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Being a sustainable engineer

Vaguely interested in saving the environment with your engineering skills, but don't know how? Neither does Matt Ritter, but he's decided that it would be a good time to find out. Come join him on his quixotic quest! (For history, see BaSESpring2009)

Background and Description
Being a Sustainable Engineer was a STU course in Spring 2009. It is now being continued as a seminar series.

The goal is to learn how to approach sustainability as an engineer and entrepreneur. Many students are interested in joining the field, but don't know how it works day-to-day, or about the wide range of opportunities available in the field. I hope to have a speaker each month to talk about how they got into sustainability, and what sort of challenges they tackle each day. Additionally, I'd love to talk about why some green technologies have succeeded or failed, and have discussions about what to expect in the future.

For example, what's a big reason you don't see more solar concentrators like the one on the right?

Is it because they take up too much space? Nope!

Is it because those mirrors are so expensive? Nope!

One of their biggest costs is actually water use!

Like when they have to wash the mirrors?

Wrong again!

Washing the mirrors only accounts for 1.5% of their usage. The rest is used simply cooling their heat engine by evaporation, because the plants are necessarily situated in hot, dry climates that suck at convection. So one of the most important technological breakthroughs for solar energy could be a cheap, large-scale cooling apparatus for these situations. Who knew?

But what really killed this technology was the misapplication of government subsidies intended to promote green energy, which scared away a large investor and bankrupted the promising company instantly. This 1990 solar concentrator company, LUZ, was the topic of my independent study, and I'll cover the whole story in class. Examples like this pop up again and again, so I want to discuss the whole picture, including financial, social and governmental issues.

Seminars
Hosted by an outside industry speaker, professor or student presenting their research.

For example, last year the Senior Engineer at GreenMountain Engineering, a mechanical engineering consulting firm that specializes in sustainable technologies, talked about how he went from a BA in English in California to his current position in Boston.

If you are an Olin student who wants to talk about a research project or internship you did, send an email to elsa.culler@students.olin.edu, and I'll be happy to find an audience for you. If you know someone that you can convince to give a talk, please email also.

Feedback and Reflection
Periodically taken via email and awkward lunchtime conversations

Archiving
Each talk will get its own summary page on this wiki.

What is a Good Seminar?
Here's a vague outline
 * Background- what got you interested in sustainability? What did you want to be as a kid? What did you love in school?
 * Career – Where did you work before your current position? Did you like it? How did you find your current position?
 * Daily Life- What’s it like in your position? What sort of skills come in handy? What sort of person seems to like it? What kinds of projects do you work on?
 * The future- Will there be a need for many more people in your position? What do you think is the Next Big Thing in your field?

Things that I would be excited to learn in a seminar (feel free to add!): Also, we'd love to get companies to present about how great they would be to intern at, and accept resumes.
 * What it's like to be an engineer at a normal company who's trying to push them to make some green changes
 * How to convince people to buy a product that's sustainable, despite higher price or other undesirable attributes
 * What sort of companies, besides the obvious solar-type companies, you can work at and be doing green projects
 * What sort of special skills are required to consider yourself a 'sustainable engineer'

Participants
If you'd like to receive 1-2 weeks advance notice about seminars and help decide on good times just sign up for our email list: http://lists.olin.edu/mailman/listinfo/base. Otherwise, I will send an email to carpediem a few days in advance. Please let me know if you are planning on coming to a talk so that I can arrange for cookies.

Past Speakers

 * Matt Ritter: Green entrepreneurship and the art of couch sleeping
 * Matt Stanberry from Navigant: Sustainability consulting
 * Brandon Stafford from GreenMountain: The career of a green engineer
 * Domenic Armano from Johnson Controls: Building sustainability
 * Sam White from Promethean Power
 * Eric Munsing '08 from PE Americas: An Olin alum's path to sustainability consulting
 * Christie Lee '07: Green Consumer products
 * Ron Guerriero: Green energy business plan competitions

What Do You Want to Learn About?
Fill this space with topics you would like to learn about. Maybe someone knows a lot about it.

 * Why do big companies decided to go green? Are they serious about it?
 * Is the offsetting of your emissions with carbon credits a cop-out, or effective investment in the future?
 * How does a sustainable engineer's job differ day-to-day from a normal career path?
 * Are there entrepreneurial opportunities that don't require $100 million up front?

Blogs
Grist Overly optimistic articles intermixed with some real gems- sort of like popular science for green issues

Brandon Stafford's personal blog ''Extremely insightful articles. If you don't understand, it was probably a joke, or Assembly''

Books
Collapse ''We don't really hear about civilization collapse, except for the Romans. Turns out that it happens a fair amount, and many of them can be traced to environmental degredation''

Periodicals
The startling power of efficiency This whole concept that capitalism naturally stamps out waste is demonstrated to be pretty idealistic

PDFs
Saul Griffth explains what sacrifices you'd have to make to achieve carbon sustainability- it's a whole different lifestyle

Sustainability in Construction

title: Being a sustainable engineer


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Parkour and Freerunning

Parkour and Freerunning is a Spring seminar series at Student Designed Course at Olin College in Boston, MA. The goal of the course is for students to explore the French philosophical movement parkour and the related art of freerunning, expanding their physical and mental capabilities.

Course Background, Description, and Expectations
"Parkour is the art of moving through your environment using only your body and the surroundings to propel yourself. It can include running, jumping, climbing, even crawling, if that is the most suitable movement for the situation. Parkour could be grasped by imagining a race through an obstacle course, the goal is to overcome obstacles quickly and efficiently, without using extraneous movement. Apply this line of thought to an urban environment, or even a run through the woods, and you're on the right path. Because individual movements could vary so greatly by the situation, it is better to consider Parkour as defined by the intention instead of the movements themselves. If the intention is to get somewhere using the most effective movements with the least loss of momentum, then it could probably be considered Parkour." - Americanparkour.com

In addition to being a form of bodily expression akin to martial arts, parkour is also a philosophical movement. One major tenet is rejection of all forms of environmental determinism, arguing that obstacles around us cannot define or limit our actions. Rather, they present new opportunities to move the human body at will.

Beyond this, parkour is a rebellion against the constraints of sedentary modern lifestyle. "In a lot of ways, parkour is a means of reclaiming what it means to be a human being. It teaches us to move using the natural methods that we should have learned from infancy. It teaches us to touch the world and interact with it, instead of being sheltered by it."

Competencies
This course will engage the following Olin competencies:
 * Design - Parkour entails finding an often complex route between point A and point B. The design of a set of physical actions to reach a specific location parallels the designing of an engineering product
 * Opportunity Assessment - The most basic skill of parkour is discerning whether an opportunity to use parkour skills exists: whether a task may be too simple to be worth the time, or too dangerous to merit the risk
 * Context - We will explore this philosophical movement through written, oral, and kinesthetic communication.

title: Parkour and Freerunning


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User:Matthew ritter

matthew.ritter@students.olin.edu Likes sustainability. Which is a wider field than just renewable energy, though he keeps getting roped into it.

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Template:Three Box Section TL

This is a simple template for creating a three box section.

(See also Template:Two Box Section and Template:One Box Section)

Variables
All these variables are optional and can be left blank. The following is abbreviated: prefix each variable with one of "left", "right top" or "right bottom" and treat each variation the same.

image - use normal image syntax to add a logo for project. Preferable to use image around 64 x 64 px in size.

title - of the section.

subtitle - of the section. Can include any normal wiki syntax.

text - Can include any normal wiki syntax.

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Talk:Being a sustainable engineer

Some questions to think on
''The exact nature of the deliverables will depend on the people taking the class. For example, I'd love a class where the delieverables are business proposals (not exactly business plans, but more of an emphasis on the business's effect on the world), but I know that E! isn't everybody's goal. Other deliverables could be the creation of presentations on a technology that has succeeded or failed, or the potential impact of an emerging technology.''
 * What will your deliverables be?

