text: File:Wire Junction.svg

title: File:Wire Junction.svg


text: File:Wire N.svg

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

title: File:Wire N.svg


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Wikiversity talk:Publicity

Leaflet
Hi James, it's great to have you around. :-) So, what were you thinking of having on Leaflet/wikiversity/en? Would it be lots of text, or just main bullet points? Would it be for one A4 sheet, or two, or one A3...? Maybe we could look at a number of examples, write a few styles/lengths of text, and get Guillom to help us with the design? Btw, I can't seem to access your blog through your Canberra uni page... Cormaggio talk 17:18, 18 March 2008 (UTC)
 * I developed some text on Leaflet/wikiversity/en yesterday - maybe you could take a look and improve. I'd be happy for you to hack the poster I developed - myself and my girlfriend developed it in InDesign - would the ID source file be any good to you, or should you tell me what you want hacked and I upload a new version? Cormaggio talk 15:34, 19 March 2008 (UTC)
 * Thanks for your work - and your comments on the poster. :-) As I've just said there, I don't know if I can export to odf, but I'll work on this - the only problem being that I'm away on holidays for a week from tomorrow onwards, but I'll try to find some time.
 * Talk to you soon (or will try to keep up at least!) Cormaggio talk 17:24, 20 March 2008 (UTC)

title: Wikiversity talk:Publicity


text:
File:Table of Cognitive Verbs.pdf

Summary
Description: Bloom's Taxonomy of the Cognitive Domain and Action Verbs Source: Own work Author: Jacksojt Date: 2008-03-21 Permission - GNU Free Documentation License other_versions - unknown

title: File:Table of Cognitive Verbs.pdf


text: File:Wikisch Power.svg

title: File:Wikisch Power.svg


text: Category:Primary Education

title: Category:Primary Education


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User talk:Ghartland

Hello Ghartland, welcome here at Wikiversity. I hope you like it around here ? I just wanted to drop a msg about your last edit. We at Wikiversity have e.g. some other goals, policies than for example Wikipedia. See FAQ:
 * What is the difference between Wikiversity, Wikibooks, and even Wikipedia?
 * Wikipedia is a free online encyclopedia. Wikibooks provides free textbooks. Wikiversity is for other types of learning resources besides textbooks and encyclopedia articles. Wikiversity supports online learning communities, groups of people who are trying to learn about particular topics. Wikiversity is a place where these learning groups can assemble and discover how best to learn things online. Wikiversity is also the first WikiMedia project that is open to hosting and fostering research.

What do you say, would you revert your edit and add a comment on the talk page there with your arguments? btw: below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 16:07, 22 March 2008 (UTC)
 * Unfortunately you have no email activated, so I just have to ping you here about this. You could help us, if you could contribute with your ideas why you think the page is unencyclopedic. Thanks, Erkan Yilmaz uses the Wikiversity:Chat (try) 19:04, 6 April 2008 (UTC)

Welcome
Hello Ghartland, 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;
 * 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) 16:07, 22 March 2008 (UTC)

title: User talk:Ghartland


text:
User:Capranks

This is my User Page

title: User:Capranks


text: File:Wire H.svg

title: File:Wire H.svg


text: File:Wire V.svg

title: File:Wire V.svg


text: File:Resistor v wikisch.svg

title: File:Resistor v wikisch.svg


text: File:Inductor v wikisch.svg

title: File:Inductor v wikisch.svg


text: File:Capacitor Up wikisch.svg

title: File:Capacitor Up wikisch.svg


text: SPICE/1 Resistor Circuit

title: SPICE/1 Resistor Circuit


text: Talk:SPICE/1 Resistor Circuit

title: Talk:SPICE/1 Resistor Circuit


text:
Template:Off-topic

Resources are placed into Category:Resources needing focus.

title: Template:Off-topic


text: SPICE/2 Resistor Series Circuit

title: SPICE/2 Resistor Series Circuit


text: SPICE/2 Resistor Parallel Circuit

title: SPICE/2 Resistor Parallel Circuit


text: SPICE/3 Resistor SPP Circuit

title: SPICE/3 Resistor SPP Circuit


text: SPICE/4 Resistor SPSP Circuit

title: SPICE/4 Resistor SPSP Circuit


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User talk:Ngravagna

Thank you for contributing to the Bloom Clock Project. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 17:07, 22 March 2008 (UTC)

Welcome
Hello Ngravagna, 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;
 * 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) 17:07, 22 March 2008 (UTC)

Welcome to the Bloom Clock!
Hello,, and thanks for signing up as a contributor to the Bloom Clock!

To get started, all that you need to do is keep your eyes open for flowers on plants growing outdoors. Then, depending on how well you know plants, you can either try to find the plant using the global keys, or just check the master list where plants are listed by their scientific names.

Assuming you find a log page for the plant you saw, all that you need to do is click [edit] above the list of signatures, and add *~ on a new line below the last signature and above the line that begins with, which will make your signature appear on the profile page.

If you don't find a log page, just add an entry for the plant to the Master List using. Someone can then show you how to create a profile and log page for the plant.

If you don't know the name of the plant you saw, try asking on Bloom Clock/Unknown Plants using the template there. Photographs are very helpful, but if you don't have a digital camera, just give the best description you can and hopefully someone can identify it for you.

After you've logged 10 or more plants as flowering for your location, another bloom clock contributor will help you set up the categories and templates used to construct a key for your region, and try to match up your region to the global keys.

If you have any questions, ideas, or need something explained, please feel free to leave a message on my talk page, and I'll get back to you as soon as I can!--SB_Johnny | talk 17:07, 22 March 2008 (UTC)

Erysimum nivale
Hi the USDA Database has Erysimum nivale listed as a synonym of a form of E. capitatum. I was going to set up a log page for it, so any thoughts on what to name it? We do have a couple images of Erysimum capitatum available on commons, but none for the subspecies. --SB_Johnny | talk 08:59, 28 March 2008 (UTC)

Your region (bloom clock stuff)
You've logged the "requisite" 10 plants, so I'd like to help set up a local flora for you, but I'm not at all familiar with Colorado's geography (and it looks like there are several hardiness zones in the state, suggesting markedly different bloom times). Is there a good description for your region? For example. I log (mostly) from "Southeastern Pennsylvania", which is the part of the state south and east of the Appalachian front (spring and fall bloom times are markedly different in the middle and west of the state). --SB_Johnny | talk 13:37, 19 April 2008 (UTC)

 * Hi again. I have the templates set up, so you can "register" a plant as blooming there in May using bcpm/aurco/5 (for June, you'll use bcpm/aurco/6, etc.).
 * On older profiles (for now), you would add this template to "New Region 5 = " (see this diff for an example). New Profiles won't show "New Region 5", but will list "Aurora, Colorado = " instead. A bot will be coming through in the next few days to make that change on all the old profiles. --SB_Johnny | talk 11:24, 16 May 2008 (UTC)

New Template Version
You might have noticed that new profiles created using bcp3 now have a number of changes in the bottom template (changed on Monday, then I haven't had much time since then to get a note out). The main changes involve the fields which previously required the use of additional templates (such as bcp/white for white flowering plants). These "embedded" templates have caused a great deal of confusion among some of the new contributors.

On the new template, each of the colors has it's own field. To mark a plant as possible blooming in that color, simply put a "y" or "yes" after the equal sign (similarly for marking plants as herbaceous, etc.). Similarly for all the new fields

For the moment, "forb" should be used for any plant that has no woody parts above ground and is not a vine (e.g., BCP/Hemerocallis has a "y" for both "herbaceous =" and "forb =", while BCP/Ipomoea hederacea has a "y" for both "herbaceous = " and "vine = "). Note that annuals, grasses, sedges, etc. should also be classified as forbs or the time being.

Mike's bot will come through and update the older pages hopefully sometime in the next few days. The old fields will still work for now... several categories will allow us to keep track of which profiles use the older versions (I couldn't figure out an easy way to get the bot to redo the data, so we'll have to do that manually).

Note that the log pages are a bit different now as well, using an (updatable) template instead of text, and using headers differently to allow grouping by year. These can easily be updated by adding to the top of the page, then deleting the old text and moving the logs.--SB_Johnny | talk 09:40, 16 May 2008 (UTC)

re: few things
Heya Ngravagna. As far as Erysimum nivale goes, I suspect you'd know better than me (I know nearly nothing about your local flora). If someone moves it later, it should (in theory) appear on your watchlist anyway, or in any case will be in the category and key (see below).

As far as "New Region 5" goes, actually it's just "Aurora, Colorado" now (templates were bot-updated a week or so ago). So to add category and links now, just add bcpm/aurco/5 (or bcpm/aurco/6 in June). Here's a diff showing where I added one for you (BTW, are you sure you didn't see C. montana? I thought C. cyanus was more of a summer-through-fall plant). What that does is add a category (Category:BCP/AURCO/5), as well as a link to the local flora page for that month (Bloom Clock/Keys/Aurora, Colorado/May).

One other thing: I moved BCP/Cottoneaster microphyllus and the log page to BCP/Cotoneaster microphyllus, but didn't add the may template there because you hadn't logged yet :-). --SB_Johnny | talk 10:27, 24 May 2008 (UTC)

Almost :)
You want to use bcpm/aurco/6 :-). (You had used a southeast Pennsylvania template on one of them in the | Aurora, Colorado = field). Takes a bit of getting used to, but the templates are designed to have a small "keystroke footprint" (only 16 or so).

In case you're wondering what that does (besides make a link next to Aurora, Colorado area:, it also:
 * 1) Populates the Category for your region during that month
 * 2) That category is in turn analyzed by a "DPL script" (still working on instructions for that, but here's what it looks like
 * 3) The DPL list is then in turn used to generate a key
 * 4) Finally, the categories of different regions are compared to see how they tie into the global temperate keys (the goal is to eventually have "bloom time zones" similar to the USDA's Hardiness zones).

