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User talk:Totentanz~enwikiversity

Hello Mark, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 19:07, 19 June 2008 (UTC)

 Hello Totentanz, 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 or discuss Wikiversity issues 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 19:07, 19 June 2008 (UTC)

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

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Totentanz. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Totentanz~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 00:08, 18 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:Totentanz~enwikiversity


text:
History of Cuisine

Please leave your signature if you are interested in taking part in a course on the History of World Food. It would also help if you would note what particular topics you are interested in.

--Totentanz 19:10, 19 June 2008 (UTC) Ancient Technology of Food

--SMOMMSS 08:39, 14 August 2012 Development of ethnic diversities

Proposed Courses

 * The Foods that Created Global Culture

 * 1) Patterns of Domestication
 * 2) The Dietary Needs of Settled Peoples
 * 3) Wheat and Goats
 * 4) Rice and Pigs
 * 5) Barley and Cattle
 * 6) Corn
 * 7) Potatoes
 * 8) A Humble Chicken Conquers the World
 * 9) Primary Foods that Became Secondary: Millet, Bananas & Sweet Potatoes
 * 10) The Varieties of Alcohol
 * 11) Empires & the Spread of Cultural Diets
 * 12) The Columbian Exchange
 * 13) Coffee, Chocolate & Tea as Trade Items
 * 14) The Farmers of Imperialism
 * 15) Food Culture of the Industrial Revolution

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

title: History of Cuisine


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User talk:Cspannagel~enwikiversity

Na du - wollte auch hier Hallo sagen :-) Jetzt auf Englisch: I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 20:55, 19 June 2008 (UTC)
 * Du bist aber auch überall ... äh... wow, you are here, too. :-)--Cspannagel 21:00, 19 June 2008 (UTC)
 * I am like a ghost, switching dimensions - I mean Wikiversities :-) Happy time around here Christian, Erkan Yilmaz uses the Chat (try) 21:00, 19 June 2008 (UTC)

 Hello Cspannagel, 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 or discuss Wikiversity issues 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 20:55, 19 June 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

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 Cspannagel. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cspannagel~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 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

title: User talk:Cspannagel~enwikiversity


text:
User:Cspannagel~enwikiversity

 * Test
 * bold
 * italic

My name is Christian Spannagel. I'm a professor for mathematics and mathematics education at the University of Education Heidelberg, Germany.

You can find more information about me here.

My courses on Wikiversity

 * Laboratory on Mathematics and Mathematics Education
 * E-Learning in Mozambique

Some other pages

 * User:Cspannagel/Testpage

de:Benutzer:Cspannagel

title: User:Cspannagel~enwikiversity


text:
N-prize

Wikiversity page to collaborate on the N-prize...

Wikimedia

 * N-prize
 * Miniaturized satellite
 * Geocentric orbit
 * Low Earth orbit
 * Specific orbital energy
 * Rockoon
 * CU Spaceflight

title: N-prize


text:
User:The Vision

Your vision will become clear only when you look into your heart. Who looks outside, dreams. Who looks inside, awakens. ~ Carl Jung

title: User:The Vision


text:
User talk:The Vision

Your vision will become clear only when you look into your heart. Who looks outside, dreams. Who looks inside, awakens. ~ Carl Jung

title: User talk:The Vision


text:
GMAT Test Help/GMAT Sentence Correction Quizzes/Quiz 9

1. The doctrinal dispute resulted in the dismissal of the president of the seminary, who was charged with teaching false doctrine and with administrative misconduct. (A) charged with teaching false doctrine and with administrative misconduct (B) charged with teaching false doctrine and administrative misconduct (C) being charged that he taught false doctrine and administrative misconduct (D) charged with both false doctrine teaching and administrative misconduct (E) teaching false doctrine and administrative misconduct as charged

2. The reason why the winged bean can thrive on poor soil is because their roots house bacteria that can turn atmospheric nitrogen into fertilizer. (A) is because their roots house bacteria that can turn (B) is because its roots house bacteria which can turn (C) is that their roots house bacteria turning (D) is that its roots house bacteria that can turn (E) being that its roots house bacteria and can turn

3. Before he was assassinated by his brother in 1828, King Shaka built a Zulu empire extending over hundreds of thousands of square miles and that contained some two million inhabitants. (A) extending over hundreds of thousands of square miles and that contained (B) extensive over hundreds of thousands of square miles, and it contained (C) that extended over hundreds of thousands of square miles and containing (D) that extended over hundreds of thousands of square miles and contained (E) which was extending over thousands of square miles and containing

4. If present metal prices continue to sharply rise, the value of the copper in a penny will soon be greater than the face value of the coin. (A) If present metal prices continue to sharply rise, (B) If present metal prices are continuing their sharp rise, (C) Should present metal prices continue their sharp rise, (D) Continuation of sharply rising metal prices should mean that (E) Metal prices’ sharp rise continuing should mean that

5. When his wife committed suicide, Shelley was denied custody of his children on the grounds of his atheism, because he was immoral in behavior, and his radical politics. (A) atheism, because he was immoral in behavior, and his (B) atheism, immorality in behavior, and his (C) atheism, his immorality in behavior, and (D) atheism, his immoral behavior, and his (E) being an atheist, immoral in behavior, and having

6. The cause of Osgood’s syndrome is unknown, nor is it known why the disease appears to be increasing in the United States. (A) unknown, nor is it known (B) unknown, neither do they know (C) not known, nor do they know (D) not known, unknown too is (E) not known, neither do they know

15. Rising costs have made it imperative for ski resort owners finding some way of keeping their facilities operating during the summer months. (A) for ski resort owners finding some way of keeping (B) ski resort owners should find some way to keep (C) that ski resort owners should find some way of keeping (D) that ski resort owners find some way to keep (E) ski resort owners will find some way keeping

16. Today, even when rustlers are convicted, their sentences tend to be light compared to the days of the early West when cattle rustlers were hanged from the nearest tree. (A) compared to the days of the early West when (B) compared with those in the days of the early West in which (C) compared with those in the days of the early West when (D) in comparison with them of the early Western days when (E) in comparison to the days of the early West in which

17. Whether modern statistical techniques can be usefully applied to the past, and to a society quite different from our own, is an issue historians and economists are currently debating. (A) Whether modern statistical techniques can be usefully applied to the past, and to a society quite different from our own, is an issue (B) If modern statistical techniques can be usefully applied to the past, and to a society quite different from our own, are issues (C) That modern statistical techniques can be usefully applied to the past, and to a society quite different from our own, are issues (D) Modern statistical techniques being usefully applied to the past, and to a society quite different from our own, is an issue (E) The useful application of modern statistical techniques to the past, and to a society quite different from our own, is an issue

18. There has been a change in how men think of land, a change from thinking it simply private property to that now of a limited national resource, with an inherent public interest transcending the individual owner’s prerogatives. (A) There has been a change in how men think of land, a change from thinking it simply private property to that now of (B) There have been changes in how men think of land, a change from that of simple private property to now that of (C) There has been a change in how men think of land, a change from once considering it simply private property to now considering it (D) Once men used to think of land as simply private property, but they consider it now (E) Once thought of simply as private property, land is now considered

19. At a conference on the origins of language, the complexity of tools 1.75 million years old were said to suggest a level of human development, inconceivable unless they had language. (A) were said to suggest a level of human development inconceivable unless they had language (B) were said to suggest that without language their level of human development was not conceivable (C) was said to be suggestive of a level of human development not conceivable without language (D) was said to suggest a level of human development inconceivable unless they had language (E) was said to suggest a level of human development inconceivable without language

20. Why painting the face and perfuming the body should have persisted throughout recorded history has been the subject of a substantial amount of anthropological and psychological speculation. (A) Why painting the face and perfuming the body should have persisted (B) How painting the face and perfuming the body could be persistent (C) That painting the face and perfuming the body are persisting (D) Painting the face and perfuming the body persisting (E) The persisting of face painting and body perfuming

21. The Namib Desert along the southwest coast of Southern Africa, and where the cold Antarctic Ocean currents create a steady thermal inversion, is one of the driest regions on earth. (A) and where the cold Antarctic Ocean currents create (B) and where the cold currents of the Antarctic Ocean creates (C) where the cold Antarctic Ocean currents has created (D) and an area where the cold Antarctic Ocean currents create (E) an area where the cold Antarctic Ocean currents create

