text:
Study of Genesis/Creation

Pre-Lesson Activity

 * Read Genesis 1:1 - 2:4
 * Take note of any structure or methodology apparent in the order that God created the universe.
 * Take note of any repeated words/phrases
 * Read Genesis 2:5 - 25
 * Take note of any apparent contradictions between this text and the previous one. Are there any ways to resolve these contradictions?
 * Compare/contrast the description of the Garden of Eden and the New Jerusalem found in Revelation 21 and 22.
 * Prepare yourself for a massive first lesson

Lesson
Today's reading will be dealt with in four sections. First we'll deal with the general creation of the world, then we'll focus on the creation of Man, the Garden of Eden, and finally the creation of Woman. At the end of each section, there will be some notable verses from the passage, which are worth thinking about. The debate between Creation and Evolution is beyond the scope of this study; however a guide to the various arguments has been created. If you're interested in the debate, check out the guide.

Genesis 1:1 - 2:4a :: General Creation
This very first passage in Genesis deals with the creation of the world, and the universe that contains it. A cursory reading of the text will reveal a running theme of speech; the phrase "Then God said" appears nine times, demonstrating that God's creative actions are performed by His creative Word.

Another theme is the imposition of order onto chaos, not unlike the creation myths of other cultures. Unlike other accounts, however, God is intimately involved in every creative act. In verse two, His Spirit (which can be translated as "Breath") is hovering over the formless earth, preparing to speak order into the chaos. In contrast to a god vomiting creation into existence, the Hebrew God creates intentionally and intimately, and He declares His creation to be "good".

There are six days during which God created the world; a summary is presented below:

Day 7: God rested

Structure of Creation
A good look at the above table will show that there is a definite structure to the six days of Creation. First of all, there is an overall crescendo as God moves from less complexity to more complexity, arriving finally at Man. Secondly, there seems to be a parallel between the first three days and the second. It appears that during the first three days, God created habitations for the creatures of the last three days; hence, the first three can be classified as non-living habitats, and the last three can be classified as living inhabitors.

This distinction breaks down, however, in two places. First of all, in Day Three God creates plants along with the dry ground. If the above classification is accurate, Then plants are to be considered both non-living, and part of the habitat (as opposed to inhabitors). This actually may not be too far-fetched, however; notice that the term "living" is only really applied to creatures of the second three days. Perhaps scripture considers plants to be more or less an extension of the ground rather than an inhabitor.

Day Four also provides an exception to the rule as the sun, moon and stars are not considered to be "living" either by science or by scripture. They are, however, inhabitors of light/darkness, so that aspect of the classification still holds. Perhaps a better classification system, then, would be to simply say that the first three days evinced the habitats, and the last three days begat the inhabitors.

As a side note, it is often speculated as to when God created the Angels. I (User:Opensourcejunkie) personally suspect that it was during Day Four, when God created the light-bearers. Throughout scripture, stars are often used as a type of angels, particularly in the book of Revelation (an excellent companion book of Genesis). It would make sense to me, then, that God would create the angels when He created the stars, being the spiritual actuality of the physical type.

Representative Dominion of Man
Although scripture expounds upon the creation of Man in chapter 2, it is touched upon here, and it introduces an interesting concept that runs throughout scripture. On the sixth day, God formed a creature "in [His/Their] image, according to [His/Their] likeness...[to] have dominion over the fish of the sea, over the birds of the air, and over the cattle, over all the earth and over every creeping thing that creeps on the earth." This creature, Man, was created to exercise God's rule over the other living creatures of the earth.

Walvoord & Zuck say the following concerning this passage: "God's purpose in creating human life was functional; man is to rule or have dominion (1:26, 28). God's dominion was presented by a 'representative' (Egyptian kings later, in idolatry, did a similar kind of thing: they represented their rule or dominion by making representative statues of themselves.)  However because of sin all things are not under man's dominion (Heb. 2:8). But Jesus Christ will establish dominion over all the earth (Heb. 2:5-8) at His second coming."

Too, Paul writes the following concerning the end times: "The last enemy that will be destroyed is death. For “He has put all things under His feet.” But when He says “all things are put under Him,” it is evident that He who put all things under Him is excepted. Now when all things are made subject to Him, then the Son Himself will also be subject to Him who put all things under Him, that God may be all in all."

Thus we see at the beginning of history that God hands rule over to man, who because of sin loses dominion; then we see at the end of history that Christ, in defeating sin, places dominion back into the hands of man, and eventually returns it to God who gave it to Him. The passages act as bookends to the concept of man's dominion, tracing the fall and resurrection of his rule.

Notable Verses

 * 1:2 - 'the spirit of God was hovering over the face of the waters.' In the original transcript, the word 'hovering' can also be interpreted as 'brooding'. Some feminist theologians have gone for the latter translation, thus feminising the Holy Spirit. The theory behind it is that the Spirit being female would put things into balance: God being sexless, Jesus being male, and the Spirit being female.

 * 1:3 - 'Let there be light.' Many Christians link this with the theory of the 'Big Bang', as being a sudden explosion of light. Some go so far as to say that this is the author's way of simplifying the 'Big Bang' in order to be more easily understood.

 * 1:26 - 'Let us make man' The usage of the plural 'us' here indicates the presence of the trinity already, although some have interpreted the usage of the plural here to possibly provide evidence for the idea of other Gods.

 * 1:30 - 'I have given every green herb for food.' Note here, and in the previous verse, that God is only giving the plant life for the animals and humans to eat. It is only later, in 3:21, that God uses animals in order to provide for humans, when he gives them clothes of skin to wear. It is likely that the eco-system before this time revolved purely around animals eating the plants, with no animals eating others.

 * Throughout the passage - day This word in Hebrew is exactly the same word used in most other parts of the bible when referring to a 24 hour period of time. However, this is the only time when the meaning of the word is called into question. There is a significant debate over whether the term is actually referring to a 24 hour day, or if it is referring to a larger unit of time. If this was the case, it would seem odd that the same term is used later in the bible clearly meaning a usual day, and here it being used to mean a longer period of time.

Genesis 2:4b - 7 :: Creation of Man
This passage details either an alternate or a supplemental account of the creation of Man.

Apparent Contradiction - Man Before Plants
An obvious (possible) contradiction between this passage and the one previous occurs in verses 5 and 7. "before any plant of the field was in the earth and before any herb of the field had grown...the LORD God formed man of the dust of the ground..." The first account tells us that man was created three whole days after the plants, while this account seems to indicate that man came first.

This needn't be a contradiction, however, because the word for "earth" in verse 5 can also be translated as "land", referring to a geographical span instead of the entire realm of existence. So, another way to interpret this verse would be to assert that the majority of the earth had not yet been covered with plant life, but God had indeed created the plants, perhaps all in a single locale. Verse 8 seems to agree with this, indicating that God had already planted a garden before He'd created man.

Pre-Flood Topography
Whatever your views concerning Creation, and a Pre-Flood Vapor Canopy, scripture seems to indicate that the topography and hydrosystem of creation was quite different from the one we have now. Consider verse 6, which says that either a mist or streams came up from the ground, and watered the entire earth. Rain had not yet fallen - that came during the flood; rather, the hydrosystem seemed to flow primarily from the underground.

Moreover, the rivers described in verses 10-14 are vastly different from the ones in Mesopotamia today. We still have two rivers named Tigris and Euphrates, but the Pishon and the Gihon remain unidentified (if still existent).

Breath of Life
Verse 7 presents us with an interesting scene; God breathes life into Adam. Many theologians view this as an initial indwelling of the Holy Spirit (Holy Breath) of God, comparable to the indwelling that occurs when a person turns to Christ. It makes sense to view this in such a way, because it explains why there is such an emphasis on the indwelling of the Spirit in the New Testament. Consider the logic:
 * 1) Man (Adam) is given the Holy Spirit upon creation.  The Spirit is a life-giver, so it makes sense that a living soul should have such a fountain of life within him.
 * 2) Man rebelled against God .  Because a perfect God cannot tolerate sin, he could no longer live inside of man, so His Breath (Spirit) left.
 * 3) Through sin, Death (separation from Life) set in, and man died both spiritually, and eventually physically.
 * 4) However, God so loved the world that He sent His only Son to take the blame for our sin.
 * 5) Thus we are positionally sinless in God's eyes, allowing His Spirit to indwell us once more.

Notable Verses

 * 2:7 - 'The LORD God formed the man from the dust of the ground' The idea of man being created from the dust links with Ecclesiastes 3:20 - 'all come from dust, and to dust all return.' It is symbolic in that man is created the same as everything else on the earth so far. There is one difference separating him out from the rest of creation: the breath of God. It shows that man is a part of the earth, yet also at the same time a part of God. Some have linked this to the idea of Jesus being part man and part divine, in effect having replaced Adam after he fell.

Genesis 2:8 - 17 :: Garden of Eden
The Garden of Eden starts an interesting study concerning the dwelling place(s) of God. Specifically, the Garden of Eden can be compared/contrasted with the city of Jerusalem, the city of Babylon, the New Jerusalem, and the camp of the wandering Israelite. At this point I would like to compare it with the New Jerusalem described in the book of Revelation, chapter 21-22.

Eden as a Type of Fellowship
One of the striking things about the Garden of Eden is that it parallels nicely our spiritual communion with God. Fellowship with God occurred within the context of Eden; also, the Tree of (physical) Life was in the center of the Garden. When man was separated from Eden, he was separated from both God (his source of spiritual life) and from the Tree (his source of physical life), thus resulting in spiritual and physical death.

Moreover Adam, according to Hebrew tradition, sacrificed at the entrance to Eden, where God had placed an altar and His throne. (This is shadowed in the imagery of the tabernacle in Exodus) Hence his return to fellowship with God was marked by a return to Eden, under the covering of animal sacrifice.