We've been tring to get it as "user friendly" as possible, but we're limited in that we need to use wikicoding and templates to achieve it all. All in all it's probably not much worse than editing other kinds of databases :). --SB_Johnny | talk 14:05, 10 June 2008 (UTC)

 * Oh one other (important!) thing: when adding the momthly templates, you should add only one for each month (i.e., not "bcpm/aurco/6 through bcpm/aurco/10"), and add those templates only for plants you have actually logged during the corresponding month. Don't forget that this is a research project, not a flora, so we need to be honest reporters and only use the data we've collectd with the ol' eyeballs :). Memory sometimes fails us, and I've found several cases over the past 2 years where the published stuff is actually wrong (we have a local flora book in Pennsylvania that was published in 2000, and even that recent publication has some errors!).
 * Fair warning: the one major risk to learning the templates, categories, etc. is that it can be severely addictive. See User:Jomegat for details :). --SB_Johnny | talk 14:53, 10 June 2008 (UTC)

Keys available, more or less
Hi again. Oddly enough, your data seems to mesh almost exactly to Southeastern PA, so if you see a flower you're unfamiliar with, you should be able to use either the SEPA keys, or better yet the global-temperate keys. June in your region seems to correspond to Late Spring, July will probably correspond to Early Summer, etc. --SB_Johnny | talk 16:58, 22 June 2008 (UTC)

fixed
Not sure how that happened! BCP/Delosperma cooperi. --SB_Johnny | talk 08:35, 29 June 2008 (UTC)

Delphinium
I had entered Delphinium a while back and began to log entries. I never included a species name because I didn't know it. I figured out that I have Delphinium geyeri and went to change it on the master list. I now know this is the wrong thing to do because I disconnected the log page from the master list page by changing the name. Sorry! Is there a good way to log things that aren't totally identified, or should I just stick with a pen and paper until I know what I've got?

Thanks, Ngravagna

 * Best thing to do when you identify from a genus to a species (or variety) is just to start a new profile for the lower taxa, and move the signatures over. During the winter updating, all logs for the species in a genus will be used to base the bloom season of the genus as well. --SB_Johnny | talk 09:44, 21 July 2008 (UTC)

title: User talk:Ngravagna


text:
User talk:Graham Hartland

Thank you for your understanding (about here). I hope someone soon will reply to you. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 17:09, 22 March 2008 (UTC)

Welcome
Hello Graham Hartland, 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;
 * 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) 17:09, 22 March 2008 (UTC)

title: User talk:Graham Hartland


text:
User:Ngravagna

I am a molecular neuroscientist and an avid gardener.

Last year I ripped up 1000 square feet of grass in my suburban yard and replaced it with xeric plants. I will document their bloom times this year.

title: User:Ngravagna


text:
Wikiversity:Main Page 0.5/Color proposals

On this page you will find color proposals for the new main page draft layout. If you like one, feel free to add a short comment.


text:
Template:Levels

Content by Level Pre-school Education · Primary Education · Secondary Education · Tertiary Education · Non-formal Education · Research

title: Template:Levels


text:
Template:Subjects

Content by Subject

Arts · Humanities · Mathematics · Medicine · Science · Social Sciences · Technology

title: Template:Subjects


text: File:New main page draft layout 0.5 - proposal1.jpg


text:
Category:BCP/Genus/Lamium

Lamium genus of about 40-50 flowering herbaceus species native to Europe, Asia, and north Africa, in the family Lamiaceae.

title: Category:BCP/Genus/Lamium


text:
User:Sfmammamia

my userpage on English Wikipedia

title: User:Sfmammamia


text:
BCP/Muscari

Muscari

title: BCP/Muscari


text:
BCP/Muscari/Logs

This page contains recent bloom logs for the plant Muscari (Grape Hyacinth).

2008 Logs

 * --Juan 18:08, 22 March 2008 (UTC)
 * Anna gdf 24 March 2008 (Photo)
 * --Juan 17:40, 8 April 2008 (UTC)
 * Ngravagna 19:58, 18 April 2008 (UTC)
 * --Juan Karlovy Vary 08:28, 21 April 2008 (UTC)

2009 Logs

 * Ngravagna 19:05, 27 March 2009 (UTC) (from personal log)
 * Anna gdf 8 April 2009 (Photo)
 * Ngravagna 19:05, 9 May 2009 (UTC)

(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).

Recent Logs

 * --Anna reg 12:04, 12 April 2010 (UTC)
 * --Anna reg 12:53, 23 April 2010 (UTC)
 * --Anna gdf 17:08, 20 April 2011 (UTC)

title: BCP/Muscari/Logs


text: Talk:SPICE/4 Resistor SPSP Circuit

title: Talk:SPICE/4 Resistor SPSP Circuit


text: User:Remi/Category tree

title: User:Remi/Category tree


text: Talk:SPICE/3 Resistor SPP Circuit

title: Talk:SPICE/3 Resistor SPP Circuit


text:
Category:BCP/Genus/Stellaria

Stellaria is a genus of about 90-120 species flowering plants in the family Caryophyllaceae, with a cosmopolitan distribution.

title: Category:BCP/Genus/Stellaria


text: File:New main page draft layout 0.5 - proposal2.jpg


text:
Wikiversity talk:Course formats

maybe move to Course formats --Remi 18:20, 22 March 2008 (UTC)

title: Wikiversity talk:Course formats


text:
Talk:Instructional design/User testing of e-learning courses/Course Introduction

maybe this should be given a name like Instructional design/Introduction or Introduction to instructional design --Remi 18:22, 22 March 2008 (UTC)


text: File:New main page draft layout 0.5 - proposal3.jpg


text:
Template:Faculties

'''Content by faculty Applied sciences · Arts · Educational sciences  · Engineering and Technology · Humanities · Information sciences  · Interdisciplinary studies  · Life sciences  · Mathematics  ·Physical sciences  ·  Professional and vocational studies · Social sciences  · Wikimedia studies  · Faculty of Law'''

title: Template:Faculties


text: File:New main page draft layout 0.5 - proposal4.jpg


text: File:New main page draft layout 0.5 - proposal5.jpg


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Category:BCP/Genus/Veronica

Veronica is a genus in the family Plantaginaceae.

title: Category:BCP/Genus/Veronica


text:
Talk:BCP

What about to make a redirect in here? Templates redirects in here, so it would be faster to go to Bloom Clock.--Juan 18:41, 22 March 2008 (UTC)

 * You mean redirect to Bloom Clock? --SB_Johnny | talk 14:06, 23 March 2008 (UTC)

Yes.--Juan 23:17, 23 March 2008 (UTC)

 * Done :). --SB_Johnny | talk 10:11, 24 March 2008 (UTC)

title: Talk:BCP


text: Template:Gateways

title: Template:Gateways


text: User:Erkan Yilmaz/layout3

title: User:Erkan Yilmaz/layout3


text: User:Erkan Yilmaz/layout4

title: User:Erkan Yilmaz/layout4


text: Talk:SPICE/2 Resistor Parallel Circuit

title: Talk:SPICE/2 Resistor Parallel Circuit


text: Talk:SPICE/2 Resistor Series Circuit

title: Talk:SPICE/2 Resistor Series Circuit


text:
BCP/Salix

Salix

title: BCP/Salix


text:
BCP/Salix/Logs

This page contains recent bloom logs for the plant Salix (Willow, Sallow, Osier).

Recent Logs

 * --Juan 18:57, 22 March 2008 (UTC)
 * --Jomegat 17:13, 21 April 2008 (UTC)
 * --Jomegat 00:16, 1 May 2008 (UTC)
 * --Jomegat 20:42, 10 May 2008 (UTC)

=====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)

title: BCP/Salix/Logs


text: File:New main page draft layout 0.5 - proposal6.jpg


text:
User talk:Sfmammamia

Thank you very much for your help at Principles of Marketing. Feel comfortable around here and read below info please. See you, Erkan Yilmaz uses the Wikiversity:Chat (try) 19:04, 22 March 2008 (UTC)

Welcome
Hello Sfmammamia, 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;
 * 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) 19:04, 22 March 2008 (UTC)

title: User talk:Sfmammamia


text: File:New main page draft layout 0.5 - proposal7.jpg


text:
User:Nina Elmendorf-Steele

elmendor@andrews.edu is interested in collaborating to build this site.

Feel free to connect.

title: User:Nina Elmendorf-Steele


text:
User:Daniele gnudi

This user is no longer available on en-wikiversity.

title: User:Daniele gnudi


text:
User:Garykmartin

Gary's User Page: I have some experience in Modula II from University of Colorado at Colorado Springs.

title: User:Garykmartin


text:
Society as ecology/Brainstorming

(back to Society as ecology)

This page is for brainstorming for the project Society as ecology.

{| width="100%" height="100%" style="background-color:#FFE4C4;"

helpful suggestions
The goal of the project is about rediscovering the ability to understand and work with diverse networks(ecology) rather than scaling through fenced monoculture as the primary technique for organising. I think this is a skill we need for improved sustainability and also that it is a facet of inclusive societies

Please put in your ideas - any idea is welcome. As said in the brainstorming page: let's collect first ALL ideas.

Challenge

 * Because we currently are able to navigate at a global scale using abstracted data to make sense of things there is a challenge in finding ways to make new structures which have fidelity, responsibility and which will work at our current scale.
 * We are not used to being responsible for negotiating contention and complex data, we rely on abstraction/fences for yes no options.