''I think that it will be fundimentally lecture-based, with one person running the class each week (whether it's an outside speaker or presenting student). Discussion and such will be encouraged, but the exact format will be determined by the presenter.''
 * How will you structure meetings?

(same as deliverables)
 * Projects? If so, what are they?

--Nlee 05:47, 12 December 2008 (UTC)

title: Talk:Being a sustainable engineer


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Talk:Parkour and Freerunning

Questions to think about

 * Why is this better as a STU course than a Passionate Pursuit?
 * What assessment criteria are there?
 * What deliverables will the class have?
 * Where will you practice? What equipment will you need?
 * Are there any liability issues that you will need to work out?

Just things you should keep in mind, especially as getting faculty buy-in for this may be difficult.

--Nlee 06:05, 12 December 2008 (UTC)

title: Talk:Parkour and Freerunning


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Social entrepreneurship/SSE Images

N.B. These descriptions need refinement to ensure we are clear where each one belongs.

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User talk:TaviGreiner

 Hello TaviGreiner, 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! SB_Johnny talk 14:57, 12 December 2008 (UTC)

title: User talk:TaviGreiner


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User:Heslop01

I am Robbie. I was born on August 7th 1991 in Newcastle upon Tyne, United Kingdom. My main interests are foreign language, photography and music.

title: User:Heslop01


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User:Bakryabdalla

i am bakry a mubasher i live in sudan zone, i study the physics in alneelain unversity partment of renewable energy and leaser

title: User:Bakryabdalla


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Wikiversity:Talkpage guideline

Resources (mainspace)
Talkpages are not for general chatter, please keep discussions on talk pages on the topic of how to improve the associated resources, or on the topic of the resource; discussion is one of the methods by which Wikiversitans learn. If a discussion of the topic is to be undertaken, it may be better to set up a discussion subpage.

User talk pages
Most editors treat their user talk pages like regular talk pages, and archive the discussion periodically to a personal subpage if the page gets large.

Wikiversity allows user wide latitude in their own user space.

However, Do not violate any Wikimedia Foundation policies (e.g privacy policy) and use your personal talkpage as a personal blog (or) web-host. You may, for educational purposes, create a subpage in your user space as a blog, but not all Wikiversitans may support this, and if the content is considered disruptive, it might be deleted.

Your personal talk-page (i.e., User talk:Username) is primarily used for direct communication between editors, you may decorate your userpage or talk-page as you see fit but be aware that these talk-pages are for communication between Wikiversitans, and excessive use of talk page for personal communication may complicate Wikiversity maintenance. Consider using email, and consider creating educational resources on the topics you wish to discuss. Ask for help from an experienced Wikiversitan if in doubt.

May I manage my own user space?
Generally, users may act as if administrators in their own user space, and custodians will normally respect and support this. Do not revert war with a user in their own user space. Users may generally blank any content in their user space, including Talk page notices, etc. (If a user blanks a notice, the user is considered to have seen it.

 * User page bans

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Stewards also address overall project welfare, as representatives of the community. These actions will appear in the username of the steward. For a list of stewards, see.

title: Wikiversity:Talkpage guideline


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User:KTucker/My Sandbox/Samples/More themed boxes

Themed Boxes
For some reason these stop the Edit links from appearing with the sub-headings. Hence the Edit links :-) Excuse the styles - to make it obvious ...

The following is a simple example of template Portal:Box-header:

The text in the box is added right here between the Box-header and Box-footer.


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President of the United States/Selective Memory

Why are some Presidents easier to remember than others?

Selective Memory
Remembering that George Washington was the 1st President is fairly easy. He was after all the proverbial Father of the United States, not simply because he was the 1st President, but also because he commanded the Continental Army during the American Revolution. Similarly, the year that the Declaration of Independence was signed, 1776, is also easier to remember than the year of George Washington's inaugeration, 1789. For the cases of succession, some are fairly easy to remember, such as the assassinations of Abraham Lincoln and John F. Kennedy, while others seem more obscure, such as the assassinations of James A. Garfield and William McKinley. And remembering the names of the Presidents who succeeded them may seem even more difficult (Who were they?).

There are two primary reasons for these cases of selective memory. The first is simply repetition. That is, as the 1st President, George Washington is mentioned on numerous occasions, not simply in the classroom, but also in modern US culture. Likewise, the names of Abraham Lincoln and John F. Kennedy are also repeated often, so they simply tend to be retained in our memories.

The other reason is the context in which these names occur. For instance, wars are traumatic events in a country's history, so the Presidents associated with these wars tend to be easier to remember. Though not a President at the time of the Revolution, George Washington was the commanding General and later became the 1st President. Similarly, Abraham Lincoln died at the end of the Civil War and John F. Kennedy died at the beginning of the Vietnam War. Also, the mysterious events and innumerable conspiracy theories surrounding John F. Kennedy's assassination tend to make his name easier to remember. Going further, Woodrow Wilson was President during World War I, and Franklin D. Roosevelt was President during the Great Depression and World War II. Harry Truman is particularly memorable because he became President at the very end of World War II and ordered the use of the Atomic Bomb against Japan, though he was unaware of its existence until after FDR's death.

Trivia and Trends
In contradiction to being trivial, Trivia in its more modern sense is quite valuable. It supplies the numerous little facts that serve as landmarks in a historical landscape. For our purposes, as we begin to build our list of the Presidents and develop an understanding of their times, the landscape is fairly blank. The first step then is to identify the more memorable Presidents and when they served, which means we'll be creating our own bits of trivia to help us remember.

Empowered by a sufficient set of landmarks, the second step is to link them together by recalling short lists of Presidents and filling in the gaps. A slightly tougher task that can be simplified by associating trends in American History with the Presidents serving at the time. As previously stated, the subjects of these trends can vary widely and include items such as wars, technology, architecture, fashion, and a host of others. By our very topic, our primary subject will surround national events, but being themselves influenced by both regional and wordly trends, we could find our discussions wandering far afield.

Goals and Measure
As a Learning Project on the US Presidents, one of the most obvious goals is to be able to list them. Though not the most valuable skill in itself, this ability provides a direct means to our greater end, which is to know the US Presidents. In addition to building a framework for exploring historical events and trends, the list allows us to measure our own progress in this joint endeavor.

The next assignment is a sample process for building the list of US Presidents. As you will see, there are many ways to build the list, and the trivia and trends you find of value can be made specific to your own interests. Though the assignment will fill in the entire list, being able to repeat this task every time thereafter would prove difficult indeed. However, as we review each of the units, the underlying trends will become clearer, and the list that much easier to make.

Assignment
Complete Worksheet 4.


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President of the United States/Worksheets/Worksheet 3.A

Worksheet 3: Succeeding the President (Answer Sheet)
In this exercise, we focus our attention on the Presidential Terms of succession, in which the Vice President succeeded due to the death or resignation of the President. When successions occur, the Presidential terms are effectively split between two Presidents, however the next election always occurs on schedule, regardless of the succeeding President's time in office.

A total of 9 Presidents left office prematurely. Not a particularly long list to remember, but it becomes doubly difficult when we try to recall their successors, not to mention the year in which they died or resigned. It is therefore helpful to break the list down a little further into three categories: Assassinations, Natural Causes, and Resignation.

