text:
User:JWSchmidt/Blog/14 October 2007

Ever since Wikiversity launched there have been discussions about possible ways to turn vandals into constructive editors. I wonder if some vandals might become constructive if allowed to edit under a different set of rules.

Alternative realities
Wikimedia Foundation wiki projects all operate under the same basic rules. In particular, there are some wiki functions (such as page deletion) that are restricted to "sysops". The wiki projects each select "trusted participants" who are granted the power to delete wiki webpages....at Wikiversity they are called custodians.

Over the years, I have repeatedly seen the suggestion made that ALL wiki participants should have the ability to delete pages. It would certainly create an "alternative wiki reality" or alternative wiki culture if everyone could delete pages. But maybe such an alternative reality could serve as a kind of wiki learning environment that would appeal to vandals. Maybe vandals need a playground where they can explore the power of wiki without getting tied up with vandal fighters. What kind of a wiki would vandals create if given a chance to do things their way?
 * This is a very interesting point! www.badvogato.org is a mirror site of advogato.org for evil conspiracies, a farcical place to have fun interacting with other super evil villians familar enough with hacker slang to mix and match metaphors.  I thought it was intended mainly to help test how to link automatic trust/reputation webs so I participated a very short while.  At the time I was having a bit of reality phase shifting due in part to some neuroleptic prescription drugs I was taking.  The different environment certainly affected my thinking/learning/behavior patterns.   The engineering groups should be able to use "vandals" effectively to help breaktest designs and processes when we get to the point of needing to safety check/validate processes,parts,subsystems, etc.   Perhaps we could entice better behavior from attention seeking vandals by giving them something useful and productive to do within the context of specific tasks and projects.    One kind of really useful engineering review might be the satire exhibit ... take some manufacturing or lab instructions and follow directions as given and post a video of the resulting experiment.   The results of a few typos can really be impressive, dangerous, and embaressing to the design team when an honest test is performed.   A vandal might setup an old stove outside or in an expendable building and then perform the alumimum melts and green sand casting followed by hand machining and then visual inspection of a proposed micro steam turbine chamber or rocket combustion chamber.  It would be extremely helpful for the first few test runs to be validated before turning brownies and lay guardians and/mentors loose with a process instruction that usually results in a fire or steam explosion.  Another way to field test would be for vandals to place known defective specifications and designs on the vandal site and vandalize each others designs while attempting to get their own approved for relocation and configuration management and control in the authentic engineering validated section.   This gets us back to verification of who has what engineering expertise in what fields and how many signoffs we need before a U.S. licensed engineer (P.E. Professional Engineer, licenses issues by state board of engineering examiners will signoff on the drawings.  So by my count we might have  four or five engineering zones ... one for authenticated designs, one for competent design teams, one for pickup design teams with little expertise accessible, one for vandals trying to sneak around and sabotage designs to illustrate other people's design flaws.    To make this work we would need clean clear design rules.  Intentional sabotage in the authenticated design space could certainly be criminal and should be reported to appropriate societal authorities.  71.161.21.39 18:14, 24 November 2007 (UTC)
 * It should not be a problem e.g. to set up a wiki specifically for this purpose and analyze the data based on this e.g. on the Sandbox Server (e.g. "Any user can request to be an admin" (and therefore delete pages), but then it is restricted: "Just do not be too stupid, and you will be fine.") Erkan Yilmaz uses the Chat (try) 21:28, 30 June 2008 (UTC)

Vandal wiki experiment
One option would be to set up a "vandal wiki" and just turn it over to vandals. However, I'm interested in creating a learning environment that would be coupled to Wikiversity and that would provide a path for vandals to come back to Wikiversity as constructive editors after they get tired of wasting their time as vandals. Such a wiki space for vandals might also become a useful research tool for trying to understand vandals.

The v-bit
I have no understanding of the technical details of what happens when a wiki editor is blocked from editing. I assume that some "bit" associated with the blocked account (or IP address) is flipped and then the MediaWiki software always notices that flipped bit and prevents the blocked editor from being able to edit most wiki pages. Blocked users are supposed to be able to edit their own talk page in order to be able to ask for help if they have been blocked by error. Blocked vandals cannot create new pages or move pages.

V World
An alternative would be to allow blocked vandals to continue editing all Wikiversity pages, but when a blocked user saves a wiki page, then a new copy of the page would be created and added to the "vandal wiki". One way to do this would be to create these new pages in a "Vandal:" namespace. All blocked vandals would be free to create new pages, edit pages and move pages in the "Vandal:" namespace. However, my preference would be that only the MediaWiki software be able to "see" the "Vandal:" prefix; blocked users would see page names that all look just like normal Wikiversity page names. All the pages created by blocked users would constitute the "vandal wiki". Also, since all the pages in the "vandal wiki" are not "real" Wikiversity pages (in particular, they would not be visible to unblocked Wikiversity users), the blocked users could all be given the power to delete pages in the "vandal wiki". This does not mean that blocked users would all be like "sysops" within "vandal wiki"; in particular, blocked users would not have the power to block others from editing the "vandal wiki" pages.

 * A severe problem with the above approach JW is how do you know that it has not already been done to you and I. Perhaps we are in the vandal zone and Wikiversity is a gigantic successful project proceeding without us?  Would explain adequately the slow growth experienced just as well as poor outreach or poor appeal until we have an obvious going thing of large value to new editors.  Occam's razor ...>>> some wiki genius anticipated your idea.  Mirwin 01:30, 20 December 2007 (UTC)
 * There is certainly no guarantee that Wikiversity has the best formula for creating online wiki-based learning communities. --JWSchmidt 01:57, 20 December 2007 (UTC)

In the interest of limiting strain on servers, I would put a limit on the number of edits allowed for each account/IP allowed to edit in the "vandal wiki" (say, one edit each minute).

Blocked users who edit the "vandal wiki" would be allowed to select their own Custodians (call them vCustodians) who could have the power to block (meta-block?) other editors from editing "vandal wiki" pages, but that would be up to the editors of the "vandal wiki". They might decide that nobody should be prevented from editing "vandal wiki" pages. If the "vandal wiki" community did want vCustodians, they would have to hold community discussions and a Wikiversity Custodian would be able to grant (and remove) vCustodianship to editors of the "vandal wiki". It might be interesting to see what kind of behavior would be a blockable offense among already blocked wiki participants!

 * I could see some licensed PEs wandering around such a vandal site using various sock puppets or functional responsibilities to create real world scenarios. Imagine a master criminal (role playing) who has lead a team in misdesign of a critical subcomponent to ruin a competing team's chances in a competition.  Say a control lead was reversed resulting in positive feedback rather than negative feedback for a team you were collaborating with on a subsystem.   A dreaded QA hat might wander by and cut and paste a convoluted explanation nobody could understand while changing an IC part number to create fair conditions or unfair conditions to everybodies design.  A black hat adminstrator might change a drawing number in the BOM so that parts were exchanged or shipped incorrectly.  Under the published rules of the engineering competition any team that failed to detect such critical errors might be penalized somehow while avoiding hazardous conditions in the simulation or actual realworld launch of their plastic water bottle rockets or aluminum/methane lunar landers. Automated design checking might be implemented such that "sabotaged" could not be saved until specific errors disappeared intentionally or by design. 71.161.21.39 18:28, 24 November 2007 (UTC)

Watchdogs
Allowing such a "vandal wiki" space for blocked Wikiversity editors would create extra work for Wikiversity Custodians. In addition to a possible need for Custodians to manage vCustodianship decisions, Custodians would have to delete illegal content and block people from editing "vandal wiki" pages if they add illegal content. I think there would be a volunteer core of Wikiversity Custodians who would take on these "extra" duties.
 * Might not be any extra work in long run.  If we successful "crack" a few vandals such that they begin to value the site enough to help protect it we should eventually see a "return" on "investment" of time that the transition period would take.   If the experiment is a failure or we run out of responsible volunteer time we can simply suspend operations of the vandal site until we are prepared to try again. user:mirwin

Return from V-World
A goal of "vandal wiki" would be to give vandals a chance to edit wiki pages under relatively free conditions (just do not do anything illegal), but with the hope that they would eventually grow tired of the futility of the "vandal wiki" and become constructive editors at Wikiversity proper.