A Theory About Eden
A number of theologians believe that Eden is a type of the New Jerusalem, and vice versa. I however suspect that Eden isn't simply a type of New Jerusalem; rather, Eden actually is the New Jerusalem.

Consider with me the following idea. Eden was created on earth to be the place where man lived, and fellowshipped with God. When Man sinned, he effectively separated Himself from Eden, and thus from God, but God kept it as His place of residence on the earth. When the flood came, Eden could have been destroyed, but the fact that we see the (definite article) Tree of Life once again in the New Jerusalem suggests to me that it (along with the rest of eden) was preserved somehow.

Now, it seems highly unlikely that Eden is still on the earth; Modern technology and archaeology has virtually guaranteed us that. Also, scripture seems to indicate that it is not. The Tabernacle and subsequent temples of Israel served as God's earthen dwelling place after the flood; now He dwells within the believer. Hence, if the Garden was on earth, having these other dwelling places would be superfluous.

Moreover, the New Jerusalem (along with the Tree of Life) was seen as descending from heaven, the very place in which I suspect the garden has been kept. Perhaps the garden was taken to heaven at the time of the flood, cultivated by Christ Himself to be a dwelling place for the believer, and returned at the end as a fully developed, significantly larger city to once again be God's dwelling place upon the earth.

It's one possible explanation of scripture, at any rate, although I'm sure that other plausible interpretations exist. Feel free to study scripture yourself and come to your own interpretation.

Notable Verses

 * 2:15 - 'The LORD God took the man and put him in the Garden of Eden to work it' This is another possible contradiction from later in the bible. Later, Adam is cursed with having to work the land in order to find food. This implies that at this point, he does not have to work for his food, or for the plants to flourish. Why then, is God putting him there to work?

 * 2:17 - 'you must not eat from the tree of knowledge of good and evil, for when you eat of it you will surely die.' People today often mistake the meaning of this at first reading, and then assume it to be a contradiction a little later in the bible. It is often interpreted to mean that the moment the fruit is eaten, the consumer will die. The fruit would be acting as a poison, of sorts. However, this doesn't happen. A solution, of course, as briefly noted above, is that the fruit makes you spiritually dead, and means that in the future you will become physically dead, and not live forever.

Genesis 2:18 - 25 :: Creation of Woman
This final section of today's lesson deals with the creation of woman, a topic that was touched on in chapter 1, and expounded upon here.

Naming of the Animals - an Object Lesson
The first (and only) time during creation that God declares something "not good" occurs in verse 18. God mentions that it is not good for man to be alone, so he prepares an object lesson for Adam. He parades a number of animals and birds (possibly all of them, but the grammar doesn't require this) before him, and has him give them names.

The point of this exercise may have been two-fold. First of all, God seems to be showing Adam that there is no other creature on earth that comes close to being like him. Secondly, and this is conjecture, God may have been showing him the pattern of male/female that tends to run among birds and beasts, hinting that Adam was lacking something (or someone :-)

The object lesson worked, because Adam admits that as wide and varied as God's creation is, there was no suitable (corresponding) helper found.

A Suitable Helper
Hence Woman (later called Eve) was created; she was taken out of Adam's side and formed into her own person. Now, some women (as well as some men) take offence to this, because such difference in creation technique starts a theme of differences between men and women throughout scripture. Personally, I would rather be created from somebody's rib than from a pile of mud, but that's just me. ;-)

Whatever scripture says concerning male/female roles underneath the curse of sin, Man and Woman seemed to have operated quite happily in their respective roles before the fall. That which Adam lacked was provided for in Eve, and that which Eve lacked was provided for in Adam. They each bore God's image in separate and complimentary ways, and had no qualms about doing so.

Naked and Unashamed
The last verse in chapter 2 is something of a precursor to chapter 3. The author of Genesis likely inserted this phrase to prepare us for the broken relationships that would result from the fall. Beforehand men and women were completely comfortable with their nakedness, possibly because men and women had no inadequacies or flaws. However after sin entered the picture, Adam was no longer the man he should have been, and Eve was no longer the woman she should have been. Hence embarrassment, and the need to cover up one's flaws was established, lasting even to this day. But, more on that in the next lesson

Notable Verses

 * 2:18 - 'I will make a helper' Here, God refers to woman simply as a 'helper'. Many Christians today and in the past, including St. Paul, have referred to this as a part basis for their own teachings about the roles of men and women. Some believe this to mean that although woman is equal in some respects, since she was also created by God, she is here only as a helper for man, and is therefore subject to his wishes. A large propertion of Christians would say that women are completely equal to men, regardless of who was created when, and for what purpose.

 * 2:24 - 'they will become one flesh.' Jesus talks about this too, specifically in Matthew's Gospel. It is important to note that 'becoming one flesh' does not constitute marriage, and vice versa. What becomes clear in Matthew is that it is actually referring to sexual intercourse when Jesus talks about 'becoming one flesh'. This is another argument that Christians and Jews have supporting marriage: In order to 'become one flesh', as God has said man will do, they must marry first, since this was the teaching of Jesus.

Study Questions

 * 1) Why do you think that God decided to create the universe?  Create Man?  Can you find any clues in this text, or others?
 * 2) What differences are there between the pre-Fall Eden and the post-Redemption (New) Jerusalem?  Is all of humanity present in Jerusalem, or just a part of it?
 * 3) In what ways was man dependent upon God in this passage?  What do you think would happen if man were to reject God's provisions? (no peeking ahead :-)
 * 4) How do you feel about the distinctions between men and women in scripture?  How would you feel about them if men and women consistently sacrificed their own good for the good of their spouses?

Next Lesson
In the next lesson, we reach the fall of man, which becomes the central problem of scripture.
 * Genesis 3 :: The Fall of Man

Supplemental Resources

 * Sermons Through the Bible - Pastor Joe Focht
 * Genesis 1:1-1:5
 * Genesis 1:6-25
 * Genesis 1:26-2:2
 * Genesis 2:4-25
 * Vision Ministries' handling of male/female roles in scripture

title: Study of Genesis/Creation


text:
User:Janipeg

'''Hello, my name is Janett Peñailillo, I am an EFL teacher from Chile. I live in Arica ( north of Chile).I´ve been working for 30 years at the elementary level, now working with social at risk students. I love my job, I enjoy and learn everyday new things. My hobby is to surf the net looking for good and useful teaching resources to be updated, to motivate my students and to help my colleagues. Last year I prepared a free website with EFL teaching resources after a scholarship to South Korea (APEC –ALCoB), it was working for a year, now it is under construction, (making a lot of changes). I hope it is running in a couple of weeks. Why am I interested in taking this course? I am very curious, we need to create our own teaching resources by ourselves or collaboratively. Teaching resources are very expensive in Chile, so we need to see them, reflect on them, adapt, adopt and finally share them. It is a challenge.It is also my first experience in Wikiversity courses.

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

title: User:Janipeg


text:
User:Yukonsyl

Hi there,

My name is Sylvia and I am planning to explore learning through this platform.

title: User:Yukonsyl


text:
User:NouraRaslan

Hello Wikiversity

I'd like to salute all Wikiversity members and the Free Education Online Course facilitators and participants. I wish to be an active person in this course.

Thank you all for your efforts

wishing you good luck

NouraRaslan

Hi Erkan Yilmaz and all wikisNoura 17:58, 25 April 2008 (UTC)NouraRaslan It would be great to have chatting with you and with all Wikis. But please just wait till I finish my this week assignment, as I am completely indulged in the long list of video sites which we are required to test in order to write our assignment. Meanwhile, would you please help me in this question: Is the Embed code has to do with the free copyright, in other words, can we figure out whether a site allows free copyright if we could download and Embed a video code on our blog or we should see this sentence "the site allows free copyright".

thanks for hosting our questions and comments and welcome again from Syria

Hi Erkan nice to see that you know our Arabic greeting and thanks for your quick reply. I think that I am confused between three issues, that is, "free editing","free downloading" and "free copyright licensing" I need some expanation for these above mentioned words could you please clarify to me the following : Does "freedownload" equal "free copyright licensing", in other words does the site which offer free downloading of its videos necessary offer freecopyright license. on the other hand I understand that the site which offers free editing doesn't necessary offer freedownloading and free copyright license. Is that true? thanks for your kindness and cooperation

Noura 14:35, 26 April 2008 (UTC)NouraRaslan

Hi Erkan I managed finally (after thtree hours trial) to follow your instruction about Editting. It seems that I was confusing between Editting and signing a user page, as I thought that I should use signature in Editting new pages, in the same way I do that when typing on the user page.

thanks for your clarification and advice, hopefully I am not bathering you.

Noura 19:36, 3 June 2008 (UTC)NouraRaslan

links

 * Topic:International_Politics
 * Topic:Literary_Studies
 * Topic:Literary_Studies/Reading_Lists
 * Topic:Writing_Center
 * Topic:Philosophy_of_mind
 * Portal:Social_Sciences/Social_Sciences_topics
 *
 * Emily_Bront%C3%AB
 *
 * Wuthering_Heights
 *
 *
 *
 *

title: User:NouraRaslan


text:
User:St91~enwikiversity

Welcome!
Hi, and welcome to my user page!

I'm thinking of things to write about, so in the meantime...

Links
Visit my Google Page!

title: User:St91~enwikiversity


text:
User talk:St91~enwikiversity

Welcome to my Talk Page!
If you want to talk about something, put it below here.

