text:
User talk:Starshine~enwikiversity

Welcome
Hello Starshine, 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; for 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! --JWS 13:23, 21 November 2007 (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 Starshine. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Starshine~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 23:44, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Starshine~enwikiversity


text:
User talk:ProveIt

Welcome
Hello ProveIt, 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; for 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! --JWS 13:24, 21 November 2007 (UTC)
 * Thank you, I feel right at home already... -- ProveIt 18:11, 21 November 2007 (UTC)

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

title: User talk:ProveIt


text:
User talk:Ajitk

Welcome
Hello Ajitk, 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; for 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! --JWS 13:24, 21 November 2007 (UTC)

title: User talk:Ajitk


text:
User talk:Aguillemaud

Welcome
Hello Aguillemaud, 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; for 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! --JWS 13:26, 21 November 2007 (UTC)

title: User talk:Aguillemaud


text:
User:TwoWings

Profile on Wikipedia fr.

fr:Utilisateur:TwoWings

title: User:TwoWings


text:
File:Silver Tonto Seduced Dark Side.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:Silver Tonto Seduced Dark Side.pdf


text:
User talk:Economist~enwikiversity

Hi, welcome here. Did you see already: Category:Economics ? Below more info, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 18:00, 21 November 2007 (UTC)

Welcome
Hello Economist, 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; for 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 ( Wikiversity:Chat, wiki blog ) 18:00, 21 November 2007 (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 Economist. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Economist~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Economist~enwikiversity


text:
User talk:Jlagedo

Welcome
Hello Jlagedo, 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; for 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 ( Wikiversity:Chat, wiki blog ) 18:01, 21 November 2007 (UTC)

title: User talk:Jlagedo


text:
User:Treedesigner

Treedesigner is a co-founder of Maxwood Institute of Treeconomics, a seminonfictional seminonprofit reorganization in need of funding, labor effort, and access to operations space worldwide. Assets include over 50 skids (that's jargon for pallet-loads) of shelfmakeable lumber in central Illinois where the owner wanted possession of his space to develop a shopping mall.

The lumber should either be sold or advantageously donated to carpentry academies and other appropriate users. Most of it can be made into thriftstore shelving (the no. 1 most neglected opportunity on the planet to achieve a halt to every category of resource waste-- most failures of thriftstores or Creative Reuse Warehouses have resulted from inadequate investment in shelving which would have eliminated deep piles and permitted customers or donees to search out, find and select particular goods they would be interested in reusing-- or repairing and remarketing, which requires more education (alias advertising)).

Some of the shabbiest board pieces (pallet-slat size) can be made into compost bins (see Maxpost). Thousands of smaller pieces can be made into office equipment, walksticks, tool handles, birdhouses, education toys (see Essential Preschool Part 1), music instruments etc. Carpenters, manufacturers, educators, philanthropists are invited to seize the opportunity, to share ideas try: redemptivreuse@netzero.net

In the next days a new article will be started, "How to Upgrade Neglected Urban Second-Growth Forest Tracts Using Only Hands and Cheap Tools, Especially an Anvil Pruner." The main strategy is to break down dead branches into four-inch or shorter fragments which are dropped on the ground to serve as mulch-- starting at the outer ends of any branch complex where the sticks are thinnest. When you get to wood too hard to break with hands, use an anvil pruner to trim it into sizes and shapes of stick that are usable for products (replacing plastic etc.) or at least ready to bundle and transport to a workshop where they can be made into products replacing ones that would have been made from wood taken from killed live large trees, or from extractive mining or agriculture which requires land obtained by killing trees, thus preventing some deforestation and climate damage.

Typewriter-compliant diagram: crater-head of single-toke semivaporizer utensil (for 25 mg. servings)
(4 x enlarged) screened crater, 1/4"=6-mm)                               interior diameter                                  <-->                           ______              ______ <- top of utensil                              ^          \            /      3/16"=5-mm)     |          |x          x| ^ crater depth    |          |x          x| | <-xxx = preshaped Mesh#40 screen (to base of screen) |         |x          x| |    (securely nested on shoulder                      v           \xxxxxxxxxx/  v    formed by crater narrowing). ^      |          |       Side wireage extends up 1/8"=    narrower subchannel    |       |          |       3-mm) protecting crater wall     leading to long      |       |          |       (if wood or bamboo) and adding     extension tube       v       v          v       endurance to the screen.

Typewriter-compliant diagram of ultra-narrow screened kieftokester crater
7/32"(5.5 mm)    ( 4 x )                 interior diameter                              of hex opening                                 <>                         ______            ______                    ^   /      \          /      \   3/16"(5 mm)      |   |      |x        x|      |  ^ crater depth     |   |      |x        x|      |  | xxx = preshaped screen (to base of screen)|  |      |x        x|      |  | (securely nested on                    v   |      |\xxxxxxxx/|      |  v shoulder formed by short metal tube or    |      ||        ||      |    crater narrowing) curled screening etc. >|       ||      | to support screen at  |      ||        ||      | 3/16"(5-mm.) depth    |       \        /       |    ^                           |       |        |       |    |   narrow midchannel                         |       |        |       |    |   of socketpiece                        |      /__      __\      |    v                           |      |  |    |  |      |                        |      |  |    |  |      |                        |      |  |    |  |      |                          |      |  |    |  |      |         1/4"(6-mm.) o.d. --> |    |  |      | flexible drawtube     |      |  |    |  |      | 20"(50-cm.) pressed   |      |  |    |  |      |    | optional: tape over       in 1/4" square (driver)\______|  |    |  |______/    | this area to elim- (driver) end                 |  |    |  |           |   inate air leak |                           |  |    |  |           |      |                            |  |    |  |           |  |                            |  |    |  |           |  v                            |  |    |  |           v

110223w Comment on clear-uk.org website
DC, here's my thought:

a. "Brokenshire counts the high level of adulteration of drugs on the street as a measure of success." “If we give in on this, we will be expected to give in on every drug”.

The LCA can and should use the best careful language to specify that "drugs" are not meant, only cannabis; and as mentioned by Ed (January 9)-- "vapourising and toking pure"-- banishing the #1 killer drug contaminant, nicotine tobacco, from all association with cannabis use is THE game changer, given the convenient present-day strategy of the tobacco industry and its apologists in the anti-cannabis camp to promote cannabis prohibition (and high-profit nicotine enslavement) by blaming health and character damage (probably caused either by tobacco or by the under-researched possible synergies between tobacco and cannabis) on the cannabis.

b. (emphasise this most emphatically) -- the moment cannabis possession, use and PUBLIC DEMONSTRATION THEREOF are unambiguously legalised and permitted without hindrance or threat of reprisal, be assured that CANNABIS ACTIVISTS will swarm out like Mormons and Witnesses everywhere demonstrating the Toke Pure methods-- vapouriser and 25-mg.-serving-size one-hitters (see Wikipedia: One hitter (smoking): "Vaporizing with a one hitter" paragraph).

c. Apropos the latter: until about 2007 for whatever reasons no one seemed to realize that it was possible to "vapourise" with just any cheap haschischpfeife. Adverts for a "vapouriser" made of breakable glass about the size of a cigar selling on line for $24.95 or $49.95 (I forget which; it's a ripoff!) then appeared, explaining that one must hold a (50-pence) lighter about an inch under the part of the utensil where the herb was loaded, heating it to vapourisation temperatures, but not close enough to (presumably) break the precious glass. This was followed by the Vapor Genie, beautifully crafted little utensils with a "flame barrier" made of I think metal screens for $49.95 (ripoff!).

That is when the realization began dawning that the same or better could be done with any "one hitter", not at the cost of a Volcano vapouriser or even $24.95, but for pennies (please refer to wikiHow.com: How to Make Smoke Pipes From Everyday Objects).

d. Here it is time to refer to the second leg of Peter's trilogy: REGULATE-- but rather than the difficult task of regulating supply and distribution, a DOSAGE REGULATION UTENSIL actually regulates use itself! Photos, videos, cartoons, diagrams or personal demonstration of how to use a cheap 25-mg.-serving-size one-hitter utensil (suck slow) will banish ignorant recourse to hot-burning overdose cigarette papers & big wide "bowls" which destroy a high percentage of THC, deliver heat shock, carbon monoxide and combustion toxins, and invite or almost enforce the practice of "cutting" the allegedly dangerous skunkweed with toxic addictive tobacco.

I invite everyone interested in this idea to let Mr. Brokenshire et al. know that he/she/we are ready to undergo one-hitter training and pursue this Missionary Service (weedhād) until there is not one One-Hitter-Illiterate Drug "Smoking" Victim left on the planet. This will save H. M. Health Service billions and-- oh yes, in view of today's news, save Mr. Gaddafi any need to bomb any more "drug addicts".

e. "We need to reform the law, regulate supply and distribution and realise the huge benefits as a medicine, as a gentle pleasure and as a new source of billions in tax revenue. That's the way forward. Reform, regulate and realise."

To Peter's third leg, REALIZE, I would suggest adding, after "medicine" and "pleasure" and before "tax revenue", one further most important benefit: INSPIRATION. For it is not how you will feel after a toke that will co-determine the future of the planet, but what you will then find yourself capable of doing (such as, immediately hereafter, so tweaking the founding document as to make the LCA both indispensable and unbeatable).

