text:
Centre for Neuroscience Media and Society/Centres/Germany

See also Geman Graduate Schools of Neuroscience and the German Neuroscience Society

 * School of Mathematics, Informatics and Natural Sciences, RWTH Aachen University, Germany

 * Bernstein Center for Computational Neuroscience Berlin

 * Bernstein Center for Computational Neuroscience, AL Uni Freiburg

 * Bernstein Center for Computational Neuroscience, Munich see also www.bccn-muenchen.de

 * Theoretical and Computational Neuroscience, Bernstein Center for Computational Neuroscience (BCCN), Göttingen

 * University of Bremen, Institute for Theoretical Neurophysics and Center for Complex Systems and Visualisation

 * Medical Neurosciences, Charité Berlin see also http://www.neuroscience-berlin.de

 * DFG Research Training Group, Charíté Universitätsmedizin Berlin

 * Heinrich-Heine-Universität, Düsseldorf, Institut für Neuro- und Sinnesphysiologie.

 * Freie Universität Berlin

 * Interdisciplinary Neuroscience, University of Frankfurt

 * Spemann Graduate School of Biology and Medicine, University of Freiburg

 * Alzheimer Graduate School, Georg August University Goettingen

 * Neuroscience Graduate School, Johannes Gutenberg University Mainz

 * Berlin School of Mind and Brain, Humboldt University Berlin

 * Neuroscience, University of Magdeburg

 * Helmholtz International Research School 'Molecular Neurobiology', Max Delbrück Center for Molecular Medicine

 * Neuroscience Early Stage Research Training, Max Planck Institute for Biophysical Chemistry, Goettingen

 * NEUREST, Max Planck Institute for Biophysical Chemistry, Goettingen

 * Max-Planck Research School, Georg August University Goettingen

 * Humboldt University Berlin

 * Neuroscience, Ludwig Maximilians University Munich Großhadern

 * Cognitive Psychology, Ludwig Maximilians University Muenchen

 * Graduate School of Systemic Neurosciences, Ludwig Maximilians University Munich

 * Helmholtz International Research School 'Molecular Neurobiology', Max Delbrück Center for Molecular Medicine

 * Max Planck Institute in Tübingen

 * Max-Planck-Institute of Cognitive Neuroscience In Leipzig.

 * Max-Planck-Institut für Strömungsforschung in Göttingen Research groups in neural networks, nonlinear dynamics, neuroscience.

 * Otto von Guericke Universität Magdeburg

 * Clinical and Experimental Neuroscience, University of Regensburg

 * Ruhr-Universität Bochum, Institut für Neuroinformatik

 * Translational neuroscience, Ruprecht Karls Universität Heidelberg

 * International Graduate School of Neuroscience, Ruhr-Universität Bochum

 * International Max Planck Research School for Molecular and Cellular Life Sciences

 * NeuroAct, Philipps University Marburg

 * Medical Life Science and Technology, Technical University Munich

 * Neuroscience, University of Tübingen
 * Graduate School for Cellular and Molecular Neuroscience, University of Tübingen
 * University of Tübingen

 * Center for Systems Neuroscience, Veterinary School Hannover, Medical School Hannover, University of Hannover, University of Music and Drama Hannover


text:
BCP/Veronica officinalis

Veronica officinalis

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

title: BCP/Veronica officinalis


text:
BCP/Veronica officinalis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --Jomegat 21 May 2008 (from photos)
 * --Jomegat 17:05, 6 June 2008 (UTC)
 * --Jomegat 23:45, 9 June 2008 (UTC)
 * --Jomegat 03:36, 21 June 2008 (UTC)
 * --Jomegat 23:16, 1 July 2008 (UTC)
 * --Jomegat 18:48, 12 July 2008 (UTC)

title: BCP/Veronica officinalis/Logs


text:
Neurosociety Media Centre/Centres

 * Africa
 * Asia
 * Australia and Oceania
 * Europe
 * Middle East
 * North and Central America
 * South America

title: Neurosociety Media Centre/Centres


text:
Neurosociety Media Centre/Centres/Europe

Transnational projects and programmes

 * ERA-Net Neuron

National Centres

 * Austria
 * Belgium
 * Bulgaria
 * Croatia
 * Cyprus
 * Czech Republic
 * Denmark
 * Estonia
 * Finland
 * France
 * Germany
 * Greece
 * Hungary
 * Ireland
 * Italy
 * Latvia
 * Lithuania
 * Luxembourg
 * Malta
 * Netherlands
 * Poland
 * Portugal
 * Romania
 * Slovakia
 * Slovenia
 * Spain
 * Sweden
 * United Kingdom

also by subject

 * Brain Imaging
 * Brain Implants
 * Predictive Medicine


text:
Wikiversity talk:Meetings/Learning on Wikiversity/log

Points and questions
Let me ask here participants some questions: first part, the log is quite long:-)--Juan 18:43, 6 June 2008 (UTC)
 * Do you think, we can manage some kind of recyclation of learning materials?
 * I thin that implementing new policies and extensions/tags/hooks is very slow. It has the same velocity as on other Wikimedia projects, but I see an urgent need to be more flexible on wv.
 * When you are talking about formats, one of my collegue on cs is preparing a proposal to open cs to much more formats than now. Especially formats which can be used in research. Use a translator: betawikiversity:Wikiverzita:Diskusní prostor.
 * I think cormaggio should re-freshed his evaluation of good/bad communities (sorry dont remeber the page, but you know).
 * I also think that more collaboration between different projects (different languages) can help to develop it. I think that iw linking is not enough. I have started to feed es and it communities by the ideas from en and cs. For future I would like to extend this brainstorming like information change extend to cs and pt (but everithing depends on language skills. I also think that there is a need to animate wv communities to collaborate more internationally that just on the level of iw. I would like to ask you what you think about it?
 * I think McCormack hit the problem: "[5:34pm] ¥ McCormack says "contributor retention" again.". I had the problems in Spanish courses, that there were an interest, but many people did the first lesson and left the project. I think we should ask why? What was wrong? How we can remove "the barrier"? Also in the course of Botany Ink Drawing. There was one participant who "hungrily" came, but havent started. So what has happened? If there were so much enthusiasm on the beggining. And again, I should ask: what was wrong? or why she left? what we should do to "retain" participants?
 * "[5:34pm] ¥ McCormack says "contributor retention" again." - I think the same problem was with the Wikipedia. People they didnt know what is it. So it took time to explain them what it is, what they can get from the project and how to use it. The same problem is with wv. People can think that it is a University. But if they will see that on the Main page there are links to the projects for children, and we will explaing that it is the education for all after some years, people will study this fact. CS community was recently talking about this problem, there is about 50% of people for "Wikiversity" and 50% for "Wikischool". And this disscussion on cs is ongoing.
 * The major problem we see on cs is, that in the Czech Republic and also many countries hole around the world (expect Asia) there is a behaviour to understand "school" as a (how to say it in English) as a pest, or something which is tiering people and they should spend there as little time as possible. So I hope cs community will try to work hard on melting this relationship to education and also hope, that this could be one of the aims of wvs worldwide.
 * interesting point that people are affraid if pages are not static - ummm...


text:
User:Ssr

meta:user:ssr

title: User:Ssr


text:
User:Knak

My user-page.. more info will come.

/Knak

title: User:Knak


text:
User talk:Knak

 Hello Knak, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 00:06, 7 June 2008 (UTC)

title: User talk:Knak


text:
User talk:Sarregouset

 Hello Sarregouset, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 00:09, 7 June 2008 (UTC)

title: User talk:Sarregouset


text:
Film school template - Basic filmmaking - New student status

 * User: has completed the following [assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Oxygen480-categories-applications-office.svg|28px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp (vector).svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Oxygen480-devices-media-optical-recordable.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Noto Emoji Oreo 1f4f9.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Noto Emoji Oreo 1f399.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Noto Emoji Oreo 1f3a8.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Noto Emoji Oreo 1f3a8.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Oxygen15.04.1-tool-animator.svg|24px]]


text:
User:The Phantom Stranger

I hope one day, perhaps, you will call me friend. Until that time I must remain a stranger. ~ The Phantom Stranger in The Books of Magic

title: User:The Phantom Stranger


text:
User talk:The Phantom Stranger

I hope one day, perhaps, you will call me friend. Until that time I must remain a stranger. ~ The Phantom Stranger in The Books of Magic

 Hello The Phantom Stranger, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 06:43, 7 June 2008 (UTC)

title: User talk:The Phantom Stranger


text:
User talk:Termine

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 07:40, 7 June 2008 (UTC)

 Hello Termine, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 07:40, 7 June 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Termine


text:
Help talk:Resource types

Opposition to this page
This note is to record that during production of this page, I was placed under pressure not to continue the work (e.g. sarcastic comments describing the page as a joke). Creating a descriptive taxonomy of Wikiversity content production is possibly one of the most useful activities I have ever embarked on at Wikiversity and one which might have far-reaching consequences for informing and liberating ordinary users so that they can make wider use of Wikiversity. Some useful links on the topic of opposing the production/evolution of descriptive taxonomies: http://www.gustavholmberg.com/magnitude/2005/07/12/agnotology-the-cultural-production-of-ignorance and https://doi.org/10.1111/j.1096-0031.1997.tb00325.x --McCormack 07:54, 7 June 2008 (UTC)

