text:
User:Kirihitokiri

I'm a n00b, THNX IN ADVANCE!

This is copied from my account on wikipedia.org user:sjcarpediem.

top
Always busy, yet nothing ever done....

Personal Credos :
 * Dum Vivimus, Vivamus Latin, 'while we live, let us live'
 * Carpe Diem Latin, 'sieze the day'

Heraldic Credos :
 * Je suis prest Old French (Clan Fraser of Scotland), 'I am ready.'

In current research:

 * Working on gathering information for an article on St. Evrard; fait accompli, now I'm translating amd trying to merge with Eberhard of Friuli; fait accompli aussi!, now it needs some more cleaning and more sourcing...
 * http://www.catholic.org/saints/saint.php?saint_id=5959
 * http://home.scarlet.be/amdg/sankt/dec16.html
 * Also gathering information for an article on Saint Arnoul of Cysoing; damned obscure Frenchmen...
 * http://nominis.cef.fr/contenus/saint/5382/Saint-Arnoul.html
 * http://home.scarlet.be/amdg/sankt/jan28.html
 * http://home.scarlet.be/amdg/sankt/jan29.html

Quick Autobiography
Born in 1982 in Minneapolis, Minnesota. Spent childhood moving from place to place. Generally notable for study, since that's about all that I've done so far, former majors at universtiy level have included : computer science (3 years), neuroscience pre-med (3 years), linguistics (3 years). Currently having finished a Bachelor of arts in International studies, regional specializations include North Africa and the Middle East and Western Europe. Minors include International Economics and the French Language. My thesis (not dissertation, mind you!) was on decolonization of Palestinian territories. I already hold one "BA" although its not from an accredited institution, based on experience and some coursework and test scores in Elementary Education. Before graduate studies (planned for either Tel Aviv-Jaffa or Cairo--currently favoring Tel Aviv), I'm going to Japan (Kawanoe) as an English Teacher.

Language
Formal Study

Native :
 * English (Foreign-Language-Influence American)

Working on :

active :
 * Japanese

passive :
 * Hebrew
 * Arabic

Studied in years past :
 * German
 * Spanish
 * French (included university study in Provence)

Informal Study (extremely low to no level of proficiency)
 * Latin
 * Russian
 * Italian
 * Egyptian Hieroglyphics (Middle Kingdom)

Geographical Biography
in chronological order
 * Born Minneapolis, Minnesota, United States of America
 * Los Angeles, California, United States of America
 * San Diego, California, United States of America
 * Mesa, Arizona, United States of America
 * Redding, California, United States of America
 * New Orleans, Louisiana, United States of America
 * New York City, New York, United States of America
 * Long Beach, California, United States of America
 * Jerusalem, Israel
 * Long Beach, California, United States of America
 * Aix-en-Provence, Provence, Bouches-du-Rhone, Republic of France
 * Long Beach, California, United States of America
 * Kawanoe, Shikokuchuo, Ehime, Shikoku, Japan
 * Future: Cairo, Egypt -or- Tel Aviv-Jaffa, Israel

Other Internet Presence

 * Mixi.jp un : kirihitokiri (since 2007)
 * friends.j-list.com un : sjcarpediem (since 2007)
 * ancestry.com un : stephanie_corwin (since 2006)
 * rottentomatoes.com un : sjcarpediem (since 2005)
 * animemusicvideo.org un : sjcarpediem (since 2003)
 * livejournal.com un : sjcarpediem (since 2000)

Societies and Conventions

 * A/V Tech staff for Pacific Media Expo since innauguration (2004, 2005, 2006...)
 * A/V Tech staff for Anime Expo (2004, 2005, 2006, 2007...)
 * General Convention Staff for XP/Agile (extreme programming) in New Orleans, 2003
 * Member Phi Beta Delta, international honor society of Califoria State University at Long Beach (since 2005)

title: User:Kirihitokiri


text:
User talk:Kirihitokiri

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 06:53, 8 February 2008 (UTC)

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

title: User talk:Kirihitokiri


text:
Category:User la-1

These users are able to contribute with a basic level of Latin. (Hi usores simplice latinitate contribuere possunt.)

title: Category:User la-1


text:
Category:User la

These users can speak Latin. (Hi usores latine loquuntur.)

title: Category:User la


text: Category:User pt-N

title: Category:User pt-N


text:
Assistant teacher course/Active self-criticism

Self-criticism
Many people tend to rationalize that because an idea was their own idea it is a good idea or the right choice. The following cognitive biases may be related in some way to this rationalization. The instructor should explain the cognitive biases and discuss the relationship between each bias and the rationalization that what you say or do must be right (because you decided to say it or do it). In some cases the relationship is indirect or minor, in other cases the relationship will be very apparent.

Explaining the cognitive biases and discussing the relationships to the rationalization with the course can also be delegated to participants. Each participant can be given a presentation assignment for the purpose and prepare his lecture in group work or individual work.

Decision-making and behavioral biases:

Biases in probability and belief:

Social biases, Attributional biases:

Memory errors:

Active self-criticism
Why is "active self-criticism" active? The term is meant not only to imply that you criticise yourself but also that you can do it without anybody prompting you to criticise yourself in any way. The ideal attitude of mind here is that the assistant teacher learns to reveal his own mistakes and biases to himself without any need for a dialog partner, which should, of course, not be interpreted to depreciate the value of a dialog (e.g. with a mentor) by itself.

Taking an intermediate position
Pupils tend to take extreme positions occasionally because they may not have learned yet to search actively for more appropriate or more moderate positions.


text:
Assistant teacher program/Grades for social behavior/Schulgesetz NRW - SchulG §2

§2 Bildungs- und Erziehungsauftrag der Schule

(1) Die Schule unterrichtet und erzieht junge Menschen auf der Grundlage des Grundgesetzes und der Landesverfassung. Sie verwirklicht die in Artikel 7 der Landesverfassung bestimmten allgemeinen Bildungs- und Erziehungsziele.

(2) Die Schule achtet das Erziehungsrecht der Eltern. Schule und Eltern wirken bei der Verwirklichung der Bildungs- und Erziehungsziele partnerschaftlich zusammen.