Assassinations
A total of four Presidents were assassinated, all by gunshot. Using the timeline below, fill in the blanks with the answers to the following questions:
 * 1) Who was the first President to be assassinated while in office? - Abraham Lincoln
 * 2) What year did Andrew Johnson take office? - 1865
 * 3) Who were the two Presidents to be sworn in in 1881? - James A. Garfield & Chester A. Arthur
 * 4) What year was William McKinley, the 25th President, assassinated? - 1901
 * 5) Who succeeded William McKinley as President? - Theodore Roosevelt
 * 6) What years did the 26th President serve in office? - 1901 to 1909
 * 7) Who was the most recent President to be assassinated while in office? - John F. Kennedy
 * 8) What year was the 35th President assassinated? - 1963
 * 9) Who took office as the 36th President? - Lyndon Johnson

Natural Causes
A total of four Presidents died of natural causes. Using the timeline below, fill in the blanks with the answers to the following questions:
 * 1) Who was the first President to die while in office? - William Henry Harrison
 * 2) What year did he die? - 1841
 * 3) Who was the first Vice President to succeed to the Presidency? - John Tyler
 * 4) What year did Zachary Taylor, the 12th President, die while in office? - 1850
 * 5) Who became the 13th President? - Millard Filmore
 * 6) Which President died in 1923? - Warren G. Harding
 * 7) Which Vice President became the 30th President? - Calvin Coolidge
 * 8) Which years was the 30th President in office? - 1923 to 1929
 * 9) How many times was Franklin D. Roosevelt voted into office? - 4 times
 * 10) Which years was FDR in office? - 1933 to 1945
 * 11) Which Vice President succeeded FDR? - Harry S. Truman

Resignation
Only one President ever resigned from office. Using the timeline below, fill in the blanks with the answers to the following questions:
 * 1) Who was the only President to resign from office? - Richard Nixon
 * 2) What year did he resign? - 1974
 * 3) Who was his running mate in the previous election? - Spiro Agnew
 * 4) Who became the 38th President after he resign? - Gerald Ford
 * 5) Which years was the 38th President in office? - 1974 to 1977


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User talk:Aeac

 Hello Aeac, 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! --mikeu talk 04:39, 26 December 2008 (UTC)

Hi
Hi and welcome to Wikiversity. I noticed that you put up some personal information. This might cause you problems, as anyone could search and find it. For your protection, the information will be removed. Keep this in mind for the future. Good luck and welcome. Ottava Rima (talk) 01:07, 13 December 2008 (UTC)

new pages
Could you please expalin how the pages Aeac and Wuhoo Inc. that you created fit into the mission of wikiversity? --mikeu talk 04:39, 26 December 2008 (UTC)

title: User talk:Aeac


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The Art of Reassembly

Course Description
We like to break stuff. In order to fuel this passion while still simultaneously learning something, we have decided to spend the first half of next semester carefully disassembling and reassembling objects such as engines, mechanical toys, and appliances. The second half of the semester, we will use the parts that fell under the table during the first half of the semester to design and build new objects of our design. The emphasis will be on mechanical systems

Course Expectations and Learning Goals
This course will be one credit, or three hours. For the first half of the semester, the plan is for 1 1/2 - two of these hours to consist the disassembly and reassembly process. The remaining time would be spent in researching the various technologies in the dissected objects as well as in preparing short written statements or presentations on how those technologies work and fit together. For the second half of the semester, all three hours will be spent in designing and building the final project. We will still meet every two weeks to discuss progress of projects and help each other work.

The goal of these activities will be to acquire knowledge of design and mechanical engineering by examining devices, and then to solidify this knowledge by applying the principles we observe.

Interested?
Please add your name and email Jacqui Baca or Elsa Culler

 * 1) Jacqui Baca
 * 2) Elsa Culler
 * 3) Rebecca Leung

Comments?
If you have any ideas about how we can make this better, please let us know by emailing and/or editing this page

title: The Art of Reassembly


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User talk:Friendofgod

Hello. Welcome to my talk page.

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User:KTucker/My Sandbox/Rounded Boxes

The syntax is:

 and the default theme is applied to the box.

For a different theme:

The syntax is as above except that the template starts with

Text in the Box
Does this heading have an edit link?
 * Yes - so if the edit link is not there, something else has caused its disappearance.

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User:Ottava Rima/Sandbox

Basis - The spirit of WP:SIZE determines that prose, by definition, is the body of text that forms what is "encyclopedic" about a page. The letter of the definition is to determine it by negation: "External links, Further reading, References, Footnotes, See also, and similar sections; Table of contents, tables, list-like sections, and similar content; and markup, interwiki links, URLs and similar formatting." These are either wikipedia mark ups, formatting, images, or sections that are associated with the encyclopedia but do not contain encyclopedic content.

Belief - WP:SIZE is used to put forth guidelines that define the proper way of verifying the encyclopedic size of a page in order to etermine if the page is of the appropriate length. As such, this guideline is important to items such as GA or FAC that rely on the MoS.

Currently, DYK has a size requirement that matches the features of WP:SIZE (i.e. definition by negation with similar criteria), but individuals who frequent the page as of late have determined to add a new feature: quotations cannot count, nor can any "old" material. This goes against the spirit of DYK, especially the 5 x expansion, which allows expansions over 5 times while including the "old" information among that count, which is contradictory to their premise if they exclude other non-"new" information.

Proposed - To make it clear that DYK's "prose" definition matches WP:SIZE and that there is a direct link between the two so there is only one Wikipedia definition of what constitutes as prose.

Further proposed - That a five times expansion is a five times expansion regardless of duplicate information unless whole pages are duplicated, if there is copyright violation problems, or if other similar concerns, such as notability of the topic is not sufficient enough to warrant a page of its own.

Purpose - DYK is supposed to showcase new articles on new topics, no matter if there is a similar topic or idea on Wikipedia. It is intended to attract a larger audience to work on new pages and to either familiarize people with a basis, or to encourage participation. No topic should be excluded, and DYK should be as expansion and as welcoming as possible. Currently, requirements tend to exclude too often, and there are arbitrary decisions among regulars that do not conform to other uses of similar terms.

Ottava Rima (talk) 03:26, 13 December 2008 (UTC)

title: User:Ottava Rima/Sandbox


text:
Template:SSE Module Page Generator

'''This generator is not ready yet ... and may be restructured. Don't use it.'''

Status: preloads now work thanks to User:Countrymike. Now I need to extend this to generate the full pages. This may take some time as the base templates for those pages are still under development.

Below is a page generator that will initiate templates for a new SSE Module page and its sub pages called /Activities, /Resources, /Community, and /Links. The Module page includes sections in boxes on the screen for (e.g.) Orientation, Preparation, Objectives, .... The main text of each section is stored in a sub-page of the Module's main page and is drawn into the boxes on the main Module page. An 'edit' link on each box enables users to edit the box's content. Additional Sections (also in edit boxes) include Tips and Guidance. These may be extended further in '/more' sub-pages such as '/Tips/more', etc..

See SSE Intro Page Generator Edit Instructions.

Please type the title of your module in the box below:

See SSE Intro Page Generator Edit Instructions - the text that will be inserted before the edit box when the page is generated.

See this page for more information on Automated Page Creation (WikiEducator). Acknowledgement: WikiEducator's Otago Page Generator and Leigh Blackall's structure.

title: Template:SSE Module Page Generator


text:
Template:Three Box Section TW

'NB These are deprecated. Don't use them. Use Tbwes, Tbwes2 and Tbwes3.'

(See also Template:Two Box Section TW and Template:One Box Section)

This is a simple template for creating a three box section.

Variables
All these variables are optional and can be left blank. The following is abbreviated: prefix each variable with one of "left", "right top" or "right bottom" and treat each variation the same.

image - use normal image syntax to add a logo for project. Preferable to use image around 64 x 64 px in size.

title - of the section.

subtitle - of the section. Can include any normal wiki syntax.

text - Can include any normal wiki syntax.

title: Template:Three Box Section TW


text: User:KTucker/My Sandbox/Samples/Three Box Section TW


text:
Template:Two Box Section TW

This is a simple template for creating a themable two box section with variable width of left/right column.

