text:
User talk:Bob the moustache man

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

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title: User talk:Bob the moustache man


text:
User talk:Vinie007

 Hello Vinie007, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:02, 13 April 2010 (UTC)

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

title: User talk:Vinie007


text:
User talk:Soogbet

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:02, 13 April 2010 (UTC)

title: User talk:Soogbet


text:
Talk:Comparative law and justice

Editing by non-students
I saw a claim in the "basic information" section in one of the project pages that I know isn't true, but before doing anything I wasn't supposed to I wanted to ask if they were free to edit for non-students when the course was still running. What's the policy on this? Ever wonder 17:30, 13 April 2010 (UTC)
 * I've read Learning_projects now and understand that you really "can't stop me". So, as I understand it there's a student (group of students?) who is/are responsible for the page and probably will be evaluated on it. I think because of this I still don't want to change it before I get a response here, or at least before I've waited for it a bit more. If I edit the page and that wasn't really planned for it might mess things up for whoever's doing the evaluation and it could be seen as unfair to those working on other pages. On the other hand, if I post on the talk page of that page, or on the creator's user talk or whatever (or if I change the content page and the evaluator thinks of looking there), it will be on record that the help of an outsider was "needed" which could be unfair to a person/group that could have found the mistake themselves. If you're actually doing evaluation based on these pages you've probably already thought of all this, but it would be nice to hear those thoughts explicitly. (Thoughts from students would also be welcome - what would you think of outsiders editing your pages?) Ever wonder 15:00, 14 April 2010 (UTC)
 * I've done the change in question now, after having waited for an answer here for a while. I guess I have to assume you were aware that this would be part of having these pages on Wikiversity. Ever wonder 18:13, 22 April 2010 (UTC)
 * I was also wondering about this. I've made some very minor edits that don't really change the content of the page. I think I saw on a policy page something about "ownership" of learning resources. I think that a person can request that certain pages only be edited by certain people and there is a template or infobox that informs viewers of this on the page. Found it. Template:Protected course. Some related reading: Page protection templates and Course protection policy. Although those are not official policy it shows that this issue is being discussed. Devourer09  ( t · c ) 20:01, 30 April 2011 (UTC)

Project pages in mainspace at top level
Pages that were apparently created as part of this project have been created in mainspace. Properly, they should have been created as subpages, with subpage links, as are commonly used at Wikibooks. This has then interfered with the creation of pages as general articles or studies of the subject countries. I'll fix this. —Abd (discuss • contribs) 22:03, 30 December 2013 (UTC)

I have moved the unclassified ("2011") pages and those from Asia, North America, and South America, to project subspace; remaining to be done are the resources from Oceania, Europe, and Africa. The page on Singapore had been usurped, effectively, to beoome a resource on Singapore, which was a hazard from these resources being outside the project subspace. The resources should be reviewed for problematic changes. The main resource page will be edited for a more permanent presentation. —Abd (discuss • contribs) 03:41, 31 December 2013 (UTC)

 * Europe moved except for France and Russia. -- Dave Braunschweig (discuss • contribs) 05:07, 1 January 2014 (UTC)

 * Africa and Oceania moved. -- Dave Braunschweig (discuss • contribs) 05:23, 1 January 2014 (UTC)

 * completed moving all pages. Will edit index pages to use subspace addressing. Russia is not part of this project. —Abd (discuss • contribs) 00:24, 4 January 2014 (UTC)

Naming issues and version conflicts

 * We have Comparative law and justice/Bahamas and Comparative law and justice/The Bahamas. If I'm picking the name of a country from a list, I'll use the name without "The." The Bahamas is the later version, apparently by a different student.

 * We also have Comparative law and justice/Switzerland and Comparative law and justice/Switzerland (later version).

 * As well, Comparative law and justice/Rwanda (draft) and Comparative law and justice/Rwanda. The professor did not pay careful attention to what the students were doing. In at least thee cases, two different pages were created for the same country. In two of these, they were different students, apparently working in different terms.

 * We need some structure to advise and guide users in creating projects. I remember when the CLJ project was running, and I was a custodian for part of that time. I think we assumed that a professor would know what from what. I did act, in at least one case, to push for usage of subspace. The professor was disconcerted. It all worked out, but .... If we had clear guidelines, it would be useful for everyone.

I think that many users come here from Wikipedia where subpages are not allowed in mainspace. Tragedy, that. Imagine an encyclopedia with everything on a separate page, with disconnected and unpredictable names. (Easy to imagine, because that's Wikipedia.) Yeah, you can organize it with categories, but ... subspace organization is easy. It's done at Wikibooks because chapters become subpages, and with subspace references, all the references remain valid if the top level page is moved by an administrator. (We don't allow ordinary users to make moves including subpages. I found out why, early on, as an administrator. Do *not* make any mistakes in a move involving hundreds of pages. The software doesn't support Undo of such mass moves. —Abd (discuss • contribs) 00:25, 4 January 2014 (UTC)

 * I tend to disagree on the “unpredictability” of Wikipedia page names. (Why, I routinely use URIs like https://en.wikipedia.org/wiki/Concept without checking the existence of the page beforehand, and most of the time, if I fail to guess the “canonical” page name for the concept correctly, I’m just getting redirected.  Not to mention that there’s often a whole world to discover just by keeping following the links.)  As for the categories, while any given subpage may belong to at most one “parent” (as for any other hierarchical naming scheme), the number of categories it belongs to is essentially unlimited.

 * The good thing is that Wikiversity uses both subpages and categories. The former could be useful to organize the content around projects, while the latter tie it to the topics.  (Which also makes me note that Wikipedia is a single project.)

 * It remains an open question for me, what’d be the best way to handle a situation where one project wants to reuse some other project’s page? Indeed, forking a copy is possible (although then, the community’d have to maintain two pages, which is not necessarily a good thing.)  But what if the former project isn’t active at the time of a fork, will a move be sensible instead?  And what if it becomes active sometime later?  My guess is that there may be a better, more flexible approach to the issues like this, still waiting to be implemented by some lucky one.

 * (BTW, when it comes to moving hundreds of pages, whether doing or undoing, I guess relying on external software may be the solution.)