110225fr
http://www.huffingtonpost.com/2011/02/25/coral-reefs-may-be-gone-b_n_827709.html?utm_source=DailyBrief&utm_campaign=022511&utm_medium=email&utm_content=NewsEntry&utm_term=Daily+Brief

1513 Koch (2)
http://www.huffingtonpost.com/social/Morgantheaxe/national-cannabis-industr_n_787324_68441890.html

http://www.sourcewatch.org/index.php?title=Americans_for_Prosperity#Tobacco_industry_involvement

110228m
Thank you for quieries. "mc" has escaped earlier celtific connaughtation of "son of" and now means world globewide corporate as in "McMuffin". Can't get more agnonymous!

The "whiyghdtknightdt" is sneaky advertising for one of our big worldwide promotions Čεscąɠω. There will be wȳȳrldwide attention drawn to painted chessboards on pavement at park entrance, Jackson/Michigan, Chicago, near where a group of old men currently actually do operate a Join In chess stand. Anticipate drawing enthused art students from nearby SAIC to win their degree by designing worldwide acclaimed intricate chess sets made of dirty old scrap wood etc. Anyone wishing to play can bring Giant Outdoor Chesspieces manufactured in their Neighborhood-- arrive, unload, valet takes car to $10 parking garage & returns to join games in progress etc.

110310th
http://stopthedrugwar.org/speakeasy/2011/mar/06/drug_czar_shows_weakness_marijua

Kerlikowske's mission appears to be to say as little as possible while appearing alert and concerned. Similarly Obama and Democrats aren't bad guys-- they try to do what's necessary to keep from getting shot.

In @Clodhopper's list of bigs-- Big Oil, Big Pharma, Big Lumber, Big Law Enforcement, Big Tobacco and Big Alcohol-- who will use Koch Bros. Cash or whatever else they can get their hands on to revenge themselves on any bureaucrat or politician who lets cannabis get legalized, pay special attention to TOBACCO. This "Industry" has a worldwide empire of 1.2 billion slave puffsucker addicts (of which 45 million in USA), and continues to the present day to employ an auxiliary Slave Control Enforcement Industry (now known as the Drug War) essentially similar to that which flourished for centuries in the USA until 1863. Example: in New York 3 or 4 times as many blacks as whites per capita are arrested for cannabis, i.e. the "Drug War" alias Corrections is a creature of habit and even attacks mostly the same class of victims as it did 150 years ago under Fugitive Slave Laws.

Slaveowners are the most vindictive class of human being; legalizing cannabis in the face of Big 2WackGo today is the equivalent of founding a free-soil Cannada or Cannecticut to which a slave could escape then. Obama and Kerlikowske diddle around and say No no no today for the same reason Lincoln did until a couple of battlefield victories persuaded him the coast was clear to issue the Emancipation Proclamation (1863).

@ Moonrider: For Greens and Libertarians, the first step toward breaking the two-party Duopoly's "Captive Primary" system: promote changing election law in this country to an Open Primary/Runoff system (several types proposed-- study them!). The enlightened cannabis users of tomorrow will be intellectually capable of casting 1-2-3 preferential votes in a Presidential Primary.

http://dregstudiosart.blogspot.com/2011/01/vote-teapot-2011.html

Anonymous said... @ Brandt: the "Pass it" poster is well done, the "pass' pun properly punishing etc., but there is a Problem: you and I know that thing in the picture is a joint but it also looks like a nicotine genocide $igarette. 80% of the adult voter population in this country is non-$igarette smoking and most of them hate $igarettes (rightly so). Joints burn too hot, too fast, too much cannabinoid gets destroyed (read up on combustion, pyrolysis) before it has a chance to exvaporize, and an overdose of heat shock and carbon monoxide is delivered instead. Because of the stupid image created by joints, the ditto-heads think cannabis users are as bad as nicotine addicts, and the tobacco industry has its right wing talk show shills loudly claiming we are worse.

The three-way solution (to get our herb graded "harmless" and legalized) is:

1. Vaporizers-- there are now many brands in $200 range-- the amount of money a pack-a-day $igarette addict in New York blows away in 20 days.

2. A cannabinoid e-cigarette (vaporizes from a liquid "tincture"): one brand, "Vapor Rush", was announced in Los Angeles in June 2010, available so far only in certain local dispensaries. (For nostalgia fams, they can be made to look like a spliff, blunt etc).

3. One-hitter-- any cheap little pipe with a screened crater small enough to contain 25-mg. single servings of PREVIOUSLY SIFTED herb can function as a DIY Vaporizer!! In operation, the equal-sized sifted herb particles vaporize out cannabinoid readily; the screen prevents drawing particles down into the pipe channel. You hold a light with the top of the flame an inch or more below the opening and Suck Slow Several Seconds; temperature of air entering upon the herb is to be kept at about 385-F. Aim to turn the herb DARK (meaning dried out from removal of the vapors) before letting it start to glow.

To learn to make one-hitters, among first of billions needed worldwide, see http://www.wikihow.com/Make-Smoke-Pipes-From-Everyday-Objects and related articles on screens and sifting.

Converting to Vaporization technology REDUCES "consumption" (i.e. $$ waste) and will impress the ignorant masses that cannabis users are rational and trustworthy.

So here's a poster job for Brandt to do: imagine two lovers-- or just partners-- sucking at twin long flexible drawtubes emanating from a Double Toker (One-Hitter for Two). Make sure someone's hand and lighter are accurately drawn, with the top of the flame just an inch or so below the utensil opening (see text, above).

If this poster ushers in the Vapor Age, you'll get a Knowable Piece Prize and the poster will go on a postage stamp; Wilsonian-looking Keith Stroup (NORML) will be elected President; we'll all have highest quality one-toke herb for $5 an Ounce (900 tokes after sifting out tea-makings and seeds).

March 10, 2011

110426
Bing "Cannabis Smoking" second-top ranked entry links to UKCIA page:

Smoking Cannabis You are in Culture. Smoking Cannabis. Back in 2002 the British Lung foundation (BLF) published a report called "A smoking gun" which made serious claims about the ...

www.ukcia.org/culture/smoking.php

110518fr/20: IMMEDIATE IMPRESSIONS REPORT TYPED LISTENING TO NEWLY INTRODUCED TOTAL SYMPHONY MUSIC
Bruckner ninth completion: Kurt Eichhorn Bruckner Orch Linz (on WFMT Bill McGloghlin Show, didn't say whose editing-- William Carragan?) (INITIAL PRODUCTION ISSUES GETTING SET UP TO TYPE OBSERVATIONS)

 * minute 4: hornrich theme falling fourgroups
 * very slow
 * 5: speeds up to top note stop
 * 6: .- .. upward theme
 * 7: broad trumpcarrying with scurryactivity underneath
 * decline through strings
 * 8: brass downward theme slow loud over scurry
 * fades away
 * 9: alone with flutes and accomp
 * downward four groups continues four beats per themenote
 * 10: downward themetakes on brass power like 1st mvt opf 6th
 * starts growing - ... - ... -
 * 11: ends in brass upstop
 * 12: fast clickbeat low, brasses trump up
 * brass harmonies
 * single note trump announce stop
 * activity starts polyphonic
 * 13: strings jump in "cause we can do this faster than you guys"
 * a quiet then more up striving
 * 14: battle between low and high forces
 * big low brass statement
 * 15: in minor key wheels system going with upclimb
 * strong downward march one step per note quarter
 * 16: - ... - ...
 * stop
 * strings question downward
 * 17: change into exotic key with warm brass harmonies
 * 18: strings still searching for keybase
 * gratis major key soft steprisings
 * 19: getting quieter long string chords
 * strings climb high
 * stoppause
 * 20: downward four steps gets loud
 * combined with ...-
 * fades away
 * 21: two -... per measure
 * brass announcement downward theme activity below
 * 22: .... strings, total-measure brass and wind quiet chords
 * 23: some strong ...- emerging
 * 24: strong chordal orch, to final statement review of initial theme of first mvt stoppause
 * 25: quiet strings discussion
 * 26: add more orch chords behind stronger strings
 * mlre climactic first theme reworking
 * 27: answer-like downward one melodic note per measure
 * rising likewise, more woodwinds and brass
 * 28: continues into catastrophic chords as in climax of III with stoppause
 * starts slow and low in minor key and majorizes continuous drone same key with ...- prominent
 * 29: ends with slowerized ...-

ELLIS

http://www.dailymail.co.uk/news/article-2064483/Car-smoking-ban-Japan-Tobacco-International-spent-thousands-MPs-opposed-bill.html Ellis received hospitality from a tobacco company and voted AGAINST a ban on smoking in cars.

http://www.northamptonchron.co.uk/news/local/two-northampton-conservative-mps-given-gifts-by-cigarette-firm-1-2922255 Ellis received tickets to a flower show from Japan Tobacco.

title: User:Treedesigner


text:
Materials Science and Engineering/Catalogue

Catalogue of Materials

 * Review Questions before PhD Qualifying Exam
 * List of Materials Related Topics Grouped by Course
 * Progression of Topics


text:
Materials Science and Engineering/Doctoral review questions

Information from Group Study
Daily Discussions

Oral Schedule

Professors

Discussion List

Information Suggested to Memorize

Major Material Classes

Definitions

"Must Know" Questions

Diagrams
Semiconductor Devices

Power Generating Devices

Device Fabrication Processes

Transducers

Optimization
Optimization of Devices

Glossary of Terms
Glossary of Quantum Mechanics Terms

Glossary of Thermodynamics Terms

Equations
Equations of Physics

Equations of Kinetics

Equations of Thermodynamics

Equations of Electronic Materials

Equations of Quantum Mechanics

Equations of Magnetism

Derivations
Quantum Mechanics

Kinetics

Semiconductor Devices

Models
Models of Micro and Nanoscale Processing

Types of Materials
Materials science encompasses various classes of materials, each of which may constitute a separate field. Materials are sometimes classified by the type of bonding present between the atoms:

 * Ionic Crystals
 * Covalent Crystals
 * Metals
 * Intermetallics
 * Semiconductors
 * Polymers
 * Composite materials
 * Vitreous materials

Contributions by Scientists
Contributions by Scientists - 20th Century

Timeline of Material Advances
Timeline of Material Advances

Subjects
Electronic Materials

Kinetics

Thermodynamics

Mechanics of Materials

Crystallography

Semiconductor Device Fundamentals

Micro and Nanoscale Processing


text:
Materials Science and Engineering/Doctoral review questions/Electronic Materials

Topics in Electronic Materials
Postulates of QM

Huckel Method

Tight-binding

Adding ppm dopant

Lasers

Heterojunction

PN junction-bias

Bipolar Transistors


text:
Bloom Clock/Keys/Southeastern Pennsylvania/All/Maintenance

This page is used to track missing identification data for plants blooming in Southeastern Pennsylvania.