Meltdown
What are the possible "worst case scenarios" for such a "vandal wiki" project?
 * social networking - the "vandal wiki" might just become a social networking site where vandals hang out and socialize...nothing useful would ever come of the project
 * too ugly to allow- some vandals are specialists in anti-social behavior; they might find ways to avoid doing anything illegal but still engage in editing behavior that is so ugly nobody at the Foundation level would want to allow the project to continue
 * retaliation - if Wikiversity ran such a "vandal wiki" project, it might prompt vandals to get serious about vandalizing Wikiversity

What are potential benefits? Cracking even a tiny bit of this problem at a profit would guarantee Wikiversity's success. There are over 2 million men in prison in the United States and who knows how many uncaught criminals, adult delinquents, and juveniles too poorly socialized and educated to function in any other way except as a net loss to civilization and society. If we could show a solid metric shifting a portion of questionable participation to positive contribution then this function would merit large scale funding as required from government research and regulatory agencies looking to reduce government costs and philanthropical organizations looking for ways to profitably reduce barriers and induce recovery of our most dysfunctional elements of society. 71.161.21.39 18:38, 24 November 2007 (UTC)
 * I do not think I have ever thought about wiki website vandals as being real world criminals. Most vandals strike me as being bored kids who have a few minutes to goof around online. There are some wiki vandals who seem persistent and mad about something...maybe some just feel it is a challenging "game" to see how big of a mess they can make. I think wiki websites and other online communities do attract some folks who have trouble with social interactions. I guess some of these might occasionally get frustrated and resort to vandalism. Some people just do things in unusual ways, so I hope we can try to have multiple ways for people to participate rather than a "one size fits all" approach. --JWSchmidt 02:44, 25 November 2007 (UTC)

title: User:JWSchmidt/Blog/14 October 2007


text:
User:J.M.Pearce

Bio
Joshua M. Pearce received his Ph.D. in Materials Engineering from the Pennsylvania State University. He then developed the first Sustainability program in the Pennsylvania State System of Higher Education and helped develop the Applied Sustainability graduate engineering program while at Queen's University, Canada. He currently is a Professor cross-appointed in the Department of Materials Science & Engineering and in the Department of Electrical & Computer Engineering at the Michigan Technological University where he runs the Open Sustainability Technology Research Group. He is currently on sabbatical as a Fulbright-Aalto University Distinguished Chair (2017-2018) and is a visiting professor of Photovoltaics and Nanoengineering at Aalto University. His research concentrates on the use of open source appropriate technology to find collaborative solutions to problems in sustainability and poverty reduction. His research spans areas of electronic device physics and materials engineering of solar photovoltaic cells, and RepRap 3-D printing, but also includes applied sustainability and energy policy. His research is regularly covered by the international and national press and it is continually ranked in the top 0.1% on Academia.edu. He is the faculty advisor for the Michigan Tech Open Source Hardware Enterprise. He is the editor-in-chief of HardwareX, a journal dedicated to open source scientific hardware and the author of the Open-Source Lab:How to Build Your Own Hardware and Reduce Research Costs.

Free Lectures of Photovoltaics
* Engineering Design Projects as Service * Engineering Research Projects as Service * Engineering-Related Entrepreneurial Projects as Service * Pedagogy in Engineering-Related Service Learning

These lectures are available: at Appropedia Solar Photovoltaic Open Lectures

=Courses=

3D Printing of Open Source Hardware for Science
This is a graduate course originally taught for two cycled as Aalto University in Finland - the actual class pages are on Appropedia.
 * 3DPOSHS OpenSCAD Crystal Structure Project
 * 3DPOSHS Tool Customization Project
 * 3DPOSHS Final project

Open Source 3-D Printing
This is an undergraduate/graduate course originally taught at Michigan Technological University in the U.S. - the actual class pages are on Appropedia
 * Open Source 3-D Printing/Rock wall project
 * Open Source 3-D Printing/Customizer project
 * Open Source 3-D Printing/Viking mashup project
 * Open Source 3-D Printing/Adaptive Aid
 * Open Source 3-D Printing/OSH Science project
 * Open Source 3-D Printing/OSAT projects
 * Open Source 3-D Printing/Big Money Project

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

title: User:J.M.Pearce


text:
Renewable energy

Renewable energy is energy that can be continuously be used and refilled drawing usually from natural regenerative sources or natural environmental processes such as wind, solar, and bio. It is often contrasted with non-renewable sources such as coal and fossil fuels which take longer to generate. Renewable energy uses energy flows that are replenished at the same rate as they are used. Renewable energy can potentially help to mitigate and/or alleviate various environmental problems potentially.

About 13 percent of primary energy comes from renewables, with most of this coming from traditional biomass like wood-burning. Hydropower is the next largest source, providing 2-3%, and modern technologies like geothermal, wind, solar, and marine energy together produce less than 1% of total world energy demand but are expanding rapidly. The technical potential for their use is very large, exceeding all other readily available sources.

Examples
Current renewable energy technologies include:
 * Solar Energy
 * /Solar thermal/
 * /Photovoltaics/
 * /Bioenergy/
 * /Wind energy/
 * /Hydroelectric/
 * Non Solar Renewables
 * /Tidal energy/
 * /Geothermal energy/

Wind:
 * /Windstalk/

Lessons

 * 1) The energy challenge
 * 2) Key concepts of semiconductors
 * 3) Photovoltaics

Wikipedia

 * Hybrid renewable energy system
 * Biogasoline
 * List of renewable energy topics by country and territory
 * List of renewable energy organizations

External resources

 * OpenEI: Energy Data, Tools, Models, and other Resources
 * Open-source Renewable Energy Project
 * Overview of renewable energy wiki resources (Appropedia)
 * USA: National Center for Appropriate Technology (NCAT) | National Renewable Energy Laboratory | U.S. DOE Energy Efficiency and Renewable Energy (EERE)

title: Renewable energy


text:
User talk:J.M.Pearce

Welcome
Hello J.M.Pearce, 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; for 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! --JWSchmidt 18:01, 14 October 2007 (UTC)

Subpages
Welcome (or welcome back)! I noticed your recent contributions on 3D printing. Thank you for using Wikiversity for these resources! Wikiversity is organized more like Wikibooks than Wikipedia. We use subpages for supporting content rather than separate main pages. I've moved the three 3D project subpages under the main resource and adjusted links accordingly. Let me know if you have any questions. -- Dave Braunschweig (discuss • contribs) 15:50, 24 August 2018 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:Recyclebox.jpg

MaintenanceBot (discuss • contribs) 03:43, 18 March 2019 (UTC)

title: User talk:J.M.Pearce


text:
Renewable energy/Photovoltaics

Photovoltaic (PV) systems convert light into electricity. Photovoltaics is the science of “solar cells” and they provide renewable energy. The simplest photovoltaic systems are found in the small calculators we use every day. More complicated solar power systems will provide larger portions of our electricity in the near future. PV represents one of the most promising means of maintaining an energy intensive standard of living with appropriate and technically viable efficiency without contributing to global warming and pollution.

Photovoltaic components
Photovoltaic power is produced via a system of electronic components.

Cell Most often a round or square glass sandwich containing a film of semiconducting material which generates small amounts of electricity when exposed to light

Panel Grouping of cells fixed together to combine electricity output and allow easy construction and movement of cells

Array Grouping of panels wired together to combine power output, often too large to move easily

Charge Controller Regulates battery voltage and controls the charging rate to suit the batteries

Deep-Cycle Battery Efficient type of battery for fast discharge of stored electricity

Inverter Changes direct current (DC) to alternating current (AC) as "plug in" electrical devices use an alternating current

For a more detailed introduction to the practical aspects of the technology see Appropedia:Category:Photovoltaics.

This subdivision is in the Topic:Renewable Energy

Photovoltaic Presentations
This is a series of five fully annotated Power Point presentations created for the solar energy community to assist in the dissemination of information about solar photovoltaic (PV) cells by User:J.M.Pearce.

 * The first PV presentation, which is the most technical, covers the science behind PV.
 * The second PV presentation is about the basic engineering of photovoltaic systems.
 * The third PV presentation is meant to underscore the flexibility of solar photovoltaic modules to provide clean renewable energy for a number of applications.
 * The fourth PV presentation discusses the economic impacts of solar photovoltaic cells – from the cost to install a system to their effects on energy related employment and the national economy.
 * The fifth PV presentation covers the environmental impacts of solar photovoltaic cells and compares them to some of the impacts from conventional fossil-fuel derived energy.

Note to Educators:

Please feel free to use all or parts of this presentation for your own classes. College and University professors can use the presentations as they stand or expand on the introductory material covered here. Those teaching high school or grade school can borrow the slides that fit your curriculum and remove those that are too advanced for your students. Please share any corrections, modifications or additions that you make with the solar community as well.

Wikipedia

 * Agrivoltaics
 * Thermophotovoltaic

title: Renewable energy/Photovoltaics


text:
User:Aquistive bud

=ABOUT ME=

Deviation of my interests
I am basically a student and have passed the intermediate as pre-medical student. Four years back I wrote my first ever poetry in Urdu language and now I have some collection Of English and Urdu poetry.One year back the ghost to read and study English literature had stuck with me. So I did that.I also wrote few stories in English language .Very  often write  articles on any topic ,under  my Observations as hobby. I was just going to write a novel but my scientific and somehow fantasy abhoring Mind dominated my this plan and now I’m not going to do this chore.My observations helped me to Decide that this poetry and fantasy related works have never played much role in history making ,so What’s the use of wasting my time here and I should put my efforts in some other field.I have Just started disliking this stuff.

Subjects of interest
Well, the subjects I like are; Biology;the sweet knowledge of life.Physics;basically energy and matter Relationship lies in its realm.Chemistry; the hideand seek of elements, compounds etc.and obviously The English literature ,you can say.I have a great quest for knowledge.I love to communicate With teachers as they are knowledable persons, scholars and intellectual personnel. I have entered in the kingdom of wikiversity to gather some knowledge and also to Give the knowledge that God has blesssed me with.

