text:
Wikiversity:Colloquium/archives/October 2009

Volunteers still needed!
Hi all, Although we soon will remove the centralnotice that is up, the Wikimedia Foundation is still looking for volunteers to serve as subject area experts or to sit on task forces that will study particular areas and make recommendations to the Foundation about its strategic plan. You may apply to serve on a task force or register your name as an expert in a specific area at http://volunteer.wikimedia.org. The Foundation's strategy project is a year-long collaborative process which is hosted on the strategy wiki, at http://strategy.wikimedia.org. Your input is welcome (and greatly desired) there. When the task forces begin to meet, they will do their work transparently and on that wiki, and any member of the community may join fully in their work. This process is specifically designed to involve as many community members as possible. Any questions can be addressed to me either on my talk page here or on the strategy wiki or by email to philippe at wikimedia.org. I hope you'll consider joining us! Philippe 02:05, 1 October 2009 (UTC)

reCAPTCHA
Greetings! Just a short link about the interesting approach of some people to digitize pre-computer age books at: recaptcha.net (reCAPTCHA) --Gbaor 12:17, 6 October 2009 (UTC)

Purge link in a template
How could I add a "purge" link in a template such that it works once transcluded/substituted. e.g., on this template Coin toss - refresh works in the template, but not at User:Jtneill/Random. -- Jtneill - Talk - c 06:05, 1 October 2009 (UTC)

 * I think that issue was solved for tabbed portal... I am familiar with the template, so I will look it up and get back to you--Graeme E. Smith 16:09, 1 October 2009 (UTC)
 * Try --Graeme E. Smith 16:12, 1 October 2009 (UTC)

 * You can also use something like Colloquium?action=purge. --mikeu talk 14:22, 2 October 2009 (UTC)

 * Thankyou Graeme and Mike, that's great. I used the syntax from purgepage and it works nicely -- Jtneill - Talk - c 10:05, 9 October 2009 (UTC)

Requesting rename of "Hungarian Notation"
As is already mentioned on the corresponding Talk page, Hungarian Notation actually refers to the practice of writing CamelCase (see the Wikipedia articles [w:Hungarian_notation] vs. [w:CamelCase] on these topics). It would be nice if someone with appropriate rights could rename this page.

 * I agree, the content is about CamelCase and have renamed the page. BTW, renaming a page is something that anyone can do.  --mikeu talk 12:55, 12 October 2009 (UTC)

Rollback
As has recently been discussed, we have a large number of policies sat at the proposed stage. I would therefore invite any comments regarding Rollback so that we can consider making it an official policy. I understand it was previously tagged as an official policy but no community discussion took place prior to that and so the status of the policy needs clarifying. Adambro 14:14, 12 October 2009 (UTC)

 * In order to keep the discussion about this proposed policy in one place, I have moved the recent comments to the talk page. I think this makes more sense than leaving them here because it makes it much easier for someone to understand how a policy progressed. It would be harder for someone to find relevant discussions if they are carried out elsewhere. I should have made it clear in my earlier comments that they were intended to direct interested users to the rollback talk page to discuss that policy, rather than to discuss it here. Adambro 16:58, 12 October 2009 (UTC)

Comparison_of_wiki_farms
This page caused a problem at Wikipedia because a lot of it wasn't really notable, but it's a valuable educational resource. Is it ok to host it here? Hipocrite 17:15, 16 October 2009 (UTC)

 * I don't see why not... --SB_Johnny talk 22:34, 16 October 2009 (UTC)

 * There seems to be some exciting stuff happening here nowadays concerning web design, web 2.0, etc.. Many articles.

 * There is some interesting educational stuff happening at various wiki farms. Wiki farms are participatory by definition and are shared learning experiences. There is some collaboration also with school teachers. So there is both formal and informal education going on.

 * Would there be any problems with keeping the longer version of Comparison of wiki farms here? That is the version that was copied to here. Please see also:
 * Talk:Comparison of wiki farms --Timeshifter 01:08, 17 October 2009 (UTC)

Usergroups
I think we could give ourselves a boost by creating usergroups that can help people network and find collaborators. A namespace dedicated to this would probably be helpful, but regardless it would rely on categories and DPL.

I just created Usergroup:Temple University, Usergroup:Parents, and Usergroup:Wikipedia Review as examples pertaining to me, but this could include nearly anything.

Somewhat inspired by the "Networks" on Facebook. --SB_Johnny talk 18:40, 18 October 2009 (UTC)
 * just a usergroup for University associates in general? --Gbaor 09:13, 19 October 2009 (UTC)

Any physicists, specializing in QM out here? I need your input.
Not sure if this is a right place to put a peer review request. An article needs peer review by some physicist specializing in the quantum mechanics. Can someone give us some input, please?

See: User:Dc987. Can somebody point out the fallacy of this thought experiment? --Dc987 08:41, 27 October 2009 (UTC)

Policy discussion at en.wikipedia
Hey guys, a reference to Wikiversity was inserted in an en.wikipedia policy page last month at w:Wikipedia:What Wikipedia is not. It didn't get support on the talk page and I just removed it, but maybe this is something you guys want, I'm here to ask. When pages are deleted or material is removed from Wikipedia, sometimes the explanation given is that it doesn't comply with this policy because it appears to be "Primary (original) research such as proposing theories and solutions, original ideas, defining terms, coining new words, et cetera." The new text recommended: "For a wiki that is a repository of original research, visit our sister project Wikiversity. Original research should be transwikied there." I've deleted a lot of material as OR, and I've never seen any that I think Wikiversity would want, but I suppose it's possible. Is this something you want us to start recommending? It would present some difficulties, but I'm open to the idea if you want to pursue it. Dank55 14:37, 23 October 2009 (UTC)

 * One of the reasons that Wikiversity split from Wikibooks, was the need for a place for original research. As an Original Researcher, I have been pleasantly surprised by the support I have received here. Judging the Quality of OR in its early stages is difficult, and often seminal work looks like the researcher is crazy or kidding, just because it IS original. I wouldn't judge the quality of an OR posting until the research begins to mature. As a result, I suggest that it might be nice to have a transfer policy between the other projects that dislike OR, and Wikiversity, but from personal experience, Transwiki, might not be the way to go, since it involves sysop agreeement, and can be quite complex to arrange when sysops are busy. --Graeme E. Smith 15:18, 23 October 2009 (UTC)

 * Okay, the two categories that are most likely to contain the pages we're talking about here are new promotional pages for speedy deletion and New non-notable pages for speedy deletion. We delete a lot of those every day.  Original research sometimes shows up on established pages, but it's not as much and harder to find.  Please let us know at w:Wikipedia_talk:What Wikipedia is not if you see pages that you like.  If you can give us a clear enough idea what it is we should be looking for, then we can take the conversation further. Dank55 15:53, 23 October 2009 (UTC)

 * I left a message there. AFAIK there's no reason we can't just give the admins who watch CSD the custodian tools here as well so that they can import the material. If any of them take up the offer, let's do some community mentoring. --SB_Johnny talk 16:00, 26 October 2009 (UTC)

I put a link to What shall we do with Wikipedia? page there. We will see what happens. --Gbaor 14:05, 29 October 2009 (UTC)