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called St91. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name St91~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:03, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:St91~enwikiversity


text:
Template:User sk-1

cs:Šablona:User sk-1 fr:Modèle:User sk-1 it:Template:Utente sk-1

title: Template:User sk-1


text:
Category:User sk-1

Kategória User sk-1:

Kategorizácia:

 * Template:User sk: – Títo redaktori majú porovnateľné znalosti slovenčiny ako rodení Slováci.
 * Template:User sk-3: – Títo redaktori majú pokročilé znalosti slovenčiny.
 * Template:User sk-2: – Títo redaktori majú stredné znalosti slovenčiny.
 * Template:User sk-1: – Títo redaktori majú základné znalosti slovenčiny.

title: Category:User sk-1


text:
User talk:NouraRaslan

Noura 15:40, 23 April 2008 (UTC)NouraRaslan

Hello NouraRaslan, I am also taking part in the course. Greetings from Germany. Below you can find more on Wikiversity, Erkan Yilmaz Wikiversity:Chat  16:13, 10 March 2008 (UTC)

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  16:13, 10 March 2008 (UTC)

Wikiversity participants blogs
Hello, you could edit it yourself. Also it is better to write the msg to their talk pages, otherwise they won't see it. Click at one of the following: User talk:Teemu, User talk:Hans Poldoja or write them an email,

about: "And please inform me how I can make my feed" what is your blog ? Then we could create one feed for you. Erkan Yilmaz Wikiversity:Chat  17:03, 15 March 2008 (UTC)
 * I have moved your msg now to tehir talk pages, you can certainly send them also an email Erkan Yilmaz Wikiversity:Chat  17:05, 15 March 2008 (UTC)

recreation of User pages
... is no problem - but everything starting with "Wikiversity:" is normally dedicated to Wikiversity internal things. May I ask what is the goal of that page then ? See above, I had copied your msg already to the talk pages (which seemed to me more efficient way). If it is very urgent I can restore the original page again ! Did you send the link to the page to someone so you need it ? It always helps explaining the motives then others don't do things which irritate. Erkan Yilmaz Wikiversity:Chat  18:52, 15 March 2008 (UTC)
 * For testing things you can also use the Sandbox if you like, Erkan Yilmaz Wikiversity:Chat  18:55, 15 March 2008 (UTC)

where to put the weblog
Hi, I think Participants of the composing free and open online educational resources course is the place to put your blog if you are going to participate in the course. --Remi 20:01, 24 March 2008 (UTC)

And if you are attempting to make test edits please confine them to Sandbox. Thanks. --Remi 20:03, 24 March 2008 (UTC)

In case this is what you were attempting, to create an external link to n4w4c4.wordpress.com... You gotta have the http, and just single brackets, and then use a space to give a description. : ) It was done using " n4w4c4.wordpress.com" --Remi 20:14, 24 March 2008 (UTC)

chat
HI, are you interested in the Wikiversity chat ? Try the link behind my nick please. Erkan Yilmaz uses the Wikiversity:Chat (try) 18:43, 22 April 2008 (UTC)

embed code + free copyright
reply to: : Merhaba, please take your time, we don't run away. The part with embed code was: "When you find a video, look for the "embed" code and copy paste it to your blog." e.g. when you go to youtube and select a video you find on the right side a section called Embed: that is code which you can input on your blog sourcecode so thatthe video can be integrated in your blog post

Could you please explain more what you mean with "free copyright" ? Perhaps the assignment of week4 may help here. Erkan Yilmaz uses the Wikiversity:Chat (try) 12:38, 26 April 2008 (UTC)

interest
Hello Noura, what do you think about adding also a header (like "interested persons") when you are interested in a learning project, e.g. like this or this ? Erkan Yilmaz uses the Wikiversity:Chat (try) 05:39, 15 May 2008 (UTC)
 * Hi Noura, you seem to have interest for many things and show this by signing it on the pages. The last one just now I have reverted now. I am not sure if this is a mistake by pressing accidentally the signature button or you want to express your interest ? What do you say to make links to pages which interest you on your user page (or sub page below your user page) ? One advantage would be that oyu can find these pages always again from the one central page. Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 18:50, 1 June 2008 (UTC)

Re: Participants of the composing free and open online educational resources course/next start
Hello, thanks that you want to take part in the next cycle. Could you please activate your email in the Preferences (tab: "User profile" > E-Mail: activate "Enable e-mail from other users") ? Then you can be reached so all can start at the same time soon, Erkan Yilmaz uses the Chat (try) 18:50, 17 August 2008 (UTC)
 * Thanks for activating, Erkan Yilmaz uses the Chat (try) 18:58, 24 August 2008 (UTC)

title: User talk:NouraRaslan


text:
User talk:Janipeg

Hello Janett, I am also taking part in the course. Greetings from Germany. Below you can find more on Wikiversity, Erkan Yilmaz Wikiversity:Chat  16:27, 10 March 2008 (UTC)

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  16:27, 10 March 2008 (UTC)

title: User talk:Janipeg


text:
User talk:Kychot

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  16:28, 10 March 2008 (UTC)

title: User talk:Kychot


text:
User talk:Sennin~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  16:39, 10 March 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Sennin. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sennin~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:57, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:21, 19 April 2015 (UTC)

title: User talk:Sennin~enwikiversity


text:
User talk:Grimley

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  16:42, 10 March 2008 (UTC)

title: User talk:Grimley


text:
User talk:Yukonsyl

Hello Sylvia, I am also taking part in the course. It is great that you have experience with wikis. Below you can find more on Wikiversity. Greetings from Germany, Erkan Yilmaz Wikiversity:Chat  16:45, 10 March 2008 (UTC)

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  16:45, 10 March 2008 (UTC)

title: User talk:Yukonsyl


text: User talk:CT Spring 2008

title: User talk:CT Spring 2008


text:
User:CT Spring 2008

Critical Thinking - Spring 2008 New York University

Class Glossary of Terms

Structuralism - from tompkins

Morality

Post-structuralism

Propaganda is the spreading of information to directly hurt or help a situation; telling just one side of the story leaving many sides out of public knowledge; it involves emotions rather than knowledge (using persuation to influence). [H.Kimball]

Modernity ~ is a term used to describe the condition of being related to modernism. Since the term "modern" is used to describe a wide range of periods, modernity must be understood in its context, the industrial age of the 19th century, and its role in sociology, which since its beginning in that era examined the leap from pre-industrial to industrial society, sometimes considering events of the 18th century as well. For the period since the Middle Ages, the term Modern Times is used. (K. Corbett)

Signifier/Signified: In semiotics (the study of signs and how they are used), a distinction is made between the two inseparable components of a sign: the signifier and the signified. Usually, semiotics is used in the study of language, where the signifier is a set of speech sounds or marks on a page, and the signified is the concept or idea behind the sign. In Williams’ Advertising: The Magic System, advertising turns commodities (beer, for example) into desirable signifiers (masculinity, youth, neighborliness). ~K. Stuart

The Magic System: A short-hand for modern advertising ability to “transform” commodities into stand-ins for (mostly) manufactured, desirable associations. ~K. Stuart

title: User:CT Spring 2008


text:
Biblical Survey (literal-normal)/Editing Guidelines

This page contains editing policies and guidelines for the Department of Biblical Overview.

Technical policies

 * 1) All inter-wiki links must conform to a specific format, as seen below.  This format allows content to be seamlessly moved from one Wikimedia project to another (for instance Wikibooks), in case such a move is ever desired
 * Format: (link text)
 * Example: awesome stuff yields awesome stuff
 * 1) A number of page templates have been created to standardize the look and feel of the center.  Please use them if you plan to create any new pages.
 * 2) While all translations of the Bible may be used, particularly in resolving differences of interpretation or translation, there is a preference for BibleGateway's New King James version of the Bible here.  Unless you have a reason not to, try to use BibleGateway's version of that translation for the sake of consistency throughout the department.  To obtain a link to the passage, go to BibleGateway.com and search for the passage under "New King James Version".  Then use the URL from your browser's address bar as the link URL.

Content policies

 * 1) All interpretation of scripture should be approached from a literal-normal perspective; any content that opposes this practice is outside the scope of the center, and a candidate for revision.  Now because literal-normal interpretation can at times be a subjective effort, there is some wiggle room here.  If a question concerning the litero-normalcy of a page/section remains unresolved, present to the reader all alternate (literal-normal) interpretations, and backing for each of them.
 * 2) A course may (or may not) have a single editor responsible for the majority of its content.  If it does, you may consider running any major edits/contributions by him/her, as a matter of etiquette.
 * 3) If you consider yourself a major contributor to a study, place your username under the "Major Contributors" section of the study page.  A "major contribution" might be a lesson's worth of material, or a long-standing commitment to maintaining a study, etc.  Use your best judgement.


text:
User:Mskyrider

Mskyrider at Turkish Wikipedia

 * Topic:Foreign Language Learning
 * Topic:Turkish

title: User:Mskyrider


text:
Template:User tr

es:Plantilla:Usuario tr it:Template:Utente tr ja:Template:User tr

title: Template:User tr


text:
Category:User tr-N

This category lists native Turkish speakers.

The other levels of Turkish knowledge are:
 * 0 for not knowledge
 * 1 for basic knowledge
 * 2 for intermediate knowledge
 * 3 for advanced or fluent knowledge

For a list of language specific tags, see Babel templates.

title: Category:User tr-N


text: Category:User tr

title: Category:User tr


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User talk:Mskyrider

Merhaba Mskyrider, Vikiversiteye hosgeldin. Istersen burada biraz daha bilgi alabilirsin, Erkan Yilmaz Wikiversity:Chat  19:47, 10 March 2008 (UTC)

title: User talk:Mskyrider


text:
Turkish/Numbers

Numbers
Turkish numbers are relatively easy to understand. Before 10 you simply have to learn the numbers, however creating any number after 10 is easy, since you just need to add any number before 10 next to 10 or multiples of it. For example, five (beş) when used alone means 5. However if we add it next to forty(kırk) it becomes 45, or kırk-beş(Pretty much the same as forty-five).

