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Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Community

Use this space for community building and sharing collective learning while working through the activities. For example, add links to blogs, chatrooms and other resources being used by participants in this course.


text:
Portal:Social entrepreneurship/Curriculum/General/Resources and Processes for Social Entrepreneurship/Links

Links to

 * Related resources which incorporate some or all of this module.
 * User pages and home pages of significant contributors.
 * Outputs produced by learners (e.g. new profiles, case studies, etc.)

etc.

Courses Using this Module/Unit

 * Student Social Entrepreneurship

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


text: Portal:Social entrepreneurship/Curriculum/General/Putting it all Together


text: Portal:Social entrepreneurship/Curriculum/General/Putting it all Together Nav


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Orientation

During the process of studying social entrepreneurship, learners typically need to produce some sort of report on activities, learning and possible follow-up. The output may take the form of a strategy document indicating how to take the idea forward and make the intended impact. It might include a business plan and suggestions for monitoring and valuation.

This page is intended to guide educators and learners to resources and approaches to producing the report.


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Preparation

During the semester, you have studied the concept of social entrepreneurship, made contact with organisations and individuals associated with communities in your country, surfaced some of the challenges and collaborated in designing possible ways of mobilising communities to meeting the challenges through social innovation and other ideas.

The Resources section indicates various FLOSS and online resources which may be of use for reporting purposes. Some of the tools may be used from day 1 of your project and be useful throughout. In the end, you may end up with a collection of resources which simply need to be packaged into a final report.

Examples include: minutes of meetings, reports on site visits, blog and wiki resources you developed, etc.

Use those tools which are appropriate for your context.


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Tips

 * Preview the Resources
 * Revise the tools and processes covered earlier in the Social Entrepreneurship curriculum


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Objectives

Mastering Tools of the trade:

 * How to use ICT and other tools for
 * efficiency
 * making sense of the context
 * communication.

Integration and Synthesis:

This module is an adjunct to the entire course. Using the tools described here you will be able to continuously and efficiently capture the process, the learning and be able to communicate these with stakeholders.

These skills are of general value in the working world.


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Guidance

Select your tool set as early as possible, and then focus on mastering the tool(s) on a needs-driven, hands-on, learn by doing basis.


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Go

Do the Activities


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Tips/more

More tips for Putting it all Together ...

 * Revise the Resources section in the Sustainability module.
 * Revisit the Valuation module, and distill those aspects that are relevant to your project.


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Guidance/more

More guidance for Putting it all Together ...


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Orientation/more

More orientation for Putting it all Together ...


text:
Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Preparation/more

More preparation for Putting it all Together ...


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Objectives/more

More on the learning objectives for for Putting it all Together ...


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Go/more

More on the first/next steps for for Putting it all Together ... and alternative pathways ...


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Activities

Select activities which best meet your needs and take a look at the Resources page for tools which might help.

Write up:

=Structuring your report=

Each project will produce a unique report. This section is intended to develop guidelines for report writing optionally using the tools above. In this century, the report could consist of multiple components in multiple formats on various media. However you choose to do it, a sensible structure should:

 * Introduce the reader to the context and challenges
 * Outline your approach to
 * gaining an understanding of the context
 * surfacing needs, challenges, opportunities, ...
 * generating possible social interventions
 * designing solutions ...
 * Describe activities and tools used in the process
 * Assess your level of success or effectiveness
 * write this section with sustainability in mind
 * Discuss the learning and suggest the way forward.

...

Experiential Learning
This is your next step in the community engagement process. Activities here will be extended in future modules/units and build on previous.

The pattern will generally be:

Preparation and planning ... field work/ quest ... learn ... come back and share ... create links under Community ....

By this stage, plans for long term collaboration should be in place and be reinforced in your last meeting (as part of this course). Schedule the next meeting which will be independent of this course.

=Share the Report=

Especially with relevant collaborators in this process - be sure to acknowledge everyone!

=What Next?=

Be a social entrepreneur, participate in social entrepreneurial activities, and contribute to the portal.

Ideas for further work:

 * Participate in Liberating Voices (via WikiEducator)


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Resources

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

Ideally, structure the resources to match and thereby support the Activities.

=Tools=

Search the web, university departments concerned with (e.g.) informatics, and any other sources you know of for tools which may help in consolidating and putting together your final report (and in supporting the whole process of your idea development).

The links below will lead you to resources others have found useful including software, report templates, online resources, etc.

If you find anything useful that is not already listed, please add to the lists.

Software

 * FLOSS used by Social Entrepreneurs and Students of Social Entrepreneurship
 * For campaign management, some CRM software has relevant features, such as
 * vtiger CRM
 * openCRX
 * SugarCRM

=Report Templates=

 * Some Open Office Templates
 * Working with Templates in Writer
 * Page Layout and Template

=Online Resources=

The following may be used directly, but some may also be downloaded for local installation (e.g. in your university). Recommend using only the free options.

Check for things like cost, how much file space, security, and other features. Test before settling on any option.

Blogs

 * LiveJournal
 * Wordpress (download site)

Wikis

 * Wikispaces

Project Management

 * Collabtive
 * OpenProj
 * Huddle - collaborative project management etc.
 * Basecamp
 * PBworks

File Sharing

 * 4Shared
 * DriveHQ
 * XDrive
 * Box.net
 * MyOtherDrive
 * SnapDrive
 * Huddle

Mapping

 * OpenStreetMap
 * GoogleMaps
 * GoogleEarth

General Social Networking
Please expand and make this list more useful to learners:

 * Akarru - social bookmarking
 * AppleSeed - (augmented) social networking software
 * AroundMe
 * Dutch
 * Elgg
 * FaceBook
 * GetBoo - social bookmarking
 * Grou.ps
 * MindTouch

 * iSocial - social networking CMS software
 * Mahara - electronic portfolio, weblog, resume builder, and social networking system for connecting users and creating online communities
 * MugShot - track friends' activities across various sites - music, photos, blog posts, etc..
 * MySpace
 * Ning
 * PeopleAggregator - Social Networking, blogging, ID Hub, content management and an aggregation engine
 * Scuttle - social bookmarking
 * SemanticScuttle
 * SecondLife
 * Spree - "an expert search engine where users ask questions to find other participating users, who are knowledgeable in that area and willing to help".
 * VMukti - conferencing engine
 * Yogurt Social Network - Social Network module for ImpressCMS, Xoops

=See Also=

 * List of social networking links.

=External Links=

 * Study Skill - Report Writing (Curtin University of Technology)
 * Social Source Commons - tools used by non-profit organisations.


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Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Community

Use this space for community building and sharing collective learning while working through the activities. For example, add links to blogs, chatrooms and other resources being used by participants in this course.


text:
Portal:Social entrepreneurship/Curriculum/General/Putting it all Together/Links

Links to

 * Related resources which incorporate some or all of this module.
 * User pages and home pages of significant contributors.
 * Outputs produced by learners (e.g. new profiles, case studies, etc.)

etc.

Courses Using this Module/Unit

 * Student Social Entrepreneurship


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User talk:Stevenarntson/Seattle

To add your own resources, copy the format below and paste it into the edit box under the "edit this page" tab.

==== Resource Name ====

a description of the resource here. a description of the resource here. a description of the resource here. a description of the resource here. a description of the resource here. a description of the resource here.

 * Example Link

~(this will leave your signature, if you are logged in)

title: User talk:Stevenarntson/Seattle


text:
User:Eoghanacht

See my Wikipedia user page.

title: User:Eoghanacht


title: User:PoinDexta1


text: User talk:PoinDexta1

title: User talk:PoinDexta1


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User talk:Mitchfry

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Emesee 07:36, 24 December 2008 (UTC)

title: User talk:Mitchfry


text:
Portal:Hindu Studies

Welcome to the Wikiversity Division of Hindu Studies, part of the School of Theology and the Division of Religious Studies This page has introduction and topics related to study of Hinduism.

Introduction
Hinduism or Hindu Dharma is a very vast and old religion with an unknown antiquity and origin, perhaps the oldest in the world. Within itself it encompasses the core features of almost all other religions found in this world, including atheism. The traditional Hindus don't call this religion Hinduism, rather they prefer calling it "Sanatana Dharma" or the "Eternal Way of Life". Hinduism has no founder, no religious head, not specific set of rules for all, no fixed beliefs to be adhered too. Anyone can follow anything and yet call himself a Hindu. Hinduism allows questioning all of its basic tenets.

Hinduism can be broadly classified as orthodox and hetrodox. Within each of these classifications there are thousand other beliefs, sects, divisions, schools of philosophy and many other things. Hinduism believes in the concept that all beings are equal. Though various schools differ on this, but all of them accept that the same soul resides everywhere, including in non-sentient things. One great aspect of Hinduism is tolerance which has no parallels in any other religions of the world. Which ever religion came into contact with Hinduism, Hinduism absorbed it, apart from that its flexibility to question itself allowed several other religious schools like buddhism, jainism and sikhism among others to sprang up.

Hinduism is mainly followed in India and Nepal. For several millenia the hindu religion has shaped and influenced the thinking of the people following it. It also fostered scientific and philosophical thinking as evidenced by its vast collection of literature. Hindu literature starts with earliest text knows as Vedas (which are considered Indo-European in origin). Vedas are still the oldest known available Indo-European texts.