 * This looks like a very important page - the normal English meanings of these words can vary, but we need to have some meaningful organisation here. Sorry that you seem to have quit Wikiversity and Wikipedia - without any obvious byebye message... Hope you come back soon. Boud 09:51, 21 June 2011 (UTC)

"Database" resource type
The "database" resource type occurred to me while analysing Moodle's resource type structure. Moodle allows contributors to run their own small databases. "The Database module allows the teacher and/or students to build, display and search a bank of record entries about any conceivable topic. The format and structure of these entries can be almost unlimited, including images, files, URLs, numbers and text amongst other things." (source: Moodle documentation). I once discussed with User:Darklama the needs of the Bloom Clock project, which effectively seemed to boil down to needing a (simple) database resource type. Mediawiki doesn't currently support this kind of thing. It may be worth looking at how Moodle supports user-defined databases. --McCormack 08:00, 7 June 2008 (UTC)

"Book" resource type
Technically books go on Wikibooks, but what happens when a book is also an educational resource in the narrower sense, such as a book on an educational topic, or a textbook for school or formal education? Perhaps some degree of overlap between the projects can be tolerated? Example: Assistant teacher course/Teachers' handbook by User:Fasten. --McCormack 09:12, 7 June 2008 (UTC)
 * I found Airplane Flying Handbook as well so I started Category:Books with a subcategory called Category:Training manuals. --McCormack 09:53, 15 June 2008 (UTC)

"Simulation" resource type
Lunar Boom Town is the Wikiversity project which made me think of this one. If I understand the intent of Lunar Boom Town, though, then in fact Lunar Boom Town is an umbrella project for many simulations. --McCormack 09:18, 7 June 2008 (UTC)
 * I subsequently added Category:simulations to the reformed Category:Activities. --McCormack 09:54, 15 June 2008 (UTC)

"Survey" resource type
The Moodle classification reminded me about User:SB_Johnny's experiments - e.g. Category:Wikimedia Demographics surveys. --McCormack 09:47, 7 June 2008 (UTC)

Case studies
Category:Case studies would be a sensible creation. --McCormack 13:54, 15 June 2008 (UTC)

"Activity" resource type
Activities is certainly a valid resource type. However existing classification on WV is rather dubious. Category:Activities is currently used only for fundraising! (Perhaps move this to Category:Wikiversity activities). And Category:Learning activities seems mostly to contain learning resources which are not activities - they were presumably classified as such because the creators didn't know what else to classify them as (there was no classification system) and the "learning activities" category at least had the word "learning" in it. --McCormack 09:24, 7 June 2008 (UTC)

 * I've partly sorted this one out. --McCormack 09:51, 15 June 2008 (UTC)

Miscellaneous resource types
Category:Miscellaneous resource types is being used for a bunch of stuff I found floating around the place which I didn't know what to do with. Quite a lot of them have reference function, and some of them might go in a tools category. --McCormack 13:49, 15 June 2008 (UTC)

Brainstorming list of possible further concepts
Can't currently find any of these on WV, but might be worth returning to. --McCormack 13:53, 15 June 2008 (UTC)

 * Roleplays
 * Exercises
 * Drills

title: Help talk:Resource types


text:
Classifying educational resources

This article describes some of the systems by which educational resources are generally classified or composed. It will also relate these systems to the way in which Wikiversity can structure itself and guide users in the creation of educational resources. A further purpose of this article is preparation of the way for metadata exchange with other OER projects.

A look over the fence
This section looks at some of the human-usable systems (rather than formalised systems) which other OER and open source protagonists have been using. The projects looked at below are deliberately wide-ranging and not strictly comparable.

The classification systems used by these projects are very varied. There are two main reasons for the variety:
 * 1) The intended audience and function of the project/website. For example, a university-orientated project will see subject and resource type classifications very differently from a primary/secondary-orientated project.
 * 2) The way in which the classification systems arose - e.g. top-down decision at project inception, organic bottom-up community-driven, cooperation with other projects.

OER Commons
Source: http://www.oercommons.org/oer

Moodle
Source: http://docs.moodle.org/en/Teacher_documentation. Moodle calls all of the following "activities", which are components of "courses". Moodle does not contain any internal system for classfication by subject or educational level - it leaves it up to administrators to put courses into subject-related directories. The definitions following some of the terms are quoted from the internal Moodle help system.

 * Assignment
 * Chat
 * Quiz
 * Survey
 * Database: "The Database module allows the teacher and/or students to build, display and search a bank of record entries about any conceivable topic. The format and structure of these entries can be almost unlimited, including images, files, URLs, numbers and text amongst other things."
 * Forum
 * Lesson: "A lesson delivers content in an interesting and flexible way. It consists of a number of pages."
 * Glossary
 * Scorm package: "A package is a bundle of web content packaged in a way that follows the SCORM or the AICC standard for learning objects. These packages can include web pages, graphics, Javascript programs, Flash presentations and anything else that works in web browsers."
 * Wiki

MIT OpenCourseWare
Source: trawling through courses and looking at how they structure them. MIT OCW classifies everything as "courses" and then typically has many components of those courses. OCW's subject system reflects MIT's real-world structure, and therefore leaves less to learn from. The course structure (or resource type) system is looked at here.

 * Frequently used
 * Syllabus
 * Readings
 * Assignments
 * Exams
 * Calendar
 * Lecture notes
 * Projects
 * Occasionally used:
 * Labs (probably a particular kind of assignment which requires a laboratory)
 * Study materials (not clear how this differs from "readings")

LeMill
LeMill currently emphasises tagging by educational level (in detail), subject and language. These are probably all open classification sets which individual users voluntarily created and which they can extend. In addition, there is a closed classification set of four resource types (not called such).

iCommons
iCommons classifies resources by country, subject (very simple) and type. The very different subject classication (and lack of classification by educational level) reflects iCommons' audience, which is largely outside the formal education sectors.

Rice University's Connexions
Connexions classifies resources by: subject, title, author, keyword, popularity, language, revision date, institution. The top level subjects are identical to the OER Commons classification. There is no visible distinction by educational level (everything is tertiary) and resource type.

Organisations / external projects

 * OER Commons - an OER repository
 * Moodle - an open source / (mostly) closed content LMS

title: Classifying educational resources


text:
User:Rastellus

My User Page ^^
I'm a 26 years old man, and I joined because I want to help and contribute if possible.

I'll improve this page as I get accustomed to the dynamics and coding of the site.

The best of regards for you all, and see you around.

Cheers ^^~

 * --Rastellus (talk) 07:35, 7 June 2008 (UTC)

title: User:Rastellus


text:
User talk:Rastellus

My Talk Page ^^
Please leave your comments here.

And remember to properly sign them

with four tildes ( ~ )

Cheers,

 * --Rastellus (talk) 07:48, 7 June 2008 (UTC)

title: User talk:Rastellus


text:
BCP/Vitis aestivalis

Vitis aestivalis

title: BCP/Vitis aestivalis


text:
BCP/Vitis aestivalis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SBJ 10:30, 7 June 2008 (UTC)
 * --SB_Johnny | talk 08:36, 15 June 2008 (UTC)

title: BCP/Vitis aestivalis/Logs


text:
BCP/Salvia nemorosa 'Caradonna'

Salvia nemorosa 'Caradonna'

title: BCP/Salvia nemorosa 'Caradonna'


text:
BCP/Salvia nemorosa 'Caradonna'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 10:45, 7 June 2008 (UTC)

title: BCP/Salvia nemorosa 'Caradonna'/Logs


text:
BCP/Tilia americana

Tilia americana

title: BCP/Tilia americana


text:
BCP/Tilia americana/Logs

2008 Logs

 * --SB_Johnny | talk 10:51, 7 June 2008 (UTC)
 * --Jomegat 17:17, 24 June 2008 (UTC)
 * --Jomegat 18:11, 27 June 2008 (UTC)
 * Ngravagna 18:00, 28 June 2008 (UTC)
 * --Jomegat 22:36, 1 July 2008 (UTC)
 * --SB_Johnny | talk 08:52, 3 July 2008 (UTC)

2009 Logs

 * Jomegat 20:57, 24 June 2009 (UTC)

Recent Logs

 * Jomegat 17:41, 15 June 2010 (UTC)

title: BCP/Tilia americana/Logs


text:
BCP/Rumex crispus

Rumex crispus

title: BCP/Rumex crispus


text:
BCP/Rumex crispus/Logs

2008 Logs

 * --SB_Johnny | talk 11:00, 7 June 2008 (UTC)
 * Jomegat 00:10, 11 June 2008 (UTC)
 * Jomegat 17:36, 17 June 2008 (UTC)
 * Jomegat 22:56, 1 July 2008 (UTC)
 * --SB_Johnny | talk 08:47, 2 July 2008 (UTC)
 * Jomegat 19:43, 26 July 2008 (UTC)
 * Jomegat 04:25, 1 August 2008 (UTC)
 * Jomegat 23:34, 4 September 2008 (UTC)