And that's pretty much it.

title: Turkish/Numbers


text:
Biblical Overview

The following are page templates for use in the Department of Biblical Survey:
 * Course Template (Book)
 * Course Template (Topical)
 * Lesson Template

title: Biblical Overview


text:
Biblical Overview/Course Template (Book)

Study of (INSERT BOOK NAME)

Course Overview

 * here is where you list

 * all of the individual lessons for the course,

 * and link to them. Example:

 * Genesis 3 :: The Fall of Man

Final Project
In order to receive credit (albeit imaginary credit ;-) for this course, you must write a short term paper on one of the following topics. (If you're auditing the course, of course you don't have to; however, you won't get that warm fuzzy feeling afterward.) The papers are to be about 1500 words in length, and will be posted on the course Project Page. See the Project page for details.

Project Topics:
 * (course unfinished - no project topics yet listed)

Supplemental Resources

 * Sermons Through the Bible - Pastor Joe Focht

Major Contributors to the Course

 * (your name here)

Feedback
here you can solicit feedback from the course users.


text:
Participants of the composing free and open online educational resources course/activity level

Please don't forget this is a wiki, so you can update this page also !

This page provides a list of participants of the Composing free and open online educational resources course. This is not done automatically, so please update.

Active Wikiversity participants (more than the course page edited)

 * 1) Special:Contributions/Prawstho - Peter Rawsthorne / User:Prawstho : [http//wikieducator.org:Prawstho wikieducator profile] : peterrawsthorne.org : http//criticaltechnology.blogspot com/
 * 2) Special:Contributions/stewjean - Stew Jean/ user: stewjean: stewjeangmail com: http//stewjean.wordpress com/
 * 3) Special:Contributions/Esenabre - Enric Senabre Hidalgo / (User:Esenabre): esenabregmail com : http//www.estigmergia.net/en/w/index.php?title=Wlog
 * 4) Special:Contributions/keibr - Keith Bryant/ user:keibr/keith.bryantcfl.se http//keithsworkblog.blogspot com/
 * 5) Special:Contributions/Yukonsyl - Sylvia Riessner: sriessner / Yukonsylgmail com / http//dl1.yukoncollege.yk.ca/sylPLE
 * 6) Special:Contributions/JmG - Jean-Marie Gilliot (User:JmG) : jmgabrestgmail com : http//coursrol.blogspot com
 * 7) Special:Contributions/anicap - Anica Petkoska User: anicap: anicapetkoskagmail com: http//anicape.blogspot com/
 * 8) Special:Contributions/JHopkins - Janet Hopkins / User:JHopkins: at_consultingbcyahoo.ca: http//jlh-jlh.blogspot com/
 * 9) Special:Contributions/onlinegrandma - Debbie Smith / User:onlinegrandma : onlinedebbie co nz : http//onlinegrandma.wordpress com·
 * 10) Special:Contributions/Nichthus - Mark Nichols /User: Nichthus: nichthusgmail com: http//ebcnzer.blogspot com/
 * 11) Special:Contributions/jtneill - James Neill / User:Jtneill : jameswilderdom.com : http//ucspace.canberra.edu au/display/~s613374/Open+educational+resources
 * 12) Special:Contributions/Skyzag - Sharon Smith /Skyzag: skyzaggmail com [http//www.xanga com/iidea]
 * 13) Special:Contributions/perw - Per Wetterstrand/ user: perw: per.wetterstrandgrkom.se: http//perwetterstrand.wordpress com/
 * 14) Special:Contributions/Reppuli - Mirka Jokela/ user:Reppuli : kaksimertayahoo com http//reppuli.wordpress com/
 * 15) Special:Contributions/NouraRaslan - Noura Raslan/ user:NouraRaslan/noura_raslanwindowslive com/http//n4w4c4.wordpress com No blog / feed found
 * 16) Special:Contributions/ukkosjalka - Jussi Mäkelä / user: ukkosjalka / jussi.removethis.makelataik.fi / http//bloodstop.blogspot com/
 * 17) Special:Contributions/Jeroencl - Jeroen Clemens / User:Jeroencl : jeroencl<at>gmail com : http//jeroencl.blogspot com/
 * 18)  Special:Contributions/Janipeg - Janett Peñailillo/User:Janipeg:janipeg9<at>gmail com  :http//www.janipeg com .(under construction)
 * 19) Special:Contributions/bonifatius - Bonifatius D. Pandojo / User:bonifatius : bonifatius_d<at>hotmail com : http//greatexplorer-cool.blogspot com/
 * 20) Special:Contributions/broar - Ingela Ek / User:broar: ingela.ek<at>gmail com : http//broar.wordpress com/
 * 21) Special:Contributions/petermerckx - Peter Merckx [user petermerckx] :  petermerckx<at>bweducconsult.org: http//petermerckx.worldpress com No blog / feed found
 * 22) Special:Contributions/hard-e - Ari Haaranen / User:hard-e: arihaaranen<at>gmail com: http//free-e-learner.blogspot com/
 * 23) Special:Contributions/Kaycee - Kevin Chilton/ User:Kaycee: kc<at>kcweb.org.uk http//eduspaces.net/kevinc/weblog
 * 24) Special:Contributions/snadek - Nikoalos Kourakos:snadek / snadek<at>gmail com / http//snadek.blogspot com
 * 25) Special:Contributions/rosmareri - Rose Eriksson/ user: rosmareri/ rose.eriksson<at>cfl.se/ http//rosmareri.wordpress com
 * 26) Special:Contributions/Susanne - Susanne Rinderer / User:Susanne : susanne.rinderer<at>gmx at : http//s-wikiversity.blogspot com/
 * 27) Special:Contributions/bm - Barbara Murray / User: bm : bmmurray<at>gmail com : http//freezone-bm.blogspot com
 * 28) Special:Contributions/Jjlightning - Juha Valonen / User:Jjlightning : jjlightning<at>liukuma net : http//www.liukuma.net/liukuma/blog/
 * 29) Special:Contributions/Barbara.braun - Barbara Braun / User: Barbara.braun : barbara.braun<at>email.de : http//barbsoer.wordpress com/

Longer active on Wikiversity

 * 1) Special:Contributions/Cormaggio - Cormac Lawler (User:Cormaggio) : cormaggio<at>gmail com : http//cormaggio.org
 * 2) Special:Contributions/Historybuff - Gerald A / Historybuff: geraldablists<at>gmail com User:Historybuff/oerblog
 * 3) Special:Contributions/Erkan Yilmaz Erkan Yilmaz - email (if you have a Wikiversity account, you can email me) - [http//www.IaskQuestions com]