22. Apparently convinced that victory was his and confronting the issues might bring out differences not only among the general electorate and among Republicans, Dewey made no direct attack on Truman’ s policies. (A) confronting the issues might bring out differences not only among the general electorate and (B) confronting the issues may bring out differences not only among the general electorate but a iso (C) to confront the issues might bring out differences not only among the general electorate and (D) that confronting the issues may bring out differences not only among the general electorate but (E) that confronting the issues might bring out differences not only among the general electorate but also

23. The three plays in Preston Jones’s “A Texas Trilogy” are completely independent, and each has only a peripheral relationship with the other. (A) independent, and each has only a peripheral relationship with the other (B) independent, and each has only a peripheral relationship one with another (C) independent, and they have only a peripheral relationship with the others (D) independent and have only a peripheral relationship with one another (E) independent and have only a peripheral relationship each with the other

24. Unlike the law protecting endangered animals, the Fish and Wildlife Service’s listing of endangered plants does not prohibit collectors to take listed plants from the wild if in doing so they comply with state laws. (A) to take listed plants from the wild if in doing so they comply with state laws (B) from taking listed plants from the wild if they are so doing in compliance with state laws (C) from taking listed plants from the wild if in doing so they comply with state laws (D) who take listed plants from the wild should they be in compliance with state laws (E) that take listed plants from the wild so long as they are doing so by being in compliance with state laws

25. In bourgeois culture, where it is considered that running a machine is less noble than to be a lawyer or a metaphysician, parents often make great sacrifices to put their children through secondary school and college. (A) where it is considered that running a machine is less noble than to be a lawyer or a metaphysician (B) where it is considered more noble to be a lawyer or a metaphysician than to run machines (C) which consider that running machines is less noble than to be a lawyer or a metaphysician (D) which considers it more noble to be a lawyer or a metaphysician than running machines (E) considering it more noble being a lawyer or a metaphysician than to run a machine

Answers at the end of the page

1. A | 2. D| 3. D| 4. C| 5. D| 6. A| 7. B| 8. B| 9. C| 10. E| 11. C| 12. A| 13. B| 14. B| 15. D| 16. C| 17. A| 18. E| 19. E| 20. A| 21. E| 22. E| 23. D| 24. C| 25. B

Please can somebody convert this to quiz....or I'll do soon if not done by anyone elseVipulpratap 04:28, 20 June 2008 (UTC)


text:
Template:Editintro

On Wikiversity, we sign with four tildes: ~ When you are done, please scroll down to the "Publish changes" key below the lower left corner of the edit box.

title: Template:Editintro


text:
User talk:Emesee/Old

Random pages
Try the new Random. --McCormack 07:56, 15 June 2008 (UTC)
 * I see you tried it. Did you like it? Where does one talk to you these days? --McCormack 08:20, 16 June 2008 (UTC)

title: User talk:Emesee/Old


text:
User talk:Remi/April '08 - June '08

Weblog -> Category:Blogs ?
Hi Remi, would it be good from your pov to add User:Remi/Weblog also to Category:Blogs ? Erkan Yilmaz uses the Wikiversity:Chat (try) 10:53, 6 April 2008 (UTC)
 * I am not sure. I don't feel strongly on the matter. Do you think it would help Wikiversity? --Remi 17:30, 6 April 2008 (UTC)
 * Well, I can't read the future, so I can not give you a satisfying answer, but it make sit easier for people to find blogs. Let's just wait. Erkan Yilmaz uses the Wikiversity:Chat (try) 17:46, 6 April 2008 (UTC)
 * Sounds good. I added the category... : ) --Remi 17:52, 6 April 2008 (UTC)

Re:Barnstar
Hello Remi, thanks. I appreciate the intention. Actually I see more optimization potential in the things I do. We will see how I evolve. I wonder when I - in some years - look at my contributions around here, how I will smile (or not). Erkan Yilmaz uses the Wikiversity:Chat (try) 17:03, 7 April 2008 (UTC)

barnstar
Thanks! I'm feeling very disconnected from Wikiversity so the star comes at a great time to boost my spirits. I hope to have some time this summer to devote to the wiki world. --JWSchmidt 23:53, 8 April 2008 (UTC)
 * Hey - just saw this - that's really nice of you Remi, and nice to see this comment from John. :-) Cormaggio talk 22:01, 25 April 2008 (UTC) PS: On your aspiration to find a doctorate programme that would recognise your Wikiversity work - I fervently hope that this becomes a reality one day. I know the Open University of the Netherlands has a very progressive PhD programme, in which people do their research and publish four peer review articles, which constitutes the thesis/dissertation. (And it's free-as-in-beer.) I suppose my own PhD allows me to hang around on Wikiversity too - and I'm lucky enough to be funded by my university. I suppose it depends on your research interest though, and how your Wikiversity work aligns with that. Cormaggio talk 22:17, 25 April 2008 (UTC)

New portals
I see you've been busy! I transferred in the skeletons for the portals and put your work into the to-do boxes as a temporary measure. I'll add a few further notes. Thanks for keeping this moving ahead! --McCormack 20:36, 14 April 2008 (UTC)

 * I left some notes at Category talk:University faculties a while back which explained my intentions when I created the links to these new portals. Might be helpful. --McCormack 20:45, 14 April 2008 (UTC)

 * Thanks for your message. I wasn't intending to do anything to them so soon! But when I saw you starting on them, I reckoned it would be a good idea to put in the box skeletons so that you can work more easily on links and categories. Don't worry - I've got to take a wiki-break until the morning, so you've got "all night" (as it were) to continue...! --McCormack 20:55, 14 April 2008 (UTC)

 * OK - I put some underconstruction templates on the pages. I'm off for now, so please feel welcome to continue the work. --McCormack 20:58, 14 April 2008 (UTC)

Linux Compatibility Test
Remi, you posted a "Feature Request" comment to Linux page. There are numerous such programs readily and freely available on the 'net --- they are called LiveCDs and most of those are Linux. A Google search on "Linux LiveCD" will find hundreds of them. I recommand you start with Ubuntu (http://www.ubuntu.com) since it's currently one of the best maintained and most usable Linux systems available. Normal Ubuntu discs are "Live" (can be booted and allow you to run a wide selection of Linux software without touching your hard drives). They also include a program which lets you install the software if you like. Thus the normal Ubuntu discs are a offering a risk free "try before you install" option. JimD 01:13, 15 April 2008 (UTC)

Random topic
Did you like the random topic thing then? I forgot to check whose idea it originally was. --McCormack 21:07, 25 April 2008 (UTC)
 * Do you think we should put it back? I think the topic namespace is a bit of a mess at the moment, and random page is probably sufficient. But if you prefer or have reason, my edit is easily reverted! --McCormack 07:03, 26 April 2008 (UTC)
 * Hi Remi! I had a look at the history (at last), and it seems that User:Darklama replaced random page with random topic last September, and you then put back the random page link above it in October. I can't find any discussion initiated or relating to Darklama's change, and I think you were quite right to put back the random page link. I tend to see Darklama quite a bit on IRC, so I can ask him about it. I suspect his random topic idea was just a whim, but I'll check with him. I've also put some ideas onto Mediawiki Talk:Sidebar for further reform - you might like to continue the discussion? --McCormack 04:58, 27 April 2008 (UTC)

Hi, Remi. I've done some more work on this. I tried both the "random page" and the "random topic" options. I must admit that contrary to my initial expectations, "random topic" turned up results that were distinctly better than "random page". I don't find "random topic" ideal, but at the moment I would prefer the Darklama solution with just a random topic. When you put back the "random page" as an addition to "random topic", was there any discussion of this? Or any requests? A compromise, in order to avoid two randomised links in the sidebar, would be to use a parser function to alternate. --McCormack 17:17, 27 April 2008 (UTC)
 * Or would you like the double random thing back again? --McCormack 08:19, 28 April 2008 (UTC)

Creating new topics and schools
Hi Remi. Do you think that in the light of present discussion, when a new topic or school is created, it should have an explanatory box at the top explaining the purpose of the namespace? At the moment you are putting the stub box at the top of these, and my idea would be to replace this with something like Template:stub-topic and Template:stub-school which explain the proper use of the namespaces. What do you think? --McCormack 08:24, 28 April 2008 (UTC)

Barnstar
Hi, Remi, and many thanks! Much appreciated. My wikiversity-reconstruction efforts are pretty radical at the moment and always carry the risk of going wrong or annoying someone, so don't hesitate to tell me if you think I've gone too far somewhere! (Otherwise I might just keep storming ahead). --McCormack 04:37, 12 May 2008 (UTC)
 * Consensus can be difficult to gauge. It's funny how wikis work. But either way, good work. ;) --Remi 08:11, 12 May 2008 (UTC)