(3) Die Schule vermittelt die zur Erfüllung ihres Bildungs- und Erziehungsauftrags erforderlichen Kenntnisse, Fähigkeiten, Fertigkeiten und Werthaltungen und berücksichtigt dabei die individuellen Voraussetzungen der Schülerinnen und Schüler. Sie fördert die Entfaltung der Person, die Selbstständigkeit ihrer Entscheidungen und Handlungen und das Verantwortungsbewusstsein für das Gemeinwohl, die Natur und die Umwelt. Schülerinnen und Schüler werden befähigt, verantwortlich am sozialen, gesellschaftlichen, wirtschaftlichen, beruflichen, kulturellen und politischen Leben teilzunehmen und ihr eigenes Leben zu gestalten. Schülerinnen und Schüler werden in der Regel gemeinsam unterrichtet und erzogen (Koedukation).

(4) Die Schülerinnen und Schüler sollen insbesondere lernen
 * selbstständig und eigenverantwortlich zu handeln,
 * für sich und gemeinsam mit anderen zu lernen und Leistungen zu erbringen,
 * die eigene Meinung zu vertreten und die Meinung anderer zu achten,
 * in religiösen und weltanschaulichen Fragen persönliche Entscheidungen zu treffen und Verständnis und Toleranz gegenüber den Entscheidungen anderer zu entwickeln,
 * die grundlegenden Normen des Grundgesetzes und der Landesverfassung zu verstehen und für die Demokratie einzutreten,
 * die eigene Wahrnehmungs-, Empfindungs- und Ausdrucksfähigkeit sowie musisch-künstlerische Fähigkeiten zu entfalten,
 * Freude an der Bewegung und am gemeinsamen Sport zu entwickeln und gesund zu leben.
 * mit Medien verantwortungsbewusst und sicher umzugehen.

(5) Die Schule wahrt Offenheit und Toleranz gegenüber den unterschiedlichen religiösen, weltanschaulichen und politischen Überzeugungen und Wertvorstellungen. Sie achtet den Grundsatz der Gleichberechtigung der Geschlechter und wirkt auf die Beseitigung bestehender Nachteile hin. Sie vermeidet alles, was die Empfindungen anders Denkender verletzen könnte. Schülerinnen und Schüler dürfen nicht einseitig beeinflusst werden.

(6) Die Schule ermöglicht und respektiert im Rahmen der freiheitlich demokratischen Grundordnung unterschiedliche Auffassungen. Schulleiterinnen und Schulleiter und Lehrerinnen und Lehrer nehmen ihre Aufgaben unparteilich wahr.

(7) Der Unterricht soll die Lernfreude der Schülerinnen und Schüler erhalten und weiter fördern. Er soll die Schülerinnen und Schüler anregen und befähigen, Strategien und Methoden für ein lebenslanges nachhaltiges Lernen zu entwicklen.

(8) Schülerinnen und Schüler mit Behinderungen werden besonders gefördert, um ihnen durch individuelle Hilfen ein möglichst hohes Maß an schulischer und beruflicher Eingliederung, gesellschaftlicher Teilhabe und selbstständiger Lebensgestaltung zu ermöglichen.

(9) Die Schule fördert die Integration von Schülerinnen und Schülern, deren Muttersprache nicht Deutsch ist, durch Angebote zum Erwerb der deutschen Sprache. Dabei achtet und fördert sie die ethnische, kulturelle und sprachliche Identität (Muttersprache) dieser Schülerinnen und Schüler. Sie sollen gemeinsam mit allen anderen Schülerinnen und Schülern unterrichtet und zu den gleichen Abschlüssen geführt werden.

(10) Die Absätze 1 bis 9 gelten auch für Ersatzschulen.

 * Quelle: landtag.nrw.de


text:
Wikiversity:Developing Wikiversity through action research/Agenda

This is a proposed agenda for the project Developing Wikiversity through action research. Please edit this page, or add ideas to the project page. It would be useful if we could form clear projects with proposed timelines - please add proposals here (these are all proposals), and if you think that a proposal is unrealistic, or should be tightened, please say so!

Clarifying Wikiversity learning model
We have Wikiversity learning model and Learning by doing - but are they useful?; realistic?; understood? This activity is about finding and using readings to enrich our understanding, and generally discussing what the model means - and developing it - in the light of different perspectives on learning. This activity is intended to build symbiotically with the next activity - "building learning communities".

Timeline
I think I would like to find and discuss perhaps two readings per month (though these readings do not need to be necessarily books or even chapters, but can simply be passages). Is this realistic? Cormaggio talk 13:05, 8 February 2008 (UTC)

Discussion
Daan, I want to keep an open mind regarding the learning model. I am in favour of seeing Wikiversity as a liberal society, where different institutions can be developed with completely different ways of organizing themselves and goals. These institutions shouldn't be centrally controlled. They should be allowed to develop into their own ways. Therefore, i am not much interested into developing a learning model, which should be applied to the whole of Wikiversity.--Daanschr 14:22, 8 February 2008 (UTC)
 * Thanks - I'm also not interested in finding something which would be applied wholesale - I would prefer to explore and clarify different modelS of learning as they relate to Wikiversity. (Though if we did just clarify the learning by doing model as it relates to Wikiversity, I think that would be a substantial achievement.) Cormaggio talk 14:27, 8 February 2008 (UTC)
 * There are two points that i like to express in this regard.
 * I find it important that those who judge an activity, also are active in it. In holland, at the moment, there is a huge discussion in the politics because managers tend to dominate the classes too much. Teachers have lost control and therefore the best teachers have left schools to do another job. A lesson to be learned is that teachers should have a say in the way classes are taught. On Wikipedia there is a similar problem. Many people who try to have a say in the decisions don't write articles. While many people who write articles don't decide what should be the policy of Wikipedia (i used to be one of those). What can be learned within Wikiversity is that people who organize something and are succesfull in organizing shouldn't be patronized by others. Learning by doing corresponds to this, don't judge as an outsider, but express your opinion when you are involved in something. This has nothing to do with politics however, it is purely about how this organization can function properly.
 * Another point is that many people will not be able to contribute in research or that contributions can be very vague. A good functioning institution, lets say, SB_Johnny's future radio discussions doesn't necessarily have to be part of action research. To clarify, people who listen and discuss enthusiastically about climate change with SB_Johnny, don't need to have be stimulated to discuss there activity and try to learn a lesson from it. Most people on this radio show probably wouldn't like to be confronted with it and if they do appreciate it, what would be the meaning of it?--Daanschr 14:47, 8 February 2008 (UTC)
 * "don't judge as an outsider, but express your opinion when you are involved in something" --> Surely, by expressing an opinion, you are getting involved in some way? I certainly wouldn't like to create a scenario where someone could say: "You are not involved, therefore I am not going to listen to you". This is what I thought you were saying about teachers getting involved in (policies behind) how classes are taught. This is how I think it should be in Wikiversity - where someone creating materials, or trying to teach will have an active say in this research agenda. And when I say research, I conceptualise it quite broadly - to me, this discussion we're having is an integral part of the research - and anyone can join in, however and as vague as they like. Cormaggio talk 15:03, 8 February 2008 (UTC)
 * An opinion can become meaningless if there are no acts developing from them, or if it doesn't correspond to a certain activity.
 * I was not referring to teachers discussing the policy behind how classes ought to be taught, but a teacher having the right to decide how is own class is to be taught.
 * I agree with you on the freedom of persons to develop their own activities and the right of people to join in into a discussion.--Daanschr 15:42, 8 February 2008 (UTC)