Any question?
Any one visiting my page and want to get knowledge on any subject particularly concerning my Field of interest can put their questions on my page.I’ll feel pleasure to answer them ,whenever I visit wikiversity.

The project wikiversity
The project like wikiversity deserves to be appreciated in true sense

Teasing student, probably!
I think I am a sort of teasing student but my teachers have told me that my discussion about Any topic is quite enjoyable and informative but clumsy sometimes.I think discussion is Important to get knowledge ,well, it’s my point of view.But I hope here the guys will Be very helpful.

What for me to do here??
Well ,I really don’t know what to do here,yes,can provide Information,can give answers,and can get the answers to My questions,but what really is for me to do,according to My interests,anyone?

KNoWlEdGe!
“If you feel your life like desert ,just plunge into the realm of knowledge,then U will find your life as the king of a beautiful and consoling oasis”.(Aquistivebud) Aquistive bud 18:38, 14 October 2007 (UTC)

title: User:Aquistive bud


text:
User:B7T

If you'd like to know more about me, please visit my user page at Wikipedia.

title: User:B7T


text:
User talk:Aquistive bud

Welcome
Hello Aquistive bud, 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; for 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! --JWSchmidt 19:00, 14 October 2007 (UTC)

content removing
Hello, unfortunately this edit here has no edit summary. Do you want the page to be deleted ? or are you still working on it ? It is hard for others without a comment to understand the reason fo the edit. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:57, 21 November 2007 (UTC)

 * Oh,thanks for asking it.Yes,i want to delete it,rather i deleted it.Just delete the page. sorry for the inconvenience the others encountered concerning it.--Aquistive bud 14:51, 24 November 2007 (UTC)
 * Done, next time you can also use a template, see Category:Deletion templates, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 14:58, 24 November 2007 (UTC)

discussions
sure! Just ask anything...

Biology eh? I've wondered from some time on if they teach Dawkins in the biology school. I guess you cannot answer my doubt as you're in the medical one :D but I don't lose anything just by asking --Jorge 09:46, 26 November 2007 (UTC)

 * Thanks,Well,You talked about Dawkins, the popular evoloutionist and the who has made some ambiguous questions related to Biology ,clear.Are you talking about the school of Biology on wikiversity or just generally?
 * Usually when there is Dawkins under consideration,then Darwinisim and eventually debatable issue creationism which onwards produces clashes with religion.What I think,science and religion should be kept separately.Religion should not be applied on science or before science or otherwise if the religion is true the science will eventually accompany religion .Why?Because science is the marvel that leads our mind to unveil the hidden.Science based on observations,hypothesis,experimentations,inferences,etc,etc- it's being an amalgamation of both theoretical and practical approaches and uptill now what science has done...it has unveiled the truth.And truth is the real religion ,i believe.It can tell you that which religion is the real one.True religion always proves itself.If I describe science with religion as many such school of thoughts exist then i would say that it's a way to find the religion...science will help to know yourself,and when man knows himself in the real sense,he will stick with the true religion ,religion of truth.
 * We are busy in exploring what,i think answer of every "why"and in search of it,we have reached to the existence of tachyon-like particles ,Quasi prticles and our quest for grand unified electro-nuclear force is uncontrollable and without thinking of any sets of beliefs,i.e religion,my observations pinpoint that there exists the most powerful power ,which has no resemblance with the creature we are aware of uptill now.We have found that every thing is being governed by some power,say it gravitationl force or any other force but it can be thought that which ultimate power or force is managing these mystical forces ?I think road of science leads to the religion.
 * Dawkins!..um.. Have you gone through his books like,"Climbing Mount Improbable "and River Out of Eden: A Darwinian View of Life .Both books dealing with evolution particularly and somehow Genetics point of view .I think he wanted to convince the people that changes or evolution,it's in-evitable.
 * I am also an acceptor of Darwinian theory.As he set his one of the points as,'the survival of the fittest'this in words of Richard Dawkins was as,'the survival of survivors at the level of pure, digital code'.And I think ,we observe the practical application of this sort of survival daily. Scientists have solid reasons for the denial of lamarckism.--203.135.7.56 Aquistive bud 14:21, 1 December 2007 (UTC)

 * Sorry for the delay, but I'm hyper busy with university :\ . I agree with you that science leads to religion, at least for some definition of religion. Scientists work with the deep convintion that absolutely everything has a cause: To all explanations of the universe we've had so far, we've always asked "why?". Alas, that series of questioning cannot have an end. We will always continue asking 'why' after 'why'. So one is naturally inclined to think there's indeed an ultimate cause of everything in the form of a decission of a powerful being (or powerful beings). Something like "this shall be this way".
 * Yes, of course Lamarckism and Creationism are bullshit from a scientific point of view. Darwinism in Biology is like Thermodynamics in Physics: As their basis are solely mathematical, there's no way they can be false.
 * I've only been able to read The Egoist Gene from Dawkins, and even not completely, but his writings are *so* insightful that I admire him as a scientist (I've not been interested in his views on religion so far). The idea that what is surviving is not "the species" (and clearly not the individual hehe), but just a tiny part of our genome: the genes that command the replication; that everything else (including every other gene, the organism in which they're physically codified, or what we call a species) is eventually disposable... Man, that's insight. And his idea of "extended phenotype" also excites me.
 * Are those things thought at Biology schools in general? --Jorge 10:30, 20 February 2008 (UTC)

title: User talk:Aquistive bud


text:
User:The sunder king~enwikiversity

Hello my name is The sunder king I am a english wikipedian and a member of wikia. I have come here to set up some research projects of my own.

Social

 * Social studies
 * Social Problems

title: User:The sunder king~enwikiversity


text:
Social Studies

This page is designed for research, improvements and advanced studying on society, culture and human life.

Introduction
The way people live has a gigantic effect on the world around us. The way we live is determined mostly by what role we play in society and what role society plays in us, society is what builds human civilisation. Research on Society is the key to human development and advanced culture which can lead to affectionate improvements in everyday life and can bring an end to problems such as racism, sexism, elitism and corruption.

Research pages

 * Geographic Regions
 * Bodies of Water and Land Features
 * Ethnography
 * Social information
 * Effects of society
 * Society in the United States
 * Society in the United Kingdom
 * Social improvements
 * Social projects
 * Social groups
 * Social thought
 * Free culture movement
 * Civilization and society
 * Ethnical allingments
 * Racism
 * Social domination theory
 * Topic:Social theory
 * Internet Society
 * Social Problems

Portals

 * Portal:Social Research

title: Social Studies


text:
User talk:The sunder king~enwikiversity

Welcome
Hello The sunder king, 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; for 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 ( my talk page, wiki blog ) 19:33, 14 October 2007 (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 The sunder king. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name The sunder king~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 00:05, 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) 06:24, 19 April 2015 (UTC)

title: User talk:The sunder king~enwikiversity


text: File:Solar System intro.ogg

title: File:Solar System intro.ogg


text:
User talk:Freshman

Welcome
Hello Freshman, 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; for 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.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 05:42, 15 October 2007 (UTC)

open edit sources
"All Wikis are open edit sources and inherently untrustworthy for that reason. A page can be corrupted just prior to download or updated just after download. There is absolutely no way to know that the downloaded page is 100% valid. All content must therefore be taken with a grain of salt" - Freshman

Copyright problem with Image:MG0684 102064640.PNG
Crochet.david 20:45, 2 August 2009 (UTC)

All images for this user are licensed under GNU or other designated license. If you find any graphic not so labeled add the following header and template:

Licensing:
Freshman 05:37, 14 August 2009 (UTC)

File:Harvard Chart Steps Description.PNG
Hi! In regard to File:Harvard Chart Steps Description.PNG, it seemed that the image was straight text, and this raised a couple of concerns with accessibility. Accordingly, I've rewritten the content as prose in the article, and nominated the image for deletion as it doesn't seem necessary at this point. Hopefully that's ok, but if you think the image is important that's fine with me - we'll just need to add a fair use rationale. - Bilby 05:57, 1 November 2011 (UTC)
 * Bilby, as I explained above in open edit sources the reason for an image file of this text was to prevent unnoticed vandalism. If you need text then please feel free to leave your text on the page but as a courtesy to others who might not notice changes please restore the image version to the page. Having both versions of the description on the page will solve both problems and make it easier for all users. Thanks. -- Freshman 19:36, 1 November 2011 (UTC)
 * That's an interesting thought - I haven't seen that argument made before, and it bears thinking about. The problem, though, with a use of an image instead of text, is that people with vision impairments cannot use images, so if the image is inherently replaceable with text we end up preventing them from using the resource in circumstances where that wasn't necessary. In this case we also get another problem, in that the image was claimed as fair use, but we can only use non-free images if they can't be replaced. - Bilby 20:27, 1 November 2011 (UTC)
 * Leaving your text version solves the problem of not being able to use the image. Leaving the image solves the problem of vandalism to the text. Lets move on. -- Freshman 20:54, 1 November 2011 (UTC)

title: User talk:Freshman


text:
Aboriginal education primary schools

Many factors influence aboriginal education within Australia, from clothing to community housing and their peers in the classroom environment. As an early and important role model in a child's life, teachers play a vital role in helping the child to acquire foundation skills of future learning. Their work directly affects the child's development of language and communication skills, motor skills, social skills, emotional and behavioral skills, and critical thinking skills all of which assist in the child’s growth and eventual adulthood. Many factors influence a student's success at school. Among these, consistent attendance is often cited as important, but a range of other factors also influence the way students access and engage with schooling.

