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Wikiversity:Review board/En

Original Research projects at Wikiversity introduce a risk that unsound methods will be used in some projects. Original research can generate unverifiable data and conclusions. It is also possible for nonresearch-related ideas and writings to masquerade as research. As outlined at Research guidelines, acceptable original research at Wikiversity is shaped by ethical considerations and precautions against research methods that lead to inaccurate or falsified data. Wikiversity relies on peer review of research projects to identify and correct problems that might arise in research projects. In addition to conventional wiki peer review by wiki webpage editing, Wikiversity also seeks to establish a more formalized system for peer review; the Research Review Board ("Review Board", for short). The Review Board is a group of community-approved Wikiversity participants tasked to help the community verify the methods used in research projects and deal with any potential problems.

Pre-approval of research projects
Most types of Wikiversity research projects do not need to be submitted to the Review Board for approval before they are started as Wikiversity webpages. A possible exception is any research activity conducted at Wikiversity that would normally require review by an Institutional Review Board. Potentially, a research project approved by an IRB at a bricks-and-mortar research institution could involve research activities conducted at Wikiversity. Any such IRB-approved research should be evaluated by the Wikiversity Review Board in order to make sure that the proposed research does not violate Wikimedia Foundation policy and is not beyond the educational mission of Wikiversity.

Review of research methods and practice
The main function of the Review Board is to help guide the whole Wikiversity community in peer review of research projects. It is of particular concern that each research project adhere to the Wikiversity research guidelines. The Review Board helps the community distinguish between valid research methods and bogus research methods. When problems in research methods and practices are identified, the Review Board helps the community respond so as to correct any problems in research activities at Wikiversity. In conjunction with Wikiversity sysops, problematical research projects that cannot be corrected will be terminated.

In keeping with the educational mission of Wikiversity, the Review Board will help Wikiversity participants learn how to use productive and reliable research methods.

Wiki publishing
Wikiversity does not have a system for formal peer review of research results and conclusions. The Review Board does not "approve" the results from original research projects before they are considered "published" on Wikiversity. All members of Wikiversity research projects can post their research conclusions on wiki webpages, but such "informal publication" does not imply any certification of the research by the Review Board or Wikiversity. The Review Board only helps the community make sure that research projects are conducted according to Wikiversity research guidelines and sound research methods.

A long-term goal is for Wikiversity to explore the possibility of having a formal peer review system for research reports. It is possible that in the future the Review Board could evolve into a way for experts to conduct formal peer review of research results within Wikiversity. Until then, any research results arising from research projects at Wikiversity should be submitted for peer review at conventional journals.

Referees
The Review Board members are called "Referees". Referees are Wikiversity participants nominated then accepted by the community in a similar manner to how Custodians are selected.

Referees help the community:
 * mark pages of original research projects with the appropriate template
 * make sure that original research follows the Research Guidelines
 * approve any research-related activities at Wikiversity that are part another institution's IRB-approval research project
 * make sure data and research results arising from original research are correctly archived and not manipulated after posting as an historical archive
 * identify and correct poor research methods or work with sysops to terminate projects that cannot be corrected

Referees are not Custodians - they do not have the privileges to deal with breaches in the guidelines beyond editing the wiki webpages of research projects. If a research project needs to be terminated, referees can request that Custodians take action to delete pages or block editors who refuse to follow the research guidelines. However, some Referees may also be Custodians. In such cases, the account holder of such privileges needs to clearly identify the role they are acting in so that there is no actual or perceived conflict of interest.

Selection of referees
Referees are selected because of their past history of Wikiversity editing. Wikiversity editors who have demonstrated expertise in particular subject areas and an interest in helping the community monitor the methods and practices of research projects will be potential candidate Referees. Candidates can self-nominate or be nominated by someone else. Candidates become Referees following community discussion and approval by consensus. Such candidates must demonstrate a sufficient level of competence in order to referee.

Conduct of referees
Becoming a Referee means taking on extra duties and responsibilities in service of the Wikiversity community. In particular, Referees are expected to apply their expertise and experience to help guide the community in peer review of research methods and practices used in Wikiversity research projects. Referees never demand action based on their "expert opinion", rather they use their expertise to help provide explanations that guide the community to consensus.

title: Wikiversity:Review board/En


text: Template:Research policy

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

title: Template:Research policy


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Electric Circuit Analysis/Resistors in Series/Answers

 * 1) V1 = V2 = 10V since R1 = R2 and I = 2A
 * 2) V1 = 2.5V ; V2 = 3.75V ; V3 = 8.75V and I = 1.25A
 * 3) VS total = 9.5V ( Summation of Volatge Sources in Series ) then: V1 = 1.5833V ; V2 = 2.3750V and V3 = 5.5417V.


text:
Robotics

Robotics is an interdisciplinary branch of engineering and science that includes mechanical engineering, electronic engineering, information engineering, computer science, and others. Robotics deals with the design, construction, operation, and use of robots, as well as computer systems for their control, sensory feedback, and information processing.

Courses

 * Introduction to Robotics
 * Robotic Mechanics and Modeling

Learning projects and resources

 * Artificial Intelligence and Robotics Laboratory
 * Anthropomorphic Robotics Project
 * /What is a robot?/
 * /Projects/
 * Artificial intelligence - Robots can use varying levels of artificial intelligence - some hardly at all, some more than less. Some robots only performs actions they are programmed to do. Some robots rely on various types of AI to engage in actions.
 * Automatic Control and Robotics

Discussion questions and essay ideas

 * Would building an affordable and mass-producible laundry folding robot be technologically possible?

Wikipedia

 * Robotics
 * Mobile industrial robots
 * Articulated soft robotics
 * Robot locomotion
 * Motion planning
 * Robot kinematics
 * Mobile robot
 * Cloud robotics
 * Autonomous robot
 * Workplace robotics safety
 * Soft robotics
 * Cobot
 * Template:Robotics
 * Open-source robotics
 * Robotics suite
 * Comparison of domestic robots
 * Robot tax
 * Industrial robot
 * Cartesian coordinate robot
 * Robotic arm
 * Articulated robot
 * Robotics simulator
 * Robotics
 * Human–robot interaction
 * Domestic robot
 * Personal robot

External

 * Stanford: Introduction To Robotics Lectures on YouTube
 * Institute for Personal Robots in Education Wiki
 * Google Just Put an A.I. Brain in a Robot (Research Breakthrough) (video)

title: Robotics


text: File:Sample Task Analysis-1.pdf

title: File:Sample Task Analysis-1.pdf


text: File:Sample Task Analysis-2.pdf

title: File:Sample Task Analysis-2.pdf


text: Help:Transclusion

title: Help:Transclusion


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Help:Substitution

See Substitution (Wikipedia)

title: Help:Substitution


text:
User talk:Annemio~enwikiversity

Welcome
Hello Annemio, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 13:46, 16 April 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Annemio. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Annemio~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Annemio~enwikiversity


text:
Wikiversity:Community Review

This page is for the polite establishment of consensus through civil discussion of issues that are a source of community tension. Please let us know what (if any) past efforts to resolve issues have been attempted. A good attitude to have is "I see a problem, I have attempted to resolve the problem by doing X, and I am not sure what to do now, what do you think?" A good attitude to have, when responding, is to suggest novel ways to resolve issues that most Wikiversity participants can live with. Please stay focused on ways to resolve issues. You can help keep discussion productive by focusing on solutions, and ignoring comments that distract from solutions. Please look over the Policy regarding Community Reviews before initiating one.

How to list a page here
Add to the end of this page. Replace with a short descriptive name and save. If a link appears at the bottom of the page, click it to add your comments, otherwise the page already exists and you need to pick another name.

Useful resources

 * Community Review Policy
 * Past Community Reviews
 * Category:Requests for unblock
 * Requests for Deletion
 * Request custodian action

Current reviews

 * /Fair Use/

Recently closed

 * /Volleyball/
 * /Marshallsumter/

Research pre-approval reviews

 * /Fringe research

title: Wikiversity:Community Review


text:
Help:Contents

 * Welcome
 * Tutorial
 * Colour schemes
 * Glossary
 * Policies and guidelines
 * Colloquium
 * Help Desk
 * All pages

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" General information
 * style="width:50%; vertical-align:top; border:1px solid Black; background-color:#faf6ed;" |

MediaWiki
The function of MediaWiki (the software of Wikiversity) is described at the MediaWiki User's Guide in Meta-wiki.

