text:
User talk:Nachiket~enwikiversity

HI I AM NACHIKET SHARMA FROM INDIA IN MAHARASHTRA STATE. I AM VERY PROUD BECAUES I AM JIONE WIKIVESITY.

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 Nachiket. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nachiket~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 23:39, 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) 06:16, 19 April 2015 (UTC)

title: User talk:Nachiket~enwikiversity


text:
Environmental community workplanning

Work schedule
A regular workschedule of a member is:
 * 08:00 - 12:00 h local time
 * 17:00 - 21:00 h local time

As clear, a pause between 12:00 and 17:00 h (local time) is integrated. This allows each member to have a moment to himself at a time during the day when the sun is still up, and any type of personal activity can still be performed. The work then starts again at 17:00 h to 21:00, mostly as there are little accommodations foreseen/activities that can be performed for the members in the evening.

Types of jobs
The amount/types of jobs present at the establishment differs based on its size. This, as depending on the nature of the placed buildings, more jobs can be implemented.

Food production site
At the food production site following functions are fulfilled:
 * maintenance of the soil on which the crops are placed
 * fertilisation of the soil when it is required
 * sowing or vegetative reproduction and planting of annual crops
 * tree and crop harvesting

Food refining facility

 * refines the food

Communications center

 * provides communications for services as mail delivery, provisioning of news, ...

Foundry

 * production of assembly parts for agricultural tools (e.g. rice huller, ...)
 * production of assembly parts for stationary electricity generators (e.g. stationary wind turbines, water turbines)
 * production of conversion parts for stationary electricity generators running on fossil fuel (e.g. coal power plants, ...)
 * production of assembly parts for domestic heatening equipment (e.g. solar hot water panels, boilers, ...)
 * production of assembly parts for stationary energy storage equipment (e.g. flywheel energy storage, car battery bank, uninterruptable power supply system, ...)
 * production of electricity power transformers assembly parts
 * production of fossil fuel engine conversion parts (e.g. gasoline-to-oxyhydrogen conversion parts, gasoline-to-hydrogen conversion parts, gasoline-to-liquid nitrogen conversion parts)

Workshop

 * assembly of agricultural tools (e.g. rice huller, ...)
 * assembly of stationary electricity generators (e.g. wind turbines, water turbines, ...)
 * assembly of domestic heatening equipment (e.g. solar hot water panels, boilers, ...)
 * assembly of stationary energy storage equipment (e.g. flywheel energy storage, car battery bank, uninterruptable power supply system, ...)
 * assembly of electricity power transformers
 * conversion of fossil fuel engines (e.g. gasoline-to-oxyhydrogen engine conversion, gasoline-to-hydrogen conversion, gasoline-to-liquid nitrogen conversion)

Delivery & placement center

 * Placement of stationary electricity generators (e.g. wind turbines, water turbines, ...)
 * Placement of domestic heatening equipment
 * Conversion of stationary electricity generators running on fossil fuel (e.g. coal power plants, ...)
 * Delivery of communal hygiene equipment to other environmental cities (communal cloth washers, ...)

Textile production site

 * production of jute, sisal, cotton, hemp fiber, ...
 * processing of raw crop into textile

Clothing manufacturing site

 * Manufacturing og clothing

Plant propogation & storage sites
Plant propagation may be done with certain crops (e.g. fruit trees, ...) to increase the amount of crops to plant and thus to harvest from. This can increase food production. Also, in arid regions or regions suffering from certain other environmental problems, plant propagation may be used to revegetate an area so that the survival of the food crops, textile and the continued occurrence of water can be guaranteed. In addition, in some areas, the propagation of coral reefs (to strengthen the beach areas against storms) may be needed.

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

title: Environmental community workplanning


text:
Environmental community leisure

In the workplanning, some degree of leisure is foreseen. This would be done in order to promote positive social interaction and group spirit between all members (including those not part of one's own team), and provide further diversification.

The leisure may to include:

 * Dancing sessions
 * Digital gaming
 * Yawara-jitsu
 * Running

In addition, jobpooling (where certain people agree to switch low-tech and high-tech jobs at certain times) is also foreseen to keep the workers interested and sharp.

Dancing sessions
As a form of active leisure, dancing is foreseen at a especially created space (preferably outdoors). Although it could be after the workday (late afternoon), it can also be in the mornings. The dancing location may be either a standalone music playing system or speakers connected to the education system computer. A dance instructor should be present. The instructor would be educated in all types of main dance styles (eg jig, waltz, tango, disco, salsa, electronica, hip-hop, breakdancing, Krumping, African dance). Also, the appropriate music would be available through the music playing system or speakers.

Digital gaming
Digital gaming is to be included to provide the workers a type of leisure at times when they are tired and not keen on doing a more active form of leisure. Although this leisure system is somewhat harder to set up than the average card game, it is certainly to be preferred over a pack of cards as it is more internationally oriented and anyone (no matter where one came from) would be able to join in. The digital gaming may be done through the use of a special game-system connected to the projector already used in the education system. However, in order to mentally separate the game system from the education system (projector), the projector should only be controllable for the game system after it has physically switched location (by means of a rail system).

The rail system is to have 3 standpoints; one on which it is placed when using the education system with the projector; another railpoint when the games system is connected and board games are played (projector rather than beaming straight downwards; supports 2-16 players) and another when communal (minimum of 2 players) open-source or freeware, casual games, rts-games or 3rd person shooters are played (for 4 players). Security personnel are barred from these latter sources of entertainment, to eliminate distractions and uphold a responsible image. All games should have short game times and should be non-addictive; examples are the games from the playstation network (if made open-source) and party games.

The board games to be played should be global games. Examples of board games are thus pachisi, perakulatima, backgammon, caroms, senet, wari, choo-hong-ki, halma; asalto, ... The board games are to be controlled using a single microphone and voice recognition (understanding commands as "player 5; horse to C-8"), or alternatively trough a sensor (eg PS3 eye-toy). The game computer is to be self-contained; to eliminate the potential of corruption of the education computer, use read-only information (eg as with ps3/xbox, Wii ... game discs) and again mentally separate the education system from the game system.

Possible options are a open sourced game console (eg Uzebox) or pc with relatively fast graphics card (playing the open-sourced games via emulation).

Yawara-jitsu/aikido
As the establishments need to be able to be placed anywhere (including more dangerous environments), and as the establishments are intended to be visited by workers travelling through these areas, yawara-jitsu (which is a gentle self-defence sport), is to be included as a form of leisure. Yawara-jitsu/aikido instructs the pupil in defending oneself by disabling attackers without permanently wounding them. Some techniques which are useful can be found at generic fighting style.

Running
Running can be done when one feels like it. It can be done alone or with friends. No group sessions will be organised.

title: Environmental community leisure


text:
User:Klausos~enwikiversity

Physics Eng. Student from Universidade de Aveiro, Portugal.

title: User:Klausos~enwikiversity


title: User:Skyler13


text:
User talk:Skyler13

 Hello Skyler13, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Victuallers 20:18, 25 June 2009 (UTC) Victuallers 20:18, 25 June 2009 (UTC)

title: User talk:Skyler13


text:
User talk:Mace,whitney

 Hello Mace,whitney, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Victuallers 20:19, 25 June 2009 (UTC) Victuallers 20:19, 25 June 2009 (UTC)

title: User talk:Mace,whitney


text:
Vancouver Flower Clock Project/Wall Lettuce 2

Back to Vancouver Flower Clock Project

This is a Vancouver Flower Clock Project Journal Page for Species Mycelis muralis, Common Names: Wall Lettuce.