Not yet active

 * 1) Special:Contributions/Ryap - Ramon Yap / User:Ryap : ryap<at>edsamail com.ph : http//ryap.wordpress com
 * 2) Special:Contributions/lori - Otet Loredana/ User: lori: otet.loredana<at>gmail com: http//lorena777.blogspot com/
 * 3) Special:Contributions/mihcatalin - Mihailescu Catalin/ User: mihcatalin: mihcatalin<at>gmail com: http//catalin-mihailescu.blogspot com/
 * 4) Special:Contributions/Arongas - Anne Rongas / User:Arongas : anne.rongas<at>gmail(dot)com : http//kehapaatelmia.blogspot com/
 * 5) Special:Contributions/MalluS - Marjut Siro / User:MalluS : mallu.siro<at>gmail com : http//omataide.blogspot com/
 * 6) Special:Contributions/rwagasana - Rwagasana Gerald / User:rwagasana : gerwaga<at>gmail com : http//worpress com/ Blog URL problem
 * 7) Special:Contributions/riikka - Riikka Palmu / User:riikka: palmunen<at>gmail com: http//freeandopen-riikka.blogspot com/
 * 8) Special:Contributions/Johanna - Hanni Verschuur / user:Johanna: hannibv<at>gmail com: http//Johanna-wikiuniversity.blogspot com/
 * 9) Special:Contributions/jeanfsavard - Jean-Francois Savard/ User:jeanfsavard: jeanfsavard<at>gmail com: http//jeanfsavard.blogspot com/
 * 10) Special:Contributions/mpompoli - Matteo Pompoli/ User:mpompoli: mpompoli<at>gmail com: http//mpompoli.blogspot com/
 * 11) Special:Contributions/judy - Gichoya Judy Wawira user : judy: judywawira<at>yahoo com: http//judywawira.blogspot com/
 * 12) Special:Contributions/gunda - Mussa Gunda user: gunda: gmpollo<at>gmail com: http//5gunda.wordpress com/
 * 13) Special:Contributions/mandave - David Odhiambo Owuor user:mandave:owuordave<at>yahoo.co.uk: http//jaseme.worldpress com/ No blog / feed found
 * 14) Special:Contributions/lokiosho - Lokesh Mehra/ user: lokiosho: lokiosho<at>gmail com: http//skillsindia.blogspot com/
 * 15) Special:Contributions/nerlendson - Natalie Erlendson/ user: nerlendson: n_erlendson<at>yahoo com: http//blackboardjungle.wordpress com/
 * 16) Special:Contributions/cdantas - Camila Dantas/ user:cdantas/camilagdantas<at>yahoo com.br/http//opassadoembits.wordpress com/
 * 17) Special:Contributions/soon - Soon-Yin Tan/ user:soon/soonyin<at>gmail com http//soon-share-share.blogspot com/
 * 18) Special:Contributions/Jenndel - Jennifer Malonzo/ user:Jenndel/jenniedel<at>gmail com http//jenndel.wordpress com/
 * 19) Special:Contributions/ - Anup Kumar Das/ user:anupdas2072<at>hotmail com http//www.anup-jnu.blogspot com/
 * 20) Special:Contributions/Annika - Annika Linder / User:Annika : annika.linder-airava<at>uiah fi : http//kommednu.blogspot com/
 * 21) Special:Contributions/Paily - M.U.Paily/ User:Paily : mupaily<at>yahoo com http//www.mupaily com/ No blog / feed found
 * 22) Special:Contributions/luca - Luca Botturi:luca / luca.botturi<at>gmail com / http//bombadilgames.blogspot com
 * 23) Special:Contributions/kaffemannen - Jan Svärdhagen:kaffemannen/ jsv<at>du.se / http//svardhagen.blogspot com
 * 24) Special:Contributions/samih - Samih Jamaluddin:samih / samih<at>operamail com /http//profsamih.wordpress com
 * 25) Special:Contributions/jlgranda - José Luis Granda:jlgranda / jlgranda81<at>gmail com / http//cafedechucho.blogspot com
 * 26) Special:Contributions/ - Michelle Butterworth michelle<at>myiq.co.za http//myiqforever.blogspot com
 * 27) Special:Contributions/KAMILI - Daudi Mlaule / user: KAMILI / mlauledj<at>yahoo com / http//mlauledj.blogspot com
 * 28) Special:Contributions/ - Aparajita Suman/ aparajita.suman<at>gmail com/ [http//indradhanush.wordpress com/wp-admin/index.php]
 * 29) Special:Contributions/jctorres72 - Juan Carlos Torres/ user: jctorres72 / jctorres72<at>gmail com / http//jctorres72.blogspot com
 * 30) Special:Contributions/ellajames23 - Ella James/ User:ellajames23 : ellajames23<at>yahoo.es : http//ellajames23.wordpress com
 * 31) Special:Contributions/ - Virva Svala / virva.svala<at>gmail com: http//vsvala.wordpress com
 * 32) Special:Contributions/lamberg - Eve Lamberg / User:lamberg : lamberg<at>ebs .ee : http//evelambergblog.blogspot com/
 * 33) Special:Contributions/ainoa - Aino Nieminen / User: ainoa : nieminen.aino<at>gmail com : http//releasethefrequency.blogspot com
 * 34) Special:Contributions/artate - Anoush Rima Tatevossian / User: artate : artate<at>gmail com : http//globalcurator.blogspot com
 * 35) Special:Contributions/alison - Alison Mead Richardson / User: alison : alison<at>mweb com.na : http//alisonmead.wordpress com/
 * 36) Special:Contributions/Yennyeguigure - Yenny A Eguigure / User: Yennyeguigure : yennyeguigure<at>yahoo com : http//yennyeguigure.blogspot com/
 * 37) Special:Contributions/safilena - Elena Safiulina/ User: safilena : elena.safiulina<at>mail.ee : http//safilena-oercourse.blogspot com
 * 38) Special:Contributions/ - Petr Zoufaly / petr.zoufaly<at>taik.fi: http//petrtaik.wordpress com/
 * 39) Special:Contributions/ - Pavlina Starostova / pavlina.starostova<at>taik.fi: http//pavlicka.wordpress com
 * 40) Special:Contributions/JimKing - Jim King / User:JimKing : leprofesseur101<at>gmail com  :  http//leprofesseur101.blogspot com/

Feeds
All feeds are in http//jaiku com/channel/oercourse, except those marked "No blog / feed found"  - If you get your feed working please, announce teemu (teemu.leinonen<at>taik fi) and he will add your blog to the jaiku channel.

Facilitators

 * 1) Special:Contributions/Teemu - Teemu Leinonen / User:Teemu : teemu.leinonen<at>taik fi : http//oercourse.wordpress com/
 * 2) Special:Contributions/Hans Poldoja - Hans Poldoja / User:Hans_Poldoja : hans.poldoja<at>taik fi : http//www.hanspoldoja.net


text:
File:RationalUnifiedProcess.png

File:RationalUnifiedProcess.png

title: File:RationalUnifiedProcess.png


text:
Biblical Overview/Lesson Template

Here you can place an optional introduction.

Pre-Lesson Activity

 * Here you can record several pre-lesson activities for the student to engage in before continuing.
 * A typical pre-lesson activity might include reading a wikipedia entry on a certain theological position, or more commonly, reading beforehand the passages of scripture that pertain to the lesson.
 * If an activity involves reading scripture, place a link to BibleGateway.com's New King James translation of the passage. To obtain the link, go to BibleGateway.com and search for the passage.  Then use the URL from your browser's address bar as the link URL.

Example:
 * Browse Wikipedia for various views of the authorship of Genesis. You might try searching for "Genesis", or "Pentateuch", and see where that takes you.
 * Read Genesis 1:1 - 2:4
 * Take note of any structure or methodology apparent in the order that God created the universe.

Lesson
Here you can place an optional introduction to or synopsis of the lesson to come.

(scripture reference) :: (section title)
The above section title represents the general form of a lesson subsection. First the scripture reference is placed, followed by a double-colon, and terminated with the section's title. (see below for an example)

(section title)
At times a scripture reference may not be applicable, such as in a book overview, or in the topical studies. If that is the case, simply providing the section title is adequate. (see below for an example)

Study Questions

 * 1) In this section, you can ask a few study questions.
 * 2) Usually, one per section of the lesson is sufficient.
 * 3) Make sure to ask open-ended questions, instead of close-ended questions with simple yes/no/one word answers.
 * 4) Example: Why is the authorship of Genesis important to our understanding of the book? why is it important to the understanding of the Bible?

Next Lesson
In this section, give a brief synopsis of the next lesson, as well as an indented link to it:
 * Genesis 3 :: The Fall of Man

Supplemental Resources

 * Sermons Through the Bible - Pastor Joe Focht
 * Pastor Joe Focht is the pastor of Calvary Chapel Philadelphia who has a sermon set through the bible.
 * Add the specific study(ies) here that pertain to the passages dealt with in this lesson.
 * example: Genesis 1:1-1:5
 * feel free to add your own supplemental resources.

title: Biblical Overview/Lesson Template


text:
User talk:Keibr

Hello Keith, welcome here at Wikiversity. I am also taking part in the OER course. If you have some questions, please ask. Below some more info about Wikiversity. I have changed a little bit on this page too: Lesson:Clone Stamp Tool, Erkan Yilmaz Wikiversity:Chat  21:29, 10 March 2008 (UTC)

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  21:29, 10 March 2008 (UTC)

Help with a new initiative?
I have proposed an idea for a new way of creating technical learning content: http://en.wikiversity.org/wiki/Improving_Technical_Topics_At_Wikiversity

Would you be interested in helping with something like this? Once I get a representative from each discipline I have listed, I would like to hold a brainstorming session. Please let me know what you think! Daviddoria 14:04, 14 June 2010 (UTC)

title: User talk:Keibr


text:
User:Widescreen

Klingt ja ganz interessant, mal gucken was hier so geht. Ich bin de:Benutzer:Widescreen auf der deutschen Wikipedia. Kontaktiert mich bitte dort auf de:Benutzer Diskussion:Widescreen.

title: User:Widescreen


text:
User:Opensourcejunkie

=> leave a message for Opensourcejunkie

Opensourcejunkie is the Wikiversity user corresponding to Nathanael (Nate) Schmolze of Warminster Pennsylvania. He is an editor among the following WikiMedia sites:
 * Wikipedia
 * Wikiversity

Occupation
Nate is an employee of Target Corporation. At present, he is a level one, overnight backroom team member; however, he hopes to advance to a Team Lead, and perhaps an Executive Team Lead once his degree is obtained. Nate's life goal is to start a Christian church in Utah

Interests
Nate is interested in the following topics/activities:
 * Open Source Software
 * Linux (he's a fan of Kubuntu Linux)
 * OpenOffice.org
 * Mozilla Firefox
 * Theology
 * Web Design / Development
 * Computer Science

Significant Contributions to Wikiversity
When he first arrived at Wikiversity, Nate was pleasantly surprised to find that the School of Theology was quite undeveloped and offered ample content-building opportunities (as opposed to the incredibly complete Wikipedia :). Of note to Nate was the fact that there was no Bible survey course (or equivalent), so he set about creating a set of survey courses, one for each book of the Bible. Nate has also worked to expand the Department of Biblical Studies.

Nate has thus far created or severely edited the following:
 * Department of Biblical Studies' main page
 * Center of Biblical Survey
 * Study of Genesis
 * Study of Scripture - Salvation
 * Study of Scripture - A Tale of Two Cities
 * Department of Christian Apologetics' main page
 * Salvation
 * Borderline Heresy

 * POV
 * Literal-Normal Interpretation
 * Draft policy on religious content
 * Template:Content warning

title: User:Opensourcejunkie


text:
User:Laleena~enwikiversity/Cults and Christianity

What is a Cult?
One of the best definitions of the word Cult can be found on the website www.religioustolerance.org.

Cult: From the Latin word "cultus" -- meaning worship. Cult is a word with many religious meanings (and some secular as well) which should be used with great care to avoid misunderstanding. We recommend the neutral term "new religious movement" be used in its place. Even better is to refer to a religious group by its name:

1. Traditional theological usage: a style of worship and its associated rituals. It can be applied to any faith group. 2. Sociological usage: a small religious group that exists in a state of tension with the predominant religion; e.g. Christianity in Pakistan. 3. General religious usage: a small, recently created religious group; not a variant of an established religion. Often headed by a single charismatic leader. 4. Evangelical usage: a religious group that considers themselves to be Christian but which denies one or more historical beliefs of Protestant Christianity. 5. Counter-cult movement usage: Same as Evangelical usage. 6. Anti-cult movement usage: a small, evil religious group, often with a single charismatic leader, who engage in deceptive recruiting, brainwashing and other mind control techniques 7. Popular belief: A doomsday, dangerous, destructive religious movement whose members risk their life to belong.