If you suspect a software bug, ask for feedback at the Colloquium, and then report it using Wikimedia Phabricator. This is the only way to get MediaWiki developers to notice your bug reports.

Other help page collections
As Wikiversity is younger than Wikipedia and other Wikimedia projects and/or received less attention the help pages available in those projects and are often a good additional source for learning how to work in Wikiversity:
 * Wikipedia help
 * Wikibooks help
 * Wikisource help
 * Wikinews help
 * Wiktionary help
 * Wikiquote help
 * Wikispecies help

 * style="padding:0em 0.5em 0em 0.5em;" |

Wikiversity help contents
 * style="width:50%; vertical-align:top; border:1px solid Black; background-color:#f1f5fc;" |

Editors' help
Beginners:

 * Quick start
 * Introduction
 * Getting involved, History, Community, Participants
 * Writing a technical article, Sandbox (for experimenting)
 * Browsing, Categories, Namespaces
 * FAQs

Editing:
 * Intro to editing
 * Colors, Pretty boxes, Icons, Style Sheet 1, Style Sheet 2
 * Tables, List, Formula, Syndication, Quiz, eMail for teachers
 * HTML in wikitext, CSS at Wikiversity, Variable, Wiki markup examples, Wikitext quick reference

Learning content:

 * Learning resources, Learning projects, Learning model, Resources by completion status

Wikiversity templates:

 * Using Wikiversity, Administering Wikiversity, Learning innovation

Policy:

 * Code of conduct, Discrimination policy, Image licensing policy
 * OTRS can be reached through email at info-en@wikimedia.org for copyright and licensing matters

Community Pages
Basic:

 * Main page, Welcome,  Community Portal, News,  Colloquium

Maintenance:

 * Administrators votes and overview, Deletion requests, Changing username

Contact and legal information

 * Support staff, Contact us, Press kit, Privacy policy
 * }

Archived versions: 2007 Help:Contents | 2008 Help:Contents

cs:Nápověda:Obsah de:Wikiversity:Hilfe el:Βοήθεια:Περιεχόμενα es:Ayuda:Ayuda fi:Ohje:Sisällys fr:Aide:Sommaire it:Aiuto:Aiuto ja:ヘルプ:目次 pt:Ajuda:Busca ru:Справка:Содержание

title: Help:Contents


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Help:User talk page

All user pages have an accompanying talk page which is for on-wiki correspondence between users.

title: Help:User talk page


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User talk:SusanR

Welcome
Hello SusanR, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 15:04, 16 April 2008 (UTC)

title: User talk:SusanR


text:
BCP/Magnolia 'Susan'

Magnolia 'Susan'

title: BCP/Magnolia 'Susan'


text:
BCP/Magnolia 'Susan'/Logs

This page contains recent bloom logs for the plant Magnolia 'Susan' (Magnolia).

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

Recent Logs

 * SB Johnny-LM 16:03, 16 April 2008 (UTC)

title: BCP/Magnolia 'Susan'/Logs


text:
BCP/Symphytum grandiflorum

Symphytum grandiflorum

title: BCP/Symphytum grandiflorum


text:
BCP/Symphytum grandiflorum/Logs

This page contains recent bloom logs for the plant Symphytum grandiflorum (Creeping Comfrey).

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

Recent Logs

 * SB Johnny-LM 16:08, 16 April 2008 (UTC)
 * SB Johnny-LM 10:44, 9 May 2008 (UTC)

title: BCP/Symphytum grandiflorum/Logs


text:
Topic talk:Operations research programming

Helpful for Interational Olympiad in Informatics (IOI). Tushant Jha 17:16, 16 April 2008 (UTC)


text:
BCP/Vinca sardoa

Vinca sardoa

title: BCP/Vinca sardoa


text:
BCP/Vinca sardoa/Logs

This page contains recent bloom logs for the plant Vinca sardoa (Vinca).

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

Recent Logs

 * SB Johnny-LM 17:18, 16 April 2008 (UTC)
 * --SB_Johnny | talk 12:06, 4 May 2008 (UTC)
 * --SB_Johnny | talk 11:12, 27 May 2008 (UTC)
 * --SB_Johnny | talk 11:37, 4 June 2008 (UTC)
 * --SB_Johnny talk 09:01, 24 September 2008 (UTC)

title: BCP/Vinca sardoa/Logs


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Category:3D Storyboard Lesson

This Category is being used for the 3D Storyboard Lesson.

title: Category:3D Storyboard Lesson


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title: Category:Filmmaking Software Review


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title: Category:Film scoring


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For courses offered in The School of Computer Science, please see Computer Science Course Listing.

Any courses listed which do not appear in the Computer Science Course Listing need to be added to that page.

title: Category:Computer science courses


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text: File:DiscussionBoard.png

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Category:Pharmacology

Pharmacology
Pharmacology deals with all aspects of the actions of drugs on living tissues, particularly their effects on man. Drugs' actions, both at the molecular level (interaction of drug molecules with receptors) and also at the macroscopic or whole-body level (such as drug effects on the cardiovascular system), are considered. The subject can be divided into two main sections; pharmacodynamics and pharmacokinetics. The first is concerned with how the effects of a drug are generated, while the second is concerned with how drugs are distributed around the body, how they are metabolized, and how they are finally excreted or eliminated from the body. Discovery of new drugs proceeds by considering how chemical agents can be used to potentiate, inhibit, or modify some cellular or bodily process. — Alan W. Cuthbert

 * Cardiovascular Pharmacology
 * Drug disposition and Pharmacokinetics
 * Endocrine Pharmacology
 * General Pharmacology
 * Pharmacology of the CNS
 * Pharmacology of the PNS

title: Category:Pharmacology


text:
User talk:Jummykorn

Hello Jummykorn, I saw your edit here: Category:Pharmacology. Did you see by any chance this already ? Topic:Pharmacology. Perhaps you could add there more ? Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 22:22, 16 April 2008 (UTC)

Welcome
Hello Jummykorn, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 22:22, 16 April 2008 (UTC)

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

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

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me on my talk page or the Wikiversity community at the Colloquium. Thank you. Crochet.david 15:47, 4 November 2008 (UTC)

File:Lipidbilayer.gif
Hi! It seems that you uploaded File:Lipidbilayer.gif for one of the articles. This was great, and it has worked very well in the article - thanks! However, I was looking on Commons and came across some similar images that were free use. As Wikiversity has a preference for free images over copyrighted ones, I've taken the liberty of replacing the file with a new one. Hopefully that's ok with you - if not, just let me know and I'll do anything I can to assist. - Bilby 12:13, 21 October 2011 (UTC)

title: User talk:Jummykorn


text:
Topic talk:Plant physiology

copy + paste
this seems to be only a copy from Wikipedia's article Plant physiology Why don't we make a learning experiment now with this and try to rephrase this in our own words or use Wikipedia's article to generate information or a better learning experience on another level ?

Please also see: What Wikiversity is not

 * "A duplication of other Wikimedia projects. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, i.e. writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus."

Also worthwile reading: What is Wikiversity? How to Cite from Wikipedia. Erkan Yilmaz uses the Wikiversity:Chat (try) 22:40, 16 April 2008 (UTC)

title: Topic talk:Plant physiology


text:
User:Deargdoom

Name: Evan Age: 18

Currently employed by Micro Electronics, Inc as a Tech Support rep.

A+ 2006 Certified.

title: User:Deargdoom


text:
Talk:Design for the Environment/Disposal of Non-Recyclables

This looks very interesting


text:
BCP/Chaenomeles

Chaenomeles

title: BCP/Chaenomeles


text:
BCP/Chaenomeles/Logs

This page contains recent bloom logs for the plant Chaenomeles (Flowering Quince).

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

Recent Logs

 * SB Johnny-LM 00:29, 17 April 2008 (UTC)
 * Anna reg 11:08, 17 April 2010 (UTC)
 * Anna reg 12:14, 27 March 2011 (UTC)
 * FHP Bentley (discuss • contribs) 17:23, 13 January 2017 (UTC)

title: BCP/Chaenomeles/Logs


text:
BCP/Jeffersonia diphylla

Jeffersonia diphylla

title: BCP/Jeffersonia diphylla


text:
BCP/Jeffersonia diphylla/Logs

This page contains recent bloom logs for the plant Jeffersonia diphylla (Twinleaf).