Easier life for custodians
The short cut is now available for welcome and expand. --McCormack 06:37, 12 May 2008 (UTC)

Main page category tree
Hi again, Remi. Just found your comment about the main page. Yes - it's easy to have them all closed by default, but for a number of reasons I deliberately opened the first one. One reason is because otherwise users may not realise that it's a tree where you can open/close things. Another reason is that the top item (educational level) is a relatively small but very important category of portals, and we really need to correct the historical misperception of Wikiversity as a tertiary-only institution. What do you think? Are my reasons good? --McCormack 06:49, 12 May 2008 (UTC)
 * "Paths by user type" might be a good idea in the future, but currently it is a relatively undeveloped set of paths. The "resources by educational level" has had a lot more work done on it. --McCormack 08:10, 12 May 2008 (UTC)

email
I sent you an email... :) --JWSchmidt 23:50, 14 May 2008 (UTC)

Good one
Good vandal zapping. I was about to do it, but you were faster! --McCormack 08:55, 18 May 2008 (UTC)
 * Same for me :-) Erkan Yilmaz uses the Wikiversity:Chat (try) 08:57, 18 May 2008 (UTC)

Quantum mechanics
Hmm...let me think. The quantum harmonic oscillator is useful for understanding practically anything that vibrates on a very small scale. Light is one example. Molecules are another. Atoms in a molecular bond vibrate, and it is very similar to having tiny balls attached to each other with springs. The quantum harmonic oscillator is sort of a toy model which you can systematically make more complicated to describe more and more physical systems. The ideas that come out of solving the the quantum harmonic oscillator are also essential to parts of quantum field theory, which is a cornerstone of modern physics. Does this help answer your questions ? --HappyCamper 09:57, 18 May 2008 (UTC)

A Short History of Nearly Everything
Hi Remi,

This book is very popular, so i think it is in many mainstream libraries around the world. If you live nearby a library and you are a member of it, than i think you can borrow the book there. It is possible to use other books as well on the topic of a general description of the knowledge of natural sciences. I live in a region with millions of people and several major libraries, so for me it is easy to get access to any kind of books for free.--Daanschr 11:51, 18 May 2008 (UTC)

Psychology
Hi Remi. So far it looks to me as though most psychology Topic: and School: pages are really just stubs (i.e., pages with department boilerplates and not much else). For those pages, I've started gradually cleaning them up and shifting them into the mainspace. Topics and Schools could of course still evolve and the redirects be replaced. As far as I can tell there are really no active psychology pages or psychology learning resources which are ready for 'complete' or 'featured' status. To try to get my head around what psychology pages there are, I've tried to clean up the categories. Now, almost everything in Category:Psychology are subcategories which hopefully helps e.g., when going to Category:Positive psychology to found other related pages. The psychology school was also inactive (except for you and I) so I moved it into the main namespace, shifted some the generic learning content into subpages or into more specific psychology pages as appropriate, leaving currently the best meta-data I'm aware of about what's going on in relation to psychology. So, psychology is currently part portal, part topic, part school, part category, etc. in the mainspace. I understand the jury is still out on namespaces, so feel free to suggest other possibilities/directions. -- Jtneill - Talk 07:26, 19 May 2008 (UTC)
 * Note I did this partly to prepare for developing Portal:Psychology which needs work. -- Jtneill - Talk 07:31, 19 May 2008 (UTC)
 * Also note that Topic:Psychology needs some TLC. -- Jtneill - Talk 07:38, 19 May 2008 (UTC)

 * [ Copy of my post over on Jtneill's talk page ]  My own guess is that the "right" way to go about this is a "bottom up" rather than a "top down" approach. In other words, use the psychology areas as an experiment in trying to find out how namespaces are or are not useful for organising a field of knowledge. The experience gained could then feed back usefully into the current namespace reform discussions. --McCormack 07:49, 19 May 2008 (UTC)

 * FYI, after your shift of Topic:Psychology to School:Psychology, I've tweaked both those pages hopefully to accurately reflect what's meant to belong in each of those namespaces. IMHO, though, there's not enough quality psychology content to be meaningfully and usefully organised across the four namespaces (psychology, Portal, School, and Topic). Where I've identified any psychology content related to learning, I've tried to sift it into the main namespace. -- Jtneill - Talk 09:45, 19 May 2008 (UTC)

 * We could work through Category:Psychology adding Template:psych-stub as appropriate. -- Jtneill - Talk 12:34, 19 May 2008 (UTC)

naming conventions
What should be the propper name of the portal: "Engineering and technology" or "Engineering and Technology"? According to Naming conventions and WP naming conventions I think the first one... --Gbaor 06:55, 21 May 2008 (UTC)

Random topics
Hi Remi, and thanks for your good thoughts and observations. Yes - the whole random thing is full of problems. What would be sensible is this: programme a Mediawiki extension which adds a new kind of special random page which doesn't return subpages or alternatively, returns a random member of a category. Theoretically it's easily programmed and done. In practice, the Wikimedia Foundation is incapable of organising itself to review and activate even the simplest of extensions at the moment. A less elegant but possible solution would be to make a list of topic pages, then put them into a switch parser function, and then direct the "random topic" page at that. It would have to be manually updated as new topics get added, but it would produce much better quality results. --McCormack 05:58, 22 May 2008 (UTC)

 * Hi and thanks for your reply. On wikibooks: I tried it and got a javascript error (it doesn't work). This suggests that they were using a different idea from mine, because mine doesn't involve javascript (and would therefore work!). Mind you, I can't test what results the Wikibooks thing would produce if it did work, so it's difficult to compare. --McCormack 06:19, 22 May 2008 (UTC)

 * Another problem for random topic is things like this: Topic:Astronomy/w/w/index.php. --McCormack 07:04, 22 May 2008 (UTC)

Arabic topics
Perhaps I should ask first and delete second! Anyway, I just deleted a topic redirect which you created and which had an Arabic title. Was there anything in the existence of this page which would have justified keeping it? --McCormack 07:02, 22 May 2008 (UTC)
 * I was less worried about the server load and more concerned about Random Topic making sense. But after looking through all the Topic pages, I reckon that the best solution is probably to create a selected list and use a switch statement on it. The topic namespace is pretty messy and rather large - too many under-developed pages. But you're doing a good job with adding bits and pieces to some of these under-developed pages. Keep it up! --McCormack 08:31, 22 May 2008 (UTC)

Mail...
You have some :). As a rule, if I'm running a block like that and I mention "CU", it means there's probably a cross-project history of issues. I'm always happy to discuss details privately (though responses might take a few days this time of year), but in general I hope you would assume that I know what I'm doing ;-). --SB_Johnny | talk 18:58, 25 May 2008 (UTC)

Thanks
Thanks Remi you rock. Very fast. =) cheers lucychili 23:37, 25 May 2008 (UTC)

Checkuser?
You are by a long shot the best and most active RC patroller here... may I have your permission to nominate you for checkuser? I'd be more than happy to share with you what I know about how to use it, and it really is a handy tool to have when you're dealing with a vandal with contribs that seem suspiciously familiar. --SB_Johnny | talk 01:12, 26 May 2008 (UTC)
 * Hi, there are now 2 separate pages created (as was done in the last CU vote): Candidates for Custodianship, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 18:57, 28 May 2008 (UTC)

Robelbox
Hi Remi; thanks, i've fixed by revertingd. Kinda weird because today's edit seemed to make earlier edits not work either. Hopefully McCormack can help sleuth... Interestingly, now, if you go back through the edit history http://en.wikiversity.org/w/index.php?title=Template:Robelbox&action=history all the edits I did seem to work (i.e., not have a loop error). I'll copy this to McCormack's talk. -- Jtneill - Talk 02:02, 26 May 2008 (UTC)

Subpage list
Hi Remi. If you look at the WV colloquium (very top thread), I've put a testing link to a page of one of my own wikis. No Wikimedia server yet runs the extension. --McCormack 09:35, 27 May 2008 (UTC)

Project boxes and cleanup
Hi, Remi. I was thinking of redesigning some of Category:Cleanup templates as project boxes - see Help:Resources by quality for an explanation of sorts. What do you think? --McCormack 06:29, 1 June 2008 (UTC)

 * Sort of on the same topic: I found your Template:Experimental and had a go at that. I liked the idea of an "experimental" tag. You are welcome to revert my changes and rescue your old version, though! I can use a different name for the redesigned version. --McCormack 18:00, 3 June 2008 (UTC)