General Info

 * Bloom Season

 * Habitat

Notebook
Share a poem, story, memory or anecdote about this plant.

Log a Bloom Observation
To log a bloom observation, sign your name by typing "~". Please indicate if the time and date of observation are different from the time of signing. Be as detailed as possible in your description of the observation. Were the blooms open or closed? How long did you watch? Where were they situated? What were the weather conditions? Were there any surrounding plants, insects? What was your response?. Take a photograph, video or scan an image and upload it using Special:Upload.


text:
User:Jhunt~enwikiversity

Hello. My name is Jason. I am 26 years old and work in clinical medicine and pharmaceutical research. I am interested in medical science and education.

title: User:Jhunt~enwikiversity


text:
User:Eduardoferreira

pt:user:eduardoferreira

title: User:Eduardoferreira


text: User:Graeme E. Smith/Verrucae Hippocampi: An early form of Explicit Memory, recycled for use in referencing concepts


text:
User talk:Rhiwarthen

 Hello Rhiwarthen, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 05:51, 26 June 2009 (UTC)

title: User talk:Rhiwarthen


text: User:Graeme E. Smith/Modified Pyramidal Cells, or Precursors to Pyramidal Cells


text:
User talk:Evifgjk

Your editing experiment
Thank you for experimenting with Wikiversity. Your test was recorded, and it has been reverted or removed. Please use the sandbox for further testing. You may wish to learn more about what Wikiversity is to help you contribute. If you haven't done it yet, consider registering if you are keen on our project. --Juan de Vojníkov 05:53, 26 June 2009 (UTC)

title: User talk:Evifgjk


text:
User talk:Eduardoferreira

 Hello Eduardoferreira, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 05:55, 26 June 2009 (UTC)

title: User talk:Eduardoferreira


text:
User talk:Jhunt~enwikiversity

 Hello Jhunt, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 05:59, 26 June 2009 (UTC)

Medicine
Hi, as I read you are interested in medicine, you may have a look into medicine categories: Category:Medicine.--Juan de Vojníkov 05:59, 26 June 2009 (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 Jhunt. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jhunt~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 23:39, 17 March 2015 (UTC)

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

title: User talk:Jhunt~enwikiversity


text: User:Graeme E. Smith/The Evolution of the Neocortex: The gradual changes in the Allocortex and Para-isocortex that led to Isocortical Tissues


text:
Typography/Jan Tschichold

Jan Tschichold was one of the foremost typographers of the twentieth century. The son of a German signwriter, he played a key role in defining and propagandising modern typographic principles. He pioneered the systematic combination of photography with text for graphic impact. Tschichold was notable throughout his life for formulating general rules and guidance for quality standards based on a profound historical and skill based knowledge of script, lettering, type technology and the arts of book production.

A full list of his achievements would include: His teaching; his collection and dissemination of the best examples of work by his avante-garde peers, his manifesto, The New Typography, his own creative work in posters, books, his body of writings on typography, the Penguin Composition Rules which had a historic impact in raising the quality of book production, post Second World War, his pioneering work for emerging type technologies.

A master of traditional historical design style, while also a proponent of modernist design principles, he left a legacy which still contributes to the teaching of the highest quality of humanist production values and the avant garde exploration of design in communicating social progress.

Many typographers and graphic designers regard him as the greatest typographer of the twentieth century and in key respects a founder and champion of the professional practise of graphic design.

Tschichold, Mclean, Burke, Hollis

TimMartin 09:11, 26 June 2009 (UTC) Tim Martin

title: Typography/Jan Tschichold


text:
User:RandomDSdevel

This page is currently under construction. Please don't edit this page; instead, please post a suggestion in my talk page along with the code that you wish to add to my page and where, as I am a new user. I am currently very busy, so please follow my suggestions because I usually don't have much time to edit this page. Thank you.

title: User:RandomDSdevel


text:
User:ThePwnStick

Hi!

title: User:ThePwnStick


text:
User talk:ThePwnStick

Hi!

Obama was here

title: User talk:ThePwnStick


text:
User talk:DetroidHokg

What the hell is that?

title: User talk:DetroidHokg


text: Educational Media Awareness Campaign/Geography: General/POTD 3


text:
User:LordOfTheBirds

Special:Contributions/LordOfTheBirds

title: User:LordOfTheBirds


text:
Category:Checkuser

These have been noted here

Persistent vandalism can be remediated some by invoking checkuser.

title: Category:Checkuser


text:
User:DetroidHokg

Special:Contributions/DetroidHokg

title: User:DetroidHokg


text:
User:Kjoldft

Special:Contributions/Kjoldft

title: User:Kjoldft


text:
User:Syed Kazim

Hey! Thanks for visiting. My main account is on the English Wikipedia. Please click here to go to my main user page. Apologies for any inconveniences caused.

title: User:Syed Kazim


text:
User:Defiotl

Special:Contributions/Defiotl

title: User:Defiotl


text:
Template:What is this?

hi iam here, Staring at the blank page not knowing what to do .could anybody out there help me

title: Template:What is this?


text:
User talk:Binukj

 Hello Binukj, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:05, 27 June 2009 (UTC)

title: User talk:Binukj


text:
User talk:Mdgill

 Hello Mdgill, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:42, 27 June 2009 (UTC)

title: User talk:Mdgill


text:
User talk:Syed Kazim

 Hello Syed Kazim, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:43, 27 June 2009 (UTC)

title: User talk:Syed Kazim


text:
User:Inawe

inaweblog @cam541

Projects: SPQR | Write | Levant

title: User:Inawe


text:
User talk:Inawe

The triumph of Twitter Threading in Higher Education
Latest report. Inawe 20:56, 20 March 2020 (UTC)

 * Twitter evolves to a successful platform for educational purposes. More and more students rediscover it. 77.240.240.220 (discuss) 19:55, 6 April 2020 (UTC)

IRC best communication platform ever
Today's 90-minute discussion with 10 participants internationally proved to be most effective. Inawe 13:51, 19 March 2020 (UTC)

Levant
We were able to add another study project: The History of the Levant. Inawe 07:37, 19 March 2020 (UTC)

Online Study with Kindl and Wikiversity
More and more evidence is given that the combination of online main-stream textbooks and a teaching platform like Wikiversity result in good training. Our recent experience with students who have virtually no access to printed textbooks or a local university vividly shows the need and capacity of online learning. The simplicity of Wikiversity is an enormous milestone in the battle for free and/or alternative higher education.--Inawe 17:20, 17 March 2020 (UTC)
 * It is the third day since the SPQR project kicked off. So far quite promising.--Inawe 15:05, 18 March 2020 (UTC)

SPQR
Beard's SPQR could be discussed along the catalogue of questions that we could publish here. IRC would be the forum. Wikiversity would serve as depository. Twitter would be the broadcasting tool. Inawe 05:53, 17 March 2020 (UTC)
 * With a questionnaire for chapter 1 we are already on the right way. --Inawe 16:23, 17 March 2020 (UTC)

study skills
The course Studyskills should be developed here on Wikiversity. Students can help build it. That's the power and beauty of open education. The plan follows constructivist principles. Inawe talk 14:44, 3 August 2016 (UTC)

round table
Outstanding quality and true innovation are results of fair and transparent round table conversations. These round tables can be held here. Everybody of good will is invited. Inawe talk 14:35, 3 August 2016 (UTC)

back
Back on the virtual campus! It took several years. But from now I'll try to invest every free minute to build quality courses. Inawe talk 13:58, 3 August 2016 (UTC)

---

19th century paintings not under copyright
"In general, paintings prior to the 20th century are no longer under copyright and have fallen into the public domain, which means you can use images of them freely in educational materials". (Source) Inawe talk 14:02, 8 May 2010

USS and Phil I and II publish on wikiversity?
We're seriously considering to publish our on-line course "University Study Skills" here. Another consideration might be to share "Introduction into Philosophy I and II" here. Would that make sense? --Inawe talk 13:10, 6 May 2010 (UTC)

Phil 3 is already on WV and growing. Updates here.