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

Recent Logs

 * SB Johnny-LM 00:35, 17 April 2008 (UTC)

title: BCP/Jeffersonia diphylla/Logs


text:
User talk:Deargdoom

Welcome
Hello Deargdoom, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 01:04, 17 April 2008 (UTC)

title: User talk:Deargdoom


text: Content Prioritization for Standards-based Education/Show me the math used when scoring each indicator


text:
Content Prioritization for Standards-based Education/Show me how find the highest and lowest possible scores

To determine the highest possible score, assume that every participant assigned the highest possible score to every criteria. The sum will be the highest possible score.

To determine the lowest possible score, assume that every participant assigned the lowest possible score to every criteria. The sum will be the lowest possible score.


text: File:TasksIcon.png

title: File:TasksIcon.png


text:
Content Prioritization for Standards-based Education/Show me how the range of high, medium, and low priority is established.

Begin by subtracting the lowest possible score from the highest, then adding one. The one is added to compensate for inclusiveness. The result is the number of possible scores.

150 - 30 = 120 + 1 = 121 possible scores.

Next, divide the number of possible scores by three. This will tell you how many possible answers are within each group.

121 ÷ 3 = 40⅓

Since 30 is the lowest possible score, we know that any score that falls within 40⅓ points of it also falls in the lowest third of possible answers. Obviously there will be no fractional scores, so we can find the boundary between low and medium by adding 40⅓ to one less than the lowest possible answer (again to compensate for inclusion) and rounding.

(30 - 1) + 40⅓ = 69⅓ rounded to 69

The lowest scoring range is from 30 to 69. This means the boundary between high and low priority is between 69 and 70 in this case. To establish the upper boundary of the medium range, we add 40⅓ to the original, un-rounded boundary, then round the sum.

69⅓ + 40⅓ = 109⅔ rounded to 110

The medium scoring range is 69 to 110. The remaining possible scores make up the highest scoring third. This means the range of the highest scoring third is 111 to 150


text:
Template:School

Usage
The template is used to create an internal link to specified school with graphical enhancement. It can be used as a quick link from topics, categories or other school related pages. It should consist from two parts.

Example

1st part: - Portal - The name of the basic stub template, this shoud not be changed.

2nd part: - Engineering - The name of the school. Brackets   are not needed, but the correct spelling should be used.

Result
The example will look like this:

title: Template:School


text:
User:Robin Patterson

Bachelor of Arts (New Zealand) - from Otago.

Joined Wikipedia in 2004. Now spend much more time at Wikia, mostly in Genealogy but with much recent work on the Civilization, Travian, and Ikariam sites.

title: User:Robin Patterson


text:
User talk:Steventity

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 05:13, 17 April 2008 (UTC)

Welcome
Hello Steventity, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 05:13, 17 April 2008 (UTC)

title: User talk:Steventity


text:
User talk:Robin Patterson

Welcome
Hello Robin Patterson, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Ask a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 06:26, 17 April 2008 (UTC)

title: User talk:Robin Patterson


text:
Plate tectonics and the structure of the Earth's crust

 * See articles on Plate tectonics and planetary Crust (geology) for more information

The theory of plate tectonics has been around for about 50+ years. It can explain phenomena such as mid oceanic trenches, large-scale volcanic mountain ranges, and earthquakes. But mantle plumes, underwater mountain ranges, geysers etc are harder to explain. As we continue to gather knowledge we could one day get a full picture of how our earth functions and to predict disasters before they happen.

Tectonic Plates
A tectonic plate is the crust of the planet that is divided by fault lines, all oceanic and continental rock is part of a tectonic plate down to and including the upper mantle, this is what is known as the lithosphere. Tectonic plates are like the pieces of a jigsaw puzzle, the jigsaw puzzle being the lithosphere. These jigsaw pieces (tectonic plates) differ in their crusts, as some have oceanic and continental crust, while others have only an oceanic crust.

Wait.. what? Oceanic and Continental? What do you mean?

Crusts
There are only two crusts.

Continental Crust

 * Continental Crust - This crust is composed of various types of rocks (igneous, sedimentary, and metamorphic rocks) which is sometimes equated to the word, sial (which are felsic rocks: Rocks that contain a lot of silica), meaning: "Silicon and Aluminum". Sial makes up the majority of continental crusts, which plays a role in its lightness (meaning that the continental crust is lighter than dense, though it is thicker than the Oceanic Crust). The Continental Crust makes up 1/3 of the Earth's surface.

Oceanic Crust

 * Oceanic Crust - This crust is the part of the Earth's lithosphere that covers up all the ocean basins on Earth. It is the lowest layer, overlying the upper mantle. The Oceanic Crust is mostly compromised of sima, which are mafic rocks (Rocks that have a lot of magnesium and iron in them). Even though the Oceanic Crust is thinner than the Continental Crust, the Oceanic Crust is denser than the Continental Crust (by 0.2 grams per cubic centimeter) due to the minerals in the Oceanic Crust (they are dense because they are made from the plentiful iron, calcium, and magnesium in the Oceanic Crust).

Plate boundary
A boundary is defined as a location where plate tectonics "meet". All tectonic plates have boundaries with each other. The boundaries are divided in three categories: Convergent, Divergent, and Transform. How do we figure out which boundary is which? Simply, we have to look at how the plate tectonic plates meet.

The question is: Convergent, Divergent, or Transform? Collide, Separate, or Slide?

Convergent boundary
A Convergent Boundary is a section of a plate that is moving towards another plate, and collides with it. A good example is the Indian plate moving north into the Eurasian plate, forming the Himalayas. There are three types of plate convergence.

 * Oceanic-Oceanic convergence: where the colder denser plate sub-ducts (meaning it one plate moves under another plate) under the other less dense plate (Pacific plate sub-ducting under the Australian plate north of New Zealand, but the Australian plate does sub-duct under the pacific plate in other areas).

 * Oceanic-continental: where the oceanic plate sub-ducts under the continental plate (Nazca plate sub-ducting under the South American plate).

 * Continental-continental convergence (Indian plate is moving north wile the Eurasian plate is moving south).

Divergent boundary
This is where two or more plates are separating and moving in different directions. At the center of the dividing plates is called a rift. A rift is an area where [a] tectonic plate(s) has(ve) started to divide into two. New sea floor forms from this boundary. Mid-ocean ridges (Underwater mountain rage formed by divergent boundary) are the most common type of divergent boundary.

Transforming boundary
These type of plates are moving past each other, they are the least numerous of the plate boundaries, but as in the San Andreas fault, can be quite devastating. The places where these boundaries take place are called faults, which leads to earthquakes. This is because the tectonic plates have abnormal edges, resulting in a lot of jerking, sliding, and basically, violent shakes. So, when these plates slide past each other, they violently move, causing earthquakes.

Faults
Faults are a response to stress on the surface when rocks break and move. Blocks surrounding the sides of the faults are called fault blocks. In horizontal faults, the hanging wall and the footwall become reality. The position of a fault block determines whether a block of rock is a footwall or a hanging wall. It is essential to know what the hanging wall and the footwall is/and how it looks to determine which fault is which.

To determine the type of fault, we need to know the relationship between the hanging wall and the footwall in the fault, if the hanging wall and the footwall are going through a compression, or going through a tension.

Normal Faults
Normal Faults happen when the hanging wall moves down while the foot wall moves up. Normal faults form when rocks go through a type of deformation (When the shape of a rock changes due to stress) called tension. Tension is when a force acts to stretch out an object. For example, if you cause tension to a piece of paper, the paper will rip. Similarly, in a normal fault, tectonic forces stretch out and pull apart rocks.

Reverse Faults
Reverse Faults happen when the rocks are pushed together by a type of deformation called compression. Compression is when tectonic forces push rocks together. When compression acts on rocks, reverse faults form, causing the hanging wall to move up relative to the footwall moving down.

Strike Slip Faults
These faults are the 3rd major type of faults, where opposing forces move rocks horizontally. If you were to place two identical rocks on each side of the rock in a strike-slip fault, both of them would move in opposite directions. Some examples of Strike-Slip Faults are the San Andreas Fault, California and Anatolian Fault, Turkey. Both faults are causes of some great and devastating earthquakes, such as the 1999 İzmit earthquake in Turkey (over 15,000+ people killed) and the 1906 San Francisco earthquake that destroyed 80% of the San Francisco area.