Authoring groups

 * Proposal:Authoring groups (strategy.wikimedia.org) --fasten 21:17, 27 October 2009 (UTC)

--122.167.84.174 02:27, 1 November 2009 (UTC) Hi iam chandrasekhar,new to this wikiversity i was aware of wikipedia plz tell me how i can use this in good manner

 * Hi cnadrasekhar, it would be a lot easier to respond to you, if you opened yourself an account, as that would automatically give you your own User area that you can experiment in, without damaging others work, and it comes complete with a talk page where you can be privately coached on how to use the system. Once you have been active for a while, one of the custodians will send you a message on that talk page that includes some beginning advice. As well you might want to take a course on the Wiki Language so as to become fluent in it. There is another wiki that offers seminars on wiki language called Wikieducator. It is not a hard language to learn, but some aspects of it are tricky. There are a couple of policies that you should know such as "Assume Good Faith" and "Edit Boldly" but these are not a license to damage others work, and there is a very active group of editors, that are working hard to improve the quality of the works here, so vandalism and other forms of self-expression at the cost of the institute will be very quickly detected and dealt with. Essentially Wikiversity is a learning resource base, for teaching from a young age up. We encourage all ages to get involved, so you are very welcome. --Graeme E. Smith 14:31, 1 November 2009 (UTC)

--Snoozebob 18:45, 3 November 2009 (UTC)my key board does not have that symbol

smartphones
Hello everyone. I'm wondering what can be done to improve the way WV displays on smart phones. I'm currently editing using the Google Android, I haven't checked the iPhone, but expect the same issues. Why does WP display better? Can the data of WV be made so that 3rd parties can easily develop sites or apps that display WV better. I have tried to use YahooPipes to reuse content but either I am too basic, or WV content is a little inaccessible. . Such as no RSS. --Leighblackall 08:29, 19 October 2009 (UTC)
 * The reason Wikipedia displays better is because it has implemented the Wikimedia Mobile. I'm not sure what it takes to get the implemented on Wikiversity... Leighblackall 08:49, 2 November 2009 (UTC)
 * Leigh - thanks for finding this out - curious, have you tried mobile access for the other sister projects? -- Jtneill - Talk - c 09:11, 2 November 2009 (UTC)
 * No I haven't JT, but the lead developer tells me its only on WP, and due to my enthusiasm, assures me that WV is next. He says he's very busy and might be hard pressed coming back to it soon :( He's given my this technical specification though. Do you know anyone in Wikiversity who could make sense of it and use it to make ready from Wikimobile? Leighblackall 12:24, 6 November 2009 (UTC)
 * A relevant tweet from http://twitter.com/wikimediamobile to http://twitter.com/leighblackall is http://twitter.com/WikimediaMobile/statuses/5392937313 -- Jtneill - Talk - c 01:01, 7 November 2009 (UTC)
 * Also, suggest we start Mobile and eventually (no hurry) fork the development discussion to there. I'm a mobile neophyte, but happy to help and one day will be keen to get an android and experiment. -- Jtneill - Talk - c 01:04, 7 November 2009 (UTC)
 * There is no reason we cannot build our own test environment, and make the changes from the distribution. This might effectively lead to wv's own development environment for education-based development.  This would no doubt excite "real world" educators, which is the only direction for wv growth that I support, which is educational support.

 * I personally feel the need for:

 * Messaging widget that could start in the upper corner over the "capital dome" (which I think is a biased symbol, how about a Platonic tree?) and slide down the side of the page if the user desires.
 * Citation support tools (especially photographic evidence) to make it really, really easy to back up writing. One would would start by linking text to contextual support, and then a form could could result from the links to easily create the citations section, further leading to an extended reading page or an annotated bibliography page.  I would want to streamline photographic referencing for citations as part of this (but not as part of normal "up loading").

 * There is a desire to implement WYSIWYG everywhere in wikidom; I oppose it. The only web editing tool that has evoked technical jealousy in me is Ning's editor.  I would extend something like it for citation support (see above), and perhaps comparative table building.--John[[Image:bessa66.png|12px]]Bessatalk 16:19, 12 November 2009 (UTC)

AcaWiki
AcaWiki AcaWiki is like "Wikipedia for academic research" -- Jtneill - Talk - c 14:00, 9 October 2009 (UTC)
 * Have had a look, some interesting aspects:
 * http://acawiki.org/Special:Version
 * http://acawiki.org/User:Jtneill
 * Don't like the captcha for external links! And the restrictive userform/template. And it looks like its only for posting summaries of research - not for original research? -- Jtneill - Talk - c 14:13, 9 October 2009 (UTC)

 * Maybe they could merge with Wikiversity. Wikiversity could become an organization that bundles several individual efforts to make one larger successful.--Daanschr 19:00, 11 October 2009 (UTC)
 * Magnus Manske is a prominant Wikipedian.--Daanschr 19:01, 11 October 2009 (UTC)
 * Is he behind AcaWiki? -- Jtneill - Talk - c 02:00, 12 October 2009 (UTC)
 * I do like the tagging/organisation etc. e.g., here for psychology - how is that achieved? -- Jtneill - Talk - c 02:00, 12 October 2009 (UTC)
 * "Maybe they could merge with Wikiversity" No, no, no! Bigger is not better: quality over quantity!  We have it going on pretty well here, maturing in ways no other wiki--or site even--has.--John[[Image:bessa66.png|12px]]Bessatalk 15:46, 12 November 2009 (UTC)

 * Manske is one of the most prominent programmers of the Wikimedia Foundation. He could have made the tagging option. I am not a programmer, so i don't know how to make it. Manske is the first name mentioned in the first link you provided.--Daanschr 07:20, 12 October 2009 (UTC)
 * Wikiversity should only do tagging with subjects which are worth looking at, finished products.--Daanschr 07:21, 12 October 2009 (UTC)

 * I started using the Category as a form of tagging.. what do you think? Leighblackall 08:55, 2 November 2009 (UTC)

 * When I was studying eduction, I found that there are two catagorization systems, mind mapping and concept mapping. Mind mapping is purely hierarchical, and concept mapping joins "tags" to create spaghetti.  Concept mapping is called "webbing" in primary education.

 * In the late 90s, I did a lot of research and programming with Perl to implement complex structures for categorizing information for systems management. What I created was a complex structure of hierarchical categories (hashes of hashes leading to arrays of data), and implemented links to show how information interrelates between the hierarchical categories.  --John[[Image:bessa66.png|12px]]Bessatalk 14:32, 13 November 2009 (UTC)

What role does Wikimedia have to play in educational content? What content beyond encyclopedic content can/should Wikimedia provide?
What role does Wikimedia have to play in educational content? What content beyond encyclopedic content can/should Wikimedia provide? (strategy.wikimedia.org) --fasten 14:09, 26 October 2009 (UTC)
 * This is an important page on strategy.wikimedia.org - Emerging strategic priorities/ESP 3 key questions#Educational_Content - I've just responded to all questions - previously Wikiversity was barely mentioned. Please contribute. -- Jtneill - Talk - c 15:24, 3 November 2009 (UTC)
 * There is a central role in this discussion - and in the interpretation of the "educational" description we assign to our mission - to be played by Wikiversity. Currently, despite WV's steady progress, it is not used by most of the 'experts' in the OER community, and often Wikipedia is used instead as the canonical example of how wikis can be used in education.  A clear set of goals and priorities for WV itself would help mold this discussion; and active participation by Wikischolars (or however the naming discussion resolves itself :) in strategy topics across the board would provide a most welcome balance.  Personally I think some of the project-based explorations taking place on WV [how to associate materials from related classes, how to provide semi-realtime support for people studying a topic or course together, &c] are taking place on many other self-study or 'educational non-profit' sites who a) just want to improve education and don't see anyone else trying the free collaborative approach they have in mind, and b) aren't aware that WV exists or that it is open to public collaboration. Sj 13:58, 12 November 2009 (UTC)

