text:
Mind Mapping/Lesson 1/Answers Page

This page is the answer sheet to the following question, posed in Lesson 1 of Mind Mapping.

Etyam07 22:44, 9 August 2007 (UTC)==Why did you come to the Mind Mapping page at Wikiversity?== What triggered your interest? What is it that makes you read all this? Is this a random visit? Did you read about it on another webpage? Did you come from another Wikiversity page? Or maybe directly from Google?

Why are you here? Read what others have said and share your own respons with future readers.
 * I have heard of mind mapping but have no idea what it is. I like to know what everything is about.

Because its sounds interesting.

Answers
I want to see the course works.

I have always wondered how our brain is programmed & its ways of learning & running things & wanna learn more & more of it - Sandhya

I have used mind mapping software previously and now im using freemind. However, i cant seem to be able to create a mind map with as much ease as im used too...hence wanting to learn more.

I was browsing WIKI when the term "Mind mapping" caught my attention & simply wanted to know what it's all about.

plain curiosity ... to learn!

 * "I came here because I am the creator of this page and I wanted to put the first answer myself." --Roelvermeulen 21:38, 29 October 2006 (UTC)

 * I'm intrested in learning how to use wiki's for learning. I've heard of mind maps and would be interested in finding out more. At the end of this learning experience I'd hope to be able to apply mind mapping techneques to learning with a wiki. Mystictim 17:50, 16 December 2006 (UTC)

 * I used the random page function.

 * I am an undergraduate & I need to order & place contents systematically for easy reading without any loss of memory

 * Mind-mapping has been useful to some extent for me in the past (I've used Freemind), but I still need to find better ways of using and managing information. That's why I came here - as well as to see what kind of page this would be about mind-mapping! Cormaggio beep 23:52, 24 January 2007 (UTC)

 * Curiosity, mostly... and, I'm an instructor at a University who wants to find better ways of organizing information for my students.

 * Random pages - and then curiousity to look further --Vannin 04:11, 26 February 2007 (UTC)

 * I love learning, and I've been speding more and more time in Wikipedia and its partner programs for that matter - Thank you to all the contributors--what a great project! - Fernando

 * Another Random Page surfer...

 * I am an undergraduate student who is helping to create and facilitate an experimental class on the University's connection to nuclear weapons and am considering a Mind Map as an assignment for students in the class. Mark UC Santa Cruz, "UC and the Bomb" class

 * I am a teacher and I'm interested in how mind-mapping might benefit my students.
 * The term really sounds exciting so I need to understand this.
 * I have worked on making mind maps for years, and am interested in what others have done

 * I've been working with mind maps in the past, but I'm interested in refreshing my knowlegde of mind maps. I would like to improve my skills to create mind maps in the future for implementation of social aspects in a web-based business platform. --jcklaassen 11:17, 14 January 2008 (UTC)

 * I have successfully used mind maps in the past and wanted to remind myself, so I could introduce the idea to my son (A levels looming!)

 * I came here because I lack organization, I'm hoping that mind mapping will help me, to create some time for the things I want to do so badly.

 * I want to learn anything and everything!

 * I want to use mind mapping in my teaching.

 * I just wanted to know what's that.

 * I feel that Mind Mapping will give me a secret advantage to understanding concepts and retaining large volumes of information... we'll see how it goes

 * Having had a vacation, I'm now taking stock of my life (big questions) and need inspiration. I hope an understanding of Mind Mapping will provide a tool in this quest.

 * I was reading about the theory of mind in wikipidia, I am intersted in psychology, and I came throw the wikiversity, I began to read about Mind Mapping, I never heared about before so I strated t read and I want to know more about it, and if I can benefite from it. that is why I am here.Dr.Elfatih Shora

 * In the process of preparing for an exam and hence thought this mind mapping would help in studying in a better way. Aswini P B

 * I want to help myself to think more logically which can help myself on decision making, working and my personal life.

Most of the rest of my biographical material is on my User page, my Talk page, and my Contributions page. I need to walk our two whippets now, but I hope to come back soon to answer the question. Original time: 01:35, 11 August 2012 (UTC) Please let me fix my previous error now. Ray Calvin Baker (talk) 18:57, 11 August 2012 (UTC)
 * Earlier today, I was discussing art (in general), and sculpture (ceramics in particular) with Dora, the person who teaches a class on ceramics at the Caroline County (Maryland) Senior Center. I am a retired computer programmer and a grad school drop-out.

