text:
Talk:Crocodile

Dinosaurs?
Is this technically correct? I think the dino-->bird thing is taught even at pre-school level these days. Perhaps "living fossils"? --McCormack 17:14, 12 April 2008 (UTC)

 * There were prehistoric crocodiles too, so I don't think saying either dino or bird ancestry is correct, but rather they are just reptiles. --dark[[Image:Yin yang.svg|12px]]lama 20:03, 12 April 2008 (UTC)

 * Crocodilia "They are the closest living relatives of birds, as the two groups are the only known survivors of the Archosauria. " --mikeu talk 20:11, 12 April 2008 (UTC)

 * I've tried to address this by adding that they are "''modern day relatives' of dinosaurs." -- Jtneill - Talk 00:37, 13 April 2008 (UTC)

keep it simple
For pages written for younger children we should consider linking to Simple English pages such as Crocodile. The only problem is that many of these are short stubs. --mikeu talk 21:21, 12 April 2008 (UTC)

 * Wow, I had no idea simple.wikipedia existed. Thanks Mike, will definitely try to use this now. -- Jtneill - Talk 00:42, 13 April 2008 (UTC)

rocking
very funky jtn lucychili 23:50, 12 April 2008 (UTC)
 * for kids re wikis how can the wiki page be made to invite comment or critique
 * fresh water crocodiles have different snouts does that matter?
 * do you want to incorporate a bloom clock idea eg are there crocodiles near you? something about egg lifecycle or birthing? or harvesting?

 * re: interactivity, I was hoping to create places (boxes) visitors could e.g., :

 * leave questions
 * leave info
 * I have got as far as Crocodile/Your facts, but a little stuck technically on how to create a simple 'click here' which would allow kids to edit in clean box. -- Jtneill - Talk 01:22, 13 April 2008 (UTC)

How often does a crocodile eat?
That one! :D I can't find it online at all. RTG 12:47, 30 January 2009 (UTC)
 * * "Juvenile crocodiles should be fed 1-3 times per week."
 * * John Casey feeds a mature 45 year old pet croc a couple of times a month:

-- Jtneill - Talk - c 14:05, 31 January 2009 (UTC)

 * Thanks JT, surprising not to be readily available RTG 02:01, 3 February 2009 (UTC)

title: Talk:Crocodile


text:
Talk:Instructional Design/Constructivism/Exploration of Constructivist Practices, Principles and Strategies

Image versus table
Nice page. Though could Image:Authentic.gif perhaps be replaced by a text-based table that says the same thing? I find the image quite hard to read on-screen. Cormaggio talk 17:17, 12 April 2008 (UTC)

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


text: Prioritizing Content/ANSWER

title: Prioritizing Content/ANSWER


text:
Portal talk:Olympiads

Come on everyone interested in IMO,IOI,etc. Contribute!!!

Keywords
International Mathematics Olympiad International Olympiad in Informatics Integration Bee Integral Bee International Physics Olympiad World Puzzle Championship

Solutions for Austrian Mathematical Kangaroo 11-12
IF YOU FEEL THAT ANY ANSWER IS WRONG, THEN ADD A COMMENT ON THIS TALK SECTION ABOUT YOUR LOGIC AND THE EDIT DONE; AND CHANGE IT ABOVE.

title: Portal talk:Olympiads


text:
Instructional design/Learning objectives/Where Conditions Come From

Resources for Conditions
For an objective, almost anything can be used in the condition. There are four primary categories - tools, references, aids, and contexts - that can be included in an objective. With reference to resources, the condition phrase is written specifying "what the learner will be given or not given". A few examples of the resources described in conditions are in the following table.

Tools
A "tool" is usually some physical instrument that is used to accomplish a specific purpose. For learning objectives, the purpose is the behavior required by the performance phrase of the objective.

For example:
 * Given a voltmeter, the student will be able to measure the voltage....
 * Given a TI-X30 calculator, the student will be able to solve for the tangent....

Aids
An "aid" is a support for the performance of the objective that would be used on the job, or is needed to measure the behavior.

For example:
 * Given the emergency procedures checklist, the dispatcher will be able to demonstrate the initial response to a fire....
 * Given the reflection paper rubric, the student will be able to evaluate another student's paper....

Context
A "context" is the environment or situation where the student will perform the behavior.

For example:
 * During a role-play scenario where a customer identifies their values and goals for investing money, the investment broker associate will be able to select.....
 * Given a recreation of the Cessna aircraft wreckage, the investigator trainee will be able to diagram the wreckage pattern....

Navigation
Click Next to continue.


text:
Instructional design/Congratulations

You Are Finished
Great Job! You have completed the ID learning objectives instruction.

A Well-Formed Learning Objective contains a:
 * Performance - which describes what the participant should be able to do, also referred to as behavior.
 * Conditions - which describes how the behavior is performed and under what constraints the performance occurs.
 * Criterion - which determines the standards which must be met to accomplish the performance.

By having good learning objectives we are able to provide a focus for the instruction, provide participants with guidelines for learning, communicate instructor and course expectations to participants, and provide instructional designers with guidelines for selecting media, materials, and strategies

Feedback
Please feel free to provide feedback concerning the "ID Learning Objective" module in the space below. To access just click the "talk" button just on the top of the page and place your comments there. Thanks for your participation!

Navigation
Click Next to go to the beginning of the ID Learning Objective module, or click the Instructional Design tab to view other learning experiences.

title: Instructional design/Congratulations


text:
Talk:Instructional design/Learning objectives/You are the Instructional Designer/Possible Scenario Answers

Maybe this page could be renamed so it gives more of a description as to what the "possible scenario answers" are about or are related. This seems like it is being actively developed, so I just want to throw that out as a suggestion. --Remi 20:47, 12 April 2008 (UTC)


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User talk:Dpalme

Hello, welcome around here and thank you for your offer. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 22:06, 12 April 2008 (UTC)

Welcome
Hello Dpalme, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 22:06, 12 April 2008 (UTC)

title: User talk:Dpalme


text: File:CSS Flow Chart Instructions.pdf

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text:
Crocodile/Your facts

What are your favourite crocodile facts? Click here to add facts you know!!

Temporary note
-- Jtneill - Talk 01:27, 13 April 2008 (UTC)
 * Can you help to create a fact box for the Crocodile page, into which kids can enter their favourite facts into a clean box?
 * At the moment this links back to the main page. Instead I would like it to link to editing a (largely empty) box which is included on the main page. i.e., keep it simple for kids to edit without looking at all the code on the page.

title: Crocodile/Your facts


text:
User:Jtneill/Sandbox

HR line
 and a small comment.
 * A 50% hr width line followed by some orange text.

Clickable images
Go back to my user page by clicking on this blue arrow.

Quiz
An interesting use of a simple quiz, from Mange01 here: {Wikipedia policies and guidelines are often referred to by shortcuts and shortnames. What does these rules mean? (Check one per row, and one per column.) -+--- Wikipedia is not the place to publish new ideas or new scientific results. + The article should not be biased, but should refer all significant perspectives of the main scholars and specialists in the area. ---+- Material challenged or likely to be challenged, and all quotations, must be sourced. Otherwise it may be removed, even if you know it is the truth. ---+- You do not need to read any rules before contributing to Wikipedia. If a policy prevents you from improving or maintaining Wikipedia, ignore it. + Do not revert a single page more than three times within a 24-hour period, except in some exceptions. --+-- The wiki process is the decision mechanism. When everyone agrees or are silent, a suggestion or an edit is considered as accepted. Seek compromises. --+-- Non-neutral or uncited contentious statements about now living persons can be deleted immediately without discussion. -+--- Even during heated debates, be reasonable and calm. + Avoid writing "some people say" without providing sources.
 * type="[]"}
 * NPOV | NOR | CON | IAR | 3RR | CIV | BLP | VERIFY | WEASEL

Music
♪♫   Help: How can I find more such symbols?

#If
is bytes; in fact is it is  bytes.

is bytes; in fact is it is  bytes.

font

User talk page
 User talk  -  Leave message

Template troubleshooting
The two sections below demonstrate how the Template:wikipedia used to work and how it currently works. Note that in the current version, the links are pushed down; evident in FF2 and IE7 for me.

See also (old)
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem. Ut enim ad minima veniam, quis nostrum exercitationem ullam corporis suscipit laboriosam, nisi ut aliquid ex ea commodi consequatur? Quis autem vel eum iure reprehenderit qui in ea voluptate velit esse quam nihil molestiae consequatur, vel illum qui dolorem eum fugiat quo voluptas nulla pariatur?

See also (current)
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem. Ut enim ad minima veniam, quis nostrum exercitationem ullam corporis suscipit laboriosam, nisi ut aliquid ex ea commodi consequatur? Quis autem vel eum iure reprehenderit qui in ea voluptate velit esse quam nihil molestiae consequatur, vel illum qui dolorem eum fugiat quo voluptas nulla pariatur?"

Time
Local time:

=To be sorted=

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text:
Talk:Spanish: An Introduction/About Spanish

How to go deeper in this lesson
It seems to me like a project to make an Espanglish dictionary.--Juan 14:55, 21 March 2007 (UTC)
 * I think the fist thing that should be done is a curriculum map. You should decide how far this course should go, and then draw the steps to reach it. I think this lesson is too simplistic and should expand. For example include less information on the Spanish language tree and more information on the differences between English and Spanish. For example masculine and feminine, basic verb conjugation, words derived form English, and basic pronunciation(v, ll).

Uh, a basic question
To complete this lesson, do I simply add my answers beneath each heading?? I'm a little confused.....what's to stop me from simply reading each person's answer and making it my own? Buddpaul 17:16, 11 May 2007 (UTC)
 * Yeah. you are right, this zero lesson is bad done. I should fix it. But anyway, lets do it, who you said to fill it in.--Juan 19:08, 16 May 2007 (UTC)


text:
Category:Spanish Teacher

This category belongs to the Spanish Language Division, and its purpose is the coordination of teachers.

 * The main article of this category is the Spanish Language Division.

title: Category:Spanish Teacher


text:
Template:Teacher

Usage
This template must be located in the user page. It adds the language teacher category and two links: to the personal exercises page of the user (User: / ), and to the language division.