Leaf Arrangement
DynamicPageList tracking using:  category=BCP/Flora of Pennsylvania notcategory=BCP/Opposite leaves notcategory=BCP/Alternate leaves notcategory=BCP/Whorled leaves notcategory=BCP/Basal leaves only order=descending ordermethod=lastedit

The pages below do not have leaf arrangement defined:

 category=BCP/Flora of Pennsylvania notcategory=BCP/Opposite leaves notcategory=BCP/Alternate leaves notcategory=BCP/Whorled leaves notcategory=BCP/Basal leaves only order=descending ordermethod=lastedit

Leaf Complexity
DynamicPageList tracking using:  category=BCP/Flora of Pennsylvania notcategory=BCP/Simple leaves notcategory=BCP/Pinnately compound leaves notcategory=BCP/Palmately compound leaves notcategory=BCP/Trifoliate leaves order=descending ordermethod=lastedit

The pages below do not have leaf complexity defined.

 category=BCP/Flora of Pennsylvania notcategory=BCP/Simple leaves notcategory=BCP/Pinnately compound leaves notcategory=BCP/Palmately compound leaves notcategory=BCP/Trifoliate leaves order=descending ordermethod=lastedit

No image
 category=Bloom Clock Plants category=BCP/No Image or Description order=descending ordermethod=lastedit

 category=Bloom Clock Plants category=BCP/No Image or Description order=descending ordermethod=lastedit


text:
User:Iggy~enwikiversity

= INTRODUCTION =

Hello!

My name is Iggy.

= IPC 2007 – PROJECT =

= Topic =

The topic of our project is... Our aim is to compare the results in Germany (Eichstätt) and Bulgaria (Sofia) and to find the similarities and the differences.

= METHODs=

The topic of our project is... Our aim is to compare the results in Germany (Eichstätt) and Bulgaria (Sofia) and to find the similarities and the differences.

= WEBLINKS =
 * Forum: Internet-und Projektkompetenz
 * Video: IPK-Eichstätt 07/08
 * Video: IPK-Sofia 07/08

= CONTACTS =

title: User:Iggy~enwikiversity


text:
E-Commerce

The term "electronic commerce" (e-commerce) has evolved from its meager notion of electronic shopping to mean all aspects of business and market processes enabled by the Internet and in part the World Wide Web technologies.

Electronic Commerce as Online Selling: Narrowly defined electronic commerce means doing business online or selling and buying products and services through Web storefronts. Products being traded may be physical products such as used cars or services (e.g. arranging trips, online medical consultation, and remote education). Increasingly, they include digital products such a s news, audio and video database, software and all types of knowledge-based products. It appears then electronic commerce is similar to catalog shopping or home shopping on cable TV.

Electronic Commerce as a Market Place:

Electronic Commerce
Commonly known as e-commerce or e-Commerce, consists of the buying and selling of products or services over electronic systems such as the Internet and other computer networks. The amount of trade conducted electronically has grown extraordinarily with widespread Internet usage. The use of commerce is conducted in this way, spurring and drawing on innovations in electronic funds transfer, supply chain management, Internet marketing, online transaction processing, electronic data interchange (EDI), inventory management systems, and automated data collection systems. Modern electronic commerce typically uses the World Wide Web at least at some point in the transaction's life-cycle, although it can encompass a wider range of technologies such as e-mail, mobile devices and telephones as well.

A large percentage of electronic commerce is conducted entirely electronically for virtual items such as access to premium content on a website, but most electronic commerce involves the transportation of physical items in some way. Online retailers are sometimes known as e-tailers and online retail is sometimes known as e-tail. Almost all big retailers have electronic commerce presence on the World Wide Web.

Electronic commerce that is conducted between businesses is referred to as business-to-business or B2B. B2B can be open to all interested parties (e.g. commodity exchange) or limited to specific, pre-qualified participants (private electronic market). Electronic commerce that is conducted between businesses and consumers, on the other hand, is referred to as business-to-consumer or B2C. This is the type of electronic commerce conducted by companies such as Amazon.com. Online shopping is a form of electronic commerce where the buyer is directly online to the seller's computer usually via the internet. There is no intermediary service. The sale and purchase transaction is completed electronically and interactively in real-time such as Amazon.com for new books. If an intermediary is present, then the sale and purchase transaction is called electronic commerce such as eBay.com.

Electronic commerce is generally considered to be the sales aspect of e-business. It also consists of the exchange of data to facilitate the financing and payment aspects of the business transactions.

Business applications
An example of an automated online assistant on a merchandising website Some common applications related to electronic commerce are the following: •	Document automation in supply chain and logistics •	Domestic and international payment systems •	Email •	Enterprise content management •	Group buying •	Automated online assistants •	Instant messaging •	Newsgroups •	Online shopping and order tracking •	Online banking •	Online office suites •	Shopping cart software •	Teleconferencing •	Electronic tickets

Governmental regulation

In the United States, some electronic commerce activities are regulated by the Federal Trade Commission (FTC). These activities include the use of commercial e-mails, online advertising and consumer privacy. The CAN-SPAM Act of 2003 establishes national standards for direct marketing over e-mail. The Federal Trade Commission Act regulates all forms of advertising, including online advertising, and states that advertising must be truthful and non-deceptive.[9] Using its authority under Section 5 of the FTC Act, which prohibits unfair or deceptive practices, the FTC has brought a number of cases to enforce the promises in corporate privacy statements, including promises about the security of consumers’ personal information.[10] As result, any corporate privacy policy related to e-commerce activity may be subject to enforcement by the FTC.

The Ryan Haight Online Pharmacy Consumer Protection Act of 2008, which came into law in 2008, amends the Controlled Substances Actto address online pharmacies.[11] Forms

Contemporary electronic commerce involves everything from ordering "digital" content for immediate online consumption, to ordering conventional goods and services, to "meta" services to facilitate other types of electronic commerce.

On the consumer level, electronic commerce is mostly conducted on the World Wide Web. An individual can go online to purchase anything from books or groceries, to expensive items like real estate. Another example would be online banking, i.e. online bill payments, buying stocks, transferring funds from one account to another, and initiating wire payment to another country. All of these activities can be done with a few strokes of the keyboard.

On the institutional level, big corporations and financial institutions use the internet to exchange financial data to facilitate domestic and international business. Data integrity and security are very hot and pressing issues for electronic commerce. Global Trends in E-Retailing and Shopping

Business models across the world also continue to change drastically with the advent of e-Commerce and this change is not just restricted to USA. Other countries are also contributing to the growth of e-Commerce. For example, United Kingdom has the biggest e-commerce market in the world when measured by the amount spent per capita, even higher than USA. The internet economy in UK is likely to grow by 10% between 2010 and 2015. This has led to changing dynamics for the advertising industry Amongst emerging economies, China's e-Commerce presence continues to expand. With 384 million internet users, China's online shopping sales rose to $36.6 billion in 2009 and one of the reasons behind the huge growth has been the improved trust level for shoppers. The Chinese retailers have been able to help consumers feel more comfortable shopping online.[13]

Impact on markets and retailers

Economists have theorized that e-commerce ought to lead to intensified price competition, as it increases consumers' ability to gather information about products and prices. Research by four economists at the University of Chicago has found that the growth of online shopping has also affected industry structure in two areas that have seen significant growth in e-commerce, bookshops and travel agencies. Generally, larger firms have grown at the expense of smaller ones, as they are able to use economies of scale and offer lower prices. The lone exception to this pattern has been the very smallest category of bookseller, shops with between one and four employees, which appear to have withstood the trend.[14]

E-commerce types
E-commerce types represent a range of various schemas of transactions which are distinguished according to their participants.

 * Business-to-Business (B2B)
 * Business-to-Consumer (B2C)
 * Business-to-Employee (B2E)
 * Business-to-Government (B2G) (also known as Business to Administration or B2A)
 * Business-to-Machines (B2M)
 * Business-to-Manager (B2M)
 * Consumer-to-Business (C2B)
 * Consumer-to-Consumer (С2C)
 * Citizen (Consumer)-to-Government (C2G) (also known as Consumer-to-Administration or C2A)
 * Government-to-Business (G2B)
 * Government-to-Citizen (G2C)
 * Government-to-Employee (G2E)
 * Government-to-Government (G2G)
 * Manager-to-Consumer (M2C)
 * Peer-to-Peer (P2P)

Distribution Channels
E-commerce has grown in importance as companies have adopted PURE-CLICK and BRICK AND CLICK channel system. we can distinguish between pure-click and brick and click channel system adopted by companies.