 * OK, I'm back after walking the whippets. And I notice I hadn't logged in the previous time. I was intending to do some research on "how the Wikiversity is organized", not intending to contribute. At risk of exposing myself to SPAM, I will now put my digital signature at the end of this answer. Now you have both my home Internet Service Provider number and my Wikiversity ID. Oh, well. Now I'm REALLY open-minded, at least in some technical sense. Back on track to "the answer": I intended to look for and copy a chart I had seen -- schools, categories, sub-categories, topics, etc. I had just found that "Sculpture" had only four entries: Found Object (a stub), Relief (empty), Stone (empty), and Ceramics (off to a good,impressive start). But where are my personally preferred materials: Metal, Paper (including Origami, paper sculpture, and paper engineering), and Wood? And how should I categorize these topics, should I find myself unable to resist the temptation to at least mention these sculptural media? Obviously, this is a problem in organizing intellectual material. Thinking it would take a while to retrace previous steps, I turned instead to the "Recent Contributions" page, and there it was, that irresistible keyword, "MIND". Having been so excited by Figure 70, "A tiny portion of the author's 'semantic network'" on page 370 of Douglas Hofstadter's _Godel,_Escher,_Bach:_An_Eternal_Golden_Braid_, -- so excited that I shared it with my fellow grad students at George Washington University, I thought that there must be some connection here. And that is how I first came to this page. The second time I got here, I simply typed "Mind" into the Wikiversity search box, and "Mind Mapping" was at the top of the list. But you asked me several other questions on my way here, so I intend to come back yet again. (I hate long editing sessions, having to use an editor belonging to someone else, so I prefer several short sessions.) Ray Calvin Baker (talk) 02:37, 11 August 2012 (UTC)

 * If you checked any of those previously mentioned pages, perhaps you have guessed that my "secret ambition" is to bring self-awareness to the Wikiversity, possibly by enlisting "Crowd Accellerated Innovation". Next question: "What triggered your interest?" Answer: The word "Mind", as in _The_Emperor's_New_Mind_, by Roger Penrose, and _The_Society_of_Mind_, by Marvin Minsky. And Robert J. Sawyer, sci-fi writer and author of _Flash_Forward_, _WWW:_Wake_, _WWW:_Watch_, and _WWW:_Wonder_, practically insists that his readers also read _The_Origin_of_Consiousness_in_the_Breakdown_of_the_Bicameral_Mind_. Incidently, "Theory of Mind", the psychological concept I was supposed to learn about as I studied educational theories, doesn't do much for me. I have Asperger's Syndrome, (so does Dr. Decter) and am sadly lacking in empathy, social skills, and common sense. Second question: "What is it that makes you read all this?" Answer: the hope of finding a community (a Crowd) able to Accelerate and Innovate my plan to promote "Simple Simon" (the pi-man's friend) to become director of the Wikiversity, as well as an excellent tour guide. Third question: "Is this a random visit?" Answer: Obviously NOT a random visit, but very deliberate. Fourth question: "Did you read about it on another web page?" Answer: "Yes, the Wikiversity 'recent additions' page. More questions; more answers later. Whippets again. Ray Calvin Baker (talk) 03:06, 11 August 2012 (UTC)

 * Last questions: "Did you come from another Wikiversity page?" Answer: Yes. I just told you WHICH Wikiversity page(s). Last question: "Or maybe directly from Google?" Answer: No, not directly from Google, though I used Google a lot several months ago. I made myself an "InternetMap.html" file of Wikiversity (and other) pages on my flash drive -- I came directly from that. Fun questions! I hope you have fun with my answers! Ray Calvin Baker (talk) 03:30, 11 August 2012 (UTC)
 * I'm a sales project manager in automotive industry, which has a strict timeline for every moves, so we have to do a project management in ahead 2 years. And I want to learn more about this software, which I have used for several times. 13:11, 24 May 2016 [BJ]
 * I was intrigued by the title. It came up on my search of Mind.  I like maps and I’m curious about the mind so this seems like a good fit. 2020-10-23  MT

title: Mind Mapping/Lesson 1/Answers Page


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Software Freedom

Introduction
GNU/Linux, Mozilla, Open Office, and other pieces of Free and Open Source software (FOSS) are quickly, and often silently, making their way into the world's schools and its students' lives. The governments, citizens, and students of Norway, Denmark, Germany and funding and working with the Skolelinux project bringing GNU/Linux based computer operating systems into middle and high schools. The edUbuntu project is pursuing similar goals in South Africa and elsewhere. Local governments and ministries of education in Spain have produced a long list of FOSS platforms that includes LinEx, Guadalinex, Catix, LliureX, and others. Meanwhile, the One Laptop Per Child initiative has gained international attention and recognition for its insistence on a free and open source software platform in its drive to bring cheap computers to children of the world.