Parameters

 * - Name of the language, such as French, Spanish or Esperanto.

title: Template:Teacher


text: File:Writing Learning Objectives Checklist2.pdf


text:
Content Prioritization for Standards-based Education/Show me the math used in step 7 and the group-ranked list that is the result

 * Students’ interest in topic 2 + 1 + 2 + 1 + 2 = 8
 * School's past performance 1 + 3 + 1 + 3 + 1 = 9
 * Teacher’s interest in topic 5 + 4 + 6 + 2 + 5 = 22
 * Availability of ancillary materials 3 + 2 + 5 + 6 + 4 = 20
 * Time needed to teach thoroughly 4 + 5 + 3 + 4 + 6 = 22
 * Students’ previous knowledge 6 + 6 + 4 + 5 + 3 = 24
 * Alignment with school’s mission 7 + 8 + 7 + 7 + 8 = 37
 * Cohesiveness with other standards 8 + 7 + 8 + 8 + 7 = 38


text:
Portal:Sumeria

This topic is about the Sumerian people, their history, life and different cultures they have influenced and been influenced by.

Introduction

The Sumerian people and their language (a language isolate) of southern Mesopotamia were present from about 5000/4500 BCE to 2000BCE. After that date it was extinct as a first language and only used as a liturgical language by the following Akkadian and Aramaic language speakers. The script used was cuneiform which was first developed by the Sumerians. It is debatable as to whether their script or that of the Egyptian hieroglyphs was the first to be developed for writing purposes pre 3000 BCE.

History
The history of Sumeria is associated with that of the Akkadian, and to a lesser degree the Elamite peoples. There is evidence of a coexistance between the Sumerian and Akkadian people before the demise of the Sumerians and their supplanting by the Akkadians. But before what is termed the Sumerian, southern Mesopotamia was occupied by the Ubaid culture which evolved into the Uruk culture and then into the Sumerian culture. The Ubaid people developed agriculture, irrigation, large village settlements and transmigration to areas occupied by other cultures. They had a relationship with the Samarra culture to the north between 5300–4700 BCE and supplanted the Halaf culture to the north sometime between 4500 and 4000 BCE.

Prerequisites
None defined as of yet.

Learning resources

 * Sumerian Wikibooks has five lessons on Sumerian.
 * Major site by John A. Halloran on the language
 * Sumerian mythology
 * Digital library of texts and translations of Sumerian literature

Subtopics

 * Sumerian Language
 * Sumerian Mythology
 * Sumerian History
 * Sumerian Architecture
 * Sumerian Art
 * Sumerian Medicine
 * Sumerian Mathematics

title: Portal:Sumeria


text:
Talk:Design for the Environment/Automotive Interior Door Panels

images - fair use? released with permission? --Remi 06:12, 13 April 2008 (UTC)


text:
User talk:Robert Elliott/REtest1

hmm, rename for descriptiveness? --Remi 06:16, 13 April 2008 (UTC)

title: User talk:Robert Elliott/REtest1


text: User:Jonathan Webley/sandbox2

title: User:Jonathan Webley/sandbox2


text:
School:Military

Military school deals with all aspects of army and military. Some of the topics covered in this school are
 * Army
 * Navy
 * Air force
 * Military aviation.

School news
13/4/08 School founded 06 November 2017  Verify that the material is credible by reviewing sources

04 December 2017  Updates with Contact added to Essential Information section

17 January 2018   Review school content for compliance with TRADOC guidelines

Essential Information
Modernizing For Greater Lethality

Provided by The Office of the Chief of Public Affairs, Department of the Army, 9 October 2017

Modernizing for lethality is about capabilities, not platforms. To be ready for the next war, the U.S. Army and the other services must effectively innovate and adapt concepts, equipment, and training. The U.S. Army is behind on modernization and U.S. forces are contested in all domains. The Army must adapt its modernization strategy to account for both current fiscal constraints and a complex, uncertain, dynamic operating environment. Innovative solutions and streamlined processes focused on prioritized capabilities will ensure the Army is ready to face any adversary across all domains.

The Army continues rebuilding the readiness stretched by 16-plus years of sustained combat and continued budget turmoil. The Army must fundamentally change its approach to modernization to consider multiple possible futures and leverage commercial innovations, cutting-edge science and technology, and feedback from the warfighter.

What continued efforts does the Army have planned for the future?

 * The Army will promote science and technology initiatives to field capabilities to the force through the 2030s.
 * The Army will sustain incremental upgrades by prioritizing capabilities that have the greatest impact against a near-peer threat and that can be in Soldiers' hands in the next 10 years.
 * The Army will take risks in new development by start new programs only if required to close an extremely high risk gap.
 * The Army will go slow and keep options open, slow down procurement, and keep programs going for when funding becomes available.
 * The Army will divest where appropriate by identifying equipment and systems that are excess, obsolete, or no longer required in order to reduce and eliminate the associated sustainment costs.

Why is this important to the Army? The world has changed: the overmatch the..

-- Army bulletin continues, to follow --

Why is this important to the Soldier? The changing world: many overmatches that..

There are varying opinions on what is considered Essential Information for prospective Armed Forces recruits and sometimes that information contains outdated, inaccurate or misleading advice. So for a young person interested in the US Armed Forces it is strongly recommended that you get your own idea for what is Essential Information by reviewing regularly what the DOD considers to be Essential Information for its service members. One of the best ways to keep up on these trends is to subscribe to the Army Public Affairs bulletins which is how the article above, Modernizing for Greater Lethality was originally distributed. For the full article and email bulletin sign up visit https://www.army.mil/standto/archive_2017-10-09 or visit the Army Public Affairs sign up page to submit your email address at https://www.army.mil/standto#about

BW Schulz 07:40, 2 February 2018 (UTC)

Discussion questions
Refers to the introduction chapter in the United States Army Operating Concept TRADOC Pam 525-3-1

The US AOC first poses this question for readers (and then states confidently that it will answer it too!)
 * How do Army forces conduct operations to deter conflict, prevail in war, and succeed in a wide range of contingencies in the future operational environment?
 * After reading Pam 525-3-1 would the student agree that this strategic concept was presented and explained well?

Topic references United States Army Operating Concept 2016-2028, TRADOC Army publication Pam 525-3-1

Tutorial for the British

 * British Armed Forces Regiments and Battalions
 * British Army Ranks

Tutorial for the American

 * US Army Divisions
 * US Army Ranks
 * US Army Drill and Ceremony
 * US Army Branches

Tutorial for the Canadian

 * Canadian Armed Forces Divisions
 * Canadian Armed Forces Ranks

Book references

 * The Long War - Insurgency, Counterinsurgency and Collapsing States Edited by Mark T. Berger, Douglas A. Borer ISBN 978-0-415-46479-6
 * The New American Way of War By Ben Buley ISBN 978-0-415-42995-5
 * Citizens, Soldiers and National Armies By Thomas Hippler ISBN 978-0-415-40979-7
 * Fighting Like a Guerrilla Edited by Rajesh Rajagopalan ISBN 978-0-415-45684-5
 * Army Basic Training Survival and Success in the US Army by BW Schulz ISBN 978-0974665801

Suggested readings

 * The Art of War by Sun Tzu
 * The Art of Peace by Morihei Ueshiba
 * The U.S. Army/Marine Corps Counterinsurgency Field Manual by Sarah Sewall and John A. Nagl

External links to study sites

 * Lots of studying information
 * US Army Training Manual at Academia.edu

External links to national military pages

 * British army official webpage
 * Royal air force Official webpage
 * Royal navy official webpage
 * US army official webpage
 * US air force official webpage
 * US navy official webpage
 * US air force recruiting page
 * US navy recruiting page
 * US army recruiting site
 * Canadian army English page
 * Canadian army French page
 * Canadian air force English page
 * Canadian air force French page
 * Canadian Navy English page
 * Canadian Navy French page

title: School:Military


text:
Portal talk:Pre-school Education

Simple Wikipedia
I'm wondering how we might effectively promote linkage with Simple Wikipedia. Perhaps it could have its own template box. -- Jtneill - Talk 10:44, 13 April 2008 (UTC)
 * On the whole, a portal page should aim to keep people on Wikiversity and help them around here. But links from individual project pages (e.g. crocodile) would be a great idea. --McCormack 10:57, 13 April 2008 (UTC)
 * Mind you, I've stuck a whole bunch of small text links to Commons in there! --McCormack 10:58, 13 April 2008 (UTC)

title: Portal talk:Pre-school Education


text:
British Armed Forces Regiments and Battalions

This is a list of all regiments and battalions in the UK armed forces directed from the School:Military school on Wikiversity as tutorial one. They are in alphabetical order.

13 Air Assault Support Regiment

Argyll & Sutherland Highlanders

Army Air Corps

Black Watch

Blues and Royals

Brigade Of Gurkhas

22nd Cheshire Regiment

Coldstream Guards

2 Close Support Regiment RLC

3 Close Support Regiment RLC

The Duke of Lancaster's Regiment

Duke of Wellington's Regiment

Engineers see under Royal Engineers

East and West Riding Regiment (TA)

East of England Regiment

22 Field Hospital

205 (Scottish) Field Hospital (V)

207 (Manchester) Field Hospital (V)

212 Field Hospital (V)

256 (City of London) Field Hospital (V)

5 General Support Medical Regiment

Green Howards

Grenadier Guards

Highlanders

51st Highland Regiment (TA)

Household Cavalry Regiment

Irish Guards

King's and Cheshire Regiment

King's Own Royal Border Regiment

King's Own Scottish Borderers

King's Regiment

King's Royal Hussars

King's Troop Royal Horse Artillery

The King's Division Recruiting Team (North East)

Lancastrian and Cumbrian Volunteers

Life Guards

Light Dragoons

London Regiment (TA)

52 Lowland Regiment (TA)

151 (London) Transport Regiment RLC

Military Provost Staff

Military Provost Guard Service

The Mercian Regiment

Parachute Regiment - 1st Bn

Parachute Regiment - 2nd Bn

Parachute Regiment - 3rd Bn

Parachute Regiment - 4th Bn (TA)

Princess of Wales's Royal Regiment

Princess of Wales's Royal Regiment - 1st Bn

Princess of Wales's Royal Regiment - 2nd Bn

Princess of Wales's Royal Regiment - 3rd Bn

Princess of Wales's Royal Regiment (Queen's and Royal Hampshire) - 3rd Bn (TA)