Inawe talk 20:03, 17 March 2013 (UTC)

Establishing New Postsecondary Academic Institution in the US
Here some links as an impulse for further discussion about where to go..

The State of Florida on his introducing DOE-CIE side provides all application forms in WORD. Goal of application at the CIE (=Commission for Independant Education) is a state-wide license for the planned institution. --Inawe talk 14:58, 28 June 2009 (UTC)

Religious institutions can be yearly exempted on the foundation of the Rule 6E-5.001 and the related Religious Institution Letter of Exemption. --Inawe talk 14:14, 28 June 2009 (UTC)

Regional accreditors in the US --Inawe talk 14:58, 28 June 2009 (UTC)

The SACS - Southern Association of Colleges and Schools provides the following accreditation application forms: Procedures and Application for the Commission. --Inawe talk 14:58, 28 June 2009 (UTC)

Transnational Association of Christian Colleges and Schools (=TRACS) provides the following accreditation application forms. --Inawe talk 14:58, 28 June 2009 (UTC)

Asynchronous Conferencing Here
That could be the place to meet. What do you think?Inawe talk 06:40, 11 March 2013 (UTC)

 * Any substantial project growth depends on dynamic group talk . Because of so many things each one of us has to do during the day we should prefer asynchronous conferencing for example at this place. Wikiversity gives us the forum. We should use it.You can join the discussion without having to register. Your IP will be revealed though. All kinds of docs can be published within the discussion stream, as long as they are creative commons. That shouldn't be a problem because we don't want to infringe any copyright. The ever expending territory of cc is so vast, a life-time will not be enough to cover it all. Inawe talk 06:56, 11 March 2013 (UTC)

 * Universal ubiquity, public accessibility, no financial obligations, these are the advantages of Wikiversity. Inawe talk 07:38, 11 March 2013 (UTC)

 * Everybody can edit everything. That's the biggest! Inawe talk 10:11, 11 March 2013 (UTC)
 * CC-logo.svg

 * Detailed discussions could be held here. They would be documented and linked to the relevant course pages on WV. Later every team member could anytime come back to the talk page and cross-check with further discussion. Inawe talk 18:06, 11 March 2013 (UTC)
 * Community_discussions.JPG

The Power of the Public
"Jesus continued speaking to them: One would not light a lamp to place it under a basket, or under a bed. Is not a lamp placed on a lampstand? For there is no secret that will not be brought out into the open . Neither is there any cover-up but what will come to light". (INT Mk 4:21f) Inawe talk 07:07, 12 March 2013 (UTC)

21st Century Skills
Inawe talk 14:16, 12 March 2013 (UTC)
 * 1) Critical Thinking and Problem Solving
 * 2) Collaboration across Networks and Leading by Influence
 * 3) Agility and Adaptability
 * 4) Initiative and Entrepreneurialism
 * 5) Effective Oral and Written Communication
 * 6) Accessing and Analyzing Information
 * 7) Curiosity and Imagination

The designers of the chart above (Bernie Trilling and Charles Fadel) do not include the skill to envision something that needs to be created in the near future. Neither do they mention the skill to sense and define dangers and possibilities that wait for the next generation. The author's skills have entirely "rational" character. Intuition and metaphysical skills are unfairly excluded or at least discriminated.

Inawe talk 18:46, 12 March 2013 (UTC)

Internet Simplicity
“Perfection is reached not when there is nothing left to add, but when there is nothing left to take away.” “La perfection est atteinte, non pas lorsqu’il n’y a plus rien à ajouter, mais lorsqu’il n’y a plus rien à retirer.” —Antoine de Saint–Exupéry

What do you think?

Inawe talk 20:05, 12 March 2013 (UTC)

CTC - Christian Teacher College | all further discussion →here
Mission and general principles should be discussed on this thread. Click the edit button and type in what you think. Inawe talk 20:37, 12 March 2013 (UTC)
 * Program including all courses could be published here, as well. Inawe talk 05:51, 13 March 2013 (UTC)
 * Checklist for nonprofits Inawe talk 06:01, 13 March 2013 (UTC)
 * Online education that combines true/radical openness, simplicity, and small internet footprint, will have nothing more effective than the wiki format with ubiquitous [1], open, editable, and linkable talk pages. No more email needed. Identity protected. Inawe talk 09:46, 18 March 2013 (UTC)
 * Catherine Groux: Could Badge Systems Replace Degrees and Diplomas?, Jan 2013. See user box badges! Inawe talk 12:47, 22 March 2013 (UTC)

 * Faculty Quality, in: World Bank, Higher Education in
 * Developing Countries, Peril and Promise, Washington 2000, p 26 (PDF)

 * "A well-qualified and highly motivated faculty is critical to the quality of higher education institutions. Unfortunately, even at flagship universities in developing countries, many faculty members have little, if any, graduate level training. This limits the level of knowledge imparted to students and restricts the students’ ability to access existing knowledge and generate new ideas. Teaching methods are often outmoded. Rote learning is common, with instructors doing little more in the classroom than copying their notes onto a blackboard. The students, who are frequently unable to afford a textbook, must then transcribe the notes into a notebook, and those students who regurgitate a credible portion of their notes from memory achieve exam success. These passive approaches to teaching have little value in a world where creativity and flexibility are at a premium. A more enlightened view of learning is urgently needed, emphasizing active intellectual engagement, participation, and discovery, rather than the passive absorption of facts".

 * Inawe talk 19:33, 18 March 2013 (UTC)

Credentialing could be done by badging the student's achievements on his avatar. "Digital badges (maybe only colors) certify information that has been consumed and skills aquired by the badge earner". Less "gamified" are alternatives like earning points and/or "levels". Optionally a certain amount and kind of badges should open up the possibility to apply for traditional academic degrees, if the student is interested in that. Inawe talk 14:50, 19 March 2013 (UTC)

Another thought towards credentialing: We should foster the understanding that degrees are not the point of education, but that achievement of excellence is. If they want to have their degrees, they will get them as a kind of technical consequence. But these are not part of portfolio or avatar. Inawe talk 13:40, 21 March 2013 (UTC)

We need to start to build collaboratively courses here on wv. There's no reason to wait. Inawe talk 17:48, 23 March 2013 (UTC)

Research Guidelines on WV
Here is the link. Inawe talk 07:21, 13 March 2013 (UTC)

moocs vs. innovative learning experiences
How true D’Arcy Norman! Read the blog!

How To Assign and Assess Students' Activities
The general methodology that is to be applied in students' assignments, independently of their level of expertise, follows a blend of common guidelines deriving from principles of a "social constructionist pedagogy" (Vygotsky, Piaget, Watzlawick).

Under-graduate students typically have to study successively fifteen content units inherent to each course. One unit contains only a comparatively small portion of knowledge information, but with help of hyperlinks intentionally shows ways how the student can independently explore the width and depth of the given topic. Following constructionist pedagogical principles the student is encouraged to discover connections and interrelations while doing given assignments. Horizontal group assignments foster team cooperation, proactivity (Frankl), healthy competition, and offer deeper self-motivated insight into learning content. Tools for assessment vary from multiple choice to quiz, participation in forum discussions, summaries, essays, applied projects.