PURE-CLICK companies are those that have launched a website without any previous existence as a firm. It is imperative that such companies must set up and operate their e-commerce websites very carefully. Customer service is of paramount importance. Ex: http://www.amazon.com/

BRICK and CLICK companies are those existing companies that have added an online site for e-commerce. Initially, Brick and Click companies were skeptical whether or not to add an online e-commerce channel for fear that selling their products might produce channel conflict with their off-line retailers, agents, or their own stores. However, they eventually added internet to their distribution channel portfolio after seeing how much business their online competitors were generating. Ex: http://www.futurebazaar.com

title: E-Commerce


text:
User:Adeel41

Hello my name is Adeel and this is my profile page.

title: User:Adeel41


text:
User talk:Kce

Hello  kce

as a Wikiversity student I say hello to everyone involved. May God show us the right path. Welcome on our journey of knowledge and truth.

kingdom concept engineer

 * Welcome at the Wikiversity. Below you find more info, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:16, 22 November 2007 (UTC)

Welcome
Hello Kce, 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; for 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 ( Wikiversity:Chat, wiki blog ) 16:16, 22 November 2007 (UTC)

title: User talk:Kce


text:
User talk:Cromium

__NOINDEX__

Deletion of a page you helped make
To :

The project Wikistution has been moved to User:Norton~enwikiversity/Wikistution

Yours truly, --Guy vandegrift (discuss • contribs) 19:22, 6 December 2022 (UTC)

This project had subpages:

Guy vandegrift (discuss • contribs) 19:51, 6 December 2022 (UTC)

Suggestion to delete People's Agenda
A request was made to delete People's Agenda. If you want to keep the article in mainspace, please let me know.-- Guy vandegrift (discuss • contribs) 00:02, 31 January 2024 (UTC)

title: User talk:Cromium


text:
Obstetrics and Gynecology/Premature Ovarian Failure

Premature Ovarian Failure is the pathological cessation of ovarian function before the age of 40.

Epidemiology
Incidence
 * 1 in 10,000 women by age 20
 * 1 in 1,000 women by age 30
 * 1 in 100 women by age 40

Risk Factors
 * Genetic Inheritance
 * High Level of Education
 * Low Parity
 * Family history and/or past medical history of galactosemia and/or neurofibromatosis

Resulting Problems
 * Infertility
 * Osteoporosis

Associated Conditions
 * Hashimoto's Thyroiditis
 * Heart Disease
 * Addison's Disease
 * Hypoparathyroidism
 * Diabetes Mellitus

Etiology and Pathogenesis
In a lot of cases the etiology is unknown. Known causes of premature ovarian failure include:
 * Inhibin α-subunit gene has been suggested to play a role due to its role in the negative feedback control of Follicular Stimulating Hormone (FSH)
 * An autoimmune response (Schmidt's syndrome) has also been implicated, explaining the associated conditions
 * Genetic disorders such as Turner's syndrome and Fragile X syndrome
 * Resistance of gonadotrophin by ovarian gonadotrophin receptors
 * RNA Paramyxovirus infection
 * Galactosaemia
 * Neurofibromatosis
 * Chemotherapy and radiotherapy
 * Bilateral ovarian surgery

The pathogenesis of premature ovarian failure is very easy to understand. It comes in two forms, no matter what the etiology:
 * 1) The ovaries have no remaining ova
 * 2) No response to FSH due to FSH antibodies

History
Symptoms may include:
 * Secondary Amenorrhoea or oligomenorrhoea
 * Palpitations
 * Heat intolerance
 * Flushes
 * Night sweats
 * Irritability
 * Anxiety
 * Depression
 * Sleep disturbance
 * Decreased libido
 * Hair coarseness
 * Vaginal dryness
 * Fatigue

Examination
There is nothing of note in the Gynecological examination so a general examination should be performed and should be particularly geared towards discrepancies in other systems

Investigations and Diagnosis
Diagnosis is confirmed with an FSH level of a value greater than 20IU/L and an E2 level of a value less than 50pmol/L. Other tests that can be performed include:
 * Karyotyping in those patients under 30
 * Thyroid function - TSH and T4
 * Parathyroid function - Ca and phosphate
 * Adrenal function - Cortisol

Prognosis and Management
Because ovarian failure can be intermittent in nature, infertility is not always complete and permanent. However, the likelihood of conception without oocyte donation is very slim. Management must depend on whether the woman wants to conceive a child. Hormone replacement therapy is the desired treatment for those patients who wish to start or continue a family. In those patients who have completed a family or have no desire for children, the combined contraceptive pill is the most appropriate method of treatment.


text: Kernewek Tri

title: Kernewek Tri


text:
Reproductive health/Hormone replacement therapy

Definition
Hormonal Replacement Therapy is a medical treatment containing estrogen, progestogen or both. Progetogen is added to the preparation for women with an intact uterus.

Indications
Indications for HRT include:
 * Onset of the menopause
 * Vaginal Atrophy
 * Premature Ovarian Failure

Mode of Action
This is almost entirely related to the function of estrogen. HRT's primary function is to reverse the effects a decrease in blood estrogen has on the body.

While estrogens are present in both men and women, they are usually present at significantly higher levels in women of reproductive age. They promote the development of female secondary sex characteristics, such as breasts, and are also involved in the thickening of the endometrium and other aspects of regulating the menstrual cycle. In males estrogen regulates certain functions of the reproductive system important to the maturation of sperm and may be necessary for a healthy libido. Furthermore, there are several other structural changes induced by estrogen, in addition to other functions.

* Structural o promote formation of female secondary sex characteristics o accelerate height growth o accelerate metabolism (burn fat) o reduce muscle mass o stimulate endometrial hyperplasia - progestogen may be added to counteract this effect o increase uterine growth o maintenance of vessel and skin o reduce bone resorption, increase bone formation o morphic change (endomorphic -> mesomorphic -> ectomorphic) * protein synthesis o increase hepatic production of binding proteins * coagulation o increase circulating level of factors 2, 7, 9, 10, antithrombin III, plasminogen o increase platelet adhesiveness * Lipid o increase HDL, triglyceride, height growth o decrease LDL, fat depositition * Fluid balance o sodium and water retention o increase growth hormone o increase cortisol, SHBG * gastrointestinal tract o reduce bowel motility o increase cholesterol in bile * Melanin o increase pheomelanin, reduce eumelanin * Cancer o support hormone-sensitive breast cancers * Lung function o promotes lung function by supporting alveoli.

On the other hand, sexual desire rather depends on androgen levels than for estrogen levels.

Regimens
The continuous combined regimen should only be used in patients who have had:
 * A hysterctomy
 * No history of endometiosis
 * No menstrual periods in the last 12 months

The sequential regimen should be used for everyone else requiring or requesting HRT.

Contraindications
The contraindications for HRT are absolute and include:
 * Breast or endometrial cancer
 * Undiagnosed vaginal bleeding
 * Vascular disease
 * Abnormal liver function test


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Portal:Social entrepreneurship/Curriculum/General/Introduction to Social Entrepreneurship/Resources

When adding resources to this page, try to keep the page structure similar to the Activities page to make it easy for learners to find resources relevant to specific Activities.

Use, improve and add resources which may be useful in performing the Activities.

=Reading List=

Pondering Social Entrepreneurship

 * What is Social Entrepreneurship?
 * Multimedia resources on Social Entrepreneurship
 * FAQ

Comparing Social Entrepreneurship with Service Learning, Community-based Learning, etc.
Boyle-Baise & Sleeter, C.E. Community-based service-learning for multicultural teacher education. Education Foundations, Spring: 33-50.

Bringle, R.G., Hatcher, J.A. 2002. Campus-Community Partnerships: The terms of engagement. Journal of Social Issues, 58(3): 503-516.

Bringle, R.G., Hatcher, J.A. 2000. (may-June) Institutionalization of service Learning in Higher Educa- tion. Journal of Higher Education, 71(3), 274-289.

Castle & Osman, 2003. Service learning in teacher education: an institutional model for an emerging practice. South African Journal of Higher Education, 17(1):105-111.

Eyler, J. 2002. Reflection: Linking service and learning—linking students and communities. Journal of Social Issues, 58 (3): 517-534.

Howard, J.P.F. 1998, Spr. Academic Service Learning: A counter normative Pedagogy. New Directions for Teaching and Learning, 73, 21-27.

Jacoby, B. 1996. Service-learning in higher education: concepts and practices. San Francisco, CA:Jossey-Bass. Chapter 3: Enhancing student learning and development through service-learning.

LaMaster, K.J. 2001. Enhancing Perservice Teachers Field experiences through the addition of a Service-Learning Component. The Journal of Experiential Education. 24(1):27-33.

Owens, TR, Wang, C. January 1996. Community-Based Learning: A foundation for meaningful education reform. (Available online at http://www.nwrel.org/scpd/sirs/10/t008.html).

Roakes, S.L. & Norris-Tirrell, D. 2000. Community service learning in planning education: A frame-work for course development. Journal of planning education and research, 20:100-110.

Service-Learning Clearinghouse Project. (Available on line at http://www.gseis.ucla.edu/slc/basics.html).