As mentioned earlier, Hinduism has a vast literature and much of it is written in an ancient language called Sanskrit, the first reference of this language comes from the Vedas, though the grammar and language style used there is different, but the same vedic sanskrit evolved into later day classical sanskrit.

Hinduism, being a term coined by Western scholars which lumps together many different Vedic religions, is not considered culturally sensitive among many groups, such as some within Vaishnavism who do not appreciate being called Hindu.

Also visit Nonkilling in Hinduism at the School of Nonkilling Studies.

Books

 * Books

Notable gods and deities

 * Shiva
 * Vishnu
 * Brahma
 * Rama
 * Hanuman
 * Krishna

Source texts

 * Bhagavad Gita
 * Vedas

title: Portal:Hindu Studies


text:
User talk:Mustafaahmedhussien

 Hello Mustafaahmedhussien, 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! --The Jade Knight (d'viser) 08:48, 24 December 2008 (UTC)

Have you been to the French Mentoring project yet? It is a great way to get help with French. The Jade Knight (d'viser) 08:48, 24 December 2008 (UTC)

title: User talk:Mustafaahmedhussien


text:
Novial/The Little Prince

Back to Topic:Novial.

Some members the Yahoo! Novial Discussion group have decided to collaborate on the translation of "Le Petit Prince".

A link to the Yahoo! Novial Discussion Group:

We shall post pages here containing proposed translations and shall use the corresponding discussion pages to discuss them.

This page at wikilivres.info has links to the original French story and translations into English, German, Russian, Spanish and Interlingua:

If you have a translation to add to the below, please create a new page preceded by your name as seen below. The name of the page can be "ChapterNumber_YourName".

For example, my translation of chapter 20 is on a page called "20_Nov_ialiste" and so on.

Chapter Numbers

Dedication

Valodnieks: /Dedication_Valodnieks

Nov_ialiste: /Dedication_Nov_ialiste

1

Valodnieks: /1_Valodnieks

Nov_ialiste: /1_Nov_ialiste

2

Nov_ialiste: /2_Nov_ialiste

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Nov ialiste: /20_Nov_ialiste

21

22

23

24

25

26

27

title: Novial/The Little Prince


text:
Talk:Novial/The Little Prince

Dedication I already translated the dedication. I copied my translation from the Novial Group. Salutos. Valodnieks 10:59, 24 December 2008 (UTC)
 * I have put your 2 translations on their own pages. Same with my translation of chapter 20. Nov ialiste 11:32, 24 December 2008 (UTC)
 * We should coordinate who starts with which chapter. So we will proceed faster. Valodnieks 22:55, 25 December 2008 (UTC)
 * Okay, put your name under a few which you intend to translate.
 * I have already nearly completed a translation chapter 1 so I shall post that next.
 * I think that it is okay if some have more than one translation. We will need to carefully examine each to eliminate actual errors, and then consider which is the best choice of words and style. Nov ialiste 15:50, 26 December 2008 (UTC)

Point of Grammar: the infinitive marker.
There remains one important problem with Novial 28/30 in terms of its internal consistency and relative to later texts by Jespersen.

In An International Language the infinitive marker is the word "tu" before the infinitive.

Also in AIL it is pemitted to shorten the plural of "lum", "lumes" to simply "lus". Although not stated, regularity would demand the same of words like "tum" etc.

Furthermore Novial Lexike contains many such alternatives in the singular. The following are some examples from NL:

debatu(m), derivatu(m), desertu(m), extraktetu(m), fabrikatu(m), faktu(m), falsu(m), filialu(m), finalu(m), fluidu(m), fortu(m), fosatu(m), fosilu(m), fotografatu(m), grasu(m), heredatu(m), improvisatu(m), institutu(m), kantatu(m), kavu(m), kombusteblu(m), komunikatu(m), komunikendu(m), konglomeratu(m), kontenatu(m), kontributu(m), kopiatu(m), kreatu(m), liquidu(m), majoru(m)

and many more.

Many are from adjectives or past particlples.

In later writings Jespersen used these shortened forms often. In one later essay addressing suggestions and criticisms, he noted that the form "tu" for "tum" clashes with the infinitive marker "tu" which is not acceptable. At the time he dropped an infinitive marker altogether which is possible but reduces flexibility of style and possible easy comprehensibility. He also simultaneously stopped using the verbal noun ending "-o" owing to criticism that it lacked naturalism (!), while complaining that many Spanish and Italian verbal nouns display that ending. All in all I think he was unhappy with these changes but bowing in order "not to seem like a dictator" as he said.

The infinitive marker "tu" is therefore problematic. We discussed this some time ago at the Novial Discussion Group. I suggested that instead of "tu" that the already existing preposition "a" could be used as this is common before infinitives in the Romance languages and in translation corresponds to the English "to" and to the German "zu" which are also common before infinitives in those languages.

Another possibility would be to use the Scandinavian infinitive marker "at", but that would involve introducing a new grammatical word into the language.

In conclusion I propose that the preposition "a" be used as an infinitive marker (although, of course, often no such marker is necessary and I tend to use none unless it seems ambiguous). As far as I remember the Novial Discussion Group agreed with that.

Nov ialiste 16:54, 26 December 2008 (UTC)

 * The 1997-98 Novial Revision group decided to use the Scandinavian "at" and I personally see no problem with "introducing a new grammatical word into the language." Why is this a difficulty? -- BRG 14:57, 27 February 2010 (UTC)

Copyright concerns
I am concerned about this - I believe Le Petit Prince is still in copyright. That would mean that posting large sections of texts and translating it would be infringing of that copyright. Ottava Rima (talk) 15:04, 27 February 2010 (UTC)

 * It looks like it's in copyright still in France, but appears out of copyright in the US and Canada. Now, IANAL, so take this with a grain of salt, but I think we're ok. Historybuff 01:26, 28 February 2010 (UTC)
 * If that is true, then that is good. Do you happen to have a source about the copyright? Ottava Rima (talk) 03:19, 28 February 2010 (UTC)

title: Talk:Novial/The Little Prince


text:
BCP/Epimedium franchetii

Epimedium franchetii

title: BCP/Epimedium franchetii


text:
BCP/Epimedium franchetii/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB_Johnny-LM 15 April, 2008 (photo)

title: BCP/Epimedium franchetii/Logs


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User:Galaxym88

hi, this is galaxym88, willing to contribute in building the faculty of Physics and Astronomy-Astronomy branch

title: User:Galaxym88


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Novial/The Little Prince/20 Nov ialiste

Back to The_Little_Prince main page.

20

Ma eventad ke li mikri prinso, hant longitem marcha tra li sandes, li rokes e li nives, deskovrad finalim un vie. E omni li vies vada che homes.

“Bon jorne,” lo dikted.

Lu esed gardene floranti kun roses.

“Bon jorne,” li roses dikted.

Li mikri prinso regardad les. Les omni resemblad lon flore.

“Ques vus es?” lo questionad, tre stuporati.

“Nus es roses,” li roses dikted.

E lo sentad se tre desfelisi. Lon flore had dikte a lo ke le esed li sole ek len spesie in li universe. E hir esed sink mil ek les, omni simili, in un singli gardene!

“Le vud es tre vexati,” lo dikted a se, “ si le vud vida tu… Le vud tusa enormim, e le vud afekta mori por evita bli moka. E me vud mus afekta flega le, pro ke si non, por humilifika me anke, le vud verim lasa se mori…”

Tand lo dikted a se ri: “Me kredad ke me esed richi kun uniki flore, e me posesed nur ordinari rose. Tu e men tri volkanes ke leva se a men genus, e un ek kel, forsan, es extingati eternim… Tu non fa me tre grandi prinso…”

E lieskati in li gasone, lo plorad.

title: Novial/The Little Prince/20 Nov ialiste


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Novial/The Little Prince/Dedication Valodnieks

Back to The_Little_Prince main page.

Dedikatione

POR Lén Werth

Me prega pardono fro li infantes, ke me dedika disi libre a adulte. Me have serosi exkuso por lu: Disi adulte es men maxim boni amiko, kel me have in li monde. Ne have ankore altri exkuso: Disi adulte pove omnum komprenda even li libres por infantes. Me have triesmi exkuso: Disi adulte habita in Fransia, vor lo hungra e koldisa. Lo tre besona konsolo. Si omni disi exkusos non es sat, dunke ma voli dedika disi libre a li infante, kel disi adulte esed plu anteu. Omni grandi homes esed plu anteu infantes (ma pokim memora se pri diso). Dunke me pluboniga men dedikatione:

POR Léon Werth kand lo esed ankore puero


text:
Novial/The Little Prince/1 Valodnieks

Back to The_Little_Prince main page.

