text:
User talk:KTucker

Leave a message for Ktucker

Portals
I've been looking at the Wikipedia portal pages that use "tabs" and wondering how to make them. I've made most of the existing Wikiversity portal pages by starting with Template:Box portal skeleton. Is there a similar way to start portals like Portal:Social entrepreneurship? --JWS 13:27, 20 October 2007 (UTC)

other (related?) issues

 * "finding a consistent way to have a snippet in a portal box with a link to 'more ...'." <-- I'm not sure what you mean. At the Education Portal the section called "The Wikiversity model for online learning" has a link like this: .....read more.....

 * See also Making links.

 * "how deep to make hierarchies (I guess no more than 3 levels is a good rule of thumb." <-- A significant amount of Wikiversity content is organized hierarchically using content development projects. However, there can also be a hierarchy of portals. For example, Portal:Science links to other science-related portals such as Portal:Life Sciences. So if there are ever too many learning resources to fit into an existing portal page for some topic, you can always start making new portals that are devoted to subtopics. It is also useful to have "navigation boxes" that provide links to related pages. For example see the Web 2.0 template in the "see also" section of Rendering models of living organisms. --JWSchmidt 15:08, 20 October 2007 (UTC)

Pages for deletion
Hi. You left quite a lot of notes on pages for them to be deleted after content was moved. Your methods were not quite kosher, although well-intended. Probably the best thing is to "move" the page, rather than the content. If you really have to move the content and not the page, then use a deletion template, because otherwise most custodians wouldn't find your notes! I was slightly surprised, as I assumed you were an experienced wiki editor. Something I missed?! Anyway, I've cleared up the pages for you, and if there's any more you need me to delete, you can also leave me a message. McCormack 09:35, 23 November 2007 (UTC)

 * Thanks for your off-wiki question about deleting pages. If you need to delete anything in future, or find anything which needs deleting, there are two recommended methods. One is to use a deletion template (which can be quite time-consuming, as you need to enter your reasons on a separate page); the second method is to contact a custodian (which is easy, because the custodian then does the work!). McCormack 12:27, 11 December 2007 (UTC)

Image:Theme-based.png
Please provide a license template and source for this image. Thanks. – Mike.lifeguard | @en.wb 21:53, 13 February 2008 (UTC)

Moving your portals to the main namespace
Hi. I've made a proposal at Portal reform to move your Floss4Science and Social Entrepreneurship portals into the main namespace of Wikiversity. I wanted to ask if you are OK with this. There are a number of advantages. One is that portals are really only for orientation, not content. Another is that your material will be more easily found in the main namespace, due to things like how automated categorisation and search results work. Please let me know if the move is OK with you. You don't have to worry about the technical side - that will be done for you. --McCormack 15:52, 12 May 2008 (UTC)
 * Hi again, and thanks for your comments on the talk page of the portal reform project. I hope you weren't offended by my rather megalomaniac suggestions. The main namespace was seen rather as a "promotion" of the status of your content and would have drawn it more to the eyes of others. I'd like to suggest an alternative, if the intention of all these portal subpages is organisational: the alternative is the Topic namespace. In fact the Portal, School and Topic namespaces are all organisational at Wikiversity, the Portal namespace really being for very major topic areas like "Education" or "History", while the other two are for more specialised project organisation. My guess is that FLOSS4Science could come under the Education and Science portals, although I'm not sure which superordinate area Social Entrepreneurship fits into. The idea is that we would fit these Topics into the framework of major portals, so that people could find them more easily. What do you think? And where does Social Entrepreneurship fit in subject-wise? Thanks for any guidance you can give. --McCormack 17:17, 13 May 2008 (UTC)
 * Hi yet again. Thanks for your "not convinced" post. This probably means you really don't like the mainspace suggestion, but what about the Topic: namespace suggestion? And could you clarify which disciplines these cross into for categorisation purposes? Thanks! --McCormack 12:26, 16 May 2008 (UTC)
 * Please ignore the preceding post - I've just seen you've posted a lot more as well. I should read it all first! --McCormack 12:28, 16 May 2008 (UTC)
 * Thanks James. At the end of this we should be in a good position to extend the guidelines for editors of portals :-). Sometimes these may need to be customised for specific types of portals and according to the preferences of the initiator and/or community. For our tabbed portals (see Make a portal) we have some Guidelines for editors (Social Entrepreneurship and FLOSS4Science).

Multiple learning models
Hi Kim, and thanks for your comments and support of a "multiple learning models" approach. This is just what I've been trying to work on, piece by piece, for a long time now. One of my more recent contributions here was learning models (note the "s" on the end), but all of this work is still at an early phase. I'm trying to bind my work into a thoroughly empirical or fact-driven analysis of Wikiversity, so that I don't wander too far from what actual contributors want. If you'd like to help with this process at all, you are extremely welcome. I appreciate feedback, as I know there is always a danger of imposing one's own views, even when one tries to stick to the data. --McCormack 08:22, 22 August 2008 (UTC)

Dear K Tucker, I am available for any help for the project on social entrepreneurship. --Prof. Vivek Sharma 06:47, 5 September 2008 (UTC)

Hope you don't mind
I edited your sandbox a bit... The "E" on the end of FULLPAGENAME lets the "pipe" work (so it doesn't interpret the space in "My sandbox" improperly: it reads it as My_sandbox instead). The span stuff is explained at Plainlinks. --SB_Johnny talk 15:37, 10 December 2008 (UTC)
 * Many thanks :-) Ktucker 21:12, 10 December 2008 (UTC)

Think tank
Hi Kim. Would you be willing to help out with Think tank? Your template experience could be a big help when jump-starting new initiatives! --SB_Johnny talk 12:23, 15 December 2008 (UTC)
 * Sure - though I cannot really commit to doing anything on account of time limitations. Most of what I am doing and learning via the SSE project may be improved, refined and generalised. Ktucker 14:49, 15 December 2008 (UTC)

Your question at colloquium
Hello, Ktucker. I have prefixed your FULLPAGENAME with a ":". Do these (Portal:Sandbox, main space sandbox) satisfy you? Hillgentleman | //\\ |Talk 12:52, 30 December 2008 (UTC)

 * Hi. In the main name space, the first link inside a box to the page to be incorporated into the box is not the same page as the one that the 'edit' link points to. Ktucker 13:51, 30 December 2008 (UTC)

Deletion requested for categories
For your information: I requested a deletion fo a lot for categories because these are all empty sinc creation in dec 2007. HenkvD 19:34, 12 February 2009 (UTC)
 * Category:Project Types (Social Entrepreneurship)
 * Category:Themes (Social Entrepreneurship)
 * Category:Social (Social Entrepreneurship)
 * Category:Literacy (Social Entrepreneurship)
 * Category:ICT Literacy (Social Entrepreneurship)
 * Category:Health (Social Entrepreneurship)
 * Category:Environment (Social Entrepreneurship)
 * Category:Education System (Social Entrepreneurship)
 * Category:Education (Social Entrepreneurship)
 * Category:Economic (Social Entrepreneurship)
 * Category:Cultural Development (Social Entrepreneurship)
 * Category:Business Management (Social Entrepreneurship)
 * Category:Agriculture (Social Entrepreneurship)
 * Category:Themes (Social Entrepreneurship)
 * Category:Recreation (Social Entrepreneurship)
 * Category:ICT (Social Entrepreneurship)
 * Category:Environmental (Social Entrepreneurship)
 * Category:Entrepreneurial (Social Entrepreneurship)
 * Category:Educational (Social Entrepreneurship)

Also: for the same reason. HenkvD 19:47, 12 February 2009 (UTC)
 * Category:Africa (Social Entrepreneurship)
 * Category:Togo (Social Entrepreneurship)
 * Category:Nigeria (Social Entrepreneurship)
 * Category:Ghana (Social Entrepreneurship)
 * Category:South Africa (Social Entrepreneurship)
 * Category:Namibia (Social Entrepreneurship)
 * Category:Botswana (Social Entrepreneurship)
 * Category:Uganda (Social Entrepreneurship)
 * Category:Kenya (Social Entrepreneurship)
 * Category:East Africa (Social Entrepreneurship)

Hi HenkvD,

Thanks for your diligence and for caring about keeping the Wikiversity categories tidy.

In this case, please reverse the speedy deletions of the categories you mentioned on my user talk page.

The project with which they are associated is due to be promoted in 2009. Having the categories already available will be useful to new entrants. The categories are listed in the guidelines for editors.

There are also many pages which still need to be categorised using these categories. I have just not had time to do it of late and don't have time now to comment on all the categories you have flagged.

Thanks

Kim Ktucker 22:37, 12 February 2009 (UTC)

 * Noted, I will act later. HenkvD 14:23, 13 February 2009 (UTC); I just undid me deletion request. I wish you all the best with promotion of this project. HenkvD 18:58, 13 February 2009 (UTC)

hi there
Hi Kim,

Where are you from? I will be attending the Skoll World Forum at the end of March. I live in Silver Spring, MD.

Hear from you soon.