Prince of Wales's Own Regiment of Yorkshire - 1st Bn

Queen's Dragoon Guards (The Welsh Cavalry)

Queen's Lancashire Regiment

The Queen's Own Gurkha Logistic Regiment RLC

Queen's Own Yeomanry

Queen's Royal Hussars

Queen's Royal Lancers

The Rifles

Rifle Volunteers (TA)

Royal Anglian Regiment

Royal Armoured Corps

Royal Dragoon Guards

Royal Electrical and Mechanical Engineers

1 Battalion Royal Electrical and Mechanical Engineers

2 Battalion Royal Electrical and Mechanical Engineers

3 Battalion Royal Electrical and Mechanical Engineers

4 Battalion Royal Electrical and Mechanical Engineers

6 Battalion Royal Electrical and Mechanical Engineers

7 Air Assault Battalion Royal Electrical and Mechanical Engineers

101 Battalion Royal Electrical and Mechanical Engineers (TA)

Royal Engineers

Royal Gibraltar Regiment (RG)

Royal Green Jackets

Royal Gurkha Rifles

Royal Highland Fusiliers

Royal Irish Regiment Royal Irish Rangers (TA)

9th/12th Royal Lancers (Prince of Wales's)

Royal Logistic Corps - 13 Air Assault Support Regiment

Royal Logistic Corps - 25 Regiment

Royal Logistic Corps - 29 Regiment

Royal Logistic Corps - 150 Regiment (TA)

Royal Logistic Corps - 152(U) Transport Regiment (V)

Royal Logistic Corps - 2 Close Support Regiment

Royal Logistic Corps - 3 Close Support Regiment

Royal Logistic Corps - 11 Explosive Ordnance Disposal Regiment

Royal Logistic Corps - 1 Logistic Support Regiment

Royal Logistic Corps - 2 Logistic Support Regiment

Royal Logistic Corps - 4 Logistic Support Regiment

Royal Logistic Corps - 151 (London) Transport Regiment

Royal Logistic Corps - 156 Transport Regiment (TA)

Royal Logistic Corps - 157 Logistic Support Regiment

Royal Logistic Corps - 168 Pioneer Regiment

Royal Logistic Corps - 17 Port and Maritime Regiment

Royal Logistic Corps - The Queen's Own Gurkha Logistic Regiment

Royal Logistic Corps - 7 Transport Regiment

Royal Logistic Corps - 8 Transport Regiment

Royal Logistic Corps - 10 Transport Regiment

Royal Mercian and Lancastrian Yeomanry

Royal Military Police

Royal Military Police - 174 Provost Company

Royal Regiment of Artillery (RA) - 1st Regiment Royal Horse Artillery

Royal Regiment of Artillery (RA) - 3rd Regiment Royal Horse Artillery

Royal Regiment of Artillery (RA) - 4th Regiment Royal Artillery

Royal Regiment of Artillery (RA) - 5th Regiment Royal Artillery

Royal Regiment of Artillery (RA) - 7th Parachute Regiment Royal Horse Artillery

Royal Regiment of Artillery (RA) - 12th Regiment Royal Artillery

Royal Regiment of Artillery (RA) - 14th Regiment Royal Artillery

Royal Regiment of Artillery (RA) - 16th Regiment Royal Artillery

Royal Regiment of Artillery (RA) - 19th Regiment Royal Artillery

Royal Regiment of Artillery (RA) - 26th Regiment Royal Artillery

Royal Regiment of Artillery (RA) - 29th Commando Regiment Royal Artillery

Royal Regiment of Artillery (RA) - 32nd Regiment Royal Artillery

Royal Regiment of Artillery (RA) - 39th Regiment Royal Artillery

Royal Regiment of Artillery (RA) - 40th Regiment Royal Artillery

Royal Regiment of Artillery (RA) - 47th Regiment Royal Artillery

Royal Regiment of Fusiliers

Royal Regiment of Scotland

Royal Rifle Volunteers (TA)

1st Royal Tank Regiment

2nd Royal Tank Regiment

Royal Scots

Royal Welsh Regiment (TA)

Royal Yeomanry

SCOTS DG

Scots Guards

Staffordshire Regiment

The Rifles

The Royal Regiment of Scotland

The Royal Welsh

10 Transport Regiment RLC

151 (London) Transport Regiment RLC

Tyne Tees Regiment (TA)

Welsh Guards

West Midlands Regiment (TA)

Worcestershire & Sherwood Foresters Regiment (29th/45th Foot)

The Yorkshire Regiment


text:
User talk:Kfir

computer scince

title: User talk:Kfir


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User:Kfir

computer scince

title: User:Kfir


text:
US Army Ranks

Enlisted Soldiers and Non-Commissioned Officers
The chart below represents the current enlisted rank insignia of the United States Army.

All enlisted ranks of corporal and higher are considered non-commissioned officers (NCOs).

Privates (E1 and E2) and privates first class (E3) are addressed as 'Private (last name)', specialists as 'Specialist (last name)', corporals as 'Corporal (last name)', and sergeants, staff sergeants, sergeants first class, and master sergeants all as 'Sergeant (last name).' First sergeants are addressed as 'First Sergeant (last name)', and sergeants major and command sergeants major are addressed as 'Sergeant Major (last name)'.

Warrant Officers
The chart below represents the current Warrant Officer rank insignia of the United States Army.

Warrant officers are single track, specialty officers with subject matter expertise in a particular area. They are initially appointed as warrant officers (in the rank of WO1) by the Secretary of the Army, but receive their commission upon promotion to chief warrant officer two (CW2).

By regulation, a Warrant Officer 1 is addressed as 'Mr. (last name)' or 'Ms. (last name) or sir/ma'am. Upon promotion to Chief Warrant Officer 2, 'Mr. or Ms. (last name)' the term "Chief" is introduced as an additional term of address although this is an unofficial title.

Commissioned Officers
The chart below represents the current officer rank insignia of the United States Army.

Army regulations call for addressing all personnel with the rank of general as 'General (last name)' regardless of the number of stars. Likewise, both colonels and lieutenant colonels are addressed as 'Colonel (last name)' and first and second lieutenants as 'Lieutenant (last name).'

title: US Army Ranks


text:
Canadian Armed Forces Ranks

The following ranks comprise the structure of the Canadian Armed Forces. Ranks are displayed highest to lowest as part of the School:Military Canadian Armed Forces tutorial.

title: Canadian Armed Forces Ranks


text: Educational Media Awareness Campaign/Art


text: Template:Educational Media Awareness Campaign/Subject


text:
Template:Educational Media Awareness Campaign/Welcome

 Welcome to the  section of the Educational Media Awareness Campaign. From this page you can use the gallery box to access all the featured media for this subject. The gallery will guide you through the collection - just keep clicking "next" or "back". This page also shows the today's current feature from this section. A particular media item is dynamically selected each day to feature on pages related to this subject. At the side of this page there is also an administrative panel which helps maintain and extend this collection.


text:
Template:Educational Media Awareness Campaign/Admin

 Page that controls the rotation.

 * Picture of the Day

Template that controls the navigation.

 * Navigation for pictures of the day

To edit individual media pages within this section of the project, use the gallery to access the original page.


text:
Template:Educational Media Awareness Campaign/Links

Meta-templates for the picture of the day.

 * Overall meta-template
 * Box title
 * Usage text
 * "About" text

Templates for this page.
 * Welcome text
 * Administration box


text: Template:Educational Media Awareness Campaign/Nav


text: Category:EMAC subjects

title: Category:EMAC subjects


text: Educational Media Awareness Campaign/Art/POTD


text:
Assistant teacher course/Individual curriculum/Science

—Democracy and Education, John Dewey

Science
Science as a subject may seem too general but why should the interests of the participants be restrained if the goals are to learn scientific methodology and to allow interest-driven learning? A course in science can choose any topic that allows scientific analysis. An important goal can be that the pupils choose the topics themselves in order to allow interest-driven learning. The teacher and his assistants aim to teach the scientific methods and provide the tools the pupils need for scientific research. The teacher can also provide a collection of topics for pupils who do not have ideas for research. The pupils should form between two and eight work groups and work on aspects of the same topic or on different topics. The course can allow the pupils to present their findings to the other work groups (or to the school community in a "school symposium"). To teach the necessary mathematics or computer science for scientific methods the course can function like a regular course in mathematics or computer science on occasion. The course should have its own democratic body to determine the curriculum for the next weeks. Assistant teachers are especially useful to prepare lessons for a flexible science course.

Example: The search for the smallest particle
—Democracy and Education, John Dewey A sensible goal for a science course is to invent terminology for things that haven't yet been thoroughly analyzed. Only after something has been subject to sufficient study the real terminology should be used. This way the object of study can remain more something to be researched than something to be found in an encyclopedia. A course could begin the search for the smallest particle of matter (e.g. the "Y o c t o particle") with trying to break small things and to put them under microscopes and continue with microscopy of plant cells. An example hypothesis could be that stones are apparently made of sand particles and that sand particles therefore could be seen as the smallest particles that compose stones, unless somebody could propose how to smash sand. The pupils should learn to write down an expectancy before each experiment and to write down their findings afterwards.


text: Educational Media Awareness Campaign/Mathematics/POTD


text: Educational Media Awareness Campaign/Mathematics


text: Educational Media Awareness Campaign/English/POTD


text: Educational Media Awareness Campaign/English


text: Educational Media Awareness Campaign/Biology/POTD


text: Educational Media Awareness Campaign/Biology


text: Educational Media Awareness Campaign/Chemistry/POTD


text: Educational Media Awareness Campaign/Chemistry


text: Educational Media Awareness Campaign/Physics/POTD


text: Educational Media Awareness Campaign/Physics


text: Educational Media Awareness Campaign/Geography/POTD


text: Educational Media Awareness Campaign/Geography


text: Educational Media Awareness Campaign/History/POTD


text: Educational Media Awareness Campaign/History


text: Educational Media Awareness Campaign/Languages/POTD


text: Educational Media Awareness Campaign/Languages


text: Educational Media Awareness Campaign/Information technology/POTD


text: Educational Media Awareness Campaign/Information technology


text: Educational Media Awareness Campaign/Sports/POTD


text: Educational Media Awareness Campaign/Sports


text: Educational Media Awareness Campaign/Music/POTD


text:
Educational Media Awareness Campaign/Music

Seeing all the work that has gone into this site, people could be forgiven for thinking that I'm a hi-tech music enthusiast but nothing is further from the truth! I am only interested in technology in as far as it enables me to do things, as a musician and a teacher, that I can't achieve in other ways. Given a choice of playing a piano or an electronic keyboard, I'd choose the piano every time! I have extremely limited patience with technology - and, no, I don't know how to work the family video recorder!


text:
BCP/Skimmia japonica

Skimmia japonica

title: BCP/Skimmia japonica


text:
BCP/Skimmia japonica/Logs

This page contains recent bloom logs for the plant Skimmia japonica (Skimmia).

