, 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! --Juan de Vojníkov 07:05, 14 June 2009 (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 Ka wiki. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ka wiki~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 23:40, 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:Ka wiki~enwikiversity


text:
User talk:JB1990

 Hello JB1990, 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! --Juan de Vojníkov 07:06, 14 June 2009 (UTC)

title: User talk:JB1990


text:
User talk:Bhargava470~enwikiversity

 Hello Bhargava470, 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! --Juan de Vojníkov 07:06, 14 June 2009 (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 Bhargava470. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bhargava470~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 23:28, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Bhargava470~enwikiversity


text:
User talk:MelissaWeaver

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 Hello MelissaWeaver, 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! --Juan de Vojníkov 07:07, 14 June 2009 (UTC)

title: User talk:MelissaWeaver


text: User:Graeme E. Smith/Allocortical Tissues in the Entorhinal Cortex and their transition to Isocortical Tissue, An Artifact of Evolution?


text:
User:Olson82

26 year old native Memphian who is working towards her Master's in Educational Media with a concentration in New Media and Global Education from Appalachian State University, while working full time at an Apple 1:1 K-12 school in Memphis.

title: User:Olson82


text:
User:OpenScientist/What would science look like if it were invented today

''This is the draft version of a two-part blog post, kept here as an archive of the drafting process that started out here. ''

=What would science look like if it were invented today?= "The Internet represents an opportunity to change this system, one which has created a 300-year-old, collective long-term memory, into something new and more efficient, perhaps adding in a current, collective short-term working memory at the same time. With new online tools, scientists could begin to share techniques, data and ideas online to the benefit of all parties, and the public at large. (Robert J. Simpson, paraphrasing Michael Nielsen)"

Sure, it is hard to imagine you reading this blog post in a world which hadn't yet engaged in science but the question "What would email look like if it were invented today" was recently addressed during the presentation of the Wave protocol, and entertaining some similar ideas on reinventing science may perhaps be worthwhile: how would a system have to be designed that creates and structures knowledge such that these two complex processes can effectively feed on and adapt to each other, making use of the most appropriate technologies at hand? Both processes are highly interrelated but to facilitate the discussion, we will first consider them separately (in the June and September issues of the Euroscientist), and then provide a synthesis (to which you can contribute).

Part I: What would knowledge creation look like if it were invented today
This part has been moved here to facilitate editing of the second part. It was published on June 29, 2009 at euroscience.org and ways.org.

Part II: What would knowledge structuring look like if it were invented today
The final draft has been published in the September 2009 issue of the Euroscientist (the embedded Etherpad is now defunct) and at ways.org.


text:
User talk:Jakub.duchon

Can I know the reason or can you please explain why you labeled this as vandalism?
 * it's my fault, Wikiversity has faced rapidly against a vandal who did this on your page. Having not seen it already had the text before, and having vandalized your talk page at the same time, I applied the wrong model. Crochet.david 06:45, 15 June 2009 (UTC)

title: User talk:Jakub.duchon