Folds
Folding is when two pieces of plates collide/separate. An example of this is a piece of bread. Take a flexible piece of bread, and push them together. Notice something? The middle part of the bread has a bulge. This is similar to what happens on earth. Obviously, there will be high and lows points in the folding of the Earth.

The upward arching in a fold is called the anticline. Some examples are of the El Darado Anticline in Kansas, USA, and another example is this: https://www.google.com/search?q=El+Dorado+anticline&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj_tKTbpMDRAhWGJiYKHdFfC4cQ_AUICCgB&biw=1366&bih=662&safe=active&ssui=on#imgrc=wakhcZ3svMPA9M%3A. This anticline is in a road cut.

The downward fold is called a syncline. Some examples of synclines are listed here: http://facweb.bhc.edu/academics/science/harwoodr/GEOL101/Study/Images/D042-492.jpg - Syncline near Hurricane, Utah.

The fold that contains rock layers which are horizontally folded in different levels is called a monocline. For examples of monoclines: http://facweb.bhc.edu/academics/science/harwoodr/GEOL101/Study/Images/D040-0390.jpg - Arizona; http://facweb.bhc.edu/academics/science/harwoodr/GEOL101/Study/Images/D040-0807.jpg - Arizona

Mountains
Defined as: "Mountains are the wrinkles of age and pimples of youth on Earth's crusty outer skin. They rise up as the crust collides, cracks, crumbles, folds, and spews. By definition, they dominate their surroundings with towering height" - according to National Geographic on Mountains. When plate tectonics compress or do a "tense", they can form majestic mountains. Let's explore into the three most common types of mountains.

Folded Mountains
The highest mountain ranges are called Folded Mountains. Folded Mountains form when rock layers are compressed and push up, or in other words, form at a convergent boundary (where plate tectonics collide with each other). Hold a stack of noodles in your hands horizontally, and squeeze them together to the point they have a bulge in the middle. This is, similarly, what causes Folded Mountains to form.

Fault-Block Mountains
Fault-Block Mountains form when tectonic forces put enough tension (pulling away type of force) to the Earth's crust that cause a great number of faults to form. When tension causes blocks of the Earth to collapse/move away to a position relative to other blocks, fault-block mountains form. Some parts of the Earth's crust goes up and some goes down (raise and decrease in elevation). These forces tend to, after this tremendous pressure that is being forced on Earth's crust, form mountains. Mountains so famous and majestic like the Sierra Nevada Mountains.

Volcanic Mountains
Majority of active Volcanic Mountains are active in the rim of the Pacific Ocean. This place is known as the Ring of Fire. These volcanic mountains are located at convergent boundaries, where denser ocean crust sinks into the asthenonsphere at subduction zones. The rock that has fallen into the asthenonsphere forms magma after being melted in the subduction zone, in which then the magma rises to the Earth's surface and erupts. This forms the volcanic mountains we know of today.

Readings
Sedimentary rocks
 * http://earthds.info/pdfs/EDS_05.PDF Sedimentary rocks.
 * http://danling.com/earthling/geo/Chapter%206%20Outline%20-%20Sedimentary%20Rocks.pdf

Igneous rock
 * http://earthds.info/pdfs/EDS_04.pdf Igneous rocks
 * http://msnucleus.org/membership/html/jh/earth/igneous/jhigneous.pdf Igneous rocks 2

Metamorphic rock
 * http://earthds.info/pdfs/EDS_06.PDF Metamorphic rocks

Resources

 * Layers of the Earth
 * Perspectives on Ocean Science: Geology in Your Backyard by Dr. Neal Driscoll, youtube video 56:07 minutes long
 * Sumatran plate boundry at Caltech
 * Plate boundry processes- UTIG
 * Geology AS 2: Rocks


text:
Help:Contents/1.0/Header

 * Welcome
 * Tutorial
 * Colour schemes
 * Glossary
 * Help
 * Help desk
 * Colloquium
 * Help Desk
 * All pages

title: Help:Contents/1.0/Header


text:
Wikiversity talk:Manual of Style

See the /Archive 1 for older discussions.

Level 1 Headings
TL;DR note: The use of some wiki markup causes serious problem for navigation and usability of our site. Level 1 headers should be avoided in all but the most unusual cases. Wiki markup should not be used in section headers at all. If someone has a perceived need for using these, please ask for advice, as there as other methods that can accomplish the same goals without breaking critical features of the MediaWiki software. --mikeu talk 08:26, 31 January 2016 (UTC)

The Manual of Style indicates that Level 1 headings, a single equal sign such as = heading =, should only be used in special cases where warranted. There's more to the story than just style, however. When we enter equal signs on a heading in wikitext, the Mediawiki software coverts those into HTML heading tags, such as , , etc..

From an appearance standpoint, changing the heading level appears to change the size of the font, and article writers will often experiment with different heading levels to change the font size. This may have the desired effect on their individual platform (a particular browser on a particular operating system), but may have very different, and perhaps unintended consequences on another platform, such as mobile.

But it goes even further. From an HTML design standpoint, heading levels are also used for navigation. One example of this is the table of contents that appears automatically at the top of most pages allowing on-page navigation directly to that heading. Mediawiki software is written to handle Level 1 headings correctly in terms of page outlining, so that people with standard vision will see the page correctly, just with bigger headings.

But there is a group of users for whom Level 1 headings may have a negative impact. Users with impaired vision use screen reading software to help them navigate websites. That screen reading software is thrown off by multiple Level 1 headings. Accessibility guidelines call for only one Level 1 heading per page, and the Mediawiki software creates that level automatically with the page title. That's why all page headings are supposed to start with Level 2, == heading ==.

Based on a recent discussion where a user changed Level 1 headings to Level 2, and the change was reverted, I asked MaintenanceBot to search through the alphabetic page library (Aa - Zz only, so far), and tag pages that were using Level 1 headings so that we could examine the scope of Level 1 heading usage and discuss how we want to proceed. The result is Category:Pages with Level 1 heading, currently with about 2,500 pages identified.

I can't say how many users we might have who are impacted by this issue. I personally only know two individuals who use screen reading software in order to function, so we may be looking at a 1 in a thousand type of ratio. On the other hand, I wouldn't want our page layout to present a barrier to someone seeking knowledge. So, if there's an easy fix, I'd like to implement it so that we can try to make our content accessible to all.

I believe it would be possible to write a bot that would look at page headings, and if there is a Level 1 heading, increase the heading level by one for all headings on the page. The up side to having a bot do the work is that we can fix all of the pages in a day. The down side to having a bot do the work is that an automatic fix only works based on an assumption of heading consistency throughout the page rather than reviewing the content and finding that just one heading was created at the wrong level in error.

So, how would the community like to proceed? Do we want to fix pages automatically? Do we want to correct them manually? Do we want to create a list of pages that can be fixed automatically based on a manual review? Or do we want to just ignore the issue altogether?

Dave Braunschweig (discuss • contribs) 14:31, 30 January 2016 (UTC)
 * This is important and we should fix it for the sake of accessibility and conformance to standards. If authors want large text for some reason, that's why we have CSS. —Justin ( koavf ) ❤T☮C☺M☯ 15:09, 30 January 2016 (UTC)

 * I agree that we should use strict section heading guidelines. If a contributor is unsatisfied with the appearance of a page then we should educate them about the appropriate wiki syntax to achieve the desired outcome. It is critical that our site not discriminate against people with disabilities, but there are much broader issues. I recently saw a graph that showed that desktop usage of Wikipedia has been flat in recent years, and much of the growth in visitors to the site since 2011 is mobile browsing. Mobile viewing currently accounts for 45% of traffic to Wikimedia projects overall. While I haven't seen much mobile editing on wv I suspect that mobile viewing of our pages is quite high and significant. I've recently been proofreading our resources on mobile and there are some serious problems with templates and section headers that "break" usability. I've been planning to start a page to list templates in need of update and other problems that I've noticed. It will be problematic to clean up after a bot. Looking at About learning a report by Demos study group It is unclear to me what was intended by the L1 headers. --mikeu talk 19:26, 30 January 2016 (UTC)
 * Note: the Android Wikipedia app can be used to browse and edit wv by simply typing v: in the search box. It allows you to login and view your watchlist. In a browser you can also use the Mobile view button at the bottom of every page to test how a page looks mobile on a desktop computer. --mikeu talk 19:26, 30 January 2016 (UTC)