 * I am going to a one-room schoolhouse reunion this month. The reunion is sponsored by the local historical society, which is interested in actual community restoration.  I have proposed the constructivist idea of "restoring the historical community of knoweldge" by actually re-opening the one-room school.  Objections by educators to this idea (I have introduced the idea to widely) is that the school would be educationally isolated and that the older students would be held back.  The isolation problem could easily be resolved by using wv to structure expanding knowledge.

 * According to locally gathered historical information, the school offered a better education than the large nearby grade school. When the one-room school closed and the one-room students went into the larger school, they were chided.  But the grade school students were surprised to find that the one-room students were, in fact, more successful.  The one-room students actually educated each other, and because learning cyclically builds on previous learning (using what are called milestones in project development), the older children reinforced their understandings by teaching the younger, and then themselves sought more complex implementations of their learning based on their successes and confidence.

 * If I succeed in creating interest, I am going to propose wv as a structure for developing the learning. This, of course, will span decades--if I am successful!--John[[Image:bessa66.png|12px]]Bessatalk 14:55, 13 November 2009 (UTC)

 * Update: the reunion was a failure from the perspective of restoring the school house. The reunion was moved from the community to another town, where its meaning was diluted to some other purpose less focused on the community, and more on the person who "wrangled" control, and she pretty specifically displayed opposition to any physical restoration.  Not that the concept is dead, but that some deadwood, or perhaps corruption, has to be removed.  This puts the focus back on the local church, the original organizing body (1845), which has an emotional critiera.  I initially hoped to avoid centering around the church, even though the church is my connection with the community.  I will advise when I start a page on this type of school-house revival.  Legally school-houses fall under home teaching, and are legally supported.  And their relationships to colleges are purely based on SAT testing.  If you want to meet the community, here is a page about its apple fest--John[[Image:bessa66.png|12px]]Bessatalk 17:21, 2 December 2009 (UTC)


text:
Introduction to psychology/Psy102/Tutorials/Feedback

Good

 * The students liked the fun games and activities in the tutorial.

Improvements

 * Wanted more theory in the tutorial.
 * The students wanted weekly questions or questions that they could use to help them study.

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


text: Category:Psychology 102/Feedback

title: Category:Psychology 102/Feedback


text: Category:Psychology 102/Admin

title: Category:Psychology 102/Admin


text: Introduction to psychology/Psy102/Feedback


text:
The Truth is Out There

The Truth is Out There by Keith Macdonald

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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Grade Level: All Grade Levels
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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Subject: The Truth is Out There
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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Sub-Subject: Seeking and Spreading the Truth Online
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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Length/Duration: 60 min. Lesson
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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Technologies Used: Computer Accessed - Internet Research and Information Web Sites
 * }
 * }

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Introduction
It is not only important for students to be digitally literate in the twenty first century it is vital that they develop critical thinking skills and follow the practice of scientific methodology in testing the knowledge that they obtain from the digital domain. Why should they bother to do this you may ask? The answer is simple enough. With Privilege comes responsibility. And that privilege of having access to the overwhelming loads of information available instantly at one's finger tips is a great one indeed and so carries great responsibility.

* 1 History * 2 Control of Information o 2.1 Records o 2.2 Access o 2.3 Spin * 3 Dissemination o 3.1 Communications media o 3.2 Rumor Mongering/Gossip Mill * 4 Investigation o 4.1 Sources o 4.2 Cross Referencing * 5 Response

 * }

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History
Since the release of the World Wide Web in 1991, There has been an exponential growth in the number of users and the information that is available to be kept and accessed digitally in one form or another. This doesn't mean that many people did not have access to get or spread information before 1991, it simply means that since that time there has been a substantial increase in the speed of the process. In the introduction to the book The Pedagogy of the Oppressed4, Paolo Freire tells us that "Technological Society is rapidly making objects of most of us and subtly programming us into conformity to the logic of the system. To the degree that this happens,we are becoming submerged in a culture of silence. The paradox is that this same technology also creates a greater sensitivity to what is happening around us.

 * }

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Control of Information
Knowledge is power. Many powerful groups throughout history have tried with varying success to control the information that those under their power could be exposed to and to an extent this situation still occurs.

The Blind Men and the Elephant John Godfrey Saxe (1816-1887)

It was six men of Indostan To learning much inclined, Who went to see the Elephant (Though all of them were blind), That each by observation Might satisfy his mind. The First approached the Elephant, And happening to fall Against his broad and sturdy side, At once began to bawl: "God bless me! but the Elephant Is very like a WALL!" The Second, feeling of the tusk, Cried, "Ho, what have we here, So very round and smooth and sharp? To me 'tis mighty clear This wonder of an Elephant Is very like a SPEAR!" The Third approached the animal, And happening to take The squirming trunk within his hands, Thus boldly up and spake: "I see," quoth he, "the Elephant Is very like a SNAKE!" The Fourth reached out an eager hand, And felt about the knee "What most this wondrous beast is like Is mighty plain," quoth he: "'Tis clear enough the Elephant Is very like a TREE!" The Fifth, who chanced to touch the ear, Said: "E'en the blindest man Can tell what this resembles most; Deny the fact who can, This marvel of an Elephant Is very like a FAN!" The Sixth no sooner had begun About the beast to grope, Than seizing on the swinging tail That fell within his scope, "I see," quoth he, "the Elephant Is very like a ROPE!" And so these men of Indostan Disputed loud and long, Each in his own opinion Exceeding stiff and strong, Though each was partly in the right, And all were in the wrong!

* Records The preceding poem is a good way to think about the record of truth that is preserved as information both digitally and through other archival means. Although there are faster ways and means to find out what has occurred in the past we must be sure that the records are a trustworthy source. Most history books are generally considered to be a biased record of things that happened in the past. Trying to come to a consensus on the complete historical truth would be quite difficult even if everyone was trying to cooperate on removing the bias from the record. Unfortunately, there is only so much that can be done to correct the record on the past but the present and the future are here and ahead of us to give us a chance of making proper use of our digitally enhanced capabilities for keeping records of true information.