(See also Template:Three Box Section TW and Template:One Box Section)

Variables
All these variables are optional and can be left blank. The following is abbreviated: prefix each variable with "left" or "right" and treat each variation the same.

theme - theme for rounded box surrounding the section.

width - of left column (there are two columns)

image - use normal image syntax to add a logo for project. Preferable to use image around 64 x 64 px in size.

title - of the section.

subtitle - of the section. Can include any normal wiki syntax.

text - Can include any normal wiki syntax.

edit page - page containing text to be inserted into a box.

border - around the table

titleforeground - title text colour

titlebackground - title background colour

background - text background colour

foreground - colour main text within the box

boxfootertext - text at foot of the box - usually a 'more' or 'next' link..

title: Template:Two Box Section TW


text:
User:KTucker/My Sandbox/Samples/Three Box Section TW/Activities

Activities from external page


text:
User:KTucker/My Sandbox/Samples/Three Box Section TW/Tips

Tips from external page.


text:
User:KTucker/My Sandbox/Samples/Three Box Section TW/Quest

Quest from external page


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Tips

 * Navigation
 * Educators
 * Learners


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Preparation

from external page


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Orientation

external orientation text


text:
Aircraft piloting/Straight-and-level flight

Straight-and-level flight
It is impossible to emphasize too strongly the necessity for forming correct habits in flying straight and level. All other flight maneuvers are in essence a deviation from this fundamental flight maneuver. Many flight instructors and students are prone to believe that perfection in straight-and-level flight will come of itself, but such is not the case. It is not uncommon to find a pilot whose basic flying ability consistently falls just short of minimum expected standards, and upon analyzing the reasons for the shortcomings to discover that the cause is the inability to fly straight and level properly.

Straight-and-level flight is flight in which a constant heading and altitude are maintained. It is accomplished by making immediate and measured corrections for deviations in direction and altitude from unintentional slight turns, descents, and climbs. Level flight, at first, is a matter of consciously fixing the relationship of the position of some portion of the airplane, used as a reference point, with the horizon. In establishing the reference points, the instructor should place the airplane in the desired position and aid the student in selecting reference points. The instructor should be aware that no two pilots see this relationship exactly the same. The references will depend on where the pilot is sitting, the pilot's height (whether short or tall), and the pilot's manner of sitting. It is, therefore, important that during the fixing of this relationship, the pilot sit in a normal manner; otherwise the points will not be the same when the normal position is resumed.

In learning to control the airplane in level flight, it is important that the student be taught to maintain a light grip on the flight controls, and that the control forces desired be exerted lightly and just enough to produce the desired result. The student should learn to associate the apparent movement of the references with the forces which produce it. In this way, the student can develop the ability to regulate the change desired in the airplane's attitude by the amount and direction of forces applied to the controls without the necessity of referring to instrument or outside references for each minor correction.

The pitch attitude for level flight (constant altitude) is usually obtained by selecting some portion of the airplane's nose as a reference point, and then keeping that point in a fixed position relative to the horizon. Using the principles of attitude flying, that position should be cross-checked occasionally against the altimeter to determine whether or not the pitch attitude is correct. If altitude is being gained or lost, the pitch attitude should be readjusted in relation to the horizon and then the altimeter rechecked to determine if altitude is now being maintained. The application of forward or back-elevator pressure is used to control this attitude.

The pitch information obtained from the attitude indicator also will show the position of the nose relative to the horizon and will indicate whether elevator pressure is necessary to change the pitch attitude to return to level flight. However, the primary reference source is the natural horizon.

In all normal maneuvers, the term "increase the pitch attitude" implies raising the nose in relation to the horizon; the term "decreasing the pitch attitude" means lowering the nose.

Straight flight (laterally level flight) is accomplished by visually checking the relationship of the airplane's wingtips with the horizon. Both wingtips should be equidistant above or below the horizon (depending on whether the airplane is a high-wing or low-wing type), and any necessary adjustments should be made with the ailerons, noting the relationship of control pressure and the airplane's attitude. The student should understand that anytime the wings are banked, even though very slightly, the airplane will turn. The objective of straight-and-level flight is to detect small deviations from laterally level flight as soon as they occur, necessitating only small corrections. Reference to the heading indicator should be made to note any change in direction.

Continually observing the wingtips has advantages other than being the only positive check for leveling the wings. It also helps divert the pilot's attention from the airplane's nose, prevents a fixed stare, and automatically expands the pilot's area of vision by increasing the range necessary for the pilot's vision to cover. In practicing straight-and-level-flight, the wingtips can be used not only for establishing the airplane's laterally level attitude or bank, but to a lesser degree, its pitch attitude. This is noted only for assistance in learning straight-and level-flight, and is not a recommended practice in normal operations.

The scope of a student's vision is also very important, for if it is obscured the student will tend to look out to one side continually (usually the left) and consequently lean that way. This not only gives the student a biased angle from which to judge, but also causes the student to exert unconscious pressure on the controls in that direction, which results in dragging a wing.

With the wings approximately level, it is possible to maintain straight flight by simply exerting the necessary forces on the rudder in the desired direction. However, the instructor should point out that the practice of using rudder alone is not correct and may make precise control of the airplane difficult. Straight–and-level flight requires almost no application of control pressures if the airplane is properly trimmed and the air is smooth. For that reason, the student must not form the habit of constantly moving the controls unnecessarily. The student must learn to recognize when corrections are necessary, and then to make a measured response easily and naturally.

To obtain the proper conception of the forces required on the rudder during straight-and-level flight, the airplane must be held level. One of the most common faults of beginning students is the tendency to concentrate on the nose of the airplane and attempting to hold the wings level by observing the curvature of the nose cowling. With this method, the reference line is very short and the deviation, particularly if very slight, can go unnoticed. Also, a very small deviation from level, by this short reference line, becomes considerable at the wingtips and results in an appreciable dragging of one wing. This attitude requires the use of additional rudder to maintain straight flight, giving a false conception of neutral control forces. The habit of dragging one wing, and compensating with rudder pressure, if allowed to develop is particularly hard to break, and if not corrected will result in considerable difficulty in mastering other flight maneuvers.

For all practical purposes, the airspeed will remain constant in straight-and-level flight with a constant power setting. Practice of intentional airspeed changes, by increasing or decreasing the power, will provide an excellent means of developing proficiency in maintaining straight-and-level flight at various speeds. Significant changes in airspeed will, of course, require considerable changes in pitch attitude and pitch trim to maintain altitude. Pronounced changes in pitch attitude and trim will also be necessary as the flaps and landing gear are operated.

Common errors in the performance of straight-and-level flight are:

 * Attempting to use improper reference points on the airplane to establish attitude.
 * Forgetting the location of preselected reference points on subsequent flights.
 * Attempting to establish or correct airplane attitude using flight instruments rather than outside visual reference.
 * Attempting to maintain direction using only rudder control.
 * Habitually flying with one wing low.
 * "Chasing" the flight instruments rather than adhering to the principles of attitude flying.
 * Too tight a grip on the flight controls resulting in overcontrol and lack of feel.
 * Pushing or pulling on the flight controls rather than exerting pressure against the airstream.
 * Improper scanning and/or devoting insufficient time to outside visual reference. (Head in the cockpit.)
 * Fixation on the nose (pitch attitude) reference point.
 * Unnecessary or inappropriate control inputs.
 * Failure to make timely and measured control inputs when deviations from straight-and-level *flight are detected.
 * Inadequate attention to sensory inputs in developing feel for the airplane.


text:
Spanish 2/Chapter 5 (Errands)

Places in the community

 * banco - bank
 * centro - downtown
 * consultorio - doctor's/dentist's office
 * estación de servicio - service (gas) station
 * farmacia - pharmacy
 * supermercado - supermarket

Mail

 * buzón - mailbox
 * carta - letter
 * echar una carta - to mail a letter
 * correo - post office
 * enviar - to send
 * sello - stamp
 * sobre - envelope
 * tarjeta - card

Note: Enviar has a stem-change of i to í.

Sports Equipment

 * equipo deportivo - sports equipment
 * palo de golf - golf club
 * patines - skates
 * pelota - ball
 * raqueta de tenis - tennis racket

Personal care

 * cepillo de dientes - toothbrush
 * champú - shampoo
 * jabón - soap
 * pasta dental - toothpaste

Excuses

 * se me olvidó - I forgot

Errands

 * cajero automático - bank money machine, ATM
 * cerrar - to close
 * cobrar un cheque - to cash a check
 * cuidar a - to take care of
 * dentista - dentist
 * devolver - to return
 * gasolina - gasoline
 * ir a pie - to go on foot
 * llenar - to fill
 * médico(a) - doctor
 * sacar - to take out, to check out
 * se abre - opens
 * se cierra - closes

Note: Cerrar has a stem-change of e to ie. Dentista is either masculine or feminine. Devolver has a stem-change of o to ue.