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

Recent Logs

 * SBJ 14:40, 13 April 2008 (UTC)
 * --SB_Johnny | talk 10:32, 27 April 2008 (UTC)

title: BCP/Skimmia japonica/Logs


text:
User:Dia0369~enwikiversity

User Info
Dia0369's real name is Diana and she was born in 1988. She's currently studying computer science at the University of Bucharest, Romania.

You can find out more about her on her wikipedia userpage: http://en.wikipedia.org/wiki/User:Dia0369

Wikiversity Status

 * 13th of April 2008 > Joined C++ Course - http://en.wikiversity.org/wiki/C%2B%2B#Enrolled

title: User:Dia0369~enwikiversity


text:
User talk:Dia0369~enwikiversity

Hello Diana, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 14:24, 13 April 2008 (UTC)

Welcome
Hello Dia0369, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 14:24, 13 April 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 Dia0369. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dia0369~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Dia0369~enwikiversity


text:
Wikiversity:Candidates for Custodianship/Jtneill (full custodian)

I would like to nominate Jtneill for probationary custodianship. James Neill joined Wikiversity last year and became active last month, clocking up well over 1000 edits in his first 30 days. His editing topics have been very varied, including widespread contributions in his own fields of academic expertise, creating resources for young children (e.g. crocodile) and getting deeply involved with the maintenance and development of Wikiversity (e.g. he has contributed significantly to Vision 2009). He aims to import much of his research to Wikiversity and has voiced his support for better media tools at Wikiversity. The volume of his edits alone means that he has already had need for sysop tools access on a number of occasions. I have offered to mentor him if he wishes. --McCormack 14:39, 13 April 2008 (UTC)
 * Hi, thanks for the nomination. I accept the nomination and would like to be mentored by McCormack. Happy to answer questions, etc. and please also feel free to share any concerns, offer advice, etc. I have lots to learn from many people here. -- Jtneill - Talk 01:48, 14 April 2008 (UTC)

Comments

 * Strong support - Jtneill is an energetic contributor, getting stuck right in. :-) Jtneill - can you confirm if you accept McCormack as a mentor? Do you have any experience with mediawiki admin tools? Cormaggio talk 17:50, 13 April 2008 (UTC)

 * re: mediawiki admin tools - I have used sysop tools on http://www.outward-bound.org/wiki/ (sorry you can't get past the first page without a login) for about 6 months. I have a local, much unused and neglected MW installation which I hope to one day revive :). -- Jtneill - Talk 01:52, 14 April 2008 (UTC)

 * Support - good nomination. Have known JT via TALO Group for a while; an innovative educator who would be an asset to Wikiversity. Countrymike 22:28, 14 April 2008 (UTC)

Mentor's recommendation for full custodianship
Having mentored Jtneill for the 30-day period, I nominate him for full custodianship. Jtneill is perhaps one of the most extraordinary additions to the Wikiversity community during recent times, and it has been quite humbling and awe-inspiring to be his mentor. If I mentioned that he has far in excess of 2000 edits just during his probationary period, this still hardly gives an idea of the breadth and depth of his activity at Wikiversity. Looking specifically at custodial skills such as tool usage, anti-vandalism, maintenance tasks and the like, Jtneill has more than acquired the necessary skills. Looking more broadly at his achievements, I see a tireless desire for self-improvement, and as an educator, Jtneill has constantly sought to expand his skills into the technical area (e.g. templates) and more generally, to ensure that he is a master of all things wiki. For me this has rather highlighted a custodial skill which I had never thought much about to date, and that is the ability of the custodian to advise others. Jtneill has acquired both the experience and the knowledge to act as an excellent advisor on Wikiversity. None of this touches yet on the areas where Jtneill has contributed most strongly to Wikiversity: and these two areas are the development of Wikiversity (in pretty well every respect) and the improvement of those subject areas of Wikiversity which fall into his own area of expertise. In summary, we are very fortunate to have James Neill among us, and I strongly recommend this candidate for full custodianship. --McCormack 13:21, 17 May 2008 (UTC)

Voting for full custodianship
Please enter vote and a brief comment here.

 * - Excellent participant and custodian, indeed a great addition to our community. --SB_Johnny | talk 13:30, 17 May 2008 (UTC)
 * agree to the above and I personally liked his contributions at Mascot contest, Erkan Yilmaz uses the Wikiversity:Chat (try) 13:36, 17 May 2008 (UTC)
 * - Impressive contributions and great ideas for improving wv. --mikeu talk 14:04, 17 May 2008 (UTC)
 * - As per all of the above.--Remi 18:22, 17 May 2008 (UTC)
 * - a tireless crusader for education and a true asset to the Wikiversity community. Countrymike 06:48, 18 May 2008 (UTC)
 * - yes, yes, yes without hesitation. Excellent contributor and now also custodian --Gbaor 06:32, 19 May 2008 (UTC)

Discussion results are clear, User:Jtneill now has full custodianship status. Congratulations, enjoy the mop. Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 13:31, 22 May 2008 (UTC)

Discussion and questions
Questions to and discussion of the candidate.


text:
Klingon/lesson3/vocabulary

 Return to Lesson 3

Translate these words into English The answers are case insensitive. { puq { child (i) }
 * type="{}"}

{ qIp { hit (i) }
 * type="{}"}

{ HISlaH { yes (i) }
 * type="{}"}

{ be' { woman (i) }
 * type="{}"}

{ yIt { walk (i) }
 * type="{}"}

Translate these words into Klingon The answers must be in the correct case for Klingon (lowercase a, uppercase D, etc). { friend { jup }
 * type="{}"}

{ see { legh }
 * type="{}"}

{ no { ghobe' }
 * type="{}"}

{ yes { HISlaH | HIja' }
 * type="{}"}

{ man { loD }
 * type="{}"}

{ sit { ba' }
 * type="{}"}

{ stand { Qam }
 * type="{}"}

 Return to Lesson 3

title: Klingon/lesson3/vocabulary


text:
Klingon/lesson3/KE

 Return to Lesson 3

Translate these phrases into English

 * Guidelines for answers

{ vIqIp { I hit him (i) | I hit them (i) _30 }
 * type="{}"}

{ loDHom vIlegh { I see the boy (i) _30 }
 * type="{}"}

{ qIp puq { The child hits him (i) | the child is hitting him (i) _30 }
 * type="{}"}

{ jIqetlaH { I can run (i) _30 }
 * type="{}"}

{ bIba'laH'a' { Can you sit (i) _30 }
 * type="{}"}

{ HISlaH jIleghlaH { Yes I can see (i) _30 }
 * type="{}"}

{ SaqIp { I hit you (i) _30 }
 * type="{}"}

{ ghobe' jup vIleghbe' { No I did not see the friend (i) | No I don't see the friend (i) | No I do not see the friend (i) _30 }
 * type="{}"}

{ vIleghlaHbe' { I cannot see him (i) | I cannot see (i) | I can't see him (i) | I can't see (i) _30 }
 * type="{}"}

{ ghobe' jIyIt { No I walk (i) | No I am walking (i) _30 }
 * type="{}"}

{ mogh vIlegh { I see Mogh (i) _30 }
 * type="{}"}

{ DIvI' Hol jatlh jup { The friend speaks English (i) | The friend is speaking English (i) _30 }
 * type="{}"}

{ be' qIp puq { The child hits the woman (i) | The child is hittng the woman (i) _30 }
 * type="{}"}

{ SaqIp'a' { Did I hit you (i) _30 }
 * type="{}"}

{ qaqIplaH'a' { Can I hit you (i) _30 } { HIja' jIba’laH { Yes I can sit (i) _30 }
 * type="{}"}
 * type="{}"}

 Return to Lesson 3

title: Klingon/lesson3/KE


text:
Klingon/lesson3/EK

 Return to Lesson 3

Translate these sentences into Klingon

 * Guidelines for answers

{ He runs. { qet _30 }
 * type="{}"}

 Return to Lesson 3

title: Klingon/lesson3/EK


text:
Klingon/lesson3/affixes

 Return to Lesson 3

In this first exercise you have to identify the prefix or suffix. The exercise covers affixes from lessons 2 and 3.

Identify the affix! In the answers, suffixes start with a hyphen (-be') and prefixes end with a hyphen (jI-). { Which verb suffix negates the verb? { -be' }
 * type="{}"}

{ Which verb suffix is translated by can or able? { -laH }
 * type="{}"}

{ Which verb suffix is used to form a question? { -'a' }
 * type="{}"}

{ Which verb prefix has subject "I" and is used when there is no object? { jI- }
 * type="{}"}

{ Which verb prefix has subject "I" and object "him/her/it/them"? { vI- }
 * type="{}"}

In this exercise you have to pick the subject pronoun or the object pronoun (if any) relevant to the verb prefix. It covers prefixes from lessons 2 and 3.