2009 Logs

 * Jomegat 12:32, 3 June 2009 (UTC)
 * Jomegat 00:21, 15 July 2009 (UTC)
 * Jomegat 23:43, 18 July 2009 (UTC)
 * Jomegat 00:51, 22 July 2009 (UTC)
 * Jomegat 03:49, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 23:25, 5 May 2010 (UTC)

title: BCP/Rumex crispus/Logs


text:
BCP/Rumex obtusifolius

Rumex obtusifolius

title: BCP/Rumex obtusifolius


text:
BCP/Rumex obtusifolius/Logs

2008 Logs

 * --SB_Johnny | talk 11:02, 7 June 2008 (UTC)
 * --SB_Johnny | talk 10:38, 2 July 2008 (UTC)

2009 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 15:51, 26 July 2009 (UTC)
 * Jomegat 03:49, 2 August 2009 (UTC)

title: BCP/Rumex obtusifolius/Logs


text:
BCP/Rhamnus frangula 'Asplenifolia'

Rhamnus frangula 'Asplenifolia'

title: BCP/Rhamnus frangula 'Asplenifolia'


text:
BCP/Rhamnus frangula 'Asplenifolia'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:06, 7 June 2008 (UTC)


text:
BCP/Rosa 'Pink Knockout'

Rosa 'Pink Knockout'

title: BCP/Rosa 'Pink Knockout'


text:
BCP/Rosa 'Pink Knockout'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:13, 7 June 2008 (UTC)
 * --SB_Johnny | talk 10:32, 2 July 2008 (UTC)
 * --SB_Johnny | talk 10:06, 20 July 2008 (UTC)
 * --SB_Johnny talk 12:15, 9 August 2008 (UTC)
 * --SB_Johnny talk 09:16, 5 September 2008 (UTC)
 * --SB_Johnny talk 08:19, 2 October 2008 (UTC)

title: BCP/Rosa 'Pink Knockout'/Logs


text:
BCP/Iris pseudacorus

Iris pseudacorus

title: BCP/Iris pseudacorus


text:
BCP/Iris pseudacorus/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:48, 7 June 2008 (UTC)

title: BCP/Iris pseudacorus/Logs


text:
Category talk:BCP/Mid spring

 category=BCP/Mid spring category=BCP/Using old color field ordermethod=lastedit mode=ordered

combined with late spring
 category=BCP/Mid spring category=BCP/Late spring category=BCP/Using old color field ordermethod=lastedit mode=ordered

title: Category talk:BCP/Mid spring


text:
Template:Film school - Basic filmmaking - New student status

 * has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Oxygen480-categories-applications-office.svg|28px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp (vector).svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Oxygen480-devices-media-optical-recordable.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Noto Emoji Oreo 1f4f9.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Noto Emoji Oreo 1f399.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Noto Emoji Oreo 1f3a8.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Noto Emoji Oreo 1f3a8.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Oxygen15.04.1-tool-animator.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Oxygen15.04.1-tool-animator.svg|24px]]


text:
User:Valoon

*Introduction
I am Valon Ajeti, 14year old boy from Kosova. I joined Wikiversity because I found it very very interesting way and now on i log on only on Wiki.

*Interests
Architecture Computer/Computing Business Strategies

*Comments
If any of WikiUsers want to start an interesting project about anything just give me a ring.

title: User:Valoon


text:
Satellite/Design

Link to any subpages this page might have

title: Satellite/Design


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Help:Lesson

This help page is intended to help new contributors to Wikiversity write lessons (as distinct from other resource types). The page is primarily aimed at inexperienced (web) educators with little or no previous experience of writing (online) educational content. There are many resources in the main namespace of Wikiversity which can also be classified as "teacher training" or which help with the creating of learning resources - however these will be more advanced. This help page is nothing more than a help page which covers the basics. It will help contributors who want a fast track to creating learning content for Wikiversity.

What is a lesson?
Possibly the most unpretentious definition ever of the word "lesson" comes from the Moodle help system:

 * "A lesson delivers content in an interesting and flexible way. It consists of a number of pages." (Moodle)

Lesson structure
This is just a very basic starter kind of structure you can use. It is a structure so common that it is cliched and laughed at, but it should not be ignored, especially if you don't know what else to do. If you use this structure (good), then try not to use the same labels as section headers (bad) - use other words instead, and then people probably won't notice what you're doing.

 * 1) Preparation / teaser / introduction: warmer; motivational; make the audience feel an urgent desire for the material they are about to get; statement of goals; very short; get ideas from TV show teasers?
 * 2) Presentation / model / instructions: the main content; you lay your cards on the table.
 * 3) Practice / consolidation / interaction: the learners begin to recycle the material presented or carry out the instructions, first in more closed/passive/rule-following fashions, but then with increasing open/active/creative exercises.
 * 4) Production / evaluation / the bit at the end: less agreement between educators what this is about - might be a phase where learners show full independence with the learning material (project), or a formal assessment for the teacher to check on learning success, or some kind of feedback session or link into the next lesson.

Big yes-yeses

 * Identify the audience.
 * And be precise about it. Wikiversity is not Wikipedia.
 * Encyclopedia articles are written for a non-existent single, abstract, culturally and ideologically neutral, theoretically educated adult.
 * Lessons should be written with a very precise and real audience in mind all the time. The audience will differ for almost every set of resources. Picture to yourself how your audience will react to each section.
 * Identifying an audience is much harder in an online environment - unless you are lucky enough to have your audience in the same room - but you must bear them in mind all the time. Don't over-estimate the audience. Don't invent the audience of your dreams - be realistic.
 * Connect with the audience (style, interest, fun, interactivity)
 * Trying to connect with an online audience is rather like trying to tell jokes to a camera. All the same, you have to try. You don't want to be a newscaster. Your style of writing should talk to the audience in a way that makes them feel involved and personally understood. Use techniques to maintain interest, both in the joins from one paragraph to the next, and an overarching technique that keeps the beginning and end of the lesson tightly together. Give the reader reason to keep reading. Lessons can be fun - fun isn't allowed on Wiki pedia - but it's critical to a good Wiki versity lesson, if you can manage it. Interactivity can involve things like quizzes, discussions and collaborative writing - but maintain variety and keep each activity small.
 * Use structured sequences
 * Chop up the material into manageable chunks and arrange it appetisingly and meaningfully. Sushi, not spaghetti. Find out how to use subpages for the divisions of your lesson, course or learning unit. Don't put more onto one page than a learner will be able to digest in one sitting.
 * Start with what is known and move to the unknown
 * Lessons start with establishing common ground, such as revising what was learnt before, or finding out what is already known and then responding to this. Learning requires a foundation to build on - if you can't find that foundation, you won't be able to create a learning situation. This is one reason why you really need to identify and connect with the audience any way you can.
 * Use variety
 * Use a variety of methods; different parts of your "structured sequence" should use different methods. Also use different media types (video, audio, text, images). Sound and vision are the only two senses the digital learner can rely on, but a real-world class can benefit from all five senses - multi-sensual experiences promote learning.
 * Repetition and redundancy
 * Don't feel you constantly have to move on and teach new stuff, cramming as much knowledge into the lesson as you can. That kind of thing is for encyclopedias. Instead, keep (1) your learning goal and (2) your audience in mind, and try to create as many possible different lines of connection between these two things as you can. For example, use different methods to teach the same point (if it doesn't go in one way, it might go in another). Don't be afraid to repeat yourself, but preferably say it in different ways unless you want a laugh. Recycling material after suitable time periods helps memorisation. Methods of repeating and revising material include interactive sections such as quizzes and productive activities - as well as, ummm, saying it again.
 * Bridge theory and practice
 * Examples and case studies are good.
 * Feedback
 * Somewhere along the line it is good if you get some kind of feedback from your audience. Learners can leave messages on the lesson talk page, your own talk page as facilitator, or they can send you email - as you prefer. They can also indirectly contribute feedback while creating content. Try to motivate user response, even if it's just a userbox or your personal seal of approval which you promise them in return.
 * If you have spare time
 * Read things which tell you how to be funny while warning you how not to be stupid - it will make you a more interesting writer.