* Access Governments are more or less the way in which large numbers of people either are oppressed or given varying amounts of freedom and representation to have say over their lives. Oppressive governments limit access to their people from outside influences. They also limit the access of their people to communications which are critical of the government and the general ways in which life is experienced under the government's control. One good example of access limitation in the recent pre-digital networking past is the nuclear disaster at Chernobyl. The USSR at the time was trying to modernize and connect with the western countries. The Communist regime in Moscow had an ingrained culture of secrecy and isolationist tactics in their relations with other countries. In the article, Chernobyl Disaster: 20 years later, it is recounted how the government officials were able to cover up and down play the extent of the disaster until physical evidence of radioactive clouds drifting over the Soviet border forced them to be more open about what had taken place. They were still able to control the access to the people and conditions inside their borders in 1986 but that is not the case anymore, at least in the area of information access limitation. China experienced a large earthquake in May of 2008 that challenged the government which is also historically fond of secrecy and access limitation to its people. Initial information from the government which downplayed the severity of the disaster was quickly shot down by computer and cell phone links from people on the inside to people outside of the Chinese borders.

* Spin In the article, Deadly Earthquake Doesn’t Shake China’s Internet Censors "Following the May 12 earthquake in China’s Sichuan province, the news coverage was naturally empathetic, making the censorship regime redundant. But as Chinese citizens began criticizing the response to the earthquake online, the government’s internet police made their presence known. On one message board, posters started criticizing large China-based corporations for not contributing enough to the relief effort. The thread grew heated that week, forcing an appearance from Jing Jing and Cha Cha — those two adorable animated characters that China began deploying on online forums the year before, whenever the conversation strays too close to discouraged topics or sentiments. "Don’t accept vulgar content," advised the smiling cartoon cops overlaid on the post. "Advance harmony." So even though Oppressive governments are having less success at limiting access to people and from people inside their borders, they are still exercising what controls they can either by appeal or through spin. Spin is in essence taking a subject that could be seen as unfavorable to your position and rewording the information to show your position in the best possible light.

 * }

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Dissemination
* Communications Media Traditional media is in a ground war with modern digital communication. Newspapers are bleeding readers from from their ranks and their circulation numbers make it harder to maintain the staff levels needed for truly wide topic coverage in a timely manner compared with digital sources of news. Television has a different kind of problem in that it has to be concerned with being attention grabbing entertainment. If someone is going to sit through research on a topic in an in depth manner they generally want to have some control over its direction and scope and not be forced to endure someone else's ideas of what they should find valuable. As quoted in the article, Traditional Media Continues Losses, Searches For Answers9 : "Local television: Local TV news remained the nation’s most popular source for news, but rapidly continues to lose market share. Says PEJ: “Slightly more than half (52 percent) of Americans are now regular viewers, according to a survey, down from nearly two-thirds (64 percent) a decade earlier.”

* Rumor Mongering/Gossip Mill From the public side of things, the response to the instant availability of information has spawned some terrible problems in its own right. E mail networks are rife with chain letters which give misinformation on everything from the dangers of immunizations. How Panicked Parents Skipping Shots Endangers Us All1 and Inoculation Misinformation3, to an article on the importance of flu vaccinations, Does the Vaccine Matter?2 These are three articles which cover this type of misinformed rumor mongering extensively

 * }

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Investigation
* Sources Politifact.com Snopes.com Factcheck.org These sources are very reliable. they always cite all the sources of their information and post corrections when they get things wrong (which is rare). * Cross Referencing It is important to note that the references that are cited by reliable sources lead to deeper sources. Using the sources and the factualy checked article to cross reference in a search for broader information is generally a good way to stay as close to the truth through out your digital information discoveries as possible.

 * }

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Response
In response, what should the responsible person do to improve the situation in regard to digital literacy and ethics? In an article on Critical Ethical reasoning and role play, the authors conclude that we as digital citizens have a responsibility to "critically reflect on who we want to be for others and how we have the power to foster greater empathy, tolerance, and understanding for others in all of the roles we inhabit in our lives.

Truth Seeking Exercise
Because it is important to test what you learn to ensure you understand it, try looking up an article on a controversial topic. See if you can identify any spin in the presentation of the information. Question the source of the story and see if there is research or related stories to back up the account of the source. Is the backing information from credible sources? Are there other credible sources on the other side of the issue? Some issues are very complex and the truth is somewhat subjective in nature at the surface of the issue, but if you want to find the truth and you keep digging through sources and facts, you have a much better chance of getting to the unbiased facts of any story. The importance of your search is found in the ideal that it is wrong to surround yourself in lies and /or spread them to others. Unfortunately too many people self isolate themselves from the truth because of ignorance or misguided loyalties. Don't let yourself get caught in a web of lies, because the truth is out there and it is powerful when it is unleashed.

 * }

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References and Resources
References

How Panicked Parents Skipping Shots Endangers Us All, http://www.wired.com/magazine/2009/10/ff_waronscience/all/1

Does the Vaccine Matter?, http://www.theatlantic.com/doc/200911/brownlee-h1n1#

Inoculation Misinformation, http://www.newsweek.com/id/218513

Freire, P. (1970). Pedagogy of the oppressed (pp. 27-41). New York: Herder & Herder.

Petty, R. E., Cacioppo, J. T., & Goldman, R. (1981). Personal involvement as a determinant of argument-based persuasion. Journal of Personality and Social Psychology, 41(5), 847-855.

Simkins, D. W., & Steinkuehler, C. (2008). Critical ethical reasoning and role-play. Games and Culture, 3(3-4), 333-355.

Chernobyl Disaster: 20 years later, http://www.msnbc.msn.com/id/12423515/ns/world_news-europe

Deadly Earthquake Doesn’t Shake China’s Internet Censors, http://www.wired.com/threatlevel/2008/05/deadly-earthqua/

Traditional Media Continues Losses, Searches For Answers, http://www.cfm-online.com/tips_detail.cfm?TipID=256

Resources:
 * http://en.wikiversity.org/wiki/Educational_Technology_Lesson_Plans
 * http://en.wikiversity.org/wiki/Educational_technologies

 * }

title: The Truth is Out There


text:
User talk:Sabtr9

 Hello Sabtr9, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 22 October 2009 (UTC)

title: User talk:Sabtr9


text:
User talk:Beccaliu

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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 22 October 2009 (UTC)

title: User talk:Beccaliu


text:
User talk:VictorRamos

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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 22 October 2009 (UTC)

title: User talk:VictorRamos


text:
User talk:Slippycup~enwikiversity

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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 22 October 2009 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Slippycup. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Slippycup~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 23:43, 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) 06:22, 19 April 2015 (UTC)

title: User talk:Slippycup~enwikiversity


text:
User talk:Juddwarren

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 22 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 22 October 2009 (UTC)

title: User talk:Juddwarren


text: File:Business analysis process.png

title: File:Business analysis process.png


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text:
Talk:Ethics/Nonkilling/Science

Does this page really exist? Really? I have nothing more to say.

title: Talk:Ethics/Nonkilling/Science


text:
Category:Curriculum

See also: b:Subject:Standard curricula (Wikibooks)

de:Kategorie:Lehrplan

title: Category:Curriculum


text: Category:Curricula

title: Category:Curricula


text:
Curriculum symposium

The curriculum symposium is intended as the forum for the development of curricula and advice on the development of content that meets curricular requirements. There are currently no common standards for the development of curricula in the English Wikiversity.

The German curriculum symposium does currently have some more curricula.

Goals
The aim of curricula should be not to demand participation in specific courses but to define the academic standards, aptitudes and competencies that should be acquired by the learner. Wikiversity courses can be used as examples but should not be used to define standards or procedures by example.