Course objectives for graduate students typically include the skill of logical, systematic, and competent active participation in online post-graduate academic debate, and the skill of writing/publishing research essays. Post-graduate courses assign synchronous online discussions, successful drafting and publishing of scientific articles on the Internet, and peer reviewing of longer academic essays. Applied projects vary from department to department: synchronous and asynchronous series of interviews and their later analysis and evaluation, statistical online research in linguistics, and many more.

The professor is encouraged to use scales as a way of evaluating or rating students' performance, usually from a range like 0-100 ('simple direct grading'). Letter grades are discouraged because of their tendency towards inaccuracy. In complicated assessment cases the professor is encouraged to request the independent assessment done by a colleague within the same department.

Inawe talk 14:45, 13 March 2013 (UTC)

WV Alternative: Nicenet

Inawe talk 20:04, 13 March 2013 (UTC)

Pros:
 * free
 * unlimited in space and time
 * simplistic / small footprint / fast

Cons:
 * access only after registration and with key
 * no crowd working intended

Inawe talk 19:57, 17 March 2013 (UTC)
 * nicenet is not anymore active.--46.142.197.183 (discuss) 18:20, 22 July 2021 (UTC)

Internship and Fieldwork
There is some strong belief in a pragmatic approach to higher education: The student has first and foremost to be prepared for the challenges on global markets. Therefore the internship policy plays a major role in every curriculum.

During the 5th and 6th semester of each program students are usually required to take an internship in the service industries, in a team of a practicing professional, or in an established academic research system. Duration of a typical internship lies between 75 and 120 hours. It is intended to introduce students to a real employment situation, and to motivate them "on the job" to prepare well for their final goal.

Learning objectives include to gain effective technical communication skills, to get a feeling for the level and demand of professional work, and to learn to endure team pressure in a real-life working place environment. During the field experience the intern is expected to adapt strategies to locate, evaluate, and apply available information for specific client or research demanded purposes.

The internship is unpaid, but in many cases can lead to later job offers.

At the end of an internship (with a maximum delay of one month) the intern has to publish a written report and a commented Class Presentation with statistics, organizational charts, interviews, pictures and case descriptions. The publication should be placed on the given Internet platform.

Inawe talk 16:14, 14 March 2013 (UTC)

Digital Humanities Pedagogy
http://www.openbookpublishers.com/reader/161

About Wikipedia there is one essay in this collection written by Melanie Kill. See also applied in Phil 3.

Inawe talk 19:25, 14 March 2013 (UTC)

Copyright for Educators
https://p2pu.org/en/courses/147/copyright-for-educators-us/

Inawe talk 13:35, 15 March 2013 (UTC)

Writing WP Articles
https://p2pu.org/en/courses/49/writing-wikipedia-articles-the-basics-and-beyond/

Inawe talk 13:37, 15 March 2013 (UTC)

Open Educational Resources

OER Resources

Inawe talk 06:40, 16 March 2013 (UTC)

slidespeech
slidespeech

Inawe talk 07:07, 16 March 2013 (UTC)

Guidelines for Postgraduate Research
A Few Introductory Thoughts

 * 1) Registration, Researcher Records Management, and Admission Procedure
 * 2) Guidance and Supervision of the Researcher
 * 3) Personal, Professional, and Career Development of the Researcher
 * 4) Research Planning
 * 5) Research Submission and Examination Procedure
 * 6) Research Publication

Inawe talk 15:09, 16 March 2013 (UTC)

Phil 3 steadily growing
The MA level course "Phil3" steadily grows. Out of 15 units 3 are finished and published. Have a look!

Inawe talk 19:46, 17 March 2013 (UTC)

South-South Cooperation
Hewlett Foundation: Reaching Across Borders to Improve Teaching (Mar 01,2010)

Less established young educators in "the South" are much more open for new didactic concepts.

Inawe talk 17:33, 23 March 2013 (UTC)

Education in Pakistan
Madeeha Rashid: Quality Education “A Challenge to Third World Countries”

Manifest of Igor Smolitsch
''Smolitsch was born into a German Colonist family in South-Russia where he began to research tradition and history of his own ethnic background. After having emigrated to Germany he studied history at the University of Muenster and was awarded a PhD. Since then he works as adjunct professor at several international universities, some of them in developing countries. His recent "Manifest" shocked not only faculty but also students. Smolitsch calls himself a "confessing Christian".''

"I went through many discussions about the future of the university, about the character and philosophy of academia in the West, and about the educational divide between the rich countries and the so-called developing ones.

After some research on the Internet, many days of prayer, honestly trying to listen to the voice of God, I am ready to radically change my approach.

A research study of the World Bank several years ago, already then seemed to confirm that the academic policy of richer nations cause developing countries to become more depending and prone to be manipulated by the West. Western universities usually put huge price-tags on credited learning content, thus positioning human knowledge out of reach for those who need it most. Agents of this policy foster a growing knowledge and therefore competency gap between the highly developed North and the poorly developed South. This policy enables exclusively wealthy parents in poor countries to send their children to western institutions that train and equip them for career. A few return to their home country. I believe that this policy is highly irresponsible towards developing countries and I am decided not to support it anymore.

Having been a part of Western Civilization I owe all my knowledge to it. If I would have been born in one of the developing countries, my dad being a simple engineer, my mother without any professional education, I would sit in the same hole of depression and poverty as millions of men of my age, including my wife, my children and grandchildren.

I am decided to go into a different direction. According to my personal understanding this globe, a life in dignity and freedom is the entrusted good to all human beings, with equal rights. These entrusted goods include knowledge. In my opinion it is a crime to disclose knowledge from people who desperately need it for survival.

In the developing countries we need high schools taught by competent teachers who prepare their students for universities -- that have knowledgeable instructors who make and equip again competent professionals.

I cannot change the miserable state of the education system of these countries. And I cannot change the immoral academic system of the West.

What I personally can do is to refuse to collaborate with western academia and to start to dig trenches into the overall educational swamp of poorer countries.

How can that look like?

I will start to train young and ambitious people to become altruistic teachers who found schools for kids whose parents can't pay school fees. I will help to channel open educational resources to the swampiest and most hopeless areas of our globe. I will help to develop programs that show teachers how to apply open knowledge in order to empower those who are trapped.

Why am I talking about altruism and about a moral value system that doesn't work with double standards concerning the rich and the poor, the privileged and those without, male and female gender? Why is for me the dignity and value of man independent of any material context, ethnicity, status, or gender?

I believe in the teachings of Jesus that are available for us through the Bible. He presents a Father in Heaven who is compassionate to each and every human being that walks over this globe. I also deeply believe that Jesus was right when stating that God is the loving author of all life. If I really believe that, my worldview cannot be like the so-called enlightened wealthy West. I am called to open and share the wells of knowledge for those who need it -- no strings attached. Compassion doesn't know a divide into rich and poor, North and South. Who builds protective walls around his nice house in order to not getting affected by the poverty of his neighborhood, looks for me like a human monster.

All this said, I am strongly motivated to help to create and disseminate open educational resources and to do all possible to make them applicable at the most aching places of our world".

Inawe talk 20:11, 20 March 2013 (UTC)

editing for everybody
Key advantage of a wiki is that everybody can immediately start to publish by him-/herself. Everything is editable. Comparatively short learning curve.

Userbox feature could be used in our ctc badge system
Example:

See also at ctc badges.

The program participant will get a special badge after having been awarded with the ten basic badges, and so on... Inawe talk 12:59, 22 March 2013 (UTC)

JOLT - MERLOT Journal of Online Learning and Teaching
http://jolt.merlot.org/

Inawe talk 06:56, 23 March 2013 (UTC)

digital communication skills
It dawns to me that most of my dear friends and colleagues have a weakness in communication skills, especially when they are limited to digital tools. I must include myself. We all need to get thoroughly trained how to achieve at least a certain level of efficiency.