Big no-noes

 * Too much collaboration too soon is really, really bad.
 * Wikis are temptingly collaborative, but collaborative online education is massively difficult to pull off successfully. A collaborative resource with 0-1 participants lies somewhere between funny and sad; it does not educate. Ditto 100 people crammed into the state of confusion created by misdirected participatory requirements. Many good resources on Wikiversity - perhaps the majority of the good ones - are written and completed in an individualistic manner for a passive audience. Write something for a passive audience first, then graduate to the next level. When you start with collaborative lessons, bring your own classes for the first ones, otherwise you or your materials may die of loneliness, or you may never become aware of the mass confusion you caused.
 * Don't try to be what you're not.
 * Be yourself and not somebody else - teachers have naturally different styles, and trying to adopt someone else's style can turn a good teacher into a bad teacher. If you are new to teaching, you may not be aware of your style yet.
 * Don't follow methodological fads.
 * Especially not the one you just read or went to a course about. Unless it naturally fits your style. Or unless you can take the risk of massive failure (remembering always that failures are great learning opportunities, provided you live).
 * "Build it and they will come" is not a good principle of web education.
 * Try: hard work, quality, a bit of marketing such as proper resource categorisation, really nice piccies and layout, bring your own class anyway just to make sure, and if all else fails, tell them the answers to the next test are numerologically disguised in the text.
 * Collaboration is not wiki-heaven.
 * Collective resource creation (if it works) brings conflict . Guaranteed. But it could be educational if you manage to steer things in the right direction. Just be prepared, get your expectations right and bring a sweat bowl.
 * Try not to do everything at once.
 * Did this page have a lot on it? Never mind. If you got half of it first time round, that's great. Go and make a resource, and another, and then come back here and pick up some more ideas, or leave your comments and experiences on the talk page.

Case study
This section is under construction.

Courses and other resources on Wikiversity which help with lesson creation
''For the most part, these pages will be of interest only to experienced educationalists or trainee teachers. Reading these resources will require a significant investment of time.''
 * Instructional Design
 * Designing Constructivist Learning Experiences
 * Designing instruction for cognitive behaviors
 * Designing instruction for psychomotor behaviors
 * Designing instruction for affective behaviors
 * Designing instruction for interpersonal behaviors
 * Developing high quality educational resources
 * Composing free and open online educational resources
 * Assistant teacher course - by User:Fasten
 * Experiential education
 * Learning and learning about learning in Wikiversity - by User:Cormaggio
 * Design and Develop Learning Resources / Networked learning / Flexible learning - by User:Leighblackall
 * Learning to learn a wiki way

title: Help:Lesson


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BCP/Physocarpus opulifolius 'Diablo'

Physocarpus opulifolius 'Diablo'

title: BCP/Physocarpus opulifolius 'Diablo'


text:
BCP/Physocarpus opulifolius 'Diablo'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 14:06, 7 June 2008 (UTC)


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Help:Subpages

This help page describes the creation and usage of subpages.

The subpage
The average featured project on Wikiversity consists of 1 main page and 96 subpages (as of July 2008). That's 96 subpages for every 1 main page. Don't worry if you're just starting out with a new learning resource for Wikiversity - you don't have to create 96 subpages all in one go. On the other hand, even small Wikiversity projects are usually multi-page entities, which means that one of the first things you need to get to grips with is the subpage.

Subpages are pretty well banned on Wikipedia, because articles are single-page entities over there. Sometimes the more experienced people at Wikiversity forget that newcomers to Wikiversity may not have a clue what a subpage is, or may be reluctant to create them because of what they have learnt about good editing elsewhere. The subpage, however, is critical to multi-page entities on a wiki, and is one of the first things a new editor on Wikiversity needs to know about.

The subpage looks and works rather like a "sub-directory" of pages on a normal website. Here's an example of some page titles in a learning project: My project My project/Lesson 1 My project/Lesson 2 My project/Lesson 3 My project/Participants My project/Timetable My project/Quiz

If you look at this, you'll see that the learning project has a main page (the top item), and six further subpages which look rather as if they were in a sub-directory. It isn't really a sub-directory - it's just a naming convention. But it's a very useful naming convention, because it keeps the learning project neat and tidy. Everyone can tell which project the subpages belong to. The title of the subpage is something like "My project/lesson 3" (with a slash in it). You can always tell when you're on a subpage, because there's a slash in the page title at the top of the page.

One of the really useful things about subpages is that they automatically contain a link back to the main page at the very top. The MediaWiki software does this for you.

The leading slash
The leading slash is the key to creating a subpage.

If you've edited a wiki before, you'll know that something like this creates a link to a new page:

Name of new page

Many wiki editors create new pages first by creating a link as above, and then clicking on the link to enter an editor for the new page. Creating a subpage is just as easy.

/ Name of new subpage

The following will still create a subpage, but will look like a normal link once created. Notice there is a slash before and after the page name. / Name of new subpage /

Note the leading slash before the page name (coloured red just above). This will create a subpage connected to the current page.

Breadcrumbs
Breadcrumbs is the technical name given to the useful small font hyperlinks across the top of the page which lead back up the hierarchy to the main page of your project. If you use subpages, then a "breadcrumb trail" will be automatically created across the top of all of your pages!

title: Help:Subpages


text:
BCP/Capsicum annuum

Capsicum annuum

title: BCP/Capsicum annuum


text:
BCP/Capsicum annuum/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 14:43, 7 June 2008 (UTC)
 * --SB_Johnny | talk 11:18, 14 June 2008 (UTC)
 * --SB_Johnny | talk 09:20, 2 July 2008 (UTC)
 * --SB_Johnny | talk 09:47, 14 July 2008 (UTC)
 * --SB_Johnny talk 10:50, 6 August 2008 (UTC)
 * --SB_Johnny talk 13:38, 17 August 2008 (UTC)
 * --SB_Johnny talk 09:17, 5 September 2008 (UTC)

title: BCP/Capsicum annuum/Logs


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Help:Lesson plans

You can create lesson plans on Wikiversity or post your own lesson plans here. You can also edit, improve and expand the lesson plans of others.

This page is not about how to create lessons, although there is something in common. Lesson plans are materials for teachers. You can share your lesson plans with other teachers on Wikiversity and (if you wish) collaboratively work on their improvement. Lessons are materials for learners (see Help:Lesson).

What is a lesson plan?
The following initial draft is taken from Lesson plan (Wikipedia).

A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:
 * the title of the lesson
 * the amount of time required to complete the lesson
 * a list of required materials
 * a list of objectives. These may be stated as behavioral objectives (what the student is expected to be able to do upon completion of the lesson) or as knowledge objectives (what the student is expected to know upon completion of the lesson).
 * the set or lead-in to the lesson. This is designed to focus students on the skill or concept about to be instructed. Common sets include showing pictures or models, asking leading questions, or reviewing previously taught lessons.
 * the instructional component. This describes the sequence of events which will take place as the lesson is delivered. It includes the instructional input—what the teacher plans to do and say, and guided practice—an opportunity for students to try new skills or express new ideas with the modeling and guidance of the teacher.
 * independent practice. This component allows students to practice the skill or extend the knowledge on their own.
 * the summary. This is an opportunity for the teacher to wrap up the discussion and for the students to pose unanswered questions.
 * evaluation. Some, but not all, lessons have an evaluative component where the teacher can check for mastery of the instructed skills or concepts. This may take the form of a set of questions to be answered or a set of instructions to be followed. The evaluation may be formative; that is to say, used to guide subsequent learning, or summative; that is to say, used to determine a grade or other achievement criterion.
 * analysis. Often not part of a lesson plan, this component allows the teacher to reflect on the lesson and answer questions such as what went well, what needs improving, and how students reacted to the lesson.
 * continuity - the content/ideas/theme/rules etc. from previous day are reflected upon or reviewed

title: Help:Lesson plans


text: Template:Paper

title: Template:Paper


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Assistant teacher program/Forum/College school

A school can offer bachelor's degrees in subjects that match relevant subjects of its local school branches. Postdoctoral fellows and private docents can be hired as teachers for students in college grades while the college students remain available as teachers for high school grades; this can also be accomplished with a cooperation between neighboring colleges and high schools, but the cooperation within a school may be preferable. The bachelor's degree itself can be awarded by a distance teaching university or local university, a local university can also offer accompanying lectures and courses. A beneficial effect is that a school can significantly increase its tutoring capacity in its area of concentration with college students studying the relevant fields of study. A beneficial effect for the college students can be that smaller study groups with more teachers and tutors per student can improve the quality of education and the work as a tutor and mentor can increase learning motivation. The college students who stay with the school after high-school graduation are also likely to represent an advantageous selection of role models, at least in so far as learning and teaching are concerned. The idea is related to early college high school, middle college and dual enrollment but is different in aim.

Visiting an English-speaking country can be advanced or postponed by one or two years and visiting a developing country can be advanced by one or two years, both can be omitted, of course. The visit to an English-speaking country can be used to improve English language skills, for teaching and learning and also to allow for changing interests.

The school would have to have a larger catchment area for college students (from several neighboring schools) or the college grades could lack sufficient numbers. (e.g.: The percentages of sciences among university graduates in Germany are: biological science 3,4%, physics 4,4%, mathematics 2,0%, computer science 6,0% and the percentage of future college students among Gymnasium pupils is 76,1% [ wikinews ]) College-level courses could be offered based on demand and in cooperation with different distance learning partners. Growing numbers of college students may make this setup more plausible in future.

Academic mentor
Additionally to mentoring by high school pupils a college school could assign each college student an academic mentor from a higher college grade. The role of the academic mentor would be to discuss academic achievements and goals and to help to organize learning strategies, recommended literature and courses. This mentoring assignment would have a more academic focus than mentoring assignments otherwhere in the Wikiversity assistant teacher program. The assignment would, like other mentoring assignments, encourage the mentor to become more informed about details that may otherwise lie outside his area of interests and thus help to broaden the horizon of the mentor. The fact that every student becomes an academic mentor should add a new social dimension to the interactions between college students, not just between protégé and mentor.