 * — Ivan Shmakov (d ▞ c) 18:58, 21 January 2014 (UTC)

title: Talk:Comparative law and justice


text:
User talk:Ilya.shmorgun

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:42, 13 April 2010 (UTC)

title: User talk:Ilya.shmorgun


title: File:Bvp1.ogg


text: MediaWiki:Spamprotectiontext

title: MediaWiki:Spamprotectiontext


text:
User talk:Marcistheman

 Hello Marcistheman, 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.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:58, 13 April 2010 (UTC)

title: User talk:Marcistheman


text:
MediaWiki talk:Spam-whitelist

Proposed additions to whitelist (sites to unblock)
{{messagebox |text=This section is for proposing that a URL be whitelisted; add new entries at the bottom of this section. Please use the basic URL so that there is no link (google.ca, not http://www.google.ca). Completed requests will be marked with an appropriate Indicator then archived. If the above information is not provided expect your request to be delayed or declined. }}
 * Instructions to requesters :
 * 1) Explain why the URL (or site) should be whitelisted.
 * 2) Explain which pages would benefit from the addition of the link.
 * 3) Provide the specific link to the URL you're requesting be added.
 * 4) Add {{editprotected]] to your request.

title: MediaWiki talk:Spam-whitelist


text:
MediaWiki talk:Spamprotectiontext

Problem with the message
The default with all URLs is that they are allowed. However, when a site has been added to many wikis, even if all the additions are legitimate, the additions can be viewed as spam, and editors blocked and sites blacklisted. Most blacklistings are of sites actually being spammed, but exceptions are not uncommon. The claim that a page must be clearly demonstrated to be of benefit, however, is excessive. Whitelisting a single page, upon a reasonable showing of the possibility of usefulness, and AGF for editors would require us to start with this assumption from a request, cannot create massive spamming without calling attention to it, and thus to possible sanction of the responsible editor. "Massive spamming" that cannot be handled in another way is one of the few grounds for blacklisting, and this cannot apply to a URL-specific whitelist entry, reasonably reviewed.

Most blacklistings that affect Wikiversity are done on Meta, and the argument and assumption there is often that a site must satisfy Reliable Source guidelines, which do not necessarily apply to Wikiversity. Rather, here, we would want editors to be able to add to a resource any site which participants here might consider useful, which could, for example, include web sites promoting fringe views, or political opinion, or the like. If such sites are judged to be "safe," i.e., reasonably free of copyvio (it doesn't have to be perfect, according to en.wiki standards, anyway), with the site not hosting libel that could cause difficulties, whitelisting the entire site may be considered. Otherwise, if a single page is requested, the default should be that it will be routinely accepted upon review. Otherwise we have administrators making content decisions, bad idea.

I intend to bring some boilerplate from en.wikipedia to MediaWiki talk:Spam-whitelist, modifying it as seems appropriate for Wikiversity, and when that is done, I'll ask for this message page to point to the whitelist talk page, and propose other changes to the message. I worked out this procedure for en.wikipedia with a blacklist administrator there, but was prevented from implementing it there by political problems on en.wikipedia, problems I do not expect will repeat here. --Abd 21:39, 13 April 2010 (UTC)

title: MediaWiki talk:Spamprotectiontext


text:
User:Jayen466

http://en.wikipedia.org/wiki/User:Jayen466

title: User:Jayen466


text:
User talk:Kodos84

 Hello Kodos84, 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.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:15, 13 April 2010 (UTC)

title: User talk:Kodos84


text:
User talk:Michael.samiley

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:15, 13 April 2010 (UTC)

title: User talk:Michael.samiley


text:
User:Jonah~enwikiversity

My name is Jonah...

title: User:Jonah~enwikiversity


text: User:Chairsenses

title: User:Chairsenses


text:
User talk:Chairsenses

 Hello Chairsenses, 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.
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 * Give feedback about your initial observations
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 00:18, 14 April 2010 (UTC)

title: User talk:Chairsenses


text:
University of Canberra/OpenUC

If our people, communities and cultures are to be increasingly documented and represented through the Internet, if our "markets are conversations" , if civic organisation is now possible without institutions , and if concerns of amateurisation are substantial , then our academics and universities may have a critical role to play in monitoring, understanding and informing these challenges and changes. But perhaps not before academics and universities themselves reconsider the status of their own traditions, systems and assumptions. For example, we may need to go as far as reconsidering the nature of the problems that universities are tasked to solve, and ensure that they have not inadvertently become part of those problems, or new problems entirely. OpenUC then, is a project looking to support people who are exploring and testing new ideas and opportunities - primarily for the University of Canberra, in its changing social and economic context.

Summary
OpenUC is a vision that refers to the work of leading social scientists, theorists and commentators, for creating conceptual space and proposing new directions for Australian universities to develop and meet their present day challenges. It will attempt to arrest the adverse consequences of academic capitalism by exploring academic practices that attempt to draw on the wealth of networks, crowd resources, and open source economics. Through the development and testing of policies, procedures and practices we expect to find more appropriate ways to engage with information, communication, and communities, for research, teaching and learning.

OpenUC proposes that Open Academic Practices be developed by the University of Canberra to establish a significant point of difference in its research and development, and that a Culturally Grounded Professional Paradigm in educational services and community engagement be developed to better prepare people for work and citizenship internationally.

This proposal outlines considerations and steps required to begin such development, pointing out not only the benefits, but the risks as well, and will outline what policy, procedures, academic and professional practices and support services would need to look like.

Background
Leigh Blackall and James Neill have been working together at the University of Canberra, promoting awareness, support, capacity and policy around open academic practices. The University of Canberra's Office of Development and Engagement invited them to speak at the Knowledge Commercialisation Australasia Annual Conference 2010, 9-11 Nov 2010, where they presented the ethical framework and operational principles behind Open education and research at the University of Canberra. Seperatley, the University of Canberra's Deputy Vice-Chancellor Education has requested a development proposal and plan for open academic practices at the University.

What is a university for?
Values of a university
 * Centralised expert knowledge
 * Independent critical thought and investigation
 * Educated, informed public
 * Vocational training
 * Liberal education
 * Academic capitalism[?]
 * notes
 * Humboldt’s University of Berlin, established in 1815 as the first modern European university. A central feature of Humboldt’s university was linking research and teaching as the fundamental principle for a progressive liberal-humanist pedagogy.
 * Central to the work of reinventing the undergraduate curriculum was the work of Ernest Boyer, who highlighted the imbalance between research and teaching in research intensive universities in the US. Boyer argued for a reconfiguration of teaching and research with teaching recognised as an important and fundamental part of academic life.
 * Together Benjamin and Vygotsky establish the key principles for a pedagogy for the avant - garde: that students are the subjects of the intellectual process of teaching and learning, and that a progressive pedagogy involves reinventing the politics of production from within, against and beyond the current social relations of capitalist production. The issue for them is not simply how do students learn, but how do radical intellectuals teach?
 * For Vygotsky it is meaningless to have abstract ideals for the student, e. g., ‘the indivisible and harmonious personality’ or the ‘educated and civilised person’, as this says nothing about the politics and ethics of the social system out of which the education process is derived (Vygotsky 1997).
 * Activity is ongoing to redefine the relationship between humanity and technology in, against and beyond the university (Dyer-Witherford, 1999), including the redesign of capitalist labour through hacking and other forms of co-operative working (Wark, 2004), the creation of Open Educational Resources (Downes, 2009; Hall, 2010) and the intellectual collaborations sited within the burgeoning practice defined as the Academic Commons and Commonism (Dyer-Witherford, 2007).
 * The underlying purpose of Student as Producer is to intellectualise teaching and learning in higher education, challenging the liberal humanist, and increasingly discredited notion of the neo-liberal university, to confront its own revolutionary intellectual culture and tradition by engaging with critical social theory (McLean 2006). In the current context this means not simply discussing education as an economic and funding crisis, but also as a political crisis, within which indifference to the political implications of the neo-liberal (enterprise) university is not an option (Vygotsky, 1997).
 * So in answer to the question ‘How do revolutionary teachers teach?’ The response must be through interruption and astonishment, experiments with history, deconstructing the capitalist labour process by reconnecting intellectual and manual labour, and by creating Zones of Proximal Development. In other words, not teaching - so that we all might learn.
 * [Higher education is the...] "mass production of people literally unfit for anything except to take part in an elaborate and completely artificial charade."
 * Research has shown that the theories, or mental models, people use in practice are, for the most part, tacit. Few people are consciously aware of them. It is these unquestioned theories-in-use that often guide our actions and strategies not our espoused theories. (Argyris and Schon, 1974, Argyris, 1980, Argyris, 1987, and cited in Smith, 2001) Thus, quite often the world-view and values we espouse are not the world-view and values implied by our behavior. This is not just a difference between what we say and what we do (between theory and action) but between two different theories of action—-one we profess and one we actually use.
 * Academic capitalism is defined as “institutional and professorial market or market-like efforts to secure external moneys” (Slaughter and Leslie, 1997, p. 8). In the 1980s and 1990s academic capitalism flourished as government support for education declined, corporate interest in new products and processes coincided with the university’s search for increased funding, and as the government sought to enhance national competitiveness by linking postsecondary education to business innovation... Public higher education institutions became dependent on sources beyond the government and that process is already changing the roles, rewards, and structures within academic institutions.