Other words

 * caramba - good gracious
 * casi - almost
 * ¡Cómo no! - Of course!
 * en seguida - right away
 * hasta - until
 * por - for
 * pronto - soon
 * Hasta pronto. - See you soon.
 * quedarse - to stay
 * todavía - still
 * varios(as) - various, several

Note: caramba is not used as often as other expressions of the same meaning, such as ¡Caray!.

Preterite of ir and ser
In the preterite tense, ir and ser have the same form.

 * fui - I went, I was
 * fuiste - you went, you were (singular)
 * fue - he/she went, he/she was
 * fuimos - we went, we were
 * fuisteis - you went, you were (plural)
 * fueron - they went, they were

Preterite of tener, estar, and poder
The preterite forms of tener, estar, and poder follow a similar pattern to that of hacer learned in Spanish 1.

tener
 * tuve - I had
 * tuviste - you had (singular)
 * tuvo - he/she had
 * tuvimos - we had
 * tuvisteis - you had
 * tuvieron - they had

estar
 * estuve - I was
 * estuviste - you were (singular)
 * estuvo - he/she were
 * estuvimos - we were
 * estuvisteis - you were (plural)
 * estuvieron - they were

poder
 * pude - I could
 * pudiste - you could (singular)
 * pudo - he/she could
 * pudimos - we could
 * pudisteis - you could (plural)
 * pudieron - they could

Direct object pronouns
Remember that a direct object tells who or what receives the action of the verb. To avoid repeating a direct object noun, you can replace itwith a direct object pronoun. In English, it, him, and her are direct object pronouns. Remember the Spanish direct object pronouns?

 * lo - it, him, you (masculine/singular)
 * la - it, him, you (feminine/singular)
 * los - them, you (masculine/plural)
 * las - them, you (feminine/plural)

Direct object pronouns have the same gender and number as the nouns they replace and come right before the conjugated verb.

ex.: ¿Ayudaste a tu hermana en la tienda? Sí, la ayudé.

When an infinitive follows a verb, the direct object pronoun can be placed before the conjugated verb or attached to the infinitive.

ex.: No pude sacarlo.

Community

 * asilo para ancianos - senior citizen home
 * ayuntamiento - city hall
 * centro cultural - cultural center
 * centro de salud - health center

Sports equipment

 * anteojos de esquí/de natación - goggles
 * balón - ball (use as specific topic in place of pelota)
 * bate de béisbol - baseball bat
 * casco - helmet
 * guante de béisbol - baseball glove
 * uniforme del equipo - team uniform

The bank

 * billete - bill
 * cambio - change
 * cuenta corriente - checking account
 * depositar un cheque - to deposit a check

The post office

 * correo aéreo - air mail
 * correo urgente - express mail
 * sobre - envelope

Cultural Insight
Mercados al aire libre In Spanish-speaking countries, open-aired markets are very popular. They are places where one can buy and sell all kinds of items, such as food, fruits and vegetables, crafts, and clothing. Items are usually placed where one can view them on the street. Open-aired markets are popular places to spend time with friends and family, to dine, and to just go sightseeing. Mexico's native Aztecs were famous for their open-aired markets and they have continued to be popular in Mexico City. Spain also has its own famous open-aired market, El Rastro.

Mercados sobre ruedas In some Spanish speaking countries, some markets that go around are also popular. Called mercados sobre ruedas, literally meaning markets on wheels, these markets usually deal in consumer products such as dairy products, fruits, vegetables, and others. These markets on wheels switch location each day of the week, so that they have various locations on which they set shop depending on what day of the week it is. To learn more about an open market check this Prezi: https://prezi.com/boixzckycpfe/mercados-al-aire-libre-en-latinoamerica/

title: Spanish 2/Chapter 5 (Errands)


text: User:Emesee/Nu

title: User:Emesee/Nu


text: Category:Water

title: Category:Water


text: Category:Liquids

title: Category:Liquids


text: Category:Materials

title: Category:Materials


text:
Template:Box Theme Attribute

A template to obtain properties of named themes for use anywhere, but usually in SSE Section Boxes in combination with SSE Images. See also SSE Themes for some examples, and SSE Current Theme (a way of setting a current theme for SSE - changing this will change all pages which use the "current theme".

Syntax:

{{SSE Theme|name= |property=

returns a colour for a property - e.g. {{SSE Theme|name=sandy|property=border}} returns orange.

properties include: border, background, foreground, titleforeground, titlebackground, roundbox-theme (for the round box template), ...

Existing themes are illustrated here: here

Issues

 * Consider refactoring this to not include roundbox-theme - it is a different type.
 * Workaround checks if that property was indicated and returns a valid number if theme not specified or not found.
 * Rename the template to something like "Box Theme Attribute" (done :-).

title: Template:Box Theme Attribute


text:
Social entrepreneurship/SSE Themes

Individual properties can be obtained:
 * sandy border colour =
 * gaia background colour =
 * unknown theme output =
 * unknown property output =
 * See Box theme attributes for the options for the surrounding rounded box.

Samples
Subtitle ... text

Subtitle ... text

Subtitle ... text

Subtitle ... text

Subtitle ... text

Subtitle ... text

Subtitle ... text

Subtitle ... text

Subtitle ... text

Subtitle ... text

title: Social entrepreneurship/SSE Themes


text:
Social entrepreneurship/SSE Section Boxes

 * One Box with a Width parameter and editable section
 * Two Boxes with a Width parameter for the left box and editable sections in both
 * Three Boxes with a Width parameter for the left box and editable sections in the other two

Samples
This is an example of how this template does not work in the default name space. The edit links point to while the content comes from "Template: ".

 * Possible solutions:
 * Only use this in the Portal: name space
 * try redirecting the Template page to
 * Help:Redirect


text:
Two Box Section Themed Variable Width

Themed with variable width:

title: Two Box Section Themed Variable Width


text:
User:Stevenarntson/English Composition/zines

today

 * Discuss selected topics in groups.
 * Wiki 201.
 * Creative Commons BY-SA
 * Composing advice (word processing, the blue box, hierarchical markup)
 * Discussion/"Talk" pages
 * Workshop signup
 * Zines
 * Wiki troubleshooting/open drafting period

zines
A zine is a low-print-run, DIY magazine made by someone with something to say.
 * The zine page at Wikipedia has some useful links.
 * ZAPP, the Zine Archive and Publishing Project
 * PDX Zine Symposium
 * Profanity Hill, a Seattle zine blog

Who Sells Zines?
Many stores in Seattle sell some zines, though none are fully dedicated to zines. Here are some!
 * Left Bank Books
 * Elliott Bay Bookstore
 * Singles Going Steady
 * Pilot Books
 * Bluebottle Art Gallery
 * Open Books
 * Bootyland

book art
Book Art is the art of making books, or the art of making art from books.
 * The Bittersweet Art of Cutting Up Books
 * Book Arts Web


text:
Assistant teacher program/Biography work

Biography work
Biography work is a module that can be associated with training as a healthcare assistant or can be used independently.

...


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Outcomes

 * know something about the issues relating to engaging with communities
 * know some of the various approaches:
 * Asset-Based Approach to community development
 * Needs-driven approaches
 * Anthropological approaches
 * and others you might discover (remember to list them here :-).


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Outcomes/more

More outcomes can be placed here.


text:
United Kingdom Law/Data Protection Act

The Data Protection Act is a United Kingdom Act of Parliament.

Key Principles
The Key principles of the United Kingdom Act are as follows:

 * Data may only be used for the specific purposes for which it was collected.