1

Kand me esed six yari, me vidad unfoy in libre pri li jungle, kel nomad "Travivanti rakontes", marvelosi imaje. Sur li imaje esed giganti serpente, qualim le vorad sovaji animale. In li libre bli skripte: "Li boas devora vusen kapture in un piese, sen dismorda lu. Tand li non plu pova mova se e dormi six mensus por digeste." Me tand ha kontempla multim pri li aventures de jungle e me finad kun koloral skribilo men unesmi desine. Men desine nuemero 1. Quali lu aspektad;

Me ha montra li adultes men maestral verke e me questionad les, ob men desine les non pavorariga. Les ha responda: "Pro quum nus deve pavora chapele?"

title: Novial/The Little Prince/1 Valodnieks


text:
User:Skyluke

it:Utente:Skyluke

title: User:Skyluke


text:
BCP/Epimedium lishihchenii

Epimedium lishihchenii

title: BCP/Epimedium lishihchenii


text:
BCP/Epimedium lishihchenii/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB_Johnny-LM 15 April, 2008 (photo)

title: BCP/Epimedium lishihchenii/Logs


text:
Novial/The Little Prince/Dedication Nov ialiste

Back to The_Little_Prince main page.

Dedikatione

A Léon Werth.

Me prega pardono fro li infantes ke me ha dedika disi libre a adulte. Me have seriosi exkuso: disi adulte es li maxim boni amike kel me have in li monde. Me have altri exkuso: disi adulte pove komprenda omnu, even li libres por infantes. Me have triesmi exkuso: disi adulte habita Fransia vor lo hungra e es ye koldu. Lo besona konsolatione. Si omni disi exkusos non sufisa, me voli ya dedika disi libre al infante kel esed altritem disi adulte. Omni li adultes ha es unesmim infantes. (Ma pokes ek les memora lu.) Me korekte dunke men dedikatione:

A Léon Werth

''kand lo esed mikri puero. ''


text:
BCP/Brunnera macrophylla 'Variegata'

Brunnera macrophylla 'Variegata'

title: BCP/Brunnera macrophylla 'Variegata'


text:
BCP/Brunnera macrophylla 'Variegata'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SBJ April 24, 2008 (photo)


text:
BCP/Euphorbia cyparissias

Euphorbia cyparissias

title: BCP/Euphorbia cyparissias


text:
BCP/Euphorbia cyparissias/Logs

2008 Logs

 * --SB_Johnny talk 1 May 2008 (photo)

Recent Logs

 * Jomegat 17:00, 6 May 2009 (UTC)

title: BCP/Euphorbia cyparissias/Logs


text:
BCP/Verbena

Verbena

title: BCP/Verbena


text:
BCP/Verbena/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny talk May 11, 2008 (from photo, unidentified species)

title: BCP/Verbena/Logs


text:
ATP mentor training/The mentoring relationship

The mentoring relationship
The relationship between mentor and protégé may require explanation. Especially if the mentor is another adolescent the protégé may expect the relationship with the mentor to have the same characteristics as a friendship. A mentor might want to explain that the mentoring relationship is independent of the type of personal relation and is guided by moral obligations and responsibilities of the mentor instead. What a protégé should understand is that the mentor may be offering a kind of friendship, possibly depending on future behavior of the protégé, but that the mentoring relationship itself neither rejects nor affirms a friendship between mentor and protégé.

A mentor who belongs to the social environment of a protégé is referred to as natural mentor. A natural mentor who has formally accepted mentoring responsibilities is referred to as a formal mentor or program mentor instead. A program mentor who enters into a relationship with the protégé beyond mentoring duties can become a natural mentor when the formal assignment ends.

Psychology of the relationship
It appears to be a desirable attitude to accept others as authorities in personal matters, because the effect on the personality of an adolescent can be to learn to be open for well-intentioned advice; the alternative are people who may be difficult to reach. Consequently the mentor should aim for a relationship where the mentor becomes an authority in personal matters, but that authority can only be granted by the protégé; it can not be demanded, at least not reliably.

Beginning a new mentoring relationship
Recommended reading for new mentors is the Learn to Mentor Toolkit:

The toolkit contains useful worksheets and advice, especially for new mentoring relationships but also for existing mentoring relationships.


text:
International Year of Astronomy

The Universe, Yours to Discover

The International Year of Astronomy was a year-long celebration of astronomy, that took place in 2009 to coincide with the 400th anniversary of the first recorded astronomical observations with a telescope by Galileo Galilei and the publication of Johannes Kepler's Astronomia nova in the 17th Century.

IYA2009 Cornerstone Projects

 * 100 Hours Of Astronomy
 * The Galileoscope
 * Cosmic Diary
 * The Portal to the Universe
 * She is an Astronomer
 * Dark Skies Awareness
 * Astronomy and World Heritage
 * Galileo Teacher Training Program
 * Universe Awareness
 * From Earth to the Universe
 * Developing Astronomy Globally

Wikiversity projects

 * Create multilingual resources on multiple wikimedia projects - see the coordination page at International Year of Astronomy
 * Wikinews - write an article announcing the IYA to coincide with the opening ceremony on Jan. 15-16, 2009
 * Dark Skies - an opportunity for citizen-scientists to monitor light pollution worldwide
 * GLOBE at Night (March 16 - 28, 2009)
 * Earth Hour - A Global Event on Climate Change (March 28, 2009)  Earth Hour
 * The Great World Wide Star Count (October 9 - 23, 2009)

 * 100 Hours of Astronomy (April 2-5, 2009)
 * Research Experiences for Students, Teachers and Citizen Science
 * Observe the eclipse of Epsilon Aurigae

title: International Year of Astronomy


text:
What do you do on Christmas?

Simple poll. Feel free to answer or add more questions to this. This learning project is to know how Christmas is celebrated world wide.

1. What do you do on Christmas day?

 * The same as usual, with the difference I have to stay awake until after 12 am due to the fireworks and noise. --Davichito 21:17, 24 December 2008 (UTC)
 * This year, I was at work, come back and watch wiki. Now I will think and dream.--Juan 21:32, 24 December 2008 (UTC)

2. What do people usually do in your country?

 * People gather with family, they drink alcohol and eat food in large quantities and go to parties. Those who do not do that, usually feel depressed. Besides, people buy and give gifts to families. It is supposed that "El Niño Dios" (the God boy) gives presents to children. At 12 am people usually eat "ajiaco" or "tamales", a typical food in here. --Davichito 21:17, 24 December 2008 (UTC)
 * People go otside with children. Then they come back for a Christmes Eve dinner and meet other members of their family. They have a carp soup together with carp filete and potatoe salad or schnizl. They have to sit on some coins and place some scolps into their walets. No talking. After that stayint together around the Christmas tree and singing carols. Than looking at presents, which were placed there when eating by "Ježíšek" (Little Jesus).--Juan 21:32, 24 December 2008 (UTC)

3. Do you know who was born 25th December?

 * Of course: Jesus. But most people seem to forget that fact. Well, anyway, the real date is not known at all. It was just a tradition that Romans adopted. --Davichito 21:17, 24 December 2008 (UTC)
 * No, I dont.--Juan 21:32, 24 December 2008 (UTC)

'''4. Do you make Christmas trees or Nativity scenes? Why?'''

 * I don't. Trees do not have anything to do with Jesus. Nativity scenes do but I do not like them. I think religion a personal thing, a mind attitude. --Davichito 21:27, 24 December 2008 (UTC)
 * No, Christmas trees do Ješíšek (the small Jesus baby). Yes, nativity is part of a tradition.--Juan 21:35, 24 December 2008 (UTC)

title: What do you do on Christmas?


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Template:TbwesTest

Template for creating a themed box with editable section (one incorporated page). This version is a testing area. Do not use it for anything else.

Variables
All these variables are optional and can be left blank.

box theme - usually one of those defined in a theme template such as Template:Box Theme Attribute

image - use normal image syntax to add a logo for project. Preferable to use image around 64 x 64 px in size.

title - of the section.

editpage - the page to be inserted into the box.

subtitle - of the section. Can include any normal wiki syntax.

text - Can include any normal wiki syntax.

Comments
If editing the template code in this page, to keep it generic, avoid including references to project-specific things (such as SSE Image, etc.) within the template code.

title: Template:TbwesTest


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Enterprise Resource Planning/Open Source/Executive Masters

Mission and Vision
In mastering a 1st class community free ERP software Project that fulfills the following:
 * To churn out employer or employable material among graduates to be highly marketable in the contemporary ICT and business applications market worldwide.
 * This is to address the high level of unemployment among 3rd world countries' graduates particularly, even though they possess a valid university qualification.
 * To teach just enough skills and knowledge based on the pareto principle of 20% know-how to handle 80% of the challenges.
 * This is to address the resource constraints of enough trainers and practitioners of ERP applications.
 * To take advantage of the worldwide open community behind open source ERP to gain exposure, experience as well as commercial leads.
 * This is to stand on the shoulders of giants and not reinvent the wheel of progress achieved through open sharing and collaboration.
 * To make the community self-sustaining and profitable for its advocates without compromising the ideals of making Fee Open Source Software (FOSS).
 * This course relies on the ADempiere Project which is fully community based without commercial interests.