 * In keeping with the focus of this project, your comments about teachers deciding how their classes are to be taught remind me strongly of the work of Lawrence Stenhouse and John Elliott, who were instrumental in introducing action research as a mode of teacher (and curriculum) development in the UK. I'll add a reading to the Wikiversity learning model/Reading group. Your comment about meanings in the context of activity is interesting - would you care to elaborate on that, or point me to a reading? Are you aware of activity theory? (a school of thought following Vygotsky, Leontiev, Engestrom...) Cormaggio talk 16:28, 8 February 2008 (UTC)

I haven't read any books on learning. For me it is important that knowledge can be applied.--Daanschr 22:09, 8 February 2008 (UTC)

 * Well, the whole point of these reading groups is to get us thinking and discussing, and seeing how we could apply what we're learning in the process. The whole point of an action research agenda is that is has a practical orientation. Cormaggio talk 13:05, 9 February 2008 (UTC)

 * Cormac, I want to do something i like to do. This is a leisure activity of mine. I enjoy the Thucydides reading group, and i would like to do other things i regard as fun or exiting. Maybe Wikiversity will only work if some we regard it as television: we must develop several programs, people want to be part in. On the television you got the news, television games, films, sitcoms and several other formats. I would like to develop these kind of formats for Wikiversity, but i don't want to be part of something that i can't comprehend or understand.--Daanschr 17:24, 9 February 2008 (UTC)

 * Daanschr, I'm absolutely not asking that you do anything that you don't feel like doing! I suppose I should ask at this point: what aspect of this research are you interested in? In terms of 'not comprehending or understanding' - I hope I could help to some extent. That's why I want to do all of this as a group effort - so we can all help each other out in understanding what we're doing. Cormaggio talk 20:23, 9 February 2008 (UTC)

 * I would like to create something. I have twice been in the spirit of creating something and having the feeling that with the group of people that i was part of that it would really work. I like the enthusiasm of the creating process especially as a group effort. The two events in which i felt this spirit was the founding of Citizendium and the start of WikiProject Historical Atlas. Problems that arised were that there were too little people for the historical atlas and Larry Sanger, the founder of Citizendium appeared to be some kind of nazi.
 * What i would like to do on Wikiversity is starting something up. A bit of this spirit is to be found in the reading group on Thucydides, but the scope of that project at the moment is limited, allthough i like it very much as a leasure activity. So, the Thucydides reading group is a success.
 * The problems i have with action research at the moment is that it is too theoretical, there is little consideration for details, for applied knowledge. Also, we are here only the two of us, so it isn't really a group effort. So, i propose to start something up which can give rise to that spirit of creativity. Action research can be a tool for reflection, to be able to determine what we are doing and where we are heading to.--Daanschr 12:23, 10 February 2008 (UTC)

 * I also want to create something - something that would be relevant to different people here, based in people's interests and the fact that a lot of our work is "leisure activity". But this is what action research is - creating/changing something, and then reflecting on it, improving on your creation. I clearly haven't explained it well enough if you think it's "too theoretical" or has "little consideration for details, for applied knowledge". I'll try to link to or develop materials which could clarify this - I'll add them to the Action research discussion group. Cormaggio talk 13:38, 10 February 2008 (UTC)

 * Perhaps detail is not the right word. Otherness might be it. In order to make action research broader and larger, it needs to correspond to otherness. Something other than action research. If this otherness is not taken into acount, then action research could remain an empty shell. If you go to a library or watch television, than an enormous amount of topics are being discussed in books in prgramms. These enormous range of topics are all other than action research, so for action research to be applied broader and to become larger, you need to correspond to this otherness of other topics, methods etc.
 * It has little use to only take on this otherness for only a short while and to quickly return to action research, because there is the threat that the sense of otherness has not been felt, witnessed thoroughly. Also, the people who are interested in other topics, other than action research will not been lured away to action research.
 * Another threat is that another topic is being discussed too long and that action research dissapears from our perspective. What is needed is to establish the right balance, of spending time on other issues, and spending time on action research. Some law or tradition needs to arise to give action research a place.
 * So, the question is how can we leave action research and return later, and to what place and knowledge shall we go to? Ho can we invite people who are interested in this otherness and how can we get them interested in action research through this otherness?--Daanschr 15:04, 10 February 2008 (UTC)

 * I absolutely don't want to "lure people away to action research" - I want to make a research agenda that is relevant to people here. By carrying out our activities within this broad scope we are contributing to (participating in) the research - we are not 'leaving action research, to return later'. I don't want to create any "otherness" between research and practice - I want them to be as interlinked as possible. I would like to start setting out this relevant research agenda - incorporating finding stimulating leisure learning activities - as soon as possible. Maybe we can discuss aspects of action research simultaneously to that - and simply get started? Cormaggio talk 18:24, 10 February 2008 (UTC)

Okay, how do you want to start?--Daanschr 08:08, 11 February 2008 (UTC)

 * I think the question of "how can we build engaging learning communities?" (below) is still the key one. I've taken some comments from the recent Colloquium discussion, and placed them with some of my own comments at Wikiversity learning model/Discussion group. Cormaggio talk 10:36, 11 February 2008 (UTC)

 * Yes, i agree with that. I will respond on Wikiversity learning model/Discussion group.--Daanschr 12:23, 11 February 2008 (UTC)

Building learning communities
Wikiversity strives, as well as developing free/open educational content, to also build active learning communities (sometimes called learning projects). This activity is about finding what has worked, what has not worked, what we can learn about building communities that work, and how we can then build such communities.