The main aim of <> is to evaluate the impact of pre-service education in Aboriginal studies of primary school teachers. Specifically, it aims to measure the self-perceived abilities of educators to appreciate, understand and teach Aboriginal studies and perspectives in Australian schools. The studies also compared and contrasted these teachers self perceptions with teachers who had not undertaken an Aboriginal studies subject as part of their initial teacher education course. The project sought to identify useful structure and content that would strengthen teacher’s ability to teach Aboriginal studies and Aboriginal students.

Analysis of data found that pre-service education of Aboriginal studies make a positive difference for teachers. Teachers felt they knew more about Aboriginal history, current issues, pedagogy for teaching Aboriginal studies and generally were more effective teachers for Aboriginal students. These findings also offer insights into how to strengthen Aboriginal studies courses.

Health is an issue for a lot of Aboriginal families. It has been discovered that many of the children have little or no breakfast. One solution is to have some "brain food" available for the children to snack on during the morning session. Classroom refrigerators should be stocked with cheese-sticks and popcorn. Prior to the cyclone bananas were also an option, but some schools cannot afford this right now. Hydration is not typically a problem, as most children have access to bottled water during school hours. A child's education requires much more than just attendance. Students who are hungry, unwell or can’t hear the teacher properly are not in a position to learn. It’s up to the individual teacher to manage this. Some teachers have little plates of food on the children’s desks while others just have a quick break. The point is to make sure it’s available to the children. It’s not a meal, it’s just a very small snack just to keep the brain going. Foods that are both nutritious and easily accessible are especially valued.

"How we learn what we need to know" is a selection of literacy and numeracy case studies from NSW primary schools that have achieved enhanced outcomes for Aboriginal students. This publication presents case studies of seven New South Wales primary schools that developed educational programs and teaching strategies specifically for Aboriginal students. The aim of the case studies project was to identify programs, strategies and processes which, in the opinion of regional Aboriginal Educational consultants and the Aboriginal Education Consultative Group, work effectively with Aboriginal students, and to describe how those programs were developed. This program acknowledges and endorses Indigenous world views and promotes greater understanding and respect for Indigenous peoples, cultures, histories and languages.

Aboriginal grandmothers (grannies) in many communities throughout Australia are considered the backbone of the social structure. This is the case for the Murri Granies in a town in regional eastern Australia. Many of these women are also their grandchildren's primary caregivers and disciplinarians, and sometimes this role is detrimental to their own care and well-being. As a response to this stress, the local Aboriginal Medical Service (AMS), which includes a comprehensive primary health care facility, began promoting the program 'Relax to the Max' to the Grannies as part of the holistic care they offer. Since these humble beginnings some three years ago, the group has grown to become the "Graniators" support group. In addition to their initial work of supporting each other, the group extended their field of action to the entire community to address social issues, particularly those around youth and children. To complement and strengthen their initiative, the Graniators partnered with other organizations in the community including the police, the municipal council, the state government's department of housing, the local primary school and a special youth service group. The program's evaluation has proven to be extremely positive in providing others in the community a clear and positive formula for driving change at a grass roots level

Compared with non-Indigenous Australians, Australian Aborigines have higher levels of infant mortality, greater incidence of infectious diseases, and a life expectancy that is fifteen to twenty years lower (Australian Bureau of Statistics, 1997, 2002). In the early childhood years (0-8 years), Indigenous students are less likely to participate in pre-schooling than their non-Indigenous peers. They have higher rates of absenteeism beginning in primary school, and the early indications of their educational achievement, as measured by state-wide English literacy assessments, indicate that, as a group, they perform at a lower level compared to their non-Indigenous peers. Aboriginal educators (both Aboriginal teachers and Aboriginal Education Assistants) have been employed to implement appropriate learning and teaching strategies, enhance the involvement of Aboriginal families in their children's schooling, and improve the learning outcomes of Aboriginal students. By focusing on effective transitions to school programs, much can be done to support Aboriginal children, families, and communities and to promote their positive engagement in education. In addition, evidence indicates that the presence of Aboriginal people within a school, such as teachers, aides, general staff, or members of school councils and committees, is crucial to helping make young Aboriginal children feel as if they belong in the school environment.

title: Aboriginal education primary schools


text:
Computer architecture/Instruction Set Architectures/Assignment 1

Assignment 1 (comparison of 3 different architectures and their instruction set)
There is a LaTeX design template we will use to get proper documents in PDF format.

A preliminary draft is also available here.

A summary of the S/360 architecture can be found here.

Please extend the template with your work.


text:
User talk:Molniya

Welcome
Hello Molniya, 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; for 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 ( my talk page, wiki blog ) 05:43, 15 October 2007 (UTC)

Thanx!
I made this stop here, just to thank you for your shrewd, proof-reading and corrections/contributions in Engineering Orientation course. Keep-up the good work. I am currently involved in other course work in the deparment of electrical engineering here at wikiversity. Please visit my user page to see what-else i am up to.Happy wikiversity - Thuvack 05:37, 21 April 2008 (UTC)

title: User talk:Molniya


text:
User talk:Calu mk

Welcome
Hello Calu mk, 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; for 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 ( my talk page, wiki blog ) 05:44, 15 October 2007 (UTC)

Image:Assignment2.pdf
Please provide a source and license template for this image. Thanks. – Mike.lifeguard | @en.wb 23:00, 13 February 2008 (UTC)

title: User talk:Calu mk


text:
Technical writing/Types of User Documentation

back to Technical Writing Level 2

Generally, documentation is divided into two main areas.

 * Process Documentation guides the development, testing, maintenance and improvement of systems. They are used by managers, engineers, testers, and marketing professionals.  These documents use technical terms and industry-specific jargon.

 * Product Documentation gives customers the information they need to use the product. They are primarily teaching materials which include some technical explanation.  They use everyday terms in place of technical jargon, making it easier for the novice or outsider to understand the system.

Process Documentation
For large software projects, technical writers start preparing the documentation even before development starts. Technical writers have to produce different types of documents during the SDLC such as:

 * Test plans
 * Design specifications
 * Project plans

Following are the process documents that provide information related to the development and maintenance of the system:

 * Estimates, plans and schedules: The managers usually prepare this type of product document that describes how to manage and control the software.
 * Reports: These documents report on resource use during the development process.

 * Standards and conventions: These documents outline how to implement the process needs.

 * Working Papers: These are the most important technical communication documents of a project. Working papers record the thoughts and ideas of the developers working on the project. They explain the underlying principle behind the implementation of the design. Working Papers also describe implementation strategies.

 * Electronic mail messages and Memos: These documents contain communication between managers and software developers. These are of primary interest to the software historians.

Initiation Phase Indented line Project Proposal Marketing Study Feasibility Analysis

Analysis and Planning Phase

 * User Requirements

 * Functional Specification

 * Design Documents

 * Project Plan

 * Work-Breakdown Structure (WBS)

 * Configuration Management

 * Test Plan

 * Delivery Plan

 * User Training Plan

 * Acceptance Tests

Development Phase

 * Detailed Design

 * Code Comments

 * Test Cases
 * Version Control Records

Integration & Testing Phase (I&T)

 * Top-down Testing
 * Bottom-up Testing
 * Mixed ("Sandwich") Testing
 * Big-bang, Risky-hardest, etc.

Delivery Phase

 * Installation and Maintenance Manuals (See Product Documentation below)

 * Training Delivery

 * Troubleshooting and Issue Tracking
 * Release Notes (depending on the methodology)

Maintenance Phase

 * Updates and Patches
 * Release Notes

 * Troubleshooting and Knowledge Base

Improvement Phase

 * Project Accounting

 * Lessons Learned

Product Documentation
Product documentation offers comprehensive description and information on the product. The product documentation has a relatively long life compared to the process documentation. The technical writers start preparing the product documentation while the product is being developed. Writing the product documentation and developing the product is a simultaneous process. The product documentation can be categorized into:

 * User Documentation: The user-documentation is written for the end-users. It contains elaborate information on how to use a particular product.

 * System Documentation: It is primarily intended for the system and maintenance engineers.

User Documentation
The technical writer structures the documentation so that it caters to different user tasks and meets the requirements of users with varied experience and expertise. The technical writer must be able to differentiate between end-users and system administrators.

 * End-users employ the software to get their job done. The user can use the software for writing a book, for managing their insurance policies, or for flying an aircraft. The end-users are not interested in learning the intricate details of the software; they only want to know how they can employ the software for performing a particular task.

 * System administrators manage the software for the end-users. The system administrator's job can be manifold; they can work as a network manager in case the system requires a network of workstations, as an operator if it's a huge mainframe system, or as a technical expert who fixes software problems for the end-users.