Verb prefixes

{ Identify the subject: -+ bI- +- Su- ---+-- ma- +- qa- +- Sa-
 * type=""}
 * I | you (sing.) | he/she/it | we | you (plural) | they

{ Identify the object: +-- bI- +-- Su- +-- ma- --+ qa- -+- Sa-
 * type=""}
 * none | me | you (sing.) | him/her/it | us | you (plural) | them

 Return to Lesson 3

title: Klingon/lesson3/affixes


text:
Template:Image

For better image thumbnails.

title: Template:Image


text:
User talk:Tushant Jha

Hello, welcome around here and I hope we can help you succeed in your learning goals - e.g. with the School of Olympiads. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 16:57, 13 April 2008 (UTC)

Welcome
Hello Tushant Jha, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 16:57, 13 April 2008 (UTC)

Image copyright problem with Image:Questionmark1.jpg
Thanks for uploading Image:Questionmark1.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikiversity are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. --Erkan Yilmaz uses the Wikiversity:Chat (try) 15:25, 18 April 2008 (UTC)

Interesting idea
I like your idea about higher-level discussion groups. I've posted it here: Colloquium to prompt some further discussion. You could add further thoughts there too? -- Jtneill - Talk - c 14:15, 24 October 2008 (UTC)

Infobox
Sorry for slow reply - did you find a way? If not, let me know more detail about what you want to do. Sincerely, James. -- Jtneill - Talk - c 01:25, 24 April 2009 (UTC)
 * Do you have perhaps an example of the kind of the infobox you want to use? I mostly use templates from here: Category:Project boxes - not sure if this is the kind of thing you might be after. Sincerely, James. -- Jtneill - Talk - c 11:38, 27 April 2009 (UTC)
 * We can copy any of the Wikipedia templates. Is there a particular one you wanted to be able to use on Wikiversity? -- Jtneill - Talk - c 01:33, 29 April 2009 (UTC)

title: User talk:Tushant Jha


text:
Content Prioritization for Standards-based Education/Show me the math used in step 10 and the final group-ranked list that is the result

 * Students’ interest in topic 1 + 1 + 3 + 1 + 3 = 9
 * Availability of ancillary materials 3 + 2 + 2 + 2 + 1 = 10
 * School’s past performance 2 + 3 + 1 + 4 + 2 = 12
 * Time needed to teach thoroughly 4 + 5 + 4 + 5 + 5 = 23
 * Students’ previous knowledge 6 + 6 + 5 + 6 + 4 = 27
 * Teacher’s interest in topic 5 + 4 + 8 + 3 + 8 = 28
 * Alignment with school’s mission 7 + 7 + 6 + 7 + 6 = 33
 * Cohesiveness with other standards 8 + 8 + 7 + 8 + 7 = 38


text:
Template:Bcp/ctpa/gp

(cultivated)

This template adds plant pages to Category:BCP/Flora of Pennsylvania and Category:BCP/CTPA/GP (it automatically adds ), for plants that are cultivated in Southeast Pennsylvania. Later it can also be used to create a flora category for Pennsylvania, the Mid-Atlantic region, etc.

title: Template:Bcp/ctpa/gp


text: Category:BCP/CTPA/GP

title: Category:BCP/CTPA/GP


text:
User:Akhram/Spanish

Spanish Language Division

 * 1) Spanish Language Division
 * 2) Discussion
 * 3) Active Participants: List of participants in the project.

Old Division

 * 1) Spanish: Introduction and links to the three courses and dictionary project. Merge with Topic:Spanish.
 * 2) Lists of participants: Take contact and ask them if they are still interested. Archive it.
 * 3) Curriculum: Introduction for Spanish One and Two.
 * 4) Home: Only two links to Spanish One and Two.
 * 5) Spanish One: Spanish course for A1 level.
 * 6) Assignments: Exercises for Spanish One.
 * 7) Calendar: An outdated calendar with no clear object.
 * 8) Resources: Several external link to potential material.
 * 9) SO-Lesson 1: First lesson of Spanish One.
 * 10) Students: Old outdated list of participants.
 * 11) Vocabulary: Vocabulary for Spanish One.
 * 12) Las Palmas de Gran Canaria (audio): Resource - Text with audio.
 * 13) Forum: Discussion for Spanish One.
 * 14) Spanish Two: Spanish course for A2 level.
 * 15) Vocabulary: Vocabulary for Spanish Two.
 * 16) Spanish: An Introduction: Other Spanish course for A1 level.
 * 17) About Spanish: First lesson for Spanish Introduction.
 * 18) Teaching tools: Coordination page of the project?
 * 19) Pronunciation: Second lesson for Spanish Introduction.
 * 20) Conquista de América: Other text for practice.
 * 21) Basic Spanish vocabulary: Only a little index.
 * 22) Spanish nouns (sustantivos): Two paragraphs.
 * 23) Verbs: Without relevant content.
 * 24) Bilingual Spanish-English Dictionary: Very few words.

Categories

 * Category:Spanish
 * Category:Spanish:An Introduction
 * Category:Spanish resources

Templates

 * 1) Spanish 1 Header: Blue navigation bar.
 * 2) Spanish1-Announce: Announcement.
 * 3) Intermediate Spanish: Template proporsal.

title: User:Akhram/Spanish


text:
Instructional design: multiple choice quiz

Exercise example (what do you think?) I like it - Create an assessment and link it to one of the models. --Kevin K 00:32, 8 April 2008 (UTC)
Confirm the level of your understanding about the topic!. Select the right answer from the choices.

{Which of the following is correct descrption about ACL? Select of the correct response. + Write a correct answer about ACL - Write a wrong answer (1) about ACL - Write a wrong answer (2) about ACL
 * type="[]"}
 * Correct! You got a right answer! Yes, this is right….
 * Incorrect! Too bad… You chose a wrong answer. Try again!.
 * Incorrect! oo bad… You chose a wrong answer. Try again!.

{Which of the following is correct descrption about CSS? Select of the correct response. - Write a wrong answer (1) about CSS + Write a correct answer about CSS - Write a wrong answer (2) about CSS
 * type=""}
 * Incorrect! Too bad… You chose a wrong answer. Try again!.
 * Correct! You got a right answer! Yes, this is right….
 * Incorrect! oo bad… You chose a wrong answer. Try again!.


text:
All Critical Learning - Practical Exercise

Directions for the Exercise
'''Read the following scenario. Using data from the ACL worksheet below, review the Task Analysis findings and make recommendations for which tasks you would recommend for the training course.'''

Content Prioritization Exercise
For this exercise, you have been approached by a pet warehouse chain that is opening a series of new mega-stores. Each of the new stores will include a grooming salon where they plan on employing 12 groomers; 5 full time working 40 hours per week, and 7 part-time working evenings and weekends. They have been advertising for experienced groomers, but are only getting applicants with little or no experience.

The East Coast Human Resource Manager for the chain has contacted you and asked you to conduct a Task Analysis and create a proposed Course Outline for a training course that they will use to train new employees. She stated that 80% of the applications are from women between the ages of 18 and 30 who have little or no previous experience grooming dogs. For this effort, she wants you to provide a Task Analysis, a Course Outline, and the cost estimate for designing and delivering a pilot course.

In order to propose a course outline and provide a quote for the training development you not only need to conduct a Task Analysis, but you also must decide what needs to be trained. You realize that the best way to determine what needs to be trained is by doing content prioritization on the Task Analysis data.

The Process
Task Analysis - You started the process by conducting a Task Analysis to identify all the tasks and subtasks that the new employee will be expected to do. You complete the Task Analysis by conducting phone interviews with subject matter experts and other stakeholders.
 * You conduct interviews with 7 groomers (the subject matter experts) and 6 store managers and assistant managers (stakeholders) at 4 regional stores to determine what tasks and subtasks the employees will perform on-the-job.
 * You assemble a list of the tasks and subtasks and list them on an ACL form.
 * You then sent the forms to the interviewees for them to rate the importance of each of the tasks.

Content Prioritization - After receiving all the ACL forms back you have the Task Analysis data you need to determine which tasks to train.
 * Using the rating information collected, you synthesize the data onto one form by averaging all the results.
 * With the results tabulated, you have to determine which tasks to train.

DIRECTIONS: Using data from the ACL worksheet below, review the findings and make recommendations for which training you would recommend for the training course.

When done, click the link at the bottom of the page to compare your recommendations with ours. NOTE: You can print a working copy of the completed [[Media:ACL Data Analysis Form dogs 2.pdf | ACL Form]] by clicking this link and using your Browser print function.

Click here to see our results.


text: User:Gmenold

title: User:Gmenold


title: User:Ella01


text: Portal:Government

title: Portal:Government


text:
User talk:Ella01

Welcome
Hello Ella01, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 21:03, 13 April 2008 (UTC)

title: User talk:Ella01


text: File:ACL Data Analysis Form dogs 2 Page 1.png


text: File:ACL Data Analysis Form dogs 3 Page 1.png


text: File:ACL Data Analysis Form dogs 2.pdf

title: File:ACL Data Analysis Form dogs 2.pdf


text: File:ACL Data Analysis Form dogs 3.pdf

title: File:ACL Data Analysis Form dogs 3.pdf


text:
Template:Langlevel

Usage
This template must be located in the user talk page. It adds the header for the Homeworks page and it offers the possibility of include two extra links.

Parameters

 * - Name of the language, such as French, Spanish or Esperanto.
 * - Level of knowledge in the language, such as A1, A2 or B1. (optional).
 * - Optional link, like the current lesson or exercises page (optional).
 * - Optional link, like the current lesson or exercises page (optional).

title: Template:Langlevel


text:
Content Prioritization Exercise Results

Discussion
Using a method like this makes your job a lot easier because it gives you statistical data to base your recommendations on. The Human Resource Manager still has to approve your recommendations and outline, but it makes it more likely that you will get approval when you can provide empirical evidence to back up your recommendations. It also increases the liklihood that the training will meet the goals and objectives.

As a note, subject matter experts and stake holders don't always agree and have the same goals and ideas about what is important and what is not. Sometimes, one or the other's recommendations may need to be weighted, but weighting is beyond the scope of this lesson. The following are the recommendations that we would make to the regional Human Resoure Manager:
 * The following topics were rated greater than 5 (Strongly Important) and should be included in the training
 * (Note - Selecting 5 was an arbitrary choice by us; you can select whatever number you find appropriate.)

 * Note that the tasks listed as very important are also the tasks that were identified as the ones where the majority of time will be devoted.

 * The following tasks were rated as important and should also be considered for training:

 * The remaining topics are less important and could be trained by other means such as on-the-job training, coaching, performance aids, etc. My recommendation would be to dicuss each with the Human Resource Manager and have her determine what the stakeholders desire.
 * Again, the place where we chose to make the break between train and no train is arbitrary. A very convincing argument could be made for including both No. 8 and No. 9 in the train category because they both scored higher than 3 (Important).