Inawe talk 16:13, 23 March 2013 (UTC)

future edu
Marina Gorbis 2013

open edu in pre-revolutionary Russia

Московский городской народный университет имени А. Л. Шанявского, в 1908—1920

"Университет был открыт для всех желающих; для поступления туда не требовалось никаких аттестатов и документов, кроме удостоверения личности, основная и единственная его цель - получение знаний. Правда, университет и не выдавал документов своим выпускникам о том, что они прослушали курс." http://ru.wikipedia.org/

Inawe talk 16:24, 24 March 2013 (UTC)

Pros of anonymous, non-registered editing and publishing
For sure the editor wants to enjoy editing in a constructivist approach without being distracted or even being discouraged by control agents on the platform. Like approaching a rich buffet. Editing is still a creative process. Registration is not necessarily appealing. --82.102.92.131 (discuss) 18:35, 17 December 2018 (UTC)
 * Freedom in editing and communication is priceless.77.240.240.219 (discuss) 07:43, 4 April 2020 (UTC)

cli enabled
Is Wikiversity cli enabled? --Inawe 18:38, 16 March 2020 (UTC)

 * Do you mean command-line interface? It is possible to interact with Wikimedia through Pywikibot. Pywikibot includes both command scripts and a Python API. If you choose to use Pywikibot, be sure to see Bots. -- Dave Braunschweig (discuss • contribs) 20:24, 16 March 2020 (UTC)
 * Thanks for the info. Yes, I am most of the time working on the command line and would like to edit content at Wikiversity not having to leave it. Inawe 20:58, 16 March 2020 (UTC)
 * Written on cli with 'links'. No problems.77.240.240.221 (discuss) 18:17, 3 April 2020 (UTC)
 * Not sure whether cli editing of wikiversity would make any sense. 62.228.215.120 (discuss) 16:23, 19 December 2021 (UTC)
 * Is there anybody who actually works from the command line on Wikiversity? 62.228.215.120 (discuss) 16:27, 19 December 2021 (UTC)

title: User talk:Inawe


text:
User talk:Launchballer

 Hello Launchballer, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Launchballer 18:42, 27 June 2009 (UTC)

title: User talk:Launchballer


text:
Man's Role in the Bible

How Does the Bible Define the Role of Males

 * Gen  1:26 Created in God's image and likeness. Given authority over nature.
 * Gen  2:17-20 Created to live with a female counter-part. Given authority to give names/purpose to all creation.
 * Deu  8:3,5 Created to nourish himself with words spoken out by God.
 * Psa 112:1Being blessed if fearing God and delighting in His word.
 * Psa 119:9,10Observing God's word keeps a young man pure.
 * Pro 27:17,19,20Two males can "coach" each other.
 * Ecc 12:13The man's duty: fearing God and keeping His commandments.
 * Joe  2:28Young and old men will have prophecies, dreams and visions.
 * 1Co 11:3The male's position over his wife and under Christ.
 * Eph  5:25-33The husband shall love his wife as Christ loves the church.
 * 1Tm 2:8 Assigned for specific prayer in holiness.
 * Tit  1:7Qualifications for male church leaders.
 * 1Jn  2:10-13Older and younger men's characteristics as mature believers.

Add more according to the order of the books and write a short summary behind each of "your" text passages. If you have questions or more info on the subject of this class note, feel free to use the discussion/talk page that is belonging to this page. Click the "discussion" tab on the upper border of this page located right of the "resource" tab. Then edit the discussion page and post/publish your text.

title: Man's Role in the Bible


text: User:Graeme E. Smith/Heterogeneous Groups: A Possible Implementation Profile


text:
User:El1604

be:User:El1604 be-x-old:User:El1604 bg:User:El1604

title: User:El1604


text: Category:A course in troll sockpuppets

title: Category:A course in troll sockpuppets


text:
Category:OpenOffice.org

This category is for articles listed under "OpenOffice.org"

title: Category:OpenOffice.org


text:
User:AdambroBot

edit count {| style="border: 1px solid #996633; background-color:#FFFFFF; width:100%;"

= Introduction = AdambroBot is an account of Adambro used to make semi-automated edits, generally using AutoWikiBrowser. If you have any questions or queries about its operation, please contact Adambro via his talk page.

=Tasks=

Current tasks

 * Adding appropriate categories to uncategorized pages.
 * Fixing no licence tags by replacing any tranclusions of Template:No license with
 * }

title: User:AdambroBot


text:
User talk:Tim Roettger

 Hello Tim Roettger, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 14:27, 28 June 2009 (UTC)

title: User talk:Tim Roettger


text:
User talk:Andrew Davies

 Hello Andrew Davies, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 14:27, 28 June 2009 (UTC)

title: User talk:Andrew Davies


text:
User talk:NishuKarna

 Hello NishuKarna, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 14:28, 28 June 2009 (UTC)

title: User talk:NishuKarna


text:
User:Jessicas

'''

Under Construction
'''

title: User:Jessicas


text:
User talk:Jessicas

 Hello Jessicas, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 14:34, 28 June 2009 (UTC)

title: User talk:Jessicas


text:
User:Robb Stovel

User: Jessica Stovel
Jessica Stovel HonBSc, B.Sc.Phm., RPh, ACPR, Pharmacist, London Health Sciences Centre

Publications
Lamoure J, Stovel J.  Parker N.  ''Do older "typical" antipsychotics share the same warnings as "atypical" regarding their use in the elderly with dementia? Are any of them safer?''  Pharmacy Gateway  Mental Health ATE. June 2009 http://www.pharmacygateway.ca/index/asktheexpert/mental_health.jsp

Lamoure J, Stovel J,  Marchioni D. What Drug Interactions Are Common in Treatment-Resistant Depression?  Medscape  ATE June 2009  http://www.medscape.com/viewarticle/703441

Lamoure J, Stovel J. (Poster Abstract) Topiramate-Induced Hemiplegia. CSHP  PPC  February 2009

Lamoure J, Stovel J, Boivin M.  ''Schizophrenia for Pharmacists. Beyond the Diagnosis.'' Web Education Module  rxBriefcase  December 2008  www.rxbriefcase.com

Lamoure J, Stovel J. Inflammatory Bowel Disease: Medications and Mental Health.  Cdn J. CME  2008: 20 (11):51-54

Lamoure J, Stovel J, Bateman K. How Common or Significant Is Serotonin Syndrome?  Medscape  ATE November 2008  http://www.medscape.com/viewarticle/582862

Lamoure J, Stovel J. ''Do SSRIs medications cause bleeding in general patients? Is there need to be cautious when patients take SSRI’s with other medications such as aspirin or NSAID’s?''  Pharmacy Gateway  September 2008 http://www.pharmacygateway.ca/index/asktheexpert/mental_health.jsp

Dixon D, Harris S,  Lamoure J,  Stovel J.  ''Webmodule: TZD in the news. Putting Evidence into Perspective.''  rxBriefcase  August 2008. http://www.rxbriefcase.com/process/view.asp?cid=358

Lamoure J, Stovel J. Overview of New Treatments and Efficacy of Medications in Mental Health.  Pharmacy Gateway  Mental Health ATE. July 2008 http://www.pharmacygateway.ca/index/asktheexpert/mental_health.jsp

Lamoure J, Stovel J. Does Quetiapine Produce False-Positive Methadone Tests?  Medscape  ATE January 2008 http://www.medscape.com/viewarticle/568245

Lamoure J, Stovel J. Are Duloxetine's Side Effects Dose Related?  Medscape  Pharmacist ATE December 2007 http://www.medscape.com/viewarticle/566867

Lamoure J, Stovel J.  What are the Troublesome Side Effects of Topiramate?  Cdn J of Diagnosis  2007; 24(12); 25

Lamoure J, Stovel J. Is It Safe to Use "Natural" Sleep Aids While Taking Antidepressants?  Medscape  Pharmacist ATE October 2007 http://www.medscape.com/viewarticle/563447

Bio
Attended University of Toronto, graduating in 2007.

title: User:Robb Stovel


text:
Euclidean geometry

Geometry is a basis of understanding the physical world. Euclidean geometry is a basic form of geometry. If you look around, you will notice how there are all kinds of shapes and sizes. This study consisted of measuring angles, segments, points and shapes by comparison. Euclidean geometry is the study of flat space. A more recent pair of geometries, spherical and hyperbolic geometry (collectively known as non-Euclidian geometry) studies geometry on spherical and saddle shaped surfaces.