Finding new/old models

 * Open source software, education commons, A2K principles are all based on a return to valuing negotiation skills for mapping diverse and open networks.
 * I am interested in finding ways to make resources that help people perhaps schools re-anchor in ecological context and diverse social context.
 * The Bloom clock sounds interesting. This kind of mass distributed aggregation of information about species, climate, water, could be something which could help us have better systemic networked data? What kinds of tools could be used in schools for kids to collect data and aggregate it into the whole? dnetc for biodiversity? What can we make.

Stuart Hill

 * Social ecologist, check out his work - if approached, I'd guess he would allow his work to be used freely. -- Jtneill - Talk 13:28, 23 March 2008 (UTC)
 * }

title: Society as ecology/Brainstorming


text:
User talk:Garykmartin

Welcome
Hello Garykmartin, 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;
 * 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! Jtneill - Talk 01:03, 23 March 2008 (UTC)

title: User talk:Garykmartin


text:
User talk:Daniele gnudi

Welcome
Hello Daniele gnudi, 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;
 * 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! Jtneill - Talk 01:03, 23 March 2008 (UTC)

IRC meeting
Hi Daniele - 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)

title: User talk:Daniele gnudi


text:
Category:Project incubator

Here you can find the pages which are from: Project incubator.

title: Category:Project incubator


text:
TESOL

TESOL stands for. It includes:
 * Teaching English as a second language (TESL)
 * Teaching English as a foreign language (TEFL)

title: TESOL


text:
User talk:JohnSmart~enwikiversity

Welcome
Hello JohnSmart, 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;
 * 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! Jtneill - Talk 02:05, 23 March 2008 (UTC)

Future studies
Hello, it may be that in the future that it would be best to transition Category:Futures Studies to Category:Futures studies. Yet, I don't want to discourage content creation, but I thought I would at least let you know. Best, --Remi 01:54, 23 March 2008 (UTC)

merging & changing
As a matter of merging Category:Futures Studies with Category:Futures studies... it looks like the content is now identical, so to eliminate the redundancy you could replace all of the content on Category:Futures Studies with "#REDIRECT " and it would essentially act as a merge if I am not mistaken.

As for migrating all pages about "future studies" to "futures studies" naming, well that takes some work - mostly moving pages and replacing of text. =)--Remi 03:04, 23 March 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 JohnSmart. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JohnSmart~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:JohnSmart~enwikiversity


text:
User:JohnSmart~enwikiversity

Hello

I am a futures studies educator, working to improve the Category:Futures Studies here. I'm a relative novice with the WikiMedia platform, always appreciate any help from veterans. Thanks!

title: User:JohnSmart~enwikiversity


text:
Wikiversity:Motto

Motto
"open learning community".

title: Wikiversity:Motto


text:
Wikiversity:Slogan

Slogan
"set learning free".

title: Wikiversity:Slogan


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Wikiversity:Vision/Historical perspective

Historical perspective: The past & the future of learning and teaching
It was a lovely Greek spring day, when Pythagoras entered his university. He walked through the collonade built around a large free space with olive trees, orange trees and a little font in the centre. Young and old, male and female students were already there, organized in little groups or sitting alone and meditating. Their whispering together with the tweeting of the birds around created a symphonic atmosphere. Aromas of rosemary, laurel and jasmine pleased the senses while Pythagoras presented his newest philosophical, religious and scientific thoughts to his audience. He used the surrounding nature as his source of inspiration as well as for demonstration. Everywhere around beauty and harmony, mysteries and miracles could be found.

Learning was not only a privilege, it was lived divine service.

What a comparison to nowadays – roughly two and a half millennia later learning seems dry, theoretical and subordinated to politics and economy. We have made great, enormous quantitative success in our sciences, but on the way we have lost quality. We lack the sense that science, learning, development is an integral part of our life and for that should serve us and our humaneness. Science was too long done for science's sake, wanting to eliminate its main reference point – the human being – by "objectification". On that way, a lot of people have lost interest and faith in science, using it but not really bothering about how it works.

But these days are over now. Like Phoenix from ash, Wikiversity arises linking modern science with old fashioned ideals. With your contribution you develop sources for people around the world for their growth and development. Learning is getting a privilege again. Opposite to Greek days the privilege is no longer having access to knowledge, but deciding to participate in the future of learning yourself. You are bearing an enormous responsibility.

Give Your best!

Example for interdisciplinary, interesting, understandable, vivid approach


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Template talk:Elasticity/Quotes

maybe put in template namespace... --Remi 07:56, 23 March 2008 (UTC)

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User talk:SpartanQueen

Hello SpartanQueen, welcome around here. Below more info about Wikiversity and have fun, Erkan Yilmaz uses the Wikiversity:Chat (try) 08:21, 23 March 2008 (UTC)

Welcome
Hello SpartanQueen, 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
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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) 08:21, 23 March 2008 (UTC)

title: User talk:SpartanQueen


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Introduction to social psychology

Explore
Some ways to explore further about social psychology on Wikiversity:
 * 1) Social psychology - distinguishes between sociological and psychological emphases
 * 2) Social psychology (psychology) - a third-year undergraduate, semester-long unit
 * Social psychology category - all pages categorised as social psychology
 * 1) Introduction to social psychology (Lecture) - slides, audio, etc.
 * 2) Social psychology images on Wiki commons
 * 3) Psychology - all psychology material on Wikiversity!
 * 4) Search for Social psychology at Wikiversity

Some broad questions

 * What is social psychology?
 * How has it evolved?
 * What do social psychologists do?
 * What can social psychology contribute?
 * What does social psychology explain?
 * What are the main social psychological theoretical perspectives?
 * What are some key social psychological studies?
 * What are the criticisms of social psychology?
 * Where is social psychology heading?

Video
We are looking for links to recommended introductory social psychology video - feel free to help!, e.g.,
 * Introduction to social psychology (youtube search)

title: Introduction to social psychology


text: Portal:Pre-school Education

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text: Portal:Tertiary Education

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text: Portal:Non-formal Education

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Category:Pre-school Education

See also: Portal: Pre-school Education

cs:Kategorie:Předškolní výuka

title: Category:Pre-school Education


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Template:Portals/Guide intro

The following is a dynamic listing of all the pages categorized into this portal. To restructure or extend this list, you will need to edit individual page categories.

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User:Brentc

brentc

title: User:Brentc


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User:Jtneill/Goals

Vision
To use free software to create open educational resources.

2008

 * 1) Transfer the bulk of my generic, free culture psychology teaching material largely to educational wiki sites, probably those supported by WikiMedia, particularly Wikiversity, Wikibooks, and Wikipedia, but possibly also including WikiEducator.

2009

 * 1) Minimise usage of non-free culture readings, images, and software in all aspects of my teaching.
 * 2) Ensure all materials are in open formats.
 * 3) Ensure all article publishing to be in open access journals.

2010-2012

 * 1) All my teaching materials to be 100% free culture.
 * 2) Get all teaching materials formally participant- and peer-reviewed.

title: User:Jtneill/Goals


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Portal talk:Biblical studies/Prayer requests

the following was taken from my talk page and was written by User:Saz909: "After talking to my dad (he's a computers guy), apparently either it's the memory or the motherboard. He's given me some memory to try, but if it's the motherboard, I'm gonna have to get a whole new computer =S. So yeah, I'm gonna try and fix it on Monday when I get back to my place. I'm staying at my dad's for now (hence the computer). Tbh I don't have the money for a new one, so pray for me =P." --Opensourcejunkie 10:47, 23 March 2008 (UTC)

 * Saz got his computer working, so no new computer is needed, praise God. However, he is running Windows Vista, so he'll have to get demons cast out of it at least every six months ;)  --Opensourcejunkie 03:27, 25 March 2008 (UTC)

Also, I want to pray for the department as a whole, that God would attract Godly, quality editors to help build the department. --Opensourcejunkie 10:47, 23 March 2008 (UTC)

Lets get a prayer for the functionality of this Dept. and the whole School as well. From, Mikeduke324. (discuss • contribs) 19:27, 27 November 2019 (UTC)


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Physics/Essays/Fedosin/Infinite Hierarchical Nesting of Matter

'''This page is an essay by Sergey Fedosin, a Russian physicist and academic, and represents his original research and personal opinions. It should not be taken as representing standard scientific understanding, but is presented here for discussion and review.'''

''note by editor user:Derenek: While this is most definitely not a widely accepted scientific paradigm, it is an excellent example of the difference in the accepted methods of scientific writing and discourse between western scholars and Russian academics. The inclusion of historical, philosophical, and religious importance as integral parts of the theory are considered more acceptable and often found necessary by the typical Russian audience. This lies in stark contrast to the strict separation of disciplines usually found in standard western science literature.''

Introduction
The proposed theory Infinite Hierarchical Nesting of Matter is a cosmological framework that suggests that matter can be divided or reduced infinitely, as opposed to atomism. As such it lies in stark contrast to the standard model making it an alternative philosophical, physical and cosmological theory. This concept is based on inductive logic and reaches conclusions about the structure of the observed universe. Metaphysical schools studying this theory focus on the fundamental organizing principles of nature. Initial versions of this theory were known as the Discrete Fractal Paradigm, and subsequently the  Discrete Self-Similar Cosmological Paradigm .

Core claims of the theory
The Discrete Self-Similar Cosmological Paradigm focuses on nature’s fundamental organizing principles and symmetries. It emphasizes nature’s hierarchical organization of systems from the smallest observable subatomic particles to the largest superclusters of galaxies. It introduces a paradigm which also highlights the theory that nature’s global hierarchy is highly stratified into discrete scales or levels. Some of which we can currently observe, such as the Atomic, Stellar, and Galactic Scales. The third primary principle of the paradigm is that cosmological Scales are universally self-similar. Which indicates that for each class of objects or phenomena on any given Scale there is analogous class of objects or phenomenon on every other cosmological Scale. These parallel analogues from different Scales have strongly analogous morphologies, kinematics and dynamics. From a purely physical point of view these similar relations lead to similarity of matter levels and SPФ symmetry, which asserts the invariance of physical laws operating on different levels of matter.