 * Data must not be disclosed to other parties without the consent of the individual whom it is about, unless there is legislation or other overriding legitimate reason to share the information (for example, the prevention or detection of crime). It is an offence for Other Parties to obtain this personal data without authorisation.

 * Individuals have a right of access to the information held about them, subject to certain exceptions (for example, information held for the prevention or detection of crime).

 * Personal information may be kept for no longer than is necessary.

 * Personal information may not be transmitted outside the EEA unless the individual whom it is about has consented or adequate protection is in place, for example by the use of a prescribed form of contract to govern the transmission of the data.

 * Subject to some exceptions for organisations that only do very simple processing, and for domestic use, all entities that process personal information must register with the Information Commissioner.

 * Entities holding personal information are required to have adequate security measures in place. Those include technical measures (such as firewalls) and organisational measures (such as staff training).

title: United Kingdom Law/Data Protection Act


text:
Self-esteem

In psychology, the term “self-esteem” was first used by William James in 1890 which makes it one of the oldest concepts in the field. In addition, self-esteem is the third most frequently occurring theme in psychological literature (Rodewalt & Tragakis, 2003) and has already resulted in over 25,000 articles, chapters, and books refer to the topic (Mruk, 2006). Given such a long history, it is not surprising to find three major types of self-esteem definitions in the field. The original definition presents self-esteem as a ratio that is found by dividing one’s successes in areas of life that are important to a given individual by the failures in them, which is to say one's “success / pretensions” (James, 1983/1890). A problem with this approach is that making self-esteem contingent upon success means that it is inherently unstable because failure can occur at any moment (Crocker and Park, 2004). In the mid 1960s Maurice Rosenberg and other social learning theorists defined self-esteem in terms of a stable sense of personal worth that can be measured by self-report testing. This definition became the most frequently used one in the field. However, now it is known that feeling good about oneself in healthy ways is difficult to differentiate from such things as narcissism (Baumeister, Smart, & Boden, 1996). Nathaniel Branden (1969) incorporated both elements of self-esteem when he defined it as a relationship between an individual’s competence and worthiness, especially in regard to how one handles the challenges of living when confronted by them. Research self-esteem based on this definition may be less prone to the limitations of the other approaches (Gecas & Schwalbe, 1893; Tafarodi & Milne, 2003). It is very important to realize when dealing with self-esteem that, although some definitions have been used more often than others in the field, each one is supported by a distinct body of quantitative as well as qualitative research and findings. Therefore, all of these approaches must be accounted for in any comprehensive understanding of self-esteem (Mruk, 2006).

title: Self-esteem


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Preparation/more

more preparation material may be paced here.


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Orientation/more

more orientation text ...


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Tips/more

more tips ...


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Guidance

Guidance ...


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Guidance/more

more guidance ...


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Go

etc.
 * Do the Activities
 * Look at the Resources


text:
User:KTucker/My Sandbox/Samples/Introduction/Activities

Activities related template pages ...

 * Samples
 * Template:SSE Activity
 * Template:SSE Activities Page
 * Activities Template
 * Activity Sandbox

To Do:

 * decide which to use/scrap and use them as templates for:
 * Activity Page
 * Activity
 * Activity Sheet
 * Activity Summary
 * Activity Inventory
 * Quick Activity - pre-existing :


text: User:Dark Obsidian/Userboxes

title: User:Dark Obsidian/Userboxes


text:
Assistant teacher program/Responsible consumers

Responsible consumers
The responsible consumers course phase will invite the participants to act as responsible consumers.


text:
Assistant teacher program/Respect economy

Respect economy
Respect is not a scarce resource, the respect economy overemphasizes a certain scarcity that applies to respect in order to allow the participants to derive an advanced moral perspective towards respect.


text:
User:KTucker/My Sandbox/Samples/Introduction/Resources

Resources ...


text:
User:KTucker/My Sandbox/Samples/Introduction/template/Go/more

Go - more ...


text:
Talk:Learning the basics of French/Introducing Yourself

The Accent are hard to see
After a few failed attempts to enlarge them, i'll give up and inform the rest of you.

Sound clips/IPA
Could we maybe have a native speaker record pronunciation guides for the common phrases on this page? Learning the way letters sound together is a crucial skill, particularly in French when it's not phonetic. Also, would anyone mind if I wrote the IPA transcriptions after the pronunciation guides? It's a lot more accurate for people who can read it, and I don't think it would hinder someone who doesn't at all. Eleraama 22:03, 13 December 2008 (UTC)
 * Sure, though I really think we should use the Wikibook more—it's got a lot more bang for this kind of material than we do right now. The Jade Knight (d'viser) 22:28, 13 December 2008 (UTC)
 * Speaking of which, there's conflicting inforamation between this page and the Wikibook - and yet anohter conflict on Wikipedia. For example, the letter h is pronounced as "ash" on French/Lessons/Alphabet, and as "hache" on French_alphabet.  I'm not sure which one is correct, but it should be synchronized. --76.10.181.58 23:12, 18 January 2009 (UTC)

Orphaned pages
I found the following items within the French I category - they contain significant content but are orphaned from the main lesson:

 * Learning_the_Basics_of_French/Lesson:Introducing_Yourself
 * Learning_the_Basics_of_French/Lesson:Introducing_Yourself/1
 * Learning the Basics of French/Lesson:Introducing Yourself/1/Exercises
 * Learning the Basics of French/Lesson:Introducing Yourself/2
 * Learning the Basics of French/Lesson:Introducing Yourself/3

These seem rather useful enough and could be merged or linked back from the main lesson. I'll try some work myself, but this is a large chunk of content. --Sigma 7 19:05, 21 January 2009 (UTC)

bad ogg file?
It looks like French_Vocabulary_-_Greetings.ogg is bogus. I'm pretty sure of this, because VLC media player says it doesn't recognize it but it happily plays the others. Also, looking at it in a text editor, it appears to be a Word doc containing (at least) what appears to be an qualification letter from a schoolgirl in Nigeria. (Is anyone else hearing alarm bells?) I don't have the means to create a good replacement, but I can (and will) hack the referring pages to not refer to it anymore. Can someone else make a new recording and plug it in? --Yako 23:07, 18 May 2009 (UTC)


text:
User talk:SB Johnny/On stubs

Sounds like a great idea, though I'm not sure exactly how this will function (you've outlined the method, but I don't entirely understand it). Also, I think that anytime something is moved to the "Stubbox", a notice should be left on its creator's userpage, if that user is registered, letting them know what's going on. The Jade Knight (d'viser) 22:06, 13 December 2008 (UTC)

 * Yeah, I was chatting with JWSchmidt about that yesterday... we'd definitely want to have a user notification template, as well as (I thought of later) a standard template that goes on the "top version" of the page explaining what the stub-box/chalkboard/whiteboard/thingie is, why pages are moved there, etc. --SB_Johnny talk 22:58, 13 December 2008 (UTC)
 * Yeah. The Jade Knight (d'viser) 10:04, 14 December 2008 (UTC)

I think wikiversity has to do something with stubs. But I consider that moving them to another category will not fix anything. First, we need to encourage users not to create stubs or at least write them in a complete way, even if short. Creating many red links do not help. I heard it is policy to create some stubs just as starter places but I personally think that idea is not good. It will give new users the idea that wikiversity is just a category for stubs and thus, they will quit the site and never find non-stub content. I suggest stubs are monitored through categories and people with related interests can be found. Those users could be contacted and custodians could suggest to them learning projects for them to complete. Or wikiversity could create contests or something like that for people to complete stubs or to create featured content. Also, the main page should be changed to call for users to write more than to read; this is not wikipedia and we need more editors than readers. --Davichito 01:25, 21 December 2008 (UTC)
 * There is certainly no such "policy", though many users create stubs as you describe. I generally agree with your comments and concerns.  However, I think that many people come to Wikiversity to learn, instead of to teach, though many stay to provide content after they have come to learn.  The Jade Knight (d'viser) 01:00, 29 December 2008 (UTC)

I think people have different ideas of what stubs are and whether there is any benefits or not to having them. I don't see how getting rid of stubs would solve anything. I think stubs are just getting the blame for lack of organization. If non-stub material was easier to find, than people wouldn't be putting the blame on stubs. Every project has its fair share of stubs. Getting rid of stubs would be getting rid of content that might go somewhere if only the right people knew about them. Better organization might also help people find pages that already exists on a subject that they can help with, which might reduce the creation of multiple stubs on the same subject. I think encouraging better organization and collaboration would be more worth it. Deleting pages for being stubby will only benefit projects deemed substantial and discourage new participation and creation of new material. If stubs go away people might wonder next why Wikiversity seems to only cover a few subjects, or leave because Wikiversity doesn't have much to offer them.