Euclidean geometry includes the ancient Greek's basic understanding of size, segments, and shapes. Axiom 2 fails to always hold on a sphere (antipodal points) and axiom 5 fails to hold on a curved surface in general. The rest of Euclidean geometry's axioms are true non-conditionally though.

Lessons

 * /Euclid's axioms/
 * /Obsolete definitions/
 * /Introduction/
 * /Proofs/
 * /Congruency/
 * Euclidian geometry/Angle congruence
 * /Triangle congruence and similarity/
 * /Parallel lines, quadrilaterals, and circles/
 * Pythagorean theorem proofs
 * /Functions/

Online access

 * |THE ELEMENTS OF EUCLID (Gutenberg.org)
 * Geometry

title: Euclidean geometry


text: Category:Music instruments

title: Category:Music instruments


text:
User talk:Iluvalar

 Hello Iluvalar, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --CQ 21:46, 28 June 2009 (UTC)

title: User talk:Iluvalar


text:
User:Pens50

left text    Hello,I'm Pens50! I'm on Wikiversity because I want to look at different pages on piano and hopefully to add information to Wikiversity too. This is also a chance for me to learn about different subjects. I will add more on later!

title: User:Pens50


text: Category:Social Sciences

title: Category:Social Sciences


text:
User:Alistiana

This is me, alistiana. I'm here to study, please give me a hand. Thank you.

title: User:Alistiana


text:
User talk:Hayley,fenton

 Hello Hayley,fenton, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --CQ 16:33, 29 June 2009 (UTC)

title: User talk:Hayley,fenton


text:
User:Jdrish~enwikiversity

This is a test page for my Computer Concepts class at Geneseo High School.

title: User:Jdrish~enwikiversity


text:
User:PeterSymonds

Hi, I'm Peter, primarily at the English Wikipedia and Commons. I'm also a steward and an OTRS volunteer. If you need assistance on either project, poke me on my talk page and I'll see what I can do.

I can be contacted in numerous places and can often respond quickly if necessary.
 * My talk page at Meta
 * My talk page at the English Wikipedia
 * By email if private.
 * I am often available on the freenode IRC network with the nick PeterSymonds or PS|Away:
 * # wikimedia
 * # wikipedia
 * # wikipedia-en

This account is unified on all public Wikimedia projects.

title: User:PeterSymonds


text:
User:Graeme E. Smith/Common Architectonic Aspects of Major Brain Areas

{{User:Graeme_E._Smith/GreySmith Article Framework| Heading = Common Architectonic Aspects of Major Brain Areas| Subheading = | Author=Graeme E. Smith| Abstract = In Architectonics of the Human Telencephalic Cortex, written in 1980, Dr. Heiko Braak gives an overview of the major cortex areas in the Telencephalon. Although his study is micro-architectural in nature, he consistently notes three different zones in each major area of the brain, suggesting that the brain might have a consistent sub-architecture between the Lobes, and the micro-architecture from which they are made. In this article, I examine this sub-architecture, looking for evidence of common factors in the micro-architecture that would make similarities between the Lobes at the sub-architecture level, more obvious. Body= Heiko Braak, in his 1980 book on architectonics Quite often refers to areas of the brain as Core Areas, Belts, and Association Areas. Each lobe it seems has it's own Core area, it's own belt, and a number of association areas. It is my thought, that these areas tend to probably have simularities, core with core, Belt with Belt, and Asssociation Areas with Association areas. To look into this assumption, I will discuss the areas within the specific lobes that have the characteristics of being core areas, then the areas that have the characteristics of being belt areas, and finally the areas that have the characteristics of being Association areas, attempting to draw simularities core with core, belt with belt, and association area with association area.

Core areas in the Mature Isocortex

The Occipital Lobe
The Occipital Lobe or Visual Cortex is a small area of the brain at the back of the brain.

The Striate/Core area
The Striate area of the Occipital Lobe, is easily characterized by it's Line of Genari which is easily seen even in fresh preparations, and was commented on before microscopic examination was possible. Examination microscopically had to wait until multi-layer lenses were possible, which reduced spherical distortion. Occipital lobe structure increases with brain sophistication, which means that the human striate is more complex in layers of neurons than any other animals. Despite this complexity we classify the layers using the standard laminae of isocortical tissue, and sub-laminae designations to indicate specialization within the Laminae. This helps somewhat in interpretation of the tissue layers because it allows us to compare layers that have similar functions. The Molecular Layer is virtually devoid of neurons, being mostly Glial cells and Myelinated Fibers from the Terminal Tufts of Pyramidal Neurons in other layers, and a dense matting of such fibers from other areas of the brain in the outer layer. Only a few neurons are scattered throughout the area. The Corpuscular layer is made up of fine pyramidal cells, with short apical dendrites, and delicate axions leading down from the base of the soma. Dendrites are sparsely fitted with spikes. Because some cells do not have apical dendrites and others have apical dendrites skewed from the vertical, it is difficult to distinguish the pyramidal cells from Pentagonal Stellate cells. The pentagonal stellate cells, which have smoothly contoured dendrites, increase in packing density towards the boundary between Laminae II and Laminae III. The Pyramidal Layer has reducing packing density of Stellate cells, and increasing size and density of Pyramidal cells, until Layer IIIc where a significant increase in size and density of pyramidal cells is experienced. As well Spiny Stellate Cells begin to be found, which increase in packing density as we enter Laminae IV. Although Pyramidal cells interpenetrate Layer IVa, The Spiny Stellate cells which are thought to be modified Pyramidal cells, with horizontal spindle shaped somas dominate Laminae IV. A few rarely branching dendrites extend from the poles of the Spindles. These have few spines and tend not to contour. The Axon heads straight down, and at a distance from the soma a few stout collaterals are thrown off. Layer IVb has reduced cell density, with slightly larger "Solitary" Spiny Stellate cells with Horn shaped soma's. The layer is mostly taken up with the Line of Genari which is a thickly myelinated mat of fibers. The upper border of IVc is indicated by a sharp increase in neuron density consisting of Spiny Stellate Neurons, and IVcα Consists mostly of these cells while by IVcβ a modified pyramidal cell with short modestly spiked dendrites, and an axon that loops back up and ramifies in the superficial layers dominates. This cell has a small well pigmented area surrounding a large central nuceus. This layer is characteristic of the Striate area, and is connected via projections from the parvocellular Laminae of the Geniculate Body. The last part of the Laminae, is Layer IVd which consists of small pyramid cells with a tenuous horizontal line of Myelinated fibers. Laminae V which is usually called the Ganglionic Layer, in the striate area is separated into a number of sub layers. The layer that most closely is associated with the Ganglionic Layer in the parastriate fields, Is Layer Va Which is a tenuous layer consisting of numerous tiny pyramidal cells. When the layer extends out to the parastriate fields, it expands to become the ganglionic layer. Layer Vb is cell sparse consisting mostly of spiny stellate cells and small Pyramidal cells, except for occasional Meynard cells which are extremely large pyramidal cells. These Meynard cells have a thin Apical Dendrite and a large number of wide ranging basal dendrites. One of which is an unusually extended process. In humans the Meynard cells have few or no spines on their dendrites. Layer Vb has enough myelinated fibers to form the inner line of Bailinger, but because of the richness of the fibers within the striate, the inner line is obscured which has led the striate to be mistakenly classed as singlostriate. The Laminae VI area is populated with pyramidal neurons that have long thin dendrites that show spiking as they pass through the Laminae V area, and smooth out as they pass through Laminae IV. Axons contribute to the white matter.