Timeline
This is a rather large and potentially amorphous project. Perhaps it should start with identifying clear examples of what has worked and what has not worked so far. (Timeframe - one month? less?) This should provoke a discussion about why, and what we can learn. Then we could start a plan for building learning communities. It would be good for a clear plan to emerge (perhaps in the next two months?) However, I feel a lot of this will be simultaneous to eachother, and some of it has already started, of course. Cormaggio talk 13:05, 8 February 2008 (UTC)

Discussion
Building up learning communities has my interest. I would like to see learning community broader and apply a vaguer term, namely institution. Every learning community can be seen as an institution, but an institution can mean other things than that.--Daanschr 14:27, 8 February 2008 (UTC)

Outreach
One proposal for building learning communities is to engage in outreach projects (ie contacting other communities/organisation etc, in order to see how Wikiversity could serve their needs and/or how they could contribute to Wikiversity).

Discussion
There are a number of 'extra-Wikiversity' projects listed on the project page - are all of these or any others to be contacted? More recent comments on the Colloquium centred on identifying Wikipedia editors who might benefit from a space on Wikiversity to pursue activities outside the scope (or tolerance) of Wikipedia. Specific ideas would be helpful in order to develop a scope and timeline for the project. Cormaggio talk 15:19, 8 February 2008 (UTC)


text:
User:Bjw21318

My name is Billy Willard. I am currently serving in the United States Army. I am stationed in Mannheim, Germany.

title: User:Bjw21318


text:
User talk:Lucy Barber

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:44, 8 February 2008 (UTC)

title: User talk:Lucy Barber


text:
User talk:Bjw21318

Welcome
Hello Bjw21318, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:45, 8 February 2008 (UTC)

title: User talk:Bjw21318


text:
User:Judy1821

Hello,

Welcome to my page, Judith is the name. I heard about Wikipedia and Wikiversity from a friend and am I glad I found this website. It's greeeaaat!!. I hope to learn Technical Writing and also share some ideas as well. Please feel free to leave notes here, if it's allowed that is.

About me:

Currently work in the Product Management department of a Media Research company in New York City, after graduating from Rutgers University, NJ - Information Systems, 2006. Glad I did. The company is great due to perks and general work conditions but the pay is not so great. To top it, my work is boring hence why I'm here during work hours on a Friday creating and writing my new wiki page. Sometimes it's busy but lately not so much. One word - "Development". Takes a while even after deadline to see the fruit of their labors, lol.

I need to keep up and improve my skills (current job eeeaah, not so much), add more and move to a different area of the IT industry hence my "yearning" to learn some techical writing and more. Sharing ideas is great and if I do have some, will definitely place it here.

So welcome! to anyone who stops by. I welcome myself as well. Thank you again wikiversity community for this medium.

title: User:Judy1821


text:
User talk:Karenferreirameyers~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:49, 8 February 2008 (UTC)

French Mentoring
Salut, Karenferreirameyers. You are listed at the French stream as being a native French speaker interested in teaching French. The French Mentoring project has recently been launched, and if you would be willing to add your name to that list, I will make sure you are put in contact with appropriate students who would like to learn from you. The Jade Knight (d'viser) 09:51, 4 November 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Karenferreirameyers. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Karenferreirameyers~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 23:40, 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) 06:13, 19 April 2015 (UTC)


text:
User talk:Judy1821

Welcome
Hello Judy1821, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:18, 8 February 2008 (UTC)

 * Hi Judy - nice userpage - and it's cool you like Wikiversity so far! Happily, we have a fairly well-developed section on Technical writing due to our having a dedicated contributor in this field, User:TWFred. Yes, he's got a bow and arrow, but I don't think he's that scary. :-) See you round... Cormaggio talk 17:26, 8 February 2008 (UTC)

Thank you Cormaggio. Viewed your page, and I think it's great what you are doing. keep up the good work.

 * Cool - thanks! Let me know if I can help out with anything... Cormaggio talk 16:51, 11 February 2008 (UTC)

Image:GY hybrid 34FRONT.jpg
Please provide a license template and source for this image. Thanks. – Mike.lifeguard | @en.wb 22:59, 13 February 2008 (UTC)

Hello Mike,

Could you also remove this image. Got it from the Honda website for my desktop. Thanks.

title: User talk:Judy1821


text:
User:Gayatri J. Seenath

(i'm doing this piece by piece, so it's not done completely)

I was born on June 17th 1992 at the Mount Hope Hospital in Trinidad. I live with my parents, Catherine and Partap Seenath, and I have two brothers, Daveraj who is six years older, and Vedesh who is two years older. It's very tough growing up with two brothers and no sisters. If I had a sister I'd be wearing girly clothes all the time, but I give my brothers a hard time (and I love doing it). They are still trying, even up to this day, to get me to stop wearing baggy jeans, extra big shirts, and other boyish clothes, and to start looking like a girl. I'm almost there. Any way.. where was I? Oh... right.., I attended Appleville Montosary Pre-School, then I went to Curepe Presbyterian School, and when I wrote S.E.A, I passed for El Dorado Secondary Comprehensive School. On May 11th 2007, I got transfered to St. Agustine Community Collage, where I currently am right now. I love animals and sciences, so I'm studying to become any thing with science, preferably a vet; but if thoes don't work out, i usually write stories, but mostly poetry, and i'd either write a book, or be a song-writer for my favorite singers and bands. I love playing music, so I'm thinking of starting my own band too. I love cooking! That's something I'd like to become my specialty, and also I love computers and planes..but I still haven't figured out what to do with those yet. For my whole life I've been Roman Cahtolic, and always wanted to be a Hindu, but on January 28th 2006, I was baptised into The Church Of Jesus Christ Of Latter Day Saints by my brother Daveraj, and confirmed the next day by Elder Misitana Uyema. It has changed my life over the past years. It is the best thing I did with my life, and i received more brothers, but a lot more sisters; and I've gained a testimony.

title: User:Gayatri J. Seenath


text:
User talk:Gayatri J. Seenath

I'm still getting there

title: User talk:Gayatri J. Seenath


text:
User:Tealboy

what is up cracker jacks homefrys fryin pans whatever yall folks go by these days.

title: User:Tealboy


text:
Talk:Thucydides: The Peloponnesian War

Thucydides in school
I have just heard that in Greek schools Thucydides is read more often and probably in March we could get some more attention. Now we just need to contact somehow the pupils from Greece :-) Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 20:18, 8 February 2008 (UTC)

Ideas for making the Thucydides reading group a bit better
moved from the talk page to here, was about this chat session

Hi Erkan,

You seemed to dislike the lack of debate on topic. I have figured out a few solutions for this problem. You wanted to have an agenda, which will be good, but i don't think it will be enough. It must be taken into consideration that those who join the conversation don't always read the text and thereby will either say nothing, or start talking off topic.