Subject Matter Experts/Lecturers

 * Redhuan D. Oon, Malaysia (author creator)
 * Carlos Ruiz, (technical track)
 * Usman, Medan, Indonesia - on end-user implementation
 * Pg Izam Ryan Bahrin, Brunei. Working on the ERP_Accounting materials.
 * Bahman - on systems and application security.
 * Colin Rooney, Ireland (EU) - on European experience of ERP.
 * Victor Perez, Mexico - on Latin American experience of ERP.
 * Bayu Cahya P, Semarang, Indonesia - on Accounting stuff Hacking Adempiere Accounting Engine
 * iConsulting, Jakarta, Indonesia http://www.databiz.co.id

10 Module Course by a University

 * To fit into an Executive Diploma, this course has to follow the standard format and terms acceptable to world standards.
 * Each semester will have about 2 modules of learning and is of:
 * 1) Credit Hour: 3 hours (120 learning hours per semester)
 * 2) Self Independent Study - 42
 * 3) Tutorial / Face-to-Face Interaction - 12
 * 4) Online Interaction - 30
 * 5) Doing Assignments - 18
 * 6) Examination Preparation - 18

 * 1) Teaching Method: Self Independent Study, Tutorial and On-line Participation
 * 2) Assessment Detail:
 * 3) On-line Participation                        10%
 * 4) Individual Assignment                      10%
 * 5) Case Study/Group Assignment       20%
 * 6) Mid Term Exam                                  20%
 * 7) Final Examination                              40%

Table of Modules

 * 1) Module  - The Web Economy
 * 2) Module  - ERP Application Setup - and operationals.
 * 3) Module 3 - ERP Presales and Business Analysis - previous case studies
 * 4) Module 4 - ERP Accounting
 * 5) Module 5 - ERP Reporting
 * 6) Module 6 - ERP Software and Development
 * 7) Module 7 - ERP Components - POS, CRM, Fixed Assets, HR
 * 8) Module 8 - ERP Implementation
 * 9) Module 9 - ERP Projects - E-Commerce, Replication, Libero Manufacturing
 * 10) Module 10 - ERP Entrepreneurship
 * 11) Module Project - Chapingo University System

Study Approach

 * The mode of study is self research under guidance and discussion. The student is encouraged to be communicative, sociable, creative, resourceful and critical. Wise non-conformity is a plus. Publishing or writing one's works and thoughts in the suggested places and in own original words can give excellent marks.
 * From day one, the student joins Web 2.0 projects such as the chatroom, blogs, forums, wikiversity and SourceForge where exposed interactivity can occur with the community at large. Those who can solicit participation from others are considered successful advocates.
 * The facilitator tutor shall use heavily the web and requests students to derive source materials directly from it.
 * The students have to act as a whole team to devise ways to make a better impression to attract the right attention and build a professional image.

Enrollment
We started our first ever class here! (Please enter Name, or send email to course leader at red1(at)adempiere(dot)org about your Location, Years Working, Professional Background) (This sign up is for free non-paying students and to be conducted on a peer basis with no further liability upon the author creator. The University accepting students on a professional and certified process is http://www.aeu.edu.my. Please refer lower section here for more information on registration).
 * Syamsul Anuar Abd Nasir
 * Rex Wallen Tan
 * Eduardo Serrano
 * Nathan Martin
 * Muhammad Shuhir bin Idris
 * ObubbledO
 * Moisés Gómez
 * Jesús Zavala Ruiz

University Involvement

 * A university is now indirectly supporting and providing the author creator the impetus to evolve this as a complete course writeup of academic standing. Even though the university shall be conducting the course, the resultant material here is free for casual, self-use and non-university endorsed usage. The author is exercising his original earlier right to publish all materials for the benefit of wikiversity users irrespective of his paid work tutoring in the university.
 * Users may follow this course on a rigorous basis and the author creator shall attempt his best effort to treat any participation or interaction on a free non-commital basis but with no endorsement from the said university. For those seeking professional or academic certification or credentials from such university can only do so by registering with the said university on their own choice.
 * The university is not an advertisor nor paid the author for this wikiversity effort. The preference of the author to publish here is an idea of novelty due to the nature of the subject material relying on the Web 2.0 and FOSS concept as well as for the benefit of users that have interest in such materials.
 * The author benefits by ensuring the course evolved into a highly acceptable academic quality that is recognised by a certified university. The university benefits in cooperating with the author to open up the resources as done here is to introduce such a course to its post-graduates. This is thus a win-win proposition. Nevertheless the author has no qualms of removing this attribution to the said university if this is deem unethical or improper to Wikiversity or its community.

University Registration

 * The University working with the author for this professional course is Asia e-University.
 * Qualified individuals may take up this paid course at the University if they do so wishes.
 * It is now promoted in Malaysia and member Asian countries with participating centres.
 * Non-asian countries may also participate mostly on full online basis.
 * If there are sufficient number of students, there can be a cramped physical face to face session on site.
 * It is of 1 year duration and carries 30 credits.
 * The credits are transferable and deductable from a full 48 credit Masters at the same University.
 * Intake is now open in http://aeu.edu.my website.
 * Go to the School of Information & Communication Technology and select Master of ICT link.
 * Note the 2nd course outline OSS ERP.
 * Then click on Online Application link above.
 * Select either International or Local (if Malaysian), Executive Programme Level, and Prefered Intake semester period.
 * Select your choice which is C602 ASIAN EXECUTIVE MASTER IN OPEN SOURCE ERP.
 * This course is a joint effort between the ADempiere Project and the School of ICT of Asia e-University
 * Potential Students can continue their study in PhD level which is fully accredited from the Government of Malaysia
 * Potential Students can continue their study in PhD level which is fully accredited from the Government of Malaysia


text: Category:Sources

title: Category:Sources


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Talk:Future media class/Interactive MultiMedia

Can this Page have more Practical Applications and examples please.

This is very short


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Surrealist techniques

Surrealist Techniques for producing Artwork

Surrealism has a strong Cognitive and Psychological Association. That is to say that the Process of Surrealist Thought Involves a sense of Awareness of your mental processing, With a Particular interest in the process of Subconscious thought.

The same way an Inkblot test works, in which participants find it possible to associate objects or scenarios to a patternless shape without Conscious Application. Surreal Art allows questions of perception that can be interpreted in multiple ways.

Perhaps another way to think about Surrealism as a Technique is to understand Lateral thinking,

Thinking Laterally involves using a different type of reasoning to Logic.

Logic's process is transparent (A + B = C)it is clear to see it's process is built on a step-by-step structure

Lateral thinking is not so obvious, it relies on techniques like free association providing external stimuli OR the Removal of stimuli

but perhaps the most important is Questioning, taking Nothing for granted. Challenging the Status Quo in ALL areas, in this way Lateral thinking is much more Open and can produce Surprising results.

Lateral thinking works with a natural human trait, that is creating Patterns out of Chaos. It is an inherant Evoultionary trait and a way to make sense of the world around us. We in essense Make up countless connections between different objects, people, environments, scenarios as well as pieces of personal and cultural information All the time. However these connections are not necciselriy always clearly visable before trying the technique. This is because this process of Association is handled by the Subconcios part of the human mind. This may also be due to an evoultionary trait as the mind is able to take in a great deal of information that is not necciserly useful in an Immediate situation.

Another example of the application of Surrealist thought can be seen in a technique developed by Salvador Dali the 'Paranoiac-critical method' is a psychological technique in which creating a hallucinatory like effect of seeing an object infront of you but producing a phantom like non logical association with another is the aim. as if you were Distorting reality infront of you to imagine an association with another object.

This technique derived from previous Surrealist techniques such as Max Ernst’s 'frottage' technique, which involved creating marks of textured surfaces (e.g. rubbing pencil on paper on top of a texture) and then interpreting the marks made

Unlocking the massive log of information inside your subconscious is the process you need to go through to get to Surrealist Thought.

Surrealism enables creative thought as it requires the thinker to be resourceful, to be able to think laterally...naturally

Techniques

One of the most famous techniques is known as 'Exquisite Corpse'

the name 'Exquisite Corpse' derives from the result of one of the first games played in which produced the line "The exquisite corpse will drink the new wine."

'Exquisite Corpse' is a game designed to create Random association (this can be used as a final piece or a way of gaining inspiration) the game is similar to a game called Consequences in which players write in turn on a sheet of paper, fold it to conceal part of the writing, and then pass it to the next player (creating the random outcome) This Literary version also expanded into the Graphical

This pictorial version is also known as picture consequences in which the same idea is applied to drawing.

here a simple example of this game

first make sure there are at least 3 participants, what your all going to do is create a creature that doesn't exist in reality, take a piece of paper, fold it into thirds One person will draw the Head, draw lines that connect the Head over the fold then fold the paper over to hide the first drawing but allow the next person to continue the body section from the lines you have left for them. Then repeat for the Legs

This is a simple technique that even children can take part in!

Even though it is simple what is drawn has psychological worth. Each section will represent the Drawer or how the Drawer views the subject and what's more the Entire drawing itself will represent the group giving a variety of outcomes each and every time the game is played. Creating new perspectives, new ways of viewing and understanding

In essence this is How Surrealism works, it uses the natural ability of the mind to think creatively

Surrealism in Context

surrealism derives from Dadaism in which the main agenda was the Destruction of Culture and Man made Systems such as the workings of society. The Dada movement was very focused on the idea of Meaning, creating Distorted scenarios in which culture can be examined. There is a definitive legacy of this attitude apparent in Surrealism the Splicing of elements of Reality and the Fantastical often creating a Juxtaposition creating a new meaning, or again the ability to change your perspective on an old concept. A way of stripping cultural content down to its Raw truth.