Tegy

 * Hi Tegy, I have e-mailed you. Kim

FLOSS4Science
I hadn't noticed Portal:FLOSS4Science until just now. This is a great idea, and I would like to see this developed. --mikeu talk 11:46, 6 September 2009 (UTC)

 * Great! I would love to see a community grow around this project. Please go for it (i.e. do whatever you want to take it further) and let me know if there is anything specific I can do to help. K 20:30, 6 September 2009 (UTC)

/* Ktucker => KTucker */moves done
It may be best if the old Ktucker user talk page is moved here, and if there is annotation with both accounts that they are both you. In theory, the rename should have been done, but we are a bit short of 'crat work at this point. Will you allow me to assist you with this as a custodian? Thanks. --Abd 16:00, 7 October 2011 (UTC)

 * Sure, you are welcome to help if you have time. For me this is not urgent and does not matter that much any more since I managed to set KTucker as my global SUL login and can use it on all Wikimedia projects :-). If it makes sense to phase out the lower case name, it would be good to migrate the user page itself (User:Ktucker => User:KTucker) and all the other things that go with it: sub-pages (there are many especially under my sandbox), talk pages, history, contributions, watch list, .... I can probably do some of it (e.g. copy my watch list) but others are beyond my current knowledge and permissions. - K 19:13, 7 October 2011 (UTC) and KTucker 19:14, 7 October 2011 (UTC)
 * Here is what I'd do: move all your user subpages to the new user name. That's a single command for me, subpage moves can be such for a custodian. It's just not easily undoable!
 * I would rename your old user and user talk pages to the new name, if that's what you want, leaving behind redirects so that if anyone tries to contact Ktucker, they will get your user page, KTucker. This is pretty much what a 'crat would have done; the only difference will be that the Ktucker contributions history will not show under KTucker contributions. We'll handle that with references so that someone who needs to see it can easily find it. Okay? --Abd 22:03, 7 October 2011 (UTC)
 * Sounds good to me. Do go ahead (I have copied my watchlist already). Many thanks. - KTucker 06:04, 8 October 2011 (UTC)

✅All pages under User or User talk Ktucker have been moved. Redirect was suppressed for all pages under and including User:Ktucker/My Sandbox. A redirect was left for all other pages moved. The content above in this section was copied from User talk:KTucker/temp, now deleted. I'd moved that out of the way so that the move would complete. I probably could have done that better, with a merge, but ... I haven't done a page merge yet. This did the job. and it will normally be quickly done. You may also wish to look at the created subpage redirects,, some might be deletable.
 * This is your current user page space content, and this is your current user Talk content.
 * If you wish any of these pages deleted, where you are the only author, you may place a speedy deletion template on them, use this, at the top:
 * I have not checked for links to all your moved pages. While I intend to check, it's not impossible that some redirects were broken or that double redirects were created. --Abd 16:50, 8 October 2011 (UTC)
 * Thanks :-).
 * Re: "Redirect was suppressed for all pages under and including User:Ktucker/My Sandbox" (above):
 * Is it possible to restore the red links on this page those pages have sub-pages which do exist. My sandbox is a personal learning environment and I sometimes direct people there to show them how to do stuff. - KTucker 17:23, 8 October 2011 (UTC)
 * I'm puzzled. User:KTucker/My Sandbox shows redlinks in that section. However, if I edit the section and Preview, they are valid links. The redlinks also can be followed to the pages. I think this has to do with the usage of the pipe in the link. I saw this with another page today. Bug? In any case, eliminating the terminal / in the pagename works. I fixed them. --Abd 19:22, 14 October 2011 (UTC)
 * Thanks. There are a few more under Properties (and sub-pages). - KTucker 19:49, 14 October 2011 (UTC)

 * Those red links are due to explicit page links to subpages still referring to locations in User:Ktucker space. I fixed them, but if you find more, you should fix them if you can. By the way, I'm not a 'crat, if you were referring to me with . --Abd 00:20, 15 October 2011 (UTC)
 * Oh, so it is just a matter of changing explicit links to Ktucker. Thanks for changing those, I will change others as I find them. Apologies re "'crat" - I just meant someone with more knowledge, skills and privileges than I have who might have an automatic way of finding such broken links. Thanks again - KTucker 08:28, 15 October 2011 (UTC)

Test Subst
I don't really think this should be in mainspace if it's only used to test the subst: function (which can be done with pages which do belong in the mainspace). I've therefore tagged it for speedy deletion. Thanks. --S Larctia 11:13, 9 October 2011 (UTC)
 * Feel free to delete it. I created it to test a complicated subst: which generated subpages but failed in the main name space (at least at first). Thanks - KTucker 13:21, 9 October 2011 (UTC)
 * Ok, no problems :) -- Simone 13:36, 9 October 2011 (UTC)

File:SusanSteinman64x96.jpg
Hi! I've been doing a bit of a clean up of non-free images, and came across one of Susan Steinman that you uploaded. As policy prohibits the use of non-free images of living people, I've had to remove it for now. I hope that isn't a problem, but if it is I'd be really happy to help either find a replacemant or look at whether or not there is a way of using one there. As ana side, though, your Portal:Social entrepreneurship work is great - it looks like a wonderful project. :) - Bilby 04:26, 19 October 2011 (UTC)
 * Hi. Thanks for letting me know. The person in the photo, gave it to me to use on that page on WikiVersity while we were working on the project in 2008. If removing it is the right thing to do, then thanks for doing so. - KTucker 09:44, 19 October 2011 (UTC)
 * For the file to be used, it has to be released under a free license, such as CC-BY-SA 3.0/GFDL dual licensing, or released into the public domain. If you could confirm this from Ms. Steinman, the file can be kept, but I'm afraid that otherwise we'll have to delete the image. -- Simone 09:47, 19 October 2011 (UTC)

Appreciative Valuation
Hi. Just to let you know, this resource has been proposed for deletion. If you would like it to stay at Wikiversity, feel free to contest the deletion by removing the template. --Claritas 21:09, 6 January 2012 (UTC)

pagemove

 * To see what is in your userspace click here

Here are two wikitext scripts that you can use to keep track of subpages in your userspace.

creates a page called My subpages

creates a list of all subpages in your userspace.

Keep in mind that these two scripts here on this talk page, and on your user page User:. They won't work on most Wikiversity pages.--Guy vandegrift (discuss • contribs) 01:59, 1 March 2024 (UTC)

title: User talk:KTucker


text: User talk:Carl McCall

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

title: User talk:Carl McCall


text: User talk:Punkstar

title: User talk:Punkstar


text:
User talk:FenixEden~enwikiversity

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 FenixEden. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name FenixEden~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 23:32, 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) 06:08, 19 April 2015 (UTC)

title: User talk:FenixEden~enwikiversity


text:
How to Become a Vocational Teacher

Who should and should not become a vocational teacher?
Teaching is not easy. Many people who really think they want to teach find out in the first few years that teaching is really not for them. There are a few attributes that I think a potential teacher would be good to possess if they hope to be successful, and happy as a teacher.

1. Patience – This is most important. You will be teaching beginners, and many of the assumptions you make about knowing something, they won’t know. You need to have a fair bit of patience with them.

2. Problem Solving – Teaching someone is often like solving a problem, what works to help one student often does not work for another student. Explanations often need to be done several different ways, with different types of analogies so everyone can understand.

3. Working in a Bureaucracy – Any public entity ends up being a bureaucracy. This is not necessarily something that is bad, but it is something that can be very frustrating for those who are used to small businesses, or who have been self employed. Things don’t move as fast as the real world, and you need to get consensus with people, and you sometimes need to play political games, or at least be wary of other people’s goals and fears.

Some people go into public service because they have a deep desire to help improve the world. Other people go into public service because it is a “safe” job that pays well. While there is nothing inherently wrong with the second reason, it is a reason that is generally based off of fear while the first reason is based off of love. If people who are in the job because they want safety, feel threatened by you, then you need to be careful. Bureaucracies don’t work by many of the same rules that you may be used to in the real world and I would suspect that the bureaucracy kills more wonderful teachers than the students!

Institutions that can be Taught in
In California:

1. Public High Schools – High schools are offering more vocational classes than they have ever done in the past. Many people think of woodshop or auto shop when they think of vocational classes in high school, but many schools are now offering computer courses, radio courses, multimedia courses, and more. Also most school districts have an ROP (Regional Occupational Program) than is associated with them. These programs help high school students and some adults learn a variety of vocational skills. A Vocational Teaching Credential or a Designated Special Subjects Teaching Credential can be used to teach many of these classes, neither of these requires a degree.

2. Private High Schools – While these are rarer than public high schools, and they tend to be religiously based, they too may have vocational programs. Also their requirements for teaching may be much less, as a teaching credential is often not required.

3. Adult Education – Every high school district in California also has an accompanying Adult Education program. While these programs were originally designed primarily to help students who dropped out of high school to get a diploma after they turned 18, or pass the GED, many of the Adult Education programs are also offering vocational classes. To teach these classes you generally need either a Vocational Teaching Credential or an Adult Education Teach Credential, neither of these requires a degree.

4. Community Colleges – Our college system has three major levels: UCs, CSUs, and Community Colleges. The UCs (University of Califoirnia) were supposed to be the most prestigious schools, CSUSs were supposed to be the next prestigious and Community Colleges were supposed to be for Vocational Education, and for those who could not get into one of the other colleges. I say “supposed” on all of these, because from my personal experience, I have found Community Colleges to often have excellent education, being taught by people who have real world experience, and who are not just lost in academia. So I personally think that many degrees from a Community college are better than ones from a four year university. But because they are a college, they do require having some formal education. Most classes require having a Master’s degree to teach, but many of the vocational classes only require an associates degree and verified experience in the field in order to teach them.

5. Private Vocational Schools – There are many private vocational schools, colleges, and training centers. The requirements to teach at these vary. My experience has not generally been very good with these organizations. Because they are private, and not government subsidized they charge much higher fees to their students, and often the administration is only interested in churning out graduates, and not truly interested in the education of the students. (Although my experience with Public School Administrators has not always been that much different!)

Requirements for Teaching in High Schools and Adult Education Programs
Becoming a Vocational Instructor at a High School or Adult Education Program requires the least amount of formal education. But there are plenty of hoops to jump through. Here are the basic steps:

1. Decide upon which subject you would like to teach, the California Commission on Teacher Credentialing has a webpage specifically about vocational teaching, which lists the subject areas for both a Vocational Credential and an Adult Education Credential.

2. Decide what type of Credential you want, either a Vocational or an Adult Education Credential, and whether you want a Part-Time or Full-Time credential. The biggest difference, as far as I’ve been able to ascertain, is that a Vocational Credential allows you to teach High School, ROP and Adult Education. An Adult Education Credential only allows you to teach Adults. But there are some non-vocational subjects you can get an Adult Education Credential in that you can not get with a Vocational Credential. Also, there are different requirements for the two, I believe the vocational credential requires more continuing education.