Possible solutions:
 * Trying to stimulate that everybody reads the text.
 * This can be done by asking everybody to specificly figure a point or two about the text, he or she wants to talk about.
 * Another way could be that we have a chairman for every meeting, who will keep track of the agenda and will decide to move to the next point. The chairman will begin and end the meeting. If everybody is chairman in rotating fashion, than a sense of responsibility could emerge to discuss on topic.
 * Suppose it doesn't work.
 * We could have two kinds of meetings, one level one meeting, for all those interested and open for everybody and a level two meeting which will be with an inner crowd of those who will always read the text.--Daanschr 17:33, 9 February 2008 (UTC)

 * Allthough, perhaps only an agenda would be good enough. We have lots of time, so no need to rush. I really enjoyed myself today, so why a need for change.:-)--Daanschr 18:21, 9 February 2008 (UTC)
 * My fear was, that when we switch the topics too much/fast, the new "members" would lose the interest or keep reading the new info, instead engaging in talking with each other.
 * I like the idea of a rotating chairman. We should summarize from time to time during the chat what we discussed, so new people know where we are and we - ourselves - come back to the topic again.
 * meetings: I think atm to split our forces too much is not so good, so one meeting is enough. But e.g. for the de.WP-member we should make a separate meeting since he is not so good in the ENG language. With more members we could think of our options again.
 * I definitely liked this and the last chat. I think making the chat public had a positive effect on the group in whole. Also interested persons can see how we do the sessions and that everybody can participate (even with not reading previous texts).
 * Also: asking more around in IRC. Most of the people dropped by on a short invitation and I think at least two of them will stay for a longer period of time. So, wherever possible drop a msg about our group :-) Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:14, 9 February 2008 (UTC)

 * I will spread the message when i get the chance. Though, i am less online than you, i think.
 * I think an agenda would help at first. We can see what happens next.--Daanschr 19:23, 9 February 2008 (UTC)

next meeting ?
Hi, another interested person would like to join us on 2nd March - should we postpone from 1st to 2nd March at 12 o'clock UTC+2 ? For me this would be fine. Erkan Yilmaz Wikiversity:Chat  20:33, 23 February 2008 (UTC)

 * I will walk to practise for a walking holiday in Scotland. Perhaps we can do it somewhere in the evening next week?

 * Do you mean 12 o'clock UTC +1? Last times all participants came from UTC +1, so i thought we could best use that time zone. But, if there are multiple time zones involved, than we can better meet at UTC 0.--Daanschr 09:25, 24 February 2008 (UTC)

 * I think it would be important to stimulate that participants read the text, otherwise they might not join the discussion and leave soon. Another solution: Not discussing the text directly, but themes from the text, so people will be able to join more easily without having to read the text. Or, we can keep on doing it as we are doing now and wait for participants who want to join and read the text as well.--Daanschr 09:28, 24 February 2008 (UTC)

 * Perhaps we can chat about the time. We are both online at the moment.--Daanschr 09:30, 24 February 2008 (UTC)
 * short result from chat:
 * either during week in the evening
 * or Saturday evening
 * The other participants will be contacted to see when they can join themselves. Erkan Yilmaz Wikiversity:Chat  09:55, 24 February 2008 (UTC)
 * Got feedback from 2 people: Saturday evening (1st March) is fine, also for me.
 * Is 18:30 UTC ok then ?

 * @Daan: I think having themes for the text is pretty good - and if the core team reads also the text, we could give the non-readers some more additional info and hopefully everybody stays in the boat. Erkan Yilmaz Wikiversity:Chat  12:31, 24 February 2008 (UTC)Erkan Yilmaz  Wikiversity:Chat  12:31, 24 February 2008 (UTC)

 * I am in as well for march 1st.--Daanschr 15:49, 24 February 2008 (UTC)

short summary put on German Wikiversity
as discussed today in the chat: I put my notes while reading into the German WV: de:Benutzer:Erkan Yilmaz/Notizen zum Peloponnesischen Krieg, Erkan Yilmaz Wikiversity:Chat  20:39, 8 March 2008 (UTC)
 * available now at the project: de:Kurs:Der Peloponnesische Krieg/Notizen, Erkan Yilmaz Wikiversity:Chat  17:21, 14 March 2008 (UTC)

experimenting with an audio session ?
Hello, we talked about doing audio sessions (here): Would somebody take part in a test drive ? see actual discussion in colloquium - also see Wiki Campus Radio.

Would that decrease the attractiveness for outsiders ? Are they willing to listen to audio ? I sit good for us, when searching later on something ? What about later on with media and semantic web ? We could also experiment it like, that e.g. two persons use audio + type and read/comment what the others write ? Is this too much effort ? Erkan Yilmaz uses the Wikiversity:Chat (try) 22:41, 22 March 2008 (UTC)

 * I don't have sound on my computer. And i don't earn much money, so a new computer will take some time. Perhaps you can test it with Pietro?--Daanschr 14:16, 23 March 2008 (UTC)
 * ok, I will ask in the next chat session, Erkan Yilmaz uses the Wikiversity:Chat (try) 14:23, 23 March 2008 (UTC)

Postpone
Hllo all it is a pitty this talk has been postponed, I was looking forward to it. But when we resume I will be using the Penguin classics as a reference as reading on the net gives me saw eyes. Happy hunting till then. Enlil Ninlil 00:33, 14 April 2008 (UTC)

 * Sorry Enlil, that we cancelled the meeting. Me and Erkan often were the only two discussing. Now, Erkan wanted a long break, so i agreed to stop as well. What i wanted with this reading group was to establish a large group of people discussing on several topics. Somehow, we stayed on two people discussing Thucydides.

 * Maybe me and Erkan discussed too little amounts of text per time. For the next it would be better to read a long amount of text and discuss it when the reading is done.

 * I don't know why Erkan wanted to quit exactly. For me, the lack of support for my ideas on Wikiversity is a major reason to agree with Erkan. My main problem with Wikiversity is the lack of commitment to make Wikiversity a success. There need to be a lot of organization to make courses work. Some management is needed. What we see here often is that some people have an enthusiastic idea and work on their own, or that a small group has an enthusiastic idea and works as a small group for a short while.

 * Erkan has tried his best to bring this course into attention, more than i did. But, i think we were with to small a group of people, which limits possibilities.