What is Open UC?

 * Promoting the role of a university
 * Open academic principles (as set out in Open education and research at the University of Canberra).
 * Professional Paradigm (Butson 2011)
 * Enveloped education (short courses and community engagement to the front, leading into degrees and long term course programs if required)
 * Culturally grounded and ecologically justified (Bowers 2005)
 * Addressing problems in Academic capitalism
 * Confronting the challenge of Webism
 * notes
 * Three years later, Blok was dead, and Vladimir Mayakovsky, the tribune of the Revolution, wrote his obituary. “Blok approached our great Revolution honestly and with awe,” Mayakovsky wrote. But it was too much for him: “I remember, in the first days of the Revolution, I passed a thin, hunched-over figure in uniform warming itself by a fire near the Winter Palace. The figure called out to me. It was Blok. We walked together. . . . I said, ‘How do you like it?’ ‘It’s good,’ said Blok, and then added: ‘They burned down my library.’”
 * the internet was no mere fax machine.1 From the first, and in no small part because of its fervent supporters, it has felt less like a technology and more like a social movement—like communism, like feminism, like rock and roll. An ideology we could call webism. While the rest of us look up movie times, buy sweaters, and post jihadi videos, the webists proclaim the new age.
 * And as Fred Turner—a communications professor at Stanford—has convincingly argued, it is a mixture of the technophilia of Stanford and the countercultural ethos of San Francisco that has created the ideology of the web as we know it.
 * If I had to pick the critical technology for the 20th century, the bit of social lubricant without which the wheels would've come off the whole enterprise, I'd say it was the sitcom. [...] For the first time, society forced onto an enormous number of its citizens the requirement to manage something they had never had to manage before--free time. And what did we do with that free time? Well, mostly we spent it watching TV. [...] And it's only now, as we're waking up from that collective bender, that we're starting to see the cognitive surplus as an asset rather than as a crisis. We're seeing things being designed to take advantage of that surplus, to deploy it in ways more engaging than just having a TV in everybody's basement.
 * The members of the Invisible College did not live to see the full flowering of the scientific method, and we will not live to see what use humanity makes of a medium for sharing that is cheap, instant, and global (both in the sense of 'comes from everyone' and 'goes everywhere.') We are, however, the people who are setting the earliest patterns for this medium. Our fate won't matter much, but the norms we set will. Given what we have today, the Internet could easily become Invisible High School, with a modicum of educational material in an ocean of narcissism and social obsessions. We could, however, also use it as an Invisible College, the communicative backbone of real intellectual and civic change.
 * The first ones the internet revolution came for were the travel agents, those nice people who looked up flight times and prices for you on a computer, before you could do it yourself at home. Then Captain Kirk returned from the future to zap them all. Next to fall was the music industry... And then the internet came for the print media. This process has been longer, more intricate, and more emotionally fraught than the interaction of the internet with any other media.
 * Walter Benjamin spoke of “modern man’s legitimate claim to being reproduced” by film, a claim denied modern man by the capitalist film industry; James Joyce’s Leopold Bloom lamented the fact that the wisdom of the street found no outlet in literature. Now, through a million open channels, the wisdom of the people is represented, and they can write back to power—or at least to posters of YouTube videos.
 * Webism was born as a technophilic left-wing splinter movement in the late 1960s, and reborn in early ’80s entrepreneurial Silicon Valley, and finally fully realized by the generation born around 1980. Whether in its right-leaning libertarian or left-leaning communitarian mode it was against the Man, and all the minions of the Man: censorship, outside control, narrative linearity. It was against elitism; it was against inequality. But it wasn’t against culture.

Open Academia

 * Open education and research to be promoted as standard procedure, making closed and restricted education and research the exception...
 * Recognition, incentives and rewards for staff practicing Open academia...
 * Develop more flexible and holistic study and assessment procedures that compliment open education and informal learning practices...
 * Work towards free education...
 * Networked learning (and research)

Intellectual Property

 * Staff and students retain full ownership of their IP...
 * Creative Commons Attribution default...
 * UC to provide support, training and education services on matters IP...
 * Indigenous autonomy...
 * notes:
 * The University of Canberra appreciates its role in society for research, development, teaching and learning. Intellectual work is core to that role. The free and open sharing of knowledge and scholarship remains the most effective way to further the effectiveness of that work. The University of Canberra will promote the free and open sharing of intellectual work.
 * The policy is a fascinating text – it looks like it may be a bit of a benchmark if it goes through.

Free and open media

 * Preference the use of free software...
 * Promote use of, and ensure archival in, open standard formats...
 * Avoid provision or prescription of platform... encourage independent computing
 * Work towards free and open provision of network connection...
 * Distribute media out, to National Libraries and Archives, to International repositories, and to popular social media channels...

Support, incentives and rewards

 * PDR
 * Academic performance measures
 * Teaching performance measures
 * Engagement performance measures
 * Strategic investment fund

Marketing

 * Production of open educational resources in partnership with TLC and UCUMPS...
 * ROI...
 * Production schedule...

Library

 * IP support...
 * Open academia support...
 * Open Educational Resources...
 * Repository of open education and research resources, forwarded to the Australian National Library, Australian National Archives, Internet Archive, Wikimedia Commons, and popular social media channels...

Information Communications Technology

 * Support for free software...
 * Use of and contributions to open source software development...
 * Provision of software services to Library...
 * Academic outputs with Information Science and Engineering such as...