Surrealism can be considered as a way of Philosophizing, of Political Expression as well as Creative Endeavor in this way. Surrealist Techniques such as Exquisite Corpse (mentioned above)can also reflect the Socio-political implications to this way of thinking. This can be seen in the games dependence on co-operation and the reflection of the group as a whole rather than a single individual owning Credit for the outcome. This process lends itself to Left Wing Communism.

The Surrealists as a group could be said to be More involved in Surrealism as a political and ideological organization than an Artist one. Many Surrealists claim the Artwork is a by-product. An example of this Strong association with Political Idealism can be seen in the Example of Salvador Dali, Ironically one of the most famous Surrealists he was kicked out of the group for his Ego Centric Capitalist Ideals.

Summery

Surrealism is a way of thinking and in the end the way you think will reflect in any piece of work you create. It has the potential to unlock Great creativity from the individual and great collaboration with others as well as the potential to understand the way you and other people think.

Through processes of abstraction you can create new terms in which to express what can't be said clearly with language but is equally a part of the Human Condition. This for me is where the Power of Surrealism comes from.

title: Surrealist techniques


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ATP mentor training/Training to be an autodidact

Training to be an autodidact
Being an autodidact is not a yes-or-no decision. Very few people decide to become airplane pilots or neurosurgeons and accomplish the goal solely as autodidacts. A protégé doesn't have to achieve perfect self motivation and independence but as a mentor you can try to understand the degree of self motivation your protégé possesses and help him to develop good learning habits in fields of knowledge where your protégé can be expected to benefit from your assistance but can at the same time accomplish learning goals as independent achievements.

Somebody who completes an assignment with very limited goals and because it is expected is not necessarily an autodidact. Your protégé can best train to be an autodidact if the motivation to learn is his very own motivation and not an assignment that must be completed, therefore one of the foremost goals for the mentor is to understand the interests and motivations of the protégé.

A mentor can try to direct the protégé to new spheres of knowledge but the decision whether something is sufficiently interesting or not must be made by the protégé, the mentor can only try to present a sphere of knowledge as exciting and interesting.


text: Portal:Social entrepreneurship/Curriculum/General/Valuation


text: Portal:Social entrepreneurship/Curriculum/General/Valuation Nav


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Orientation

Students of Social Entrepreneurship need to come up with ideas for projects.

How do we (educators and students) e/valuate these ideas?

Some of the Ideas will be taken further becoming projects or larger scale initiatives with multiple projects.

How do we (educators, students, beneficiaries, funders and other stakeholders) valuate these?

How do we assess the impact of a social entrepreneurship initiative with a large portfolio of projects?

What questions should we be asking to resolve this issue?

This module is about valuation capacity building.

See discussion.


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Orientation/more

more orientation ...


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Preparation

The best way to learn about valuation is to be part of a valuation exercise. However, it might help to have some idea in advance.

 * Find some existing valuation/evaluation case studies, and

 * Read up on the field of valuation/evaluation, including:
 * Evaluating action learning
 * Appreciative valuation
 * Associations concerned with Evaluation.
 * etc.


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Objectives

With knowledge of e/valuation you will be able to

 * Apply your understanding of the terms valuation and evaluation in any situation
 * Make a conscious choice about which perspective is most applicable at which points in your projects
 * Participate meaningfully in evaluation processes:
 * Assessing ideas
 * Contribute to designing, monitoring and evaluating projects from concept through planning and implementation to conclusion and impact.
 * Inspire enthusiastic participation in evaluation as a growth opportunity for all involved.


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Preparation/more

more preparation ...


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Objectives/more

More on growth opportunities and possible learning outcomes ...


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Tips

 * Associations
 * Case Studies.
 * Evaluation


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Associations

Please list some below from around the world -

 * AfrEA
 * Ghana Evaluator's Association
 * American Evaluation Association
 * etc.


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Case Studies

Links to evaluation case studies ...


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Evaluation

In Education
Evaluation in education is the word used to discuss how the effectiveness of the learning environment is assessed.

Shared resources for evaluating wikiversity resources or courses run on wikiversity are being developed (see, e.g., Valuation).

In Research
Evaluation in research is a formal procedure to quantify the level of actual or anticipated parameter under investigation. This evaluation may be theoretical, experimental or hybrid (see, e.g., Seismic performance evaluation).

title: Evaluation


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Talk:Novial/The Little Prince/Dedication Nov ialiste

Comparison of the versions
Saluto! Not too many differences to my version. I corrected some obvious mistakes from my version. Some other varieties may come from the fact that I used the German version of the Prince. Did you use the English version? Valodnieks 22:53, 25 December 2008 (UTC)

=
=================== Saluto. Exelanti traduktione. Me tamen volud posi a vu li sekuenti questiones (o sugeste li sekuenti modifikationes):

1. Pro ke vu ha skripte omnu, koldu, lu? In Novial 1928 (e anke in Novial 30) li finale del abstraktum/neutrum es ya -um.

2. Insted me voli ya dedika, me pensa ke me bonvoli dedika es preferindi: li fransi (t.e.: original) versione dikte ya "je veux bien dédier", tum kel anglim signifika faktim: "I am willing/prepared to; I condescend/deign to dedicate".

3. Altritem signifika nur "(at) another time". Li fransi versione skripte "autrefois", tum es "in the past, in bygone days". Pro tum me pensa ke altritem non es li maxim boni traduktione, ma ulter anteu me have nuli plu bon idee...

4. Pokes --> pokis: tum es ya uso autonomi del adjektive. Ma disum es nur sugestione: me nuliman vud pove aserte ke tikas pokes es non-korekti.

5. Korekte --> korektisa

Quum vu pensa pri tum? NoviaLingue, 31 January 2009


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Tips/more

more tips for learning about valuation ...


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Guidance

 * Peruse the Resources
 * Preview the Evaluation Framework for Student Social Entrepreneurship


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User:Valodnieks~enwikiversity

Hello. I am Valodnieks from Germany I am very interested in languages especially in constructed languages! Valodnieks 22:56, 25 December 2008 (UTC)

title: User:Valodnieks~enwikiversity


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Guidance/more

More guidance and growth opportunities associated with the evaluation field ...


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Go

Try the Activities


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Portal:Social entrepreneurship/Curriculum/General/Valuation/Go/more

More on first steps, and alternative pathways ...


text: Portal:Social entrepreneurship/Curriculum/Social Enterprise Nav


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Talk:Enterprise Resource Planning/Open Source/Executive Masters

=Discussions= (All discussions are welcome and please sign with the 4 tidles '~'. For your kind cooperation and understanding and support in making this premier course a success, i thank you deeply. - Red1)

Approach of Course

 * What should be the approach in conducting such a course? At the moment i suggest a 2 approach system:
 * Free trial basis by peers on a community basis, with no liability on the author creator to provide prompt response as i may be very busy with ongoing day work. It is hoped that with my guidance, the peers can proceed and evolve the materials and self-learning process.
 * Paid basis to a private university for certification which is a motivator to the author to evolve the contribution in a professionally and academicaly formated and accepted manner. - Red1 03:58, 26 December 2008 (UTC)
 * The university is engaging a paid Instructional Designer under their own Content Reviewer to proceed with this endeavour. It is exciting to see/experiment what can turn out from this. - Red1 03:58, 26 December 2008 (UTC)

Contents Of Course

 * At the moment i devised a 10 module course centred around learning the subject matter in a holistic manner. I believe that it is not enough just to know how to setup the ERP suite without knowing the workings of the community behind the software and the business context that ERP resides in. - Red1 03:58, 26 December 2008 (UTC)

Status of the cousre
There could be a new change in the course if it is going to be based on Adempiere. For example OSGI framework is not covered.


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Wikiversity talk:Stubs

Earlier conversation on my blog page: User:SB Johnny/On stubs and User talk:SB Johnny/On stubs. --SB_Johnny talk 10:59, 26 December 2008 (UTC)

Little content
How you would define "little content"?--Juandev 19:54, 1 January 2009 (UTC)

 * There are a very large number of pages that come under that description (see Special:ShortPages for a very large number of examples), where a page has been created, but there's almost nothing on it, and a redlink would be better. Here's a random sampling from the current list:

 * #50, Bombing of Guernica (blank except for templates)
 * #100 Inner city problems (a test create, should be speedied)
 * #150 Philosophy of History (sparse top page for a project with multiple subpages, needs attention to make it more interesting for a new reader or participant)
 * #200 Power system (blank except for templates, originally a test create)
 * #250 Chemical reactions (stub with 2 words and a bunch of templates)
 * #300 Abstracts (just templates and a link to a page that itself has just templates and an external link)
 * #350 Extravaganaire (a definition and a bunch of templates (is that even a word?))
 * #400 City of Palo Alto official website/Content (subpage, needs categorizing)
 * #450 Sensory Integration Dysfunction/Introduction (only subpage of a project with no content, last edited 18 months ago)
 * #500 Heraclitus (a sentence and templates)
 * #550 Windmill (a test create with templates)
 * #600 Continuum mechanics/Motion and displacement (integrated subpage)
 * #650 Homophily (link to wikipedia and a template)
 * #700 VotApedia (an external link and nothing else)
 * #750 Rheumatology (Pediatric LMCC) (should be a subpage)
 * #800 Sexually Transmitted Diseases (LMCC) (should be a subpage)
 * #850 This (empty but for a link to our irc channel)
 * #900 Are you paranoid? (empty but for templates, nom'd for deletion)
 * #950 Second grade (a link to wikipedia, a link to a portal, and a bunch of templates)
 * #1000 Bloom Clock/Keys/Prague/Global Comparison Worksheet/October (integrated subpage)