 * I like to regard Wikiversity as a television company, trying to make programmes, which differ widely from eachother, but all build upon a certain framework, infrastrucutre, organization. What we do here on Wikiversity is like making a television programme, without script writers, without camermen, without an editorial staff. What i learned here on Wikiversity and on internet in general is how difficult it is to create something in a group effort. I guess people don't realize how much effort is done in everything that is being consumed.--Daanschr 09:20, 14 April 2008 (UTC)

 * Yes I understand about the support, generally you don't get any here. I hope Erkan can come back as I would be an active participant as I enjoyed the work Ancient Authors greatly. As you can see from my contributions I have done the Palaeontology topic all by myself, I wish there was other help as I would be greatly improved. Anyway good luck with your endeavour and I still am interested in a discussion. Enlil Ninlil 07:33, 16 April 2008 (UTC)

 * You could leave a message to the talk page of Erkan on when we can continue.--Daanschr 16:28, 16 April 2008 (UTC)
 * No need, I am reading here too, just need a little break, Erkan Yilmaz uses the Wikiversity:Chat (try) 16:38, 16 April 2008 (UTC)
 * Okay, ;-).Daanschr 16:50, 16 April 2008 (UTC)

What is this?
Is this a class, a book group, is it active? I want to be a volunteer, but I don't know how to help --Crozztan (discuss • contribs) 14:59, 31 October 2022 (UTC)

 * @Crozztan: It's something created 15 years ago when Wikiversity was quite new and they weren't sure what direction it would take. It's not particularly active, but if you see ways to improve it, be bold. -- Dave Braunschweig (discuss • contribs) 02:38, 2 November 2022 (UTC)

title: Talk:Thucydides: The Peloponnesian War


text:
Talk:Open source science

open-access is the future: boycott locked-down academic journals interesting link perhaps... --Remi 20:59, 8 February 2008 (UTC)

title: Talk:Open source science


text:
User talk:Coxshealth410

Teen Pregnancy. Here are some things teens are talking about when it comes to teen pregnancy. These are some listed opinions about teen pregnancy and some statistics to consider.

'''Teens Tell All about... Contraception/Birth Control'''

•	Some teens don't use birth control because they don't think that they will get pregnant or they don't care if they do. •	They might not want their parents to find out what they are doing. If they bought condoms or the pill, there could be a chance of them being caught. •	They may be afraid to go to a doctor to get it. Plus some teens can't drive and if they don't want their parents to find out, then they just won't get it. •	Many teens today really and truthfully do not care about using birth control. I think maybe some of them want to get pregnant on purpose. •	Getting birth control can be expensive and hard to get for many teens. I think there should be free birth control centers all over where teens can pick them up for free without anyone knowing who they are. •	Teens simply don't think before they act and don't look at consequences. This doesn't happen only with sex, but in all aspects of a teen's life. •	Sometimes teens don't use birth control because of the influence of drugs or alcohol. When they are drunk, some teens don't even know what they are doing. •	I think that most pregnancies aren't planned. They just happen, you know. I guess they're just thinking about, at that moment, like, pleasing each other. They aren't thinking about a baby coming. •	I'm on the pill, but I'm really bad at taking it. It's hard to handle. You got to turn the thing and push it and I am not into that. So, sometimes I'll forget to take the pill and I'll go, "Oh, my god. It's been, like, three days!" •	I think condoms and all that stuff should be more readily available. A lot of people won't have a way to get to the health department to get all this free stuff. I think they should be allowed to hand it out at school. http://www.teenpregnancy.org/resources/teens/voices/contrace.asp

Teens Tell All •	Many teens who have sex either don't use contraception at all or use it inconsistently. Nearly one-third of teen girls used no contraception the last time they had sex. •	Teens are much more likely to have unplanned and unprotected sex when they are using alcohol or drugs. You know drugs and alcohol change your perspective and that they can cause you to make really bad decisions about sex. Using alcohol, cigarettes, and/or illicit drugs significantly increases the likelihood that boys and girls will begin having sexual intercourse before age 16. Teens 15 and older who drink are seven times likelier to have sexual intercourse and twice as likely to have it with four or more partners than non-drinking teens. More than one-half of teens (53%) say the main reason teens do not use protection is because of drinking or using drugs. •	Many teens feel pressure not to use protection. More than one-half of teens (52%) surveyed recently said that one of the main reasons that teens do not use birth control is because their partners don't want to. •	The younger teens are, the less likely they are to use contraception or to use it effectively. •	Teaching teens about contraception does not make them have sex. Research is clear on this point: sex education does not increase sexual activity. In fact, in some cases, teaching teens about contraception seems to delay their sexual activity.

“If you are mature enough to have sex, then you should be mature enough to use protection.” - Jonathan, Santa Fe, 17

“The way I look at it, birth control has saved my life. Every time I have sex I use it. I'm very careful because I can't imagine having a baby right now. I'm just glad that I learned about birth control in school because not having sex just isn't realistic. - Tania, Newport News, 16

“We talked about sex and birth control way before we started having sex. We always use two forms of protection every time we have sex just in case one fails. And it does happen.” - Josh, Pittsburgh, 18

“I have three kids and am 17. I worry about it still because I don't want anymore kids. I make sure I use the protection I need now. I wish I could show teens how hard it is. I don't want to see anyone go through what I have at my age.” - Jen, Boston, 17 http://www.stayteen.org/avoid/contraception_teens.html

Survey says…

Teens aged 12-17 say their role models for “healthy relationships” are: friends 31% and parents 30%. Friends more than parents. Doesn’t this seem like a problem?? What are parents teaching their kids??1

52% of teens aged 12-17 say the best age to start talking about sex is 13-14. Don’t you think that’s a little young to be a parent??

However…85% of teens aged 12-17 have not felt pressured into romantic relationships. So this means they are making the choice to have sex willingly, which may mean they WANT to have sex!! But do they WANT a baby?? http://www.stayteen.org/relationships/kissandtell1.html

From the CDC: National Center for Health Statistics 2005 Data:

Number of live births to 15-19 year olds: 414,593

Birth rate for 15-19 year olds: 40.5 live births per 1,000 population

Number of births, birth rates, fertility rates, and birth rates for teenagers 15-19 years, by age of mother, United States, each State and territory

Medline Plus: National Institutes of Health (2007)

WEDNESDAY, Dec. 5 (HealthDay News) -- For the first time in 14 years, the number of teenagers having babies in the United States rose last year, according to a new government report released Wednesday.

That startling news was accompanied by additional data showing that last year also had record high rates for unmarried women having babies as well as for Caesarean deliveries.

The findings are in preliminary birth statistics compiled by the U.S. Centers for Disease Control and Prevention and were based on 99 percent of all births in 2006.

"The finding on teen pregnancy was a surprise," said Stephanie Ventura, head of the CDC's Reproductive Statistics Branch. "Even though the rate of decline had slowed down, we didn't expect an increase."