Cults
Christianity: Dangerous Cults

A look at some of todays Doomsday, Destructive Religious Cults

Christian based religions
Mormonism properly denotes a group of restorationist religions which trace their origins back to their founder Joseph Smith Jr. There are now almost one hundred religious denominations within the Mormon classification. The largest denomination within the restorationist group, by far, is the Utah based Church of Jesus Christ of Latter-day Saints (LDS). Each of these denominations share some common characteristics:

1. The belief in an apostasy. This is the belief that the original church of Jesus Christ fell into error after the deaths of the apostles and that the true priesthood authority was lost.

2. The belief that as a result of an apostasy the true church of Jesus Christ needed to be restored, and indeed was restored by a modern day prophet, Joseph Smith Jr.

The Mormon denominations are considered by some evangelical christians to be a cults, in the evangelical usage of the word. This attribution is as result of many doctrinal differences that the restorationist sects hold in contrast to traditional mainstream Protestantism. These differences include, but are in no way limited to, non-tradition views on the nature of God, God's purpose for mankind, modern revelation and additional scripture such as the Book of Mormon.

Mormonism is considered by many religious studies scholars to be a new emerging world religion based on traditional protestant Christianity in the same sense that Christianity is based on Judaism.

Adherents of the LDS faith assert that they are indeed Christians and pursue religous scholarship and historical works that support their doctrines


text:
User:BenTremblay

 * "CMC since '72; compulsively tech_doc."

Bernard D. Tremblay (ben) is a Pearson-era bus-hippie who ended up doing ComRsch 291 (SigInt) and working with such as CNTelecom (Telco), the DEWLine (NORAD/SAC tropo-scatter), CBC (broadcast and recording tech), Motorola (unit repair and system installation), and Micronav International (MIL-SPEC documentation for avionics R&D), eventually raising 5 kids in the hills of Cape Breton Island.

Apart from interests in amateur radio (dating back to 1968) and baroque music (recorder) and time spent as a sometimes street musician (djembe), ben has been working on processes for citizen engagement and open access since 1975.

In a moment of wimsy he returned to university as a mature student where he concentrated on cognitive-psychology and criminology before being seduced by historiography. In that period he did ground-breaking development using VRML in ethology.

His motto is "Somewhere between sheer boredom and 'helmet fire'" (referring to cognitive ergonomics).

--

When you look to see how the system works

Likely you will find that it doesn't.

My sites:

 * HomePage - bentrem.sycks.net
 * Project blog and project documents
 * Primary blog and my LiveJournal

BenTremblay 18:57, 14 June 2006 (UTC)

title: User:BenTremblay


text: Template:Message box

title: Template:Message box


text: Template:User Dzogchen

title: Template:User Dzogchen


text:
User talk:BenTremblay

Test
Confirming talk-box

title: User talk:BenTremblay


text:
User talk:YSChengMetz

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  00:18, 11 March 2008 (UTC)

title: User talk:YSChengMetz


text:
Category:BCP/Mid spring

Tracking:
 * 115 as of May 2, 2008, matched to Category:BCP/SEPA/5 only
 * 219 as of June 7, 2008, matched to Category:BCP/SEPA/5 only
 * reset to Category:BCP/SEPA/4 9 December, 2008

title: Category:BCP/Mid spring


text:
BCP/Hamamelis 'Jelena'

Hamamelis 'Jelena'

title: BCP/Hamamelis 'Jelena'


text:
BCP/Hamamelis 'Jelena'/Logs

This page contains recent bloom logs for the plant Hamamelis 'Jelena' ('Jelena' Witch Hazel).

Recent Logs

 * SB Johnny-LM 09:55, 8 January 2008 (UTC) (cv. 'Jelena', some flowers open)
 * SB Johnny-LM 10:38, 11 February 2008 (UTC) ('Jelena', 'Diane', and 'Arnold Promise')
 * SB Johnny-LM 20:48, 18 February 2008 (UTC) ('Jelena, 'Diane', 'Arnold Promise', and 'Sunburst')
 * SB Johnny-LM 20:48, 11 March 2008 (UTC) ('Jelena, 'Diane', 'Arnold Promise', and 'Sunburst')

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Hamamelis 'Jelena'/Logs


text: Category:BCP/Varieties

title: Category:BCP/Varieties


text:
BCP/Hamamelis 'Arnold Promise'

Hamamelis 'Arnold Promise'

title: BCP/Hamamelis 'Arnold Promise'


text:
BCP/Hamamelis 'Arnold Promise'/Logs

This page contains recent bloom logs for the plant Hamamelis 'Arnold Promise' ('Arnold Promise' Witch Hazel).

Recent Logs

 * SB Johnny-LM 10:38, 11 February 2008 (UTC) ('Jelena', 'Diane', and 'Arnold Promise')
 * SB Johnny-LM 20:48, 18 February 2008 (UTC) ('Jelena, 'Diane', 'Arnold Promise', and 'Sunburst')
 * SB Johnny-LM 09:31, 11 March 2008 (UTC) ('Jelena, 'Diane', 'Arnold Promise', and 'Sunburst')
 * SB Johnny-LM 08:38, 22 March 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Hamamelis 'Arnold Promise'/Logs


text:
BCP/Hamamelis 'Diane'

Hamamelis 'Diane'

title: BCP/Hamamelis 'Diane'


text:
BCP/Hamamelis 'Diane'/Logs

This page contains recent bloom logs for the plant Hamamelis 'Diane' ('Diane' Witch Hazel).

Recent Logs

 * SB Johnny-LM 10:38, 11 February 2008 (UTC) ('Jelena', 'Diane', and 'Arnold Promise')
 * SB Johnny-LM 20:48, 18 February 2008 (UTC) ('Jelena, 'Diane', 'Arnold Promise', and 'Sunburst')
 * SB Johnny-LM 20:48, 11 March 2008 (UTC) ('Jelena, 'Diane', 'Arnold Promise', and 'Sunburst')

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Hamamelis 'Diane'/Logs


text:
BCP/Hamamelis 'Sunburst'

Hamamelis 'Sunburst'

title: BCP/Hamamelis 'Sunburst'


text:
BCP/Hamamelis 'Sunburst'/Logs

This page contains recent bloom logs for the plant Hamamelis 'Sunburst' ('Sunburst' Witch Hazel).

Recent Logs

 * SB Johnny-LM 20:48, 18 February 2008 (UTC) ('Jelena, 'Diane', 'Arnold Promise', and 'Sunburst')
 * SB Johnny-LM 20:48, 11 March 2008 (UTC) ('Jelena, 'Diane', 'Arnold Promise', and 'Sunburst')

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Hamamelis 'Sunburst'/Logs


text:
Template:Bcpgt/1

Mid Winter

This template makes a link to the Global Temperate Key for early winter, for plants that bloom fully during early winter.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/1


text:
Template:Bcpgt/2

Late Winter

This template makes a link to the Global Temperate Key for mid winter for plants that bloom fully during mid winter.

This template should only be used in the "Global temperate seasons = " field of Bloom clock plant top

title: Template:Bcpgt/2


text:
BCP/Ceratostigma plumbaginoides

Ceratostigma plumbaginoides

title: BCP/Ceratostigma plumbaginoides


text:
BCP/Ceratostigma plumbaginoides/Logs

This page contains recent bloom logs for the plant Ceratostigma plumbaginoides (Leadwort).

Recent Logs

 * Cormaggio talk 15:09, 5 November 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Ceratostigma plumbaginoides/Logs


text:
Bloom Clock/Unknown Plants/Archive 1

Identification request 15:09, 5 November 2007 (UTC) (a)

title: Bloom Clock/Unknown Plants/Archive 1


text:
BCP/Borago officinalis

Borago officinalis

title: BCP/Borago officinalis


text:
BCP/Borago officinalis/Logs

This page contains recent bloom logs for the plant Borago officinalis (Borage).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * Cormaggio talk 15:09, 5 November 2007 (UTC)
 * (no archived logs yet)

title: BCP/Borago officinalis/Logs


text:
User:Lilipatina

"A mental illness could be imagined in which one can use and understand a name only in the presence of the bearer." (Zettel, sec. 714)

title: User:Lilipatina


text:
BCP/Verbena bonariensis

Verbena bonariensis

title: BCP/Verbena bonariensis


text:
BCP/Verbena bonariensis/Logs

This page contains recent bloom logs for the plant Verbena bonariensis (Purpletop Vervain).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * Cormaggio talk 15:09, 5 November 2007 (UTC)
 * (no archived logs yet)

title: BCP/Verbena bonariensis/Logs


text:
User:McCormack/policy on religious content

General points

 * 1) Articles which involve fringe religions and sects should be speedily deleted. For the definition of fringe religions and sects, see below.
 * 2) Articles which offend against academic objectivity should be tagged (including a warning template), or in more extreme cases a "request for deletion" (with community consensus) should be made. For examples of objectivity or lack of it, see below.

Fringe religions and sects
The general principle is that if a religious group is not sufficiently notable to be allowed an article on Wikipedia, then there should not be learning projects on this religious group at Wikiversity either. This is a particular case of the more general principle that Wikiversity is not a dumping ground for Wikipedia's refuse.

This principle does not imply its converse; in other words, the fact that there is an article about a religion on Wikipedia does not create an automatic right for people to write anything about that religion on Wikiversity. For example, the Wikiversity article must still have educational value.

Academic objectivity and teaching doctrine
A part of standard religious studies in almost any religion is the teaching of doctrine. Distinguishing legitimate doctrinal studies from indoctrination is difficult. Indoctrination is unacceptable; objective doctrinal studies are acceptable. Signs of indoctrination are the presence of elements of persuasion or assumptions in the metalanguage of the article that privileged truths are involved. An objective, academic approach is advised.