3. Determine if you have enough work experience and/or college credit to get your credential. Both credentials can be gained with only work experience. But if you have some college, this can ease the amount of experience required. You will also be asked to prove your work experience, so you will need to talk with your current or former employers to have a letter written.

4. Make sure you have a High School Diploma or equivalent. One of the funny/annoying things that happened while I was working on getting hired is that when I finished all the stuff I needed to get my credential, and I went to get hired, they required my Diploma. I had my associates degree with me, but the school district would not accept that!

5. Contact your Local Education Agency (LEA). This is who you will be doing most of your correspondence with. They are the ones who ultimately let you get your credential or don’t. I had some real problems with my LEA. I could not get good answers on many of my questions, and some of the information I wanted I was not given, although someone else I knew was given it later on. I was also forgotten about once when I had an appointment, and waited an hour before I had the front desk person remind my LEA contact that I was there. One of the reasons I’m creating this website is because I had such problems with my LEA.

But, my problems aside, the only way to get your credential is through the LEA, and there were several helpful things that they did for me. First, they sent me out a packet of information about what I needed to do to get my credential, and then I started to work on fulfilling those requirements. They also did answer many of my questions.

6. You will be required to pass a “U.S. Constitution” test, or have an equivalent college course. I highly recommend taking the test. While the call it a Constitution test, it is much more a citizenship test about many aspects of our government, and not what is strictly written in the constitution. If you get the book 25 Lessons for Citizenship, this will pretty much give you all the information you need to pass the test.

7. You will need to get your fingerprints taken. If you have any kind of past criminal record, your chances of getting a credential are much slimmer. You should get a listing of where you can get your fingerprints taken. I originally did mine with the Department of Justice, and later did another set with the Sacramento Sheriff’s Department to get hired. (Yes you probably will need to have them taken twice). If I was to do it over again, I would just do all of them with the Sheriffs. They were cheaper, and quicker. 8. After getting your initial credential, you may be required to take classes to keep your credential. You have 2 years to take your first set of classes, and 5 years total to take your second set of classes. Your LEA should give you information on these. I took all of mine through Sac State. By the way, Sac State has a Bachelors of Vocational Education program which is great because it allows you get credit towards a Bachelor’s degree by taking classes that are already required for you to keep your Credential! Several other colleges offer these classes, and others are now also offering similar degrees.

9. Once you get your credential, you will need to find a school that will hire you! Having the credential does not guarantee a job, but without it, or a full credential, you won’t get hired! If you can find people you know who work at a school, talk with them. It is always easier to get a job when you know someone there! Even if this isn’t supposed to happen, it does.

Requirements for Teaching in a Community College
I have never taught at a community college, so I don’t have any first hand experience about what is required to teach at one. But I did find some information on the Internet, and this is what I found:

1. There is no longer any California Community College Teaching Credentials being issued. (If you were fortunate and received one of these before 1990, you probably won’t have to worry about all the other requirements.)

2. Unless you have the coveted CCCTC (Community College Teaching Credential), then you will need to have the minimum requirements to teach at a Community College, which is generally an Associates Degree to teach most vocational subjects and for most Academic subjects, you need a Masters degree.

3. Under the specific documentation, on page 23, you will note that they say “The list of “areas also included in the discipline” is not exhaustive. Only those areas are included for which it might not be clear otherwise whether they were intended to be included.”  This means that even if your vocation isn’t listed, you might be able to get hired to teach it.

4. As you will find out from the above document, you need either a Bachelor’s Degree and 2 years experience or an Associate’s Degree and 6 years experience.

5. Since there is no longer any official credentialing happening, you should talk with the School that you wish to be hired with to see if there are any other requirements that they have.

All community college vocational instructors must have at least an associates degree, and tenured vocational instructors must have a bachelor's degree

Requirements for Teaching in a Private School
Private Schools usually have far less rules on them then do public entities. But if they are accredited, then they probably need to follow certain rules to keep their accreditation. So you should check with the schools individually to determine what their requirements are for hiring.

title: How to Become a Vocational Teacher


text:
Talk:How to Become a Vocational Teacher

Broadening to other States & Countries
This article is based off an article that I originally wrote for California. It needs to be broadened to include other states.

--Jacob Walker 13:46, 5 April 2007 (UTC)

I'm Zimbabwean currently seeking asylum in South Africa. Any chance I could get involved in this. I am passionate about teaching Eddiebee7 (discuss • contribs) 17:45, 7 June 2019 (UTC)

Changing the Language
Since this article is based off of something I wrote, it uses the word "I" quite a bit. Now that I have opened it up to a collaborative/open effort on Wikiversity, the language needs to change.

--Jacob Walker 13:46, 5 April 2007 (UTC)

title: Talk:How to Become a Vocational Teacher


text:
User:D Richins Nukka

Im D Richins Nukka. Also Known as Dakota Richins. I am a part of the Marine Biology class in Wikiversity. I am presently in an academy and I'm working towards becoming a marine biologist.

Dakota Richins lives in Alpharetta, Georgia. he used to live in Frisco, Texas.

Dakota's Favorites

Food: Vanilla Blue Bell Ice-cream

Car: Shelby GT500

Song: "One" (Metallica song)

Band: Green Day

Dog: Johnny (Landseer Newfoundland)

title: User:D Richins Nukka


text: User talk:ToxicHeaven

title: User talk:ToxicHeaven


text:
Category:Teaching

Wikiversity is an education-oriented website. This category is for Wikiversity pages that explicitly examine the profession of teaching.

title: Category:Teaching


text:
School talk:Education/Becoming a teacher

Namespace Change?
I think this really shouldn't be in the School Namespace. What do you guys think? --Jacob Walker 15:08, 5 April 2007 (UTC)


text:
How to become a school administrator

Introduction
A school administrator is a profession that manages parts of a school, a school, or group of schools. What power and duties an administrator has depends upon the school system they are part of. How to become a school administrator varies from country to country. you need qualifications

United States
Becoming an administrator in the US isn't as straight-forward as in many other countries that have a single Department of Education structure. In the US, every state has different standards for certification. It is highly suggested that if you are looking to become an administrator in the US, to contact the individual state's Department of Education in order to obtain the requirements for licensure. Typically, the requirements center around having a Master's degree in administration and/or passing the School Leaders Licensure Assessment.

title: How to become a school administrator


text:
User:Encore007/Mechanical systems

A mechanical system is a system of elements that interact on mechanical principles. Manages power to accomplish a task that involves forces and movement. Modern machines are systems consisting of (i) a power source and actuators that generate forces and movement, (ii) a system of mechanisms that shape the actuator input to achieve a specific application of output forces and movement, (iii) a controller with sensors that compare the output to a performance goal and then directs the actuator input, and (iv) an interface to an operator consisting of levers, switches, and displays.

This can be seen in Watt's steam engine (see the illustration) in which the power is provided by steam expanding to drive the piston. The walking beam, coupler and crank transform the linear movement of the piston into rotation of the output pulley. Finally, the pulley rotation drives the flyball governor which controls the valve for the steam input to the piston cylinder.

The adjective "mechanical" refers to skill in the practical application of an art or science, as well as relating to or caused by movement, physical forces, properties or agents such as is dealt with by mechanics. Similarly Merriam-Webster Dictionary defines "mechanical" as relating to machinery or tools.

Power flow through a machine provides a way to understand the performance of devices ranging from levers and gear trains to automobiles and robotic systems. The German mechanician Franz Reuleaux wrote, "a machine is a combination of resistant bodies so arranged that by their means the mechanical forces of nature can be compelled to do work accompanied by certain determinate motion." Notice that forces and motion combine to define power.

More recently, Uicker et al. stated that a machine is "a device for applying power or changing its direction." McCarthy and Soh describe a machine as a system that "generally consists of a power source and a mechanism for the controlled use of this power."

Example - multi-story house
A multi-story house is held at the top of a square shaft 5 meters by 5 meters by 100 meters down into the Earth. Explosive bolts hold the house at the top of the shaft. The house is square, about 4.9 meters by 4.9 meters and 12 meters tall. When detectors on the roof detect photons from a nearby asteroid hit or H bomb explosion: The bolts blow, and the entire house begins to descend into the shaft at 16 meters per second per second. Since this is faster than gravity, very short burn rockets are needed on the roof to help push the house downward for 1/4 second. The house decends 1/2 meter and the loose items in the house, including the people are levitated to about 1/5 meter off the floor. Next, the house descends at 9.5 meters per second = about 99% of the acceleration due to gravity, for 2 seconds. Lesser rockets will be needed to maintain this acceleration due to air resistance. The house descends 19 meters for a total descent of 19.5 meters. This means the house is clear of the top of the shaft, so the blast doors can finish closing about 1/10 th second later at t = 2.35 seconds. The loose stuff and people have returned to the floor. We next allow the people 1/10 th second to recover their balance t = 2.35 seconds at normal gravity, but the house is falling, so we need to hold the decent rate constant at about 23 meters per second to produce the sensation of not falling. The average acceleration for the first 2.25 seconds was about 12 meters per second so the speed of falling is 27 meters per second. From t= 2.25 to 2.35 the house falls 2.7 meters to a depth of 22.2 meters. We now need to decelerate the house to zero with respect to the bottom of the shaft. If we decelerate at 9 meters per second, deceleration time is 3 seconds and the people experience almost twice normal gravity during the 3 seconds. The house decends another 40.5 meters during the last 3 seconds to t = 5.35 seconds and 62.9 meters down the shaft. We should likely think about 100 meters as a safety factor, to allow gradual transitions and the possibility that the blast will accelerate the house down the shaft if it arrives before the blast doors fully close, or the blast doors fail due to the blast.

Advantages
Only 2.25 seconds warning of the blast are needed and the shelter is the house the family lives in.