For reasons of cost, flexibility, adaptability, performance, coordinated deployment and decentralized support, Free Software in schools makes economic sense. However, for many of those in the forefront of the movement to increase the involvement and impact of FOSS in education, the primary motivations are not pragmatic or economic but philosophical.

At its core, Free Software is not primarily about price but about freedom. In particular, it is about the freedoms to use software for any purpose, modify software to fix problems and to share software in both modified and unmodified forms. In this way, free software embraces a model of openness, collaboration and coordinated learning that resembles the product and processes of education when it is most successful.

The developers and advocates of the each of the FOSS in education projects mentioned above do not believe that a web browser is just a web browser. Instead, they believe that it is a product of and a representative of a particular process defined in terms of a number of legal and philosophical constraints. They believe that part of free software's potential for education lies in the fact that free software introduces students to a set of freedoms that hold the potential to improve the learning process in profound ways.

The success of FOSS in education, in these terms, is only possible if students are able to connect the products—the software on their computers—to the process and ideas that created them. What follows is a curriculum that attempts to make this connection and to introduce students to the concepts and the practice of Free and Open Source software.

Applicability

Free Software/Open Source
The Free and Open Source Software movements are parallel movements with a complex relationship and history whose explanation is outside the scope of this curriculum. When discussing software, licenses, and development communities, the terms are usually synonymous. When discussing the motivation, philosophy, and politics behind the production of this software, the terms vary wildly.

As to the nature of the distinction, an inadequate but useful distinction can be drawn: Free Software is a social movement; Open Source is a development methodology. From my own position, "Free Software" seems like the better match. As a result, I err on the side of overusing the term Free Software.

This curriculum is an experiment prompted by the OLPC project (i.e., the "One Hundred Dollar Laptop Project" spearheaded by Nicholas Negroponte of the MIT Media Lab). The principles of free and open source software are of utmost importance to the OLPC project. This curriculum offers a proposal for one way that these principles of software freedom and more general commitment to openness can be communicated to the users of the laptop.

While this curriculum has been designed to be used with the OLPC laptop, it could easily be applied outside of that project and without access to the laptop. While the curriculum becomes most meaningful in contexts where students are using free and open source software daily, it can also be deployed, with few modifications, in a diversity of settings.

The curriculum assumes and requires access to a computer but does not assume prior experience in programming or computer sciences. It is designed primary for students in 8th-10th grade.

This curriculum is most well suited to the environments where students are already familiar with free/open source software products—even if they are not familiar with the fact their software products are free software. It aims to connect the philosophy and productive practice behind free software to the larger questions raised around the ownership of ideas and expression—and by extension, intellectual property more generally. It seeks to become meaningful by grounding these concepts in the software that students already use on a daily basis.

Overview
This is a challenging, interdisciplinary, activist curriculum. It introduces difficult concepts of computation, information, ownership, communication, the impact of technological decisions, and freedom movements. Its fundamental goal is to connect the processes and philosophies that have helped create students' software to the software itself and to do it in such a way that students understand the role and impact that they can play in defining their own information environment.

Sections
This curriculum introduces a number of complex issues. Each one could, potentially, be given it's own curriculum. The aim of this curriculum is not to impart mastery of any one area but to give students an a set of tools—both technological and analogical—which they can use in their own explorations. Issues in this curriculum are tackled in the following sections which attempt to alternate between more technical and more theoretical topics:

 * Software Freedom/Information: A section that explores the nature of information goods and the idea of ownership of these goods;
 * Software Freedom/Computation: An introduction to computation and computer programming;
 * Software Freedom/Collaboration: An exploration of collaboration and its impact and costs;
 * Software Freedom/Context: A more targeted exploration of computation and programming that focuses on the computer in relation to the student and, in specific, the software on the students desktop;
 * Software Freedom/Communication: A look at technologies of communication and the way that technological rules define the terms on which we communicate with each other;
 * Software Freedom/FOSS: A free and open source software and attempts to tie the concepts introduced before together into a synthetic whole.