Types of User Documents
Technical writers prepare documents for different types of users. Typically, there are four basic types of user documents:
 * 1) Features Description - The functional description lists features, describes complex GUIs and provides information on the services offered by the system. This document should offer a detailed overview of the software. The end-users should be able to decide whether this is the software they are looking for after going through the introductory manual.
 * 2) Administrator Manual
 * 3) *System Requirements - minimum hardware requirements to use the software i.e. cpu speed, number of cores, memory requirements and any software environment or application prerequisites.
 * 4) *Installation - The system installation document is meant for the system administrators; this document should provide information on how to install the system. The system installation document should contain a description of the system files and the hardware configuration required. It should also offer detailed information on how to operate the system, how the configuration-dependent files should be customized and how to establish the permanent files.
 * 5) *Configuration - The system configuration document is meant for the system administrators or users. This document provides information on how to configure the system or the software for end-use. You can combine this document with the system installation document depending upon the requirement and the volume of information.
 * 6) User Manual - The user manual should introduce the audience to that particular system. It should outline the normal functions of the system and should provide instructions on how to get started and how to use the various applications. The instructions should be further illustrated with examples.
 * 7) System References - The system reference documentation should provide information on the system facilities, how to use those facilities, a list of error messages and how to recover from errors. The system reference manual should be written in a descriptive style. It holds detailed information for the most advanced or highly technical users.

back to Technical Writing Level 2


text: File:FUBAR opset.pdf

title: File:FUBAR opset.pdf


text:
BCP/Thalictrum pubescens

Thalictrum pubescens

title: BCP/Thalictrum pubescens


text:
BCP/Thalictrum pubescens/Logs

2007 Logs

 * --SB_Johnny | talk 13:01, 25 June 2007 (UTC)

2008 Logs

 * --SB_Johnny | talk 11:02, 28 June 2008 (UTC)
 * --SB_Johnny | talk 09:02, 2 July 2008 (UTC)
 * --SB_Johnny | talk 10:07, 20 July 2008 (UTC)
 * --SB_Johnny talk 12:22, 9 August 2008 (UTC)

2009 Logs

 * (no archived logs yet)

Recent Logs

 * Jomegat 26 June 2009
 * Jomegat 14:34, 1 July 2009 (UTC)
 * Jomegat 22:58, 16 July 2009 (UTC)

title: BCP/Thalictrum pubescens/Logs


text:
BCP/Erigeron

Erigeron

title: BCP/Erigeron


text:
BCP/Erigeron/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-NHAMP 09:09, 9 October 2007 (UTC)
 * --Jomegat 23:13, 30 October 2007 (UTC)
 * --SB_Johnny | talk 10:23, 2 November 2007 (UTC)

title: BCP/Erigeron/Logs


text:
BCP/Rosa 'Knockout'

Rosa 'Knockout'

title: BCP/Rosa 'Knockout'


text:
BCP/Rosa 'Knockout'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:07, 15 October 2007 (UTC)
 * --SB_Johnny | talk 10:04, 2 November 2007 (UTC)
 * --SB_Johnny | talk 09:03, 5 June 2008 (UTC)
 * --SB_Johnny | talk 10:38, 2 July 2008 (UTC)
 * --SB_Johnny | talk 10:26, 14 July 2008 (UTC)
 * --SB_Johnny talk 10:58, 6 August 2008 (UTC)
 * --SB_Johnny talk 09:17, 5 September 2008 (UTC)

title: BCP/Rosa 'Knockout'/Logs


text:
South Africa Community Projects

ORGANIZATIONS

 * University of Pretoria

title: South Africa Community Projects


text:
South Africa Community Projects/University of Pretoria

MODULES
Joint Community Projects


text:
User talk:Abualam

Welcome
Hello Abualam, 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; for 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 ( my talk page, wiki blog ) 15:31, 15 October 2007 (UTC)

title: User talk:Abualam


text:
Talk:South Africa Community Projects

Hello, hope we can also expect some content on this page ? Erkan Yilmaz ( my talk page, wiki blog ) 15:35, 15 October 2007 (UTC)

coming soon ... but we are restructuring the site ....

Suggest: rename and move the content under this link to the new portal:

The hierarchy is currently: - from the old main page, now superceded

(See the new hierarchy)

Historical Interest:

Under "Community projects":

 * http://en.wikiversity.org/wiki/CommunityProjectsSouthAfrica
 * http://en.wikiversity.org/wiki/CommunityProjectsSouthAfrica_UP
 * http://en.wikiversity.org/wiki/CommunityProjectsSouthAfrica_UP_JCP
 * on this page we find two PDFs - make these wiki pages so people can comment and edit.
 * then we have a sub-heading "CURRENT PROJECTS" under which we find:
 * http://en.wikiversity.org/wiki/Community_Projects_South_Africa_UP_JCP_Biopelo

Actually, all the above are not in a real hierarchy.

I suggest we aim for some structure and design some tags. The natural places to find these things:

- from the top level of the new portal:

1 - Biopelo: Main page - Community Projects - (by region or by theme) - I suggest using a hierarchy for the geographical regions and tags/categories for the themes.

2 - UP's projects: most projects should span institutions. Rather make a page for UP under Networking and maintain a list of projects UP is involved in there.

3 - South Africa's projects - find them by region (via the hierarchy). Or by Category:Social Entrepreneurship South Africa - perhaps create a namespace "Social Entrepreneurship".

4 - The PDFs: the safety page is easy, and can go under some planning module/section, and be referenced from other places. the other one is an excellent overview and could be used to inform the structure of the new portal - or perhaps the next portal - a new area for the students to develop their own curriculum, etc. It could also serve as the detailed curriculum for a module on Community-based Learning.

Ktucker 21:34, 20 October 2007 (UTC)

title: Talk:South Africa Community Projects


text:
South Africa Community Projects/University of Pretoria/Joint Community Projects

JOINT COMMUNITY BASED PROJECT
Project information

The module is offered on an open-ended and project-orientated basis and students will be required to choose from existing projects or to submit topics in the form of a proposal, for evaluation and approval. Students will have the option to attempt the module in any one of their undergraduate years of study and must register for the module in the year of their choice, but preferably not during the final year of their undergraduate studies. Depending on the specific nature of the project, it may be attempted during the course of a semester, during vacations, or both. Projects may be carried out by individual students or in teams. The team projects are subject to the condition that a distinct task is allocated to each of the team members and that each of the team members be assessed individually. Multidisciplinary project teams, i.e. project teams consisting of team members from across the various schools and departments within the Faculty, are encouraged.

Documentation
[[Media:Guidelines_for_ensureing_the_safety_of_students_during_CBL.pdf]]

[[Media:Information_About_Community_Based_Learning.pdf]]

CURRENT PROJECTS
Biopelo


text:
South Africa Community Projects/University of Pretoria/Joint Community Projects/Biopelo

Project Information
(The information regarding the project will be entered here)

Project Documentation
[[Media:Supervisor_assessment.pdf]]

(Any documentation that was used can be uploaded here)


text:
Computer Architecture Lab/WS2007/SHWH/AssignmentI

Processor Comparison
([[media:SHWH_ProcessorComparison.pdf|pdf version]])


text:
Category:Students of generalism

Materials having to do with Students of generalism.

title: Category:Students of generalism


text:
Category:Students of generality

Materials having to do with Students of generality.

title: Category:Students of generality


text: Category:Students of new media arts

title: Category:Students of new media arts


text:
Category:Students of Art and Design

Materials having to do with Students of Art and Design.

title: Category:Students of Art and Design


text:
Category:Students of Orthodox Christianity

Materials having to do with Students of Orthodox Christianity.


text:
Social problems

The following are learning resources related to social problems. Attempting to work towards solving problems in living can be a to try and reduce the undesirable impact of social problems.

What are social problems?
Social problems are the general factors that affect and damage society. Also known as social issues sometimes. A social problem is normally a term used to describe problems with a particular area or group of people in the world. Social problems often involve problems that affect the real world. It also affects how people react to certain situations. Examples can include: 🇨🇴
 * Illiteracy
 * Anti social behavior/crime
 * Rape
 * Crime and Cyber crime
 * Human Trafficking
 * Sexual abuse
 * High crime rate
 * Child abuse

 * Malnutrition
 * Discrimination
 * Racial discrimination
 * Ageism
 * Sexism
 * Ableism
 * The shortage of schools
 * Political corruption
 * Unemployment/underemployment
 * Unplanned/early pregnancy

 * Poverty
 * Drug abuse
 * Alcohol abuse
 * Bullying
 * Obesity
 * Irresponsible/problematic gambling
 * Animal abuse
 * The lack of infrastructure

 * Economic deprivation
 * Economic injustices
 * Female genital mutilation
 * War
 * Unhappiness/misery/lack of meaning
 * Stress (distress, not eustress)
 * Lack of social skills (which some may not feel is a problem)
 * Family conflict/family disharmony

Discussion questions and essay ideas

 * What are some of the most prevalent social problems that exist?
 * What are some examples of "problems in living", and how does these relate to social problems?
 * How can people work together to remedy social problems?
 * Is lack of education a social problem? How can embracing a voluntary education be encouraged?
 * How can open source content on wikis help to develop solutions to social problems?
 * What are the most efficient ways to help eliminate poverty on Earth?
 * Is paying drug abusers to be sober a sustainable and effective tactic?