Forum

 * Please use Template:sub to add sub-pages under this header and to make postings on the respective topic pages.
 * Please use the respective talk pages to discuss the forum entries in detail.

Curricula

 * Category:Curriculum

title: Curriculum symposium


text:
Curriculum symposium/Competence expectancies

Please submit only content on this page that specifies or proposes how competence expectancies should be treated or content that in some other way deals with issues concerning competence expectancies and curricula.


text:
Curriculum symposium/Competence expectancies/Subject practical philosophy in North Rhine-Westphalia

The subject practical philosophy appears to be suitable as a reference project for developing curriculum standards because the competence expectancies of the curriculum are inherently more difficult to verify (as opposed to the scientific subjects, which can be tested and measured exactly).


text:
User:Rcalliou~enwikiversity

My name is Ron Calliou. I am here to just read about topics of interest to me and maybe learn a thing or two in the process. I like reading. It makes me feel better.

title: User:Rcalliou~enwikiversity


text:
Missouri's Statistics on Foster Care

As our 31th president said, “Children are our most valuable natural resource;” yet every day our most valuable resource is placed in the temporary care of foster parents.

Due to unsafe environments, children need a surrogate family to provide for their well being. Foster families fulfill this important role by providing safe and caring homes to children who require long-term, temporary or emergency placements.

Over 510,000 American children are in foster care, taken away when their families were in crisis and couldn’t take care of them. However, there aren’t enough foster families to take all the children in, there isn’t enough money to provide them the things every child needs, and there aren’t enough people to simply cheer them up and give them hope for the future.

Missouri at a Glance State Population	5,878,415 Population under 18	1,424,830 Children in Foster Care	11,433

All the following information was gathered from the AFCARS data, 2006. The Administration for Children and Families (AFCARS) is a government agency headed by the U.S Department of Health and Human Services. AFCARS collects case level information on all children in foster care.

Demographic Profile of Children in Care:

For the state of Missouri, there were 11,433 children in foster care in 2006.

Children can enter foster care at any age, from infancy up to 21 years, and most exit by the time they are 18 years old. In 2006, the median age of the children in foster care was about 10.2 years old.

AFCARS numbers have consistently shown a slightly greater percentage of boys than girls in foster care. The ratio of male to female children is 52 percent to 48 percent respectively.

Reasons children need Foster Care:

In 2006, Missouri had 93,054 total referrals for child abuse and neglect. Of those, 47,491 reports were referred for investigation. Out of the total investigations, 7,108 children were indicated as abused or neglected.

Child abuse can be defined as causing or permitting any harmful or offensive contact on a child's body as well as, any communication or transaction of any kind which humiliates, shames, or frightens the child.

Child neglect is the failure to provide for the shelter, safety, supervision and/or nutritional needs of the child. Child neglect may be physical or emotional neglect:

Physical neglect includes refusal of or delay in seeking health care, abandonment, expulsion from the home or refusal to allow a runaway to return home, and inadequate supervision.

Emotional neglect includes such actions as marked inattention to the child's needs for affection, refusal of or failure to provide needed psychological care, spouse abuse in the child's presence, and permission of drug or alcohol use by the child. In 2006, 43 children in Missouri died as a result of abuse or neglect. Average Length of Stay and General Outcomes:

In Missouri, the average time a child spends in foster care is estimated to be 2 years (26.4 months). About half of the children experience three or more foster care placements. A total of 1,597 children or about fourteen percent live in group care or institutional settings.

Children in Foster Care Source: Child Welfare Outcomes 2002, U.S. Department of Health and Human Services (2005)

Children Re-entering Foster Care State Average   National Average 8.5%	   	   11.4%	    		 Percent of children re-entering foster care within 12 months of an episode.

Children experiencing 2 or fewer placements in 12 months State Average   National Average 78.7%           81.7%

Children reunited with parents or caretaker within 12 months    National Average 76.2%

Children adopted within 24 month period State Average   National Average 23.5%	   	  21.1%	    	    	Percent of adoptions occurring within 24 months of latest removal.

“Aged-Out,” is a term used that refers to children who become of legal age and are no longer required to stay in the foster care system. These “adults” have a higher than average incarceration rate and a higher than average drop-out rate.

"When the system fails, the children are very likely to move out of the system into the juvenile justice system, into the welfare system, into the adult criminal justice system," says Richard Gelles, dean of the University of Pennsylvania's School of Social Work and one of the authors of the 1997 Adoption and Safe Families Act.

If nothing changes… by the year 2020: • Nearly 14 million reported cases of child abuse and neglect will be confirmed • 22,500 children will die of abuse or neglect, most before their fifth birthday • More than 9,000,000 children will spend some time in foster care • More than 300,000 children will age out of our foster care system, some in poor health and many unprepared for success in higher education, technical college or the workforce • 99,000 former foster youth, who aged out of the system, will experience homelessness

If we truly believe the children are our future, that all life should be protected and no child should be left behind, we must put action behind our words.

Only together can we make a difference.

For more information, visit: http://www.childwelfare.gov/systemwide/statistics/welfare_foster.cfm

title: Missouri's Statistics on Foster Care


text:
User:Egm6936.f09/Turbulence

Egm6321.f09 22:24, 22 October 2009 (UTC)

Turbulence (wikipedia) Turbulence (scholarpedia)

"Homogeneous" in "homogeneous turbulence" means that the turbulence is statistically invariant with translations of the reference frame.

Search scholarpedia for "dynamics"

Turbulence (cfd-online)

title: User:Egm6936.f09/Turbulence


text:
User:Egm6936.f09/Eddy

Egm6321.f09 23:03, 22 October 2009 (UTC)

Eddy (fluid dynamics) (wikipedia)

title: User:Egm6936.f09/Eddy


text:
User:Egm6936.f09/Large eddy simulation (LES)

Large-eddy simulation—Current capabilities and areas of needed research Progress in Aerospace Sciences, Volume 44, Issue 6, August 2008, Pages 379-380 Nicholas J. Georgiadis

CMAME 50 most cited papers in 2004-2008
 * A variational multiscale method for the large eddy simulation of compressible turbulent flows on unstructured meshes-application to vortex shedding, B. Koobus, C. Farhat, 2004, Volume 193, Issue 15-16, pp. 1367-1383. Cited 31 times.

A new approach to computational turbulence modeling, J. Hoffman and C. Johnson, Computer Methods in Applied Mechanics and Engineering Volume 195, Issues 23-24, 15 April 2006, Pages 2865-2880, Incompressible CFD

[http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V95-42SPW9N-5&_user=2139813&_coverDate=04%2F30%2F2001&_alid=1117203382&_rdoc=12&_fmt=high&_orig=mlkt&_cdi=5889&_sort=v&_st=17&_docanchor=&view=c&_ct=1488&_acct=C000054276&_version=1&_urlVersion=0&_userid=2139813&md5=109969802494d2f5562b4bf9a399bc99 Turbulent flows: Stephen Bailey Pope. Cambridge University Press, 2000. 771 pages, ISBN 0 521 59125 2 (paperback $49.95)] Atmospheric Research, Volume 57, Issue 3, April 2001, Pages 213-214 Aimé Druilhet

Comparison of LES and RANS in bluff-body flows Journal of Wind Engineering and Industrial Aerodynamics, Volume 89, Issues 14-15, December 2001, Pages 1471-1485 H. Lübcke, St. Schmidt, T. Rung, F. Thiele

More at this google doc on LES, DNS, RANS literature

Google search for "large eddy simulation"

Large eddy simulation (LES) (wikipedia), Large eddy simulation (LES) (cfd-online)

Turbulence modeling (cfd-online)

Stanford Center for Turbulent Research

Charles Pierce Thesis (1.1 MB pdf)

Lesieur, M. & Metais, O. (1996), New trends in large-eddy simulations of turbulence, Ann. Rev. Fluid Mech. 28, 45-82.