Disadvantages
The house is small and the shaft may cost more than a million dollars to construct. An extra room is needed at the bottom of the shaft for survival supplies and equipment. A sloping tunnel is needed to the surface when it is safe to return to the surface.

title: User:Encore007/Mechanical systems


text:
User talk:JPE666777

I need to talk to people. John Paul Edit

title: User talk:JPE666777


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User talk:Encore007/Mechanical systems

This is my first post on wikiversity, so please try to make something useful out of it. Whikiversity seems to have extensive structure, but most users will get bored unless they find exciting content such as I hope this is. At MGM Studios, one of 5 theme parks at Disney World, Florida, A ride called the Tower of Terror gives guests a simular free fall and levitation experience, so how to make it safe has been extensively researched. Neil2 17:07, 5 April 2007 (UTC)

from the page: [http://en.wikiversity.org/w/index.php?title=Mechanical_systems&action=historysubmit&diff=551219&oldid=483771 info: Wikipedia did not think this is a viable project. Even if you agree, it will be educational to check the assumptions and arithmetic.], Erkan Yilmaz uses the Chat (try) 10:29, 26 March 2010 (UTC)

"Mechanical systems" moved to your user space
I placed User:Encore007/Mechanical systems in your user space because you edited it a couple of years ago. It has too many physics mistakes to be a good lesson. It was intertaining and may reside in your userspace... if you want it. If you don't want this in your userspace, let me know and we will delete it. Guy vandegrift (discuss • contribs) 23:30, 12 January 2023 (UTC)

title: User talk:Encore007/Mechanical systems


text: User talk:Bigjake229

title: User talk:Bigjake229


text:
Instructional design/Interpersonal behaviors/Strategies

Back to Topic:Instructional Design

Back to Interpersonal behaviors

Introduction
In order to provide training that will teach people skills found in the interpersonal domain, you need the proper instructional materials or you may end up in a situation like this. Where do you start? Do you create your own instructional materials or do you use pre-existing materials? How do you decide what materials to select? There are a variety of instructional materials to choose from and many options to consider when developing your own. This lesson will provide you with some strategies to consider when selecting or creating instructional materials for teaching interpersonal domain skills.

This lesson consists of five sections:

 * 1) an overview of the strategies for developing instructional materials
 * 2) strategies for developing the instructional content
 * 3) strategies for media selection
 * 4) lesson summary
 * 5) practice session
 * 6) assessment

Learning Objective
Upon completion of this lesson:

 * Given the task of developing a course designed to teach interpersonal skills, the learner will be able to list the strategies for developing instructional materials that target the interpersonal domain. This will be measured by the completion of the assessment at the end of the lesson.

In addition, the learner will also be able to:

 * List strategies for developing instructional content
 * Name considerations when selecting instructional materials

Overview
Since the interpersonal domain has to do with the relationships between people, the instructional materials should allow for interaction. The key to success is practice, practice, practice! Be sure to build in plenty of opportunities for the learner to apply the concepts you are presenting.

The content should include assessment activities to measure learning, along with identifying tasks, sequencing, and practice skills. One method of development is to build the instructional materials with the end results in mind, also known as "Backward Design" (See Understanding by Design by Wiggins & McTighe). What knowledge or understanding do you want the learner to develop? How will learning be evidenced? The materials should identify the learning performance standards as these performances guide the design of the activities.

These are just some of the issues that you will face when developing instructional materials for the interpersonal domain. For a look at the development phase from a broader perspective, see Development Phase - Chapter IV

We are now going to look at different choices to be made when developing the content for instructional materials for the interpersonal domain and some strategies that you may use in the media selection process.

Strategies for Developing Content
When developing content, provide contextualizing elements (collaboration, role play, case studies) that permit for multiple and varied perspectives. Contextualizing also helps link ideas to prior knowledge. Learners bring experience that is unique to their cultural and ethnic backgrounds. In addition, motivation and decision making should be built in to the materials being developed. Develop the materials so that the instructor is not built into the process. This permits the greatest flexibility and encourages the development of materials that are focused on learner needs.

When developing or modifying instructional materials for the interpersonal domain, the instructor should ask these questions:

 * 1) What is my instructional strategy? This would include learner analysis, identification of goals & objectives, sequencing of events, delivery modes (i.e., self-paced, instructor-led, etc.) and assessment tools.
 * 2) What budget do I have available?  This would include not only the cost of developing or adapting existing materials, but the cost of maintaining the instructional materials over time.
 * 3) What resources will I have on hand? Keep in mind both your resources and ability to create the instructional materials as well as the resources and ability of the instructor and learner to use these materials.  Is the technology accessible, flexible, or difficult to learn?

Instructional Elements
Once you have a general plan in mind, you can begin developing and gathering the materials for your instruction. Since you are developing instructional materials for the interpersonal domain, you should look for materials that engage the learner in interpersonal activities. Instructional and assessment activities should draw upon the following elements, depending upon the goals and objectives of the course:

 * peer-sharing
 * group activities
 * interpersonal interactions
 * team games
 * questionnaires, surveys, and activities which require gathering input from others
 * cooperative learning
 * leadership activities
 * peer activities such as counseling and tutoring

When selecting or creating instructional materials assess whether or not the content provides for such elements. If not, the material may not be appropriate for developing interpersonal skills.

Identifying Skills to Develop
When developing the content you should assess the skills that are likely to be developed by using the instructional materials that you have created or selected. The material should be designed to develop these skills, depending upon the goals and objectives:

 * listening skills
 * person-to-person communication
 * giving and receiving feedback
 * leadership
 * teamwork and cooperation
 * conflict resolution

Now that you have learned some strategies for developing the content, we are going to look at some strategies for media selection.

Strategies for Media Selection
When developing your instructional materials you will need to consider your media options. This section will provide you with some strategies to help you make the right choice for your needs.

Summary
When developing instructional materials designed to target the interpersonal domain, one must take into account several considerations. The instructor should begin by analyzing what the learner should know at the end of the course and how that learning will be demonstrated. In addition, the instructor should also consider:

 * the instructional strategy
 * the costs involved in development and maintenance of the instructional materials
 * the skills the instructor and learner possess
 * the resources available

Since the materials are being developed for skills within the interpersonal domain, the materials should permit for peer-sharing, group activities, and interpersonal interactions. The materials should target communication skills, leadership, and cooperation.

The selection of media is another important component to address when developing instructional materials for the interpersonal domain. Certain media permit for different learning opportunities. For example, role playing encourages working together and provides the learners with an opportunity to give and receive feedback. However, like any media you may select, there are considerations you need to keep in mind. While role playing does have benefits, it can be difficult to implement in large classroom situations. The chart within this lesson was designed to assist the instructor with the process of selecting the appropriate media for his/her particular needs.

Practice
This lesson addressed strategies for developing instructional materials for the interpersonal domain. Now you will have a chance to apply what you have learned! Below is a fictional case study. Read the case study and then answer the questions that follow it.

Case Study – Developing a Training Session for Interpersonal Skills

Joyce has been given the task of developing a training session that will improve communication skills among employees at a business providing financial services. After consulting with John, the manager, this is what Joyce has learned:

 * John stated the training was needed for the fifteen employees of the research division. He identified the employees as all very competent and highly committed but said that repeated conflicts among some members of the division are starting to impact morale and production.  He is looking for someone to come in and "help everyone to get along".  The budget is a big concern as is time – he wants the training session to be inexpensive and quick, but of course, he wants positive results.

 * John says they can provide you with a large conference room that can fit all the employees. It also has multimedia capabilities as well.  The equipment includes DVD, CD, and VHS players, an overhead projector, and a computer for the instructor.  The room contains several long tables which can be rearranged if necessary.

 * After conducting an analysis, Joyce has learned that most of the employees in this division have been there for five years or longer, but that in the past year there have been three new hires. She is unclear whether the conflict is related to the people recently hired.  When talking with the employees, she received a mixed response to the upcoming training session with some expressing support of the session while others felt it was a “waste of time”.

Using the details found in this case study, write down on a sheet of paper the answers to the following questions:

1. When developing the instructional content for this training session, what are five things that Joyce should consider?

2. What are three interpersonal skills that the training session should target?

3. When selecting the media for the training program, what would you recommend Joyce choose and why?

Once you have finished answering the questions, proceed to the Strategies for Developing Instructional Materials Assessment page to see how you did.


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User:Loomis

Rockpocket:

"You will cease and desist from any communication with Clio whatsoever. If you choose to respond the same question as her, or write in the same article, you will do so without any reference, no matter how oblique to her or her answer. Indeed any reference to her here, or on Wikiversity, will result in a block."

Shakespeare's Portia, to Shylock, in The Merchant of Venice:

"Tarry a little; there is something else. This bond doth give thee here no jot of blood; The words expressly are "a pound of flesh." But in the cutting it, if thou dost shed One drop of Christian blood, thy lands and goods Are by the laws of Venice confiscate Unto the laws of Venice."

Alas,

I indeed made reference to Clio in asking her a question.

May the Lord have mercy upon my soul.

title: User:Loomis


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User talk:Loomis

Waiting for my talk page to be activated!
 * Um, it already is... unless you want one of those big WELCOME! templates. i've never really liked them myself.  Er, and, um, WELCOME!--Rayc 05:27, 6 April 2007 (UTC)

Law
Hi Loomis! Don't you like when you see that yellow box saying "You have new messages"?

Well, I won't spend too much more time here on the Internet today so, besides making the first second entry to your talk page, I will just say I would like to learn the difference between Common Law and Civil Law!

I sort of work with Law. Well, I'm nothing like a lawyer! But I started to work last month as a sort of secretary or assistant or something like that at a... Damn it, I just realize I have no idea how to say that in English, neither my job nor the place where I work. I would normally look up on Google for this sort of thing, but I'm tired right now... What a frustrating paragraph this one.