Waghid, Y. 1999. Engaging universities and society through research, teaching and service. South African Journal of Higher Education, 13(2):109-117.

Weigert, K.M. 1998. Spr. Academic Service Learning: Its meaning and relevance. New Directions for Teaching and Learning, 73, 3-10.

Zlotkowski, E. 2001. Mapping new terrain: Service Learning across the disciplines. Change. Jan/Feb: 25 –33.

Social Entrepreneurship
See the General Social Entrepreneurship Readings.

Paul Light, Searching for Social Entrepeneurs: Who They might be, Where They might be found, What They do. Anova, 2006. Available online at (http://www.indiana.edu/~socent/cp_readinglist.html)

=Recommended Web Sites=

Tishler, Carla. Enterprising Nonprofits: A Toolkit for Social Entrepreneurs - Why Running a Nonprofit is the Hardest Job in Business, Harvard Bussiness School Archive, 5/29/2001. Available online at (http://hbswk.hbs.edu/archive/2265.html)

Using Wikis
Wiki Essentials Tutorial ([http://www.myglife.org MyLife.org)

Education in General

 * ERIC Clearing House on Higher Education

Service-Learning

 * National Service-Learning Clearinghouse
 * Service-Learning Internet Community
 * The Big Dummy’s guide to service-learning

Social entrepreneurship
Insert links to the best web sites here.

For now, see the longer list of portals.

Profiles

 * See our own growing list, and don't forget to check out the external links at the end of that page.

Case Studies

 * See our own growing list. and explore the links at the end of that page.

=etc.=

 * Social Entrepreneurs (Times)
 * Community Empowerment - modules by Phil Bartle, PhD.

=See Also=

 * Links


text:
Talk:C Programming/Input and Output

Okay, I've added in a start on printf. Now can someone take over for me? I know near nothing!

Added the placeholders
I added the placeholders and cleaned up the text a bit. Looks like there are still some topic suggestions at the bottom that need expanding, though.

expanding it
started to expand it a few minutes ago

dfighter 16:54, 10 May 2008 (UTC)

some formatting
source tags + a table

dfighter 17:15, 10 May 2008 (UTC)

further expansion dfighter 03:13, 17 May 2008 (UTC)

lack of faith/knowlede
Guys, shouldn't WE research and KNOW the topic before writing an article on it? BeauMartinez 00:38, 16 January 2009 (UTC)

Messed up...
It seems that I moved the page a fraction of a second before you did and I messed up the title with a backslash... mind correcting that mistake? :S --I8086 (discuss • contribs) 19:19, 15 May 2015 (UTC)

 * I think I got it all. -- Dave Braunschweig (discuss • contribs) 19:38, 15 May 2015 (UTC)

 * Thanks. --I8086 (discuss • contribs) 20:03, 15 May 2015 (UTC)

title: Talk:C Programming/Input and Output


text:
User talk:Emc~enwikiversity

Welcome
Hello Emc, 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; for 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 ( Wikiversity:Chat, wiki blog ) 17:41, 22 November 2007 (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 Emc. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Emc~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) 06:07, 19 April 2015 (UTC)

title: User talk:Emc~enwikiversity


text:
Lunar Boom Town/Earth Weather Forcasting Center

Perhaps the perspective from the moon could aid meterologists in forecasting Earth's weather?


text:
User:EnragedRaspberry

Nothing here to see.

EnragedRaspberry, ille nihil dicit.

2007-11-22 14:02

title: User:EnragedRaspberry


text:
Talk:Introduction to Category Theory/Products are Limits

Needs better integratation with the earlier Monoids section. AveryAndrews 20:16, 22 November 2007 (UTC)


text:
Brezhoneg Daoù/Lesson 1

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 * style="background-color:#87e990; border:1px solid #777; -moz-border-radius-topleft:8px; -moz-border-radius-bottomleft:8px; -moz-border-radius-topright:8px; -moz-border-radius-bottomright:8px;" colspan="2" |

Kentel 1: Verbs
This Lesson contains a few common verbs you will need to know for a conversation.

Vocabulary / Geriagoueg

 * Note : The examples use different tenses (present, imperative, past, ...). These tenses are explained later on ... so, don't worry!

Exercises/Poelladennoù
As in the previous courses, do this exercise.

Ex 1
Write out the Breton words, section by section.

Have 2 columns, clearly separated, and write Breton and English. Then cover up one column (eg. English) with paper and write the corresponding words on the paper. Then try it the other way round, cover up the Breton, and write out the words using the English as cues. This will be a little bit more difficult.

Repeat all this after an interval, the more you do it the easier you will remember the words.

Ex 2
Now, this will be a little more difficult.

Take the following verbs, and put them down on paper: Skrivañ • Echuiñ • Karout • Kas • Sellout • Mervel • Kregiñ • Kemer • Mont • Dont Now, Each one has an opposite. Now re-write the positives beside them. Cover up the original list, and write the list in English as before. e.g. Karout - Love Skrivañ - Write And again cover up the Breton, but write the English Opposite. e.g. Love- Hate • Write - Read Now, cover up the first English column, and write the Breton for the 2nd English. e.g. Hate - Kazout • Read - Lenn Cover up the English and write the opposites again. e.g. Kazout - Karout • Lenn - Skrivañ Then back to the begginning again! e.g. Karout - Love • Skrivañ - Write Carry on doing this until you can do it with ease. Again, you will learn these verbs really quite quickly while doing this. But you can also use adjectives Bras (big) • Bihan (small) • Bras etc. And nouns Mamm (mother) • Tad (father) • Mamm etc. You can include as many words as you want. Ar vaouez vihan (The small woman) • an den bras (the big person) • ar vaouez vras etc. You can do practically anything with this. If you want to, you can go back to Brezhoneg Unan and use this technique as a test to see if you remember them. If you wish to, add more verbs to your list, and if you find a pair of verbs (e.g. Love/Hate) add them firstly to the complete list and then to the smaller list in Ex 2.
 * }

title: Brezhoneg Daoù/Lesson 1


text:
Palliative medicine

Palliative care medicine is the art and science of caring for patients at the end of life. It crosses the entire lifespan and range of pathological conditions leading up to death. This field of medicine is practiced by both general and specialist physicians and surgeons, who generally undertake this advanced training after qualification in another area of medicine.

An Introduction to Palliative Care Medicine
This course contains five modules:

Module 1 - An introduction to the end of life care.

 * The diagnosis of the end of life.
 * Patient expectations about the end of life.
 * The role of the clinician at the end of life.
 * Caring for the family.
 * The limits of care at the end of life.

Module 2 - Administration and general issues.

 * Ethical and legal considerations.
 * Advanced directives.
 * Do not resuscitate orders.
 * Hospice and other palliative care options.
 * Cultural issues.

Module 3 - The management of pain and other common symptoms.

 * Pain at the end of life.
 * Dyspnea
 * Nausea and vomiting.
 * Constipation.
 * Delirium and agitation (terminal restlessness).

Module 4 - Other patient care issues.

 * Nutrition and hydration.
 * The withdrawal of curative efforts.
 * Psychological, social, and spiritual issues.

Module 5 - Tasks after death.

 * The pronouncement and paperwork.
 * Autopsy and organ donation.
 * Following up with the family.

title: Palliative medicine


text:
Talk:Palliative medicine

22 Nov 07 - Department is created and the outline of the first course is added. Let me know what you think.

What is palliative medicine's future in an aging population ?
What is palliative medicine's future in an aging population ?

Can resources be used effectively in the NHS ?

Dr Mitesh Thanki

http://palliativemedicine.bravehost.com

title: Talk:Palliative medicine


text:
User:Thaddaeus Tekell

contact: thaddaeustekell@gmail.com

i am interested in new media art program

I used an Amiga computer 1993-2002 and went without access entirely forpast 5 years

just now ,in july 07 did i get back online and start participating inonline community again ,

in that gap i mostly created art with traditional media such as airbrush and watercoulor

exhibited innashville tn and chicago

currently working in gimp, audacity, and koisein(video jockey)-noneof these do i know much about yet(learning all the time)

Would like to get back to what i was doing at school of the art institute of chicago  and at  shedd aquarium (chicago)

that being interactive media (did most of my work with amigavision and laserdisc players-yes the old 12 inch discs)

The amiga computer had a fantasic community- lots of great people -kinda had a persecution complex at times however,

TONS of greatshareware/freeware (good thing there wasn't much in the way of commercial development besides games)

there was more activity in europe than in the states-especially the eurodemos-

sort of an ongoing competition between small groups showing off programming skills-mostly eyecandy set to tecno music.

in chicago we had sevceral good bullitenboards ,many up since the commodore 64 days.of course

the videotoaster was the "killer app" for the amiga (i never could afforda video toaster)

i really respect technique and craft- something missing from most digital artwork ( authenticity is gone mostly)

i'm experimenting with > currently working in gimp,audacity, and koisein(video jockey)

- none of these do i know muchabout yet> > (learning all the time).

i took a look at what's going on at MIT media lab, might be intetesting for examples[]

when i was at the school of the art institue of chicago (saic) ,i took a class on microcontrollers(MCHC11) from cris csikszentmihyyi ( a hungarian grad student ) ,now he is teaching at MIT

, he's a great guy,taught me a lot,

[] this is a course listing from mit,

migt be interesting for comparison(not to copy,they are engineers

,not artists (although in new media the line is kinda blurry)

[]this a great project- a $150 laptop ,it's aimed at kids however, i'm happy to see that it's open source.

i vote that we use open source as much as possible ( or at very leastenvcourage it) i think wikiversity is aimed at free learning and freebooks ect

[] this where to find everyting (almost)open source, i found audacity (sound, an excellent tutorial on wikiversity)GIMP is on here (2d grapics program), kodisein (videojocky program wich uses python for realtimemixing)

[]thisis where i went to art school 87-91 they have an art and technology program

[]in my humble opinion, the most relevant essay on new media everwritten "art in the age of mechanical reproduction" by walter benjamin(frankfort school of social reasearch)

[][][][]theseare good place to start, on microcontrollers

- very usefull for interactive art works

my skills in math and programming are prettysketchy,( i did mostly peeks and pokes spagetti code on the 8bit commodore 64 for my projectsand on the amiga i used amigavisionto control laserdisc players ,slide projectors ect.)