Activities

 * Software Freedom/Information Goods Activity: An activity that asks students to explore and compare material and information goods and touches on many of the core issues of information ownership that form the backbone for this curriculum.
 * Software Freedom/Controlling Communication Activity: An activity in which students design, implement, share, and discuss a communications technology that defines the terms on which others can communicate.

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

title: Software Freedom


text:
Software Freedom/Information

The goal of this section is prompt students to consider the nature of information and the nature of software as an information good. The goal is also to help students realize that there is a fundamental difference between informational and material goods—namely, the former can be reproduced at zero marginal cost. It will also introduce the concepts of "ownership" and control of information and prompt students to reflect on these ideas.

Explorations and Activities
This section may be well served by the Software Freedom/Information Goods Activity.

Alternatively, the following activities or explorations might help the students explore and discover the key concepts in this section. Each is framed in terms of the key questions it raises.

Exploration: Discovering Immateriality
This is a discussion that prompts students to suggest, compare and contrast the production of a single good that is material with information goods that are purely immaterial.

Possible material goods include a widget, sweater, or vegetable. Possible immaterial goods might include a song, a melody, or a rumor. Students should feel free to suggest possible goods.

Students should discuss or write the process necessary to create that both types of good. Students should then be prompted to describe what happens when they give a copy of their creation to a friend. They should then be asked to reflect on this everyday action. Questions raised might include:

 * How does the process of reproduction differ between the types of goods?
 * How do things change with the second, third, forth, or one millionth copy?

Students should be asked to brainstorm and discuss a variety of related issues to the immaterial nature of their immaterial good and the way it was copied. Important issues might include:

 * How do information goods differ from other types of goods?
 * In what ways do the unique qualities of information make it more difficult to control?
 * Is a book information or material? What about a CD? (Be sure to make a distinction between the book/CD itself and what it contains.)
 * What else can students do that exhibit the costless reproducibility of information?

Exploration: Information Ownership and Transgression

 * An exploration or discussion around the idea of "transgressions" of ownership in material and immaterial goods.

If students are familiar with MP3, DIVX, software piracy, etc., these may each provide useful examples to seed a discussion. A good way to enter this discussion may be to bring up these examples.

Keys questions for discussion might include:

 * How does the definition of "stealing" differ in the context of an MP3 and a CD or record?
 * How does this connect to software? What is software piracy? How do students feel about it?
 * In what ways is information "owned"? How do students feel about this? Is it good or bad? Perhaps a debate of some sort would be an appropriate activity at this stage.
 * Why are libraries legal? Why don't entirely digital libraries exist?

Key Concepts
Students could walk away from this section with:

 * An understanding of information as an immaterial good and the impact of this on the cost of reproduction and distribution.
 * Knowledge of the problems, real and potential, economic and otherwise, introduced by valuable goods that can be reproduced at zero-marginal cost.
 * Some steps toward thinking about the ethical implication of regulating information production.

Additional Readings
The following readings help frame the questions addressed in this section although all, with the possible exception of Stallman's, may be inappropriate or unnecessary for students unless they express interest in this concept and want to read more.

 * Eben Moglen's dotCommunist Manifesto
 * Richard M. Stallman's The Right to Read
 * John Perry Barlow's Economy of Ideas
 * Lawrence Lessig's Free Culture

title: Software Freedom/Information


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Software Freedom/Information Goods Activity

The goal of this activity is have students produce, on their own, one primarily material and one primarily non-material product and to compare the nature of the good produced and to gain a deeper understanding of the nature of information goods.

Key Concepts
This activity aims to create an intriguing opening to the Software and Freedom Curriculum and to introduce and frame the concepts the section on information goods. It aims to help students find their own answers to a number of important questions that might include:

 * What is an information good? How is different than a material good?
 * What are the ways that information can be controlled? How is this control different or similar to ownership?

Prerequisites
This activity is is designed to use and build upon work assigned to the students for other purposes and potentially in other classes.

In general terms, the required material includes:

 * Two assignments from the students' normal schoolwork.
 * Permission and collaboration from the teachers assigning the assignments above (if applicable).