She added, "It's too soon to say if the increased birth rate among teens is a trend. It could be just a one-year blip, or the start of a turning point."

While the exact cause for the teen birth rate rise remains unclear, Ventura thinks that the increase may be partly a result of not reaching hard-to-reach teens, "teens that need more encouragement," she said.

In addition, Ventura said she thought that there may be more risk-taking among teens or changes in attitudes.

And she noted, "This will be a jolt to groups involved in teen pregnancy prevention."

"Any increase in teen pregnancy and teen births is significant and a cause for real concern," said Bill Albert, the deputy director of the National Campaign to Prevent Teen and Unplanned Pregnancy. "I wouldn't call it a trend, but it's an alarming wakeup call," he added.

Albert also thinks the increase in teen pregnancy is partly due to waning attention to the problem. "When you have a difficult social problem like teen pregnancy, it requires constant attention," he said. "The focus on teen pregnancy and teen births has lessened, because the news has been so consistently good since 1991."

Between 2005 and 2006, the birth rate for girls 15 to 19 rose 3 percent, from 40.5 births per 1,000 in 2005 to 41.9 births per 1,000 in 2006. This comes after 14 years of declining rates. During that time, teen births dropped 34 percent from a peak of 61.8 births per 1,000 in 1991, according to the report.

The biggest increases for 2006 were among black teens, where the rate rose 5 percent, followed by 4 percent for American-Indian teens, 3 percent for white teens and 2 percent for Hispanic teens.

However, the birth rate continued to drop for girls 10 to 14 years old. The birth rate in this group dropped from 0.7 to 0.6 per 1,000, and the number of births fell 5 percent to 6,405, the CDC reported.

For girls 18 to 19 years old, the rate of births is more than three times higher, at 73 births per 1,000, than the rate for teens 15 to 17, at 22 per 1,000. Among teens in the latter group, the birth rate rose 3 percent between 2005 and 2006. For teens 18 and 19, the birth rate rose 4 percent during the same year.

In addition, births among unmarried women were at a record high in 2006. Births to unmarried mothers increased almost 8 percent to 1,641,700 in 2006. This was a 20 percent increase from 2002, when the trend of increased births among unmarried women started. The largest increase, 10 percent, was among women 25 to 29, according to the report.

Overall, the birth rate among unmarried women rose from 47.5 births per 1,000 in 2005 to 50.6 per 1,000 in 2006. That's a 7 percent increase in one year and a 16 percent increase since 2002, the report said.

Moreover, births to unmarried mothers increased to 38.5 percent, from 36.9 percent in 2005.

Other findings in the annual report include:

Caesarean deliveries rose 3 percent in 2006, to a new high of 31.1 percent of all births. In the last 10 years, the number of Cesarean deliveries has increased 50 percent. Total births in the U.S. rose 3 percent in 2006 to 4,265,996, a 3 percent increase from 2005. Birth rates also increased among women in their 20s, 30s and early 40ss. Preterm birth rates rose from 12.7 percent to 12.8 percent between 2005 and 2006. Babies delivered before 37 weeks have risen 21 percent since 1990. The percent of low birthweight infants rose from 8.2 in 2005 to 8.3 in 2006. The rate has increased 19 percent since 1990. The increased birth rate has increased the total fertility rate, which is an estimate of the average number of births that a group of women have over their lifetime. This rate increased 2 percent in 2006, to 2,101 births per 1,000 women. The rate is the highest since 1971, the first time since that year that the fertility rate was above "replacement" -- the level at which a given generation can replace itself.

title: User talk:Coxshealth410


text:
User:Coxshealth410

HLTH 410 — Methods for Health Educators 3 hours (Health Science majors only)

The course actively involves the student in the development and selection of materials, methods, and techniques for communicating health and health education information to individuals and populations. Students will select a health education agency/organization and a health topic/issue to communicate a mass media/multi-media persuasive health communication message/campaign to a targeted population in a community. The student will demonstrate proficiency in communicating this health information/targeted message via multiple media methods

title: User:Coxshealth410


text: Template:Film School:Storyboarding:Pop Quiz:Answers4


text:
User:9drew1

Small Text hi [[Image: Example.jpg

]]Subscript text

[http://www.example.com link titleBold text][[Media:Example.ogg]]$$Insert formula here$$

Example.ogg
$$#REDIRECT Insert formula hereCategory: insert category User:9drew1$$]]text-align:left;">> Subscript text

title: User:9drew1


text:
Early Childhood Mathematics Education/Language of mathematics

Introduction
Mathematics is the all encompassing language that describes the logical concepts of counting, measurement (space, weight, time ect.), geometry, arithmetic & further branches of formal math. We begin with counting single digits, working up from 0 to 9 and then go on to two digit numbers, progressing slowly. To develop these concepts with little children it is the easiest to incorporate counting into your every day life. Slowly they will develop number sense, usually well after rote memorization of number order. A third important concept children need before advancing is one-to-one correspondence, which means that they count exactly one object for each number stated aloud.

Use the basic words that make up the language of mathematics so that they can become part of the vocabulary of your toddler. Identify shapes, colors and other attributes as well as counting objects, steps, seconds, and any other thing that can be made fun for your toddler. And then expand these into actual concepts by using them in context and asking questions. This is most effective when done during the normal day to day living around the home. In addition model the use of more advanced mathematics by narrating your use of measurements in cooking, calculating distance and adding or subtracting objects. It is best for the child to experience math in the most concrete forms possible until they are ready to move on to more abstract forms.

Basic Vocabulary
MrDBrand 13:41, 25 July 2008 (UTC)
 * ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, NINE, TEN It is best if you count actual items when you count to establish a concept of what this little rhyme means from an early age.
 * WHOLE, HALF, QUARTER These concepts are easy to refer to when baking in the kitchen, of halving an apple etc


text:
Anthropomorphic Robotics Project/Brainstorming/Basic functions

 * Go
 * Move
 * Get
 * Bring
 * Come
 * Put

Input of sound... translated to text... made into logic... actions started...


text:
User talk:Stewjean

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 08:31, 9 February 2008 (UTC)

What you just wrote on your user page
... what happened ? that sounds disappointing. Perhaps it is also good to contact someone else from the group ? Erkan Yilmaz Wikiversity:Chat  22:55, 6 March 2008 (UTC)

Research
Hi. I couldn't make sense of your minor edit to the above page, so I removed it. Please feel welcome to put the edit back with an explanatory comment, or contact me if you're unsure at all - I'm here to help. --McCormack 06:24, 9 March 2008 (UTC)
 * Moved comment to here, see the response there please, Erkan Yilmaz Wikiversity:Chat  10:03, 9 March 2008 (UTC)

title: User talk:Stewjean


text:
User talk:Elektro28~enwikiversity

Welcome
Hello Elektro28, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 08:33, 9 February 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 Elektro28. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Elektro28~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) 06:06, 19 April 2015 (UTC)

title: User talk:Elektro28~enwikiversity


text:
Talk:Water fluoridation

copy + paste
Hello,

this seems to be partly a copy from here. On the blog I did not find info, how/if the text can to be used on other sites. Could you tell more please on this matter ? Why don't we make a learning experiment now with this and try to rephrase this in our own words or use the article to generate information or a better learning experience on another level ?