[]this is where i worked 91-98 as an audio/visual tech, of course all the exhibits i worked on are longsince replaced with newer ones- changing all the time

[]i also worked here as an audio visual tech, installed interactive learning lab in 98 took about3 months as far as i know it's still there, but hardly anyone who was there then, is still working there

[]now i live in madison tn, a suburb of nashville tn .this were i mostly show my 2d artwork

[]this is were i will have a peice showing may 16, '08 -- sept 14, '08

Thaddaeus

2.1 At first sight, what is “New Media Arts” to you?

at first sight, it is content for the world wide web, but i think it also includes interactive exhibits like you see at museums. Mclueans’s “global village”  Tofflers “future shock”

2.1.1 what do you understand in these words? Do we need capitols?

new -is a moving target  the “avant guarde”, is always changing.in my opinion, walter benjamin’s  essay “art in the age of mechanical reproduction” is the most important thing ever written on the subject -  “new” once was movable type- which allowed the mass production of written word, photography was “new” how long will world wide web be “new”?

capitols? i’m against them, nothing is that important

2.2 what is the technical specification of new media arts, what differs from “old medias”?

digital media replaces photography and cinema ; it is much less expensive and more portable,the “amateur” rather than the “professional” creates  content

2.3 what is new media arts functions?

there is a saying “ freedom of the press belongs to those who own the printing press” - now almost anyone  (in the  west) can put up a web page, post video, social networking, share their music art ect.

2.3.1 for yourself, for society?to learn, to participate in culture,  share my visionSociety is becoming global, New York City isn’t the capitol of the “art world” anymore (if it ever really was) decentralization- one can live anywhere and participate in culture “industry”

2.4 is new media a vision of our everyday future?

no future! no future! no future for you, no future for me!- sex pistolstime travel  only moves forward, you’ll spend the rest of your life in the futureactually there is only the present

2.5 what does the student of new media arts need to learn?

some way of creating content - audio,visuals, or interfacing with the real world  2.5.1 what are the fundamental soft wares, cultural references he/she  needs to acquire?i believe strongly in open source ,free software- this democratizes production of media  i am using gimp (2d visuals), audacity(sound), and blender(3d visuals)  plus trying to learn python and java(programming languages ) i am still using windows on my laptop, but would eventually like to migrate to linuxcultural influences -  pop culture as well as art history

2.5.1.1 why?why not?

no, learn whatever you want, if you don’t believe in open source, use photoshop , max 3d , toolbook ect 2.6 how should new media arts be taught?through “hands on” projects and collaborations with fellow students

2.6.1 how can wikiversity bring an interesting approach ?a free educational experience can bring together nontraditional students that aren’t as interested in “credentials” that a diploma or certificate offers, plus no student loans that force one into a corporate job to pay them off

2.6.2 how should the teaching be structured, scheduled, granted

non hierarchically, ad-hocracy rather than burocracy that a traditional educational institution offers

Thaddaeus

title: User:Thaddaeus Tekell


text: File:New-media-arts logo.jpg

title: File:New-media-arts logo.jpg


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Ivan Illich: Deschooling Society/Ritualization of Progress

Illich sets out to "demythologize" school by addressing a series of myths about school.

The myth of institutionalized values
Illich claims that school produces a false need in the very young and that once we have accepted the myth that we need school we are then "... easy prey for other institutions." He suggests that schooling transfers responsibility from the self to the institution and that this leads us to an unquestioned reliance on the institutions of society, which we could infer Illich distrusts.

The myth of measurement of values
"In a schooled world the road to happiness is paved with a consumer's index."

In this section Illich claims that "personal growth is not a measurable entity" but that school tries to make it so by breaking up learning into subjects and prefabricated curriculums. This has the result of making people unaware of the advantages and benefits of "unmeasured experience", which because it is unmeasurable becomes threatening. Once people are 'schooled' into believing in the power of measurements they will accept all kinds of rankings, scales and indexes.

The myth of packaging values
A critique of curriculum production that likens it to an assembly line with the "distributor-teacher" who Illich suggests delivers the product to the "consumer-pupil". Illichs metaphor suggests that curriculum is the product that is marketed to a wide audience to justify the cost of its production. Mentions Parkinson's Law.

The myth of self-perpetuating progress
A kind of logic of progressing to higher and higher levels of "curricular consumption". Illich criticizes this kind of "open ended consumption" of schooling as an "eternal progress" that never leads to maturity and hinders any kind of organic development that could take place.


text:
Portal:Social entrepreneurship/Related portals/more

=Related portals=


text:
Gynecology Case 1

History
Paula Johnston is a 26 year old accountancy student who comes to you complaining of absence of menstruation for a period of 4 months.

 What is the presenting complaint?

 Presenting Complaint

 * Oligomenorrhoea - this is the absence of menstruation for a period between 6 weeks and 6 months. Amenorrhoea is the absence of periods for over six months

'''The etiology of oligomenorrhoea is extensive. You make it easier for yourself by narrowing it down to specific organ systems. Dysfunction of which organ systems and organs can cause oligomenorrhoea?'''

 Etiology

 * Endocrine System
 * Hypothalamus
 * Pituitary Gland
 * Thyroid Gland
 * Pancreas
 * Adrenal Gland
 * Reproductive/Endocrine System
 * Ovaries

'''Verbally practice your history taking from a patient with oligomenorrhoea. What information will you try to attain from the patient?'''

 Full History and Responses

 * History of Presenting Complaint
 * Onset:         4 months ago
 * Periodicity:   Constantly no periods
 * Duration:      4 months
 * Has this happened before?         No

 * Menstrual History (normal)
 * Menarche:         12 years old
 * 1st day of last menstrual period:         4 months ago
 * No. of days bleeding:         3
 * Frequency:         26-30 days
 * Regularity:        Irregular
 * Bleeding between periods:         No
 * Bleeding after intercourse:       No
 * Nature of periods - clots?         No
 * Heavy?         Light
 * Flooding?         No

 * Past Gynecological History
 * Gynecological symptoms:         None
 * Gynecological diagnoses:         None
 * Gynecological surgery:         None
 * Abnormal smears:         None

 * Past Obstetric History
 * No. of children:         None
 * No. of pregnancies:         None

 * Drug History
 * Prescribed Medications:         None
 * Non-prescribed medications:         None
 * Recreational drugs:         None

 * Family History
 * Medical Conditions:        None
 * Gynecological conditions:         Premature Menopause (Mother at 37; Sister at 35)
 * Malignancies:         None

 * Social History
 * Support Network:         Extensive
 * Smoking:         No
 * Alcohol:         No

title: Gynecology Case 1


text:
Portal:Social entrepreneurship/Curriculum/Research/Questions for this Initiative

 * 1) How many individuals and institutions are engaged in the process?
 * 2) How quickly did the network form and how was it sustained?
 * 3) Is a wiki an appropriate tool for organizing and sharing curricular content?
 * 4) What is the cost of developing content in this decentralized manner?
 * 5) What is the relative quality of this content compared to other materials?
 * 6) How are the institutions/individuals using the content in their teaching and learning?
 * 7) How are individuals and institutions collaborating through this platform?


text:
Portal talk:Social entrepreneurship/Curriculum/Research/Questions for this Initiative

To what extent does wikiversity provide features to support such research?


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Portal:Social entrepreneurship/networking/people

=Curriculum Editors=

 * Robert Hawkins
 * Thiru Naidoo-Swettenham
 * Kim Tucker
 * Mario Marais

=People Interested=

=Summary=

Optionally, list yourself below among other champions of the cause:

=Students=

 * Student Social Entrepreneurship Project Teams


text:
Portal:Social entrepreneurship/networking/ideas

Use this page to share any ideas for projects which students of social entrepreneurship might like to adapt for their community-based projects.

Ideas may be entirely new which come to mind, or old ideas which have been tried before and may be adapted for a new context, perhaps drawing on a broader existing community.

Social Impact

 * The Foundation for a Better Life - sharing the values that make a difference in our communities.
 * Campaigns
 * Franchising Ideas.

Education

 * Open Content for Development
 * Educating for harmony and strength in diversity
 * for local communities
 * for a global society
 * See for example: Committees for Children - think about something similar, though potentially quite different, for your community of interest. The site includes resources to support the process.
 * Health Education
 * Environmental Education
 * Literacy
 * Teachers Without Borders

Local Community Impact
Ideas to bring communities together and encourage friendships and activities towards community upliftment.