I saw you know about economics as well. I am a student of Economics at the University of São Paulo. Well, I have only been there for one month now, but I am nevertheless a student there. I hope you can help me here on Wikiversity on learning about Law and Economics. Or at least with the English language!

Bye now and good luck on editing here! I think we will really enjoy this experience and this place. A.Z. 05:28, 6 April 2007 (UTC)

 * A.Z., do you mean you are a legal secretary ? I also know a fair amount about economics (see the article I wrote on diseconomy of scale), but very little about law.  And now that I know you're in Brazil, please send us (me in the US and Loomis/Lewis in Canada) all the cheap ethanol you can spare so we can stop being dependent on Arabs (and just as bad, Hugo Chavez) for our oil. StuRat 02:38, 7 April 2007 (UTC)

 * Well, unfortunately the workers cutting the sugar cane don't make a lot of money. In fact, people say they live in near-slavery conditions, so I don't think I myself am willing to buy ethanol here.

 * I looked at the article and I don't think I am a legal secretary. That's really close, though. I just do not assist lawyers: I work for the state and the people I assist are public employees as well: we call them promotores. They are not judges, but they play an important role in the cases that are of public interest. They decide whether someone will be prosecuted or not, they suggest what the sentences will be. They work for the Ministério Público and so do I, and the exact part of the Ministério Público where I work is a promotoria criminal. It is inside a place called a forum where there are also the varas and the tribunal do júri, and the other promotoria, the promotoria cível. A.Z. 04:33, 7 April 2007 (UTC)

 * Ah, look what I found: Prosecutor. I really know very little about the prosecutors and the MP since it's been only two weeks that I am working there. A.Z. 04:47, 7 April 2007 (UTC)

 * I wondered how you got your ethanol so cheaply there, I guess that explains it. StuRat 04:50, 7 April 2007 (UTC)

 * Perhaps you work for what we call a district attorney ? If so, they are also considered to be lawyers, so can still have a legal secretary or a paralegal. StuRat 04:50, 7 April 2007 (UTC)

 * I am kind of both. I don't see a clear boundary between paralegals and secretaries in Brazil. There are also the "estagiários" who seem to do the more complex tasks that the paralegals (according to the article) can do and the secretaries can't. Weirdly, the estagiários actually don't really work there, their job is like the one of a volunteer willing to work in exchange for learning. They are always Law students. A.Z. 05:12, 7 April 2007 (UTC)
 * Look, there is a photograph here of the place where I work. Just please do not link it.

 * http : // pt .wikipedia.org /wiki/ Imagem: Pmsaalto1. jpg.

 * I live in the city of São Paulo, but I work in the city of Santo André (don't link it from here as well). This is the square where there is the city hall (the big building, the first one on the bottom-right). The shade of this building is on top of the Forum. A.Z. 05:26, 7 April 2007 (UTC)

 * Why not link to it ? StuRat 06:18, 7 April 2007 (UTC)

 * Because people that I know may find out my account on Wikipedia and Wikiversity and I don't want them to read the things I write here.

 * I just wrote something on Clio the Muse's talkpage and she was extremely rude to me. I had to tell it to someone, it makes me feel better... A.Z. 06:32, 7 April 2007 (UTC)

 * Yes, she is extremely rude to anyone she disagrees with, resorting to personal attacks rather than debating them on the issues. Both Lewis and I have tried to talk with her, and it never works out well.  I wouldn't bother talking with her, if I were you. StuRat 23:58, 7 April 2007 (UTC)

 * She now said that she just reacted badly to my post because she thought I was patronising her. And that I should have thought more carefully about what I was going to say, which is true. a.z. 01:30, 8 April 2007 (UTC)

Blocked for asking a question
It has been my experience that the logical validity and/or the factual accuracy of any statement made on Wikipedia is determined entirely on sociological factors concerning the relative levels of support, the and airs of authority, and the past history of each of the parties concerned.

The admins play a crucial role in this process, and from my experience with the ones I've dealt with, in my opinion are failing miserably in excercizing this jurisdiction.

The rules of logical discourse dictate that such discourse must be analyzed entirely without prejudice, and absolutely no regard must be paid to that editor's reputation.

The rules of logical discourse dictate that cold, dispassionate, logical arguments, even if postulated by the Devil himself, must be dealt with in accordance with their logical merit and their logical merit alone.

Unfortunately, Wikipedia does not operate in this manner.

I am presently indefinitely blocked from editing on Wikipedia.

Why? Because I'm a rather unpopular editor who dared challenge an extremely popular one by asking a pair of cold, dispassionate questions. The first one earned me a warning, and the second an indefinite block.

Moral of the Story: Beware when challenging the logic of popular editors.

Hopefully your logic will be faulty and you'll just look stupid.

However should you have the misfortune of your question uncovering a major logical fallacy being held by your counterpart, rather than allow logic to take its natural course, you might just get blocked for it.

Loomis 16:31, 5 July 2007 (UTC)

Retrieved from "http://en.wikiversity.org/wiki/Talk:Logical_fallacies_and/or_factual_inaccuracies_on_Wikipedia"

 * Lewis, can you please provide links to these "pair of cold, dispassionate questions" ? Diffs will do nicely. StuRat 11:08, 16 July 2007 (UTC)

 * No problem, I'll get right on it. There's just this one tiny thing I'm curious about. I know I should know this by now, I keep hearing the word over and over, but what exactly is a "diff"? Loomis 19:28, 17 July 2007 (UTC)

 * LOL, this is a diff: . StuRat 20:08, 17 July 2007 (UTC)

 * Thanks for the explanation!

 * I see that the first of the two questions has been conveniently deleted from Clio's talkpage, no doubt because I'd pretty much logically checkmated her. Of course seeing as Clio can't bear the thought of being proven wrong in public, she simply deleted it.

 * The result is that I had to go hunting and pecking through the history to piece it all together, but I seem to have found it all. I'll reproduce the entire discssion here, as context is always a vital element, and bold both the heading it was under, as well as the actual question I'm referring to:

All the Best, Clio the Muse

It just wouldn't sit right with me not to end our obviously troubled relationship on a positive note. With that in mind, I bid you a kind farewell and wish you all the very best in your future endeavours. May they be met with peace, happiness, and good health. :) Lewis 21:41, 22 May 2007 (UTC)

 * I thank you for your kind wishes, but please read 'Clio Arises' above. I am not going anywhere. Clio the Muse 23:40, 22 May 2007 (UTC)

 * All the better! Can we perhaps use this as an excuse for a fresh start? I'd love to once again treat you with the respect every other contributor deserves, all I request is that you do likewise. Doesn't that seem fair?

 * When I challenge your assertions, is it not possible to react to them as simply being the challenges of "the devil's advocate"? How fitting, actually, as very often I feel like you see me as the devil, and in addition, I happen to be an advocate!

 * Why can't we turn this negative relationship into a positive one? Wouldn't you agree that it would only further fine-tune your positions if you had a "devil's advocate" or "fact-checker"?

 * In any case, welcome back. Hopefully this event will signal a turnaround. Lewis 11:19, 23 May 2007 (UTC)

 * I try my best to treat everyone in the fashion that they deserve, and once my respect for a person is earned it is very rarely lost; but it is not earned lightly. I believe myself to be a fair-minded and reasonable individual, and I do my best to avoid personal animosity, which serves no purpose at all. I am open to challenge, I always have been, and I respond to reasoned disagreement in measured and precise terms. I could not survive, or got as far as I have in my own academic environment if I had not been not able to do so. The point is we have to approach these things in a rational and, above all, a detached manner. I have absolutely no wish to cover old ground, but you have a capacity to personalise issues which should be simple matters of adult debate, in a way that, I confess, I have found quite unsettling. Inevitably, this has coloured my attitude towards you, and my determination to have no direct contact with you on any matter. I must also make it perfectly clear that I fully aware of all that has been written about me in that 'other place.' However, what is past is past. I will say, though, that I do not need a 'devil's advocate' nor a 'fact checker', but will respond in future to all reasonable requests for clarification. Keep cool, think calmly and act reasonably; that's all I ask: that is all anyone can ask. Clio the Muse 23:56, 23 May 2007 (UTC)

 * I find myself walking something of a tightroap here, trying to balance as best as possible the two often clashing virtues of civility and honesty. We're both rather extremely well educated, yet in different fields. In fact, I hold the precise equivalent of a Juris Doctor, and I suppose that would qualify me to be referred to as "Dr. Lewis", yet I loathe such titles, and would insist that I simply be referred to as "Mister". I've actually been published on many occasions as well, yet I hardly find that sort of thing worth mentioning at the RefDesk. All I'm saying this for is to make it clear that I've had more than my fair share of obstacles to overcome in my pursuit and accomplishment of four university degrees. I won't go into details now, however if asked, I'd be more than willing. You seem to be implying that you too have had your share of obstacles. I'm not sure what they are, but I suppose that on that count we can relate.

 * You say that you avoid personal animosity, are open to challenge, you respond to reasoned disagreement in measured and precise terms, that you act in a detached manner, and that unlike myself, you do not share the capacity to personalize issues.

 * I beg to differ on all of those counts. I really don't want to make an issue of this, yet at the very least, I feel compelled to tell you that many of your remarks to myself and to some others were well beyond incivil, and were indeed verging upon downright cruelty. I'm not even speaking of those targeted at myself. Though I confess to being an incredibly irritable person, otherwise my skin is quite thick. Please reflect upon your remarks concerning the issue of "magic". Of course I'd laugh those off, but to the target, whether you're aware of it or not, they were remarkably painful.

 * I'll leave it here for now, since indeed we're embarking on an extremely delicate enterprise, one which can only be accomplished slowly, in a piecemeal fashion.

 * Just as you made some delicately disagreable comments to me in your last post, I hope you don't interpret any of the above comments which you may find disagreeable as anything but "delicately disagreeable" as well.

 * I feel we're making progress, which is very good. I only hope that the pace at which I'm proceeding is no cause for hostility. Please accept my comments and criticisms kindly, as that is how I mean them.