New colour scheme for boxes
You'll need to update all three colour templates. Give me a shout if you can't get #15 to start working after that. --McCormack 10:38, 1 June 2008 (UTC)

 * Hi again. I think the servers might be having some difficulties updating templates right now. I'm having some difficulty myself elsewhere. However I see the "lost" template fine on the page you asked about. --McCormack 10:51, 1 June 2008 (UTC)
 * The job queue is currently at over 20,000 - might be both you and me combined. --McCormack 10:52, 1 June 2008 (UTC)
 * Mind you, if you changed one of the robelbox colour templates, it might be "mostly you"!! ;-) --McCormack 10:53, 1 June 2008 (UTC)

IRC meeting
Hi Remi - just notifying you of a suggested time/date for an IRC meeting about 'Wikiversity learning'. Could you indicate if you would be available, or would prefer a different time/date? Cormaggio talk 14:50, 1 June 2008 (UTC)

Vandalism
Hey Remi - I've undone your edit, removing "vandalism" from the "list of uses of Wikiversity". Ok, it's a very broad conception of the idea of "use" (perhaps it's better under the broader category of "activity" - I dunno), but I think it's interesting to stretch or at least question the idea of what the community is. I'm in favour of leaving it in at least as a provocative statement. On another tack, what's with the identity change? Is this an upshot of SUL, do you want to be renamed, or are you doing different types of edits with different accounts? Cormaggio talk 10:14, 8 June 2008 (UTC)

Your Emesee comment at MS Wikipedia.
Bahasa Melayu is also known as Bahasa Malaysia. However, bahasa Melayu is also used in Singapore, Brunei, Indonesia, South of Thailand and a few others and not only limited in Malaysia. The name change is to foster unity within Malaysia through language. Yosri 10:13, 9 June 2008 (UTC)

Templates and topics
Hi Remi, and thanks for your message. I can't remember our earlier exchange very well. As regards transclusion, for me the template namespace is only obvious for this when either the template will be used multiple times or the template mainly contains programmatic/formatting material such as parser functions. However I'm sure that actual practice is in a self-contradictory state. Then there's the issue of securing agreement about what the topic namespace is for...! If you're thinking of the random topic link, then I think the idea we ended up with was manual selection of recommended pages/projects which then go through a parser function which randomly chooses one. As Featured now has rather a lot of material on it, we are now in a better position to create such a pseudo-random page redirect. --McCormack 05:34, 15 June 2008 (UTC)

Random pages
Try the new Random. --McCormack 07:56, 15 June 2008 (UTC)
 * I see you tried it. Did you like it? Where does one talk to you these days? --McCormack 08:20, 16 June 2008 (UTC)

title: User talk:Remi/April '08 - June '08


text:
User talk:Emesee/Scratch

Sorry for the intrusion
Hi

Thought i'd give it a go just trying out some stuff in wikiversity. Just wanted to make a preliminary overview of the topics i believe should be covered in the Radio section. Hope I didn't tread on your toes or anything. Is it ok if I continue or would you have me go elsewhere? I'm new to this wikipedia editing but interested in radio

kind regards

-janformanek

Feed Everyone Project
Hello Emesee, hope you're fine, I'm Javier Moreno from Venezuela, nice to meet you, I want to know what happen with that project? --Javier José Moreno Tovar18 (discuss • contribs) 21:20, 29 May 2016 (UTC)

title: User talk:Emesee/Scratch


text:
User:Gbaor/Thoughts

Things I should not forget, and recall them in the right time.

Innovation Africa

 * Building institutions for endogenous development - "...paper that Jean Gradé and her colleagues contributed to the Innovation Africa symposium in Uganda; it will appear in the upcoming book entitled Innovation Africa, due to appear this (2008) autumn." The book will be probably freely available via FAOs website (this is just a guess from me).

 Highlights

 * "When assessing the current situation of natural resources in their area, elders cited several problems that were not present, or were less severe, when they were young. These include: less rain, fewer water-catchment ponds and more contamination of the limited available water; diminished plant life, including fewer savannah trees; dramatically fewer wild animals; erosion; and lower soil fertility. They felt that the traditional indigenous knowledge system and communal efforts to manage resources had weakened."

 * "In an effort to help ‘modernise’ the culture, outsiders did not recognise traditional leadership structures and did not deal with Karamojong leaders directly."

 * "Elderly pastoralists recalled a clan of women, the Ngiyepan, who protected trees in various ways,... they were persuasive verbally and sometimes even physically. It is unclear why they are no longer active,... "

 * "They perceived two more recent external innovations – automatic weapons and forced schooling ... The school system also led people to look outside of their own ‘culture-box’ for new answers to the same problems. Elders saw tradition and schooling as mutually exclusive options. In endogenous development, people seek a balance between modern and traditional practices.(e.g. ‘modern’ schooling with the traditional system)"

 * "One potential bridge to this process is the institution of traditional healers.Because the Karamojong depend on cattle for both subsistence and cultural pride, one of the most important forms of indigenous knowle is ethnoveterinary knowledge ... This includes various different treatments: store-bought, homemade, prescribed and/or prepared by traditional healers, mainly from plant extracts."

 * "participatory action research (PAR) approach and an ethnographic framework were used. PAR is ‘research which involves all relevant parties in actively examining together current action (which they experience as problematic) in order to change and improve it. PAR is not just research which is hoped will be followed by action. It is action which is researched, changed and re-researched, within the research process by participants’ (Wadsworth, 1998)"

 * "A natural extension of ethnoveterinary knowledge in a damaged environment is medicinal plant agroforestry. ... high priority to multipurpose plants."

 * "One component of ethnoveterinary knowledge preservation is documentation and conservation of the medicinal plants. ... Tree planting is not otherwise a part of Karamojong culture. The healers’ associations, however, now promote agroforestry and protection of medicinal plant species. Their agroforestry scheme has focused on domestication of 32 tree species, 24 of which are indigenous."

 * "Many make thick fences from thornbush branches to protect crops from wild animals and raiders. ... These fencing plants are medicinal, fruit-producing and/or protective."

 * "Dengel Lino, a livestock healer from Bokora: ‘We used to share food and knowledge only with our family, but now I feel comfortable sharing with other healers from Pian and Kenya. It has helped me with my cattle’. ... Peace has been an unintended consequence of these meetings, but is a critical component of development."

 * "In the Karamoja culture, after two people have shared a meal, they are like kin and cannot harm one another. ... More peace leads to more sharing, and the virtuous cycle continues."

 * "The healers’ associations decided to focus on agroforestry schemes and the prevention of endemic diseases (internal and external parasites), mainly of cattle."

 * "The success may be due partly to the fact that it has been an endogenous movement (from within) rather than exogenous (initiated or led from outside). Since indigenous people have led the processes from day one, they have developed the skills and local capacity to continue without help from outside."

Good old friends
Commeniusgasse-team, Vienna, 2007
 * Rafel from Barcelona
 * Zhonggui from Hangzhou
 * Milán from Budapest
 * me

Genome analysis
Reading lecture notes for E250-220 from Johan van Arendonk and Henk Bovenhuis (November 2000) - printed version

 Highlights

 * Conservation of a breed is especially important for those breeds which are shown to have a large genetic distance to other breeds.
 * Molecular biology
 * Keywords: restriction enzymes, restriction map, DNA cloning, plasmid, genomic library, cDNA library, polymerase chain reaction, human genome project, microsatelite
 * In the future, it will be increasingly difficult to find areas of animal health and production that are not substantially affected by this technology
 * Also sequencing of the genomes of parasites and pathogens will be important, in order to control these organisms.
 * Molecular biology techniques are creating a revolution in veterinary diagnosis, ... the tests can identify the presence of particular species/strains/serogroups of viruses, retroviruses, bacteria, fungi roundworms or tapeworms. They can distinguish between meat from different species of animals.
 * Parentage testing and forensic research
 * Keywords: DNA typing, Hardy-Weinberg equilibrium, Linkage equilibrium
 * Population substructure
 * Keywords: genetic differentiation, Wright's F statistics, fixation index, Wahlund principle
 * Genetic differentiation may result from natural selection favoring different genotypes in different subpopulations, but it may also result from random processes in the transmission of alleles from one generation to the next of from chance differences in allele frequency among the initial founders of the subpopulations.
 * Fixation index ... equals the reduction in heterozygosity expected with random mating at any one level of population hierarchy relative to another ... it allows an objective comparison of the overall effect of population substructure.
 * In population genetics, a race is a group of organisms in a species that are generally more similar to each other than they are to the members of other such groups.
 * Isolate breaking (Wahlund principle)...(i.e. reduction of homozygosity) - Fusion of subpopulations with random mating and Hardy-Weinberg equilibrium decreases the average frequency of homozygous recessives by an amount equal to the variance in allele frequency among the original subpopulations.
 * Interval mapping of QTL
 * Keywords: genetic marker, quantitative trait loci, interval mapping,
 * Mapping of a QTL requires the usage of multiple marker genotypes in the analysis.
 * Interval mapping - term is used for estimating the position of a QTL within two markers (often indicated as "marker-bracket"). Interval mapping is originally based on the maximum likehood, but there are also good approximations with simple regression.
 * Regression on QTL probability - For a given haplotype that was inherited from the sire, we can calculate the probability for having inherited the Q or the q allele It seems therefore natural to regress phenotype on Q-probability. The model is (standard): y=μ+αx where y is the observed phenotype, x is the probability of having inherited a paternal Q, given the observed marker genotype