Community Centre
Depending on scale, this could consist of multiple projects, some on-going (e.g. maintenance and on-going community development activities)

 * Renovate/build a hall (or barn, etc) and develop a vision for community benefit
 * Community centre
 * Learning centre
 * Library
 * How to Plan A Renovation project ....

Sport
Think about venues, equipment, event organisation and management, ....

 * Football
 * Athletics
 * Table tennis

Examples

 * Sadili Oval (Kenya)
 * Check out the work of various sports foundations
 * Sports Philanthropy Project
 * Roger Federer Foundation
 * Rafa Nadal Foundation
 * Please add ...

Links etc.

 * Beyond Sport
 * Beyond the Ball
 * Beyond Sport Integrated, Zambia
 * The Philippi Angels Township Baseball Academy

Economic
Ideas to inspire entrepreneurship and job creation.

Bottle Craft

 * Ideas

=Technology Inspired=

Local ICT

 * ICT Literacy
 * Wireless Africa - SA
 * FLOSS Business
 * on WikiEducator
 * Call for Future trainers on “FOSS Business Models for Africa” in East and Southern Africa (May 2009)
 * FLOSS Source Camps - how to organise one. Principles may apply to organising other events which seek to build community across existing groups.
 * Digital Doorway.

Mobile Phones

 * Freedom Phone - Zimbabwe
 * Open Phone - SA, Botswana pilot, etc.
 * MobilED
 * Mobile phones and development

Games

 * Social Impact Games

Being Heard

 * Video Volunteers
 * How to make videos with FLOSS:
 * For now see video editing software listed here and here ... (find some tutorials).

Appropriate Technologies

 * Appropedia

=Environment/Agriculture=

For a social entrepreneurial idea to be sustainable, always consider environmental and social aspects (as well as social). Similarly, sometimes an environmentally focussed initiative may have social implications. The following suggest sources of ideas inspired by environmental challenges and opportunities.

 * Going Green - CNN stories which might inspire ideas in your region, etc.
 * Permaculture

=Networks and external sources of ideas=

 * (e.g.) Fixers - "young people using their past to fix the future".
 * Impact Hubs - global network with resources and collaboration opportunities to grow impact.
 * The World Challenge
 * Education that pays for itself - a short animation from Teach a man to Fish
 * We can solve it - check this out and think about local equivalents.
 * Net2

=See Also=

 * Sharing Ideas


text:
Portal:Social entrepreneurship/networking/activities

=Activities=

 * ../Core Team Activities/

 * ../Community Activities/

=Recent=

 * Please comment on the navigation template on the first three links under "Curriculum" / "General"
 * Introduction to Social Entrepreneurship
 * Understanding Developing Communities
 * Social Innovation
 * and
 * Sustainability

 * Advisory Group Meeting 20080917

 * Advisory Group Meeting (21 May 2008)

 * Student Social Entrepreneurship Network Partner Meeting - 15 April 2008.

 * South Africa Workshop on Social Entrepreneurship - 6 - 7 March 2008.
 * Reflections

=Events=

Africa

 * The Social Enterprise World Forum 2011 - Johannesburg, South Africa, 5-7 April 2011 - 'Social enterprise as a catalyst for sustainable development'.

Elsewhere

 * Social Enterprise Alliance - April 28-30, 2010.

3rd International Social Entrepreneurship Research Conference (ISERC)
18-19 June 2007 • Copenhagen Business School • Frederiksberg, Denmark Hosted by Centre for Corporate Values and Responsibility (CVR)

1st International Conference on Self-Sufficient Schools
4-6 December 2007 • San Francisco Agricultural School • Cerrito, Paraguay Hosted by Teach a Man to Fish organization.

South Africa
South Africa Workshop on Social Entrepreneurship - 6 - 7 March 2008.

=To Do=

Click here.


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Obstetrics and Gynecology/Rhesus Disease

Rhesus Disease is a maternal, anti-Rhesus factor antibody induced, hemolytic response in the fetus and neonate.

Epidemiology
Prior to the availability and wide use of immunoprophylaxis, Rhesus disease had an incidence of 1% and killed one neonate in every 2200 births. 16% of Caucasian mothers are Rhesus negative and the identification of these women is fundamental to the prevention of Rhesus disease.* Genotyping of both parents to assess fetal risk

 * Non-invasive fetal genotyping using maternal plasma
 * Amniocentesis to assess fetal anemia - fetal bilirubin is excreted into the amniotic fluid
 * Doppler ultrasound scans can also assess anemia
 * Checking maternal antibodies

Etiology
Rhesus disease is always caused by maternal antibodies crossing the placenta into the fetal circulation and mounting an immune response against the fetal red blood cells. These antibodies recognize and attack red blood cells expressing the antigen protein rhesus factor. For this to happen, the mother must be Rhesus-negative and the fetus must be Rhesus positive. Also, the mother must have had previous exposure to the Rhesus factor antigen. This can happen in two ways:

 * A previous pregnancy with a Rhesus-positive child whose red blood cells crossed the placenta into the mother's circulation
 * A previous blood transfusion with Rhesus-positive blood

The former cause of isoimmunisation of the mother is the most common. A newly-sensitized mother will now remain sensitized for life. Therefore, any subsequent exposure to Rhesus-positive blood will result in an immune response against the Rhesus factor antigen.

The genetics of this condition begins with the genetics of the parents. The gene that codes for the Rhesus factor antigen on the surface of red blood cells is autosomal dominant. So a woman who is genotypically DD or Dd will be phenotypically Rhesus-positive and she will express Rhesus factor on the surface of her red cells. Alternatively, if she is genotypically dd, she will be phenotypically Rhesus-negative, and will not express the Rhesus factor antigen.

From this we can see that if a fetus is to be Rhesus positive, the father must be Rhesus positive too. He may be of the heterozygous genotype, Dd, or the homozygous type DD. So, if a woman who is dd, conceives a child with a man who is Dd, then there is a 50% chance that the child will be Dd and a 50% chance the child will be dd. Alternatively, if a woman who is dd, conceives a child with a man who is DD, then there is a 100% chance that the child will be Dd.

Therefore, for Rhesus disease to be possible, the following genetic criteria must be met:

 * The mother must be Rhesus negative (dd) and have had previous exposure to the Rhesus factor antigen
 * The father must be Rhesus positive for Rhesus factor (Dd/DD)
 * The child must be Rhesus positive (Dd is the only genotype possible)

The newly-sensitized mother will now remain sensitized for life. Therefore, any subsequent exposure to Rhesus-positive blood will result in an immune response against the Rhesus factor antigen. In a pregnancy with an immunosensitised Rhesus-negative mother and a Rhesus-positive fetus, the anitbodies against Rhesus factor will cross the placenta from the maternal circulation to the fetal circulation. This is Rhesus disease, and has many complications.

Pathogenesis
Maternal antibodies in the fetal circulation target, attack and damage the fetal red blood cells. The affected red cells travel in the circulation until they are cleared by the reticuloendothelial system of the fetus. The liver works hard to metabolize the products of hemolysis and increases in size. There is an increase in circulatory bilirubin which is excreted by the kidneys into the amniotic fluid. Fetal anemia results. In severe cases the fetus may suffer from:

 * cardiac failure
 * oedema
 * hydrops fetalis

Prevention
The evidence of Rhesus disease can be assessed by:
 * Genotyping both parents to assess fetal risk
 * Non-invasive fetal genotyping using maternal plasma
 * Amniocentesis to assess fetal anemia - fetal bilirubin is excreted into the amniotic fluid
 * Doppler ultrasound scans can also assess anemia
 * Checking maternal antibodies

Anti-D can be given pre-delivery in those at risk to clear the fetal red cells before the mother has any chance to mount an immune response. This preventative measure has revolutionized the obstetric mangement of rhesus disease and saved the lives of numerous neonates.

Clinical Features
Clinical features include:

 * anemia
 * jaundice
 * hydrops fetalis
 * gross edema
 * hepatosplenomegaly
 * death


text: Category:Brythonic languages

title: Category:Brythonic languages


text: Category:Celtic languages

title: Category:Celtic languages


text:
Brezhoneg Daoù/Lesson 2

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Ex 1
Write out the Breton words, section by section.

Have 2 columns, clearly separated, and write Breton and English. Then cover up one column (e.g. English) with paper and write the corresponding words on the paper. Then try it the other way round, cover up the Breton, and write out the words using the English as cues. This will be a little bit more difficult.

Repeat all this after an interval, the more you do it the easier you will remember the words.
 * }

title: Brezhoneg Daoù/Lesson 2


text:
Kernowek Tri/Lesson 2

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You will learn

 * How to ask where something is
 * How to tell someone where something is
 * How to tell someone something isn't there

Dyskans
You use these to describe where an object is:

ryb - beside a-rag - in front a-dryv - behind y'n - in the yn-dann - under war - on a-ji dhe - inside orth - at gans - with

This is the basic format for a question:

Eus _____? - Is there ____? Usy _____? - Is there ____? A nyns ____? - Isn't there ____?

Eg. Eus carr y'n carjy? Usy cador y'n hel an dre? A nyns yw chi y'n dre?

This is the basic format for a positive answer:

Eus, yma _____. - There is!(=Yes), there is ____. Usy, yma _____. - There is!(=Yes), there is ____. Yw, yma _____. - There is!(=Yes), there is ____. Eus, yma carr y'n carji. Usy, yma cador y'n hel an dre. Yw, yma chi y'n dre.