 * All the best,

 * Mr. Lewis 23:42, 25 May 2007 (UTC)

 * Just one thing that I forgot to mention. No disrespect, but your peculiar feelings regarding the lack of necessity of "devil's advocates" or "fact-checkers" are rather irrelevant. These roles are inherent to any subjective analysis of history.

 * As an analogy, imagine, for example, a physician who tells you: "you have no need for a second opinion of my diagnosis". How would you react?

 * As such, I will be there to play these roles. Hopefully this relationship will be as civil and indeed as amicable as possible. Lewis 00:34, 26 May 2007 (UTC)

 * I note you are trying very hard to keep matters under control and, without a trace of irony, I commend you for it. I would ask you, though, to read again what I have written above. I respond, and I respond vigorously, to all attempts to undermine my credibility: I do not begin, nor have I ever begun, by attacking a responder rather than a response. It is imperative, for the sake of rational debate, to draw a clear line of separation between the two. You may occupy whatever role, or take on any guise, you wish. I was merely declining your 'offer' to be a 'devil's advocate' and a 'fact-checker'. Anyone is welcome to make reasonable criticisms of anything I write, and I will respond, where and when I judge fit, in like terms. On your point about 'magic', insofar as I understand this, I treat a fool in accordance with the measure of his folly, and I could not care less how much this hurts. I have really no more to say, other than it gives me much simple pleasure to let everyone know that I am now Doctor Clio the Muse 15:00, 26 May 2007 (UTC)

 * I likewise commend you for your civility in this discussion. Your remark about folly is interesting. Should I take that to mean that you consider it to be in no sense inappropriate for one editor to expose and remark upon what one considers to be another editor's folly, no matter how cruel the remark may be? Lewis 16:21, 27 May 2007 (UTC) [Check!]

 * I really have nothing more to add here, other than to say that I have a tendency to use words in a way that maximises their ironic effect. In this particular case I merely played a 'variation on a theme', so to speak, feeding directly back to the source; and if the person in question choked on his own expressions, that is really not my problem. Clio the Muse 23:50, 27 May 2007 (UTC)

 * Hypothetically, then, if one were to find folly in your words, and your behaviour, surely the same would apply, would it not? Lewis 07:25, 29 May 2007 (UTC) [Checkmate!]

 * You say that you are "open to challenge, [you] always have been, and [that you] respond to reasoned disagreement in measured and precise terms." Do my dispassionate, civil and logical questions above not consist of a reasoned challenge to your conduct? Are you not up for this reasoned disagreement? Why then are you not responding to such reasoned, dispassionate disagreement in those "measured and precise terms" that you speak of? Lewis 06:13, 30 May 2007 (UTC)

 * Right, you have now exhausted the credit that you banked by your opening statement. I urge you to back off. I now return to my previous position, and will not respond to you, either here or on the Humanities Desk. Clio the Muse 10:19, 30 May 2007 (UTC) [Huh? You just gave me the green light to engage in civil intellectual debate...I'm confused!]

 * I'm at a loss, what have I done wrong? You told me that you're open to civil, dispassionate, reasoned disagreement. Was there anything incivil, passionate or unreasonable about my question? If there was, please explain to me just what it was that I said wrong. Lewis 00:56, 31 May 2007 (UTC)

 * Lewis, I'm surprised that a smart fellow such as yourself would be surprised that your overtures here are unwelcome. Given your history of remarkable rudeness – here and on other sites – and conflict with Clio, she has shown great restraint. It is little wonder that she doesn't welcome your attempts to discuss with you what you perceive to be her faults. Go do something useful and productive that doesn't involve editors you've most fervidly attacked. Let it go. If you wish to engage in scholarly debate and discussion on the Ref Desks, feel free to do so. Do not come back here to try to discuss what you see as Clio's failings.

 * Clio, I ask your pardon for responding on your talk page. [User:TenOfAllTrades|TenOfAllTrades]]([[User_talk:TenOfAllTrades|talk]) 02:59, 31 May 2007 (UTC)

"Remarkable rudeness"? Is this actually being said in defense of a person who openly admits that she "treat[s] a fool in accordance with the measure of his folly, and ... could not care less how much this hurts." Ouch! Should I take it then that stupidity and foolishness warrant cruelty? Oops! Sorry! Here I go again getting carried away with that silly logic of mine!

With regard to my overtures being unwelcome, well, actually, my overtures seemed to be quite welcome in the first half-dozen or so paragraphs. She then mentioned that she was completely open to reasoned disagreement, and so I took that as a green light to try to iron out our differences through reasoned disagreement. I still don't understand why my questions were in any way offensive.

For example, if I were to engage you or A.Z. in precisely the same form of debate, and if I were to expose any sort of logical flaw in either of your reasoning, I'm sure you'd have the maturity and intellectual security to admit that I have a point. I know I would. In fact I'd both congratulate as well as thank you for spotting the flaw, because only now that it's been spotted can I work on improving myself.

Unfortunately not all are as secure in their intellect. Some, when proven wrong, see no other choice but to destroy all evidence of it. Loomis 19:03, 18 July 2007 (UTC)

Eureka!
(Section removed per request from Wikipedia.)

Welcome to Wikiversity
Loomis, I would like to request that you use Wikiversity for positive learning activities in accordance with our articulated mission and in accordance with our civility policy. I also have experienced frustration similar to what you describe at Wikipedia with obnoxious or partisan behavior (some of which was mine) but I think it is highly counterproductive for Wikiversity to be importing personal feuds from elsewhere around the web. I hope you choose to stick around and participate here at Wikiversity in ways the community finds productive and that you find useful and entertaining but please delete the personal feuding with specific Wikipedia participants off of your Wikiversity pages. Thank you for your consideration in this matter. Mirwin 23:14, 24 September 2007 (UTC)

 * Your point is well taken and I'll do my best to refrain from any such behaviour on MY userpage. However if attacks are targetted at me on OTHER pages I see no other way to defend myself than to respond in kind.

 * I'm open to any suggestions you may have, and I'd like nothing more than to be nothing but an asset to Wikiversity. I welcome your comments and criticisms, and I pledge to do my best. Loomis 23:25, 24 September 2007 (UTC)

 * Hi Lewis, and welcome back. I think most of the criticism has been due to your ratio of attacks to useful edits.  While reducing the number of attacks would help, increasing the number of useful edits would also help.  I try to answer Q's at the Help desk (and the other Wikiversity help desks linked in the header), as well as contributing to some books on engineering and math.  Perhaps you could do something related to law ? StuRat 00:35, 25 September 2007 (UTC)

title: User talk:Loomis


text:
User:Fruit Boy~enwikiversity

I'll add text when I feel like it. Hopefully that will be soon.

title: User:Fruit Boy~enwikiversity


text:
File:Seduced by the Dark Side-mirror.pdf

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


text:
Instructional design/Cognitive behaviors/Teaching Procedures, page 2

Instructional Design > Cognitive behaviors > Teaching Procedures > Define > Learn > Teach > Routine > Power > Steps > Try > Example

What Is a Procedural Task?
A procedural task involves performing a procedure, which is a sequence of activities to achieve a goal. Synonyms include method, technique, skill, and rule (sometimes). A procedure can be either of two types:

 * A physical procedure, which entails the execution of physical movements, like performing a serve in tennis.
 * A mental procedure, which entails the execution of mental operations, like adding two numbers in your head.

Actually, most procedures are a combination of physical and mental activities. However, usually only one of the two kinds of activities needs to be taught—the other has already been mastered. A case in point is the procedure for writing an essay; we assume that the physical activity of writing has already been mastered.

Why Are Procedural Tasks Important?
In almost everything we do, we do it at least partially by using a procedure (following steps), from reading, writing, and arithmetic, to flying airplanes, doing our jobs, using our cars, cooking our meals, and getting dressed. We even use procedures to classify concepts. Often we invent appropriate procedures based on our understanding of relevant principles. In essence, procedures are the form of almost everything we do. Given the importance of procedural skills in our professional and personal lives, it is essential that instructional developers and instructors know how to teach them well.

Click Next to continue.

Source

 * Procedure Using by Charles M. Reigeluth. Used by Permission.


text: User talk:Jtrackcoach

title: User talk:Jtrackcoach


text:
User talk:Neil2~enwikiversity

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 Neil2. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Neil2~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 23:45, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Neil2~enwikiversity


text:
User:ArturZ

I'm also at Wikipedia and at this site and at the Wiktionary and at Wikinews.

 * http://creatingminds.org/quotes/education.htm
 * Project that intends to study conformity among other things
 * Wikipedia arbitration committee
 * Software Freedom

I'm trying to change my user name to Artur.

On Wikiversity, I may be able to help on topics about Brazil and the Portuguese language, being Brazilian as I am. If you want to learn something about those subjects, or create a project about them, or do anything related to them, and want me to participate somehow, then contact me on my talk page, or ask a question at the Help Desk.

Explanation
Hi. I would like to explain some things about my behavior at Wikipedia and here. There are some people who I met at Wikipedia that I would like to read this.

Basically what I want to say is this: some very bad things happened to me before I started editing Wikipedia. Almost all of the people I trusted betrayed me and did awful things to me, and much of that was because I came out as gay to some people and other people "outed" me against my will.

I was very lonely for some time, and I would edit Wikipedia until three or four in the morning some days. Wikipedia was a place where I could interact with other people and spend time and do something. It felt terrible to be alone. Some times I would even speak to myself. There were brief thoughts of suicide, which I spoke about briefly on Wikipedia. I think this is normal in a situation of loneliness. But most of the time I was very optimistic and hopeful and I believed things would be better, and I made a great effort for everything to get better in my life.

I did not go through my edits and read them before writing this. But I know that my behavior at Wikipedia was often inappropriate. Sometimes I was stubborn and very impatient. There were some times when I thought people were attacking me that they weren't, though there were some people there that really attacked me. I was more mad at the people who treated me badly than I should have been, and I was more upset and irritated with anything bad that happened than I should have been.