Individual observations and claims

 * In this theory there are no elementary particles of matter (see preon, parton, electron, quark, Action/Reaction Theory); instead it claims that matter is infinitely divisible. This claim lies in contrast to the theory of atomism, which assumes the existence of units of the matter that possess a minimum size.
 * The Universe consists of an infinite number of enclosed levels of matter. Each level possesses characteristics similar to each preceding level. This leads to a similarity of cosmic systems; including the similarity of shapes, sizes, masses, rates of processes, and equations of motion.
 * Each level of the matter includes carriers with a specific spectrum of sizes and masses. Additionally, matter is organized in stable conditions and are under the influence of fundamental forces and interactions with objects of different systems.
 * Categorization of cosmic objects based on the levels of matter are the stepping stones of an infinite hierarchy of cosmic systems, similar to geometric progression.
 * The progression of time regarding the rate of occurrences of similar events is much faster at a microlevel and progresses more slowly at a macrolevel.
 * Each type of "elementary" particles (electrons, nucleons, etc.) does not depend on strictly identical mass nor the size of particles.
 * The Universe is eternal, thus carriers of matter are constantly born and are then transformed into carriers of similar and disparate scales. This theory not only falls outside the limits of atomism, but also negates the idea of a beginning to the universe.
 * The properties of space-time are determined by the structure of matter. Time is also denoted as an independent coordinate from space, which also is a derivative of velocity and development of matter. In addition to the widely used four-dimensional space-time construct, the theory of infinite nesting of matter claims the existence of a fifth, scale dimension.
 * The behavior of forces such as gravitation and electromagnetism can be explained by modified Le Sage's theory of gravitation. Objects on different levels of matter generate radiation in the form of particle streams and field quanta, aggregating to form the fundamental forces acting on objects as well as other levels of matter. It is also possible that the gravitational field is ordered similarly to the electromagnetic field of an underlying level of matter and reduces to the action of charged particles of the vacuum field, which is the content of the electrogravitational vacuum.
 * There is a difference between the concepts of "quantity of matter" and gravitational mass, implying that under certain conditions, different amount of substance may possess the same gravitational properties. This follows from the dependence of gravitational forces on the velocity of bodies and the dependence of gravitational mass on mass density. It also claims bodies contribute to mass due to its gravitational and electromagnetic effects.
 * Mass as a measure of inertia on the level of elementary particles is determined by strong gravitation, and at the macro level – standard gravitation, and is a function of the amount of interactions of particles of vacuum field with the matter.
 * Distribution of systems consisting of living beings among cosmic systems have the same laws inherent to systems with non-living matter.

Quotations of famous philosophers and scientists
The famous Russian poet Valery Bryusov. said:
 * That matter is divisible to infinity was claimed by Aristotle, Descartes, and also Gottfried Leibniz in his  monadology.
 * Isaac Newton wrote: "Nature is very similar to itself and is very simple, performing all the great movements of celestial bodies with the help of attraction, gravity ... and every small particle motion of these bodies – with the help of other attractive and repulsive forces binding particles."
 * In each particle, no matter how small it is, "there are the cities occupied by people, cultivated fields, and the sun, the moon and other stars like ours" – claimed the Greek philosopher Anaxagoras in his work on gomeomeriya in V century BC.

 * "Perhaps, these electrons
 * Are the Worlds, where five continents,
 * Arts, knowledge, wars, thrones
 * And memory of forty centuries!"

As Above So Below
Quod est inferius est sicut quod est superius
 * This principle first uttered more than two thousand years ago, has been accepted as an axiom by followers of hermetic religious philosophy. From times of late antiquity, the Hermetic traditions began mystery schools from which, in Middle Ages alchemical science and other forerunners of modern mystery schools were born: notable groups being illuminatus, frank-macons, and rosicrucians.

 * Many of the foremost scientists of the Middle Ages and present day have been connected with any of these movements, mainly because these organizations kept to themselves information inaccessible to any other. Hermetic scholars proposed the parallels between microcosm and macrocosm: in a religious sense, this analogy was understood as conformity to God with man created in his image and possessing similar divinity. However in science the statement about structural parallelism can be understood much more widely.

Da Vinci designed the pyramid schema of mechanics, according to which: All natural forces – which he called the "four forces" – movement, mass, force and collision – are based on the system of the pyramids and follow naturally from one another. This principle of the pyramid in which energy gathers and is then lost in a geometrical proportion, has been made a basis of mechanics. "The uniform theory of field" of Albert Einstein was based on an establishment of conformity between principles of realization for all physical phenomena in the Universe – from space-time up to atom.
 * Modern science increasingly confirms the truth of fundamental tenets set forth in ancient philosophical texts. In particular, the theory about similarity of processes occurring on both macro-and microlevels, is consistent with Hermetic belief. The study of extraordinary people's ideas lead to the same conclusions. Great researchers such as Leonardo da Vinci, possessed an uncanny ability to simultaneously perceive the whole and its parts; the principle of his research play prominently in the analysis of and division of phenomena into improbably small components then to their synthesis in new configurations.

 * On the other hand, inherent metaphorical qualities, in particular, the statement of Hermes about general parallelism, is the primary mode of thinking of pathbreakers and authors of ancient texts. “I wish to know ideas of the God, all rest – is details”, Einstein wrote. The central propositions on which the science is based, this aspiration to accuracy and unambiguity, also appear metaphorical.

This axiom regarding the similarity of all real communication between science, philosophy, and religion lies unchanged.

Kant and Lambert
In the cosmological representations of Immanuel Kant there was a recognition of the existence of uncountable sets of star systems which could be united into systems of a higher order. At the same time each star with their planets and satellites forms a system of subordinated order. "The Universe, hence, not only is spatially infinite, but also structurally diverse, as its structure includes space systems of different orders and the sizes." Putting forward this position, Kant came nearer to idea about structural infinity of the Universe which has received fuller development in cosmological doctrine of the contemporary of Kant, German scientist Johann Heinrich Lambert in 1761. Baruch Spinoza was an adherent of the Infinite hierarchical model of the Universe.

Fournier D'Albe
Irish scientist Edmund Edward Fournier D'Albe has made the assumption, that the scale of ranks reaches also into matter, by reduction. According to Fournier D'Albe, a denominator of a progression, i. е. the attitude of the linear sizes of a star and atom or the sizes of a star, of supraworld and stars of "our" world, the atom of supraworld, is expressed by number 1022. Such parity of spatial sizes Fournier D'Albe distributed for the time too. One second in our world in the opinion of Fournier D'Albe – is equivalent to hundreds of billions of years in the life of infraworld, and a second in supraworld is equal hundreds billions of our years. Konstantin Tsiolkovsky was familiar with works of Fournier D'Albe.

Infinite Universes and photometric paradox of Olbers
Within the limits of classical cosmology, this paper tried to resolve the modelling of the hierarchical structure of the Universe developed by Carl Ludwig Charlier on the basis of idea of Johann Heinrich Lambert. then attempted to solve the underlying paradox. In 1908 Charlier published a theory of the structure of the Universe. According to which, the Universe represents an infinite set of systems escalating in order of complexity then entering each other. In this theory, individual stars form a galaxy of the first order, a set of galaxies of first-order forms a galaxy of second-order, and so on to infinity. On the basis of such a representation about a structure of the Universe Charlier came to a conclusion. That in an infinite Universe the photometric paradox is eliminated. If distances between peer systems are sufficiently large compared with their sizes it leads to continuous reduction of average density of substance during the process of transition to systems of a higher order. For the elimination of paradox it is required, that the mass density fall more quickly, than in inverse proportion to a square of distance from the observer. Such dependence of mass density in the Metagalaxy is not yet observed, therefore the modern explanation of Olbers paradox is based on other principles (for example, red shift, general relativity and so on). However the idea about a complex structure of the Universe and an enclosure of systems on different levels remains and develops. Albert Einstein and F. Selety discussed the hierarchical model of Charlier in 1922 - 1924 years.

Fractal cosmology
According to the fractal cosmology, the distribution of matter in cosmological systems occurs according to a certain law, depending on the size of systems, taking into account the principle of similarity occurring structures. Benoît Mandelbrot – in order to solve the mathematical theorem: infinite hierarchical (recursive) self-similar sets, for the description of the given systems creates a new term – fractal. The cosmological and philosophical views of Mandelbrot in historical aspect are well described in his unpublished paper " Two heirs to the Great Chain of Being " and in the book written together with Yurij Baryshev and Pekka Teerikorpi. Baryshev applies the fractal cosmological model with the fractal dimension D = 2 in order to interpret the redshift of galaxies as a result of gravity. This model with the help of dark matter can explain the observed large-scale distribution of matter and associate it with the background radiation.

Experimental Results
In 1937, Paul Dirac suggested that the parameters of large cosmological systems can be connected with the parameters of elementary particles with the help of some large coefficients. The hypothesis of large numbers was also considered by Hermann Weyl, Arthur Stanley Eddington, Oskar Klein, Pascual Jordan and others.

Gérard de Vaucouleurs in 1970 used the hierarchical model to describe changes in the density of galactic systems, depending on their characteristic size. The idea of nesting of matter was also considered by M.A. Markov and D.D. Ivanenko (maximon - hadron - Metagalaxy).