 * So, a sampling of the first 2,000 shortpages has 14 that should probably be swept up (70%), 3 subpages of larger projects (15%), 2 pages that need to be reorganized as subpages (10%), and one main page that could use some help (but it lost amid the ocean of stubs).
 * I don't think any pages are getting "lost amid the ocean of stubs." Good pages tend to be well linked and are more likely to be accessed through links, or by search engines.  Templates and Wikipedia links are useful additions that are not always added even by good editors.  In my experience it's always reassuring to see that someone's started the page I want to write, even if it doesn't have much information yet.  --AFriedman 22:11, 13 January 2009 (UTC)

 * I kept going (counting by 50s), after 1,500 or so it's more subpages than stubs (a large number are bloom clock pages, tbh), with a few "disambig" pages thrown in (e.g., #2800, Automation), and we start to see course outlines (e.g., #3050, Health mentoring course, #4350, Third grade elementary math), and pages that need context (e.g., Examples of possible additional questions to ask the citrus grower). The last non-subpage on the shortpages cache was Service econosystem, a stub created 2 years ago that has had no further development, but I'd put that in the gray area. --SB_Johnny talk 11:47, 2 January 2009 (UTC)

So, is Introduction to HTML a stub?--Juandev 14:17, 2 January 2009 (UTC)

 * Yes, but in that case it could be redirected or merged with Basic formatting in HTML. The page as it is really just serves as a soft redirect to that page anyway. --SB_Johnny talk 14:34, 2 January 2009 (UTC)

No, it isnt. It is a first lesson of the course called Learing HTML/HTML. The other you are linking is another course called Web design. If an author of a course thinks its enough to start a first lesson with one phrase, why to push him to add lots of content. It is his way, his methodology, so why we have to push him to use different methodology. And that is a problem, that we would like to set here the way of thinking that is on Wikipedie, which is an encyclopedia. Wikiversity in not encyclopedia, it is a creative environment focusing education and research.--Juandev 09:16, 4 January 2009 (UTC)
 * Jundev's example of HTML is a good point, perhaps only for that kind of case (if the author does point out in the discussion page of his article). For others the present notice template pasted on the pages seems a good measure. My question here though is, 'What is the policy on policy discussions? Is it to hear many points then stick to a voted decision? Or is it evolving from time to time as such a debate crops up again? There are two sides to this discussion so for me who just started following won't know which is better. Kind Regards! - Red1 10:53, 4 January 2009 (UTC)

 * Thats philosophy than.--Juandev 20:37, 5 January 2009 (UTC)

Why the same structure as on Wikipedia
I would like to ask the founders of this, why we should/need have the same tool as Wikipedia has? I think it is to early for kind of tools. Imagine de Wikipedie, which removed all stub templates and now, they dont understand them. Why they did so?--Juandev 19:54, 1 January 2009 (UTC)

 * Quite to the contrary, this isn't a method used by Wikipedia, and stubs serve a very different function on Wikipedia than they do on Wikiversity (or Wikibooks, which is a much closer relative). On Wikipedia, stubs are created generally by following redlinks from other articles, in order to go into detail on a subject that comes up in another article. Wikiversity projects are of a completely different nature, since they aim to serve as educational materials in their own right, rather than as part of a linked nexus of articles. The problem is that Wikiversity is now dominated by stubs, so searching for materials on a wide range of topics (those with 1-page stubs) will lead to a page which is entirely unhelpful to people interested in learning further about something.

 * Merging into an archive page of some sort preserves the creator's contribution (qua contribution), while at the same time eliminating a "dead end page" which can do nothing but frustrate new visitors (several have said as much on the colloquium and elsewhere), while a search that doesn't lead to a dead end page simply informs the searcher that there is no page (but of course one can be created). --SB_Johnny talk 14:32, 2 January 2009 (UTC)

I think that we can notice newcomers via templates with "level of completion".--Juandev 09:22, 4 January 2009 (UTC)
 * I agree. --AFriedman 22:11, 13 January 2009 (UTC)

And this: is not enough?--Juandev 09:30, 4 January 2009 (UTC)

If no new content (aside from templates, categorization, etc.) is added to a stub after one month, it should be merged into the "stub cabinet" by a custodian.
Why? Hillgentleman | //\\ |Talk 09:52, 2 January 2009 (UTC)

 * Maybe some explanation on what is a "Stub Cabinet" or let me have a link to read here? - Red1 10:57, 4 January 2009 (UTC)

 * See User:SB Johnny/On stubs for more information. --mikeu talk 15:40, 5 January 2009 (UTC)

"Cleanup" of stubs
I am confused by the wording. Are stubs considered dirty? Hillgentleman | //\\ |Talk 09:53, 2 January 2009 (UTC)
 * Humor is not allowed on the Wikipedia, so why is it tolerated here?--John Bessa 21:09, 6 January 2009 (UTC)

Stubs is a term used for pages with very little content, but not as small as a "test page".
It needs clarification. Otherwise there shall be debates about, for example, whether a resource on a chemical compound consisting of a line of definition, a diagram, and a link of reference to be "just a line" and "very little content". Hillgentleman | //\\ |Talk 09:56, 2 January 2009 (UTC)

Problems
I see all kinds of problems with this proposal, two important ones that stick out for me are:

 * Merging pages will make acknowledging the right contributors difficult if not impossible, should someone later wish to use a stub's content.
 * Sooner or later your going to hit a limit which will prevent continuing to merge content, making the cabinet useless. Probably sooner if a lot of stubs would be merged at once.

In short this proposal ignores licensing issues should someone wish to (re)use or redistribute a page and technical limitations imposed by the software. --darklama 15:50, 5 January 2009 (UTC)

 * I think that stubs dilute the meaning of the Wikiversity especially when they are caught by search engines, though I acknowledge the problems above. I think maybe this is a good place to diverge from the Wikiversity, which allows for little difference of opinion.  Maybe stubs should only be allowed for subsets of a topic.  And because of page protection, there may have to an acceptance of multiple versions of the same topic, but perhaps with subtly different titles.--John Bessa 21:15, 6 January 2009 (UTC)

 * Adding __NOINDEX__ to stubs could keep search engines from indexing stubs, without needing to delete them. --dark[[Image:Yin yang.svg|12px]]lama 21:52, 8 January 2009 (UTC)

deletion vs creation
99.9999% of Wikiversity learning resources remain to be created. Part of the process by which a wiki website grows is that pages can start small and be improved. I think we need to make a distinction between two kinds of stubs. One type of stub page is created without any thought and planning as a potential learning resource. These might be just for vandalism or experimentation ("can I make a page?"). Call those "type 1 stubs"...nobody cares if they are deleted. Other short pages are typically linked to from a content development page in the "Topic:" or "School:" namespaces or from another well-developed page. These "type 2 stubs" can be seen to be part of a plan by a Wikiversity participant for needed learning resources at Wikiversity and it is a waste of time to delete them and a slap in the face of people who start those pages. Small pages hurt nothing, except the itchy finger of admins who have nothing better to do than delete the work of others. The Wikiversity community created a way to deal with these kinds of small pages, Welcome templates, particularly Template:Welcome and expand. We now have admins who would rather delete pages than help participants develop needed learning resources....they cannot be bothered to think and see if a page is linked to from a content development page. Any custodian who cannot make these kinds of distinctions should not have access to the sysop tools. --JWSchmidt 18:17, 8 January 2009 (UTC)
 * I agree, so I would recomend to postpone this tool for future.--Juandev 20:54, 8 January 2009 (UTC)
 * I agree that there is a difference between a useful and useless stub. In order to be a productive stub, there has to be some educational direction to the page (as part of a greater project or in the content of the stub), as opposed to something containing only a link to a Wikipedia page, or with two or three lines of an encyclopedia article.  If it doesn't have at least the framework of a Wikiversity project, it should be deleted after an extended period of inactivity in order to give someone else a clean slate should they be ready to develop an actual project.
 * However, I see no reason to delay clarifying when a low-content page should be deleted. On the contrary, we should be making these kinds of decisions sooner, as it will most likely only get more difficult later.