Here is the rating scale with the tasks prioritized.

title: Content Prioritization Exercise Results


text: File:Analysis flow.png

title: File:Analysis flow.png


text: Category:Sumerian

title: Category:Sumerian


text:
User talk:Erkan Yilmaz/PLE

monthly view statistics
5 peaks
 * for the first 4 (2008-06, 2008-08, 2009-08, 2009-10 until 12) see some explanation in: User talk:Erkan Yilmaz/observations
 * 2011-10: very probably myself during review: User:Erkan_Yilmaz/PLE, Erkan Yilmaz uses the Chat + Identi.ca 02:13, 3 February 2012 (UTC)

2008
Hi Erkan - sorry I just realised you left me a message. No, I'm not active on Wikiversity at the moment (as you must have realized :-)) I think I created a lot of new accounts in the last five weeks so I'm kind of overwhelmed. I like wikis but still I wish there could be a push feature for communication - rss feed for a page would be nice - have you heard of sth similar? Barbara Braun
 * Hello Barbara, no prob - nothing runs away in wikis. Unfortunatley not every page has RSS feeds, we have this as feature request also on Technical needs:
 * RSS feeds for users' watchlists
 * But what might help you is the possibilty to put pages in your watchlist (see on top of every page the "watch" button), then you can click "my watchlist" on top and see changes on these pages.
 * I will try to email you (if enabled by you), so you see this edit now :-) Erkan Yilmaz uses the Wikiversity:Chat (try) 06:37, 14 April 2008 (UTC)

Wow - this is neet! so far i have only worked with small wikis without this feature. This is exactly what I need! Danke Dir Barbara Braun

title: User talk:Erkan Yilmaz/PLE


text:
User:Pritpalkaur~enwikiversity

this is test

title: User:Pritpalkaur~enwikiversity


text:
Educational Media Awareness Campaign/List

Just a list of the project feature pages for convenience.

 * Educational Media Awareness Campaign/Chemistry/POTD_1
 * Educational Media Awareness Campaign/Chemistry/POTD_2
 * Educational Media Awareness Campaign/Chemistry/POTD_3
 * Educational Media Awareness Campaign/Chemistry/POTD_4
 * Educational Media Awareness Campaign/Astronomy/POTD_1
 * Educational Media Awareness Campaign/Astronomy/POTD_2
 * Educational Media Awareness Campaign/Astronomy/POTD_3
 * Educational Media Awareness Campaign/Astronomy/POTD_4
 * Educational Media Awareness Campaign/Astronomy/POTD_5
 * Educational Media Awareness Campaign/Languages/POTD_1
 * Educational Media Awareness Campaign/Languages/POTD_2
 * Educational Media Awareness Campaign/Languages/POTD_3
 * Educational Media Awareness Campaign/Languages/POTD_4
 * Educational Media Awareness Campaign/Languages/POTD_5
 * Educational Media Awareness Campaign/Geography: Climate/POTD_1
 * Educational Media Awareness Campaign/Geography: Climate/POTD_2
 * Educational Media Awareness Campaign/Geography: Climate/POTD_3
 * Educational Media Awareness Campaign/Geography: Climate/POTD_4
 * Educational Media Awareness Campaign/Geography: Atlases/POTD_1
 * Educational Media Awareness Campaign/Geography: Atlases/POTD_2
 * Educational Media Awareness Campaign/Geography: Atlases/POTD_3
 * Educational Media Awareness Campaign/Geography: Atlases/POTD_4
 * Educational Media Awareness Campaign/Geography: General/POTD_1
 * Educational Media Awareness Campaign/Geography: General/POTD_2
 * Educational Media Awareness Campaign/Geography: General/POTD_3
 * Educational Media Awareness Campaign/Geography: General/POTD_4
 * Educational Media Awareness Campaign/Cell biology/POTD_1
 * Educational Media Awareness Campaign/Cell biology/POTD_2
 * Educational Media Awareness Campaign/Cell biology/POTD_3
 * Educational Media Awareness Campaign/Cell biology/POTD_4
 * Educational Media Awareness Campaign/Human anatomy/POTD_1
 * Educational Media Awareness Campaign/Human anatomy/POTD_2
 * Educational Media Awareness Campaign/Human anatomy/POTD_3
 * Educational Media Awareness Campaign/Human anatomy/POTD_4
 * Educational Media Awareness Campaign/Human anatomy/POTD_5
 * Educational Media Awareness Campaign/Art/POTD_1
 * Educational Media Awareness Campaign/Art/POTD_2
 * Educational Media Awareness Campaign/Art/POTD_3
 * Educational Media Awareness Campaign/Art/POTD_4
 * Educational Media Awareness Campaign/Art/POTD_5
 * Educational Media Awareness Campaign/Art/POTD_6
 * Educational Media Awareness Campaign/Art/POTD_7
 * Educational Media Awareness Campaign/Art/POTD_8
 * Educational Media Awareness Campaign/Art/POTD_9
 * Educational Media Awareness Campaign/Art/POTD_10
 * Educational Media Awareness Campaign/Art/POTD_11
 * Educational Media Awareness Campaign/Art/POTD_12
 * Educational Media Awareness Campaign/Physics/POTD_1
 * Educational Media Awareness Campaign/Physics/POTD_2
 * Educational Media Awareness Campaign/Physics/POTD_3
 * Educational Media Awareness Campaign/Physics/POTD_4
 * Educational Media Awareness Campaign/Physics/POTD_5
 * Educational Media Awareness Campaign/Physics/POTD_6
 * Educational Media Awareness Campaign/Physics/POTD_7
 * Educational Media Awareness Campaign/Physics/POTD_8
 * Educational Media Awareness Campaign/Physics/POTD_9
 * Educational Media Awareness Campaign/Physics/POTD_10
 * Educational Media Awareness Campaign/Physics/POTD_11
 * Educational Media Awareness Campaign/Mathematics/POTD_1
 * Educational Media Awareness Campaign/Mathematics/POTD_2
 * Educational Media Awareness Campaign/Biology: General/POTD_1
 * Educational Media Awareness Campaign/Biology: General/POTD_2
 * Educational Media Awareness Campaign/Biology: General/POTD_3
 * Educational Media Awareness Campaign/Biology: General/POTD_4
 * Educational Media Awareness Campaign/Geography: Climate/POTD_5
 * Educational Media Awareness Campaign/Geography: Climate/POTD_6
 * Educational Media Awareness Campaign/Geography: Climate/POTD_7
 * Educational Media Awareness Campaign/Geography: Climate/POTD_8
 * Educational Media Awareness Campaign/Information technology/POTD_1
 * Educational Media Awareness Campaign/Information technology/POTD_2
 * Educational Media Awareness Campaign/Information technology/POTD_3
 * Educational Media Awareness Campaign/Information technology/POTD_4
 * Educational Media Awareness Campaign/Music/POTD_1
 * Educational Media Awareness Campaign/Music/POTD_2
 * Educational Media Awareness Campaign/Music/POTD_3
 * Educational Media Awareness Campaign/Music/POTD_4
 * Educational Media Awareness Campaign/Music/POTD_5
 * Educational Media Awareness Campaign/Music/POTD_6
 * Educational Media Awareness Campaign/Music/POTD_7
 * Educational Media Awareness Campaign/Music/POTD_8
 * Educational Media Awareness Campaign/Sports/POTD_1
 * Educational Media Awareness Campaign/Sports/POTD_2
 * Educational Media Awareness Campaign/Sports/POTD_3
 * Educational Media Awareness Campaign/Sports/POTD_4
 * Educational Media Awareness Campaign/Sports/POTD_5
 * Educational Media Awareness Campaign/English/POTD_1
 * Educational Media Awareness Campaign/English/POTD_2
 * Educational Media Awareness Campaign/English/POTD_3
 * Educational Media Awareness Campaign/History/POTD_1
 * Educational Media Awareness Campaign/History/POTD_2
 * Educational Media Awareness Campaign/History/POTD_3
 * Educational Media Awareness Campaign/History/POTD_4
 * Educational Media Awareness Campaign/History/POTD_5
 * Educational Media Awareness Campaign/History/POTD_6
 * Educational Media Awareness Campaign/History/POTD_7
 * Educational Media Awareness Campaign/History/POTD_8
 * Educational Media Awareness Campaign/History/POTD_9
 * Educational Media Awareness Campaign/History/POTD_10
 * Educational Media Awareness Campaign/History/POTD_11
 * Educational Media Awareness Campaign/History/POTD_12


text:
Template:MainNavWarning

''This category is a part of the main page and major portal dynamic category tree navigation system. Deleting or renaming this category could have adverse effects on the usability of Wikiversity. Please consider carefully the consequences of adding items to this category or removing items.''

title: Template:MainNavWarning


text: Category:Exploring Wikiversity as a teacher


text: Category:Exploring Wikiversity as a learner


text: Category:Exploring Wikiversity as a researcher


text:
User:Jtneill/Wikiversity

A loose, personal (i.e., somewhat idiosynchratic) organisation of Wikiversity-related how-tos and links.

Anchor

 * Template:Anchor, e.g., will go to   or   (should go to end of page)

Archiving

 * Example of autoarchiving: User talk:Terra

Blogging

 * Wikiversity Blog howto

Boxes
User:Jtneill/Sandbox/Tables and boxes

The simplest of boxes

 Its good that it works in practice, because it certainly doesn’t work in theory

Categorisation
Using titleparts

Chat

 * #wikiversity-en

Citations and referencing

 * Citation tools
 * Category:Citation templates
 * mw:Help:Cite
 * Template:Citation
 * WV:REF
 * Example: Outward Bound Process Model

 * References

Collapse boxes
Mary had a little lamb, Little lamb, little lamb, Mary had a little lamb, Its fleece was white as snow

And everywhere that Mary went, Mary went, Mary went, Everywhere that Mary went The lamb was sure to go

It followed her to school one day School one day, school one day It followed her to school one day Which was against the rules.