 * My own three cases were 2 "typos", and a mysterious case where the bot may have been in error. As to whether they should be changed by hand or by bot depends on how well you trust the bots, something outside my expertise. --Guy vandegrift (discuss • contribs) 19:52, 30 January 2016 (UTC)

Based on initial strong support, I've updated the bot to add the category to all content pages with Level 1 headings. I've also written a bot fix for pages that have only Level 1 headings, as these are easily converted to Level 2 headings with very low risk of error. -- Dave Braunschweig (discuss • contribs) 21:47, 30 January 2016 (UTC)

 * I agree with actions of inclusiveness! But, I have some questions
 * With the rapid updates in software that occur, are any screen readers actually still affected by the multiple  headings per page? One reason for having multiple level 1 headers is for effect rather than viewing pleasure.
 * User mikeu above has commented on mobile readers and editors, which was also a concern of mine mentioned on Talk:Genealogy, is he indicating that mobile access is being affected by multiple level 1 headings?
 * I have checked editing on a number of pages that use Big between <> to give the effect of a section heading of the same size as a level 1 heading, would this, or perhaps something similar, be an acceptable alternative to multiple level 1 headings so that the effect can remain? --Marshallsumter (discuss • contribs) 23:17, 30 January 2016 (UTC)

 * I ran a test on the resource Pluto. Replacing e.g. =Research= with ==Research== . It does have the effect of making the section title the same size as a Level 1 heading! In your haste to begin bot processing you may be making many of us, at least me, have to go through and change perhaps hundreds and worse a few thousand resource headings back to the appearance of level 1. How about having the bot switch the level one heading for the Big heading just to be sure? Then you won't need to increase the number of "="s on the multiple levels. --Marshallsumter (discuss • contribs) 23:44, 30 January 2016 (UTC)

 * We need to be very clear that a section header is NOT a style markup like italics or bold, even though it has a style change as a side effect. These headers are "machine readable" code and are used by software for a number of purposes such as generating a table of contents. These should not be changed just because someone doesn't like the size of the font, as automated parsing of this code can be fragile. OMG, Pluto is a nightmare of mobile (un)usability. The convoluted markup breaks everything. In a mobile view there is no table of contents. The default view is that text beneath a level 2 is collapsed and you only see a list of L2 headers. Clicking on a header causes that section's text to "drop down" and expand. By placing a hyperlink in the header it is impossible to open the section and see any of the text, as touching the header "clicks" you through to the hyperlink instead. Any page that uses this scheme is completely unusable/unreadable on a mobile device. I'm seriously considering proposing that we discuss a mandatory style guide to prevent to prevent misuse of these wiki features. I have no idea what the ramifications of placing inside a header are, but I strongly discourage using this scheme. We have no idea what the unintended consequences are for site usability. --mikeu talk 00:13, 31 January 2016 (UTC)

 * Thanks for checking this! There may be many resources, I do not know how many I've seen, that use Section title or the big text somewhere else that may be affecting mobile devices in some adverse way.

 * Also, thanks for the positive effort to address my concerns. I can now Dave's effort to replace level 1 headings with level 2 on those resources currently only using level 1 headings. I'll wait on the multiple level resources until we see what problems if any are encountered. And, as the creator of the Pluto resource I will be happy to remove the big notation. --Marshallsumter (discuss • contribs) 00:35, 31 January 2016 (UTC)

 * I agree regarding concerns on customizing headings. We need to start a list of things that don't work correctly (such as links in headings) and make corrections as time allows. -- Dave Braunschweig (discuss • contribs) 00:24, 31 January 2016 (UTC)

I did some searching on the accessibility guidelines before starting this effort. There are some changes in HTML 5 headings, but only because HTML 5 eliminates the need to use levels. It has a  tag without any numbers, and that tag can be used for all levels. HTML 5 then processes the levels automatically rather than specifying.

But, HTML 5 did not remove the other levels, and I can't find anything that says the accessibility guidelines have been changed for the numbered tags, which is what we have.

According to http://www.w3schools.com/tags/tag_big.asp, the tag is no longer supported. We need to change these to a CSS solution instead. See Wikipedia:Template:Big for an appropriate alternative and explanation. We should import all of the sizing templates listed there, and convert any of our outdated content and templates to current standards.

An easy way to tell if it is current or outdated is that anything current should be in relative measurements. Sizes should be in percentages rather than any absolute numbers. Widths and heights should be in multiples of em sizes, or something very similar. If it has px measurements, it's outdated. If you have any questions on what's current vs. outdated, or need any assistance, let me know.

Regarding replacing the Level 1 headings with big, that addresses the appearance issue, but not the navigation issue. All of these headings are still headings, and as far as I know need to remain as headings so that users can navigate the page using the Table of Contents.

Once we figure out the standard formatting, I'd be happy to work with you on bot code you could use to increase the size of Level 2 headings on learning projects you frequent, assuming that we can find a way to do it consistently and effectively. But, please consider whether this sizing is something that you want/need to force on all users seeing those pages, or whether it is something that you want to have for yourself. You can set your own custom CSS file that would apply to all pages you view without any page editing at all. That is the preferred approach, as it allows each user to control their own view based on standard formatting.

Dave Braunschweig (discuss • contribs) 00:24, 31 January 2016 (UTC)

There is an explanation of things to avoid (and why) when using section headers at meta:Help:Section. Please tell us more about why you think you need the header text bigger. There may be some method for highlighting or otherwise enhancing the appearance, perhaps big is not the best solution. I am unclear as to what problem you are trying to solve. Also, the big tag in a section does not have the same appearance on a mobile device. It is very difficult to ensure that non-standard markup looks the same for every device that someone might use. We know that the standard use of headers works as this has been exhaustively tested by mw developers. While I can sympathize with the desire to customize the look of a lesson this is often self-defeating. (all of the text at Pluto was invisible on my phone)

In general I would avoid putting anything between the "=" headers, esp. markup, and never place anything after the closing "=" on the same line. I would even avoid non-standard characters in section titles. Remember that a section is linkable using Pagename#section and any character in a section title will get converted to an URL, for example "?" is replaced by "%3F"

Recently I've been browsing pages on mobile to test usability. The list of problems is long. Take a look at this screenshot of the entire Main Page. There is almost nothing left of the pretty boxes that show up on a desktop. This is clearly not useful to mobile visitors, who may make up nearly 1/2 of our audience. --mikeu talk 01:39, 31 January 2016 (UTC)

 * How do our portals look on a mobile phone?

 * I've run into the variations between urls and section titles before but the improvements in the url software usually handles these. The mobile phones are another matter entirely. There popularity may have one of two effects: Force wikis like ours to change our coding (best handled by mw) or force the software changes within mobile phones to better accommodate main frame nuances. --Marshallsumter (discuss • contribs) 02:11, 31 January 2016 (UTC)

 * See https://en.m.wikiversity.org/w/index.php?title=Portal:Agriculture&mobileaction=toggle_view_mobile for an example of how the new portal design looks on mobile. Shrink the borders of your browser to see how it looks on different screen sizes. Use the Mobile link at the bottom of any page to see how that page looks on mobile. -- Dave Braunschweig (discuss • contribs) 02:17, 31 January 2016 (UTC)

 * This portal is great! Awesome! May they all be this good. I'm happy to have contributed my small bit by creating the agriculture lecture resource. --Marshallsumter (discuss • contribs) 02:14, 1 February 2016 (UTC)

The old portal design is badly broken. Dave's new design looks and works well. See Colloquium for discussion on mobile portals. --mikeu talk 02:37, 31 January 2016 (UTC)

Level 1 headings have now been cleaned up. Most were changed to level 2 headings, with other headings on the page cascaded appropriately. Some Level 1 headings were changed to just being a larger font if they didn't appear to add navigational value to the page. A few were removed if they were at the top of the page and matched the page title. If anyone finds pages that were updated incorrectly, let me know and I'll check into it. -- Dave Braunschweig (discuss • contribs) 03:07, 13 February 2016 (UTC)

Formatted Headings
I don't know if anyone will need these, but for reference based on current Mediawiki CSS, the heading fonts can be emulated using the code embedded here:
 * Heading 1
 * Heading 2
 * Heading 3
 * Heading 4
 * Heading 5
 * Heading 6

Or: Heading 1 Heading 2 Heading 3 Heading 4 Heading 5 Heading 6

Note that the Georgia font may not exist on all platforms.