If people decide that stubs should be deleted, than I think it would be a good idea to try to agree on what stubs are and try to come up with some guidelines that people can agree on as to when stubs should be deleted or kept. --darklama 22:14, 21 December 2008 (UTC)
 * Why do you think people want to get rid of stubs? ("how it would solve anything" is fairly vague, I'm afraid).  Your answer to my question here should either provide a response to your own statement, or clarify where others need to communicate more clearly to you.  I certainly can sympathize, however, with many of your concerns, and I agree especially with your second paragraph.  Another thing worth pointing out is that there are "stubs", and there are "empty pages" (or empty stubs), and my feelings towards the two are different.  The Jade Knight (d'viser) 01:00, 29 December 2008 (UTC)

 * Did you mean "My answer to your question here..."? I'm not sure why you would think my comments were directed at you, they weren't. --dark[[Image:Yin yang.svg|12px]]lama 16:02, 5 January 2009 (UTC)

=Raised Concern of 'Ghost Town'= Initially SB Johnny raised the concern that stubs may give the impression that wikiversity is a ghost town. IMHO there will be little areas of 'ghost towns' even in wikipedia. I noticed that there when i search for my local country topics (Malaysia). Some are outright grafitti. But when visitors look at wikipedia and even wikiversity as a whole, they can feel proud of what it has become. Nevertheless i like the idea from SB Johnny on better reframing the stubs so that it gives the right impression as well as invite more apt attention. - Red1 23:45, 5 January 2009 (UTC)

title: User talk:SB Johnny/On stubs


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Wikiversity talk:Talkpage guideline

I'd prefer toning down the language proscribing chatter on talk pages; a small amount is acceptable, IMO, though this should definitely not be their primary purpose. The Jade Knight (d'viser) 22:20, 13 December 2008 (UTC)

 * I originally started this in the hopes that other editors could improve the Guideline, one person alone cannot do it - if you think that something needs changing feel free to alter or add to the existing texts. DarkObsidian  22:24, 13 December 2008 (UTC)

title: Wikiversity talk:Talkpage guideline


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Social entrepreneurship/SSE Intro Page Generator Edit Instructions

When creating a new page for the first time, just save it immediately before editing further to view the initial state (you may need to reload the page afterwards). The first thing to check is the navigation template at the top of the resulting page. Sections may be edited via the 'Edit' links in each box.

'''NB These instructions are out of date. The generator needs to be redesigned for: '''

 * Template:Module Intro Page


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User:Tom Worthington

I am an independent ICT consultant and an Adjunct Senior Lecturer in the Research School of Computer Science, Faculty of Engineering and Information Technology at the Australian National University (ANU), in Canberra. In 2007 I announced that I had given my last lecture and someone put a reference to it in the Wikiversity, sparking my interest.

The Australian Computer Society commissioned me to design an e-learning course on Green ICT for their Computer Professional Education Program. The ACS CPeP program is accredited by the International Federation for Information Processing (IFIP), created under the auspices of UNESCO. There is a free open access version of the course materials available an an e-Book: ICT Sustainability: Assessment and Strategies for a Low Carbon Future.

At ANU, as well as sustainable computing, I teach the design of web sites, e-commerce and professional ethics (most of my lecture notes are available free online). As well, I have an interest in architecture and environmental design and have been invited as a guest lecturer on the effects of ICT on urban design for the Bauhaus Dessau and on smart apartment design at the University of Canberra.

I have been an expert witness in several court cases involving international patent, computer, web and Internet issues, as well as advising governments and companies on ICT problems. Best known is Maguire v SOCOG, concerning the accessibility of the Sydney 2000 Olympic web site for disabled people.

My book Net Traveller is available on-line. I am a past president, Fellow and Honorary Life Member of the Australian Computer Society, a voting member of the Association for Computing Machinery and a member of the Institute of Electrical and Electronics Engineers.

title: User:Tom Worthington


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Template:SSE Module Navigator Preload

NB This template is a work in process - do not use it yet. Might be better redesigned as a page generator for Template:Module Nav.

Purpose: create a navigator for a new Introductory page which has sub-pages which will use this too assuming it has been created in advance when the Module's Introductory page was created.

|Back/Home

Activities

Resources

Community

Links

Simple template for navigation across related pages.

Variables
All are optional:

image - use normal image syntax - preferably 100 X 100 px or less.

title - of your learning resource.

tagline - brief "catchy" description.

title: Template:SSE Module Navigator Preload


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User talk:Tom Worthington

 Hello Tom Worthington, 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! SB_Johnny talk 00:54, 14 December 2008 (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.

Hi Tom
Thanks for the contributions; good to see you around. Maybe catch you more in 2009. Sincerely, James. -- Jtneill - Talk - c 22:49, 14 December 2008 (UTC)

title: User talk:Tom Worthington


text:
User talk:Matt4

 Hello Matt4, 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! SB_Johnny talk 00:55, 14 December 2008 (UTC)

title: User talk:Matt4


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User talk:Cmbg1234~enwikiversity

 Hello Cmbg1234, 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! SB_Johnny talk 00:55, 14 December 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Cmbg1234. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cmbg1234~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 23:32, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Cmbg1234~enwikiversity


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User:Tema

My user home page ...>>>

title: User:Tema


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Template:SSE Module Page Generator Template

When we get the template working for default name space pages ...

and do it for Template:Module Intro Page.


text: Social entrepreneurship/SSE Test Module 1


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User:Trinity507

Trinity507 - Wikiversity
I love to write, I love to read and I love to learn; Wikiversity is conducive to all three. :-)

First of all, I am a huge supporter of the WikiProject mission--the idea of free learning resources for all with access to the internet is very important to me, as a sort of eternal student! However, I acknowledge that our site needs a bit of clean-up, something I continue to help out with. This is my Wikiversity homepage (though my Wikibooks homepage also directs here). If you need to contact me, please leave a message on my discussion page or email me at trinity507.wiki@rocketmail.com.

Update
I'm attending school full time! I'm thrilled, but this also means I've got a lot on my plate, so most of my WV projects will probably be on hold.

Currently working on...

 * Custodian duties
 * Spending some time at the Maintenance Hub, pitching in wherever I can lend a hand
 * Constructing the School of Ethnology: categorizing, building the framework of the school so that it is easier for others to contribute and creating my own learning resources.
 * Especially active in the Anishinabe and Ethnobotany departments.
 * Spending some time on Wikibooks, writing textbooks for Wikiversity courses
 * Basic organization, categorization and cleanup, especially in the School of Psychology
 * Transcribing botany and mycology texts to Wikisource
 * Constructing English language and literature for teens
 * Creating quiz pages for Plant identification

Currently participating in...

 * The ethnobotany project, contributing to the master project. We need more participants, so please check it out!
 * Logging what I see blooming on the Bloom Clock.
 * The Fiction writing support group.

Other Wikimedia user pages

 * Commons
 * Wikipedia
 * Wikibooks
 * Wikinews
 * Wikiquote
 * Wikispecies
 * Wikisource
 * Wiktionary
 * Meta-Wiki

title: User:Trinity507


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Fantasy and Science Fiction Writing Group

Welcome!
Here is the home page of the Fantasy and Science Fiction Group, part of the Writing Center of the Wikiversity School of Language and Literature! Glad you found us. Here we have resources for experienced or amateur, serious or hobbyist fantasy and science fiction writers; including suggested reading lists, links to helpful sites, unconventional courses, and more.