In 1978 Abdus Salam suggested that the hadrons could be regarded as microuniverses in de Sitter space, with the action of strong gravitation.

Well known supporters
The Hierarchical model of the universe is supported by large group of scientists: from Italy, among which Erasmo Recami, P. Caldirola, P. Castorina; Brazilian scientists W.A. Rodrigues, J.M. Martınez, V. Tonin–Zanchin, Slovak scientist M. Pavsic; A. Neil from U.K./Denmark; Indian scientists P. Ammiraju, K.P. Sinha, C. Sivaram, and others. They view elementary particles as microuniverses inside, and outside such objects like black holes. In this regard, the hypothesis of large numbers was again considered. In addition to the application of general relativity as ideas to describe the objects of the microworld, there was another trend – the use of quantum approach for predicting the most probable orbits of planetary systems of stars. Overview of some results contained in Quantization of parameters of cosmic systems.

Gaining popularity
In the late 1970's and 1980's the idea had become so increasingly widespread that the infinite nesting of matter became suitable not only to explain certain phenomena and the guidance links between micro and macrocosm, but that it could become a new scientific paradigm.

Another name for this paradigm — Discrete Self-Similar Cosmological Paradigm. It implies similarity between infinite numbers of discrete matter levels, and this cosmological paradigm assumes a unified description not only of large cosmological systems (stars, galaxies, metagalaxies, etc.), but also of the smallest objects – molecules, atoms, elementary particles, etc. Due to this widespread support, in Russia, the theory of infinite nesting of matter is considered a full fledged theory in systems science and systems theory, which are intended to describe cosmic systems, their origin and evolution.

This cosmological paradigm completely abolished the formal restrictions of atomism in the theoretical and experimental study of the levels of matter such as elementary particles. Infinite hierarchical nesting of matter claims the unacceptability of the general theory of relativity to describe the entire Universe, and precludes the Big Bang as a likely scenario of the Universe's development. The theory is acquiring great importance in the study of universal mechanisms of formation of objects, the emergence of fields and forces, their origin and interaction at different levels, and of matter in an infinite universe. An important result was the justification of a fifth, scale dimension of space-time.

Compilation and systematization of facts substantially accelerated in the beginning of 21st century, thanks to artificial satellites, modern means of observation – infrared telescopes and computer analysis of accumulated material, and deepening knowledge in the field of elementary particles.

Further research
The focus of the authors specified below has been directed to the design of the theory of infinite nesting of matter as an independent and necessary step for further progress in scientific research.

Robert L. Oldershaw
Robert L. Oldershaw the independent researcher of college Amherst (Massachusetts, USA), in a number of works since 1978 developed models of cosmological self-similarity (The Self-Similar Cosmological Model). He has allocated three basic levels of matter – nuclear, star and galactic levels. According to his work, matter is concentrated to the given levels, basically in the form of nucleons and stars, and stars also in the majority are a part of galaxies. Oldershaw remarks, that the overwhelming quantity of matter in space contains in the lightest elements – hydrogen and helium, and at the level of stars – in dwarf stars with masses ranging between 0.1 – 0.8 solar masses. In addition examples of similarity exist in:
 * Rotation of carriers near each other acting under the action of force, decreasing in inverse proportion to a square of distance.
 * Often observable jets and emissions of matter of the identical types form in stars and galactic systems.
 * The attitude of the sizes of the greatest atoms to the size of a nucleon of the same order, as the attitude of the size of greater star systems to the size of a neutron star.
 * Dependencies between spin and mass, between the magnetic moment and spin have the identical form at nuclear and star systems.
 * Rydberg’s atoms show dependence between radii and the periods of fluctuations electrons, very similar to Kepler's law for planets.

Definition of coefficients of similarity in mass, in size and in time of processes between nuclear and star systems. Oldershaw carries out comparisons of the Solar system and Rydberg’s atom with numbers of orbits n = 168. Concluding that compared to hydrogen there correspond stars with mass of the order of 0.15 solar mass. Additionally he claims the coefficients of similarity, in size and time are considered equal to each other and have the value of Λ = 5.2∙1017, and the coefficient of similarity in mass has the form ΛD = 1.7∙1056, where the exponent D = 3.174. As a result of such comparison it begins to be possible to do exact predictions of mass and the sizes of stars, galaxies, the size of proton,  the periods of rotation of galaxies, etc. Oldershaw believes that elementary particles should be treated as charged and rotating black holes, whose radius in the first approximation can be estimated from the Schwarzschild equation:
 * $$~ R=\frac {2G_{\psi} M}{c^2}, $$

where $$~G_{\psi} $$ is the constant of gravitation, acting on the given level of matter, and $$~\psi= -1 $$ for the atomic level, $$~\psi=0 $$  for the level of stars, $$~\psi= +1 $$  for the level of galaxies.

Assuming that strong gravitational constant $$~G_{-1}=2{.}18 \cdot 10^{28}$$ m3•s–2•kg–1, Oldershaw calculates a matching radius of an electron being 4∙10-19 m, and the radius of the proton 0.81∙10-15 m. Stars and galaxies are assumed also to be objects like electrons and protons. In particular, at the level of stars, black holes are attributed to the electric charge with value of up to 1.5∙1018 C. At the level of galaxies globular clusters of stars correspond to an electron. Galaxies then correspond to the proton and the more massive atomic nuclei. To estimate the size of globular clusters and galaxies it then becomes necessary to multiply the radius of the electron and radii of atomic nuclei by the value of Λ2. As can be seen from this comparison, there is no complete parallel, since black holes are only suspected in some globular clusters and galaxies, but do not obscure these objects completely. Therefore, Oldershaw introduces for the electron, a concept of a halo consisting of tiny particles that form the matter of the electron. This halo surrounds the center of an electron, just as external stars in globular clusters surround the nucleus of the cluster. According to Oldershaw, dark matter should consist of black holes.

Sergey I. Sukhonos

Sergey I. Sukhonos in a number of works has shown existence of the separate material formations located on an axis by 13 discrete groups through equal intervals in a logarithmic scale. The greatest discovered size belongs to the Metagalaxy, the least – to a hypothetical particle called a maximon, some twenty orders smaller then nucleon. Metagalaxies, nucleons, and maximons belong to the basic levels of matter. Between them, are all known objects whose properties periodically repeat with the attitude of the sizes near 1022. Sukhonos highlights the fractal phenomena in nature, and also proves bimodality when objects show supplementary properties: spiral and elliptic galaxies; subdwarfs as primary stars of the Galaxy with deficiency of heavy elements, and usual stars of the main sequence; planets external and internal; processes of synthesis and division, monocentric and polycentric structures at different levels of matter. For an explanation of specified laws Sukhonos utilizes ideas about a fourth, scalar dimension and corresponding interaction, and also wave representations. He uses the term "wave of sustainability". Which refers to a scalar axis divided into three major intervals − microinterval, macrointerval and megainterval (the word micro here means small, rather than a millionth of the size).

Yun Pyo Jung
Yun Pyo Jung from Korea criticizes the theory of the Big Bang in connection with logical contradiction – on greater scales nearby space objects never will make more than one orbit near each other because of the constant expansion of the Universe, despite of gravitational communication between them. Proceeding from idea of recursive cosmology, by comparison of the sizes between kernels of galaxies and nuclear kernels, galaxies and atoms, congestions of galaxies and molecules possessing a factor of similarity in size about 1030 can be defined. The same value is deduced for factors of similarity in time, connecting duration of the similar processes in nuclear and galactic systems.

Sergey G. Fedosin
Sergey G. Fedosin, the physicist and the philosopher from Perm, Russia, mathematically has successfully calculated the basic features of the theory, having passed from qualitative conclusions to quantitative results in his monograph on the theory of similarity.

Eighteen levels of matter from preons up to metagalaxies were divided into basic and intermediate stages in masses and dimensions, and between them can be derived relations of similarity. The main scales in this range of levels of matter are the level of elementary particles and the level of stars. At these levels there are many of the most stable and long-lived carriers; such as nucleons and the neutron stars containing a maximum quantity of composite particles and having a maximum density of matter and energy.

The matter of these carriers is degenerate, so their constituent particles are in quantum states with nearly the same energy, and therefore the states of such matter are described by the laws of quantum mechanics. In this case a neutron star contains about Φ = 1.62•10 57 nucleons, and by induction it can be assumed that the same quantum particles are contained in the nucleon. As a consequence of the similarity of the atomic level and the level of stars quantization of parameters of cosmic systems is found.

Determination of coefficients of similarity in mass Φ, in size P, and speed S, through the duration of similar processes Π is made by means of the hydrogen system. At the level of atoms the hydrogen system is a hydrogen atom, and at the level of main-sequence stars − the corresponding planetary system consists of a star of minimum mass and a planet as the analogue of the electron. Degenerate compact stars like white dwarfs and neutron stars possess their own coefficients of similarity, based on the ratio comparing the parameters of the proton. For magnetars as analogues of the proton the electric charge with value of 5.5∙1018 C and the magnetic moment of 1.6∙1030 J / T are predicted.

The ratio of radius of a neutron star to radius of a proton gives a factor of similarity of P = 1.4 •1019. Full energy of a neutron star without taking into account the energy of rest is defined by expression Es = MsC2, where C= 6.8•107 m/s – characteristic speed of particles of the neutron star, Ms – mass of the star. Similarly for a nucleon full energy En = Mnc2, where c = 2.9979•108m/s – speed of light and the characteristic speed of particles in the matter of nucleon, Mn – mass of a nucleon. The ratio of speed C to speed of light c gives factor of similarity on speed S = 0.23. The factor of similarity on time is Π = P /S = 6.1•1019. By calculation it then follows, that processes at the level of nucleon matter proceed in Π time more quickly, than at the level of neutron stars.