Teaching, Research and Community Engagement

 * Adult and Community education
 * Night classes and short courses
 * Enveloped learning
 * Support and research to open academic practices...
 * Conference support and coordination...
 * Production of open educational resources in partnership with Marketing

Why OpenUC?

 * How it fits with strategic directions...
 * Where it will lead us beyond 2012...
 * What UC will become...
 * Significant and national and international trend
 * The Commission of the European Communities... Hereby recommends that member states should: 4. Promote the broad dissemination of knowledge created with public funds, by taking steps to encourage open access to research results, while enabling, where appropriate, the related intellectual property to be protected; ...
 * FRPAA would require that 11 U.S. government agencies with annual extramural research expenditures over $100 million make manuscripts of journal articles stemming from research funded by that agency publicly available via the Internet.
 * 6.3 Consistent with the need for free and open reuse and adaptation, PSI released should be licensed under the Creative Commons BY standard as the default. AGREED IN PRINCIPLE. The Freedom of Information (Reform) Bill 2009 and the Information Commissioner Bill 2009 (the FOI Reforms) will create a new framework through which government information is published and managed.
 * We recognise that the Internet has enabled creativity and innovation, the sharing of knowledge, citizen engagement and democracy, and is an engine of economic growth and opportunity. This is the result of certain attributes of the Internet: its open protocols and its generativity; the fact that anyone can connect and anyone can build new applications, and find new uses without discrimination. ACTA should preserve these attributes.
 * New Zealand Government Open Access and Licensing (NZGOAL) framework
 * Unlocking IP: New models for sharing and trading IP, UNSW
 * Intellectual Property: Knowledge, Culture and Economy, QUT
 * News article focusing on Copyright Agency Limited
 * News paper article about journal profits
 * Social Capital and Capitalist Economies
 * The Tragedy of the Commons (Not the book) by Marco Fioretti 2009

Problems

 * Staff have no time or inicentive to appreciate or develop open academic practices
 * Current UC Policy, infrastructure, culture and practice is deeply embedded with closed academic practice
 * Student expectations and prior learning experience is based on closed academic practice
 * Few Australian institutions have considered or taken this route
 * It is financially difficult to encourage open practices, because all costs, including social and ecological, are not yet accounted for
 * Paradigm shift proposal: What Is This Thing Called Science? Chapter 8 - Theories as Structures 1
 * The Open Society and Its Enemies
 * Neo colonialism, cultural imperialism and a decoupling of expert and traditional knowledge custodian from the information that revolves around them.

Links

 * Universities as Critic and Conscience of Society: The Role of Academic Freedom
 * Academic capitalism
 * Open academia
 * Networked Learning
 * Social Media
 * The role of marketing in educational development
 * Government Response to the Report of the Government 2.0 Taskforce
 * Active support for engaging with popular media for research, teaching and learning, by removing technical and cultural barriers, and putting in place solid support, incentives and rewards.
 * How public education should provide ROI on my tax dollars
 * Provision of free and open connectivity (especially wireless) on campus and in key regional centres
 * Some provision and participation in FOSS development and support
 * Default copyright license of Creative Commons Attribution, with some and all-rights-reserved options set at 1, 3, 5, 10 years to better manage IP toward open academia
 * Assume a leadership role for open education and research in Australia
 * Open Education Practices: A User Guide for Organisations

title: University of Canberra/OpenUC


title: File:Egm6341.s10.mtg41.djvu


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User talk:Kenneth131

Spam
Please stop. If you continue to vandalize pages, you will be blocked from editing Wikiversity.

--A. B. 04:13, 14 April 2010 (UTC)

Ref: meta:User:COIBot/XWiki/4solarpanels.com

Blacklist
Dear Kenneth,

Spamming us is bad for us and it's probably bad for your business if you're as persistent and indiscriminate as you've been. You're forcing us to add your domains to the Wikimedia Foundation's global spam blacklist.

The global spam blacklist is used by more than just our 700+ Wikimedia Foundation wikis (Wikipedias, Wiktionaries, etc.). All 3000+ Wikia wikis plus a substantial percentage of the 50,000+ unrelated wikis that run on MediaWiki software have chosen to incorporate this blacklist in their own spam filtering. Each wiki has a local "whitelist" which overrides the global blacklist for that project only. Some of the non-Wikimedia sites may be interested in your links; by all means feel free to request local whitelisting on those.

There have been rumours in various black hat search engine optimization forums that Google and other big search engines may be referring to our global blacklist when compiling their own black lists of search engine spam domains. Since these companies decisions are beyond our control and are made independently of us, we assume no responsibility for them and you would need to communicate with the appropriate search engine. Should you find yourself penalized in any search engine rankings and you believe that to be a result of blacklisting here, you should deal directly with the search engine's staff. We do not have any arrangements with any of the search engine companies; if they're using our blacklist it's purely on their own initiative.

We've already blacklisted domains known to have been spammed. If you continue, we'll have no choice but to pre-emptively blacklist every additional domain we can find. So far we're up to 350+: meta:User talk:COIBot/XWiki/4solarpanels.com. --A. B. 16:11, 19 April 2010 (UTC)

title: User talk:Kenneth131


text:
User:Dream Focus

Not sure why when logged onto the Wikipedia I'm not logged on to the Wikiversity automatically, since both use the same username and password, without having to register them again. I'm thinking this can be like Wikipedia, only with far more content, and no one whining every three seconds to add a citation for every single statement made. Where you can post confirmed facts about the militaries of two great empires, without having to find somewhere a notable person published a comparison and linking to it as a reference. Dream Focus 04:33, 14 April 2010 (UTC)

title: User:Dream Focus


text: File:CSI share.pdf

title: File:CSI share.pdf


text: File:CSI Scenario Rubric.pdf

title: File:CSI Scenario Rubric.pdf


text: File:7.1 modern atomic theoryproj.pdf

title: File:7.1 modern atomic theoryproj.pdf


text:
Template:Spam-whitelist header

__NONEWSECTIONLINK__

This template is for use with MediaWiki talk:Spam-whitelist. This template is a self-reference and so is part of the Wikipedia project rather than the encyclopaedic content.

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Template:Messagebox/doc

This template provides a simple way of adding a custom banner to an article talk page.

title: Template:Messagebox/doc


text: MediaWiki:Spam-whitelist/Indicators

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User talk:195.47.212.108

Blocked
You have been blocked because you keep copying and pasting over material from unknown sources. When the matter is looked up, it has duplicates at places like Wikipedia. GFDL requires attribution to the source. Furthermore, you are dumping pages of dubious quality and do not stay around to discuss matters. You will be allowed to post here or to register a name. If you agree to post here and explain where the articles come from, why you are posting them here, and then promise to participate in this discussion, you will be unblocked. You are being blocked primarily for copyright concerns. Ottava Rima (talk) 14:02, 14 April 2010 (UTC)
 * Thanks for attitude...195.47.212.108 05:36, 22 February 2011 (UTC)

The way for understanding
Уважаемый пользователь. Как я понял, блокировка была сделана, так как здесь не понимают, откуда взят материал. Поэтому лучше здесь зарегистрироваться и сразу указать на странице обсуждения, что часть материала является вашим оригинальным исследованием. Тогда вопрос авторства прояснится для местных наблюдателей и они успокоятся. Лучше на статьи поставить указатели, что это авторский материал. Затем нужно конечно править статьи с точки зрения физики и языка. Много запутанности в подаче материала. Надо всё разжёывать и расписывать, чтобы читатель не искал, откуда что взялось.