Wikipedia

 * Nuclear labor issues - Labor issues can be social problems. Labor issues can relate to economic problems which can affect individuals and families.
 * List of ongoing armed conflicts
 * List of ongoing proxy wars

title: Social problems


text:
The Spring Creek Project

the Spring Creek Project Mission

The challenge of the Spring Creek Project is to bring together the practical wisdom of the environmental sciences, the clarity of philosophical analysis, and the creative, expressive power of the written word, to find new ways to understand and re-imagine our relation to the natural world.

Projects:

Writers’ Residency Programs

The Collaborative Retreat at the Cabin at Shotpouch Creek is a two-week-long retreat for two participants who wish to pursue a collaborative project, or two participants who each have individual projects and who anticipate a synergistic benefit from each other's presence. At least one of the applicants must be a writer who takes inspiration from the natural world. The second applicant may also be a writer, or he or she may work in any other field (e.g. science, philosophy, music, art, crafts, etc.).

Andrews Forest Writers' Residencies

Creative writers whose work in any genre reflects a keen awareness of the natural world and an appreciation for both scientific and literary ways of knowing are invited to apply for one-week residencies at the H.J.Andrews Experimental Forest. The mission of the Long-Term Ecological Reflections program is to bring together writers, humanists and scientists to create a living, growing record of how we understand the forest and the relation of people to the forest, as that understanding and that forest both change over time. The residencies are intended to provide concentrated time for personal creative work that promises to further the exploration of the relationship of humans to the rest of the natural world.

/The Blue River Gathering/

the Spring Creek Project website

title: The Spring Creek Project


text:
The Spring Creek Project/The Blue River Gathering

Recently, an eclectic group of philosophers, scientists, and creative writers gathered near the Blue River in the H.J. Andrews Experimental Forest of Oregon to discuss ways to engage practically with our current ecological crisis. This website will function to continue the powerful dialog among those who recently attended the Blue River gathering. This site will also empower and encourage others to do engaged environmental work. It is hoped that collaborations across disciplines will be facilitated, allowing professional philosophers, scientists, and those involved with policy to collaborate on approaches to this pressing issue. Philosophers and creative thinkers are called to be leaders in efforts to create healthy bio-cultural communities on a planet restored and whole.

/Report from the first gathering/

Return to the Spring Creek Project


text:
The Spring Creek Project/The Blue River Gathering/Report from the first gathering

REPORT Salmon Nation Environmental Philosophers’ Gathering Blue River, Oregon, September 28 – 30, 2007 Last weekend, environmental philosophers from across the country met with ecologists in the ancient forest of the central Cascade Mountains to address two important questions -- In a degraded and dangerous world, what is our work? How can we get it done? The conversation was wide-ranging, creative, constructive, collegial, spirited, and energizing. While it's not possible in a short email adequately to convey the spirit of the discussions, here are a few of the many outcomes. More information on each of these will be forthcoming as plans unfold: -- Plans for a "Testimony"- or "Refuge"-style book that gathers short, powerful arguments from well-known philosophers, theologians, and moral leaders from all traditions, in support of the claim that we have a moral obligation to future generations to leave a world at least as full of possibilities as the world that was left to us. Just as scientists came together to tell the world of the global scientific consensus that climate change/chaos is real and dangerous, philosophers can come together to provide the second premise, a global moral consensus that advances the practical argument from fact toward action.

-- Encouragement to present papers or workshops at professional meetings beyond philosophy meetings (Society for Ecological Restoration, University Education in Natural Resources, Wildlife Society, etc.) and at national and international policy-setting meetings, in order to offer philosophical/ethical perspectives and create new collaborations.

-- From the graduate students, a call for and suggestions for pluralism in mentoring and curricula, educating those students who aspire to be the next generation of philosophy professors, but also providing advice and educational opportunities for students whose aspirations may include being the next director of northwest national forests or manager of a water trust or Secretary of the Interior or director of giving for a large foundation. Their call coincided with faculty interest in mentoring students for careers beyond the academy.

-- New strategies and workshops to maximize the creative and constructive use of existing NSF funds for environmental philosophy and to explore possibilities for new lines of funding for collaborative work between ecologists and philosophers. -- Ideas for training programs and other events to help environmental philosophers speak out effectively, making alliances with journalists, scientists, and others. On-line writing groups or other ways to help those who wish to write for readers other than philosophers or in genres other than the journal article. -- A biennial gathering of environmental philosophers and ecologists at this forest site in the Blue River watershed (a meeting that we will call, from now on, the Blue River Environmental Philosophers’ Gathering, in recognition of the place and the national interest this meeting uncovered). Mark your calendars for the Blue River Environmental Philosophers' Gathering in late September 2009.

-- Encouragement and support for others to organize regional discussions with environmental philosophers and scientists. -- Many other ideas. Watch the Spring Creek Project website, http://springcreek.oregonstate.edu/ for updates and on-line discussions and networking. The energy and good will of the participants and the power of the discussions made it a good and important meeting. What made it exceptional was the place -- the massive dark cedars overhanging the creek, the darkness and silence after we called to spotted owls, the blanket of moss over the forest floor, woodsmoke flattening against the tarp over our fire, soft rain, chanterelle mushrooms and local greens, a musician who played only in minor keys, the interruptions of a pileated woodpecker, and the deep and grateful knowledge of the wonderful ecologists among us. Special thanks to the H.J. Andrews Research Forest and to science director Barbara Bond and Fred Swanson, who welcomed us to the forest and the cabins at the research center; to OSU's Spring Creek Project for Ideas, Nature, and the Written Word for substantial financial underwriting; to Charles Goodrich, Spring Creek's program director, for his welcoming and efficient organizing skills; to all who came and all who would have come if they could have. Kathleen Dean Moore (Oregon State University, kmoore@oregonstate.edu), Michael Nelson (Michigan State University, mpnelson@msu.edu), and Andrew Light (alight@u.washington.edu), organizers.


text:
User talk:Alfonzjanfrithz

Welcome
Hello Alfonzjanfrithz, 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; for 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 ( my talk page, wiki blog ) 05:48, 16 October 2007 (UTC)

title: User talk:Alfonzjanfrithz


text:
User talk:Manuelzaera

Welcome
Hello Manuelzaera, 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; for 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 ( my talk page, wiki blog ) 05:51, 16 October 2007 (UTC)

title: User talk:Manuelzaera


text: File:I960 encoding.gif

title: File:I960 encoding.gif


text:
Computer Architecture Lab/WS2007/SHWH/Processor Comparison

If you prefer to print or to download this document, we also offer the same content as  [[media:SHWH_ProcessorComparison.pdf|PDF version]].

History
The MOS Technology 6502 is an 8-bit microprocessor that was designed by Chuck Peddle for MOS Technology in 1975. It has approximately 5000 transistors.

The internal logic runs at the same speed as the external clock rate, but despite the slow clock speeds between 20 KHz and 2 MHz, the 6502 was actually competitive with other CPU's using significantly faster clocks. This is partly due to simplistic state machine implemented by combinatorial logic to a greater extent than in many other designs; the two phase clock can thereby control the whole machine-cycle directly.

When the 6502 was introduced, it was the least expensive full-featured CPU on the market by a considerable margin, costing less than one-sixth the price of competing designs from larger companies such as Motorola and Intel.

His main concurrent was Zilog Z80.

6502 was the first microprocessor CPU with a 1-step instruction pipeline. This means that during execution of one command already the next instruction could be fetched.

One of the first uses for the design was the Apple I computer. The 6502 was next used in the Apple II, and the Commodore PET. It was later used in the Atari home computers, the BBC Micro family, and a huge number of other designs. Bender, a fictional android "industrial robot" and a main character in the animated TV series Futurama, was revealed to have a 6502 as his "brain".

Registers
6502 has very few registers. It has an 8-bit accumulator, two 8-bit index registers, one 8-bit stack pointer, an 8-bit status register, and a 16-bit program counter.

The accumulator is the main register for arithmetic and logic operations. Unlike the index registers X and Y, it has a direct connection to the Arithmetic and Logic Unit (ALU).

The stack memory ranges from 0x0100 to 0x01FF. The stack register (S) is a 8-bit offset to the stack page. In other words, whenever anything is being pushed on the stack, it will be stored to the address 0x0100+S.

The bits in this status register are called flags. The bits in the register are Negative, Overflow, Unused, Break, Decimal mode, Interrupt disable, Zerro, and Carry flags.

Instruction Set
The 6502 microprocessor has a variable instruction encoding and the byte-order is Little Endian. Every command needs between 2 and 7 clock cycles. The instruction set includes 56 instructions.

Addressing Modes
The chip used the index and stack registers effectively with several addressing modes, including a fast "direct page" or "zero page" mode, that accessed memory locations from address 0 to 255 with a single 8-bit address. The 6502 has altogether 13 addressing modes.

The 6502 has a 64 KByte address space.

Arithmetic Instructions
Available commands are addition/subtraction, binary connections, and rotate/shift operations.