The theory of similarity predicts, that among stars the lightest are stars with mass of 0.056 solar mass. Such stars are now discovered and are called brown dwarfs or L-dwarfs. Solar systems possessing the mass and number of planets similar to atoms of oxygen, compares to the mass of the Sun and that mass exceeds the lightest stars in the same way as the mass of atom of oxygen exceeds mass of atom of hydrogen. The Milky Way galaxy, together with galaxies such as the Large Magellanic Cloud and Small Magellanic Cloud form a congestion of galaxies similar on a mass scale to a molecule of water H2O. Our Galaxy is considerably more massive then the Magellanic Clouds and parallels the role of an atom of oxygen (or may be fluorine). Around of the given congestion of three large galaxies are orbiting about 14 dwarf galaxies which can be named galactic analogues of the electron. The values of typical parameters of dwarf galaxies were confirmed, with the mass of 4.4 ∙ 106 solar masses and the radius of up to 371 pc.

Just as on the axis of mass (and on the axis of the sizes), all natural bodies settle down into discrete groups. The attitude of mass between any of the next groups can be seen as the same number. Hence, mass increase of objects occurs on a geometrical progression, the same is true concerning the sizes of objects. It allows the observer to compare attitudes of similarity between various levels of matter and by that in advance to predict still more about investigated badly objects. As a consequence, SPФ symmetry similarity is generated between the basic levels of matter. An analogue of similar symmetry is CPT symmetry used in quantum field theory.

In addition, Fedosin found a connection between mass and energy of the space objects, corresponding to Einstein's formula (mass–energy equivalence), identified stellar constants, such as stellar Planck constant, stellar Dirac constant and stellar Boltzmann constant, calculated the angular momentum and the radius of the proton as well. A comparison of the prevalence of stars of different masses with the prevalence of atomic nuclei proved discreteness of stellar parameters and one-one correspondence between the chemical elements and the stars.

The explanation of the red shift in spectra of remote galaxies and cosmic microwave background radiation from the concept of an expanding Universe seems inadequate, and invites other explanations. It leads to the idea of cosmic red shift and microwave background radiation as a consequence of interaction between photons and previously unknown particles – nuons. At the level of stars analogues of the nuons are white dwarfs, whose number exceeds the number of neutron stars. Fedosin shows that the overall mass of the nuons in the Universe of the same order as the mass of all the known nucleons. Thus the problem of invisible dark matter may be solved. The question must be raised about the need for the existence of dark energy. In particular, the effect of attenuation of radiation from the distant supernovas is considered to be the consequence of scattering of photons on the nuons, but not the result of the dark energy activity.

Fedosin using Le Sage's theory of gravitation based on the notion of gravitons derived the formula for Newton's gravity, found the energy density and the penetrating power of gravitons in the matter, and explained the origin of mass and inertia. In a similar way he derived the formula for the Coulomb force between the electric charges, the energy density and the penetrability of the charged particles of the vacuum field in the matter.

In order to describe the nuclear forces in the gravitational model of strong interaction he introduces the concept of the gravitational torsion field and uses strong gravitation, as constituent parts of strong interaction between elementary particles. Strong gravitational constant which is equal to $$~\Gamma=1.514 \cdot 10^{29}$$ m3•s–2•kg–1, can be calculated through the coefficients of similarity between atomic and stellar systems.

The idea of infinite nesting of matter was the basis for the construction of substantial electron model and explaining electronic spin. The substantial photon model considers a photon consisting of praons, while neutrinos are assumed to consist of graons. Model of quark quasiparticles shows that quarks can be represented as a combination of the two phases of hadronic matter and therefore, they are quasiparticles. In this case, the composition of hadrons can be reduced to quarks only for the formal description of properties of hadrons, but the actual reason for the idea of quarks is discrete. Therefore quantum properties of elementary particles and their resulting symmetry during interactions in the fundamental fields can be derived. In particular, in the substantial neutron model and substantial proton model it is found that the mass of the nucleons is in a narrow range of masses as a consequence of the equation of state of hadronic matter and its evolution in the field of strong gravitation.

The electric charge of the proton appears in the reactions of the weak interaction in neutron matter during beta decay and reaches a maximum when the density of zero electromagnetic energy becomes comparable to the energy density of strong gravitation. Analysis of electric and magnetic polarizabilities of nucleons shows that they can be understood without invoking the idea of quarks.

In the concept of general field it is shown that the gravitational and electromagnetic fields, the acceleration field, the pressure field, the dissipation field, the fields of strong and weak interactions, and other force fields can be combined into one. The general field is universal in the sense that it operates at all levels of matter and allows us to describe the equation of motion of any object with the help of one tensor equation. The article shows that the cosmological constant must have different values in the cosmic space, inside a neutron star and inside a proton. This allows us to solve the cosmological constant problem, arising in the general theory of relativity in the Lambda-CDM model due to the significant difference between the density of zero vacuum energy and the observed value of the rest energy density of the matter in the cosmic space. Metagalaxy, neutron star and proton, considered as relativistic uniform system, turn out to be extreme objects in terms of the dependence of their gravitational field on the radius.

The study of the origin of fundamental gravitational and electromagnetic interactions in articles leads to the following picture of disposition of the basic levels of matter: the level of graons – the level of praons – the level of nucleons – the level of stars – the level of supermetagalaxies. The distribution of material objects in the Universe is described with the help of scale dimension, which extends over all levels of matter. Due to the similarity of matter levels, each basic level of matter consists of the objects of the underlying basic level of matter. Hence it follows that protons, neutrons, electrons, and all elementary particles consist of neutral and positively charged praons and negatively charged praelectrons. In turn, the main components of praons must be graons, in which smaller particles can also be found. This is how the principle of nesting of matter is realized and the substance is found that the material objects at all levels of matter are built of. This substance is a multicomponent structure consisting of the objects of basic levels of matter, which appear to be the most dense and stable due to the balance of the corresponding fundamental forces. The carriers of the substance are graons, praons, nucleons, neutron stars and other similar objects with the highest energy density.

The detailed philosophical analysis of the theory of infinite nesting of matter was carried out by Sergey Fedosin in 2003. At each level of matter, characteristic basic carriers and boundary points of measurement are allocated. Transitions from one level of matter to another are carried out under the law of transition of quantity and in quality when the quantity of carriers in object exceeds the admissible borders of the measurements typical for the given object. Examples of fractal structures at various spatial levels of matter are the result. Owing to hierarchical structure of the Universe consisting of objects similar each other, repeatability of elements of the natural phenomena, the unity and integrity of the Universe is supported, in addition symmetry of similarity is shown. The theory of infinite nesting of matter is justified by the law of similarity of carriers of different scale levels.

In addition to infinite nesting of physical material objects of different levels, an infinite nesting of life is found – inside the autonomous living organisms from one level: the smallest prions and ending with the whales are present in all other living structures of lower levels of scale. In this case there is an interpenetration of the living and nonliving matter, and a clear correlation between the size and mass of living carriers and the corresponding values of physical objects at different levels of matter. Thus, nesting of living matter in natural systems manifests as the distribution of organisms of different species scale or levels according to mass and size. Leading to an infinite nesting of levels living matter in each individual living organism. As an illustration, it is known, that in the human body there is so much bacteria that their total mass may be up to two kilograms.

The infinite nesting of living beings is in agreement with the living systems theory of James Grier Miller, which considered many living systems, in order of increasing size, and identifies his subsystems in each. He concluded: nonrandom accumulations of matter-energy in physical space-time self-organizes into interacting, interrelated subsystems or components. In such complex structures, he identified eight "nested" hierarchical levels, including cells, organs, organisms, groups, organizations, communities, societies, and supranational systems. Nesting is defined that an organ is composed of many cells, and the body - of many organs, etc. In addition to such qualitative conclusions, in the theory of infinite nesting with the help of similarity of matter levels can determine some quantitative regularities. For example, there are coefficients of similarity in mass, to assess the critical number of living beings, delimiting between themselves different levels of the organization alive.

Tegmark M.
Max Tegmark classifies different types of simultaneously existing universes, depending on their possible properties. Under this universes he understands objects with dimensions close to the size of our Metagalaxy. It is assumed that such neighboring universes are autonomous and independent from each other, and they may have even other physical laws, or other elementary particles and physical constants.

Leonard N. Plyashkevich, Mira L. Plyashkevich
Leonard N. Plyashkevich and Mira L. Plyashkevich in their work considered the basic postulates of a variant of cosmology, as an alternative hypothesis of the Big Bang. Authors had made attempts to reveal a uniform principle of micro and macrocosms. For achievement of this purpose, methods of transformation between similarity and dimensions of physical quantities are used. The gravitational field equations are Faraday - Maxwell fields.

Denial of the Big Bang and interpretation of red shift in spectra of far galaxies as Doppler effect, allows this model to develop a hierarchical model of the Universe.

The problem of coexistence of usual matter and antimatter is mentioned.

The purpose of the work – to show, not plunging into chasms of metric theories, the right to existence and development of hierarchical model.

Boris M. Sirotenko (Boris Antsis)
Unified structure of Universe. About similarity micro-and a macrocosm.

Salzman L.I.
A system of the Universe was published in the book "Rise of the Worlds" (2003). The system covers Genesis of inert and living matter. The Universe is represented as a dynamic hierarchy of particular worlds. Subsidiaries of inert matter arise from elementary particles of the parent structure by their gravitational condensation in accordance with the theory of Jeans. It is proved that the condensation is involved only about half of the particles. Others particles with large escape velocity, remain dispersed in space and serve as material for a variety of potential fields. It is shown that the matte of all particular worlds, from the microworld, acquires the properties of superfluidity, superconductivity, etc. It seems macrocosm is the latest in the existing hierarchy. Large-scale constants connecting dimensions and mass of particles, and energy density and the relaxation time of particular worlds are calculated. It is found that, despite the infinite number of particular worlds, all the basic parameters of the Universe are finite. The theoretical possibility of the existence of life in each particular world is discussed and reviewed, what nature took to create highly intelligent beings.