Everything people said to me, either good or bad, at Wikipedia mattered a lot to me because these were practically the only people I was interacting with at the time.

I have made apologies to people on Wikipedia when I realized I had said something wrong, and I have reversed many edits when asked to do so, and changed my mind often, after reflecting and after talking to others. Still I feel it is good to write this, explaining that I was not well while editing Wikipedia. I never became crazy or anything like that, but I probably would if I had continued to be lonely for too long.

More explanation
Regarding my edits on the topic of pedophilia and my subsequent block, I have already said a lot. It is unfortunate that I would have to say things like that I'm against child abuse and that it is wrong and it would harm a child if someone would try to have sex with a child.

Since I was so blunt when having conversations on the talk pages about this and related subjects, there may be people who misinterpreted what I said, which was mostly just arguing about whether there was scientific evidence of the claims made in articles related to the subject. And saying that sexual contact between adults and children might not be inherently harmful didn't mean I would think it's acceptable for someone to actually try this!

However, I did say some stupid things just to shock people. Specifically I remember I suggested the age of consent should be 10 and I chose this number just because it was a little under the lowest existing age of consent, which is 12. If the lowest age were, say, 14, I think I would have said that it should be 12, just because I wanted to have a controversial opinion.

This subject is very sensitive, and If I could go back in time, I would not have been so blunt when talking about it. I would be much more careful, more prudent, more cautious, if I would talk about it at all. You need to be prepared psychologically to debate an issue like this, because many people have strong feelings about this and they will judge you. It's much more uncomfortable to be misunderstood and to have said stupid things about this subject than about other controversial subjects. I do like debates and I don't mind holding some opinions that are not particularly popular, but I wasn't at all prepared to get into a debate about pedophilia and all related subjects.

I really wanted to improve Wikipedia's coverage of this topic, but I was also interested in debating it for the sake of it, in shocking some people, and in creating polemics and controversies, which was immature. Artur 01:41, 9 November 2009 (UTC)

title: User:ArturZ


text:
Talk:Microeconomics/Supply Demand and Equilibrium

The last thought in this lecture - "Along with ---blah blah blah---normative..." is a bit odd. I would like to point out that a science ONLY discusses the actual workings of its field of study. The normative question of whether or not a market is the best possible social arrangement is NOT a part of the science of economics. Economics only seeks to explain the workings of a market economy. No natural science perceives its job as being two-fold in dimension - both positive AND normative! Why should economics - if it is a science in the tradition of the natural sciences (following the scientific method) - be subject to different rules regarding the scope of its study? Physics does not seek to understand the laws of nature and then attempt to discern whether or not these laws are the best possible arrangement. Likewise economics. It is not a normative field and does not have a normative component.


text:
Talk:Instructional design/Interpersonal behaviors/Strategies

Introduction
Feel free to make any edits or revisions to the document. Please note those edits/revisions here so that we can keep track of the changes to the document. Kaholden 18:13, 11 April 2007 (UTC)

General Comments
Currently the first section of the lesson (content strategies) needs to be revised. I've been working from the bottom up on the first page. This was done simply to make sure I could get the formatting correct for the media selection table. Kaholden 15:21, 11 April 2007 (UTC)

Editing Notes
Previous comments had been deleted, but prior to this I had just put up a basic outline of the lesson. Added topics and links. Kaholden 06:32, 6 April 2007 (UTC)

Added learning objectives and some additional content. The link for developing an online pedagogy may go but is there right now for my own reference. Also, I am struggling to determine scope right now so content may be adjusted accordingly. Kaholden 03:19, 9 April 2007 (UTC)

I added some more text to the examples to help better explain the point. I also added content that discusses what types of interactions and skills the instructional materials should address. Kaholden 20:40, 9 April 2007 (UTC)

I realize now that maybe I should have chosen the lesson for developing instructional strategies. One issue that I'm running into is that I'm trying to imagine what would be stated in that lesson (no one in the group chose it) because the information I'm creating for the instructional materials should be based off of the instructional strategies. It's not a huge issue, but one that I'm trying to sort out because I think I may be blending topics. I am referencing my learning objectives to try and guide the content, though. Kaholden 20:45, 9 April 2007 (UTC)

I broke the information up into sections within the lesson to keep from having one long, scrolling text. I still need to fill in content. Kaholden 02:57, 10 April 2007 (UTC)

For now I'm removing this:

Assessment Strategies to Create, Select, Obtain or Develop Materials for Interpersonal Domain Training

Strategies for Specific Topics within the Interpersonal Domain

A. Strategies for Developing Instructional Materials to affect Conflict Resolution

B. Strategies for Developing Instructional Materials to affect Team Building

C. Strategies for Developing Instructional Materials to affect Leadership

D. Strategies for Developing Instructional Materials to affect Social Behavior

Kaholden 05:07, 10 April 2007 (UTC)

Added media selection chart and examples. It is still in development. Kaholden 22:36, 10 April 2007 (UTC)

I added some more elements to the chart and wrote an introduction to it. I also revised the objectives based upon the content I'm developing. I may remove the section on determining when to use pre-existing materials as it may be too broad for this lesson. It might be better served in a section on developing instructional materials (regardless of domain). Kaholden 23:23, 10 April 2007 (UTC)

To do list: develop the section devoted to strategies when developing content. I have been working bottom up with the media selection portion first due to the need to incorporate graphics and create the table. I wanted to make sure I could get that done and set up properly. This means that the section on developing content is likely to be modified and re-written in the next day or so. Kaholden 23:27, 10 April 2007 (UTC)

Added role play information to the lesson. Kaholden 03:12, 11 April 2007 (UTC)

Added a reference section. Kaholden 15:21, 11 April 2007 (UTC)

Split the sections into 1) intro 2) objectives 3) overview 4) developing content 5) media selection 6) summary 7) practice 8) assessment. Kaholden 22:12, 11 April 2007 (UTC)

I added some more items into the media selection table and finished writing content under the overview & developing content sections. Kaholden 20:21, 15 April 2007 (UTC)

Removed this objective: "Identify resources for developing instructional materials for the interpersonal domain". While this may result from the lesson, it is not part of the actual goal of the lesson. Kaholden 20:35, 15 April 2007 (UTC)

I've gone through the entire lesson to edit and make the sections more cohesive. These were minor edits designed to improve the flow and readability of the document. Kaholden 23:30, 15 April 2007 (UTC)

I went through the lesson and did final edits. Lesson complete. Kaholden 06:33, 16 April 2007 (UTC)

Added navigational elements at the end of the page due to feedback from Phonebein. Kaholden 21:55, 22 April 2007 (UTC)

Added summary to article. Kaholden 18:44, 25 April 2007 (UTC)

Moved the assessment information to a separate page. Updated the navigational elements - I had copied the source from some place but noticed that they are using external links. I changed them so that they are using internal links. Kaholden 20:33, 25 April 2007 (UTC)

Needs & Future Development
Ideally there would be another section in the wikiversity that dealt with developing instructional materials regardless of domain (since many lessons may need to target more than one domain). This lesson could then point to that section for general strategies that aren't specific to the interpersonal domain. Kaholden 22:12, 11 April 2007 (UTC)

I added a link to a site online that talked about developing instructional materials from a broader perspective. Kaholden 20:21, 15 April 2007 (UTC)

The media selection chart can be expanded to include additional media options and to expand upon benefits & considerations. Kaholden 04:28, 16 April 2007 (UTC)


text:
User:Nurulilmi

First, I want to tell you about something

This my several magic sentences

"Genious is not a gift what we had brng

title: User:Nurulilmi


text:
User:PietAlblas

test

title: User:PietAlblas


text:
File:The Mirror-1.JPG

Lesson:Thumbnail Storyboard

title: File:The Mirror-1.JPG


text:
File:The Mirror-2.JPG

Lesson:Thumbnail Storyboard

title: File:The Mirror-2.JPG


text:
User:StuRat/rules

The following are based upon a supermajority of Ref Desk volunteers.

Certain Wikipedia policies, but not all, apply to the Reference Desk. The Ref Desk is not an article, and is not subject to any policies specific to articles. In general, the rules for talk pages apply at the Ref desk, although we strive to provide a level of quality matching that of Wikipedia articles. Since the Ref Desk is unique, some Ref Desk interpretations of Wikipedia policies are unique, as well.

Reference Desk Guidelines

 * Are answers with references outside of Wikipedia allowed ? Yes.

 * Are references required for all statements of fact ? Required, no. Encouraged, yes.

 * Are responses which don't directly answer the question allowed ? See below:
 * If still related to the topic ? Yes, within reason.
 * If totally unrelated ? Yes, within reason (as long as the unrelated conversation is not disruptive).

 * Are opinions allowed ? See below:
 * Questions which contain an opinion ? Yes.
 * Questions which solicit an opinion ? Yes.
 * In responses to factual question ? Yes, but opinions should be identified as such, i.e., with "I think..." or "I believe...".

 * Is original research allowed: Yes, but it should be clearly identified as such, i.e., "I've found that...".

 * Can we address another responder ? Yes, but any admonishments should go on the editor's talk page.

 * Are poorly worded questions allowed ? Yes, bearing in mind that many questions may be asked by children or those with limited English skills. As long as you can possibly form a reasonable question out of it, you should answer it.  If you can't, then ask politely for clarifications.

 * Is humor allowed ? '''Yes, in moderation, but only after at least one serious answer has been given.

 * Is sexual content allowed ? Yes, but not prurient sexual content, and only in response to a sexual question.

 * Are signatures required ? Yes.

 * May we edit the posts of others ? See below:
 * The title ? Yes, but only add to the title, as the original title may be used as a search keyword.
 * The original question ? Yes, but for format only, not to add links or fix spelling.
 * The responses ? Yes, but for format only, not to add links or fix spelling.
 * Should responses be edited for content? No, but they may be deleted (see section below).