Sχeptomaniacχαιρετε 21:13, 8 January 2009 (UTC)
 * Well, so you think that 9 000 pages is enough time to start to administrate the project? What about to delete "type 1 stubs". If they will not be here other people will not be limited by the resource outlook and they might develop this resource using their own ideas. Imagine, that existing stub resources are limiting a little bit people creativity.--Juandev 21:17, 8 January 2009 (UTC)
 * I think you should begin planning how to administer a project from the first page, rather than close the barn door after the cows have escaped. We've already had problems here because of the gaps in policy.  Limits are important.  I don't believe we should be really restrictive, but if someone creates a page as an encyclopedia stub (rather than a Wikiversity project stub) and doesn't touch it again for months, we should consider deleting it.
 * I'm all for giving contributors fair warning and keeping a page if they ask for more time (there's no particular rush, IMO), but why wouldn't we delete a page that hasn't gone anywhere and is very unlikely to? It's just clutter, so why not get rid of it and give someone a completely clean slate if they decide to do something creative on the topic later? Sχeptomaniacχαιρετε 23:57, 8 January 2009 (UTC)
 * I agree with you majorly.--Juandev 00:07, 9 January 2009 (UTC)

I recently created new project as another approach similar to welcome and expand, with the intent to link people to useful resources that might keep them from becoming frustrated. Doing away with type 2 stubs is a waste of time of that could be better spent asking new users if they need help with anything, answering questions and teaching new users the ropes of using a wiki. --darklama 21:50, 8 January 2009 (UTC)

 * I basically agree with JWSchmidt and darklama on this, although merging a stub with a duplicate page can make life simpler. I also agree with darklama's point about introducing new users to the wiki format being a better use of time.  All else being equal, IMO it's also better to give stubs some real information and some nice links rather than simply deleting them.  I think that, in general, creating useful content anywhere on the site or helping new users is a much better use of our time than deleting pages no one looks at.  --AFriedman 22:11, 13 January 2009 (UTC)

 * He he, good approach.--Juandev 22:08, 8 January 2009 (UTC)

 * I like your template, darklama! I think it's very encouraging.  --AFriedman 22:11, 13 January 2009 (UTC)

title: Wikiversity talk:Stubs


text:
Robotics/Projects

St. Joseph’s College of Engineering and Technology, Choondacherry, Palai.
(PUBLISHED IN THE PROCEEDINGS OF ASPIRE- 2008 INTER-COLLEGIATE TECHNICAL FEST AT SJCET, PALAI, KERALA, INDIA)

ABSTRACT- Robotics is an engineering discipline where mechanical and electronic systems have to co-exist and interact successfully to give the desired output. In this paper we try to design and construct a creeper robot which is simple in design. Creepers are ‘walking’ robots. They mimic the creeping motion of insects in nature. Ours is a BEAM robot. We used the 74HC240 IC for driving the servo motor that powered the legs of the creeper. In order to mimic the creeping motion effectively, we need continuous to and fro motion of the motor. To implement the to and fro motion electronically, the chip was bicored using suitable bicoring circuit. Bicoring implies that only one half of the IC produces a signal at a time. The two sides alternate continuously and produce signals in opposite directions. The 74HC240 is an octal buffer/ line driver; 3 state inverting IC. The IC has 20 pins of which two are enabling pins. The bicoring circuit for the available IC and motor was designed by us. The motor shaft was connected directly to a servo horn on which the legs were mounted. The legs of the creeper are made of guage10 copper wire and are fixed to the horn. The whole system is built around the motor body itself. The motor we used needed 6V dc supply which was given from 4 AAA dry cells. The cells were placed in battery holders which were mounted on motor body.

I.  INTRODUCTION
A robot is a mechanical or virtual artificial agent. In practice, it is usually an electro-mechanical system which, by its appearance or movements, conveys a sense that it has intent or agency of its own. BEAM robotics is the brain child of Mark W. Tilden who is currently working at "Los Alamos National Laboratory" in Los Alamos, New Mexico, US. BEAM is a triple acronym which stands for:

Biology Electronics Aesthetics Mechanics Building Evolution Anarchy Modularity Biotechnology Ethnology Analogy Morphology An important area of research in legged robotics concerns walking and running over challenging terrain including robots with the ability to traverse horizontal and vertical surfaces. Generally, the design of robots involves complex mathematics and electronics. Our project is an attempt to keep things as simple as possible, and yet come up with a robot, that can walk over level terrains.

II.  MATERIALS AND METHODS
Our creeper uses the minimum number of parts, most of which are cheaply available or can be claimed from old home appliances. Also, the bicore circuit that we use is a simple one that is commonly used for similar purposes.

A.   Actuators: The actuators are the parts which convert stored energy into movement. By far the most popular actuators are electric motors, but there are many others, some of which are powered by electricity, while others use chemicals, or compressed air. We used a 6V dc servo motor for actuating our machine. The servo motor we purchased had an inbuilt control circuit with it, so we had to remove it so as to incorporate our own. The power from the motor may be transferred to the legs of the motor; either by coupling the legs directly with the motor shaft or with a gear drive mechanism. The gear drive mechanism offers smooth power transfer, but makes the robot bulky. The construction of idler shaft for the gears was also another problem. Hence we decided to fix the legs directly to the motor shaft with a horn fixed to the shaft.

B.   Manipulators: Robots which must work in the real world require some way to manipulate objects; pick up, modify, destroy or otherwise have an effect. Thus the 'hands' of a robot are often referred to as end effectors, while the arm is referred to as a manipulator. Most robot arms have replaceable effectors, each allowing them to perform some small range of tasks. Some have a fixed manipulator which cannot be replaced, while a few have one very general purpose manipulator, for example a humanoid hand. Our robot does not have a manipulator in the real sense. As the purpose of this robot is to walk over level surfaces, the only considerations before us regarding legs were good strength and weight of legs. We used guage 10 aluminium wire to make the legs.

C.   Control: The mechanical structure of a robot must be controlled to perform tasks. The control of a robot involves three distinct phases - perception, processing and action (robotic paradigms). Sensors give information about the environment or the robot itself (e.g. the position of its joints or its end effector). This information is then processed to calculate the appropriate signals to the actuators (motors) which move the mechanical structure. The processing phase can range in complexity. At a reactive level, it may translate raw sensor information directly into actuator commands. Sensor fusion may first be used to estimate parameters of interest (e.g. the position of therobot's gripper) from noisy sensor data. An immediate task (such as moving the gripper in a certain direction) is inferred from these estimates. Techniques from control theory convert the task into commands that drive the actuators. Our creeper doesn’t use any sensors. However it has a control circuit that alternates the direction of rotation of the actuators so as to create the walking motion of the robot. This circuit uses an IC of the 74**240 series. The control circuit and bicoring of the IC are explained in detail below.

D.   The Bicore Circuit and the 74HC240 IC: The first thing we’ll want to do in building our robot is to assemble its brain. The Walker makes use of the ingenious BEAM Bicore circuit. It’s prefixed bi because it has two states, or nodes, and core because; it is the central part of the robot’s nervous net. Our Bicore uses the 74HCT240 integrated circuit. This chip is an inverting octal buffer. This means that it is a chip with eight logic gates that invert the signals going into them. Whatever signal goes in each gate gets inverted, so a low signal becomes a high signal and a high signal becomes a low one. By combining the three gates on one side and three gates on the other (by soldering their pins together), we end up with two “teams” inverting gates that “buffer” the signal and make it more powerful. The signal passing back and forth between the two nodes sends high and low (or “on” and “off”) pulses to our servo motor. The result is back and forth movement of the motor shaft, which is transferred to our gears to create a reciprocating walking motion. The remaining two gates are used as sort of the controller for the two three-gate teams.

E.   Bicore Circuits: The bicore is the core of most BEAM devices. Its unique structure makes it very easy to customize for a wide range of uses. These uses vary from blinking LED’s to walkers.

F.   Neurons: The heart of core technology is the use of neurons. Neurons are most common in living creatures. It supplies the creature with information processing abilities, caused by the loads of neurons connected together. The difference between a neuron and a transistor is that the transistor has only a “yes” or “no” if used in logic circuits. Its input is directly related to its output, and therefore it is not very suitable for circuitry with a certain “intelligence” of its own. In this case we use an “ideal” inverter; meaning that it’s switching point (threshold-value) is at exactly one half of the voltage difference between “1” and “0”. For example, if ground is 0V and Vcc is 5V, the inverter will switch at 2,5V. Now imagine, a positive (5V) pulse is given to the “in”, causing the area between the capacitor and the inverter to be 5V too. The capacitor starts discharging through the resistor. If the voltage between the cap and the resistor passes the 2,5V mark, the inverter will “switch”. The time between the pulse and the changing state of the inverter is the delay time. It is easy to see that this time is determined by the capacitance of the capacitor and the resistance value of the resistor.

G.   Bicore: A bicore is obtained by coupling together two neurons. (Fig.2). If both resistors and both capacitors are equal in value, the bicore will have a duty-cycle of 50% and thus be symmetric.

H.   Suspended Bicore: To increase the symmetry of the bicore, it is possible to change the resistors for one resistor, connecting the inverters together as shown in Fig.3. It’s easy to imagine that in the original bicore the voltage at the resistors is the opposite of each other. The suspended bicore can be imagined as a normal bicore in which the one corner functions as a “ground” for the other corner. The beginning situation is when the sides of the resistor have opposite voltages (Vcc x ground). For this example we take Vcc = 5V and ground = 0V.Because of the inverters, which invert the voltage of the opposite side of the resistor, the voltage over the capacitors is 0V. Because the voltage difference over the resistor is 5V, current starts to flow from one end to the other, causing the capacitors to gain a voltage difference. If the voltages reach the threshold-value of the inverter, the inverters start to change state, creating a new voltage difference over the resistor, only with the voltage levels reversed. This is half an oscillation. If we look at the voltage of the outputs of the inverters, they have an almost perfect "block"-oscillation, which graphically would look like the graph given in Fig4. The replacement of the two resistors of a normal bicore with one as used in the suspended bicore brings up another problem. One side of the resistor has the ground voltage, the other Vcc. If the current flows through the resistor, both sides of it will approach 0.5Vcc but will mathematically never reach it, because if the voltage difference over the resistor decreases, the current will decrease as well, causing the change in voltage difference to drop as well. In designing a suspended bicore, one needs to prevent this effect. 74xx240 Chips have a system that protects the inverters for over or under-voltage.