Stopped at 5-10 - put aside, more background knowledge needed

Genomic selection
''Off-topic note: This reminds me a (great) movie - Gattaca. Scary... Could this come true also in the human society? Well, if we take Verne as a reference, then the answer is "yes".''

Notes and exact citations from Journal of Animal Breeding and Genetics; December 2007 - Vol. 124 Issue 6 Page 321-390 ISSN 0931-2668 link, my notes are in square brackets

Keywords to be familiar with: genomic selection, linkage disequilibrium, BLUP, Bayesian statistics, estimated breeding value (GS-EBV), Bulmer effect, haplotype, prior distribution, Deterministic model, stochastic simulations

 Genomic selection (Editorial by Theo. Meuwissen)

Full title: Genomic selection : marker assisted selection on a genome wide scale (Editorial by Theo. Meuwissen)
 * Genomic selection (GS) may be deﬁned as the simultaneous selection for many (tens or hundreds of thousands of) markers, which cover the entire genome in a dense manner so that all genes are expected to be in linkage disequilibrium with at least some of the markers.
 * A variety of methods have been suggested for the calculation of GS-estimated breeding values (EBV), ranging from BLUP (Kolbehdari et al.), Bayesian methods such as BayesB (Meuwissen et al., Genetics 157:1819–1829), and machine learning techniques (Long et al.). These methods differ in their assumptions about the underlying genetic model. ... The method that reﬂects the biological nature of the gene effects closest is expected to yield the most accurate GS-EBV. Thus, more research into the distribution of gene effects is warranted.
 * Traditional selection is successfully improving a large number of traits in ongoing breeding schemes, but it requires widespread (all selection candidates), reasonably accurate and preferably early in life recording of the traits. Especially, functional traits only partially fulfill these requirements, and their rates of genetic gain are therefore much lower than that of production traits. As mentioned in several of the papers, GS may overcome these problems, although Calus and Veerkamp found substantially reduced accuracies of GS-EBV for lowly heritable traits.
 * As GS has the potential to achieve a more balanced selection response (balanced over production and functional traits), and substantially reduced inbreeding rates (Daetwyler et al.), its main effect on future breeding schemes may be an increased sustainability.

 Genomic selection (Review article by M.E. Goddard and B.J. Hayes)

Full title: Genomic selection
 * The ideal method to estimate the breeding value from genomic data is to calculate the conditional mean of the breeding value given the genotype of the animal at each QTL. This conditional mean can only be calculated by using a prior distribution of QTL effects so this should be part of the research carried out to implement genomic selection.
 * Meuwissen et al. (2001) proposed a variant of MAS that they called genomic selection. The key features of this method are that markers covering the whole genome are used so that potentially all the genetic variance is explained by the markers; and the markers are assumed to be in LD with the QTL so that the number of effects per QTL to be estimated is small. Using simulation, they showed that the breeding value could be predicted with an accuracy of 0.85 from marker data alone.
 * Statistical analysis to calculate EBV from genome-wide DNA markers It is convenient to think of the process in three steps: 1. Use the markers to deduce the genotype of each animal at each QTL. 2. Estimate the effects of each QTL genotype on the trait. 3. Sum all the QTL effects for selection candidates to obtain their genomic EBV (GEBV).
 * An advantage of using the correct prior is that the estimates of the biggest or most signiﬁcant QTL are not overestimated. This means that the effects can be estimated from all available data regardless of whether the data was part of that used to discover the QTL or not.
 * The requirements to implement genomic selection in breeding programmes are relatively simple. Generally there will be a discovery dataset where a large number of SNP have been assayed on a moderate number of animals who have phenotypes for all the relevant traits. A prediction equation that uses markers as input and predicts BV is derived from this data. There should then be a validation sample ... The prediction equation is tested to assess its accuracy on this independent sample.
 * ...the estimation of QTL effects can be carried out on animals that are completely separate from the selection candidates. In fact the selection candidates do not need to have phenotypes recorded at all.
 * Interbull provides EBV that compare bulls from around the world. This situation is favorable to livestock producers but is threatened by genomic selection. Unless all genomic EBV are calculated using the same prediction equation(s), they will no longer be comparable.
 * [Database held by organizations responsible for national genetic evaluation] ... this may inhibit commercialization of genomic selection because it makes it difficult for a company to recover the investment needed to develop and market a set of markers for genomic selection. The alternative would be for each company to have its own markers, database and EBV. How the future will unfold is not clear.
 * Genomic selection has the potential to radically alter the structure of livestock breeding programmes. ... formal progeny testing will disappear ... [it could] potentially cut the cost of operating dairy breeding companies by 92% (Schaeffer 2006). More generally, genomic selection will cause a tendency to shorten generation intervals because the markers can be genotyped at birth or even before.
 * Except for the cost of genotyping, "stud" animals could be produced as cheaply as commercial animals. Then traditional stud breeders who record their animals with a breed association would be unable to compete with breeders who relied entirely on marker data.
 * Genomic selection means that all selection candidates can be evaluated for any environment for which the prediction equation is known. Consequently, many divergent populations, each specialized to a particular environment, are likely to be replaced by one general purpose population with a decrease in the total effective population size. [Is this an advantage or disadvantage? Decreased effective population size should mean loss of genetic diversity...]

 Prediction of response to MAS and GS (Original article by J.C.M. Dekkers)

Full title: Prediction of response to marker-assisted and genomic selection using selection index theory

P = G + E = Q + R + E Path coefﬁcient diagram illustrating the relationships among components contributing to phenotype with marker-assisted selection for a single trait [changed a little due to technical difficulties] :

 * P ← G
 * ← E

$$\sqrt{1 - h^2}$$

 * G ← Q
 * ← R

$$\sqrt{1 - q^2}$$

 * Q ← Q^ (Q')
 * ← e

$$\sqrt{1 - r^2_Q}$$ ...... [Q^instead of Q]

Where: P, phenotype; G, total genetic value; E, environmental component of P; Q, component of G that is associated with markers; R, component of G that is independent of markers; Q^, estimated breeding value (EBV) for Q based on marker data; e, prediction error of Q^; $$h_2$$, heritability of P; $$q_2$$, proportion of genetic variance associated with markers; $$r_Q'$$, accuracy of Q^ as a predictor of Q;

Stopped at: p. 334 - Extension to multiple traits

Idea collection for "the" wiki

 * Start a Wikiversity Project
 * Template:Module Intro Page
 * Template:Make Navigator
 * Activity type icons
 * Educational technology - there is a lot here
 * Educational Technology Lesson Plans
 * Re-shape a part from here?
 * The layout of this guided tour could be good for the tutorials.

New colleagues

 * User:Anita op
 * User:Yvn
 * User:Syounis
 * User:Habibjan

Motivation for contributing to Wikipedia/Wikiversity (from Colloquium)
I was told this is the place to ask questions. This is to people who are contributing.

Needless to mention that I'm a newbie. I was really impressed by the contributions people had in WIKIPEDIA.

The question isn't a productive one for either of us or shall I say it is in a way. I could write for improvement on articles for no less than 16hrs/day.

 * Q: Do you get paid for this work? OR What are the benefits, monetary or otherwise, one could have by a great contribution like yours?

 * The answer can't be recognition as all this can and will be deleted or changed or updated, probably before I die. It is true that change is constant and inevitable but creation that lasts the longest is more powerful. Thinking of writing an article or contributing so much that lasts for 100 years after I die (like you did) but need more out of it for the time I live.