 * Is "just Google it" a good response ? No, you should do the search yourself, verify that it provides useful results, and provide a link to those search results, instead.

 * May the same people post both questions and answers ? Yes.

 * May we use abbreviations like "OP" and neologisms like "suitly emphazi" ? No, only use language that new users will understand.

Deletion
Unnecessary escalation is both rude and nonproductive. The proper procedure should be followed:

 * 1) First, mention the post on the author's talk page, politely list your objection, and request that they remove it.
 * 2) If they refuse, and if the comment is so outrageous as to warrant further action, then bring it up at Wikipedia_talk:Reference_desk, again politely.
 * 3) If a consensus is reached there to remove it, then the author can again be given the opportunity to remove the comment. At this, point, however, once community consensus exists that it should be removed, other members of the community may delete the comment, if the author refuses.
 * If, and only if, the author replaces the comment four times, should an Admin be summoned, via a WP:3RR violation complaint.

There are also grounds for a "speedy deletion" by anyone, such as death threats, etc., but only the most severe cases of disruption warrant such actions (see WP:DIS). And, even in these cases, the author should still be notified of the deletion (on their talk page) and the reason (policy violations) given. An exception exists for anonymous I/P users, where notification is not required.

We should also discuss the reasons to do things according to the above procedure:

 * a) To be polite. Politeness goes a long way.

 * b) To avoid "revert wars". (If a comment is removed without consensus having been reached to do so, then the author is entirely justified to disagree with the opinion of the person who removed it and restore the comment.)

 * c) To avoid a POV bias in the removals. For example, a politically liberal editor might tend to delete any slightly off topic politically conservative comments, and vice-versa, even though they would leave such comments in if they were more in line with their political ideology. This could escalate to having all liberal statements removed by conservatives, and vice-versa, even if entirely on-topic.

 * d) To avoid personal vendettas in the removals. That is "you removed my post, so I'll remove yours". If a consensus is required for such removals, this type of petty behavior is unlikely.

title: User:StuRat/rules


text:
Topic talk:Computer hacking

Tell the world the real meaning of the term Hacking Gud Luck !!!

title: Topic talk:Computer hacking


text: User talk:Jestinvj

title: User talk:Jestinvj


text: User talk:Tintu

title: User talk:Tintu


text:
User:Sunil.joseph

Though, I have used Wikipedia for sometime for very userful researches, I have never given anything back. So, I think it's the time for me to give something back. I work as a technical support eng. So, I will be sharing my experiences on different topics, which could be useful to others.

I am also planning to do further studies on computers..

title: User:Sunil.joseph


text: User talk:Sunil.joseph

title: User talk:Sunil.joseph


text:
User:Robert Elliott/Review:Adobe InDesign 4

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Filmmaking Software Review for Narrative Film Production
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Adobe InDesign 4 (CS2) - Macintosh version

 * This program replaces Adobe PageMaker and Adobe Freehand. Surprisingly smooth and powerful operation.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Review by Robert Elliott
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Adobe InDesign 4

 * With the slow death of Adobe PageMaker, I was curious about its replacement, InDesign. Filmmakers still need to do a lot of page layout so this is a very serious question that all filmmakers will face.

 * I took a week to download this program and am now testing the fully working demo version. More later.

 * style="padding:0em 0.5em 0em 0.5em;" |

Uses at Wikiversity Film School
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Thumbnail Storyboarding Worksheets
 * Movie Posters
 * Forms of all kinds
 * Business cards which say "Filmmaker"
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Rating
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Five Stars

 * For filmmakers who want to need to run an office, this is a very smooth tool.

 * }


text:
User:Vajrallan

...I mostly thrive on francoWiki ...

Rêveur rêvé

sois cet astre émergence implacable en son sillon / lune étonnement miroir de son minuit / sois plénitude insondable au firmament de ta vacuité / en ce chant de silence insaisissable / sois ruisselante / à flanc de rêve à fleur d'eau miroitante / ressent vertiginer le mystère / notre miracle / ô ma merveille ∞ Je suis celui qui n'est ni n'est pas, enfant de tous les paradoxes de l'espace et du silence, je suis cette éprise et résonnance, l'amant de Lilamayi, l'inconcevable magicienne, je suis le père d'un Bouddha dont le nom s'éclôt en moi, bien qu'au-delà du temps mon essence se murmure indéfiniment.

∞ Vajrāllan ∞

Dreamed dreamer

be that luminary emergence ruthless in its furrow / moon astonishment mirror of it's own midnight / be plenitude unfathomable at the firmament of your vacuity / in this song of silence elusive / be pouring / shimmering steep in dreams on so sensitive waters / feel the vertiginous Mystery / our Miracle / ô my marvel ∞

i am he that neither is nor is not / child of every paradoxes of space and silence / i am this embrace and resonance / this lover of Lilamayi the inconceivable magician / i am the father of a Buddha whose name is blooming within me / though beyond time my essence murmures itself indefinitely

∞ Vajrāllan ∞

Chants de la Clarté ∞  Child of the dream

title: User:Vajrallan


text:
User:Jengnubles

There are two things I enjoy in life: free stuff and learning. Learning stuff for free just seems to be a natural progression.

title: User:Jengnubles


text:
Spanish: An Introduction/Pronunciation/Las Palmas de Gran Canaria

Breves reseñas históricas

Los orígenes fundacionales de la ciudad de Las Palmas se remontan al año 1478, concretamente al 24 de junio (día de San Juan) momento en el cual Don Juan Rejón, capitán castellano, inicia la conquista de la isla de Gran Canaria. Esta conquista se inicia en la desembocadura del barranco de Guiniguada, lugar que inicialmente se denominaría El Real de Las Palmas y que pertenece en la actualidad al barrio de Vegueta.

La lucha se prolongó por un periodo de cinco años, costando un gran número de vidas, sobre todo en el lado aborigen, que carecía de medios para defenderse frente a los ejércitos mandados por los Reyes Católicos. Aun así la resistencia fue feroz. El final de la conquista llegaría en 1483, con la incorporación de la isla a la Corona de Castilla por parte de Don Pedro de Vera que logró el sometimiento de los aborígenes de Gáldar en la zona noroeste de la isla.

La importancia de la ciudad fue creciendo paulatinamente, convirtiéndose en el centro administrativo y político del Archipiélago, constituyéndose el Obispado de Canarias (cuyo ámbito actual es el de la provincia de Las Palmas) Tribunal de la Santa Inquisición, la Real Audiencia de Canarias, etcétera.

Durante estos primeros siglos de vida, la ciudad se convirtió en un punto activo económico, principalmente debido al comercio de la caña de azúcar, llegando en el siglo XVII un receso debido al freno que sufrieron las exportaciones agrarias tanto a América como al resto de Europa. Durante la época de esplendor, se produjeron numerosos ataques piratas que se prolongaron en el tiempo hasta el siglo XVIII.

En octubre de 1595, la ciudad consiguió repeler el ataque inglés a mando de Francis Drake y John Hawkins, pero cuatro años más tarde, los holandeses, al mando de Van der Does saquearon e incendiaron la ciudad.

En el siglo XIX se produjo un hecho de importancia vital para la economía de la ciudad. La instauración de los puertos francos. Se trata de un régimen económico especial que favorece las relaciones comerciales del archipiélago. Este beneficio actúa como estimulante para que numerosos barcos y navieras recalen en la isla. Este ir y venir de barcos fue la primera semilla para que posteriormente se desarrollara en la isla la principal fuente de economía actual, el turismo. De este interés inicial por el turismo nace el primer hotel de la isla, el Hotel Santa Catalina, en el año 1890 y que en la actualidad sigue abierto y es considerado el de mayor prestigio de la ciudad.

Con posterioridad a la finalización de la Guerra Civil Española y de la Segunda Guerra Mundial, se notaron ciertos síntomas de recuperación turística, que culminan en la Navidad de 1957 cuando aterriza en el Aeropuerto de Gando un avión de la compañía sueca Transair AB, con 54 pasajeros en su interior. Acababa de iniciarse la era de los vuelos charter, principal motor económico de la isla, y en general del archipiélago canario en la actualidad.


text: User talk:D Richins Nukka

title: User talk:D Richins Nukka


text:
Spanish/Bilingual Spanish-English Dictionary

This project is for people who see a need to develop a suitable environment for Wikiversity dictionary and make a database, for people who would like to offer to participants a "wiki" bilingual dictionary. (related links: *Spanish/Verbs *Spanish_nouns) This project has to develop bilingual Spanish-English and English-Spanish dictionary using the wikimedia software and/or software used by Sandbox Server.

Active Participants

 * Juan 19:45, 6 April 2007 (UTC)
 * J.Steinbock 20:49, 4 July 2007 (UTC)

To Do

 * 1) why not just use wiktionary
 * 2) which software will be used
 * 3) how we make a databasis
 * 4) record pronunciation: yes? no?
 * 5) provide synonyms and antonyms in spanish
 * 6) include commonly used slang terms and phrases


text:
Template:Similar or same course(s)

Similar or same course(s):.

title: Template:Similar or same course(s)


text:
User:Molag bal

already banned on wikipedia

title: User:Molag bal


text:
User talk:Molag bal

And now blocked on wikiversity--Rayc 20:43, 6 April 2007 (UTC)

title: User talk:Molag bal


text: File:THD upper reservoir.jpg

title: File:THD upper reservoir.jpg


text:
User:Lewis~enwikiversity

Formerly known at Wikipedia as "Loomis", I've officially defected from the Wikipedia RefDesk to Wikiversity, as this place seems to be a far more appropriate forum for the type of discussion and learning I've been so desperately seeking for so long. Also, I've decided to quit going with the silly "Loomis" pseudonym and rather begin here anew to be known by my actual first name, "Lewis".

title: User:Lewis~enwikiversity


title: File:Rayc-flowersite3-2.JPG


title: File:Rayc-flowersite1-2.jpg