Другая проблема - на статьи поставлен шаблон, что их уберут через 6 месяцев, если они не будут переделаны. Начните работу прямо сейчас, чтобы сохранить статьи в новом качестве.

Принадлежит ли вам часть текста статей Selfconsistent gravitational constants и Maxwell-like gravitational equations в их русском варианте?

Dear user: 195.47.212.108. As I understand it, the block has been made, since there do not understand where the articles come from. Therefore it is better here to register and immediately point to the discussion page that some of the material is your original research. Then the question of authorship becomes clearer to local observers. Better on paper to put signs that this is copyrighted material. Then of course need to edit your articles in terms of physics and language. A lot of entangled is in submitting material. You must write very simple and clear so that the reader was not looking where that came from.

Another problem - the articles raised pattern that they will be removed after 6 months, unless they are redesigned. Get started now to save your articles in a new capacity. Fedosin 07:44, 25 April 2011 (UTC)

Do some of the text of articles Selfconsistent gravitational constants and Maxwell-like gravitational equations in their Russian version belong to you? Fedosin 08:01, 25 April 2011 (UTC)

title: User talk:195.47.212.108


text:
User talk:Jimbotyson

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:25, 14 April 2010 (UTC)

title: User talk:Jimbotyson


text:
Wikiversity talk:Wikiversity teachers

"Bringing your own students" and copyright
Two (hypothetical) situations: 1. A teacher "brings their own students" to Wikiversity, expecting them to add content. One or more students really don't want to release their work under an open license. This is probably not a big problem as a teacher should be able to solve it as it comes up, but does Wikiversity offer any advice? Should there at least be a clue here that this can be something to consider? 2. Somewhat more problematic, a teacher doesn't adequately inform their students that their work on Wikiversity is public and free to reuse and change for outsiders, or perhaps a student isn't quite listening. A student (possibly quite young) posts something they would have preferred not to with full information. It's possible the student never really realizes what the situation is, and even if they do and get the material deleted, if they had the rights to it to begin with I suspect someone could argue it is now under open license and free to reuse. Ever wonder 16:15, 14 April 2010 (UTC)
 * As for the second point, when you submit you see a statement that reads: "By saving, you agree to irrevocably release your contribution under the Creative Commons Attribution/Share-Alike License 3.0 and the GFDL." Ottava Rima (talk) 18:12, 14 April 2010 (UTC)
 * Yes, of course. I was thinking that the risk of missing that could perhaps become a little greater if you've been directed here by some kind of authority who has not been clear enough about this. I'll also stress once again "perhaps very young" as I think I read somewhere around that Wikiversity encourages this a little more than Wikipedia, for example. I'm not sure it's a huge problem, but it could be something to think about. Ever wonder 19:18, 14 April 2010 (UTC)
 * If people are too concerned I am sure someone could delete the material from the site. Ottava Rima (talk) 19:41, 14 April 2010 (UTC)

title: Wikiversity talk:Wikiversity teachers


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title: Template:Mbox/doc


text:
Exploring Religions

{| cellpadding="10" cellspacing="5" style="width: 900px; background-color: inherit; margin-left: auto; margin-right: auto"

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Grade Level: 12th Grade
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Subject: Sociology/Theology
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Sub-Subject: Religion
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Length/Duration: 1-2 weeks
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Technologies Used: Second Life- Students explore various religious services/information centers & Mindmeister- Students make connections between religions

 * }
 * }

Learning Goals
Lesson / Skills

Students will explore various religions by attending religious ceremonies/religious information centers via Second Life and in real life. Students will gain perspective on different religions and develop an understanding of religious practices/traditions by comparing and contrasting those various religions in Second Life and in real life.

Specifically students:
 * 1) Will attend a religious ceremony/informational center in Second Life.
 * 2) Will attend the same religious ceremony/information center in real life.
 * 3) Compare and contrast their experience in Second Life and in real life.
 * 4) Analyze and reflect on their observations.
 * 5) Make connections between religious traditions and practices and how they effect everyday life.

 * If you do not have access to a computer to explore religious ceremonies through Second Life, students may attend 2 separate religious ceremonies/informational centers of the same religion and compare/contrast those religious ceremonies/informational centers

Knowledge & Skills

During this lesson, students will develop the following knowledge & skills:

 * Compare and contrast religions via religious ceremonies on Second Life.
 * Critically analyze religious ceremonies.
 * Develop an appreciation for other religions and their practices.
 * Communication skills.
 * Comprehension of religious ceremonies.
 * Capacity for logical thought, reflection, and explanation.

Lesson Plan
Before You Get Started

Before starting this lesson, each student needs to create a Second Life account.

Registration for Second Life would be easiest if prior to this activity, you load the software on each computer that will be used. Membership is free and it is easy to download the program to each computer. In addition save the two sites the students will visit in the inventory section of the program. This way you can control how the students use this program.

It would be optimal if there was at least one computer for a group of two students to complete the Second Life activity. However, if you have only one computer or just a few, you can lead the class thru the virtual world or you can have students take turns each day.

REGISTER FOR SECOND LIFE

Create a master MindMeister account that students can use to create their mind map on their religious observations. For a tutorial on MindMeister, click the following link below:

TUTORIAL ON MINDMEISTER

 Introduction

This project can be introduced to the students by discussing the prevalence of religion in the real world and Second Life. Click on the YouTube video below to catch a glimpse of how religion has impacted virtual worlds and have allowed others to explore religion from the comfort of an online environment.

RELIGION IMPACTS VIRTUAL WORLDS

 * To find more informative videos on religion in Second Life, simply visit www.youtube.com and type second life religion into the search box

Virtual Religion in Second Life

Students will immerse themselves in the virtual world of Second Life to explore various religions. This activity can be done as a class, small group, or individually depending on the amount of computers that are available in the classroom.

Students will have the option of visiting any type of religious service/informational center. The religions students may want to explore include but are not limited to the following:

 * Catholicism
 * Protestantism
 * Presbytarianism
 * Lutheran
 * Latter-Day Saints
 * Jehovah's Witness
 * Muslim
 * Islam (Shiite, Sunni)
 * Buddhism
 * Hinduism
 * Sikhism
 * Judaism
 * Shinto
 * Rastafarianism
 * Scientology
 * Wiccan

If students need a starting point they can visit the Institute of Religion in Second Life by simply typing religion into the search for places in Second Life. The coordinates are: Educators Coop 2 (243, 157, 21).