Dave Braunschweig (discuss • contribs) 03:56, 31 January 2016 (UTC)

The approaches above would generate text that looks like a heading, but doesn't support navigation. To resolve this, templates that support navigation and formatting have been created. They generate valid HTML and work as navigation placeholders, but do not include Edit links. Use is not recommended, but would be the best alternative for styling headings. See:
 * H1
 * H2
 * H3
 * H4
 * H5
 * H6

Dave Braunschweig (discuss • contribs) 14:48, 31 January 2016 (UTC)

update
I just blew away a large section of text that gave some very bad advice about custom formatting pages. I've been "guilty" of this myself as I have placed links in headers in the Colloquium. This style guide needs to be re-written to take into account best practices for usability and adopted as an official policy. --mikeu talk 07:48, 31 January 2016 (UTC)

Links in Headings
Links should be avoided in top-level (Level 2) headings. The links disrupt mobile navigation. Links appear to be okay in Level 3 and higher headings, as those headings are not used for collapsed display. -- Dave Braunschweig (discuss • contribs) 18:23, 31 January 2016 (UTC)

 * I was just about to add a note explaining that.... How does markup affect  headers? Are there any other ramifications to having links or wiki syntax in a Level 3+ header? I'm thinking of the Candidates for Custodianship page which has "" section titles and similar. I'm thinking of posting a note to meta asking that mass message delivery not include links in headers for notes posted to our colloquium. I'm a bit surprised that this hasn't been discussed there before. --mikeu talk 19:35, 1 February 2016 (UTC)

 * I don't think markup is the issue, just links. And the reason it is an issue is because Mediawiki uses the headings to collapse content on mobile, and clicking on the link to expand instead navigates to that link. As tested, it wasn't an issue for Level 3 and higher, as long as there is a Level 2 there first. But, yes, definitely this should be brought up at meta.
 * Separate from the technical issue, I'm personally not a fan of links in headings. It is often done internally (RfD, Custodianship, etc.), but perhaps this is just a cultural (past practice) approach and there's a better way.
 * Dave Braunschweig (discuss • contribs) 21:52, 1 February 2016 (UTC)

 * I posted a request to [MassMessage at meta explaining the problem and asking them to not put links in headers of edits here. I think our style guide should "prohibit" links in L2 headers (with scheduled cleanup by bot if needed.) I would support "discouraging" links or other wiki markup in all section titles. I really can't see a compelling need for putting content like that in a header. --[[User:Mu301|mikeu]] talk 23:07, 1 February 2016 (UTC)

title: Wikiversity talk:Manual of Style


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Portal:Social entrepreneurship/networking/activities/Student Social Entrepreneurship Network Partner Meeting - April 2008

=Representation=

 * World Bank Institute: Bob Hawkins, Thiru Swettenham
 * University of Pretoria: Martina Jordaan
 * University of Northwest: Annemarie Kruger
 * University of Venda: Margaret Jiri
 * Meraka Institute: Ron Beyers, Mario Marais
 * Soweto Business Council: Teboho Mashego
 * University of Johannesburg: Student Foundation for student community engagement - Lucky Litelu and Bongani Zwane
 * Student Sponsorship Programme: Sibongle Khumalo

=Discussion on organizational structure of the SSE network=

 * Network structure
 * Network Communications Strategy
 * Vision Statement
 * Mission Statement
 * Partnerships
 * 100 day challenge
 * Next steps

Vision Statement
Annemarie: I envision a South Africa where its people take responsibility for their own lives, where employ there talents, abilities and skills to build their country and wealth of their children and where new skills to build opportunities are carried from one generation to another.

Margaret: To foster a learning environment that is rooted in humanistic values and responsive to conditions of our society.

Bob: Focus on youth - create network of multidisciplinary stakeholders to create an enabling environment for young people

Bob: To be a learning network whereby ideas and interventions can be evaluated and shared across the network.

Mario: Open innovation

Tebogo: Importance of supporting Mentorship - young people need mentors.

Create list of values and use that to build the Vision statement.

The result of this discussion could be placed on the About page (see also its discussion page).

Mission Statement
Annemarie: To advance a forum/platform/infrastructure to support (build and strengthen) motivate teams of social entrepreneurs with innovative solutions to society's major and most pressing social issues.

What do people want from the network:
 * to feel that they are not alone!
 * break the paradigm - so that in giving you shall receive
 * build a name/credibility to attract real funding (a structure through which they can allocate money which cells can access)
 * Assure quality of projects to ensure credibility
 * Core team to identify and liase with sources of funding
 * Core team to bridge money, entrepreneurs, researchers, mentors
 * Concrete examples of Social entrepreneurs that has been supported
 * Supporting students with good ideas (improving number of entrepreneurs from 1 out of 100 to 2 out of 100)and documenting the learning
 * Many students that are exposed to and learn from community projects
 * Need volunteers that want to support the social entrepreneurs
 * Bring information to as many people in the community as possible

The result of this discussion could be placed on the About page (see also its discussion page).

Network structure
Process needs to be established for "core group" to establish the coordinating body of the network. World Bank Institute can play an incubating/interrim role but a body is required to become the home.

The network is not an exclusive club. But needs to create credibility with time.

National level: Core team that coordinate all the cells in the country. Coordinating the network and acting as resource for the network. As contact for government, for funding. Need to identify the key bodies that the SSE network need to liaise with (e.g. Dept of Labour re. skills development, DTI Apex fund, SEDA, Umsobomvu Youth Fund,... )

Core team should market idea to prospective cells.

Cells:
 * Each a small network on their own in their area with their partners.
 * At city level? Provincial level is too large.
 * Cell could be Project based or Area based.
 * Cells register with coordinating core team.

Every cell needs a driver (host institute) that will grow it

Who heads a cell/chapter? An individual or institution?
 * Either individual or institution.
 * Get away from individual focus, work in teams
 * Get away from competing with each other and feeling threatened

Cells should conform to certain guidelines compiled by the core coordinating team.
 * To be chapter or cell:
 * Have monitoring and evaluation capabilities
 * Be willing to contribute lessons learnt and learn from others
 * Provide support to other cells
 * Be an inclusive as possible and not create barriers to joining - University, NGO, CBOs, entrepreneurs, business, funders
 * Come up with sustainability plan for cell

How to start a cell?
 * Do situational analysis in context (needs, key stakeholders, existing organisations, e.g youth, traditional structures)
 * Or start with existing critical mass of interested parties in Student Social Entrepreneurship (e.g Tshwane cell, Johannesburg cell)

Network Communications Strategy

 * Cells: Hold forums with the different partners, steering partners
 * Each cell has different communication strategy to fit their context

 * Platform for sharing information - e.g the Wikiversity site. Not a chat room, somewhere where you can find information and facts about funding, lessons learnt, etc.
 * Make sure that people without Internet can access the information - e.g. brochure.
 * Regular communications - national annual conference, online newsletter, paper newsletter.
 * Have clearing house for partnering, for identification of projects by students

Partnerships

 * Dept of Labour re. skills development
 * DTI Apex fund
 * SEDA
 * Umsobomvu Youth Fund

100 day challenge
Recall 100 Day challenge of SA National workshop.

Next steps

 * Identify which projects are ready to collaborate.
 * Get information from projects so that we find out what they need from the network.
 * Take draft vision and mission statement and test it with projects.
 * The framework should support their needs, not a top-down design.
 * Send basic template for information to elicit a response.

 * People need to see what the value is for them, otherwise the network will die.
 * Needs to make their lives easier.

 * What drives social networks?
 * People find they have shared interests.

 * How do you create a network with doers (who do not have the time to sit down and talk about it!).
 * Have to make sure that we address this inherent “weakness” of a network of doers.
 * Have to have somebody collect the information – willing to share if somebody comes and asks you for help.

What are the objectives of the next three months?

 * Summary note to group to reflect this meeting + progress on 100 day challenge
 * WB and Meraka look at how to identify projects and starting to engage with them (develop short survey, to get inputs to shape collaboration framework)
 * Ask for feedback for next newsletter. (Send regular emails that report progress and ask people to share their progress (e.g. biggest mistake, biggest win).
 * Next meeting on morning of Tuesday 10 June. Conference call. Identify video conferencing site or do conference call.

Discussion and feedback on collaborative framework for National SSE Project
Discussion of the Social Entrepreneurship Collaboration website and the “community innovation competition”

We should identify what are the existing competitions students are engaging in. How does this tie in with Innovation Fund’s Student Business Plan competition? They do focus on technology. We need to cater for the social studies students. The output could be a process, not necessarily a product.