Moin, P. (1997), Progress in Large Eddy Simulation of Turbulent Flows, AIAA Paper 97-0749.


text:
Abenaki

The Abenaki people, also known as the Abnaki, Wabanaki or the Alnôbak, are one of the indigenous tribes of northeastern North America, some of the original occupants of New England, southern Quebec and the southern Canadian Maritimes. The name Abenaki is derived from the word Wabanaki, the eastern Algonquian word for "Dawn Land", which is their name for their homeland. The Abenakis were one of the original five members of the Wabanaki Confederacy.

Readings

 * Abenaki
 * Wabanaki

Handouts

 * /Primary school handout/

title: Abenaki


text:
User:Carlcanary

www.carltoncanary.com left text

title: User:Carlcanary


text:
Talk:Comparative law and justice/Russia

Mid-Semester Comments:

You've gotten off to a good start! Of course, there's much more to do, and that's the point of these comments; they are designed to help you improve what you've done so far and thus ensure that the final product is great.

You do want to refine your writing a little. It's better to write in complete sentences; if you don't feel sentences are right for the content you are covering, then you might want to use either a bullet list or tables. a table would be particularly useful for the basic demographic info you have at the beginning of the page. You should also be sure to caption your images.

I notice you are using some pretty random sites as sources. Sometimes random googling is the only way to find a key piece of information that's missing. However, for the most part you would be better off if you used the recommended sources you can find on the Wiki assignment handout. They tend to have better, more reliable, and more complete data available than whatever random page on the Internet.

Your page is missing the history section, so you do want to go back and fill that in. You are also missing a discussion of the family of law to which Russia belongs and a mention of whether they have adversarial or inquisitorial trials.

''' Your sections on elections, on crime, and on judicial review are plagiarized. You need to address this immediately. '''

Furthermore, your section on elections does not include information on who is eligible to vote, and it does not utilize the terms for election types and practices that we discussed in class. Given the extent of plagiarism on your wiki, I cannot give you further comments until the plagiarism is addressed.

Mlarthur 00:53, 23 October 2009 (UTC)

title: Talk:Comparative law and justice/Russia


text:
Talk:Comparative law and justice/Saudi Arabia

Mid-Semester Comments:

You are off to a great start--it's clear that thoughtful research has gone into this so far.

You do want to ensure that everything is properly referenced; you're a bit skimpy on the references at times, particularly at the beginning of the page.

Your pictures and the depth of your research are very good. As you know, your main obstacle is staying on top of what's due each week. So right now some preliminary information on trials as well as the material on law enforcement is missing. But given what you've accomplished so far, I'm sure that will be forthcoming.

Keep up the good work.

Mlarthur 01:10, 23 October 2009 (UTC)


text:
Talk:Comparative law and justice/South Africa

Mid-Semester Comments:

You're off to a good start here. But everything can be made better--so these comments should hopefully help you ensure that the final product is great and that the work you do each week going forward will help you get to that great final product.

 * You've done a good job with finding information, and I especially like your use of international comparisons here.
 * You might want to expand the historical section a little bit, and perhaps talk a bit more about health issues--those are a big deal (particularly HIV/AIDS) in South Africa.
 * You're a bit behind on the governance section. You might refine your presentation of the family of law and type of government in light of what we discussed in class (it's often a good idea to go back in after we discuss something in class to ensure that what you are saying is in line with class concepts). As you no doubt know, you have not incorporated the judicial review or elections material yet. You could also have said a few things about trials, particularly whether they are adversarial or inquisitorial.
 * Your crime statistics are good. If you are not using the table and the mouse over, you should delete the code for them. Do be careful a bit about staying empirical in your discussions--your use of the word "alarming" and the way you juxtapose the death penalty and the rape issue and the gated communities make it seem like you are making a point rather than outlining facts. All your data are good, you just might want to reorganize somewhat. And in terms of the death penalty specifically, if you could find some public opinion data (maybe you can't), that would be fantastic!
 * While pictures are not strictly required, you might want to add at least a picture of the flag and a map to show where South Africa is--the Images page can help with that. Images just make the page look better and seem more interesting to your readers; remember that Wikiversity is a public resource accessible to anyone.

Keep up the good work--just try to make sure you are on top of what's due each week!

Mlarthur 01:19, 23 October 2009 (UTC)


text:
Talk:Comparative law and justice/Sweden

Mid-Semester Comments:

You are off to a good start so far.

You may want to work on the formatting, layout, and design of your page a bit. For instance, your demographic information might be easier to read if you put it in a table; while images are not required, a map of the country or a map showing where it is in the world, and a picture of the flag, with captions, will make your page more attractive to and useful for readers. Remember that Wikiversity is a public resource accessible to anyone on the Internet!

You will probably want to expand your history section--I know I said brief, but you only have 2 sentences.

Some of your text does seem suspiciously close to the text on some of your source pages--be sure you are not using direct quotes without quotation marks, and ensure that the majority of the text has been written in your own words.

Your coverage of the government structure is good and thorough. You should go back to the elections section & incorporate the terminology we used in discussing elections to classify Sweden's. Also be sure you've noted which family of law it belongs to.

You'll want to move the discussion of trials down to the Court section, and move your signature to the top of the page. Your quote about judicial review is fine, but it would be best if you could explain it in your own words somewhat.

Your crime data is good; again, you might consider a table, and you might consider being a bit more explicit about the comparisons you are making between Sweden and other nations.

Your citations and data sources are great.

Keep up the good work!

Mlarthur 02:03, 23 October 2009 (UTC)

title: Talk:Comparative law and justice/Sweden


text:
Calculus/OffsiteCourses

Lamar
 * Calculus I
 * Calculus II

MIT
 * Single Variable calculus, Fall 2006, Prof. David Jerison(Video Lectures)
 * Single Variable calculus, Fall 2005, Prof. Jason Starr
 * Calculus II

title: Calculus/OffsiteCourses


text: Category:Limits

title: Category:Limits


text:
User talk:RyanFouts

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:17, 23 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 23 October 2009 (UTC)

 * Ryan,

This looks good, though I'd like to see your research portion worked into your schedule. Best! Stevenarntson

Progress Report
Please post your progress report today.
 * Best, Stevenarntson

title: User talk:RyanFouts


text:
User talk:Ak2952

 Hello Ak2952, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 23 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 23 October 2009 (UTC)

title: User talk:Ak2952


text:
User talk:ChrisAug30

 Hello ChrisAug30, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 23 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 23 October 2009 (UTC)

title: User talk:ChrisAug30


text:
User talk:Eas524

 Hello Eas524, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 23 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 23 October 2009 (UTC)

title: User talk:Eas524


text:
User talk:Perspectoff~enwikiversity

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 23 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 23 October 2009 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Perspectoff. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Perspectoff~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 23:40, 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:Perspectoff~enwikiversity


text:
User talk:Gfc221

 Hello Gfc221, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 23 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 23 October 2009 (UTC)

title: User talk:Gfc221


text:
User talk:Jm3915

 Hello Jm3915, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 23 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 23 October 2009 (UTC)

title: User talk:Jm3915


text:
Category talk:Denied requests for unblock

In my opinion this category should be deleted because it conflicts with Natural justice. Blocked users are inhibited over complaining about a block or explaining why they think a block was unfair if they risk being put into this category. Several of the users in this category are clear vandals who were making frivolous complaints about clearly reasonable blocks but at least one is a valuable contributor.