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BCP/Sedum rupestre

Sedum rupestre

title: BCP/Sedum rupestre


text:
BCP/Sedum rupestre/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * Ngravagna 17:27, 1 June 2008 (UTC)
 * Ngravagna 17:27, 7 June 2008 (UTC)
 * Ngravagna 20:00, 15 June 2008 (UTC)
 * Ngravagna 17:20, 21 June 2008 (UTC)

title: BCP/Sedum rupestre/Logs


text: File:Sedum rupestre.jpg

title: File:Sedum rupestre.jpg


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Arch/quiz3

On the internet open in a Search Images window and enter the below text followed by either .. RED YELLOW BLUE ORANGE

title: Arch/quiz3


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User:Mia-lila

My name is Jessica

title: User:Mia-lila


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Category:Scientific literature

This category is for articles listed under "Scientific literature"

title: Category:Scientific literature


text: Category:Professional and vocational studies


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Category:Language course navigation templates

This category is for articles listed under "Language course navigation templates"


text: Category:Game programming

title: Category:Game programming


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Category:To do templates

This category is for articles/user's listed under "To do templates"

title: Category:To do templates


text: Category:Pedagogy

title: Category:Pedagogy


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Category:Numerical analysis

This category is for articles listed under "Numerical analysis"

title: Category:Numerical analysis


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Category:Cellular automata

This category is for articles listed under "Cellular automata"

title: Category:Cellular automata


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Category:Works originally in Chinese

This category is for articles listed under "Works originally in Chinese"

title: Category:Works originally in Chinese


text:
Category:Pascal

This category is for articles listed under "Pascal"

title: Category:Pascal


text:
Category:Icons

This category is for articles/user's listed under "Icons"

title: Category:Icons


text:
Painting/Oils

What Are Oil Paints?
On a simple level, oil paints are finely ground pigments suspended (coated) in an oil (usually linseed or poppy oil). The oil used must have the property of polymerising when exposed to the air. The polymerising process hardens the oil film but preserves its flexibility.

Starting to Paint in Oils
You will need:

Oil Paints Choose the best quality you can afford. If you need to save money, buy a small number of quality paints rather than a large number of poor quality paints. Look for 'artist quality' rather than 'student quality'

Solvent There are a variety of solvents available at your local art supply store. The one you choose can have a significant impact on the safety of your studio. Traditionally oil painters use refined Turpentine for thinning the paint and for cleaning brushes. Turpentine has a rather strong smell and some people have allergic reactions to it. Fortunately there are now a number of 'odourless' alternatives available. Brushes

title: Painting/Oils


text:
User talk:Pottd

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 23:01, 7 June 2008 (UTC)

 Hello Pottd, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 23:01, 7 June 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Pottd


text:
User talk:Dgmanuel

Hello Manuel, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 23:02, 7 June 2008 (UTC)

 Hello Dgmanuel, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 23:02, 7 June 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn new things by creating new learning resources or help us find things by improving the guided tourers and other exploration tools. We look forward to seeing you around. Baaaahbye for now. --Baah and Bahh 16:09, 18 May 2008 (UTC)

title: User talk:Dgmanuel


text:
User talk:Anewton

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 23:05, 7 June 2008 (UTC)

 Hello Anewton, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 23:05, 7 June 2008 (UTC)

Hello! from another chess enthusiast
I'm rather interested in the game. The entire idea of a school of 'strategic studies' is rather interesting but not much seems to be going on right now. Are you still involved in WV?--Jolie 18:16, 14 October 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Anewton


text:
User:Anewton

Hi!

title: User:Anewton


text: Category:Moodle

title: Category:Moodle


text:
User talk:Jqualm

 Hello Jqualm, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 01:31, 8 June 2008 (UTC)

ping, Erkan Yilmaz uses the Chat (try) 07:05, 8 June 2008 (UTC)

title: User talk:Jqualm


text:
User:The Dark Knight

Oh, night that guided me, Oh, night more lovely than the dawn, Oh, night that joined Beloved with lover, Lover transformed in the Beloved! ~ John of the Cross in Dark Night of the Soul ~

title: User:The Dark Knight


text:
User talk:The Dark Knight

Oh, night that guided me, Oh, night more lovely than the dawn, Oh, night that joined Beloved with lover, Lover transformed in the Beloved! ~ John of the Cross in Dark Night of the Soul ~

title: User talk:The Dark Knight


text: Template:Film school - Filmmaking course - New student


text: Template:Film school - Film scoring course - New student


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Olin College Student Courses

At Olin College, students can run and enroll in courses of their own design. This page provides background, and helps document courses that have already been run.

About Olin College
Olin College is an undergraduate engineering school near Boston, MA. The school has approximately 300 students, and puts an emphasis on experimentation in pedagogy. This section from Olin's Wikipedia article helps explain:

"Olin College attempts to set itself apart from traditional engineering schools through its focus on project-based and team-based learning, its interdisciplinary approach, its unique organizational structure, and its practice of providing full-tuition scholarships to all accepted students. Because Olin College is a new school, it has little institutional inertia to overcome when adopting new practices.

"Much of Olin College's curriculum is built around hands-on engineering and design projects. This project-based teaching begins in a student's freshman year and culminates in two senior "capstone" projects. In the engineering capstone, Senior Capstone Program in Engineering (SCOPE) student teams are hired by corporations, non-profit organizations, or entrepreneurial ventures for real-world engineering projects. In the Arts, Humanities, and Social Sciences ("AHS") or Entrepreneurship ("E!") capstone, students work on a self-designed project relating to their focus."

Spring 2010

 * Leverage - Seeks to foster skills that let small teams have large impacts.

Fall 2009 (course proposals)

 * Black Bag - A survey of questionable computing.
 * Vital Ideation 2.0 - Vital Ideation focused on the idea of viewing the world through different "lenses" to influence design. External speakers are invited to Olin to give talks, and students blog about how these inform their views on design.
 * /Introduction to 3D Art/ - A quick and dirty, hands-on introduction to 3D sculpture
 * Hindi 101 - An introductory Hindi course.

Spring 2009 (course proposals)
We will be narrowing these down and turning them into more serious proposals over the coming weeks.

 * Being a sustainable engineer
 * Arbitrary Hour - Arbitrary Hour is essentially an educational collective in which each student in the course (there are no "teachers" or "professors") gives an hour long seminar on a topic that interests them. The seminar can be about anything, from a hands on baking experience to a discourse on international politics.
 * Electronic Music and DJing
 * The Art of Reassembly
 * Creative Writing

Passionate Pursuit proposals

 * Parkour and Freerunning

Fall 2008

 * OLPC peripheral development - This course focuses on development of hardware (generally USB) peripherals for use with the OLPC XO. Students will work in small teams, and meet periodically with the entire group for guest lectures and design reviews.

Spring 2008

 * Vital Ideation - Vital Ideation focused on the idea of viewing the world through different "lenses" to influence design. External speakers were invited to Olin to give talks, and student blogged about how these informed their views on design.
 * How Stuff Works - How Stuff Works focused on learning through disassembly. Throughout the semester the two sections (electrical and mechanical) took apart everyday objects to understand how they worked, researched mechanisms found within them, and developed a final project constructing something that applied the knowledge gained from these exercises.

Spring 2007

 * MetaOlin - Meta-Olin was a fusion of a humanities course and an engineering course. It examined Olin College from many different engineering and humanities perspectives over the semester to see how different views can provide different insights.

Spring 2009

 * LifeHacks

What Do You Want to Learn About?
It's kind of like that wall from the movie Accepted.

 * Humanities Sampler - analyze the same theme from many humanities lenses.

title: Olin College Student Courses


text:
Template:Wm

Wikimedia

 * Pagename

title: Template:Wm


text:
User:Skripi

Joined Sunday, 8 June 2008.

Still working out how to become a part of the Wikimedia community. So if an admin is directed to this site cause of something bad, please let me know XD

title: User:Skripi


text:
User talk:Skripi

 Hello Skripi, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 08:21, 8 June 2008 (UTC)

title: User talk:Skripi


text:
Bloom Clock/Keys/Aurora, Colorado/June

June

 * 1) All Flowers blooming in June (category list)

title: Bloom Clock/Keys/Aurora, Colorado/June


title: Category:BCP/AURCO/6


text: Category:Ubuntu

title: Category:Ubuntu


text:
Ubuntu

Ubuntu is a Linux distribution based on Debian GNU/Linux. There are Live CD versions which allow later installation and versions meant only for installations.

Getting Ubuntu
Download an ISO file from https://ubuntu.com/download and burn to CD or install to USB key with unetbootin, if you plan to install it on a server there are two installer versions Ubuntu Server and Ubuntu Server Live.