Example of unacceptable content:

Q. Who are the wicked? A. ....

Example of acceptable content:

Q. According to [name of book], [chapter and verse], who are the wicked? A. ....

Example of unacceptable content:

Q. How many names does God have? A. ....

Example of acceptable content:

Q. According to [name of religion & variant of religion], how many names does God have? A. ....

Example of unacceptable content:

Q. Complete the following text with the right words. A. ....

Example of acceptable content:

Q. The following text is taken from the catechism of the [name of religious group], [details of book, version, date, page]. Please fill in the gaps. A. ....

Additionally, the introduction to the resource, page or project should clearly state the perspectives and contexts of the learning material, so that young learners do not accidentally mistake one thing for another.


text:
Wikiversity:Religious content

__NEWSECTIONLINK__ Wikiversity may need a policy or guideline about Religious Content.

(N)POV issues
Should all resources related to religion carry a Neutral Point Of View (NPOV)? Consider:
 * Should all religious resources by directed at someone from outside the religious faith?
 * Could we have one set of resources about Islam for non-muslims, and others for muslims?

 * Does this question go in the wrong direction? No editor on WV has the right to determine who their audience is going to be - that would be almost like putting passwords on things. On the other hand, one can write on topics which would probably appeal to people with certain interests. The issue of "acceptable content" and NPOV is not an issue of audiences, though, but the style of writing. Evangelical styles would make WV laughable; objective academic tones would be "neutral". --McCormack 16:34, 11 March 2008 (UTC)

 * Well, there were discussions about this a while back... for example, a resource about Marxist economics would obviously hold a Marxist point of view. Likewise, English grammar for native speakers would be different from English grammar for native Chinese speakers. Religious topics likewise have insides and outsides, and variations on point of view. --SB_Johnny | talk 09:17, 12 March 2008 (UTC)

A NPOV template could help end conflicts which might appear faster, because we could then at hot discussions say: "Please remember the NPOV". If not at the main page, it could be placed at the talk page(s) of that ressource ? But I am definitely pro for such a template. Erkan Yilmaz Wikiversity:Chat  10:04, 16 March 2008 (UTC)

 * I really think religious content at WV needs to go MPOV (Multiple points of view), not NPOV. People should be encouraged to create content by Muslims for Muslims about Islam, by Muslims for non-Muslims about Islam, and by non-Muslims about Islam.  Of course, it need not be limited to 3 POV's!  Let it be 5, or 500.  The more different perspectives we get, the more we can all grow and learn from the experience.  I think, for this reason, it's important to not shut out any legitimate point of view.  The Jade Knight 09:32, 5 September 2008 (UTC)

Verifiability, Notability
Should we only allow content related to established, large religions?
 * Who decides?
 * What if someone wants to make up a religion or sect as a thought experiment?
 * Could Wikiversity User Blogs be used for making responses?

 * The "let WP decide" principle has a number of advantages:
 * Making decisions about religious content is time-consuming - do we have the manpower?
 * Making decisions about religious content is inevitably controversial - much more than other topics. Does our community have the strength, solidarity and cohesion for this? Or would we be threatened as a community by such controversies? If we outsource the decisions to WP, it's not our fault!
 * On the whole I'm not in favour of following WP policy everywhere, but on the issue of "which religions/sects", a defensive, conservative approach is good for our fledgling community.
 * --McCormack 16:31, 11 March 2008 (UTC)

 * I'm certainly not talking about outsourcing, but rather borrowing their experience as a foundation to build upon while developing our guidelines and/or policies. Staff and (wo/)man power will need to come from the community that works on these resources, and that community can make a better-defined set of guidelines as the needs become apparent.--SB_Johnny | talk 09:17, 12 March 2008 (UTC)
 * I am talking about outsourcing, though, at least for the moment. To put it another way, personally I do not want to risk my neck in arguments about whether a religion or sect is too whacky or tiny to earn a right to educational materials on WV - I've got better things to do - so who is volunteering to work on this issue? If we don't have a solid, knowledgeable core of people willing to work on this contentious problem, we have no other choice than to adopt a (provisional) principle such as "if WP doesn't have an article on the religion/sect, then WV doesn't devote space to them either". (Volunteers, please sign below). --McCormack 10:15, 12 March 2008 (UTC)
 * >Should we only allow content related to established, large religions?
 * No, we also allow original research, so what is the difference then (asking stupid now) ? What about if someone tells like: I want to write a novel here: content contains a fictional religion - where then the ideas are presented.
 * There are so many ways to disguise things, so we should not try to prevent them, because humans are genius in finding ways :-) We recently got this project at de.WV - it was also something where I thought: oh no, but in the sense of original research and letting freedom be, it should be allowed.
 * BTW: if someone would have "censored" Jesus or Mohammed or any other larger religion founder back then, we would not see the religions active now. Let just future decide how they will evolve. Erkan Yilmaz Wikiversity:Chat  10:17, 16 March 2008 (UTC)
 * I side somewhat with Erkan on this issue. However, I'm thinking a compromise may be good—say: any religion which has a (time-tested, so they don't just throw one up real quick) article at Wikipedia may be a valid source of educational content at Wikiversity.  However, religions without educational content at Wikipedia may appeal to have their religion in resources here.  I think specific criteria needs to be created to determine when a religion would be allowed, and when one wouldn't (stuff like nothing illegal, a claim to specific educational value for the project at Wikiversity, etc.)  The Jade Knight 09:39, 5 September 2008 (UTC)

Original Research
Somewhat related to verifiability and notability: how should we interpret Original Research?
 * Surveys could of course be used similar to those developed in Wikimedian Demographics...
 * Personal meditations?
 * Do all interpretations need to follow logical deduction or induction?

 * In the natural sciences, I reckon that original research should probably have an empirical underpinning at WV in order to count as respectable. This requirement would not translate easily to theological topics. Areas of theological research which might be acceptable include comparative and historical religious analyses - e.g. analyses of recently discovered papyrii. However I do not think that the foundation of new religions or the personal exploration of one's own religious sentiments should be accepted as a "research" topic. --McCormack 16:27, 11 March 2008 (UTC)
 * I agree that it shouldn't be considered "research". At the same time, I don't think it should necessarily be excluded, either.  The Jade Knight 09:42, 5 September 2008 (UTC)

Disclosure
What, if anything, do we want contributors to disclose about themselves?
 * Their religion?
 * Their educational background?
 * I think the path of forcing people to make disclosures, particularly on religious matters, could be both immoral and even illegal. Better to stick with a requirement for objectivity, surely? --McCormack 16:24, 11 March 2008 (UTC)

 * Forcing? --SB_Johnny | talk 09:17, 12 March 2008 (UTC)
 * Which contributors - all or the people participating at pages with religious content ? In general people should tell only what they want to tell. We can't even prove so easily if what they tell is true btw. Erkan Yilmaz Wikiversity:Chat  10:21, 16 March 2008 (UTC)
 * That's the problem, it's easy enough to lie, play agent provocateur, deceive, etc. No one can be forced to disclose honestly, and because it can't be done, it shouldn't be done.  However, that doesn't mean we can't encourage disclosures.  And I do think we should encourage them.  The Jade Knight 09:51, 5 September 2008 (UTC)
 * See my comments here. When the "Press & Information Secretary" for a religion creates a page about that religion, we should require a disclosure about conflict of interest.  WV should not be a host for infomercials.  --mikeu talk 11:46, 18 March 2008 (UTC)

Educational Value
Is there a line we can draw somewhere between resources of educational value vs. resources with only "exracurricular interest"?

 * You assume that "educational" = "curricular". Are you sure you wish to do this? --McCormack 16:22, 11 March 2008 (UTC)

 * Aren't we basically speaking of course offerings here? Sounds like curriculum to me. --SB_Johnny | talk 09:17, 12 March 2008 (UTC)

 * We're using different meanings for "educational". I'm using it in a much wider sense than "curricular". I think you are talking about what is sometimes called "formal education" or "the formal education" sector, which effectively means the formal path through schools and (optionally) through to post-secondary education. There are a wide variety of terms for education outside the formal sector, including, amazingly, "informal", which is not a good term, as it suggests a lower level of professionalism, which is not necessarily the case. --McCormack 10:20, 12 March 2008 (UTC)

 * The Board have specific said that they want Wikiversity to be "extracurricular" in the sense of not being limited to courses. The Jade Knight 09:53, 5 September 2008 (UTC)

Groups to contact

 * w:Wikipedia:WikiProject Religion -- Wikipedia's project on religion
 * Beliefnet -- A large website devoted to religions
 * Wikibook's general discussion page -- Wikibooks has also struggled with this issue

title: Wikiversity:Religious content


text:
Assistive Technology

Assistive technology is a broad term that describes items, systems and services that support the needs of people with disabilities. Assistive technology is also known as adaptive technology or special needs technology.