Use the competition as an incentive to create the clearing house. For students to put their projects on. Also vehicle for universities to start own competition for postgraduate students (compete locally and then nationally). Universities can use the “competition template”. Material can then also be used for research purposes.

Secondary schools competitions that are also relevant: ThinkQuest, Science Expo’s.

Next:
 * Meeting with WBI, Meraka, and an IT person from UP to discuss IT platform (Emmerentia Nel). Then meet with designers and test prototype.
 * Meeting to refine the framework. Get inputs from lecturers: what would be reasonable outputs to ask of students in various phases? Response: The demand of framework for now is too broad for general undergraduate students - focus on students that need community work in their courses – e.g. social work/health/nutrition, or run as a separate competition that is the student’s choice, as encouraged by lecturers, lecturer develops a programme that students can slot into. Combine all the small projects into a larger vision, a programme. Three questions for the lecturers:  1. Are the phases correct? 2. What are realistic outputs? 3. What are realistic timeframes?

=Proposal framework for funding=

 * Areas for support
 * Existing funding sources
 * Business plan ideas
 * Lead proposal team

Areas for support

 * Secretariat expenses (Transport, communication)
 * Incentives for competition(s) (includes seed funding for projects that won).
 * Marketing
 * IT support and training
 * Conferences – cell level, national (sponsorships for students to attend, lecturers, NGOs)
 * Bursaries for expert visits, student visits, exchange programmes between cells.
 * Secretariat is not a funder, but a link to funders
 * Monitoring and evaluation (govt is source of funding)


text:
Assistant teacher program/Symposium

—

title: Assistant teacher program/Symposium


text:
South Africa Workshop for Social Entrepreneurship - 2008/Reflections/List of Observations

Interrelationships and sense of community

 * Relationships forged with other institutions
 * People so prepared to help other selflessly even with a lack of resources
 * Willingness of ordinary people to volunteer their services
 * Community ownership
 * We are affirmed in our partnerships
 * The visit exposed me to the community in an action program
 * Community partnerships with the volunteers serving on the project

Learning experience – university /student/community triad

 * Teacher student interaction
 * Discussion around student-university engagement
 * Exchange program of foreign students
 * Experiential learning
 * Community/school relationship with university

Leadership

 * Principals’ energy and enthusiasm
 * Commitment of the team leader and her team
 * Demoralized principal – unimaginative projects
 * The social entrepreneur is the common thread
 * Committed principal
 * Principal is charismatic, innovative leader
 * Spirit and attitude of the headmaster
 * Leader – an inspirational angel
 * Headmistress’s humility in handling some interrogative questions and comments

Underlying values

 * They do not abandon hope
 * The holistic approach to the work they are doing
 * Incentivised social entrepreneur
 * Passion and commitment
 * Perserverance of people involved
 * Sympathy
 * Positiveness and Faith

Pride and sense of purpose

 * The progress and achievement in their work to date
 * People doing great things regardless of circumstances
 * Pride in own achievement
 * We have to make this work
 * The focus group for disabled people
 * The way the program was described– very important in the community
 * The work and activities - being second in the nutrition awards

Resources

 * Specialised computers
 * A dedicated and paid project facilitator/coordinator
 * The number projects undertaken
 * How communities can do so much with little or no facilities and funding


text:
South Africa Workshop for Social Entrepreneurship - 2008/Reflections/List of Inspirational Factors

Reward and recognition

 * Hard work is always rewarded

Attitudes

 * Changing attitudes
 * The cleanliness of the offices-this isn’t just another NGO/community project that takes funds and does nothing
 * They are serious about what they are there to do
 * My experience of other projects where there was only a volunteer managed project left me unenthusiastic

Making a difference

 * There are still good people and that the world is not just a senseless wicked place
 * There is opportunity for things to happen
 * It opens doors for disadvantaged learners to also be global (exposure).
 * Increase experiential learning
 * Harnessing potential
 * More female students
 * People’s belief can drive them through the impossible
 * Having to share others experience, problems and successes and how to approach them differently
 * Doing something out of your heart to help other people in the community
 * Communities /School involved in assessing students
 * Against all odds we will make a difference
 * Not limited by lack of resources
 * Fragility of entity/person
 * Any “little bit” helps – more than you think.
 * A little good makes a big difference

Values and mission

 * The passion, dedication and love that CBO’s can do their work
 * The community centre knows what they want and need
 * They have a vision and believe in what they are doing
 * The passion with which the hosts explained their work
 * The willingness to learn by the project owners
 * Passion

Sharing experiences

 * Stories of the challenges they face
 * Stories teach lessons

Sense of purpose

 * They are providing for the community
 * They do whatever they promise to do
 * They are assisting the community
 * It’s inspiring to see the youth giving of their time and skills to such projects
 * Humility-acknowledged comments and concerns
 * The school is real and it most desired to solicit funds/research
 * It accommodated number of people
 * The disabled people are most of the time neglected


text:
Talk:Electrical Engineering Orientation/Algebra and Precalculus

That is correct
Thanks User:Molniya for that correction, mistakes can easily creep into even the most well though mathematical expressions. - Thuvack 10:42, 17 April 2008 (UTC)
 * Should the third equation in number 9 be 500 rather than 5000? --Molniya 05:38, 19 April 2008 (UTC)
 * That is spot-on, I have corrected it, thanx! for your interest in this course. -Thuvack 05:32, 21 April 2008 (UTC)

Btw, number 8 is wrong.

Aptitude, or Final Exam?
I really admire the work you've put into this. It shows off your skills with wiki markup. I have to ask, though, if this is really an aptitude test. It looks more like a final exam for those who have already completed the coursework. TWFred 19:43, 18 April 2008 (UTC)
 * Thanx For the comment! I view it as an Entrance test, for those interested in Engineering field, The coursework should/will be at a High School or Secondary Level. As Wikiversity Develops I am hoping to contribute to setting up that portion( If it does not exist as yet) I know That There is a primary Education Portal. All-in-all This is aimed at being a body of entrance tests for Electrical Engineering.Please refer to Course wish list for a preview of where this course is headed. -Thuvack 05:27, 21 April 2008 (UTC)

Errors
For number 8, the only local maximum is at (6-sqrt(12))/12, with value sqrt(3)/18

For number 10, the maximum profit of P = 200x + 5000y is not at (150,150), it is at (0,250).

I have changed the answer for both of these to "None of the above."


text:
South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Bringing Social Entrepreneurship to Life: Imagine if …/Group A Creative Sharing

The Revolution

Facilitator: Steve Carver

Imagine if:

 * …we could scratch the value-for-value concept
 * …we could all make a difference
 * …we could have a network of social entrepreneurship hubs
 * …every student was inspired to give something back to the community
 * …we could stimulate communities
 * …everyone could make a contribution to innovation
 * …everyone could make a difference by being part of the solution
 * …there was no poverty
 * …we had an AIDS-free generation
 * …we could create a social stock exchange through BBBEE
 * …we could have a TV channel showcasing student entrepreneurship success stories
 * …we could have corruption-free leaders
 * …we had a halo brand
 * …we had a matrix team

Revolution: the struggle for freedom.


text:
South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Bringing Social Entrepreneurship to Life: Imagine if …/Group B Creative Sharing

The Entreprenaut … Alive with Possibilities

Facilitator: David Germond

Imagine if:

 * we are able to create entreprenauts
 * the world is our intergalaxy
 * the star is the student
 * we could all make a difference
 * let us make SSE a living tangible thing
 * we could have a facilitated forum
 * establish a body of knowledge on WIKEPEDIA
 * we could stimulate communities
 * include partnerships with all stakeholders
 * include donors, NGOs, and governments
 * everyone could make a contribution to social entrepreneurship
 * everyone could make a difference by working together
 * we need to provide incentives for academics to engage in community work
 * we need to include research and teaching to produce a product that could be measured
 * we need to identify the positive
 * we need to design and develop interventions in partnership with communities
 * we need to make a positive impact on communities
 * students rise to the stars and reap the rewards and
 * we all work together

The Entreprenaut - Alive with Possibilities !


text:
South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Bringing Social Entrepreneurship to Life: Imagine if …/Group E Creative Sharing

Siyavuma !