Notes: You reply the There is! but without the particle used in the statement, eg.: If the question is Eus ...? then the answer will also start wit Eus!. A negative question is answered as follows: A nyns yw Isn't it? when the positive answer is Yw and the negative answer is Nag yw. This is the basic format for a negative answer

Nag eus, nyns eus _____. Nag usy, nyns usy _____. Nag yw, nyns yw _____.

Nag eus, nyns usy carr y'n carji. Nag usy, nyns usy cador y'n Hel an Dre. Nag yw, nyns yw bras an chi. In the case of asking of a position. You give the position afterwards.

Eus an carr dherag an chi? '''Nag eus, nyns usy an carr dherag an chi. Yma'n carr y'n carjy.''' ''Is there the car in front of the house? No, the car isn't in front of the house. The car is in the garage.''

Note: When giving answers about yourself (eg. Osta lowen? Are you happy?). The positive answer is the appropriate personal form of the same verb. The negative is preceded by the negative particle nag, eg.: Osta lowen? = Ov, lowan ov vy. or Nag ov, trist ov vy. THIS LESSON IS IN THE PROCESS OF REMAKING

Gerva Vocabulary
yma - there is nyns eus - there isn't Eus! - There is! (Yes)(a) Nag eus! - There isn't! (No)(a) y'n (yn + an) - in the A nyns yw ...? Isn't there...? Usy ...?  (used with a definite noun) Is the ...? Eus ...?  (used with an indefinite noun) Is there a ...?

Moy Ensamplys/More Examples
Eg. 1. Eus carr y'n carji? '''Eus. Yma carr y'n carji.'''

Is there a car in the garage? ''Yes/there is. There is a car in the garage.''

Eg. 2.

Usy an gath ryb an tan? '''Nag usy. Nyns usy an gath ryb an tan. Yma'n gath y'n gegyn.'''

Is a cat by the fire? ''No. The cat isn't by the fire. The cat is in the kitchen.''

Eg. 3.

A nyns eus mos yn hel an dre? '''Eus. Yma moes yn hel an dre!'''

Isn't there a table in the town hall? ''Yes. There is a table in the town hall.''

Ober Onen
Using vocabulary you have learnt from the previous courses, make at least 10 sentences. Form a negative and positive option for each sentence. Eg.: Eus den y'n gwerthjy?

'''Eus. Yma den y'n gwerthjy.''' '''Nag eus. Nyns eus den y'n gwerthjy.'''
 * }

title: Kernowek Tri/Lesson 2


text:
Portal:Social entrepreneurship/Curriculum/Terminology/more

List any words requiring explanation here and someone (perhaps you :-) will provide a definition or link to several. In time this page should contain all the accepted concise definitions.

 * Entrepreneurship
 * Social Entrepreneurship
 * Social Entrepreneur
 * Social Enterprise
 * Sustainable - see Sustainability


text:
Portal:Social entrepreneurship/Curriculum/Entrepreneurship/more

 * Principles of Entrepreneurship
 * Business Management

=etc.=

 * Tourism (VUSSC)
 * Entrepeneurship (VUSSC)
 * Life Skills Development (WikiEducator)


text:
Portal:Social entrepreneurship/Curriculum/Insights/more

Use this page to capture insights ("ahah" experiences), quotes, comments, etc.

Permission to See a Problem

 * "What does an entrepreneur do? The first thing is they've given themselves permission to see a problem. Most people don't want to see problems ... Once you see a problem and you keep looking at it you'll find an answer." Bill Drayton. Source: Bill Drayton on Social Entrepreneurs.

Motivation
Ujorwic 10:09, 23 August 2007 (UTC)

 * High motivation is essential

How does one get motivated and stay motivated? If one sees the positive results of what one is trying to do, that is a great motivator. The problem comes in when the results are not going well. How does one address this?

You need to be part of a team. I solitary person will never survive.

Having sufficient monetary resources is a key factor.

Another important aspect is to have suitable mentor to emulate and learn from.

Role models can also inspire vision and energy to go after one's dreams.

 * It's about perseverance
 * It requires a strong network
 * The social focus demands understanding of local, provincial, state, or national interests

 * Bridging Individuals need to be identified (including identifying themselves) and empowered

Quotes

 * For more quotes on social entrepreneurship

Commentaries

 * 'Thoroughly Modern Do-Gooders'


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Portal:Social entrepreneurship/Curriculum/Readings/more

=Bibliography=

Austin, James. The Collaboration Challenge: How Nonprofits and Businesses succeed through Strategic Alliances, Jossey-Bass, 2000.

Alter, Sutia Kim. Managing the Double Bottom Line: A Business Planning Guide for Social Enterprises. Washington, D.C.: Save The Children, 2000.

Birchard, Bill. Nature's Keepers, The remarkable story of how the Nature Conservancy became the largest environmental organization in the world, Jossey-Bass, San Francisco, 2005.

Bornstein, David. How to Change the World, Oxford University Press, New York, 2004.

Boschee, Jerr. The Social Enterprise Sourcebook. Minneapolis: Northland Institute, 2001.

Boschee, Jerr. Strategic marketing for social entrepreneurs adapated from a four-part series appearing originally in the Social Enterprise Reporter, October 2005 - February 2006.

Brinckerhoff, Peter C. Social Entrepreneurship: The Art of Mission-Based Venture Development. New York: John Wiley & Sons, Inc., 2000.

Community Wealth Ventures, Powering Social Change: Lessons on community wealth generation for Nonprofit sustainability, 1999. Powering Social change

Dees, J. Gregory, Jed Emerson and Peter Economy. Enterprising Nonprofits: A Toolkit for Social Entrepreneurs. New York: John Wiley & Sons, Inc., 2001.

Dees, J. Gregory, Jed Emerson and Peter Economy. Strategic Tools for Social Entrepreneurs: Enhancing the Performance of Your Enterprising Nonprofit. New York: John Wiley & Sons, Inc., 2002.

Drucker, Peter. Managing the Nonprofit Organisation: Principles and Practices, Haper, Collins, 1992.

Emerson, Jed, and Fay Twersky. New Social Entrepreneurs: The Success, Challenge and Lessons of Non-profit Enterprise Creation. San Francisco: Roberts Foundation, Homeless Economic Development Fund, 1996.

Nicholls, Dr. Alex, ed. Social Entrepreneurship: New Paradigms of Sustainable Social Change. Oxford: Oxford University Press, 2006.

Patton, Rob. Managing and Measuring Social Enterprises, Sage Publications, London 2003.

Paloma Pavel, M. ed. Breakthrough Communities: Sustainability and Justice in the Next American Metropolis. MIT Press, 2009.

Shore, Bill. Revolution of the Heart, A New Strategy for Creating Wealth and Meaningful Change, Riverhead Books, New York, 1995.

Research on Social Entrepreneurship: Understanding and Contributing to an Emerging Field (Volume 1, No. 3) The third volume in ARNOVA’s Occasional Paper Series—Research on Social Entrepreneurship: Understanding and Contributing to an Emerging Field. Available through ARNOVA.

Vogel, David. The market for virtue: The Potential and Limits of Corporate Social Responsibility, Brookings, 2005. Book preview.

=Journals=

 * Social Entrepreneurship E-Journal. This electronic journal is produced by The University Network in partnership with the Social Science Research Network (SSRN). It contains paper abstracts, course materials and publications on social entrepreneurship.

=Articles=

 * James Austin, Howard Stevenson, Jane Wei-Skillern. "Social and Commercial Entrepreneurship: Same, Different, or Both?" (Entrepreneurship Theory and Practice, 30(1):1–22, 2006)

 * Susan M. Davis. "Social Entrepreneurship: Towards an Entrepreneurial Culture for Social and Economic Development" (July 31, 2002)

 * J. Gregory Dees. "The Meaning of Social Entrepreneurship" (October 31, 1998)

 * Bill Drayton. "Everyone a Changemaker: Social Entrepreneurship's Ultimate Goal"(Vol. 1, No. 1, pp. 80-96, Winter 2006)

 * Manoj Joshi, S. P. Tiwari, Vindhyalaya Joshi. "Corporate Social Responsibility: Global Perspective, Competitiveness, Social Entrepreneurship & Innovation" (July 9, 2007).

 * Dewan Mahboob Hossain. "Social Entrepreneurs in Bangladesh" (September 1, 2007).

 * Johanna Mair and Ernesto Noboa. "Social Entrepreneurship: How Intentions to Create a Social Enterprise Get Formed" (September 2003)

 * Ana María Peredo and Murdith McLean. "Social entrepreneurship: A critical review of the concept" (Journal of World Business, Volume 41, Issue 1, February 2006, Pages 56-65)

 * Joshua M. Pearce, Lonny Grafman, Thomas Colledge, Ryan Legg. "Leveraging Information Technology, Social Entrepreneurship, and Global Collaboration for Just Sustainable Development" (NCIIA.org)

 * John L. Thompson. "The World of the Social Entrepreneur" (Volume 15, No. 5, 2002:421-431)

 * Warner P. Woodworth. "Youth-Based Social Entrepreneurship: Post-Tsunami Crisis Interventions" (March 8, 2008)

=etc.=

 * Institute for Social Entrepreneurs - resources list.

 * Institute for Social Entrepreneurs - free electronic resources and publications.

 * World Resources Institute - Unreasonable People: The Power of Social Entrepreneurs


text:
User talk:Mmarais

Welcome
Hello Mmarais, 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; for 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 ( Wikiversity:Chat, wiki blog ) 15:56, 23 November 2007 (UTC)

title: User talk:Mmarais