Compare Instructions
The compare instructions set or clear three of the status flags Carry, Zero, and Negative.

The three types of compare instructions are CMP (Compare Memory and Accumulator), CPX (Compare Memory and Index X), and CPY (Compare Memory and Index Y).

Register Instructions
These commands include load and store, transfer, flag operations and push/pull instructions.

Jump Instructions
The 6502 has some conditional and some unconditional jumps.

Interrupt Instructions
There are exact 4 instructions available: sei, cli, brk, nop.

Pins
The 6502 has a 16-bit address bus and a 8-bit data bus. As the memory was faster than the CPU, it made sense to optimize the CPU for memory access.

Altogether the 6502 microprocessor has 40 pins.

History
The DLX processor is a RISC processor that was designed by John Hennessy and David Patterson with the main objective to produce a fully pipelined DLX processor for pedagogical purposes. It was first mentioned 1995 in "Computer Architecture: A Quantitative Approach." The pipeline of the DLX processor has 5 stages, namely fetch, decode, execute, memory, and writeback.

This processor is a load/store machine and emphasizes a simple instruction set, design for pipeling efficiency, an easily decoded instruction set, and efficiency as a compiler target.

Registers
The DLX processor has 32 general-purpose registers (GPRs), each of which is 32 bits long. Register r0 is a special register that always has the value 0.

Furthermore, the processor has 32 floating-point registers (FPRs), which can be used as 32 single precision 32-bit registers or as even-odd pairs holding double-precision values.

Last but not least, the DLX processor has a 32 bit program counter (PC) and 31 special purpose registers.

Instruction Set
The DLX processor has a hybrid instruction encoding. Each instruction is encoded in a 32-bit word. It uses a Big Endian addressing scheme. There are 3 instruction formats, namely I-type, R-type, and J-type. The I-type format is generally used for arithmetic and logic instructions that have an immediate operand, and for branch instructions. The R-type format is used for arithmetic and logic instructions that operate entirely on data in registers. The J-type instructions are used for unconditional jump instructions.

64 basic instructions are supported by the DLX processor, though it can also support extended instructions, as long as those instructions work purely on registers.

Addressing Modes
The DLX processor has only 3 addressing modes, namely immediate, displacement, and register.

The processor has a 4 GByte address space.

Data Transfer Instructions
The load and store instructions are the only means of transferring data between the CPU and memory.

Arithmetic and Logic Instructions
All ALU instructions are register-register instructions and contain addition, subtraction, multiplication, division, comparison, and so on.

Control Transfer Instructions
Control Transfer Instructions are mainly branches and jumps. There are also instructions available which deal with exceptions and interrupts.

Pins
The DLX processor has a 32 bit address and data bus. Together with clk, reset, and so on, the processor has 73 pins.

History
The 4stack processor is still a research project for high performance and low cost computing and designed by Bernd Paysan. The 4stack processor uses stack based instructions for a four way VLIW processor.

The 4stack processor has 4 Arithmetic Logic Units and 4 Stacks. Each stack has its own ALU. In addition to the 4 ALUs, two memory units allow parallel load and store.

The stacks store a 32 bit value and 64 bit data is represented by two stacks. Stack instructions either use 32 or 64 bit signed or unsigned integers or bit patterns, or 32 bit single or 64 bit double floats. Memory instructions load and store bytes, half words, words, and double words.

Less than 500k transistors are required for the core, leaving more space for caches. Furthermore, the stack paradigm greatly increases instruction density. The 4stack processor encodes up to 8 operations in 64 bits.

Registers
Each stack has 10 registers, including the stack pointer and the status register. There are 4 additional global registers for special purposes. For memory access there are further 32 registers.

Instruction Set
The 4stack processor is a 32 bit machine. The command length is 64 bits, though each command can consist of several operation fields for the independent execution units. All these operations are performed simultaneous.

The load instruction takes 2 cycles, though the store instruction takes only 1 cycle. In case of a cache miss a wait instruction has to be inserted.

The instruction encoding uses Big Endian and has 5 main instruction formats.

Stack Operations
Stack operations are divided into ALU operations and immediate number operations. The immediate number operations are intended to push small numbers on the stack. The ALU operations are used for general purpose and for floating point calculations.

Data Move Operations
Data move operations are divided into load/store, address update and immediate offset operations. An immediate offset operation in one data move field is added to the computed address in the other data move field.

Flow Control Operations
Flow control operations divide into conditional branches, calls/jumps, counted loops, returns, and indirect calls/jumps.


text:
Portal:Social Entrepreneurship Network/Social Entrepreneur Case Studies/Community Projects

List all the community projects here

=South Africa=

etc.


text:
Portal:Social Entrepreneurship Network/Community Projects

List all the Community Projects here ...

=South Africa=


text:
BCP/Viburnum rhytidophyllum

Viburnum rhytidophyllum

title: BCP/Viburnum rhytidophyllum


text:
BCP/Viburnum rhytidophyllum/Logs

This page contains recent bloom logs for the plant Viburnum rhytidophyllum (Leatherleaf viburnum).

Recent Logs

 * SBJ 09:05, 16 October 2007 (UTC)
 * --SB_Johnny | talk 09:18, 8 May 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/Viburnum rhytidophyllum/Logs


text:
BCP/Helianthus salicifolius

Helianthus salicifolius

title: BCP/Helianthus salicifolius


text:
BCP/Helianthus salicifolius/Logs

This page contains recent bloom logs for the plant Helianthus salicifolius (Willow-leaf Sunflower).

Recent Logs

 * SBJ 09:08, 16 October 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/Helianthus salicifolius/Logs


text:
BCP/Eremocarpus setigerus

Eremocarpus setigerus

title: BCP/Eremocarpus setigerus


text:
BCP/Eremocarpus setigerus/Logs

This page contains recent bloom logs for the plant Eremocarpus setigerus (Turkey Mullein).

Recent Logs

 * Hazel 16:52, 3 August 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/Eremocarpus setigerus/Logs


text:
BCP/Euonymus fortunei

Euonymus fortunei

title: BCP/Euonymus fortunei


text:
BCP/Euonymus fortunei/Logs

This page contains recent bloom logs for the plant Euonymus fortunei (Wintercreeping Euonymus).

Recent Logs

 * SB Johnny-LM 09:27, 14 August 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/Euonymus fortunei/Logs


text: Category:BCP/Family/Celastraceae

title: Category:BCP/Family/Celastraceae


text:
Category:BCP/PRAGUE/NP

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

title: Category:BCP/PRAGUE/NP


text:
Category:Bloom Clock/Prague Categories

These are the categories for regional data from Prague, Czech Republic. These categories should be added to the Bloom Clock Plant pages for both month and flora type.

 * BCP/PRAGUE/GP: for garden (cultivated) plants.
 * BCP/PRAGUE/IP: for exotic invasive plants (referenced using ?).
 * BCP/PRAGUE/NP: for plants native to Prague and surroundings.

title: Category:Bloom Clock/Prague Categories


text:
BCP/Ilex verticillata/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 08:29, 26 June 2007 (UTC)
 * --SB_Johnny | talk 11:29, 20 June 2008 (UTC)

title: BCP/Ilex verticillata/Logs


text: Category:BCP/Family/Aquifoliaceae

title: Category:BCP/Family/Aquifoliaceae


text:
BCP/Salix discolor/Logs

This page contains recent bloom logs for the plant Salix discolor (Pussy-willow).

Recent Logs

 * SB Johnny-LM 13:22, 31 March 2007 (UTC)
 * --SB_Johnny | talk 13:00, 31 March 2008 (UTC)
 * SB Johnny-LM 11:30, 4 April 2008 (UTC)
 * --SB_Johnny | talk 09:32, 14 April 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/Salix discolor/Logs


text: Category:BCP/Family/Salicaceae

title: Category:BCP/Family/Salicaceae


text:
BCP/Impatiens walleriana/Logs

This page contains recent bloom logs for the plant Impatiens walleriana (Busy Lizzie).

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).
 * SortaQuiet 23:02, 17 June 2007 (UTC)
 * SBJ 10:59, 16 October 2007 (UTC)
 * SB Johnny-LM 13:15, 1 November 2007 (UTC)
 * --SB_Johnny talk 09:19, 23 September 2008 (UTC)
 * (no archived logs yet)

title: BCP/Impatiens walleriana/Logs


text:
BCP/Asarum europaeum/Logs

This page contains recent bloom logs for the plant Asarum europaeum (European Wild Ginger).

Recent Logs

 * --SB_Johnny | talk 17:26, 9 June 2007 (UTC)
 * --SB_Johnny | talk 10:28, 14 April 2008 (UTC)
 * --SB_Johnny | talk 10:18, 27 April 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/Asarum europaeum/Logs


text:
BCP/Nuytsia floribunda/Logs

This page contains recent bloom logs for the plant Nuytsia floribunda (Western Austrailia Christmas Tree).

Recent Logs

 * --Gnangarra 09:42, 25 December 2006 (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/Nuytsia floribunda/Logs


text:
BCP/Banksia attenuata/Logs

This page contains recent bloom logs for the plant Banksia attenuata (Candlestick Banksia).