I could do a lot of this if I get anything out of it, I think. Rather this is what I love to do. But I also love money. I don't want to do it as a selfless service as of now. I'd better have my own blog to document my thought process that no one could edit. I know wikipedia is an encyclopedia, needs existing knowledge and isn't a book about undocumented inventions, theories or simply ideas but I'm equally good at this. I've thoroughly studied all the articles from Getting started onwards (still a lot to learn on formatting). I was learning some Wikipedia's own rule for using bold and italic. I simply loved the fundas.

IF there is no answer then I probably have this feeling of 'giving back to the society and getting contentment by the selfless work' post 65yrs of age.

Hopefully I'll have an honest and helpful answer.

P.S: I do not want you to take this message de-motivating in anyway. If you have a slightest of that feeling in the corner of your heart please feel free to delete it and do not care to reply. You've done an amazing job buddy and I don't want you to rethink on your credits due to this scribble of mine.

--Amit Bhise 07:25, 1 February 2010 (UTC)

 * Welcome to Wikiversity, Amit. Wikiversity is a non-profit organization. I don't get paid for contributing to Wikiversity. There may be some people who are paid by their job to contribute to Wikiversity, but Wikiversity does not pay anyone, and I don't know of anyone who is paid by their job to contribute.

 * People have different motivations for contributing to Wikiversity (and for supporting Wikiversity with monetary donations for that matter). Some people may be motivated because they feel contributing will earn them recognition. Some people may be motivated by selflessness. Some people may feel that learning should be free, or that charging people for an education is wrong, and will be motivated by that to volunteer their time helping to make learning free. Some people may feel like they have an obligation to help others and be motivated by that.

 * What motivates a person can directly effect what benefit that person sees in contributing to Wikiversity. A person being paid by their job might see a limited monetary benefit to contributing to Wikiversity. Someone whose motivated by a feeling of obligation might see helping others as the benefit. Someone who feels that learning should be free might see contributing to a free resource for learning as a benefit. There is no one correct answer. The answer depends on the person and what you make of the answer. Giving back is also a possible answer.

 * All in all, people find Wikiversity a useful resource.

 * Wikiversity does welcome your ideas and theories as part of any learning you wish to do. Wikiversity is different from Wikipedia in that way. -- dark lama  12:35, 1 February 2010 (UTC)

 * First, do you realize that this is Wikiversity, not Wikipedia ? Here the rules are a bit different, and you can indeed have your own research or project area that nobody else can edit.

 * Now, as for the basic motivation, I recently watched a documentary, "The Human Spark", which studied differences between humans and other animals. One that's pertinent here is that humans seem to have an innate desire to teach.  Why should this be ?  Well, being that we are social animals and rely on one another for survival, helping out other humans is likely to help you and your family, say if they return the favor and help you out some day.  This was far more likely when we lived in small groups, but, thankfully, many people still feel the desire to help others who are very distant from them.

 * Another way to look at it is that it's essentially the same motivation as those who give to charity, such as donations to Haiti. Some give out of altruistic motivations, some so they will feel better about themselves, some so they will be recognized by others, etc.

 * Finally, I suggest you use better titles for any additional questions, as "A question" tells us nothing about what you are asking. "Motivation for contributing to Wikipedia/Wikiversity ?" would be a good title.  StuRat 14:54, 1 February 2010 (UTC)

Wikiversity talk: Original research
...About Wikiversity being a free subset of WP, I disagree and I think you got that part backwards. Universities usually have libraries with encyclopedias. I think Wikiversity has the potential to be much larger than Wikipedia. Wikipedia consists only of a subset of that which can go on at Wikiversity. -- darklama 20:33, 21 February 2010 (UTC) .....Are you saying that WP is a subset of wv? Don't you think that is a little grandiose?--JohnBessa66.pngBessatalk 14:01, 22 February 2010 (UTC) ...........I think thinking of the projects in terms of one being subset of another is a mistake. If you are to going to do that though than yes WP is a subset of WV. No I don't think that is a little grandiose. The extent and scope of Wikiversity is broader then Wikipedia. Wikipedia is limited in extent and scope to writing articles encyclopedic in nature and can be seen as a single work or collection. Wikipedia could amount to either a single book or a volume of books that sit on a bookshelf if it were in a library. This is true of Wiktionary, Wikiquotes, and Wikispecies as well. In ascents Wikibooks extends that practice from one book to many. If Wikibooks had existed first I don't think people would of seen a need to have separate projects for an encyclopedia, a dictionary, a quotes book, and a species book, because they are all books. If Wikiversity had existed first writing books could of happened on Wikiversity with a similar outcome. The same cannot be said for the reverse. I wouldn't expect to find lessons in an encyclopedia, or mathematic books, science books, etc. incorporated inside an encyclopedia. I would expect to find all those at a University though. I see nothing grandiose about that. -- darklama 14:49, 22 February 2010 (UTC)

title: User:Gbaor/Thoughts


text: User:Kajk

title: User:Kajk


text: User talk:Kajk

title: User talk:Kajk


text:
User:Bamaku

Brudnopis

title: User:Bamaku


text:
Introduction to Swedish/Traveling

Example sentences
 På busshållplatsen stod tre personer och väntade. At the bus stop, three persons stood waiting. Flygplatsen Arlanda ligger mellan Stockholm och Uppsala. Arlanda airport is between Stockholm and Uppsala. Städer är större än byar. Towns are bigger than villages. Tåg och spårvagnar går på räls. Trains and trams run on rail tracks. I korsningen hade två bilar krockat. At the crossroads, two cars had collided. Den stora rondellen har två rondellhundar. The big roundabout has two roundabout dogs. Göteborg har ingen tunnelbana. There is no subway in Göteborg. Kungsleden går från Abisko och fortsätter ner mot Sareks nationalpark. Kungsleden starts at Abisko and continues down to the national park of Sarek. Finlandsfärjorna går genom Stockholms skärgård. The ferries to Finland pass through the Stockholm archipelago.</LI> </OL>

Exercises
Translate into English 1. Kyrkan ligger vid en vägkorsning.

2. Om du tar till vänster därborta kommer du till stan.

3. Det går tunnelbana mellan Solna centrum och Slussen.

4. Kungen bor på Drottningholms slott.

5. Du behöver inte springa över stora vägen. Det finns faktiskt en gångtunnel.

Translate into Swedish 6. The ferry between Helsingborg and Helsiingör does not take a long time.

7. The conductor asked me for tickets and any discount cards.

8. You are at the domestic terminal now. You need to proceed to the international. It is that way.

9. You must punch your ticket also when changing buses.

10. I am the guide for this group. I decide that we have a ten minute break.

title: Introduction to Swedish/Traveling


text:
User:Idiot Savant

In these days, a man who says a thing cannot be done is quite apt to be interrupted by some idiot doing it. ~ Elbert Hubbard

title: User:Idiot Savant


text:
User talk:Idiot Savant

In these days, a man who says a thing cannot be done is quite apt to be interrupted by some idiot doing it. ~ Elbert Hubbard

title: User talk:Idiot Savant


text: TESOL/English sentence structure

title: TESOL/English sentence structure


text:
Wikiversity:Curator Mentorship

In most cases, new custodians go through a "mentorship" process, where an experienced custodian helps a prospective custodian learn the ropes as a probationary custodian, and then provides the community with a recommendation.

This is a program within Mentors.

All going well

 * 1) A mentorship relationship is established.
 * 2) The mentor makes a request to a bureaucrat (or if he/she is one, just promote).
 * 3) Mentored has three months to learn the tools and show him/herself to be appropriate for custodianship.
 * 4) Mentor recommends the mentored for full custodianship, community votes.

Not so well

 * 1) Mentor is responsible for the mentored, and should immediately go to the stewards if sysop tools are being misused.
 * 2) If at any point in the probationary period the mentor decides that he is or will be unwilling to recommend, the mentored has 48 hours to find a new mentor, otherwise the tools will be removed by the stewards on the mentor's request.
 * 3) If the mentor is unexpectedly unavailable or the mentored wishes to have a different mentor (for any reason whatsoever), mentorship can be transferred to another willing mentor for the remainder of the probationary period.
 * 4) If at the end of the probationary period the mentor decides not to recommend the mentored for full custodianship, the mentored may either initiate a self-nomination, or find another mentor (any additional probationary period to be decided in conversation with the new mentor).