Suggested Reading Lists
Here is a list of some of the best science fiction and fantasy books for a writer to read. Please feel free to add your own favorites to this section, but make sure that you list why you liked the book and why it is a good study for science fiction and fantasy writers to read.

 * The Lord of the Rings by J.R.R. Tolkien: Arguably one of the best fantasy worlds ever created, with a comprehensive history and mythology and several invented languages. There is also a significant amount of original poetry and wonderful prose.

 * The Hobbit by J.R.R. Tolkien: prequel to The Lord of the Rings mentioned above; in the same world. It is generally easier to read than the Lord of the Rings on multiple levels.

 * Abhorsen Trilogy by Garth Nix: Consisting of Sabriel, Lirael and Abhorsen; this series for young adults is arguably Nix's best work. A very interesting, highly original fantasy world that mixes traditional fantasy elements such as magic, with non-traditional ones, such as the zombie-like Dead, and some contemporary, historical and scientific ingredients as well.

 * Twilight Saga by Stephenie Meyer: an arguably poorly written, far too wordy series for teens; the books nevertheless a valuable read for an aspiring or established fantasy or science fiction writer. If nothing else, the reader will probably take away some awareness of the pitfalls Meyer has regrettably fallen into and possibly some idea of how to write a novel as compulsively readable. The saga consists of Twilight, New Moon, Eclipse and Breaking Dawn in that order.

 * Harry Potter series by J.K. Rowling: many of you would have already read this series. Mainly intended for children and teens. But, can be read by all. The set books, Fantastic Beasts and Where to Find Them and Quidditch Through the Ages, also give the fantasy learners a short but arguably wonderful course on fantasy writing, not to mention the knowledge of various fantastical creatures.


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Science Fiction and Fantasy World Development (unconventional course)

Course Information
Note: This course under construction, so follow at your own risk. Please do not edit this page, if you have anything to contribute to this course then please mention it on the discussion page or start your own under the Unconventional Courses List on the Fantasy and Science Fiction Writing Group page. Thank you! Signed, Trinity507 04:37, 14 December 2008 (UTC)

 * Instructor: Trinity507

 * Course Summary: This unconventional course, part of the Fantasy and Science Fiction Writing Group, is intended to help you understand the fundamentals of science fiction and fantasy world building. You may join this course at any time; the materials will always be posted here for your use. Please sign your name at the bottom of the page under the "Completed" heading when you have finished, and feel free to post your comments on the course on the discussion page. Also feel free to post any questions you might have on the discussion page, and I will answer them as soon as I am able.

 * Materials: Your imagination, along with a some paper and a pencil. You might want to have a folder or a notebook to keep the paper in, to keep your hard work from getting lost or damaged.

'This course has absolutely no weight at any educational institution, it is simply a way to pass on some writing tips and tricks. Hopefully you will also gain some valuable writing experience, and have fun with your writing hobby/profession! Signed, ' Trinity507

Lesson 1: Beginning Your Map
Welcome to Lesson 1 of the Science Fiction and Fantasy World Development course. In this lesson we will go over the basics of world creation and science and fantasy fiction, do some brainstorming, and begin filling in the map of your brand-new world. Make sure you keep paper and a pencil handy!

World Before Story: When writing science fiction and fantasy, the first thing you should consider is your world. Character-driven, plot-driven or shock stories can be just as good as world-driven ones, but unless you have at least some backdrop for your tale, readers will quickly get bored. After all, can you imagine a play or a movie without any sets, costumes or props at all?

Idea Before World: But before you can start creating your wondrous world, you must first have some spark of an idea for it. Take a moment with your pencil and paper to answer these questions:
 * 1) Is your world a planet, land or something else?
 * 2) What kinds of terrain and/or weather does your world have? (mountains (cold, snowy, high altitude), forests (can be cold and coniferous or tropical), oceans (wet and usually salty), deserts (dry, hot or cold), etc.
 * 3) What kinds of creatures live in your world? Is your world split into countries or regions because of these creatures? And how might the creatures in your world adapt because of the terrain and weather conditions of your world? (Don't go into too much detail on this one, we'll cover it again later, but keep it in mind.)
 * 4) Are there cities in your world? If so, how large are they, and what kind? (Rustic, modern, futuristic, etc.)
 * 5) Are there any relevant imports and exports to and from your land, ones that might be visible at a glance on a map? (Wood from forests, fish from the sea, grain from the plains, etc.)

Also answer any further questions that pop into your mind; this is part of the all-important brainstorming process. Try to spend at least ten minutes at this, and your world will begin taking shape in your mind. There are other kinds of worlds that would have separate questionnaires, as well, like if your story takes place on a spaceship. You can usually apply the same kind of questions in these situations, but the context will be different.

A Rough Draft of Your Map: After you have finished writing your notes, you should begin to have an idea of what a map of your world would look like. Try sketching some of the most basic and rough features of your world now. A good place to begin is showing basic landforms and terrain; like perhaps your mountains to the north, a desert to the south, forests to the west or plains in the east. Also try to locate some major cities or settlements that could be relevant to a story. Optional: depending on how comfortable you are with Microsoft Paint or another computer graphic software, you can also create your map on the computer if that is easier.

No Artistic Talent Required: At this point, don't worry about how polished your map looks. It can be hard to look at the beautiful maps printed on the endpapers in many science fiction and fantasy novels, with their fancy calligraphy and elegantly drawn landforms. Do remember, however, that many of these maps have been created by professional artists under the guidance of writers, and not the writers themselves. This rough map that you are drawing is merely a visual guide for your imagination as you create your story.

Congratulations! You have now completed lesson 1 of this course. Keep your map in a safe place until next time. Also, please see the suggested reading on the main page of the Fantasy and Science Fiction Writing Group for a list of brilliant works of science fiction and fantasy that you might enjoy reading to get some ideas of good constructed world structure.

Extra Credit: Check out these related links on Wikibooks and Wikipedia:
 * Wikibook textbook on constructed worlds: Conworld
 * Wikipedia article on world building: Worldbuilding


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text: Social entrepreneurship/SSE Test Module 3


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User:KeFe

 * Hungarian Wikipedia
 * Hungarian Wikibooks

title: User:KeFe


text:
Talk:Study of Genesis/Overview

From the article: " ... - if the Creation account is proven false, it invalidates much if not all of the rest of scripture. For example, if God did not create man, then man does not have to answer to God for His actions." If evolution was the mechanism used by God to create man, then nothing has to be proven false, or invalidated. Many Christians have thus reconciled evolution with God's creation of man, given some discretion to the literallity of the 24 hour day during the Creation.
 * True. And even among those who disagree with evolution and agree with the account of Genesis, some lenience in interpretation is often taken with these passages, taking "day", for example, to mean "an unspecific period of time", etc. The Jade Knight (d'viser) 10:14, 14 December 2008 (UTC)

Do you want the academic viewpoint
I am a retired computer science teacher and committed reader of scripture, but as outlined here the approach seems to not want to deal with the academic viewpoint of the Hebrew Bible that has been built up over the last century or so. I will never be able to go the a university to study the Bible but I would like to and I would like to consider that Wikiversity might be the place to work that out. However the current "tone" of Biblical Studies seems to be be focused on a much more literal interpretation and if that is the case do the originators even want to have other viewpoints brought forward. Looking at Genesis without considering the work that has been done with the Documentary Hypothesis, form criticism, canonical criticism, redaction criticism etc. etc. seems to be a retreat to the 19th century. So hopefully someone will pick up this query and let me know if there is a place within Wikiversity that would be open to building a broader view of the Hebrew Bible. Billbc 02:59, 8 February 2010 (UTC)

title: Talk:Study of Genesis/Overview