It made the children laugh and play, Laugh and play, laugh and play, It made the children laugh and play To see a lamb at school

And so the teacher turned it out, Turned it out, turned it out, And so the teacher turned it out, But still it lingered near

And waited patiently about, Patiently about, patiently about, And waited patiently about Till Mary did appear

"Why does the lamb love Mary so?" Love Mary so? Love Mary so? "Why does the lamb love Mary so?" The eager children cry

"Why, Mary loves the lamb, you know." Loves the lamb, you know, loves the lamb, you know "Why, Mary loves the lamb, you know." The teacher did reply

Colour

 * Color tables | Color names
 * e.g., Font: Green, Background: Pink

Moz-column
Easier to use, but doesn't work on all browsers:
 * Ant
 * Bee
 * Buzzard
 * Cat
 * Dog
 * Egret
 * Elephant
 * Tiger
 * Whale
 * Worm

HTML

 * w:Wikipedia:Tools/Editing_tools
 * i love wiki
 * ✅ HTML::WikiConverter
 * ✅ HTML::WikiConverter] Add URL

CSS

 * MediaWiki:Common.css

Custodianship

 * Custodianship
 * Candidates for Custodianship
 * Notices for custodians
 * Request custodian action
 * Category:Wikiversity custodians

Edit page
gives:

gives:

Extensions

 * Special:Version
 * CategoryTree
 * Sandbox server - testing extensions
 * WYSIWIG

Font
courier size 3 verdana size 4 arial size 5 times new roman size 6 verdana bold size 6 lucida calligraphy size 7

Justification
This text is right justified (but it doesn't look like unless the paragraph is long enough to go over one line on the page, so this is intentionally a particularly and unnecessarily long sentence in order to demonstrate right justification using ... ).

Line height
 This uses a line height of 36px ...

Mouse-over

 * Help:Mouse-over
 * Template:H:title

Getting started

 * Guided tour
 * Introduction (Wikiversity)
 * Introduction (Jtneill)
 * Welcome (Jtneill)
 * Introduction to Wiki - Wiki 101
 * How to use wiki technology as a free learner
 * Wikiversity - short intro (10 sec. video)
 * Wikiversity editing tutorial (2 min video)
 * Community Portal
 * Content development
 * Help:Edit summary
 * Making links

Good design

 * User:Jtneill/Good design

Icons

 * Help:Icons
 * User:McCormack/icons

ImageMap

 * Extension ImageMap e.g.,

Click the treasure box to go to a random Wikiversity page

 * Explanation

The ImageMap extension allows, among other things, an image to link directly to a page e.g., as an internal link:

The syntax is:

or as an external link:

The syntax is:

Integrations
I'm interested to explore possible connections between WV and:
 * Archive.org
 * Citizendium
 * Google Groups
 * Moodle
 * Open University
 * Cohere
 * WikiMedia Sister Projects, particularly:
 * Wikibooks
 * Wikipedia
 * Simple Wikipedia

Licensing

 * My teaching materials are licensed under creative commons attribution 2.5 and hosted either on http://wilderdom.com or http://ucspace.canberra.edu.au. I am thinking I should be dual licensing, but am still coming to grips with trying to understand the licensing similarities, differences, and issues.
 * I plan to gradually transfer most of my teaching materials to the various WikiMedia Foundation wiki projects, particularly wikiversity. Let's just hope Jimbo doesn't put adds on these sites, otherwise I will be transferring the materials somewhere else (again).
 * New_licence_for_Wikiversity_Beta
 * db-copyvio
 * hangon
 * Category:Astronomy Images

Links

 * Plain links: e.g., http://archive.org : ...
 * mw:Manual:Opening external links in a new window

Long page warning

 * MediaWiki:Longpagewarning

Main page

 * Category:Main page templates
 * Main Page/Layout 0.5
 * Main page (old)

Map
{ "type": "FeatureCollection", "features": [ {     "type": "Feature", "properties": {}, "geometry": { "type": "Point", "coordinates": [ 149.12419,         -35.308275        ]      }    }  ] }

Navigation

 * Template:nav

Notifications

 * Help:Notifications

Users

 * - see Person of the Hour script
 * - see Person of the Hour script

Pedagogy

 * Learning by doing
 * Project incubator

Policy

 * Is there a minimum age requirement?

Project boxes

 * Help:Resource attribution

Purge
To purge the cache for a given page, append this to the URL: ?action=purge

mw:Manual:Purge

Quotes

 * Template:Quote

Quizzes

 * Help:Quiz-Simple
 * My Qedoc user page
 * Qedoc now exports quizzes to Wikiversity

Sandbox

 * http://www.sandboxserver.org/
 * Sandbox Server
 * Topic:Sandbox Server 0.5
 * Scratchpad
 * ../Sandbox

Searching

 * Help:Google
 * Google search - wikiversity wikiversity
 * Use a + instead of a space

Search multiple categories
Search for chapters which need clarification:
 * Dual category search including one category with subcategories

Sitenotice

 * MediaWiki:Sitenotice
 * MediaWiki:Sitenotice id

Big/small

 * Use

CSS
200% text 150% text

Special

 * Special:SpecialPages
 * Special:Allpages
 * Special:ListGroupRights
 * Random - Special:Random - Random
 * Special:Version

Strategy

 * Publicity
 * Vision
 * Vision 2009

Statistics

 * Statistics
 * Google Search and Wikiversity
 * Monthly page hits for wikiversity.en
 * Jtneill edit count

Sub-pages

 * Special:Prefixindex/User:Jtneill
 * Transclude:

Stubs

 * Category:Stub templates

Structure

 * Browse/Concept

System messages

 * Special:AllMessages
 * Site notice

Style

 * MoS
 * MediaWiki:Common.css

Tables

 * Help:Table
 * User:Jtneill/Sandbox/Tables and boxes

Page development

 * welcome and expand - we
 * main welcome
 * search
 * draft
 * underconstruction
 * Learning project boilerplate
 * info
 * note
 * notice
 * Nutshell

Page navigation

 * Template:EasyNavBar
 * Template:Recovery psychology (example)
 * Workshop for Australian education policy (example)

Sister projects

 * Template:Sisterprojectsearch
 * Template:Wikibooks
 * Template:Wikipedia
 * Template:Wikiversity

User talk

 * Welcomeip
 * Welcome
 * Talk header

Administrative

 * Template:Category redirect
 * Template:Warning

Theory

 * Learning by engagement
 * User:JWSchmidt/Wiki Scholar

Thoughts

 * Red links are doorways to the infinite library

User

 * w:Special:GlobalRenameRequest

Usability

 * Usability
 * http://usability.wikimedia.org - Jtneill

Video

 * .ogg files can be uploaded and embedded
 * See /Video for examples

title: User:Jtneill/Wikiversity


text:
User:Jtneill/Wikiversity/Good design

This good design page contains links to examples of good and/or interesting design on Wikiversity. Feel free to suggest or add others.

Learning resources

 * Assistant teacher course - complex structure, with clear, good-looking lesson plans
 * Brain Imaging - Images in rounded boxes
 * Crocodile - Collapsible boxes
 * Filmmaking - Rounded left/right boxes
 * Forbidden Kingdom - Simple, clear
 * Gynecology Case 1 - Collapsible boxes and big font
 * The periodic table - Colour-coded table
 * Solar System - Visual
 * See also: Featured

Portals

 * Portal:Education - pre-2008 style
 * Portal:Pre-school Education - post-2008 style

Recent activity

 * Psychology
 * Ivan Illich: Deschooling Society

Research projects

 * Bloom clock

Templates

 * Project boxes
 * Template:Introduction to Swedish

Topics

 * Topic:Cell biology
 * School:Psychology
 * Category:Psychology

User pages

 * - embedded .ogg
 * - pretty boxes
 * - pretty boxes
 * - pretty boxes
 * - pretty boxes
 * - pretty boxes
 * - pretty boxes
 * - pretty boxes
 * - pretty boxes
 * - pretty boxes

WV

 * Featured
 * Learning resources

title: User:Jtneill/Wikiversity/Good design


text:
User:Volvis~enwikiversity

Hello to you, I go by the nickname Volvis and I'm a 3D graphic artist from Finland. I joined because I wished to learn French and I might contribute a thing or two from my areas of expertice. --Volvis 06:38, 14 April 2008 (UTC)

title: User:Volvis~enwikiversity


text:
User talk:Tlc2you

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 06:40, 14 April 2008 (UTC)

Welcome
Hello Tlc2you, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 06:40, 14 April 2008 (UTC)

title: User talk:Tlc2you


text:
User talk:Volvis~enwikiversity

Welcome
Hello Volvis, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 06:40, 14 April 2008 (UTC)

French Mentoring
Salut, Volvis. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:54, 22 November 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 Volvis. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Volvis~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 23:46, 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:Volvis~enwikiversity


text:
Wikiversity:Browse

el:Βικιεπιστήμιο:Πλοήγηση ja:Wikiversity:講義に参加する

title: Wikiversity:Browse


text:
Wikiversity talk:Browse

New concept (April 2008)
The following is a copy of my post to the colloquium. --McCormack 07:10, 14 April 2008 (UTC)

 * I've been working on a new browse page for Wikiversity for some time. I have activated this today. If you were used to the old one, the novelty will probably shock. You can still access the old one if you prefer it. The new browse page has a number of ideas behind it. (1) It makes heavy use of the category tree extension to list wikiversity content dynamically via the category system, which means the page pretty well maintains itself. (2) It uses multiple paths and metaphors which cater better for the needs of our diverse user types and which avoid any stereotyping of wikiversity (e.g. only for US universities, only for certain resource types, etc). A self-criticism would be that the page feels rather like a train-station now - but then educational institutions do actually need some notice boards which feel like train-stations. Other pages, such as portals, can adopt friendlier, decorative and lounge-like styles. Hopefully people will feel that this is an improvement. --McCormack 07:07, 14 April 2008 (UTC)

How to edit this page
Simple instructions.