The Temporal Lobe
The Temporal Lobe is a flap of cortex that extends from the Occipital Lobe forward along the side of the cortex. It is thought to be where the brain deals with the "What" issues, how to define objects. As well it is thought that this area is involved in the Auditory Sensory Modality, and there is a segment of it that is allocortical in nature, and thought to have to do with long-term memory.

The Superior Temporal Gyrus Granular Auditory Core
One of the things that is so interesting about the auditory core, is how small it is. We like to think of language as being some large capability of the human brain, and yet, the areas that support language are some of the smallest areas in the brain. The auditory granular core is actually only a portion of a gyrus on the top of the temporal lobe. The Molecular Layer consists of only a few Parallel Fibers cells of Cajal, and a Rich matting of Tangentially adjusted Myelinated fibers from other parts of the brain. The Corpuscular Layer is fairly wide and consists of many small pyramidal cells and stellate cells. The Pyramidal Layer consists mostly of small pyramidal cells that do not increase in size and density as they deepen in the layer. Upper Pyramids, tend to show more pigment than lower Pyramids, a pattern that seems constant in core areas. Layer IIIc pigmented pyramids are noted as dotting the lower extreme of the laminae. The Granular Layer is wide and consists of a dense packing of Pyramidal cells, and a dense mat of Myelinated Fibers thought to be connected via Thalamo-Cortical connections to the redirected sensory data routed through the Thalamus. The Ganglionic Layer is split into a cell rich upper zone, and a cell poor lower zone both populated with small sized pyramid cells organized into columns. Myelination shows that there is a rich interlayer set of myleinated fibers and a rich inner Line of Bailarger. Packing density of its richly pigmented pyramidal cells is densest at the top of the layer and reduces with depth causing it to blend in with the white material without a noticeable Layering. Laminae VI is also richly endowed with myelinated fibers.

The Parietal Lobe
The Parietal Lobe sits above and forward of the occipital lobe, it hosts the Somatosensory Cortex which deals with the inputs from the nervous system that is distributed throughout the body but is not a primary sense such as vision, auditory, or olfactory senses. It is thought to deal with signals from three sources, Exteroreceptive sources, such as touch, Priopreceptive sources such as muscle tension, and Interoceptive sources such as blood sugar, or blood pressure.

The Parietal Lobe is heavily involved with the determination of path during movement and may be the source of the information used by the episodal memory to map items to locations. The Parvocellular core extends down the central sulcys to the sub-central sulcys, and takes the form of a body image that is distorted by its adjustment for sensory density in areas such as the hands feet, and lips. The Molecular Layer is medium thickness, and consists of a cell-poor bottom area, and a highly myelin coated strip of fibrous tissue. The Corpuscular layer is well stocked with small pyramid cells, and well pigmented stellate cells The pyramid layer is characterized by small tightly packed pyramids of roughly uniform size. Pigmentation reduces in a downward direction, The outer tenia is therefore broad and has a blurred upper boundary. The Granular layer has a great number of densly packed small pyramids and stellate cells, it can be separated into two sublayers, a palid top, and a weakly pigmented bottom that hosts Perikerya The Ganglionic Layer consists of a tennuous zone of weakly pigmented pyramids, and a narrow internal tenia The layer is filled with myelinated fibers which are especially crowded in the lower parts. This makes the Inner Line of Baillarger stand out. The narrow multiform layer consists of uniformly pigmented nerve cells, with a sharp border near the white material.

The Frontal Ganglionic Core
The somatomotor core is magnocellular in nature. The Posterior limit of the motor core lies along the anterior wall of the Central sulcys close to its floor. On the Medial faces of the hemisphere, the core is bounded by a line which is in continuation with the central sulcys coursing downwards to the upturned end of the cingulate sulcys where it bends back and upwards at about the anterior limit of the paracentral lobule. Superolaterally, the borderline swings over the free surface of a triangular part of the precentral gyrus whence it recedes into the central sulcys. The lower extremity of the core is reached at about the level of the inferior frontal sulcys. The core receives a particular rich supply from the Thalamic radiation. There is evidence for a precise somatotopical arrangement of motor foci not only in the motor core but also in the belt.

The cell-sparse molecular layer contains a number of myelinated fibers located immediately sujfacent to the extrenal glial zone. The Corpuscular layer is dominated by tightly packed small pyramids and a scattered population of pigment laden stellate cells. The Pyramidal Layer accommodates pyramids which form a gradient with the largest ones and the lower border the amount of pigment stored in the pyramids is subjected to a gradual decrease from above downwards. Hence the large pyramids are almost devoid of pigment deposits. The external tenia covers the lower reaches of the pyrmaidal layer, it is extremely broad and displays a blurred upper border Also the lower one is by far not as sharply traced as in the postcentral core. The position of the outer tenia corresponds with that of the outer stripe of Baillarger. The granular layer cannot be outlined in the motor cortex of the adult, however it is apparently present during foetal life. The Ganglionic Layer can be subdivided into a cell-rich and modestly pigmented Va and a cell-sparse Vb each of approximately the same breadth. Sublayer Va contains in abundance small-sized pyramids which tend to invade both tenae. Pigment preparations allow for the separation of Vb into an upper part PVbα which accomodates the conspicuous Betz cells, which amass pigment in large blocks and a cell sparse PVbβ. Both the Ganglionic and Multiform layers are filled with a dense plexus of Myelinated fibers. The homogeneously pigmented Multiform layer is broad and merges with the white matter.

Conclusions about Core areas in general
Laminae I, is a cell sparse area consisting of mostly glial cells, and a rich fiber matting in the top layer immediately under the glial cells. This feeds the terminal tufts of pyramidal neurons from the other layers, and is fed in turn by the Martinotti cells. Laminae II is usually fairly broad and consists of tightly packed small pyramidal cells and scattered stellate cells. Laminae III, consists of tightly packed pyramidal neurons, stellate cells reduce in population as the layer deepens, and if there is a Granular Layer spiky stellate cells begin to increase as we approach the border with laminae IV. If there is any difference in pyramid size it increases with the depth of the layer, often with IIIc having the largest neurons. It has been noted that in this layer pigmentation decreases with the depth of the neurons, so that the largest and deepest neurons are also the neurons with the least pigment. This often has the effect of blurring the upper edge of the Outer Tennae. Laminae IV is usually Tightly packed with pyramidal neurons and spiky neurons. The exceptions are the occipital Lobe where there are 4 different sublayers each with its own unique type of neuron, and the Ganglionic Core in the Frontal Lobe which is missing the layer. Current theory is that the Granular Layer is the entry point for the Thalamocortical fibers that carry the re-directed sensory data. If this is true, then the reason that the laminae is missing in the Frontal Ganglionic Core, is simply because the core gets its signals from a different source. The complexity of the Occipital Lobe might have to do with the complexity of the optical data being fed into that area. The Ganglionic Layer, seems to mostly separate out into two zones, a cell rich pyramidal layer called Va, and less populated area called Vb. It is interesting to note that when there are larger cells, the cells are usually found in Vbα. The Ganglionic Layer usually has a mat of myelinated fibers, suggesting connections to other aress of the brain. (Perhaps the basal Ganglia). The Multiform layer consists of lightly packed pyramidal neurons. There is no standard for pigmentation, but this layer often shows signs of heavy myelinated matting, suggesting connection to other parts of the brain.