After the students visit their chosen locations, have them share their experiences with a fellow classmate and also discuss as a class. The discussion that will take place as a class will incorporate the use of MindMeister. As students share their findings, the instructor can create the mind map at the front of the classroom to find which ways religions are interconnected and how they differ from one another.

Analyzing and Reflecting on Results

During the process, students will journal their initial thoughts and findings as they engage in the religious experience in Second Life and in real life. Once the process is complete, students will reflect by answering the following questions:

 * What religion did you focus on?
 * Which environment felt safer? Second Life? Real life?
 * Where did you learn the most information?
 * What struck you most about the religion?
 * How is this religion connected to your own beliefs?
 * Was there any point that you were scared of your surroundings?
 * What did you learn from this process?

 Materials

The following materials will be used during the lesson:

 * 1) YouTube Videos
 * 2) Virtual World - Second Life
 * 3) Mind Meister
 * 4) Computers

Related Articles/Links
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education (pp. 212-227). New York, NY: The Macmillan Company.

This article relates to this lesson in regards to guided participation. It is important educators guide the learner and scaffold material so as to work within their students realm of understanding. When dealing with religion it is important to scaffold information about religions so that students do not wander in to various relgious practices having little to no understanding of what is acceptable. or not acceptable.

Stigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world's teachers for improving education in the classroom (pp. 129-147). New York, NY: Free Press.

This article emphasizes the maintenance of a constant focus on student learning goals. It is crucial to identify what you want your students to take away from your lessons. This article can apply to all lessons. The focus of teaching should be on teaching, not the teachers. Also, the article mentions making improvements within the system in which you teach. This is what makes the refinement process so important. This lesson may change as you find new and improved ways to control the Second Life environment so that students are taking away what you want them to learn.

Aleven, V. A. W. M. M., & Koedinger, K. R. (2002). An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor. [Article]. Cognitive Science, 26(2), 147.

This article connects with my lesson by way of reflection. Reflection is used as a way for the student to explaining their understanding which leads to a deeper understanding. This lesson requires students to reflect so they can bring their understanding around full circle and to look back at the process by which they learned.

Kim, P., Hong, J.-S., Bonk, C., & Lim, G. (2009). Effects of group reflection variations in project-based learning integrated in a Web 2.0 learning space. Interactive Learning Environments, 14(3), 1-17.

This article relates to this project in terms of instructor supported reflection being most effective. In order to get students to reflect deeper beyond the "I learned a lot" with no explanation reflection, it is our responsibility as educators to provide them guidance to think critically and to think deeper than the superficiality of a lesson. Reflection fosters critical thinking and pushes students self discovery, so it is important to have students look back on their work.

Rushkoff, D. (2008). Digital nation: Life on the virtual frontier. Retrieved from: http://www.pbs.org/wgbh/pages/frontline/digitalnation/view/ (part five to nine)

This video focuses on multitasking and the easy access to technology. Although Second Life is a great way to introduce educational lessons, it is a difficult task because you have be sure that you create an online environment that is safe and free of outside participants that may deviate your students from their learning environment. This lesson attempts to keep the lesson academically focused. The video address the digital world and how it can detract students from their learning.

USA TODAY REPORTS ON SECOND LIFE AND RELIGION SECOND LIFE AND RELIGION VIDEO CLIP

http://en.wikiversity.org/wiki/Educational technology

http://en.wikiversity.org/wiki/Fostering Classroom Norms: Using Wikispaces

title: Exploring Religions


text:
File talk:Barnard33.jpg

while I realize that some one might object to the publishing of a picture with a copyright, there are many pictures of the Horsehead Nebula on the web (better than this one) that it seems silly to try to take this one down. Andy H.

title: File talk:Barnard33.jpg


text: File:Level 1 tgareas.png

title: File:Level 1 tgareas.png


text:
User talk:Projectlooksharp

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

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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 15 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 15 April 2010 (UTC)

title: User talk:Projectlooksharp


text:
User talk:Firehouse01

 Hello Firehouse01, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 15 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 15 April 2010 (UTC)

title: User talk:Firehouse01


text:
User:Egm6341.s10/Seminars

Tuesday, March 30, 2010

4:00 pm

in Room 303 MAE-A

Orbit Architectures to Support Lunar Communications from the Perspective of Multi-Body Dynamical Analysis

Professor Kathleen Howell

School of Aeronautics and Astronautics

Purdue University

Abstract

In recent years, autonomous and manned exploration studies have focused on the Moon. Communications satellites are an important component of long-duration surveillance and manned exploration missions. A proposal for a potential facility at the lunar south pole has prompted studies of orbit architectures to ensure adequate coverage options with a minimum number of spacecraft. Generally, the focus is deployment of at least two spacecraft for complete coverage. Constant communications can be achieved with two spacecraft in different combinations of Earth-Moon libration point orbits. Halo and vertical families, as well as other orbits near L1 and L2 are investigated. But, potential orbits for continuous surveillance of the lunar south pole with just one spacecraft, employing low-thrust or a solar sail, are also a consideration. Periodic orbits are first computed in the Earth-Moon restricted three-body problem, using Hermite-Simpson and seventh-degree Gauss-Lobatto collocation schemes that are then adapted to include path constraints favorable for lunar south pole coverage. Feasible trajectories can then be transitioned to higher fidelity models. Various options are investigated, noting that orbits near the Earth-Moon L2 point yield the best coverage results.

Biography

Professor Kathleen Connor Howell is presently the Hsu Lo Professor of Aeronautical and Astronautical Engineering at Purdue University; she has been a member of the faculty at Purdue since 1982. In that capacity, she maintains an active research program that includes technical publications in the areas of spacecraft trajectory design and optimization as well as maneuver strategies for transfers and on-orbit operations. As a principal investigator, she has obtained numerous grants and received various awards related to her research program including the Dirk Brouwer Award from the AAS. She was also honored with the Breakwell Award at the Astrodynamics Symposium of the International Astronautical Congress and invited to give the Memorial Lecture at the 2007 IAF Congress in Hyderabad, India. She teaches both undergraduate and graduate courses at Purdue and has received a number of national awards for excellence as an engineering educator. Dr. Howell is also active in a number of professional societies. Currently the Editor-in-Chief of the AAS Journal of the Astronautical Sciences, she previously served as Managing Editor for the journal. She has been a member of the AIAA Astrodynamics Technical Committee and the Astrodynamics Committee of the International Astronautical Federation. She is currently a member of the AAS Space Flight Mechanics Technical Committee. She regularly attends the IAC as well as AIAA and AAS technical conferences. She earned her BS degree in Aerospace Engineering from Iowa State University; her MS and Ph.D. degrees in Aeronautical and Astronautical Sciences are from Stanford University.