"Each party to a proceeding is entitled to ask questions and contradict the evidence of the opposing party."

Theoretically users can complain, ask questions and contradict the opposing parties but in practise there are lasting penalties. Justice is not seen to be done and users may lose confidence in the system.

As of 23 rd October 2009 when I am writing this my blocklog is clear, I’m concerned about what looks like injustice in general. Proxima Centauri 19:56, 23 October 2009 (UTC)
 * It isn't clear how use of this category to organise declined unblock requests would do anything to discourage someone from requesting that their account is unblocked. I don't see any injustice here. I've declined the speedy deletion request because this would probably need wider discussion at WV:RFD. Adambro 17:22, 24 October 2009 (UTC)

This category is linked to users' talk pages so the fact that they have been blocked and denied unblocking becomes public. Many users probably prefer to endure a block they consider unfair rather than risk perpetual public criticism in this way. Proxima Centauri 17:31, 24 October 2009 (UTC)


text:
Java Platform, Enterprise Edition/Java EE Tutorial/Installing Application Server

The example of Tomcat
Tomcat is an example of application server that implements the Java Servlet and the JavaServer Pages (JSP) specifications from Sun Microsystems. Tomcat deploys the WAR files that archive the web applications.

Environment variables have to be configured, for instance, as:
 * JAVA_HOME=C:\Program Files\Java\jdk1.5.0_10
 * TOMCAT_HOME=C:\apache-tomcat-5.5.12


text:
User:Gettkins

The general public should know about the purple flower, monkshood also wolfbane is poisonous,  do not eat or rub any part of the plant monkshood on the skin. I purchased a seed packet and did not know of the plant monkshood, I purchased the seed packet due to the pretty plant and purple color. I noticed they grew as tall as sunflowers and had leaves like maple leaves, they grew fast just like sunflowers, I also noticed the insects was dead on them and no birds would fly near them, like birds do with sunflowers. I did my own research on the plant Monkshood and it was deadly poisonous. I think the Agriculture Department should take the plant off the market to the general public. Monkshood is the Plant of Death.

title: User:Gettkins


text:
Portal talk:Ethnology

Please start your discussion under the appropriate level 2 heading below. If your question/comment is about Wikiversity content or learning resources such as courses, etc., please list it under learning content. If your question/comment is about the way our school looks, navigation, etc. please list it under formatting. Thank you!

title: Portal talk:Ethnology


text:
User talk:Gettkins

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

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 03:56, 24 October 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Gettkins


text:
Template:Make suggestions

Feel free to make suggestions...

title: Template:Make suggestions


text:
Survey research and design in psychology/Readings/Textbooks/Pallant/2007

Pallant, J. (2007). SPSS survival manual (3rd ed.). London: Open University Press. ISBN 9781742373928 | AU$45.00 Co-op member AU$41.85 | Publisher site | Download 1st ed. | New 6th edition due March, 2016. ISBN 9781760291952


text: Category:Survey research and design in psychology/Readings/Textbooks/Pallant


text:
User talk:Caracabe

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

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 24 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 24 October 2009 (UTC)

title: User talk:Caracabe


text:
User talk:Mari.r

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you. Best! Stevenarntson

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 24 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 24 October 2009 (UTC)

Progress Report
Please post your progress report today for the Always Wanted To project.
 * Best, Stevenarntson

title: User talk:Mari.r


text:
User talk:Nicholasholmboe

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 24 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 24 October 2009 (UTC)

title: User talk:Nicholasholmboe


text:
User talk:Pelina

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 24 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 24 October 2009 (UTC)

title: User talk:Pelina


text:
User talk:Vm687

 Hello Vm687, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 24 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 24 October 2009 (UTC)

title: User talk:Vm687


text:
User talk:Rob Palermo

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

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 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 24 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 24 October 2009 (UTC)

title: User talk:Rob Palermo


text:
User talk:JoeBrandt

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 24 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 24 October 2009 (UTC)

title: User talk:JoeBrandt


text:
User:Poticecream

HI I am studying in Pune. I am a student of mechanical engineering.

title: User:Poticecream


text: Category:Pre-Calculus

title: Category:Pre-Calculus


text: Category:Integration

title: Category:Integration


text: Category:Calculus I

title: Category:Calculus I


text: Category:Calculus II

title: Category:Calculus II


text:
User:Discographer

1

title: User:Discographer


text:
User talk:Discographer

2

title: User talk:Discographer


text:
User:AquaTeen13

Name: AquaTeen13

I'm so excited about Wikiversity. There'll be a lot for me to learn about, though.

title: User:AquaTeen13


text:
Advanced projects in chemistry

Advanced Projects in Chemistry Author: Anjali Gharpure

Advanced Projects in Chemistry Dissolved Oxygen levels in water bodies

For students of the K-11 or K-12 grades with a background in biological sciences, the dissolved oxygen tests would be both a worthwhile and a learning effort. Measuring dissolved oxygen levels is important to determine the level of contamination of groundwater, an important  water quality parameter. Dissolved oxygen levels are important as they indicate ground water pollution.

Oxygen is vitally important for healthy aquatic life and low dissolved oxygen levels are indicative of polluted waters. The optimum value for dissolved oxygen determined should be between 4-6 mg/L.

Tests commonly monitored for determining the oxygen content in water masses are-Biological oxygen demand (BOD), Chemical oxygen demand (COD) and Dissolved oxygen (DO) by Winkler’s method.

Biochemical Oxygen Demand (BOD) is an empirical test determining the relative oxygen requirement of effluent and polluted waters. BOD tests consist of a 5 day period in which a sample is placed in an airtight bottle under controlled conditions temperature (20ºC ± 1ºC), under dark conditions to prevent photosynthesis. The dissolved oxygen (DO) in the sample is measured before and after the 5 day incubation period. In contrast, Chemical Oxygen Demand (COD) is often preferred for daily analysis. The COD analysis is reproducible and requires a shorter period of time for completion. It measures both the biologically oxidizable and biologically inert organic materials present in sewage. Waste water sample is refluxed with excess potassium dichromate in dilute sulfuric acid. In the presence of silver sulfate as catalyst and mercuric sulfate. The organic matter of the sample is oxidized to water, carbon dioxide and ammonia. The excess dichromate remaining unreacted in the solution is titrated against standard Ferrous ammonium sulfate. The Chemical Oxygen Demand (COD) test measures the oxygen equivalent consumed by organic matter in a sample during strong chemical oxidation. Potassium dichromate is used as the oxygen source with concentrated sulfuric acid added to yield a strong acidic oxidizing medium. Other reagents added, in the analysis serve to drive the oxidation reaction to completion. These include mercuric sulfate, silver sulfate and sulfamic acid. Mercuric sulfate is added to remove complex chloride ions present in chlorinated water samples. Without the mercuric sulfate the chloride ions would get oxidized form chlorine compounds in the strong acidic medium. These chlorine compounds would in turn oxidize the organic matter in the water sample. The resulting COD value determined would then be lower than the actual value. Silver sulfate is added as a catalyst for the oxidation of short, straight chain organic compounds and alcohols. In the absence of silver sulfate the COD of the sample would be lower than the actual value. Sulfamic acid prevents interference of the nitrite ions. In the absence of sulfamic acid, the COD reading of the sample determined would be higher than the actual value.