Curator skills
The following skills are mastered and demonstrated at some point during the probationary period:
 * Monitor Request custodian action and Notices for custodians
 * Welcome new users
 * Respond to Colloquium questions and requests
 * Review the Template:Administering Wikiversity resource list
 * Move a page without redirect
 * Move a page with subpages
 * Move a page with delete
 * Delete a page
 * Monitor Import and import content from a sister project
 * Review one or more Maintenance reports and make appropriate corrections
 * Work with other curators and custodians to effectively support Wikiversity

Custodian skills

 * Undelete a page
 * Merge page history
 * Hide revisions
 * Monitor the AbuseLog and create or update an abuse filter
 * Edit one or more pages in the MediaWiki namespace
 * Block a user or IP address and monitor Category:Requests for unblock
 * Work with other curators and custodians to effectively support Wikiversity

More information about these skills can be found at How to be a Wikimedia sysop and at Custodianship.

title: Wikiversity:Curator Mentorship


text:
Talk:Moodle

Spam email addresses
When I created a course on Moodle and assigned roles, I noticed several spam email addresses in the list of users. -- Jtneill - Talk 16:34, 20 June 2008 (UTC)

Categories
Could we add a category on Moodle for "psychology" or "social sciences"? -- Jtneill - Talk 16:46, 20 June 2008 (UTC)
 * Both added, Erkan Yilmaz uses the Chat (try) 16:48, 20 June 2008 (UTC)
 * Thanks, Erkan, you're fast as usual. I've been searching Moodle documentation, but can't find out how I can change the category for the course I created "Social Psychology" from "Wiki" to "Psychology". No hurry, just playing. -- Jtneill - Talk 17:02, 20 June 2008 (UTC)
 * it is changed now: can be changed in a menu called: "Administration > Settings" - do you see this ? click on it now if you like. If not, probably you don't have yet the according flag, Erkan Yilmaz uses the Chat (try) 17:06, 20 June 2008 (UTC)

Wikiversity Sandbox server not accessible
I've ben trying to mention this for a while now, it appears that the wikiversity moodle server has someone cyber squatting on the domain, in other words when i get there all i get directed to is a page that has links that take me nowhere. --Koman90 (talk), Network+ 14:13, 18 November 2010 (UTC)
 * I'm working on bringing up a new moodle sandbox server through a fee Webshotst that i will provide free access to anyone that Is an active Wikimedia participant Koman90 (talk), Network+ 02:09, 22 December 2010 (UTC)

Math
How is it with the TeX notation filter (mimeTeX) and other Advanced Maths Tools on the Wikiversity Moodle server? I tried the $$ syntax in some multichoice tests but without success. BTW, where is displayed the moodle version used? --Kychot (discuss • contribs) 15:50, 28 May 2013 (UTC)

title: Talk:Moodle


text:
User talk:Ealtman~enwikiversity

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 16:51, 20 June 2008 (UTC)

 Hello Ealtman, 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 or discuss Wikiversity issues 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 16:51, 20 June 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 Ealtman. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ealtman~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:Ealtman~enwikiversity


text:
Open science

Open scientists engage in making their work as transparent as possible by using the world wide web to: Open scientists do not have to implement all of these points. Depending on how many of these aspects are taken into account, they are "more" or "less" open to the public. An important point is that not only products of scientific activity are published (all scientists do this), but that the process of scientific work is made transparent.
 * discuss own research ideas, methods and results with others
 * keep a public lab notebook (cf. open notebook science)
 * make their teaching open to public discussion
 * blog about their scientific activity and while doing this not only reflect about their own action, but also encourage others
 * make problems public they are actually working on, thus giving others the chance to participate actively in the problem-solving process (see Wikiversity: Open problem)
 * submit articles to publication institutions which have set up a public review process
 * assess articles for publication institutions which have set up a public review process
 * write their scientific articles in public (e.g. in wikis like this) from the start or making preprints or peer-reviewed articles freely accessible (this latter point represents the classical "Open Access")
 * make raw data and analytical tools (on which their works are based) freely accessible

We are a community of open scientists. We want to create ideas how science can be made more open, and we discuss problems and limits of open science. Join our network and participate in our discussions!

Overview

 * Laws of open science
 * List of open scientists and supporters
 * Ideas for open scientists
 * Advantages and risks of open science
 * Related projects
 * Related articles
 * Links

Self-understanding and support
We have a template set up, which you can find at: de:Vorlage:User public scientist (work is in progress to make it available here also). The template can be put on user pages. A guide is available on the template's page.

title: Open science


text:
Talk:Open science

background info
Hi, this page is a translation of this page: de:Wikiversity:Öffentlicher Wissenschaftler. That page itself derived form this category page: de:Kategorie:Öffentliche Wissenschaftler (version history), Erkan Yilmaz uses the Chat (try) 17:53, 20 June 2008 (UTC)
 * The first step of the group at en.WV was made here: User:OpenScientist, Erkan Yilmaz uses the Chat (try) 18:00, 20 June 2008 (UTC)

putting into name space Wikiversity?
Hello, I would like to invite you to a feedback session what your ideas are when this page gets into the namespace Open Scientist ? Thanks for your time, Erkan Yilmaz uses the Chat (try) 18:01, 20 June 2008 (UTC)
 * That would be fine with me. -- Mietchen 16:02, 22 June 2008 (UTC)

title: Talk:Open science


text:
User talk:Seekerfinnese

unending power source
now listen this i hve been pondering on this for long, as wind travels from high to low pressure, consider a column and create two zones in it at upper level high pressure and ground level low pressure, a tubine at the bottom and a pump which will suck the air from lower level and pump it back to upper level(when column stands vertical), air will travel from upper to lower level, making turbine rotate generating power, then switching pump to consume power frm the generated electricity itself, thus creating a cycle, of course the electricity generated will of much higher value, but its just like a prologue, cant get a headstart on this, can anyone present there opinion on this.

title: User talk:Seekerfinnese


text:
Assistant teacher course/Teachers' handbook/Parenting

Parenting
—Democracy and Education, John Dewey

The school can demand a parenting driver's license from parents to ensure that parents are qualified to complement the work of the school.

Parent service
Some US schools make parent service mandatory and demand that families contribute about four hours of work per month, otherwise the school fee is increased by a penalty. This can also include compulsory school attendance for parents, for instance for parent education programs. A beneficial effect can be that families are motivated to debate who accepts what responsibility in this context, which can give a family council an additional purpose. Pupils are also unlikely to disregard additional work parents accept in school that could easily be delegated to the pupil; the parents represent a positive role model by accepting voluntary work in a context that is accessible to a pupil. A publicly administered school may not be able to demand this but a mentoring organisation (or parents' society) associated with the school can do so. As with tuition fees for an assistant teacher program one can impose some limitations on the use of offers financed by members or made possible by voluntary work of members. Course offers, for instance, can be restricted to members but make remaining seats available to non-members (by lot, if necessary), which can be seen as an invitation to consider membership or just as a generous invitation; scholarships can be granted to welfare recipients in order not to exclude people who may not be able to pay. A possible psychological effect of the invitation is to create a feeling of obligation to at least consider joining the mentoring organisation, which is a desirable effect.

Personal Interests in Education (PIE)
A "Personal Interests in Education" group can help to gather ideas, question pupils and plan additional elective and voluntary courses. Participants of a PIE group can meet with groups of five to ten pupils at home and invite the pupils to propose and discuss ideas that could help to bring their personal interests in relation to school education. This may create a certain overlap with mentoring but redundancy is not a mistake here: Mentors should be able to give useful input to a PIE group, too. A PIE group can be formally represented as an advisory committee of a mentoring organisation or parents' society.

The group should gather information about the hobbies and interests of pupils in a grade once a semester for the following semester. Once a semester may appear too frequent but the younger pupils should be invited to learn that this is a means of exertion of influence; young pupils may need a frequent reminder in order to realize the potential. Information gathered should also aim to quantify the demand for specific courses. In order to make courses with less demand possible additional course offers can allow participants from different grades. High school pupils might want to assume the responsibility themselves and plan the organization of additional course offers in their respective grade parliaments.

Formal parent cooperation
—Democracy and Education, John Dewey

Formal parent cooperation allows to define minimum standards for parenting that must be adhered to by all parents or a group of parents. The beneficial effect of a formal agreement is that parents are motivated to reflect on demands they can place on others and concessions they are willing to make. Groups of parents can agree on independent standards if a general agreement for a grade appears too difficult to reach or would require too many concessions from some parents. Standards for cooperation between parents can specify rights and obligations of parents towards children of other parents and limits for children that should generally be observed. Formal parent cooperation can also recommend provisions, as for instance a family council, that should be considered by all families and may be supported in parent education courses of the school and receive further consideration in communications of the school, parents' society or mentoring organisation.