Facilitator: Martina Jordaan

 * we are able to avoid working in silos
 * we need to bring everyone onto the same side
 * we are able to create networks with communities, funders, universities, NGOs, and governments
 * we had the champions to bring everyone together
 * we need more collaborations
 * we need universities to work with communities

Siyavuma!


text:
South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Bringing Social Entrepreneurship to Life: Imagine if …/Group C Creative Sharing

The Right Way to Connect with Communities

Facilitator: Bob Hawkins

 * we must be conscious of the fact that the community has its own ideas and dreams
 * we need to provide resources to assist communities to help themselves
 * funders can provide resources
 * corporates can provide good markets for products
 * communities have indigenous knowledge
 * we are people who have rights
 * lets all work together but we must respect each other
 * you may come with resources and offer assistance but you must respect the community.

Right way to engage with communities – respect each other


text:
South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Group C Inspiration

The Right Way to Connect with Communities

Facilitator: Bob Hawkins

 * we must be conscious of the fact that the community has its own ideas and dreams
 * we need to provide resources to assist communities to help themselves
 * funders can provide resources
 * corporates can provide good markets for products
 * communities have indigenous knowledge
 * we are people who have rights
 * lets all work together but we must respect each other
 * you may come with resources and offer assistance but you must respect the community.

Right way to engage with communities – respect each other


text:
South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Group E Inspiration

Siyavuma !

Facilitator: Martina Jordaan

 * we are able to avoid working in silos
 * we need to bring everyone onto the same side
 * we are able to create networks with communities, funders, universities, NGOs, and governments
 * we had the champions to bring everyone together
 * we need more collaborations
 * we need universities to work with communities

Siyavuma!


text:
South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Group B Inspiration

Facilitator: David Germond

Imagine if:

 * we are able to create entreprenauts
 * the world is our intergalaxy
 * the star is the student
 * we could all make a difference
 * let us make SSE a living tangible thing
 * we could have a facilitated forum
 * establish a body of knowledge on WIKEPEDIA
 * we could stimulate communities
 * include partnerships with all stakeholders
 * include donors, NGOs, and governments
 * everyone could make a contribution to social entrepreneurship
 * everyone could make a difference by working together
 * we need to provide incentives for academics to engage in community work
 * we need to include research and teaching to produce a product that could be measured
 * we need to identify the positive
 * we need to design and develop interventions in partnership with communities
 * we need to make a positive impact on communities
 * students rise to the stars and reap the rewards and
 * we all work together

The Entreprenaut - Alive with Possibilities !


text:
South Africa Workshop for Social Entrepreneurship - 2008/Reflections/Group A Inspiration

The Revolution

Facilitator: Steve Carver

Imagine if:

 * …we could scratch the value-for-value concept
 * …we could all make a difference
 * …we could have a network of social entrepreneurship hubs
 * …every student was inspired to give something back to the community
 * …we could stimulate communities
 * …everyone could make a contribution to innovation
 * …everyone could make a difference by being part of the solution
 * …there was no poverty
 * …we had an AIDS-free generation
 * …we could create a social stock exchange through BBBEE
 * …we could have a TV channel showcasing student entrepreneurship success stories
 * …we could have corruption-free leaders
 * …we had a halo brand
 * …we had a matrix team

Revolution: the struggle for freedom.


text:
BCP/Plectranthus argentatus

Plectranthus argentatus

title: BCP/Plectranthus argentatus


text:
BCP/Plectranthus argentatus/Logs

This page contains recent bloom logs for the plant Plectranthus argentatus.

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

Recent Logs

 * HortMan 12:41, 17 April 2008 (UTC)

title: BCP/Plectranthus argentatus/Logs


text:
User talk:3xgiants~enwikiversity

GO KIERAN

DUKE

GTOWN

NYG

NYM

PHX

TEXAS

ND

CAR

NYI

Mitchell Report
Watch out for these players. They are bad.

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 3xgiants. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name 3xgiants~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 23:26, 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) 06:01, 19 April 2015 (UTC)

title: User talk:3xgiants~enwikiversity


text:
BCP/Plectranthus fruticosus

Plectranthus fruticosus

title: BCP/Plectranthus fruticosus


text:
BCP/Plectranthus fruticosus/Logs

This page contains recent bloom logs for the plant Plectranthus fruticosus (Spurflower).

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

Recent Logs

 * HortMan 13:01, 17 April 2008 (UTC)

title: BCP/Plectranthus fruticosus/Logs


text:
BCP/Clivia miniata

Clivia miniata

title: BCP/Clivia miniata


text:
BCP/Clivia miniata/Logs

This page contains recent bloom logs for the plant Clivia miniata (Bush lily).

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

Recent Logs

 * HortMan 13:15, 17 April 2008 (UTC)
 * (interior only) --Juan 17:13, 20 April 2008 (UTC)

title: BCP/Clivia miniata/Logs


text:
Research question

Research question(s) are fundamental for guiding the conduct and reporting of scientific research studies. A question specifies a purpose and a destination.

Time invested in development and refinement of research questions is generally well spent.

Developing research questions

 * 1) In the early stages of research projects, brainstorm a series of possible research questions
 * 2) Formulate research questions based on:
 * 3) * Consulting theory
 * 4) * Reading other research
 * 5) * Real-world observations
 * 6) Consider and discuss the pros and cons of each question, then select, and refine
 * 7) Use open-ended research questions (e.g., What is the effect of s on t?) rather than closed-ended questions (e.g., Is u better w?), although the latter may be appropriate in some specific cases.
 * 8) Once research question(s) are established, consider generating hypotheses, which are generally more specific statements to be tested.
 * 9) A well-developed research question provides a clear focus for the design and conduct of the study. However, it may be necessary to revise the question during the conduct of a study.
 * 10) Research questions can be written in sentences and paragraphs. They can also be numbered.

Are questions researchable?

 * Meaningful
 * Has the question already been satisfactorily answered?
 * Does it matter? (is the topic worth investigating in theoretical and practical terms)?
 * Specific enough? (e.g., these questions are too broad: Is psychotherapy effective? Can attitudes be changed?)
 * Can the question be answered on an empirical basis? (e.g., does god exist? No. Is caramel the tastiest ice-cream flavour? Yes.)
 * Research question needs to be refinable to specific, testable hypotheses

Example generic forms

 * What is the relationship between a and b?
 * What is the difference between f and g?
 * What is the effect of x on y?

Example research questions

 * What is the relationship between social support and mental health?
 * What is the difference in mortality rates between countries with above and below 10% of Gross Domestic Product expenditure on healthcare?
 * How can the lifespan of a soap bubble be extended in different temperatures and atmospheric conditions?

title: Research question


text:
Research purposes/Quiz

Research purposes quiz
{What is the goal of this study?

A researcher lives for a time in a religious commune in order to learn whether there is a unique social psychological phenomena worthy of further study.

+Exploratory -Descriptive -Explanatory -Predictive
 * type="[]"}

{A social psychology researcher wishes to investigate the research question: "What do homeless children do during school hours?". What would be the most likely purpose of such a study? -Exploratory +Descriptive -Explanatory -Predictive
 * type="[]"}

{What is the goal of this study?

A researcher surveys local community attitudes to a council proposal to permit nude bathing at a popular local public swimming area. -Exploratory +Descriptive -Explanatory -Predictive
 * type="[]"}

{What is the most likely purpose of an online, survey-based study entitled "A human resources survey of the working conditions of registered psychologists": -Exploratory +Descriptive -Explanatory -Predictive
 * type="[]"}

{What is the goal of this study?

A researcher surveys university student attitudes towards attending classes and student satisfaction in order to test the hypothesis that attendance will be positively correlated with satisfaction. -Exploratory -Descriptive +Explanatory -Predictive
 * type="[]"}

{Classify the most likely purpose of a psychological study entitled "An investigation of the relationship between anxiety and depression in adolescents". -Exploratory -Descriptive +Explanatory -Predictive
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{What is the goal of this study?

"Longitudinal health survey of newly incarcerated prisoners: Risk factors for long-term prisoner health problems" -Exploratory -Descriptive -Explanatory +Predictive
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{Classify the most likely purpose of this research question:

"What is the likelihood of an adolescent with clinically diagnosed depression committing suicide in the 12 months after first diagnosis?" -Exploratory -Descriptive -Explanatory +Predictive
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title: Research purposes/Quiz


text: Category:Research purposes

title: Category:Research purposes


text: Category:Multivariate statistics

title: Category:Multivariate statistics