However, the oxidation of the organic matter is not always 100% complete with the COD test. Volatile organics, ammonia and aromatic hydrocarbon are not oxidized completely by this method. Despite these observations, the COD test has a number of merits over the BOD test. COD results are available much sooner. COD tests require very little sample preparation. The COD test oxidizes a wider range of chemical compounds and can be standardized more easily. The major disadvantage of the COD test is that the results are not directly applicable to the 5-day BOD results without correlation studies over a long period of time. The Winkler Method is a technique used to measure dissolved oxygen in freshwater systems. Dissolved oxygen is used as an indicator of the health of a water body, where higher dissolved oxygen concentrations are correlated with high productivity and little pollution. This test is performed on-site, as delays between sample collection and testing may result in an alteration in oxygen content. The Winkler Method also uses titration to determine dissolved oxygen in the water sample. The sample is filled completely with water in an airtight bottle. The dissolved oxygen in the sample is then "fixed" by adding a series of reagents- managnous sulfate, alkaline azide iodide till a floc forms. The floc is allowed to settle after which concH2SO4 is added to form an acid compound. It is titrated with a neutralizing compound that results in a color change. The point of color change, the "endpoint," coincides with the dissolved oxygen concentration in the sample. Dissolved oxygen analysis is best done in the field, as the sample is left unaltered by atmospheric equilibration. The liberated iodine is titrated against a standard solution of sodium thiosulfate, from which the amount of dissolved oxygen is calculated.

Water pollutants include organic and inorganic effluents from industries, radioactive materials and thermal pollutants. A K-12 grade project that includes these experiments tests the students learning outcome and awareness in environmental chemistry. It gives the students the chance to determine and analyse for themselves the level of water contamination in their city or town.

title: Advanced projects in chemistry


text:
User:Soapycat/Alessandra Bosco

Alessandra Bosco (born in Verona, Italy) is an Italian model.

Model Career
Alessandra Bosco is a print model born and raised in Verona, Northern Italy. She began modeling at childhood and took it up more professionally around the age of sixteen. She has lived overseas including the USA for eleven years and there she was able to quickly become an admired and sought after print bikini model.

She is currently residing in Europe. She is 100% natural, no surgical enhancements. Her areas of work are print, glamour,swimwear, lingerie,ad campaigns, music videos. She has appeared in the most famous on line men's lifestyle publications, worked as model during international trade shows, and featured in several print publications.

Among the latest projects, her 2009 lingerie glamour military themed calendar "weapon of mass distraction" dedicated to military fans worlwide.

The calendar has generated lots of controversy and US military newspaper Stars and Stripes featured the story several times making it among the top three most popular stories in the publication and all time most popular in their blogs. Military.com forum reached nine hundred threads in just a couple of days. Articles on the calendar have been also featured on Italian national newspapers such as La Repubblica, Il Corriere della Sera, Il Messaggero, L'Arena and featured on Berlusconi's TV channel Italia 1 and RAI Italian TV. There are currently at least one hundred blogs/web pages on the net where you can read about the calendar. AFN Korea aired her interview on September 24th 2008. It made the Best of 2008 list on Military.com December 31st 2008. The calendar has been sold by 85 Aafes Military Exchange stores in Europe, Iraq, Afghanistan and Pacific. You can read more about Alessandra by visiting her web site www.alessandrabosco.com

title: User:Soapycat/Alessandra Bosco


text:
Talk:Educational Media Awareness Campaign/Languages/POTD 3

What about Bolivia???


text:
Lipopolysaccharide

Lipopolysaccharides (LPS) are glycolipids present in the membrane of most Gram-Negative bacteria. LPSs are large molecules consisting of a hidrophobic portion (Lipid-A), wich anchors the LPS to the outer-leaflet of the external membrane, an oligosaccharide core, and a polysaccharide (O-antigen) exposed to the outside of the cell. LPSs are also know as endotoxins and elicit strong immune responses in animals. For plant-colonizing bacteria, LPS play an important role in the molecular communication between plant-microbe interaction.

LPSs comprise three parts:

1. O-antigen (or O-polysaccharide) 2. Core oligosaccharide 3. Lipid A

Lipid A

Lipid A is normally a phosphorylated glucosamine disaccharide decorated with multiple fatty acids. These hydrophobic fatty acid chains anchor the LPS into the bacterial membrane and the rest of the LPS projects from the cell surface. The lipid A domain is responsible for much of the toxicity of Gram-negative bacteria. When bacterial cells are lysed by the immune system, fragments of membrane containing lipid A are released into the circulation, causing fever, diarrhea, and possible fatal endotoxic shock (also called septic shock).

Core oligosaccharide

The Core oligosaccharide attaches directly to lipid A and normally contains sugars such as heptose and 3-deoxy-D-mannooctulosonic Acid (also known as KDO, keto-deoxyoctulosonate).

O-antigen

When LPS contains a repetitive glycan polymer this is referred to as the O antigen, O polysaccharide, or O chain of the bacteria. O antigen is attached to the core oligosaccharide, and comprises the outermost domain of the LPS molecule. The composition of the O chain varies from strain to strain, for example there are over 160 different O antigen structures produced by different E. coli strains. The presence or absence of O chains determine whether the LPS is considered rough or smooth. Full length O-chains would render the LPS smooth while the absence or reduction of O-chains would make the LPS rough. Bacteria with rough LPS usually have more penetrable cell membranes to hydrophobic antibiotics since a rough LPS is more hydrophobic. O antigen is exposed on the very outer surface of the bacterial cell, and as a consequence, is a target for recognition by host antibodies.

LPS modifications

The making of LPS can be modified in order to present a specific sugar structure. Those can be recognised by either other LPS (which enables to inhibit LPS toxins) or glycosyltransferases which use those sugar structure to add more specific sugars. It has recently been shown that a specific enzyme in the intestine (alkaline phosphatase) can detoxify LPS by removing the two phosphate groups found on LPS carbohydrates. This may function as an adaptive mechanism to help the host manage potentially toxic effects of gram-negative bacteria normally found in the small intestine.

title: Lipopolysaccharide


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User:Bioetica2010

Bioética:Modelos de Salud Mental y Bioética

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Wikiversity:Whacking with a wet trout

A Wikiversity version of w:Wikipedia:Whacking with a Wet Trout is needed.

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