 * 1) Don't edit the page; edit the categories!
 * OK, go ahead and edit the page IF you really know how the category tree extension works and how a few other rather complicated templates work...! You can also ask me (McCormack) if you have to do some maintenance on the page.
 * 1) Suppose you want to add something into the system, here's how...
 * 2) Let's say your prize resource is called The Telephone Directory Reading Group of Vladivostok.
 * 3) Start by going to The Telephone Directory Reading Group of Vladivostok and add the page to some categories. For example, this is a reading group, so add it to Category:Reading groups. It is also non-formal education, so add it to Category:Non-formal Education. You could also add it to Category:Telecommunications and Category:Russia.
 * 4) Assuming, at this point, that all the above categories are themselves properly categorised into the Wikiversity main category tree, your resource will now be attached to multiple guides. For example, it would show up under "resource types --> reading groups" and "non-formal education", as well as somewhere in the faculty of information sciences.
 * 5) Not only would your categorisation add your reading group to this browse page; it would also, at the same time, with no more clicking, add it to the new portals which also use the category tree extension. In other words, at the mere cost of proper and thorough categorisation, your reading group has become well advertised and well connected.
 * 6) Suppose that category:Reading groups did not exist yet, or was not properly categorised, you would create it, and then categorise it under Category:Resources by type to attach it to the overall tree.

 * McCormack 13:25, 19 April 2008 (UTC)
 * Please paste questions below; please do not break up the instructions. Thank you!

"Old" style subject school icons
Although the current version is definatly rather powerful in its functionality, the following is a suggestion for the next version. Maybe include a row a bit akin to how Template:Portal_Nav is setup between the top two boxes, or between the second box and where the columns begin. And while the current version is quite nice, there maybe something to be said for the icons and the simplicity. --Remi 16:09, 23 May 2008 (UTC)
 * I had a good look at the Browse page again and tried to imagine how it would look if it was somehow combined with Template:Portal_Nav. I couldn't really imagine it very well. One option might therefore be for you to create a concept page where you try it out. Another thought I have is that we might be dealing with fundamentally different purposes here, which might be better served by having two quite different pages. If a page tries to please too many needs at the same time, it may end up pleasing none. In this context, one of my long term goals would be to improve Help:Guides to the point where this can also go in the sidebar under "browse". Perhaps we can also develop a highly iconic navigation page to go in the sidebar along with these? --McCormack 04:54, 24 May 2008 (UTC)
 * They can be seen here. Emesee 21:13, 1 September 2008 (UTC)

Resource by name and resource by type
How would it be if we removed the "resource by name", put "resource by type" in its place, and then had the departments right below the "Major starting points"? Emesee 03:04, 7 September 2008 (UTC)
 * Darklama's "resource by name" section is a good idea, but it does take up a lot of horizontal space. Rather than "removing" it, perhaps we should just "move" it to a linked subpage - e.g. keep the box, but replace the box content with a hyperlink to the subpage? A second suggestion is that some of the very small boxes could go at the top. --McCormack 04:26, 7 September 2008 (UTC)
 * I moved the "resource by name" section to a subpage and linked it from the box at the top quite prominently. I haven't done anything about your layout ideas yet, Emesee, but you might like to experiment. --McCormack 10:06, 10 September 2008 (UTC)

removing the top box
Let's remove the top box, and put the link to Browse/Old somehow in with the headline text ("Major starting points - click here to browse all Portals") on the box below it. Emesee 19:41, 8 September 2008 (UTC)
 * I think the top box is a useful opportunity to orientate users in the use of the page. The wording needs to be brief and appropriate, though. General purposes: tell people what the page is; explain the concept of multiple pathways; explain to people how to get their pages listed. The last of these points is quite important. Although it's actually very easy to get listed (just categorise your pages properly), some editors, including more experienced ones, haven't realised this over the last few months. So a word of help is good as well. --McCormack 10:10, 10 September 2008 (UTC)

Browse concept
Browse/Concept Emesee 22:02, 20 September 2008 (UTC)

Departments
This list is getting quite long. Perhaps we could consider something slightly more heirarchical? The Jade Knight (d'viser) 11:22, 2 November 2008 (UTC)

 * I think we should merge Schools, Faculties, Departments and Subjects. These categories overlap and should be simplified first, than we could categories from most general to more specific and just list the major subject categories like Wikibooks does. --dark[[Image:Yin yang.svg|12px]]lama 19:31, 3 November 2008 (UTC)
 * Merging all those might be too much. But perhaps Departments could simply be merged into Schools and Faculties?  The Jade Knight (d'viser) 08:30, 4 November 2008 (UTC)

Overwhelming
I haven't used the "browse" page in quite some time, as I have most of the content I fiddle with watchlisted. I really like the idea of the dynamic lists -- they are powerful and self maintaining.

However, they don't work well here. The page is already HUGE, and it will continue to grow (hopefully) as things are added and categorized. Browse should be a good way to quickly and simply identify where you want to go.

Now, I'm not suggesting that we take out all of the dynamic lists. But, I know when I first clicked on the page, I was completely lost. It is just so much information, it's hard to take in.

The old page, by contrast, while not so simply self-maintaining, was much more compact. I think this actually made browsing itself easier, as you could find your way through the page in a simpler way. The icons were also helpful.

Maybe a compromise, where we put out some icons with a few dynamic lists, and perhaps have pointers to other more detailed lists? Historybuff 08:28, 14 February 2009 (UTC)

 * It was a big mistake to turn the browse page over to automation. Providing a user-friendly guide to Wikiversity content is a job that requires constant community participation. Categorization of pages is just a first step. Every major category should have a user-friendly directory that serves as a guide to the contents of that category. Following the arbitrary convention established long ago at Wikipedia these directories are called portals. Members of the community should devote some of their time to special organizational projects where participants collaborate to organize Wikiversity contents. The major content development projects that support such collaboration are the Schools. --JWSchmidt 14:37, 14 February 2009 (UTC)

 * I am testing this:
 * the ability to limit the size by using a lift at the side, this is 300px, but could be 1000px for departments
 * drill down into sub categories. One sub category that could really be useful would be Category:Department stubs for stubs.
 * HenkvD 19:58, 27 February 2009 (UTC)

NICE PAGE!
NICE PAGE!!!!!!!!

Extension requested
Hi,

1. I would like to design a course and add content that is MULTIDISCIPLINARY. Can you include that as a category?

2. I am not quite sure of the other aspects of categorisation either. Like school subject (it is not a school subject), or university faculties (could be linguistics, computing or psychology), or the level, or type of resource, because it is being written with a user in mind whose interest lies in solvoing several problems in education.

See my intro under reflective thinking, which is just one term asociated with my course planned.

--Genezistan 03:45, 13 September 2009 (UTC)
 * You can actually include your course under all applicable categories: there is no need to limit yourself! The Jade Knight (d'viser) 17:26, 28 September 2009 (UTC)

Thanks Adviser Genezistan 03:13, 29 September 2009 (UTC)

Delete school of Accountancy
School of Accounting should be deleted form the list of schools altogether since it doesn't exist.

--ttam (discuss • contribs) 00:16, 19 October 2014 (UTC)

 * It's already gone, but you have to purge the page to see the change. If you want to add the purge feature to your list of 'More', go to Preferences, Gadgets and add the Purge tab.  Content like this page that is generated from category lists may not update for some time (hours).  If you purge, it is updated immediately.  -- Dave Braunschweig (discuss • contribs) 00:43, 19 October 2014 (UTC)

title: Wikiversity talk:Browse


text:
User talk:Robert Elliott/REtest2

Maybe rename to be more descriptive? --Remi 07:41, 14 April 2008 (UTC)

title: User talk:Robert Elliott/REtest2


text:
Portal:Secondary Education/Activities

 * If you are here as a learner, then browse through the menu of learning resources above.
 * If you are here as a teacher, then please feel welcome to create new content, or adapt/extend/modify existing content. This is a wiki, so just go ahead and be bold!
 * If you would like to be involved in maintaining this part of Wikiversity, then the to-do list has a list of current jobs, and you can add more jobs to the list.

title: Portal:Secondary Education/Activities


text:
Portal:Pre-school Education/Activities

 * If you are here as a learner (or accompanying a learner), then browse through the menu of learning resources above.
 * If you are here as a teacher, parent or other facilitator for pre-school educational activities, then please feel welcome to create new content, or adapt/extend/modify existing content. This is a wiki, so just go ahead and be bold!
 * If you would like to be involved in maintaining this part of Wikiversity, then the to-do list has a list of current jobs, and you can add more jobs to the list.

title: Portal:Pre-school Education/Activities


text:
Portal:Primary Education/Activities

 * If you are here as a learner (or accompanying a learner), then browse through the menu of learning resources above.
 * If you are here as a teacher or parent, then please feel welcome to create new content, or adapt/extend/modify existing content. This is a wiki, so just go ahead and be bold!
 * If you would like to be involved in maintaining this part of Wikiversity, then the to-do list has a list of current jobs, and you can add more jobs to the list.

title: Portal:Primary Education/Activities


text:
BCP/Salix 'Pendula'

Salix 'Pendula'

title: BCP/Salix 'Pendula'


text:
BCP/Salix 'Pendula'/Logs

2008 Logs

 * --SB_Johnny | talk 09:05, 14 April 2008 (UTC)
 * --Luai lashire 22:01, 28 April 2008 (UTC)
 * --Luai lashire 21:04, 3 May 2008 (UTC)

Recent Logs

 * Jomegat 22:24, 6 May 2009 (UTC)

title: BCP/Salix 'Pendula'/Logs


text:
BCP/Salix 'Tortuosa'

Salix 'Tortuosa'

title: BCP/Salix 'Tortuosa'


text:
BCP/Salix 'Tortuosa'/Logs

This page contains recent bloom logs for the plant Salix 'Tortuosa' (Corkscrew Willow).

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

Recent Logs

 * --SB_Johnny | talk 09:10, 14 April 2008 (UTC)

title: BCP/Salix 'Tortuosa'/Logs


text: Educational Picture of the Day (Primary)


text:
Assistant teacher course/Individual curriculum/Environmental science

Environmental science
Environmental science connects to biology, chemistry, geography and computer science. Scientific methods can be learned to gather and to analyze environmental data.

Tasks:
 * How many climate refugees can your country or region accommodate? You can try to write a computer simulation to gather data with different scenario parameters.


text:
Wikiversity talk:Contributing to Wikiversity

Current content
What do you think about the possibility of moving the current content of this page, perhaps to User:Jlclark? -- Jtneill - Talk 11:36, 14 April 2008 (UTC)


text:
Portal:Research/Related

Other Wikiversity research-related portals:
 * Education
 * Engineering and Technology
 * Life Sciences
 * Mathematics
 * Physical Sciences
 * Social Sciences
 * General Science Portal

title: Portal:Research/Related