The Belts
So called belt areas tend to be wider than their cores, in my model this is because they are actually dealing with more information content than the primary perception areas. It should be no surprise that the gigantic or magnoscopic cells often extend into the belts as the signals they manage in the belts are probably more sophisticated than the signals they manage in the cores.

The Occipital Belt also known as the Parastriate area
The visual core is throughout its circumference accompanied by the parastriate or belt area. The spread of the belt area is almost restricted to the Medial Fascies of the hemisphere, It's anterior extremity is concealed in the common trunk of the parieto-occipital and the calcarine sulcys. The barrier between the belt and core areas is sharply drawn, and most of the layers in the Belt area show alterations except for the superficial laminae II and IIIab remain much the same. The upper reaches of the Pyramidal Layer display a fair number of stout horizontally adjusted myelinated fibers. These form the line of Kaes-Bechterew which gives the visual belt area an extremostriatal character. The lower reaches of the pyramidal Layer IIIc are mainly filled with medium sized to large pyramids. Myelin preparations display thick radially oriented fiber bundles vanishing at about the upper border of IIIc. The existence of a separate layer IIIc distinguishes the belt from the core area.The external Tenia penetrates into the lower parts of the pyramidal layer. The large IIIc pyramids remain therefore almost devoid of pigment. The upper parts of IIIc nevertheless show typically well pigmented IIIc pyramids. A weak radially oriented striation is recognizable in these parts. The Granular layer contains a wealth of densely packed small nerve cells. Although the cells are poorly invested in pigment, their great numbers result in the appearance of a weakly tinged stripe located in the middle of the external tenia. This stripe is in continuation with sublamina IVcβ of the Striate area. Tripartition of the external tenia (PIVa, PIVb, PIVc) is a distinguishing feature of the parastriate areas and does not elsewhere occur in the ISOCORTEX. Pigment staining thus allows definition of the outer border of the area which defies delineation in the other architectonic methods. The ganglionic layer is divisible into a cell rich Va harboring many weakly pigmented pyramids, and a cell-sparse Vb which corresponds to the inner tenia. The outstanding width of the outer tenia, and the narrowness of the internal one, gives the parastriate field a markedly externoteniate character. The lower reaches of the pyramidal layer, the granular layer and in particular the ganglionic layer contain a wealth of myelinated horizontal fibers. The interstriate zone is also richly endowed with fine ground fibers which results in the conjunctostriate type of the parastriate field. The average myelin content is high,(typus dives) The Muliform Layer is accentuated in pigment preparations with distinctly higher pigment absorption in the upper portions of layer PVI than in PIII or PV. Cell density in the layer is highest at the top decreasing in density gradually as it nears the bottom.

The Temporal Lobe - Paragranulous Belt
The area temporalis paragranulosa forma a hook-like border zone around the core. Anteriorly, it abuts on the proconiocortex. In pigment preparations the pallor of the pyramidal layer distinguishes it, from the progranulous field. The external tenia is clearly a step less broad than that in the core field.

The Parietal Paragranulous Belt
The belt extends in a strip-like fashion posterior and parallel to the core field. Starting out at the anterior wall of the postcentral gyrus it stretches out onto the free surface of the brain. It reaches its greatest expansion close to the upper margin of the hemisphere, narrowing down and receding into the central sulcys as its inferior extremity is approached. The belt ends at about the lattitude of the inferior frontal sulcys. The molecular layer is typical The corpuscular layer retains its characteristics as a cell rich band The Pyramidal Layer is of medium breadth and contains, in contrast with the coniocortex, pyramidal cells growing larger the deeper their position is. Also the amount of pigment increases considerably as the layer is descended, a fact which results in a clear cut lower border of PIIIc. A fair number of fibers in the superficial parts of the layer form the line of Kaes-Bechterew. The Granular layer seems attenuated as compared to the forgoing field The outer line of Baillarger appears as a dense and broad stripe. The breadth of the external tenia is diminished, but clearly exceeds that of the internal tenia. The Ganglionic layer is braoder than in the core, in particular the upper part, PVa, is now a clearly recongizeable stripe. The inner tenia remains relatively narrow, showing a blurred upper and a sharp lower border. Besides its usual sonstituants, it contains a scarce population of Betz pyramids. The tterstiate zone appears lightened. The inner line of Baillerger is the same tint as the outer. The Multiform Layer remains unchanged

category=GreySmith/Neuroanatomy|}}


text: User:Graeme E. Smith/Architectonic Zones, Attention Mechanisms, and Related Redescription


text: User:Graeme E. Smith/Density of Myelination related to Cross Connection in Laminae I


text: User:Graeme E. Smith/Reduced Density of Myelination in Laminae I of Association Areas: Reduced connectivity to Association Areas, What it means


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User:Borgizzle

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Book Reviews/Language, Literacy, and Power in Schooling

In her introduction to the anthology, Teresa L. McCarty positions the research presented in the book in a historic and political perspective. Starting with a quotation from Paulo Freire she builds up an understanding of literacy as a question of social and political power rather than individual technical skills. Looking at statistics of which groups are underachieving in today’s schools, issues of class, race and ethnicity are hard to ignore. The texts focus on: "language, literacy, and schooling as interrelated axes of power in struggles over access to key intellectual, social, economic, and political resources and rights."

The most dominant view of literacy has for a long time been as a technical skill, in most part taught and learned in formal education. Moreover, literacy has been seen as distinct from orality and in many cases given higher status than orality. McCarty argues that an autonomous or universalist view of literacy implies:

 * Literacy and orality are unitary bounded and distinct.
 * Literacy is something one either possesses or lacks.
 * Literacy empowers; orality limits.
 * Literacy is associated with modernity and progress, its absence with “simplicity”.
 * “Standard” (read Western) language forms are distinct from and more resourceful than (nonstandard, non-Western) “dialects”.

As a consequence of this understanding of literacy people are either literate or not – skills that are the same for everyone. Moreover, the strong boundary between one form of literacy and modernization has resulted in a strong Western (colonial) influence over education policies in many parts of the world, often at the cost of many local languages. The research presented in the book, oppose this unitary view of literacy and aim to develop understandings of literacy as socially and historically situated, fluid, multiple and power-linked. However, this doesn’t mean that psycholinguistic, cognitive or technical aspects of literacy are not taken into account, but that they are embedded in socio-cultural contexts and the discursive practices and power relations of everyday life. Therefore literacy is to be understood as ideological.

The so-called social turn in literacy studies that began in the 1970’s and 1980’s is an important foundation to which the texts in the book is build upon. From this perspective the question was not whether a person reads or writes or not, but rather the social meaning of languages and literacies and the roles it play in everyday life. Literacy is not understood as something you do with your head but rather as something to do with the social, institutional, and cultural relationships.

Moreover, if we want to focus on language and literacy as social practices, ethnographic studies of people and their everyday life becomes essential to researcher.


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 Hello Frenchieak, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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