Definitions
In the United States, federal law known as the Individuals with Disabilities Education Act (IDEA 2004) includes definitions for assistive technology device and assistive technology service:

Assistive Technology Device

Assistive Technology Service

Implementation
Although these American definitions apply to the educational implementation of assistive technology (AT), AT could be used in other circumstances and by individuals or professionals outside the education system:
 * Vocational rehabilitation
 * Health care providers
 * Mobility / transportation
 * Recreation / sport
 * Libraries / museums
 * Accessibility / universal design
 * Communication applications
 * Performance / instructional venues

Professional Certification
Some colleges, universities and associations offer assistive technology courses, programs or credentials:
 * The University of Illinois at Chicago flexible 12-credit Assistive Technology Certificate Program (UIC ATCP) can be completed entirely online. The UIC Assistive Technology Certificate Program is accredited by the Commission on Accreditation of Allied Health Education Programs (www.caahep) upon the recommendation of the Committee on Accreditation for Rehabilitation Engineering and Assistive Technology Education.(www.uicatu.org)

 * The Assistive Technology Applications Certificate Program (ATACP) is offered through California State University, Northridge (CSUN ATACP)

 * The Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) offers three different certification programs: Assistive Technology Practitioner; Assistive Technology Supplier; and Rehabilitation Engineering Technologist. RESNA 'sister organizations' include: The Association for the Advancement of Assistive Technology in Europe; The Rehabilitation Engineering Society of Japan; Australian Rehabilitation and Assistive Technology Association

Conferences

 * Calendar of Events in Disability, Rehabilitation and Assistive Technology

Online Training, Videos and Tutorials

 * Assistive Technology: Enabling Dreams (Edutopia video)
 * The Sound of Learning: Albano Berberi (Edutopia video)
 * Assistive Technology Tools: Keys to Learning for the Visually Impaired (Edutopia video)
 * Assistive Technology: Lukas Bratcher (Edutopia video)
 * Assistive Technology Training Online (ATTO) Project. (University at Buffalo)
 * AssistiveWare - Videos on Computer Accessibility
 * AT/AAC enABLES (University of Washington videos)
 * Curb Cuts: Assistive Technology on TV
 * I Can Soar Video
 * The Learning Centre (SET-BC)
 * YouTube Assistive Technology videos
 * Episode #8-Assistive Technology. TechTrek Video
 * AT Video Tips (Valdosta State University)

Assistive Technology Databases

 * ABLEDATA
 * AgrAbility Project
 * Apple Accessibility
 * Assist Ireland
 * assistivetech.net
 * ATA Assistive Technology Hub
 * Industry Canada assistive technology databases
 * Linux Accessibility Resource Site
 * Microsoft Accessibility
 * Open Source Assistive Technology Software (OATS)
 * TechDis Technology Database
 * United Spinal Association (USA TechGuide)

Interested persons

 * Noura 17:58, 14 May 2008 (UTC)NouraRaslan
 * Paulmartin42 09:52, 17 May 2008 (UTC)
 * you ?

title: Assistive Technology


text:
User:Pnoble805

I'm a new member here at Wikiversity but very active under the same user name at Wikipedia.

 * My Wikipedia User Page
 * My Wikipedia Talk Page

title: User:Pnoble805


text:
User:Psychology76

I am a college student studying psychology and aspire to become a clinical psychologist and college professor.

title: User:Psychology76


text:
Category talk:Real estate

I'm a Real Estate Appraiser, I hope that instead of deleting this page somehow who is a better editor than me fixes it. It's a shame to see what look likes a decent test be simply removed.

title: Category talk:Real estate


text:
User talk:Pnoble805

Hello, we would welcome this. Thanks. Here you can find more info about Wikiversity. See you, Erkan Yilmaz Wikiversity:Chat  18:16, 11 March 2008 (UTC)

ping, Erkan Yilmaz uses the Wikiversity:Chat (try) 00:09, 28 March 2008 (UTC)

title: User talk:Pnoble805


text:
User talk:Psychology76

Welcome
Hello Psychology76, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  18:23, 11 March 2008 (UTC)

title: User talk:Psychology76


text:
User talk:Marleen~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  18:29, 11 March 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Marleen. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Marleen~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:38, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:Marleen~enwikiversity


text:
User talk:Wayne8107

Welcome
Hello Wayne8107, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  18:34, 11 March 2008 (UTC)

title: User talk:Wayne8107


text:
User talk:Dstancz

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz Wikiversity:Chat  19:23, 11 March 2008 (UTC)

title: User talk:Dstancz


text:
Geography/Regional

Regional geography is all about studying given regions of the world. It covers all aspects of both the human and natural aspects of the given region.

Readings

 * History of geography
 * Geography* (the Wikiversity course)
 * Geography/the Americas
 * Geography/Eurasia
 * Geography/Africa
 * Geography/Oceania
 * Geography/Antarctica

*If you intend to take the full geography course, please navigate the pages of the course via the Geography page, which is organized into capital cities, physical geography lessons and quizzes.

History
Regional geography started out as an idea that geography should be broken up by region. This idea enjoyed its golden age with figures like Alfred Hettner, Vidal de la Blache, and Richard Hartshorne. The latter of these, however, wanted to divide all geography into regional geography. Since this is not feasible, there was a decline in this study at that point. However, as of late, regional geography has grown more favorable, as we have had more and more subjects that come up that have to be defined using regional geography.

title: Geography/Regional


text:
Instructional Design/Constructivism/Exploration of Constructivist Practices, Principles and Strategies

Why Constructivism?
Holzer states, "The basic idea of constructivism is that knowledge must be constructed by the learner; it cannot be supplied by the teacher. This is vividly expressed by the Farsi proverb, 'A well must produce its own water.'"

Piaget's definitions of knowledge were a foundation of constructivist theory:

"Knowledge is an interaction between subject and object . . . Knowledge . . . is a perpetual construction made by exchanges between . . . thought and its object . . . Knowledge . . . isn't a copy of reality . . . it's a reconstitution of reality by the concepts of the subject, who, progressively and with all kinds of experimental probes, approaches the object without ever attaining it in itself. Thus, the construction of knowledge is a dynamic process that requires the active engagement of the learner.

The implications of constructivism relative to learning and teaching are as follows: We are all responsible for our own learning; the teacher is responsible for creating an effective learning environment."

Reference: Bringuier, J.C., Conversations with Jean Piaget, The University of Chicago Press (1980) (as cited in The Innovator No. 2 Spring 1994, Holzer, SM).

One means of creating effective (constructivist) learning environments is to use authentic activities or projects in the classroom, whether it be in k12, higher education, or corporate contexts. Authentic activities are those that have real-world application and efficacy. Jonassen states, "[w]e cannot all become masters of every content area." (Duffy & Jonassen, 1992, p.140). Students should be provided appropriate activites which challenge each student and they should be allowed to choose the level of difficulty and involvement which matches their ability at that time. Reference: Constructivism and the technology of instruction: a conversation. Duffy & Jonassen. (1992).

Authentic Learning Experience (ALE) Checklist
Below is the Authentic Learning Experience Checklist used in this lesson. The checklist and definitions are based on an article titled "Authentic activities and online learning." (Reeves, Herrington, and Oliver. 2002). The article can be retrieved from: elrond.scam.ecu.edu.au/oliver/2002/Reeves.pdf

Before proceeding to Lesson 1, HOLD SHIFT and CLICK here to take a quick quiz.

Click Lesson 1 to continue.


text:
Instructional Design/Constructivism/Cognitivism v. Constructivism

Lesson 1
This lesson will introduce you to the differences between traditional teacher-centered instruction and authentic learning experiences, you will complete the following activities:

1st Step
You will note that it contains a list of qualities contained in instruction with two columns entitled Video 1 and Video 2. You will be using this worksheet to evaluate two videos outlined in Step 2.

2nd Step
- Click on the links below These will introduce you to two lessons on the same subject in the Language Arts area (subjects/predicates) for a middleschool audience. One is an example of a          teacher-centered cognitive activity. The other is an example of an authentic learning experience. While you are watching each, please check any qualities you perceive to be present in each of the two lessons in the respective columns. In          addition, at the end of the worksheet you will be asked to identify what type of           activity each video is (teacher-centered or authentic learning experience) by           plotting them on a continuum. Best wishes!

VIDEO 1: http://www.mydeo.com/videorequest.asp?XID=16085&CID=175436 [dead link]

VIDEO 2: http://www.mydeo.com/videorequest.asp?XID=10338&CID=175461

3rd Step
After you have finished viewing these videos and completed the quality worksheet, please proceed to each of the discussion boards linked below to see what others have obeserved in the 2 lessons and to make your own comments.

•	What deficiencies do you detect in the teacher-centered cognitivist instructional activities? •	What are the instructional strengths of engaging and learner-centric constructivist activities? •	What is a clear way to state the need for incorporating more authentic learning experiences into instruction?

Click Lesson 2 to continue.

Review the Objectives
•	Given a video of two examples of instructional lessons consisting of an identical objective for learning, yet content differing in authentic and non-authentic learning experiences presented, learning participants will be able to write a blog posting that compares the two learning experiences.
 * 1.1 Describe deficiencies of teacher-centered cognitivist instructional activities
 * 1.2 List instructional strengths of engaging and learner-centric constructivist activities
 * 1.3 State the need for incorporating more authentic learning experiences into their instruction


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Instructional Design/Constructivism/Incorporating Authentic Learning Experiences

Lesson 2
Now that you have studied constructivist principles, practices and strategies, and also viewed sample lessons contrasting a constructivist approach with a cognitivist approach, it is time to see how incorporation of authentic learning experiences can enhance instruction.

Five Examples of ALE Incorporation
Here are 5 examples of instruction that have been enhanced by adding authentic learning experiences.

Engagement Exploration Explanation Extensions Evaluation

Your Turn To Incorporate an ALE into Instruction
Click Lesson 3 to continue.

Review The Objectives
•Given a demonstration of various examples of incorporation of authentic learning experiences within instruction, learning participants will be able to:
 * 1.4 Identify how authentic learning experiences reflect constructivist principles, practices and strategies.
 * 1.5 Identify ways in which authentic learning experiences enhanced instruction examples.

•Given an instructional plan where an authentic learning experience could enhance stated objectives and a quality checklist outlining components of authentic learning experiences, learning participants will be able to:
 * 1.6 Create an authentic learning experience for instructional plan which achieves instructional objectives and aligns with components of authentic learning experiences identified on quality checklist.