I.    Bicoring the 74HC240:

We used the following connections to bicore our IC. ■ Left side of IC: PINS 4-6, 3-4, 5-7, 6-8, 7-9 ■ Right side of IC: PINS 14-16, 13-15, 12-14, 11-13, 15-18 ■ From left side to right side: PINS 1-19 ■ Capacitors: 2-3 and 18-17 ■ Resistor (across IC): 2-17 (Refer figures 1 and 3).

III.   CONSTRUCTION: BUILDING THE WALKER BODY
The body for our creeper is basically the motor casing for the servo motor itself. The control circuit goes on top (actually, the servo is flipped upside down, so it’s technically the bottom of the motor), the two AAA battery packs go on the sides, and the on/off switch gets attached to the back. The motor is oriented so that the drive shaft protrudes from the bottom, delivering power to two sets of gear/legs, one set for the front two legs, and one set for the back. The ingenuity of this design is that four legs are controlled, and that a single motor can achieve a reasonable walking gait. Robotic walking technology is usually hard. The simplest walkers usually have at least two motors and two control circuits (one “master” circuit and one “slaved” to that). This walking machine doesn’t have the most elegant gait in the robot kingdom, but it does work, and it shows the kind of insect like movement and persistence that’s the hallmark of biologically inspired robots. A.   Parts List ■ (1) Servo motor. ■ (1) 1.5 inch (4cm) plastic gear (around 40 teeth are good) ■ (1) 2 feet of 10–gauge wire. ■ (2) AAA battery holders (each holds two AAA batteries) ■ (2) .22 μF monolithic capacitors ■ (1)Resistor ■ (1) 74HCT240 integrated circuit (IC) ■ (1) 20-pin DIP IC socket ■ (1) on/off toggle switch ■ (2) leg mounting pads. ■ 2-part epoxy ■ Superglue ■ Metal ruler ■ (4) AAA batteries B.   Creating the Leg Assemblies We made two sets of legs by bending the wires into a ‘U’ like shape and epoxying them to the gear halves. (Fig.5)

C.   Final Assembly Now we have to attach the power and the motor wires to the control circuit and then the control circuit assembly to the top of the walker. Now attach the epoxied leg assembly to the servo motor horn. This completes our construction.(Fig.6)

IV.  FIGURES AND GRAPHS
SORRY BUT I COULDN'T UPLOAD THEM. MAIL ME A REQUEST TO idestinyschild1989@gmail.com

V.  REFERENCES
[1]Definition of robotics - Merriam-Webster Online Dictionary.

[2]Asimov, Isaac (2003). Gold. Eos.

[3]C.S.G. Lee & R.C. Gonzalez & K.S. Fu,Tutorial on robotics.

[4]Internet

title: Robotics/Projects


text:
User talk:Sharath11189

 Hello Sharath11189, 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 14:24, 26 December 2008 (UTC)

title: User talk:Sharath11189


text:
User talk:Nov ialiste

 Hello Nov ialiste, 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! -- DarkObsidian 16:14, 26 December 2008 (UTC)

title: User talk:Nov ialiste


text:
Novial/The Little Prince/1 Nov ialiste

Back to The_Little_Prince main page.

1

Kand me esed six yares oldi, me vidad unfoy impresiv imaje in libre pri li primeval foreste kel esed nomat Vivati Rakontes. Tu representad boa serpente kel klutad sovaji animale. Hir es kopie del desine:

On dikted in li libre: ”Li boa serpentes gluta lusen kaptures totim integri sin mastika lu. Aftru les non pove mova e les dormi durant li six mensus de lusen digestione”.

Tand me tre meditad pri li aventures del jungle e after proba, me suksesed, kun kolori krayone, a desina men unesmi desine. Men desine numre uni. Lu esed kom disu:

Me ha montra men maestral verke a adultes e me ha prega les ob men desine pavorisad les.

Les replikad a me: “Pro quu chapele vud pavorisa?”

Men desine non representad chapele. Lu representad un boa serpente kel esed digestant un elefante. Me tand desinad li internu del boa serpente, pro ke li adultes poved komprenda. Les omnitem besona explikationes. Men desine numre du esed kom disu:

Li adultes avisad ke me posi a latere li desines de boa serpentes aperti o klosati, e ke me interesa me plusim pri geografia, historie, aritmetike e gramatike. Talim es ke me abandonad, ye li aje de six yares, impresiv kariere de piktere. Me had bli desoptimistisat dal dessukseso de men desine numre 1 e de men desine numre 2. Li adultes nultem komprenda ulu totim soli, e es fatiganti por li infantes sempre a dona a les explikationes.

Dunke me deved selekte altri profesione e me lernad pilotira aeroplanes. Me ha avia pokim in chaki loke del monde. E li geografia esver ha serva me multifoy. Me savad distinkte kun regardeto inter China e Arizona. Es utili, si on perda li vie durant li nokte.

Me ha talim have, durant li kurso de men vivo, multi kontaktes kun multi seriosi homes. Me ha viva multim mid li adultes. Me ha vida les fro tre proximu. Tu non ha tro plubonisa men opinione.

Kand me ha renkontra un ek les, kel sembla a me pokim lusidi, me probad li experimente de montra a le men desine numre 1 kel me ha omnitem konserva. Me volid sava ob le esed verim komprendiv. Ma omnitem le replikad a me: “Lu es chapele.” Dunke me non parlad a le pri boa serpentes, nek pri primeval forestes, ni pri astres. Me vud plasa me res le. Me vud parla a le pri bridje, pri golfe, pri politike e pri kravates. E li adulte esed tre kontenti a konosa tali sensosi viro...

title: Novial/The Little Prince/1 Nov ialiste


text:
User talk:Marc1024

TÉCNICAS TEATRAIS APLICADAS AO PROFESSOR

A maioria dos formandos/professores quando frequentam uma Acção de Formação que envolva Técnicas Teatrais - especificamente o Curso “Técnicas Teatrais Aplicadas ao Professor” – dividida em módulos 1, 2 e 3, já entram a saber que vão ter que participar do processo e da obrigatoriedade dos trabalhos práticos e teóricos. Para aqueles professores menos conscientes da eficácia da sua comunicação perante os alunos, ou para aqueles menos voltados às artes cénicas, pode parecer estranho, mas é extremamente positivo porque ao perceber o processo e a obrigatoriedade, estes têm de buscar uma maneira de tirar proveito das situações e muitas vezes acabam por saírem mais sensibilizados para as Artes Cénicas que outros com mais experiência na área. O contacto comigo e com os colegas formandos gera novas expectativas e troca de saberes. A aceitação do jogo e o contacto com o próprio corpo, seu instrumento de trabalho, faz com que os participantes comecem a sentir os efeitos resultantes do processo a que são submetidos. Tudo se resume a um conjunto de pequenas vitórias, as quais sempre apresentam resultados muito positivos que podem ser imediatos ou não, depende do tempo de assimilação que cada um tem. Os professores acabam por descobrir um mundo que desconheciam, e consequentemente as vantagens que estas descobertas podem trazer para as suas vidas, tanto a nível pessoal como profissional.

A palavra chave é "Comunicação", tanto o actor como o professor são instrumentos da Comunicação e têm obrigação de falar melhor, actuar melhor, ensinar melhor, ser melhor, estar melhor e, por fim, viver melhor.

Copyright © 2007 by MarcoARMascarenhas

www.comunicarte2410.blogspot.com

title: User talk:Marc1024


text:
User talk:KTucker/My Sandbox/Samples/Activities

So, how should we do this?

Perhaps, on each activity page include an "Add Activity" button which adds a new section with a title (Activity Title) and space for a brief description.

The Activity Title may be hyperlinked to a sub-page by that name, and if you click on the link, a page will open with a pre-loaded template to capture the rest of the details which may be presented as a summary table (as illustrated) and/or a full page similar to the format of the introductory pages for modules.

Comment? Kim 20:06, 26 December 2008 (UTC)


text:
Portal talk:Social entrepreneurship/Curriculum/General/Social Innovation

How shall we approach this?

 * Revisit as we cover Collaboration and Partnerships.


text:
User:Homer392

Hello, My name is Keith :) I am interested in learning different languages other then mine, which is English! I hope to one day teach English as a second language.

title: User:Homer392


text:
User talk:Swgeek54

SWGEEK54
*IT Tech at a sub-unit of a enterprise level organization *I love to learn, and am very interested in computers, computer programming, and free education *Hobbies include woodworking and blacksmithing
 * Who I am

*To Learn, participate, and contribute *I would like to collaborate with others interested in the C++ area
 * Why I am Here

Leave a message!

title: User talk:Swgeek54


title: User:Remi0o