Recent Logs

 * --Gnangarra 09:42, 25 December 2006 (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/Banksia attenuata/Logs


text:
BCP/Prunus 'Okame'/Logs

This page contains recent bloom logs for the plant Prunus 'Okame' (Okame Flowering Cherry).

Recent Logs

 * --SB_Johnny | talk 13:35, 4 April 2007 (UTC)
 * SB Johnny-LM 08:59, 22 March 2008 (UTC)
 * SB Johnny-LM 10:14, 4 April 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/Prunus 'Okame'/Logs


text:
BCP/Viburnum x burkwoodii/Logs

This page contains recent bloom logs for the plant Viburnum x burkwoodii (Burkwood Vibrunum).

Recent Logs

 * SB_Johnny-LM 27 April, 2007 (from photographic log)
 * SBJ 12:05, 12 May 2007 (UTC)
 * SB_Johnny-LM 10:58, 20 April 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/Viburnum x burkwoodii/Logs


text:
Computer Architecture Lab/WS2007/Project -1 Lab2

MIssonPoSsible architecture:

Overview
We are using parts of the MIPS instruction set and architecture to archive a some what conmpatibility. In sum the processor possesses 25 instructions.

Registers
The architecture uses 32x32 bit registers, of which 29 are general purpose registers status register, zero register and a special register. (+ 32 bit program counter.)

Status Register Flags
The following table contains all status flags used for arithmetical operations and branch decisions:

The Overflow bit is set after multiplication operations arithmetic operations (MUL, MULU, ADD, SUB, shift operations) if the results needs more than 32bit. For additions it works as carry bit. The Zero bit is set if the result of the last operation was zero. The Negative flag is set, when the last operation was a signed-numbers operations and the result was negative. The random bit is randomly set after each clock cylce.

Instruction Set
The following are the six formats used for the core instruction set:

Simplified:

Supported operations:

ADD -- Add

ADDU -- Add unsigned

AND -- Bitwise and

BR -- Unconditional Branch

BZS -- Branch on zero set

BZC -- Branch on zero clear

BOS -- Branch on overflow set

BNS -- Branch on negative set

BNC -- Branch on negative clear

BOR -- Branch on random

JR -- Jump register

LLI -- Load lower immediate

LW -- Load word

NOOP -- no operation

OR -- Bitwise or

SLL -- Shift left logical

SLLV -- Shift left logical variable

SRA -- Shift right arithmetic

SRL -- Shift right logical

SRLV -- Shift right logical variable

SUB -- Subtract

SUBU -- Subtract unsigned

SW -- Store word

XOR -- Bitwise exclusive or

OpCodes
The opcodes have a hamming distance of 2.

Address Modes

 * register (register-absolute addressing for direct jumps)
 * immediate (immediate-relative addressing for branches)

Sample Files
Samples Instruction Set 2


text:
BCP/Sinocalycanthus sinensis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-LM 19:50, 30 May 2007 (UTC)
 * SB Johnny-LM 12:12, 30 June 2007 (UTC)
 * SB Johnny-LM 11:04, 31 May 2008 (UTC)
 * --SB_Johnny | talk 11:24, 4 June 2008 (UTC)

title: BCP/Sinocalycanthus sinensis/Logs


text:
User talk:Wikivortex

Welcome
Hello Wikivortex, 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; for 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! --JWS 13:13, 16 October 2007 (UTC)

title: User talk:Wikivortex


text:
BCP/Primula vulgaris/Logs

This page contains recent bloom logs for the plant Primula vulgaris (Common Primrose).

Recent Logs

 * Anna gdf 17:17, 20 April 2011 (UTC) (last ones)
 * Richardofoakshire 12:43, 12 March 2011 (UTC)
 * Anna reg 14:56, 8 February 2011 (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).

 * SB Johnny-LM 15:56, 16 April 2008 (UTC)
 * Anna gdf 12 April 2009 (Photo)
 * Anna gdf 04 April 2010 (Photo)
 * Anna reg 11:55, 12 April 2010 (UTC)

title: BCP/Primula vulgaris/Logs


text: Category:BCP/Family/Primulaceae

title: Category:BCP/Family/Primulaceae


title: File:DSC01036.jpg


title: File:F1000005-1.jpg


text: File:Supervisor assessment.pdf

title: File:Supervisor assessment.pdf


text:
User:Arwald~enwikiversity

Hello, testing user page.. Arwald is online hello world! i'm a senior student at Mongolia International University, majoring in Information Technology. Wikiversity is a great resource! Hurray!

title: User:Arwald~enwikiversity


text: File:Guidelines for ensureing the safety of students during CBL.pdf


text: File:Information About Community Based Learning.pdf


text:
File:Elizabethvnv Seduced by the darkside.pdf

Used with the WikiU Film School Lesson on how to format a movie script


text:
User talk:Arwald~enwikiversity

Welcome
Hello Arwald, my greetings to Ulan Bator. I hope you have fun and a great learning experience here. Below you will find more info. Erkan Yilmaz ( my talk page, wiki blog ) 15:17, 16 October 2007 (UTC)

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; for 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 ( my talk page, wiki blog ) 15:17, 16 October 2007 (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 Arwald. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Arwald~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 23:29, 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) 06:03, 19 April 2015 (UTC)

title: User talk:Arwald~enwikiversity


text:
User talk:S.t.

Welcome
Hello S.t., 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; for 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 ( my talk page, wiki blog ) 15:20, 16 October 2007 (UTC)

title: User talk:S.t.


text:
User:TAOdesign

TAOdesign
I am a Norwegian academic in Industrial design and Interaction design This reflects the type of posts I make here

Sorry, but I only infrequently work on Wikipedia and Wikiversity. I want to keep a low profile so it is best to contact me through my talk

title: User:TAOdesign


text:
User talk:TAOdesign

Welcome
Hello TAOdesign, 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; for 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! --JWS 15:39, 16 October 2007 (UTC)

title: User talk:TAOdesign


text:
Talk:Translation practice

Just give me some suport cuz' I am learning for meta.--Arceus fan 15:54, 16 October 2007 (UTC)(details)
 * Hello, what kind of support do you want ? We can not know your context, so you must help us - if you detail more, others might be more able to help you. As I see you enlisted in: List of English language students. Erkan Yilmaz ( my talk page, wiki blog ) 18:09, 16 October 2007 (UTC)

title: Talk:Translation practice


text:
Talk:Visual communication design

Suggest integrating with graphic design--TAOdesign 16:11, 16 October 2007 (UTC)

title: Talk:Visual communication design


text:
Wikiversity talk:FAQ

how do you start a research project?
http://en.wikiversity.org/w/index.php?title=Wikiversity:Colloquium&oldid=174328

--Tober 21:10, 12 October 2007 (UTC) Hi

I'm new to wikiversity, and would love some help. I would like to open a research project on how to convert food and organic waste into decent ethanol cheaply, and on a basis that would be viable on a local or community basis. But I don't know how to do this, as I am a paper-pusher by profession and know less about science than the wiki world.

Also, I would love to see a project into El Nino/La Nina started, as we had the wettest winter and summer on record in Ireland, as was predicted based on El Nino 2006.

Wiki is the way of the future....

Tober

 * Feel free to start new pages for new projects. If you start a page for a research project, think about listing it at the Research Portal and other relevant portals. In the case of the ethanol project, you might want to make links to your new page from some other pages such as Renewable energy systems and Sustainability. Once you have a start on your new page, think about linking to it from other webpages such as related Wikipedia pages (by using w:Template:Wikiversity). --JWSchmidt 23:06, 12 October 2007 (UTC)

 * Sorry for the redundancy. JWSchmidt covered some but not all of what I was adding.  A way to get started on ethanol is to setup a learning project or portal.   Add some interesting/enticing information.  Then link to your portal from various related pages such as schools and topics.   Be sure to add a link at the learning projects index.   You might have to create some of the topic pages (as stubs if you know little about the topic) such as pyrolysis, etc.  Sorry, pyrolysis is biodiesal from waste.  Then making periodic entries or changes might attact some interest from people scanning the recent changes page.   As an example of how the interlinking might work you might consider starting a stub at Lunar Boom Town for ethanol for drinking alcohol, energy storage, industrial solvent, or motor feul.  Include links to other lunar businesses you will depend upon for raw materials (farms, glass molder, etc), link to your new research project and hope the stub attracts some attention from other interested parties.   A key to attracting attention in the Wikimedia software environment is making regular additions or changes to your project so that it comes up periodically in the recent changes page.   Another key is to leave some encouraging messages on the talk page of anyone who makes some changes or contributions (contributing users available from history tab on the page in question).  Good luck!  Mirwin 23:15, 12 October 2007 (UTC)

re: Will I earn a diploma at Wikiversity?
Well Why Not earn a diploma at Wikiversity? Call it " WikiCredentials" This would change the world for good. Gaon Yincang Abhinava 03:25, 23 July 2011 (UTC) 7/22/2011 10:19pm

title: Wikiversity talk:FAQ


text:
Category:Students of Communication

Materials having to do with Communication.

Wikipedia Article: Communication

title: Category:Students of Communication