Installation help

 * Step by Step installation of Ubuntu.
 * Community Documentation
 * playing proprietary formats
 * /Automatic Updates/ https://help.ubuntu.com/lts/serverguide/automatic-updates.html

Mayor changes/ Versions
Ubuntu 18.04 LTS (BionicBeaver):
 * chrony replace ntpd as the recommended server for the NTP protocol.
 * Some application delivered by default as snaps, such as Docker, Kubernetes, microk8s, aws-kernel or azure-kernel

Ubuntu 16.04 LTS:
 * /netplan/ for network configuration
 * Ceph and ZFS filesystems supported
 * Snap packages

You can also visit Ubuntu_version_history or https://wiki.ubuntu.com/Releases for a detailed list of versions and changes

Official Support
Canonical provides official support for Ubuntu

Activities

 * 1) Install applications using snaps
 * 2) Check your Ubuntu version:
 * 3) Learn about Ubuntu releases cycle policies: https://ubuntu.com/about/release-cycle
 * 4) Read # Learn about Ubuntu releases cycle policies: Linux_server_administration/apt/Automatic_updates

Configuration
 * 1) Change your default editor;

Maintenance
 * 1) Update your Ubuntu version:

title: Ubuntu


text:
User:Peter Pan

Be a little kinder than is necessary! ~ J. M. Barrie ~

title: User:Peter Pan


text:
User talk:Peter Pan

Be a little kinder than is necessary! ~ J. M. Barrie

title: User talk:Peter Pan


text:
Category talk:BCP/Late spring

 category=BCP/Late spring category=BCP/Using old color field ordermethod=lastedit mode=ordered

compare to early summer
 category=BCP/Late spring notcategory=BCP/Early summer ordermethod=lastedit mode=ordered

title: Category talk:BCP/Late spring


text: Category:Asia

title: Category:Asia


text:
User talk:Jmneill

 Hello Jmneill, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 12:59, 8 June 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Jmneill


text:
User:Jmneill

Links

 * Essential Preschool Part I

title: User:Jmneill


text:
Help talk:Lesson

Intelligence test - official answer
This has everything to do with curiosity. Possibly a little to do with lateral thinking. And very little to do with intelligence. (Intentionally). --McCormack 13:50, 8 June 2008 (UTC)

The 4 P's
Not included in the content for the time being.... --McCormack 16:30, 8 June 2008 (UTC)

title: Help talk:Lesson


text:
How Stuff Works

How Stuff Works was a Spring 2008 Student Designed Course at the Franklin W. Olin College of Engineering in Boston, MA. The course focused on hands-on learning through disassembly.

Looking Back
While we met several speed bumps along the way (people dropping out of the course, starting late, scheduling conflicts, etc.) we managed to carry enough momentum to keep the class running, and ultimately it was an interesting learning experience for everyone. One of the biggest problems we encountered was scheduling sessions that everyone could attend; another issue was finding appropriate items to take apart. We dealt with the first issue by constantly rescheduling until it worked (not, perhaps, the most efficient strategy) and the second by supplementing our curriculum with small construction projects.

Mechanical
A list of the mechanical topics covered will be added here.

Electrical
A list of the electrical topics covered will be added here.

title: How Stuff Works


text:
User talk:Shalmak

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 17:21, 8 June 2008 (UTC)

 Hello Shalmak, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 17:21, 8 June 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

title: User talk:Shalmak


text:
User talk:Nlee

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 17:22, 8 June 2008 (UTC)

 Hello Nlee, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 17:22, 8 June 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn new things by creating new learning resources or help us find things by improving the guided tourers and other exploration tools. We look forward to seeing you around. Baaaahbye for now. --Baah and Bahh 16:09, 18 May 2008 (UTC)

title: User talk:Nlee


text:
User:Numeracy clubs 1

Numeracy
Write down the number of decimal places and significant figure of the following numbers

(1) 1.234  ____d.p

(2) 1.24  ____d.p

(3) 81.234  ____d.p

(4) 2091.234  ____d.p

(5) 0.03  ____d.p

(6) 0.000234  ____d.p

(7) 1.23400  ____d.p

(8) 0.09730  ____d.p

(9) 0.023400  ____d.p

(10) 100.234001  ____d.p

(1) 1.234  ____s.f

(2) 1.24  ____s.f

(3) 81.234  ____s.f

(4) 2091.234  ____s.f

(5) 0.03  ____s.f

(6) 0.000234  ____s.f

(7) 1.23400  ____s.f

(8) 1.400  ____s.f

(9) 0.00234000  ____s.f

(10) 1656.4001000  ____s.f

Write the following numbers in the power form

(1) 1 × 1 = ___

(2) 2 × 2 = ___

(3) 3 × 3 = ___

(4) 1 × 1 × 1 = ___

(5) 2 × 2 × 2 = ___

(6) 3 × 3 × 3 = ___

(7) 1 × 1 × 1 × 2 = _______

(8) 2 × 2 × 2 × 3 = ________

(9) 3 × 3 × 3 × 2 = ________

(10) 1 × 1 × 1 × 2 × 2 = __________

(11) 2 × 2 × 2 × 3 × 3 = __________

(12) 3 × 3 × 3 × 4 × 4 = ___________

Find the LCM
LCM stands for LOWEST COMMON MULTIPLE

(1) What is LCM stand for ___________________________

(2) Write down the multiple of 2 until 10 terms

(3) Write down the multiple of 4 until 10 terms

(4) Write down the multiple of 6 until 10 terms

(5) Write down the multiple of 8 until 10 terms

(6) Write down the multiple of 10 until 10 terms

(7) Write down the multiple of 12 until 10 terms

(8) Write down the multiple of 14 until 10 terms

(9) Write down the multiple of 16 until 10 terms

(10) Write down the multiple of 18 until 10 terms

(2) Write down the multiple of 3 until 10 terms

(3) Write down the multiple of 5 until 10 terms

(4) Write down the multiple of 7 until 10 terms

(5) Write down the multiple of 9 until 10 terms

(6) Write down the multiple of 11 until 10 terms

(7) Write down the multiple of 13 until 10 terms

(8) Write down the multiple of 15 until 10 terms

(9) Write down the multiple of 17 until 10 terms

(10) Write down the multiple of 19 until 10 terms

Wrtie down the LCM of :

(a) 3 and 4

(b) 3 and 6

(c) 2 and 4

(d) 4 and 6

(e) 4 and 5

(f) 3 and 5

(g) 5 and 6

(i) 3 and 7

Round off the following number to the nearest 10

(1) 56

(2) 16

(3) 23

(4) 25

(5) 156

(6) 564

(7) 167

(8) 234

(9) 259

(10) 1565

Round off the following number to the nearest 100

(1) 156

(2) 216

(3) 623

(4) 625

(5) 4156

(6) 564

(7) 1567

(8) 234

(9) 259

(10) 1565

Round off the following number to the nearest 1000

(1) 8156

(2) 7216

(3) 6623

(4) 4625

(5) 64156

(6) 7564

(7) 1567

(8) 8234

(9) 7259

(10) 61565

Find the value of :