Leonard Malinowski
The term Scalativity was penned by Leonard Malinowski to differentiate his efforts from, while paying respect to, Laurent Nottale and his work, Scale Relativity or Scalativity. The Scalativity means that absolute uniform scale cannot be detected. Human observers exist at the human scale whereby all measured properties of the Universe can be compared relative to an observer’s approximate mass, size, and awareness of time passage. It seems the human scale is arbitrary.

In Scalativity the currently observable Universe and all its contents such as particles (proton, neutron, electron, photon, neutrino), cosmic objects (galaxies, stars, planets and so on ) and electric field lines, are all presented as completely fractal. A truly Fractal Universe must incorporate infinity completely into Physics as well as Scale Relativity, with the understanding that there must exist self-similarity between scales. It is supposed that the neutron is composed of 1.2 x 1057 subquantum scale (sqs) Hydrogen atoms; an electron is composed of 1.2 x 1052 sqs-Iron atoms with an excess of 2.1 x 1040 sqs-electrons and a photon is composed of 4.5 x 1080 sqs-photons.

It is supposed that the vast majority of stars are cosmic scale nuclei in the process of cosmic scale (cs) beta decay. The sum of electromagnetic and neutrino radiation emitted by a star over its life time is one cs-antineutrino. Our Solar System is may be a cs-neutron in the process of cs-beta decay. The iron/nickel cores of the planets are expected to form one cs-electron of mass 1.084 x 1027 kg. The Sun will be left with 2.1 x 1040 positive ions on its surface. The 2.1 x 1040 ionized electrons will adhere to the cs-electron. The mass of mostly stable cosmic scale nuclei should range from 1 solar mass to 238 solar masses.

According to Malinowski, the Big Bang Universe is fractally self-similar to a cosmic scale 500 Megaton Uranium 235 fission explosion. Spiral galaxies are self-similar to nuclear explosion particles forming and Elliptical galaxies are self-similar to drops of water in the nuclear cloud capturing many cs-neutrons.

With just two postulates, that the pre-solar system mass is the mass of a cosmic scale neutron and that a cosmic scale neutron is composed of 100% Hydrogen atoms, Scalativity can calculate the fractal chemical compositions and binding energies of all nuclei. It is fascinating that to obtain the mass of the very stable nuclei Iron 56 by this method, one must fuse all the quantum scale Hydrogen and quantum scale Helium available in 56 separate protons and neutrons completely to 100% qs-Iron 56. There are many other quantum scale - cosmic scale self-similarities identified at www.scalativity.com.

José Díez Faixat
In several of his works José Díez Faixat reveals the existence of a very precise spiral rhythm in the emergence of the evolutionary leaps that mark the history of the universe.

Fitting his ‘periodic table’ of rhythms to the date of the appearance of matter –the Big Bang– and of organic life, he find that every single instant of the emergence of successive taxonomic degrees of human phylogeny is marked out with absolute precision: Kingdom: animal, Phylum: chordata, Class: mammal, Order: primate, Superfamily: hominoid, Family: hominid and Genus: homo. The same then occurs with all the stages of maturation of our primitive ancestors: H. habilis, H. erectus, archaic H. sapiens, H. sapiens and H. sapiens sapiens. Once more, the precision of the hypothesis is repeated in the successive transformations that humanity has experienced in its more recent history: the Neolithic, Antiquity, the Middle Ages, the Modern Age and the emergent Postmodern Age. The ‘periodic table’ of rhythms may also provide the key to glimpse the successive phases yet to be deployed in the years to come in an ever-accelerating process that will eventually lead to a moment of infinite creativity –Omega– within a couple of centuries.

The same hypothesis that has behaved with utter precision when applied to the process of global evolution, also does so when cross-checked against the process of development of the individual human being. Within the same time frame, with the same pattern of folding and unfolding, and passing through the same stages, the ‘periodic table’ of rhythms periodically marks out –step by step– the successive phases embryologists, developmental psychologists and spiritual teachers talk of, thus confirming the old idea of phylogenetic-ontogenetic parallelism and pointing, very specifically, to an astonishing fractal and holographic universe.

Cosmology of Raël

Raelian cosmology is based on similar cosmological sights at the structure of the Universe.

Theory in pop culture

 * YouTube|cNV9FEKi9FQ|Intro to cartoon serial Simpsons – The Ziff Who Came to Dinner. The episode the first time is shown 14.03.2004 (to the 125 anniversary from the date of Albert Einstein's birth).
 * The ending of film of Steven Spielberg " War of the worlds " (War of the worlds, 2005) – http://www.imdb.com/title/tt0407304/
 * Song Moby – We are all made of stars, 2002
 * The Dark Tower – a series of novels of  Stephen King
 * Final in film " People in black " (1997) / Men In Black – one of the best screen versions of given article.


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Talk:Physics/Essays/Fedosin/Infinite Hierarchical Nesting of Matter

see w:Wikipedia:Articles_for_deletion/Infinite_Hierarchical_Nesting_of_Matter, Erkan Yilmaz uses the Wikiversity:Chat (try) 10:45, 23 March 2008 (UTC)

Why this resource on wikiversity?
I don't see why we should keep such a resource on wikiversity. There is no possibility to discuss it with the author, no hint to learn something by yourself... --Arjen Dijksman 21:51, 1 September 2008 (UTC)

 * The theory of Infinite Hierarchical Nesting of Matter is best known in Russia. This article is in Russian Wikipedia, in Vikiznanie and also is in some other Russian web-encyclopedia for some years.

There is the Category:Theory of infinite nesting of matter, in Russian, where a lot of different articles, which are connected to Theory of infinite nesting of matter. But it is some problem for Russian authors to discuss it in English. What questions about it do you have? Fedosin 10:12, 6 December 2010 (UTC)

This article should probably stay, but needs serious maintenance. The grammar and flow of the text is awful to follow and doesn't seem to have been written by a technical expert. There should be more comment on alternative viewpoints i.e. a 'Criticism' section. Mac_mcmacmac 08:34, 12 November 2013 (UTC)

support this resource
I notice this during recent changes patrol and looked at the Deletion discussion on Wikipedia. This is definitely an appropriate resource for Wikiversity, with the original (deleted) Wikipedia article being moved here. I'm not sure about licensing requirements, and Wikipedia deletion does create licensing problems where the article history isn't moved. My opinion about wp deletion is that, really, something of possible value should not be deleted, it should be moved to a recycle space with history attached. Deletion doesn't remove it from the database, so the only thing that deletion does is remove it from general public view. But that's there, not here.

Infinite nesting is an obvious theory, I've encountered it many times, and it's silly that this was considered something new. The actual article might be inappropriate for wp for many reasons, but, in any case, wp's loss may be our gain. Original research is welcome here, there is an assumption of good faith, so "obscure sources" is no objection at all. Please don't try to make Wikiversity into a clone of Wikipedia, which is an encyclopedia and necessarily very conservative. This is a university, where even crazy stuff can be neutrally examined. It doesn't have to be notable, it can be the private theory or research of a professor or even a student, and, in fact, we can have "lab" or "exploration" projects. I'll try to see if I can contact the original author(s) of the WP article. --Abd 15:11, 28 May 2010 (UTC)

Fedosin 02:11, 16 December 2010 (UTC)
 * As one of the authors of this article in Russian, I guarantee its license for Wikiversity.

Dead link
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://elrid.cult.bg/f/Pages/Model_Fournier.php
 * In Infinite Hierarchical Nesting of Matter on 2010-11-07 07:32:45, 404 Not Found
 * In Infinite Hierarchical Nesting of Matter on 2010-11-14 07:32:37, 404 Not Found
 * In Infinite Hierarchical Nesting of Matter on 2010-11-28 07:32:40, 404 Not Found

--Mu301Bot 07:32, 28 November 2010 (UTC) Fedosin 10:40, 6 December 2010 (UTC)
 * I removed the link http://elrid.cult.bg/f/Pages/Model_Fournier.php as it seems unavailable.

No Dismissal: Must Retain
I find this article to be highly informative; it is quite interesting from a Science History perspective too. And since non-Russian researchers have no idea of the original Russian aricle, its English version must be retained and NOT deleted. I see no reason what purpose would be served by deletion except for giving in to efforts to suppress non-palatable scientific facts and histories. Such attempts must be resisted. Cosmosdesert 09:12, 13 March 2011 (UTC)

Closure of RFD as Keep
Requests_for_Deletion/Archives/10#Infinite_Hierarchical_Nesting_of_Matter was closed as Keep, April 19, 2011. In my view, the resource still has neutrality problems, which should be fixed. --Abd (discuss • contribs) 22:37, 31 May 2014 (UTC)
 * I have moved this page to its present location, under Physics/Essays/Fedosin because this avoids the need to edit for neutrality. --Abd (discuss • contribs) 17:33, 27 September 2014 (UTC)


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Category:Secondary Education

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title: Category:Secondary Education


text: Category:High school physics

title: Category:High school physics


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Elearning in open source education

Final report
The report is available on request from thebrentc...[at]...gmail.com

Introduction
This is a report of work in progress (as part of a formal course). Please refer to the linked documents and references for more information.

Summary
A review of a range of education initiatives, analyzing pedagogies and teaching/learning roles to test the concept of 'open source education' i.e. open source ideas from computing applied to education. A further focus is on uses of e-learning.