Early parent education
Parent education should begin long before children join a secondary school. The parents of seventh graders may still benefit from parent education courses aiming at parents of teenagers, but a secondary school should consider to cooperate with elementary schools and preschools in its catchment area in order to offer early parent education. Parent education courses should be offered without knowledge of later school attendance to avoid undesirable exclusion. Some municipalities have welcome programs for young parents, which present a good opportunity to invite parents to parent education programs. Schools can invite parents to participate in welcome programs or other parent service (service for parents) as a choice of parent service@undefined (service by parents).

Pupils with a better socialization and upbringing are likely to make the work of their teachers easier and more rewarding, consequently teachers should aim to support parent education as early as possible. Teenagers can be invited to write a parent education course, which can be a contribution to the parent education of their parents and their own generation.


text:
Open science/List

About this page
This page contains a list of open scientists and supporters. Please add yourself! (alphabetically sorted by surname)

List of Open Scientists and Supporters

 * MOstafa Akbari (when I'm grown up I will become a scientist and also an open scients, Neuron! networker)
 * Sören Auer (open Semantic Web researcher ;-) and founder of OpenResearch.org)
 * Mario Donick (linguist with an affinity to communication science; | WISSENSCHAFT in progress)
 * Jana Hochberg (interested, Neuron! networker)
 * Jean-Pol Martin (see my article: Wikipedia Theoriebildung and Neuron! networker)
 * Daniel Mietchen (in Neuron! since yesterday, 16.6.2008)
 * Alexander Rausch (knowledge worker, interested person, Neuron! networker)
 * Marc Scheloske (social scientist, science blogger [Wissenswerkstatt])
 * Christian Spannagel (Neuron! networker; see the following weblog article; contact me)
 * Klaus Stegmann (Unternehmensberater, coach of founders, active in politics and society)
 * Jan Vanvinkenroye (interested! Neuron! networker)
 * Falko Wilms (see my project: Wiwiwiki Organizational Behaviour)

title: Open science/List


text:
Open science/Related projects

About this page
This page lists related projects, websites, and initiatives which are dedicated to open science. Please add your project!

List of Related Projects

 * Academia Publishing Wiki - A wiki platform that welcomes original research
 * Ancilla Iuris - Ancilla Iuris offers a professional and state-of-the-art publication platform to advance European contributions on constellations of law and society.
 * arXiv.org - Open access to e-prints in Physics, Mathematics, Computer Science, Quantitative Biology and Statistics
 * Budapest Open Access Initiative (BOAI) - the first global-scale initiative to call for open access to research papers
 * C@fé des sciences - Community of science blogs in French
 * Cape Town Open Education Declaration - an initiative aimed at making education open
 * Citizendium - A scholarly inclined open encyclopedia (Wikipedia offspring) which uses real names and expert guidance
 * eprintweb.org - an extension of arXiv.org
 * Hard Blogging' Scientists
 * Key Perspectives - a company specialized in Open Access counseling
 * Living Knowledge - The International Science Shop Network
 * Neuron! - German network of people who realize open projects
 * One Big Lab - One small world = One Big Lab. Exploring the potential behind open science, open access, and open exchange of more than just ideas.
 * Open Journal Systems - A technical platform for Open Access publishing
 * OpenResearch.org aims at making the world of science more visible and accessible.
 * The Open Source Science Project - An open-access project that is currently developing five separate resources: (1) a research-based scientific curriculum, (2) a discussion forum to facilitate communication between students and scientific researchers, and (3) a microfinance platform to encourage all individuals to pursue scientific research, (4) a research log platform to facilitate communication between publicly-funded researchers and the general public, and (5) a research laboratory database to allow students to easily search for internships and open positions in labs pursuing research they are interested in
 * Open Students - A student platform on matters of open access to scientific research
 * OpenWetWare - OpenWetWare is an effort to promote the sharing of information, know-how, and wisdom among researchers and groups who are working in biology & biological engineering.
 * ResearchBlogging.org - Community of blogging researchers
 * Science Commons - Science Commons designs strategies and tools for faster, more efficient web-enabled scientific research.
 * Wikipendium - currently rather a thought experiment on how to improve on Wikipedia and Citizendium
 * Wikiresearch - An overview about original research in wiki environments
 * Wikinfo - an encyclopedic wiki that accepts original research
 * Wikiversity - Open Learning Community
 * Wissenschaft im Dialog (German) - Memorandum
 * Wissenschafts-Café - Community of German blogging scientists
 * Wissenschaftsladen Bonn - Transfer of scientific knowledge (German)
 * WISSENSCHAFT in progress - (rather small) german journal with a weblog; covers communication science, linguistics, media and culture, literature, education and e-learning; publishes especially articles and exposés of younger scientists who are between b.a./b.sc. and ph.d.

title: Open science/Related projects


text:
Open science/Related articles

Related Articles

 * Felt, U.: Scientific Citizenship (German)
 * Martin, J.-P.: Wikipedia Theoriebildung (German)
 * Mietchen, D.: How open can science and research be?
 * Mietchen, D. & Sarbadhikari, S.: Reference knowledge structured by experts and the public?
 * OECD (1997). Promoting Public Understanding of Science and Technology. Paris: OECD.
 * José Quesada on why open science has failed to take off (so far)
 * Scheloske, M.: Demokratisierung der Wissenschaftskommunikation (German)
 * Scheloske, M.: Weshalb dem öffentlichen Wissenschaftler die Zukunft gehört (German)
 * Spannagel, C.: EuroScience Tip Sheet "How an open scientist can use twitter"
 * Spannagel, C.: Der öffentliche Wissenschaftler (German) (follow-up)
 * Spannagel, C.: Öffentliche Wissenschaft - eine Bastelanleitung (German)
 * spektrumdirekt: "Dritte Kultur" oder Demokratisierung der Wissenschaft: Wie treffen sich Forschung und Öffentlichkeit?
 * Spannagel, C.: Öffentliche Wissenschaft - eine Bastelanleitung (German)
 * spektrumdirekt: "Dritte Kultur" oder Demokratisierung der Wissenschaft: Wie treffen sich Forschung und Öffentlichkeit?

Related Books

 * Gibbons, M. et al. (1994). The New Production of Knowledge. The dynamics of science and research in contemporary societies. Los Angeles, London, New Delhi, Singapore: SAGE Publications.
 * Gibbons, M. et al. (1994). The New Production of Knowledge. The dynamics of science and research in contemporary societies. Los Angeles, London, New Delhi, Singapore: SAGE Publications.
 * Gibbons, M. et al. (1994). The New Production of Knowledge. The dynamics of science and research in contemporary societies. Los Angeles, London, New Delhi, Singapore: SAGE Publications.

title: Open science/Related articles


text:
Open science/Ideas

Ideas for Open Scientists
How can scientists make their work process more public? Here you can add and discuss ideas which may include both research and teaching!

See also Christian Spannagel's talk about open science in the web 2.0 (in German).

Translating scientific results
Open scientists can describe the results of their work in the web, i.e. in a personal weblog. They must try to write in a way which is understandable by non-scientists. Using a weblog would offer the possibility for all people to comment on the texts of the open scientists and to start a discussion between the open scientist and non-scientists.

Inviting people to participate
An open scientist can invite people to participate in the scientific process by asking for ideas and comments in the web, i.e. in a personal weblog.

Online discussions of talks and presentations
After presentations of research results, normally discussions take place. Open scientists could create a wiki page in advance where the discussion could be summarized during the discussion (or only headwords are stored, and the statements could be written out after the discussion). This would enable all participants to continue the discussion later on, even days or months after the talk. Examples:
 * Presentation of Christian Spannagel in Heerlen 2008 or
 * Discussion of a talk given by Dieter Wunderlich in Leipzig in 2007.

Public reference lists
Open scientists can publish and share their lists of references in web 2.0 tools like CiteULike, bibsonomy, or connotea.

Publishing the philosophy of teaching
Open Scientists can make their philophy of teaching transparent by explaining their educational principles online. Example: Christian Spannagel's Philosophy of Teaching (German)

Online feedback on courses
Open Scientists can invite students to give feedback on their teaching on a website (wiki, for example). This would allow for discussing educational principles and possible improvements. Example: Discussion of Christian Spannagel's courses (German)

title: Open science/Ideas