(1) 4 × 3 =

(2) 4 × 7 =

(3) 4 × 3 =

(4) 8 × 3 =

(5) 4 × 9 =

(6) 5 × 7 =

(7) 4 × 3 =

(8) 8 × 3 =

(9) 6 × 6 =

(10) 8 × 8 =

(1) 4 × (-3) =

(2) 4 × (-7) =

(3) 4 × (-3) =

(4) 8 × (-3) =

(5) 4 × (-9) =

(6) 5 × (-7) =

(7) 4 × (-3) =

(8) 8 × (-3) =

(9) 6 × (-6) =

(10) 8 × (-8) =

(1) (-4) × (-3) =

(2) (-4) × (-7) =

(3) (-4) × (-3) =

(4) (-8) × (-3) =

(5) (-4) × (-9) =

(6) (-5) × (-7) =

(7) (-4) × (-3) =

(8) (-8) × (-3) =

(9) (-6) × (-6) =

(10) (-8) × (-8) =

(1) 6 ÷ 2 =

(2) 6 ÷ 3 =

(3) 6 ÷ 6 =

(5) 5 ÷ 5 =

(6) 10 ÷ 2 =

(7) 10 ÷ 5 =

(8) 10 ÷ 10 =

(9) 8 ÷ 2 =

(10) 8 ÷ 4 =

(1) 6 ÷ (-2) =

(2) 6 ÷ (-3) =

(3) 6 ÷ (-6) =

(5) 5 ÷ (-5) =

(6) 10 ÷ (-2) =

(7) 10 ÷ (-5) =

(8) 10 ÷ (-10) =

(9) 8 ÷ (-2) =

(10) 8 ÷ (-4) =

(1) (-6) ÷ (-2) =

(2) (-6) ÷ (-3) =

(3) (-6) ÷ (-6) =

(5) (-5) ÷ (-5) =

(6) (-10) ÷ (-2) =

(7) (-10) ÷ (-5) =

(8) (-10) ÷ (-10) =

(9) (-8) ÷ (-2) =

(10) (-8) ÷ (-4) =

Find the value of the following

(1) 1 + 0 =

(2) 2 + 0 =

(3) 3 + 0 =

(4) 4 + 0 =

(5) 5 + 0 =

(6) 0 + 1 =

(7) 0 + 2 =

(8) 0 + 3 =

(9) 0 + 4 =

(10) 0 + 5 =

(1) 1 - 0 =

(2) 2 - 0 =

(3) 3 - 0 =

(4) 4 - 0 =

(5) 5 - 0 =

(6) 0 - 1 =

(7) 0 - 2 =

(8) 0 - 3 =

(9) 0 - 4 =

(10) 0 - 5 =

(1) 1 × 0 =

(2) 2 × 0 =

(3) 3 × 0 =

(4) 4 × 0 =

(5) 5 × 0 =

(6) 0 × 1 =

(7) 0 × 2 =

(8) 0 × 3 =

(9) 0 × 4 =

(10) 0 × 5 =

(1) 1 ÷ 1 =

(2) 2 ÷ 2 =

(3) 3 ÷ 3 =

(4) 4 ÷ 4 =

(5) 5 ÷ 5 =

(6) 6 ÷ 6 =

(7) 7 ÷ 7 =

(8) 8 ÷ 8 =

(9) 9 ÷ 9 =

(10) 10 ÷ 10 =

title: User:Numeracy clubs 1


text:
How to design programs/Problem set 1

i.    (+ 1 2)
 * 1) Install DrScheme. http://www.drscheme.org/
 * 2) Install TortoiseSVN or an appropriate SVN client for your platform.
 * 3) Check out svn://thebluealliance.net/svnroot/scheme into a local folder. Contact GregMarra for privs.
 * 4) Commit a file to your user folder. You do not have write permission to /.
 * 5) Read the Wikipedia article on Polish Notation.
 * 6) http://en.wikipedia.org/wiki/Polish_notation
 * 7) Evaluate the following expressions:

ii. (- 5 3)

iii. (* 2 2)

iv. (* (+ (- 5 2) 2) 1)

v.    (exp 2 (+ 2 1))
 * 1) Prefix Notation is the way that Scheme works. EVERYTHING is (operator parameter parameter).
 * 2) Complete hw1 Scheme exercises.
 * 3) The file is in the repository. You will be able to read it once you have checked it out.
 * 4) I’d recommend making separate files for each problem (2.2.1.scm, 2.2.2.scm). Some are modifications of earlier programs, just do a save as.
 * 5) This took me about 4-6 hours to complete. I’d expect it takes you a similar amount. Break it into three or so two hour chunks. Talk someone else into going through it with you if you can. Pair programming (use VNC!) is awesome.

title: How to design programs/Problem set 1


text:
User:Nlee

Projects and courses

 * Arbitrary Hour - in progress

Olin College Student Courses

 * OLPC peripheral development - Fall '08
 * How to design programs - Summer '08
 * How Stuff Works - Spring '08

Bio
Half-Chinese, Spanish-speaking Southern Californian mixup. Engineering student (at Olin College). Nonhacker working hard to correct this grievous oversight. Programmer-in-progress. Learner - feel free to teach me anything you can think of. If I don't know how to do something, I'll learn (translation: if you do know how, be prepared to answer questions).

Likes:
 * martial arts
 * open source
 * art
 * photography
 * music
 * creative solutions
 * organic chemistry
 * sleep

Dislikes:
 * not knowing how to do things
 * asparagus

title: User:Nlee


text:
User talk:Xeon3010

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 18:40, 8 June 2008 (UTC)

 Hello Xeon3010, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 18:40, 8 June 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Xeon3010


text:
Category:New Student Film School Templates

These templates are used for starting new student pages.


text: Template:Film school - Film editing course - New student


text:
Template:Film school - Film scoring - New student status

 * User: has completed the following assignments in the course on assignments in the course on film scoring for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]]Create the sound of fear from a single note
 * [[Image:Blancovinkjeemptysmall.png|16px]]Create other moods from a single note
 * [[Image:Blancovinkjeemptysmall.png|16px]]Create the sound of joy using a delicate rhythm
 * [[Image:Blancovinkjeemptysmall.png|16px]]Create other moods from delicate rhythms
 * [[Image:Blancovinkjeemptysmall.png|16px]]Pop quiz : Music which tells a story
 * [[Image:Blancovinkjeemptysmall.png|16px]]Create a mood with a simple melody
 * [[Image:Blancovinkjeemptysmall.png|16px]]Create a story with a siimple melody
 * [[Image:Blancovinkjeemptysmall.png|16px]]Pop quiz : The Spy Story - Who is who?
 * [[Image:Blancovinkjeemptysmall.png|16px]]DVD-Video : Scoring your first scene - The Promotion
 * [[Image:Blancovinkjeemptysmall.png|16px]]Create four motifs - Mama, papa, baby, and Goldie
 * [[Image:Blancovinkjeemptysmall.png|16px]]Create continuity with a single motif
 * [[Image:Blancovinkjeemptysmall.png|16px]]Foreground / Background music - soft vs. loud
 * [[Image:Blancovinkjeemptysmall.png|16px]]Pop quiz : Watch a short movie - George Lucas In Love
 * [[Image:Blancovinkjeemptysmall.png|16px]]DVD-Video : What is a "Spotting Session"? - Only A Dream
 * [[Image:Blancovinkjeemptysmall.png|16px]]DVD-Video : Write two musical cues for Home Wrecker
 * [[Image:Blancovinkjeemptysmall.png|16px]]More musical theory
 * [[Image:Blancovinkjeemptysmall.png|16px]]Butchering Midi - The Starwars theme
 * [[Image:Blancovinkjeemptysmall.png|16px]]DVD-Video : How would you score Green Tea Smoothie ?
 * [[Image:Blancovinkjeemptysmall.png|16px]]DVD-Video : Write a film score for Blindman's Bluff
 * [[Image:Blancovinkjeemptysmall.png|16px]]Write a film score for Seduced by the Dark Side!


text:
BCP/Rosa canina

Rosa canina

title: BCP/Rosa canina


text:
BCP/Rosa canina/Logs

Recent Logs

 * --Juan 19:38, 8 June 2008 (UTC)

title: BCP/Rosa canina/Logs


text:
Template:Bcpm/prag/6

June

This template makes a link to the June key for Prague, and adds plant pages to Category:BCP/PRAGUE/6 and Category:BCP/Flora of the Czech Republic (it automatically adds ), for plants that have been recorded as flowering in June in Prague.

This template should only be used in the "Prague = " field of Bloom clock plant middle

title: Template:Bcpm/prag/6


text:
Category:BCP/PRAGUE/6

This category is for plants found flowering in June in Prague, Czech Republic.

title: Category:BCP/PRAGUE/6


text:
Bloom Clock/Keys/Prague/June

June

 * 1) All plants recorded in June (category list)

title: Bloom Clock/Keys/Prague/June


text:
BCP/Papaver rhoeas

Papaver rhoeas

title: BCP/Papaver rhoeas


text:
BCP/Papaver rhoeas/Logs

Recent Logs

 * --Juan 19:56, 8 June 2008 (UTC)
 * Anna reg 10:47, 28 May 2010 (UTC)
 * Anna reg 10:51, 9 May 2011 (UTC)

title: BCP/Papaver rhoeas/Logs


text:
User:HellDragon

Please see my main userpage at HellDragon

title: User:HellDragon


text:
Bloom Clock/Brassica napus subsp. napus

'Brassica napus subsp. napus'

title: Bloom Clock/Brassica napus subsp. napus


text:
Bloom Clock/Brassica napus subsp. napus/Logs

Recent Logs

 * --Juan 20:05, 8 June 2008 (UTC)
 * --Juan Pisek 20:09, 8 June 2008 (UTC)
 * Anna reg 11:08, 9 May 2011 (UTC)


text:
BCP/Geranium robertianum

Geranium robertianum

title: BCP/Geranium robertianum


text:
BCP/Geranium robertianum/Logs

2008 Logs

 * --Juan Pisek 20:22, 8 June 2008 (UTC)

Recent Logs

 * Anna reg 12:55, 4 June 2010 (UTC)

title: BCP/Geranium robertianum/Logs


text:
Topic talk:Metaphysical studies

Change to Topic:Metaphysics? --Emesee 21:15, 8 June 2008 (UTC)

title: Topic talk:Metaphysical studies


text:
User:Johnroxborogh

Hi I am John Roxborogh, I teach Presbyterian and Reformed Studies and am interested in developing open source material and training resources for church leaders and others interested.

My website is http://roxborogh.com

John

John Roxborogh

title: User:Johnroxborogh


text:
Category:Olin College

Olin College is a small, undergraduate engineering college located near Boston, Massachusetts.

For an overview of how Olin College students have used Wikiversity to design their own curriculum, visit Olin College Student Courses

title: Category:Olin College


text:
User:Gbaor/Template sandbox

Workspace for new templates Already done:
 * Czech user templates
 * Slovak user templates

Wikiversity has  articles at the moment.

?

Cat(del_this)egory:Original research

Use instructions
Do not use this template as a substitute for discussion on talk pages.

Do not use this template on pages that were just started. Talk to the page author first.