Abstract
The open source approach is very successful in computing where there is collaborative production of 'open source' software, free to use, modify, adapt and distribute. It is argued that there is great potential in applying the open source principles and methods to education (Dillon & Bacon 2006; Staring, Titlestad & Gailis 2005). A significant implication is how teacher and learner roles may be reconceptualised to enhance collaboration (Dillon & Bacon 2006; Staring, Titlestad & Gailis 2005). There are some commonalities with ‘alternative’ education ideologies for example radical pedagogy, and educational concepts like constructivist and learner-centered learning (Dillon & Bacon 2006; Smith 1996; Wright 1989). This research aims to explore this concept of 'open source education'.

The study performs a qualitative literature and internet review of example education initiatives analyzing their pedagogies, open source elements and uses of e-learning, followed by a focus group to begin identifying pedagogical and e-learning ideas or methods from such approaches that can be valuable for teaching and learning.

The investigation successfully identified strong evidence of open source influences and elements in a variety of projects, sometimes explicit, but also reflected in open democratic organisation, collaboration and calls for participation. “Facilitation” is a strong theme with initiatives providing structures and processes to help learning. The distinction between teachers and learners is de-emphasised, but the teacher concept is often similarly manifested as a "facilitator" role that participants fulfill.

Specific pedagogical emphases include collaborative learning, lifelong and informal learning, learner-directedness, critical thinking and practical learning.

Wiki technology is popular and other common e-learning uses include discussion boards, community blogs, mailing lists and document repositories, often taking submissions. Some publish journals or newsletters and there are also many face-to-face events.

The study concludes that there is value in developing ways of organising, teaching and learning informed by both the open source movement and education approaches embodying these principles, and that social technologies like wiki can significantly enable this.

Selected references
Dillon, T., Bacon, S. 2006. Opening education. The potential of open source approaches for education [online]. Available: http://www.futurelab.org.uk/resources/documents/opening_education/Open_Source_report.pdf [accessed 02-06-2008].

McGettigan, T. 1999. What is Radical Pedagogy? Radical Pedagogy 1 (1).

Smith, M. K. 1996. Ideas. Key concepts and theories in informal education, lifelong learning and social action.

Staring, K., Titlestad, O. & Gailis, J. 2005. Educational transformation through open source approaches.

Wright, N., 1989. Assessing radical education. Milton Keynes/Philadelphia: Open University Press.

Some Examples
These are the projects I've looked at in some detail so far:

Autonomous University of Lancaster         http://www.knowledgelab.org.uk/AUL

Copenhagen Free University          http://www.copenhagenfreeuniversity.dk

exco|experimentalcollege   http://www.excotc.org

Free Floating Faculty           http://www.kristinask.net/Freefloatingfaculty.html

Free University of Los Angeles      http://www.freeuniversityla.org

Highlander Research and Education Center        http://www.highlandercenter.org

The Independent Art School           http://www.independent-art-school.org.uk

manoa free university          http://www.manoafreeuniversity.org

MeineAkademie      http://www.meineakademie.tk

Minciu Sodas           http://www.ms.lt

mobilised investigation       http://manifestor.org/mi

New University Coop           http://www.newuniversity.ca

Olympia Community Free School  http://oly-wa.us/freeschool

Pirate University       http://www.pirate-university.org

School of Everything      http://www.schoolofeverything.com/

Seattle free school   http://seattlefreeschool.googlepages.com

Toronto Anarchist Free University  http://anarchistu.org

The Travelling School of Life          http://www.tsolife.org

University of the Third Age         http://www.u3a.org.uk

University of Openess         http://uo.twenteenthcentury.com

Vidya Ashram           http://www.vidyaashram.org

Wikiversity    http://en.wikiversity.org

Other Examples
These have been discovered post review

OpenLearn   http://openlearn.open.ac.uk Informal University in Foundation    http://www.jackie-inhalt.net/ Factory School    http://www.factoryschool.org/

Appendices
The Open Source Definition

Some technologies

Free School Activity

Presentation
www.slideshare.net/thebrentc/elearning-in-open-source-education

version2

Other projects
Education and collaboration

Developing Wikiversity through action research

FLOSS/FLOSS and education

Some Links
Wikipedia:Edupunk

title: Elearning in open source education


text: Category:E-Learning

title: Category:E-Learning


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Portal:Secondary Education/Featured

Wikiversity Film School is developing a new way for drama departments to create short motion pictures at the same time they produce a school play. The idea is to create a 5-minute motion picture using the same set, lights, costumes and props as the current school play. After the school play begins its run, rehearsals on a short movie can begin with new actors. Once the play is over, the shooting of the movie can begin. Since the set and the lights and the costumes are all ready, filming can be done very quickly during the weeks that follows the closing of the play. [[Course:Basic Filmmaking for High School Drama Departments
 * Course:Basic Filmmaking for High School Drama Departments

title: Portal:Secondary Education/Featured


text: File:Comment seattime.png

title: File:Comment seattime.png


text: File:Comment honebein.png

title: File:Comment honebein.png


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Free Culture (book)

"I believe it would be right for common sense to revolt against the extreme claims made today on behalf of "intellectual property."" - Lawrence Lessig, Free Culture (2004)

Description

 * A loosely defined reading group to study Lessig's Free Culture (book).
 * One of the attractive aspects to studying this text on Wikiversity, is that the book itself is an exemplar of free culture, with many formats available and free culture licensing, allowing unlimited potential creativity with the book's contents.

Key terms / concepts

 * Free culture movement
 * Permission culture
 * Remix culture

Formats

 * Official website
 * Quotes (Wikiquotes)
 * External links (Wikipedia)
 * (Presentation)

Related books

 * FOSS: A general introduction (Wikibooks)

Related courses

 * Composing free and open online educational resources

Participants

 * Jtneill - Talk 11:35, 23 March 2008 (UTC)

title: Free Culture (book)


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Society as ecology

Intro
It is about rediscovering the ability to understand and work with diverse networks (ecology) rather than scaling through fenced monoculture as the primary technique for organising. I think this is a skill we need for improved sustainability and also that it is a facet of inclusive societies
 * This is an earlier slice at this kind of idea re education Education and collaboration
 * Ecology and education/economics references Global ecological
 * possible format for wrangling this Workshop for Australian education policy

Brainstorming
Please contribute also at the brainstorming page

Small community with integrated ecology

 * situated network.(Plant and animal ecology. Specific geography. Trade network.)
 * diverse elements are valuable in context with different elements.
 * appreciation of pattern, season, balance.
 * custodians

Large humanist group

 * organising concept is not founded on specific geography
 * often monotheist homogenous nomadic group,
 * value is defined as sameness conquest 'other'
 * plant and animals are understood as resources/property.
 * fencing defines edges rather than negotiation

Global economic rationalism
This technique for abstraction applies for example in
 * homogenous - this model can only value things in abstracted terms
 * all value is conceived as mass -monoculture of value with fence around
 * science and economics are about 'bottomline' math profit/loss and are only able to express value in those terms.
 * no systemic means of valuing a network ecology except as resource or cost
 * no systemic means of valuing diverse community except as resource or cost
 * hyper-nomadic funds so destruction is irrelevant.
 * no data fidelity at this scale.
 * agriculture and genetic modified crops
 * education in industrial broadcast model schooling with standardised testing producing a single competitive numeric value as the summary of a student's achievements.
 * copyright and broadcast media are designed as industrial engines to make products for consumption. copyright is the fence around value.
 * patents similarly are fences around actual or possible areas of value

Real costs of abstracted value

 * All of these models are grounded on the same planet. The planet doesnt scale, but it is becoming more abstracted. We are losing actual fidelity not just in our data but in 'real life'.
 * We are losing many species and languages, alternative perspectives and understanding of systems of life.
 * We are losing intra-species diversity genetically and in their life experience due to monoculture farming.
 * Any species which does not offer a direct profit is at risk.
 * Any human community which is not a part of the wider abstracted economics is exploited and disenfranchised.
 * Many species may make a part of a web but are not accommodated because they are not valued in an industrial sense.

Challenge

 * Because we currently are able to navigate at a global scale using abstracted data to make sense of things there is a challenge in finding ways to make new structures which have fidelity, responsibility and which will work at our current scale.
 * We are not used to being responsible for negotiating contention and complex data, we rely on abstraction/fences for yes no options.

Finding new/old models

 * Open source software, education commons, A2K principles are all based on a return to valuing negotiation skills for mapping diverse and open networks.
 * I am interested in finding ways to make resources that help people perhaps schools re-anchor in ecological context and diverse social context.
 * The Bloom clock sounds interesting. This kind of mass distributed aggregation of information about species, climate, water, could be something which could help us have better systemic networked data? What kinds of tools could be used in schools for kids to collect data and aggregate it into the whole? dnetc for biodiversity? What can we make.

title: Society as ecology


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Category:Non-formal Education

See also: Portal: Non-formal Education.

ru:Категория:Неформальное обучение

title: Category:Non-formal Education


text:
Portal:Non-formal Education/Featured

 * Lunar Boom Town

Lunar Boom Town is one of a set of strategic engineering simulations intended to help interested parties and organizations with research and self-education efforts. It is hoped that participants will eventually be involved with implementation of engineering technologies, business ventures, and research endeavors that are sufficient and necessary to establish successful space settlements. More...

title: Portal:Non-formal Education/Featured


text:
Talk:Elearning in open source education

interesting references, great to see lists of places which are applying open practice. There are some other links you might like to cross reference with on this page FOSSlike_collaboration_in_schools/Resources lucychili 12:02, 23 March 2008 (UTC)

title: Talk:Elearning in open source education