Refreshments served in 303 MAE-A beginning at 3:50 pm

title: User:Egm6341.s10/Seminars


text:
User talk:Kimbauckham

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:07, 15 April 2010 (UTC)

title: User talk:Kimbauckham


text:
Talk:Klingon/Lesson 3

Transitive Verbs

Klingon doesn't have transitive or intransitive verbs, those are English grammar ideas that are being forced onto the language. It would be better to teach the language as verbs, nouns and chuvmey (leftovers). --Qurgh 15:46, 15 April 2010 (UTC)

title: Talk:Klingon/Lesson 3


text:
User talk:Qurgh

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:57, 15 April 2010 (UTC)

title: User talk:Qurgh


text:
Talk:C Source Code/Pointers

Diagrams need to support examples
The code examples on this page need diagrams/pictures showing what is happening. For example, the basic pointer section should show what is happening in memory with the pointers upon initial creation, assignment, and reassignment. Likewise the pointer arithmetic sections needs some diagrams showing what is happening when pointers are incremented/decremented. Rantir 16:58, 15 April 2010 (UTC)

title: Talk:C Source Code/Pointers


text:
Talk:Creating development environments

= Provide Virtual Machine images? = Disclaimer: I am newer to the wikiversity culture and don't know how everything is setup. Would it be possible to host VM images with all of the needed development environment already setup? There could be a different VM for each of the major OS out there. For a really nice setup there could be a small program on the VMs which would sync code examples off of wikiversity. I don't know if this is possible given the size of VM images. Also, there would be significant bandwidth concerns with people downloading multi gb files. Just a thought for a 'nice to have' feature. Rantir 17:44, 15 April 2010 (UTC)

title: Talk:Creating development environments


title: User:Quintus314


text:
User talk:Quintus314

 Hello Quintus314, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:44, 15 April 2010 (UTC)

title: User talk:Quintus314


text:
Basic Laws of Algebra

The Basic Laws of Algebra are the associative, commutative and distributive laws. They help explain the relationship between number operations and lend towards simplifying equations or solving them.

title: Basic Laws of Algebra


text:
Order of Operations

In Algebra, the Order of Operations is the sequence to be taken in solving or simplifying equations.

In its simplest form, the order is: It gets a little more complicated when the problem contains brackets or parentheses, as we must first apply the same order to math inside them before working on the math outside of them.
 * 1) Raising exponents to their powers and extracting roots in the order that you come to them in the problem.
 * 2) Multiplying and dividing in the order that you come to them in the problem.
 * 3) Adding and subtracting in the order that you come to them in the problem.

Examples
Applying the Order of Operations, we would simplify the following expression like this: $$2^3 + 6 * 4 - \scriptstyle \sqrt{16} + \tfrac{10}{5}$$ $$8 + 6 * 4 - 4 + \tfrac{10}{5}$$ $$8 + 24 - 4 + 2$$ $$30$$
 * First, we do the exponents and extra the roots
 * Next, we do multiplication and division
 * Finally, we do addition and subtraction

Let's bring the expression above into a new example with parentheses: $$3^3 * 2 - (2^3 + 6 * 4 - \scriptstyle \sqrt{16} + \tfrac{10}{5}) - (4 + 2^3) * 6$$ $$3^3 * 2 - (8 + 6 * 4 - 4 + \tfrac{10}{5}) - (4 + 8) * 6$$ $$3^3 * 2 - (8 + 24 - 4 + 2) - (4 + 8) * 6$$ $$3^3 * 2 - (30) - (12) * 6$$ $$27 * 2 - 30 - 12 * 6$$ $$54 - 30 - 72$$ $$-48$$
 * First, we do exponents and extract roots within the parentheses.
 * Next, we do multiplication and division within the parentheses.
 * Then, we do addition and subtraction within the parentheses.
 * Now that the parentheses are finished, we do the same thing step by step in the rest of the problem. Exponents & roots:
 * Multiplication & division:
 * Addition & substraction:

title: Order of Operations


text:
Survival Kit, software/Frequently asked questions

This page is supposed to answer the most frequently asked questions when using the Survival Kit.

General questions
Question: What is Survival Kit? Answer: Survival Kit is a set of Fortran programs designed to deal with large databases in survival analysis.

Question: How can I use it? Answer: For Survival Kit v3.12 you need to download the Fortran source code, compile it on your machine and run the executable file. Compilation is not necessary the v6.0, where the Windows source codes are supplied.

Question: What is a "compiler"? Answer: Compiler is a computer program which "translates" the source code (the text file) to an executable file which you can run on your computer (the .exe file on Windows). You could run programs - as for Fortran programs - compiled on the same operating system as yours. For example you can run the Survival Kit on your Windows machine compiled on an another Windows machine, but you can not run a version compiled under Linux (and vice versa). See for example Wikipedia for more technical description on compilers.

Question: Is this program for free? Answer: Yes. Survival Kit is an open source program (so you can look into the source code) that you can freely use to any purpose including national evaluations given that its usage is attributed. This could be done by a regular citation: ''Ducrocq, V., Sölkner, J. and Mészáros G. (2010). Survival Kit v6 – a Software Package for Survival Analysis. In: 9th World Cong. Genet. Appl. Livest. Prod., Leipzig, Germany.''

Questions on usage
Question: How to use the Survival Kit? Answer: You can read the small guide for beginner users right on this site. For more detailed instructions on specific keywords consult the manual.

Question: I want to try out the Survival Kit, but I don't have any data! Answer: There are several examples (some of them also with solutions) in the "Examples" folder after you download and unpack the program.

Question: I keep getting a "The value of the STATUS specifier in an OPEN statement does not match the file status (unit=15)." or a very similar error message! Answer: In this case you either don't have every file in the same directory as the executable file, or you have a typo in the file name.

Satisfied?
If you still haven't found the answer to your question you can contact me through my talk page here or email.


text:
Template:Survival Kit

Survival Kit: Before you begin - Small example - Sorting - Tips and Tricks - FAQ - Older versions - Other possibilities

Description
This template is to simplify page layout for the Survival Kit resource. It categorizes pages into Category:Survival Kit.

title: Template:Survival Kit


text:
Survival Kit, software/Tips and Tricks

Some additional information you might find useful.

 * Copying and modifying existing parameter files is a good idea. It saves a lot of time compared to creating new parameter file for each run.

 * Do not forget about the possibility to comment out lines with /* and */ in the parameter files instead of deleting keywords. Again: It saves time in case they are needed later on.

 * After any modification of the source code or the parameter files (especially if you have more versions in separate folders) check that the version you modified and the one you are running is the same. In case you keep getting the same results even after modifications, there is a reason to be suspicious.

 * In case you are especially curious about results of a certain eﬀect it is a good idea to put it as the ﬁrst in the MODEL statement of COX or WEIBULL. In this case these will be displayed at the beginning of the results file and not only after many lines of other (less interesting) results. In other words: You don’t have to scroll as much.

 * In case you are a Windows user you could use .txt extension for the file names, since this is already associated with your favorite text editor.