 * This template will categorize tagged articles into Category:Original research.
 * Please do not subst: this template.

title: User:Gbaor/Template sandbox


text: Category:Avionics

title: Category:Avionics


text: Template:Rtnav

title: Template:Rtnav


text:
Template:Rtlinks

 * Category:
 * Project box for
 * Help:Resources by type

title: Template:Rtlinks


text:
Help:Paper

A paper is an academic article or academic paper (or draft thereof) which has been published or is being drafted on Wikiversity. A paper typically reflects the work and views of a single individual or of a closed group of authors. A paper may be commented on and discussed by any Wikiversity contributor. This help page explains how to add your paper to Wikiversity, as one of the many other resource types which may be added to Wikiversity. This help page also points you to further sources of information about research and publication.

"Papers" distinguished from related resource types
Papers should be distinguished from:

 * Articles: this term is used on Wikiversity in the sense of "encyclopedia article". By contrast, the "academic article" is known as a paper or academic paper. An article must adhere to the neutral point of view and is a collaborative effort which any editor may edit, just as with Wikipedia articles.

 * Essays: an essay, like a paper, reflects the work and views of a single individual or of a closed group of authors and may be commented on and discussed by any Wikiversity contributor. It may be one of the following:
 * an opinion piece of writing which is not on a sufficiently "academic" topic to be considered an "academic paper", or where the degree of formality is lower than a paper, or where the author simply prefers the designation "essay";
 * a piece of writing set as an assignment in a course.

 * Blogs: a blog, like a paper, reflects the work and views of a single individual and may be commented on and discussed by any Wikiversity contributor. However the blog is usually in the personal User namespace of a particular registered Wikiversity user and conforms to the style of a "blog" (e.g. shorter; lower level of formality; stronger opinions; somewhat journalistic).

Guidelines for the form of a paper
Writers of papers may well be graduates or researchers who are already familiar with the general expectations for the form and content of papers in their field of expertise. This section serves simply to clarify how the form transfers to the Wikiversity environment.

Title section
Academic papers often have extremely long titles, which do not fit with Wikimedia custom. It is recommended that authors try, wherever possible, to use a short title for the name of the page on Wikiversity, and then state the long title of the publication (e.g. as published or presented elsewhere) at the top of the page.

]] and school to which the work is related.
 * 1) The author(s) should always be clearly identified and the work dated at the top.
 * 2) It should be possible to contact the authors - e.g. Wikiversity username given.
 * 3) The level, [[:Category:University faculties|faculty
 * 1) Disclosures:
 * 2) *Either: the resource should very clearly be of a type in which readers would expect to find views, opinions or research findings which have not achieved a wide consensus (e.g. in an academic field)
 * 3) * Or: the resource should be clearly tagged at the top with a tag which warns readers that the resource may contain views, opinions or research findings which have not achieved a wide consensus.
 * 4) If the resource contains multiple pages, the points above (1-3) should be repeated on every page of the resource.

Abstract
The abstract of around 250 words should state:
 * the matter to be investigated
 * the purpose of the work
 * the methods used
 * the main results
 * the interpretations and implications of the results

Introduction
The introduction should:
 * state the thesis
 * give the reader all the background information needed to understand the paper
 * explain key terms
 * give historical information on the problem studied
 * cite other studies that have produced relevant results

Main body
This section contains the core of the paper and should be broken down into further sections such as methodology, materials and results.

Discussion and conclusion
This section sums up the work and possibly reworks the thesis. It may restate the main points of the study in a different way then provides a conclusion based on the evidence. It can look to the future or state the next logical step or idea.

Peer review
A section for reviewers to add comments.

 * Wikiversity contributors not named as an author should, as a matter of civility, refrain from editing the resource itself. However, it should be possible for all Wikiversity contributors to comment and discuss the piece of writing on the page itself (rather than resorting to the talk page). A review section at the bottom of the page is recommended. This is effectively an exchange for other contributors refraining from editing the authored section of the resource. Comments and discussions should be signed and dated in the normal wiki manner.
 * As this is a peer review the papers should be written for and reviewed by an audience of peers who contribute to Wikiversity in a similar manner or level as the writer.

Examples
Two examples have been selected from existing papers, because they are exemplary. Some other papers on Wikiversity do not quite come up to these formal standards.

 * One Laptop Per Teacher
 * Header: Has 3 authors, who state their names, qualifications and institutions at the top, together with the date and publication status (e.g. if published or presented anywhere else).
 * Abstract/keywords
 * Introduction
 * Review of literature/related work
 * Main body
 * Conclusions/recommendations
 * References and acknowledgements
 * Note: this page did not have a section at the bottom for comment and discussion by other contributors.

 * Learning and learning about learning in Wikiversity
 * Header: Has 1 author, who states his name and institution at the top, together with the date and publication status (e.g. if published or presented anywhere else).
 * Abstract/keywords
 * Introduction
 * Context/related projects
 * Main body
 * Conclusion
 * References
 * Note: this page did not have a section at the bottom for comment and discussion by other contributors.

Relevant policies and proposed policies

 * Reliable sources
 * Verifiability

Peer review and publication
There is currently no system of peer review or screening for publication on Wikiversity. However such things were discussed in the past, and might be introduced if Wikiversity becomes widely used for the publication of research papers. Discussion of peer review can be conducted on the talk page of this help page. Currently you just go ahead and place your paper on Wikiversity.

The following pages contain embryonic review and proofreading systems.
 * Review board
 * Original research
 * Requests for proofreading
 * Peer review

title: Help:Paper


text:
User talk:Johnroxborogh

I would be interested to hear from others who teach Reformed Studies, especially in non-Western contexts.

John

John Roxborogh

title: User talk:Johnroxborogh


text: Template:More consensus

title: Template:More consensus


text:
BCP/Cornus racemosa

Cornus racemosa

title: BCP/Cornus racemosa


text:
BCP/Cornus racemosa/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 09:14, 9 June 2008 (UTC)

title: BCP/Cornus racemosa/Logs


text:
User:Flowdark~enwikiversity

 * Flowdark has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeemptysmall.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkjeup.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.png|28px]]

title: User:Flowdark~enwikiversity


text:
User talk:Raghdam

 Hello Raghdam, 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 or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 10:18, 9 June 2008 (UTC)

title: User talk:Raghdam


text: Template:Film School:Storyboarding:Pop Quiz:Answers form


text:
Help:Article

The term article is used on Wikiversity in the sense of "encyclopedia article". The "academic article" is known as a paper (or academic paper) on Wikiversity. An article must adhere to the neutral point of view and is a collaborative effort, just as Wikipedia articles are. In general, Wiki pedia is the right place to put articles. However there are exceptions - see below.

Distinguished from related resource types

 * Papers: a paper is an academic article or academic paper (or draft thereof) which has been published or is being drafted on Wikiversity. A paper typically reflects the work and views of a single individual or of a closed group of authors. A paper may be commented on and discussed by any Wikiversity contributor.

 * Lectures: many Wikiversity contributors from universities and similar tertiary institutions have chosen to structure their contributions as "courses" consisting of "lectures", "assignments" and some other components. A lecture may appear very similar to an article and is distinguished by its context. Context means: it is linked into a course as a lecture belonging to that course. The distinction is important, because not all articles are acceptable on Wikiversity (normally they belong on Wikipedia). A lecture, unlike an article, is an educational resource which can remain on Wikiversity regardless of its topic.

 * Essays: an essay, like a paper, reflects the work and views of a single individual or of a closed group of authors and may be commented on and discussed by any Wikiversity contributor. It may be one of the following:
 * an opinion piece of writing which is not on a sufficiently "academic" topic to be considered an "academic paper", or where the degree of formality is lower than a paper, or where the author simply prefers the designation "essay";
 * a piece of writing set as an assignment in a course.

When are articles acceptable on Wikiversity?
In general, it is not good practice if Wikimedia projects start crossing over onto each other's "territory". Books go on Wikibooks, news goes on Wikinews, and encyclopedia articles go on Wikipedia. On the other hand, a certain degree of overlap may be acceptable where justified.

Definitely unacceptable: simply copying and pasting Wikipedia articles into Wikiversity. However judiciously quoting shorter and longer segments (with attribution of source) is fine.

Articles composed especially for Wikiversity are probably acceptable when they are on topics related to Wikiversity's educational mission. Educational articles on Wikiversity may go into greater detail than Wikipedia, or aim at a more specialised reader.

title: Help:Article


text: Template:Film School-Storyboarding-Pop Quiz-Answers form


text: Template:Film School-Student assignment - upload


text: File:Justin Kontz Shot A.jpg

title: File:Justin Kontz Shot A.jpg


title: File:EE-102-L05-Fig2.jpg


title: File:EE-102-L05-Fig3.jpg


text:
User:NEO

I'm going to show these people what you don't want them to see. I'm going to show them... a world without rules or controls, borders or boundaries. A world where anything is possible. Where we go from there is a choice I leave to you.

"Neo" in The Matrix

title: User:NEO


text:
User talk:NEO

I have thus far been most active at Wikiquote. Messages will probably be noticed soonest if made to NEO at Wikiquote.

title: User talk:NEO