Please also see: What Wikiversity is not. Also worthwile reading: What is Wikiversity? Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 08:40, 9 February 2008 (UTC)

This wikiversity article was written by the same person who posted on that blog, so no copywrite laws are being broken and no one is stealing anyone's work.

Thank you for your interest in water fluoridation. I recommend that you look to the references at the bottom of the page for further information.

Do you have any specific questions that we might be able to help you answer?

title: Talk:Water fluoridation


text:
User talk:Nkr323

HI, could you have a look here please ? Below also some info about Wikiversity, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 08:41, 9 February 2008 (UTC)

Welcome
Hello Nkr323, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 08:41, 9 February 2008 (UTC)

title: User talk:Nkr323


text: File:Schoolofgraphics.jpg

title: File:Schoolofgraphics.jpg


text:
User talk:Brin~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 09:39, 9 February 2008 (UTC)

Image:Schoolofgraphics.jpg
Please provide licensing information and a source for this image. Thanks. – Mike.lifeguard | @en.wb 22:36, 13 February 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 Brin. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Brin~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 23:31, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Brin~enwikiversity


text:
Category:BCP/SEPA/2

This category is for plants recorded blooming in February in Southeastern Pennsylvania.

title: Category:BCP/SEPA/2


text:
Bloom Clock/Keys/Southeastern Pennsylvania/February

February

 * 1) All plants blooming in February (9)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/February/All/DPL

This page is used to help create a key.

 category=BCP/SEPA/2 order=descending ordermethod=lastedit


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


text:
Radio Discussion/Living on Earth/2008.2.8

This show was first broadcast on February 8, 2008. Audio downloads and a transcript are available on this website:
 * http://www.loe.org/shows/shows.htm?programID=08-P13-00006

The links for this week's show were provided by:
 * User:SB_Johnny

Participant feedback will be in Category:Radio Discussions feedback/Living on Earth/2008.2.8


text:
Radio Discussion/Living on Earth/2008.2.8/Segment 1

Coal's Carbon Capture in Question

Topics

 * US government cut funding for carbon capture


text:
Radio Discussion/Living on Earth/2008.2.8/Segment 2

Wall Street Buys Into Climate Change

Topics

 * Wall Street investors are taking carbon emissions into account when deciding the value of power generation companies


text:
Radio Discussion/Living on Earth/2008.2.8/Segment 4

Math on the Range

Topics

 * Grass-fed beef has a muck lower carbon footprint than grain fed


text:
Radio Discussion/Living on Earth/2008.2.8/Segment 5

Belching Cows

Topics

 * Cattle create methane while digesting. Grass fed may emit more.


text:
Radio Discussion/Living on Earth/2008.2.8/Segment 6

Naked in the Woods

Topics

 * About an early 20th century survivalist


text:
Radio Discussion/Living on Earth/2008.2.8/Segment 7

40 Days, Carbon-free

Topics

 * A religious group tried to cut their carbon footprint


text:
Radio Discussion/Living on Earth/2008.2.8/Segment 8

The Chemistry of Love

Topics

 * About the biochemistry of romantic love


text: Bloom Clock/Keys/Southeastern Pennsylvania/November/White Flowers


text: Bloom Clock/Keys/Southeastern Pennsylvania/November/Pink Flowers


text: Bloom Clock/Keys/Southeastern Pennsylvania/November/Red Flowers


text: Bloom Clock/Keys/Southeastern Pennsylvania/November/Orange Flowers


text: Bloom Clock/Keys/Southeastern Pennsylvania/November/Yellow Flowers


text: Bloom Clock/Keys/Southeastern Pennsylvania/November/Green Flowers


text: Bloom Clock/Keys/Southeastern Pennsylvania/November/Blue Flowers


text: Bloom Clock/Keys/Southeastern Pennsylvania/November/Purple Flowers


text: Bloom Clock/Keys/Southeastern Pennsylvania/November/Brown Flowers


text: Bloom Clock/Keys/Southeastern Pennsylvania/November/Black Flowers


text:
Bloom Clock/Keys/Southeastern Pennsylvania/November/White Flowers/DPL

This page is used to help create a key.

 category=White flowered plants category=BCP/SEPA/11 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/November/Pink Flowers/DPL

This page is used to help create a key.

 category=Pink flowered plants category=BCP/SEPA/11 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/November/Red Flowers/DPL

This page is used to help create a key.

 category=Red flowered plants category=BCP/SEPA/11 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/November/Orange Flowers/DPL

This page is used to help create a key.

 category=Orange flowered plants category=BCP/SEPA/11 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/November/Yellow Flowers/DPL

This page is used to help create a key.

 category=Yellow flowered plants category=BCP/SEPA/11 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/November/Green Flowers/DPL

This page is used to help create a key.

 category=Green flowered plants category=BCP/SEPA/11 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/November/Blue Flowers/DPL

This page is used to help create a key.

 category=Blue flowered plants category=BCP/SEPA/11 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/November/Purple Flowers/DPL

This page is used to help create a key.

 category=Purple flowered plants category=BCP/SEPA/11 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/November/Brown Flowers/DPL

This page is used to help create a key.

 category=Brown flowered plants category=BCP/SEPA/11 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/November/Black Flowers/DPL

This page is used to help create a key.

 category=Black flowered plants category=BCP/SEPA/11 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May/Brown Flowers/DPL

This page is used to help create a graphical list.

 category=Brown flowered plants category=BCP/SEPA/5 order=descending ordermethod=lastedit


text: Bloom Clock/Keys/Southeastern Pennsylvania/May/Brown Flowers


text:
Bloom Clock/Keys/Prague/February/All

The plants pictured below have been recorded as blooming during the month of February in Prague, Czech Republic.

last updated --Juan 15:18, 9 February 2008 (UTC)--Juan 16:17, 11 December 2007 (UTC) with 2 plants

title: Bloom Clock/Keys/Prague/February/All