 * If your operating system is not case sensitive you may adopt the convention to write the Survival Kit keywords in capitals and your additions in lower case. This way you can more easily distinguish between them. This approach is not mandatory however. For example compare:
 * CLASS effect1 effect2; with class effect1 effect2; and CLASS EFFECT1 EFFECT2;
 * "CLASS" is a keyword in the Survival Kit, "effect1" and "effect2" are covariates created by the user.

title: Survival Kit, software/Tips and Tricks


text:
User talk:Ex13

 Hello Ex13, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 21:08, 15 April 2010 (UTC)

title: User talk:Ex13


text: User:Theornamentalist/Sandbox/intro

title: User:Theornamentalist/Sandbox/intro


text:
User talk:Singlish speaker

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:54, 16 April 2010 (UTC)

 * Um... okay then. I'm not sure what I have to give to this project, and as you can see my account here was created automatically for enWP's benefit. So I'm probably not going to be here much. Thanks for the welcome, in any case. :P Singlish speaker 03:54, 16 April 2010 (UTC)

title: User talk:Singlish speaker


text:
User:Singlish speaker

 * enWP
 * seWP
 * meta
 * enWN
 * enWikt
 * seWikt

Unless I find something I can do to help this project, you'll best reach me through the green projects above. Happy editing, Kay.

title: User:Singlish speaker


text:
High School Biology/Lessons/Lesson 16

Microorganisms (and their importance in biotechnology)

All microorganisms are collections if chemical molecules which, when working together show what are known as 'charactaristics of life'. these are respiration, reproduction, excretion, nutrition, sensitivity, growth, movement and a cellular structure.

title: High School Biology/Lessons/Lesson 16


text:
User talk:Aakashbhowmick

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 16 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 16 April 2010 (UTC)

title: User talk:Aakashbhowmick


text:
User talk:Alphakristjan

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 16 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 16 April 2010 (UTC)

Note
The pages you are making are duplicates of the leads of Wikipedia articles. We are not a copy of Wikipedia or an encyclopedia. Please, if you are going to take from another source list the source in edit summaries and then have something educational in addition to the encyclopedic information. Ottava Rima (talk) 20:08, 21 April 2010 (UTC)
 * If you want to work on astronomy related topics, search through Astronomy for ideas. Ottava Rima (talk) 20:10, 21 April 2010 (UTC)

title: User talk:Alphakristjan


text:
User talk:Pravinsanap~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 16 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 16 April 2010 (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 Pravinsanap. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Pravinsanap~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 23:47, 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) 06:18, 19 April 2015 (UTC)

title: User talk:Pravinsanap~enwikiversity


text:
Talk:Human anatomy quizzes/Lateral aspect of the hand

This page is fantastic. –SJ + > 08:17, 16 April 2010 (UTC)


text:
Social Media

This is a developmental space for a cross disciplinary course in social media. Contact Leigh if you would like to get involved. See The course blog for updates and notes from past events.

Social media has its roots in a number of areas of thought, following a number of paths of development that we can review today. Where it is leading is still up for grabs, your best guess is through "participation".

In this course we will consider the messages of leading social media commentators, hear from practitioners in fields specific to your interest areas, learn how to use a range of popular social media platforms, and develop reference texts to ensure your learning is captured and useful to you beyond the course.

Although the course appears structured and defined, it is open to the customisation you need, or projects you want to do. Think of it more like an event and opportunity to try out and learn things with others, with support from people with experience, and with a structure available if you're entirely new to the field.

You will find this course is particularly relevant to you if you work in communications, journalism, design, art and media, marketing, teaching and training, social science, health, research, facilitation, community work, civic work, and other areas affected by socially constructed media and communications.

Assignments
To focus learning objectives and manage formal assessment (if required), there are 3 assignments. Completion of these assignments is only required if you are seeking formal assessment and accreditation.

 * 1) A tutorial weblog
 * 2) A presentation
 * 3) A Wikibook chapter

Objectives

 * 1) Define social media and explain its general impact on a specific discipline, profession or public interest area
 * 2) Evaluate at least three different social media platforms or applications, identifying  their use, risk and challenges in a specific discipline, profession or public interest area
 * 3) Setup and use popular social media applications
 * 4) Engage in critical discourse around issues related to social media in a specific discipline, profession or public interest area

Topics
The lectures for this unit are always developing. Each lecture has its own page and is linked in the list below. Each page will have a link to a presentation, notes for that presentation, and further readings, links and resources.

 * 1) /Webism/ - The Internet as a social movement
 * 2) /It's the best of times, it's the worst of times/ - The pros and cons of social media to date
 * 3) /The machine is us/ing us/ - Privacy, data, economic models and other basis’ for social media services
 * 4) /An anthropological introduction to Youtube/ - Cultures and trends in large social media networks
 * 5) /Radical transparency/ - Open source and participatory economics, mashup, sampling and re appropriation culture
 * 6) /The evolution will be socialised/ - Proposals and activism for alternative approaches to policy and governance
 * 7) Guest lecture, panel or interview [your applied interest here] *
 * 8) Guest lecture, panel or interview [your applied interest here] *
 * 9) Guest lecture, panel or interview [your applied interest here] *
 * 10) Guest lecture, panel or interview [your applied interest here] *
 * 11) Guest lecture, panel or interview [your applied interest here] *
 * 12) Guest lecture, panel or interview [your applied interest here] *

* Guest lectures, panel discussions, or interviews will be arranged based on the interests of participants in this course, and on topical events occurring during this course. The unit convener will make arrangements for these lectures. If you have suggestions, please contact the unit convener, or discuss it during prior lectures and tutorials.

Tutorials
The tutorials for this unit are under development. Each tutorial has its own page and is linked in the list below. Each page will have a link to recordings, notes, and further readings, links and resources.

 * 1) /Get ready/
 * 2) /Set up a blog/
 * 3) /Editing a Mediawiki/
 * 4) /Set up an RSS reader/
 * 5) /Bookmarking and tagging/
 * 6) /Photos and video online/
 * 7) Participant presentations
 * 8) Participant presentations
 * 9) Participant presentations
 * 10) Participant presentations
 * 11) Participant presentations
 * 12) Participant presentations

Discipline applied
The following links are to discipline areas participating in this course. Through their involvement, you can expect learning support in areas that relate to these disciplines.

 * 1) /Sport/
 * 2) Facilitating Online
 * 3) Health and the Social Web
 * 4) Business and governance
 * 5) Using social media for teaching and research
 * 6) Art and Design

Further development
See the discussion page for notes on further developing this course. Some plans exist to create more advanced levels of this course for 2012.

to be included

 * 1) https://webwewant.mozilla.org/en/

title: Social Media


text:
User talk:BoarderUT

Free Money (for real)
This article is intended to discuss REAL & LEGAL ways to make money without much or any financial investment. The internet is an amazing tool and by using the internet properly one can make money.

'Affiliate Marketing'

title: User talk:BoarderUT


text:
User:KBailey

hi

title: User:KBailey


text:
User talk:KBailey

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:23, 16 April 2010 (UTC)

title: User talk:KBailey


text:
User talk:Porcupine.one

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:24, 16 April 2010 (UTC)

title: User talk:Porcupine.one


text:
UTPA STEM/CBI Courses/Materials

Topics

-

/Material Properties/

/Thin Films/

-

title: UTPA STEM/CBI Courses/Materials