The two assignments should be different and should be chosen so that one falls into each of the following rough categories:

 * 1) An assignment whose fulfillment involves or centers around primarily material or physical product. The project could be in any number of subjects. The essential criteria is the product fulfilling the assignment must not be easily or effectively copyable by students. Examples might include:
 * 2) An assignment to create a collage out of magazines around a theme or in response to readings in an history, English, or art class.
 * 3) An assignment to create a model or poster for a science class.
 * 4) A sculpture, drawing, painting, or other physical art project.
 * 5) An assignment whose fulfillment involves or centers around a primarily non-material or information product. As in the first example, the subject does not matter but the work must be easily copied and of the kind that students could easily collaborate together upon, divide work around. It should be the type of assignment that in an academic environment students could cheat on. Examples might include:
 * 6) A traditional style math assignment formed of a list of problems and solutions.
 * 7) A foreign language worksheet that ask for translations of words, sentences, etc.
 * 8) A science or humanities assignment of any type that asks for "answers" to questions where there are correct answer.

Teachers will need to have one assignment of each type coordinated in advance. Both assignments should be brief (i.e., not assigned for more than several days) and the assignments should be coordinated so that they are assigned on the same day, due on the same day, and assigned according to the instructions below.


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Talk:Software Freedom/Information Goods Activity

This page needs formatting and organization help. --mako 23:13, 29 October 2006 (UTC)


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User:Yakoo

Hello!, I am Yakoo from the Wikipedia in spanish.

Can write me at my talk in the wikipedia in spanish.

es:Usuario:Yakoo

title: User:Yakoo


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Software Freedom/Computation

The goal of this section is to introduce students to the idea of software and hardware and to the basic concepts and practice of computation and programming.

Explorations and Activities
The following activities or explorations might help students explore and discover key concepts in this section. Each is framed in terms of the key questions it raises.

Large parts of this process can be skipped or augmented if the students already have a programming background through other means.

Exploration: What Are Computers?
An introductory activity or discussion that asks students to define and discuss computers.

Students should be asked to discuss their preconceptions (and misconceptions) of computers as as group. Discussion might be prompted with questions including any of the following:

 * What do computers do? What do they not do?
 * What can computers do? What can't they do?
 * How are computes similar to and different from other types of machines?
 * How are computers similar to or different from calculators?

Ideally, this discussion should lead students to identify computers with information processing. It should lead them to think critically about the role of computers as information storage, processing, and control machines.

Activity: First Steps In Programming
An activity that walks students through the use of a simple programming tool.

Rather than writing yet another Introduction to Programming curriculum, this set of activities will be best served by borrowing from and using another curriculum.

Ideal programming environments and curriculum should be simple, short, an accessible. Many students without programming experience will be best suited by a visual programming tool. The ultimate goal is to introduce students to the concepts and practice of computation and programming and not the concepts of source code, object code, or the mechanics of writing in a particular language. Ideal choices of languages and environments might include any of the following:

 * Squeak
 * Scratch
 * StarLogo

In addition the process of teaching the students the first steps of writing a computer program, students should be asked to present and compare their projects to the class. Discussion on these programs should be encouraged and students should be prompted to connect their work to the practice of programming and computers more generally -- as discussed in the exploration above.

Key Concepts
Students should be able to connect work in this section to their previous explorations of information. Additionally, they should walk away from this section with:

 * The ability to write a simple program in a programming language like Squeak, Scratch or StarLogo.
 * Some introductory skill or familiarity at using the tools and methods of computation and programming.
 * Knowledge and awareness by each student that they have reprogrammed their computer to do something that it could not do before or without their intervention. In other words, knowledge of the computer as a computing machine and their own ability to become the director of that machine.

title: Software Freedom/Computation


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Software Freedom/Collaboration

The goal of this section is to introduce students to the idea of collaboration and its alternatives.

Clearly, students will have collaborated in the past. This section aims to get them to think explicitly about the choice to collaborate or to work alone and the impact that this choice might have on process and product of their activities. It aims to get students to think of collaborative and non-collaborative creative production more generally and to understand the benefits and difficulties that each introduces.

Explorations and Activities
The following activies or explorations might help the students explore and discover the key concepts in this section. Each is framed in terms of the key questions it raises.

Activity: Collaborative and Non-Collaborative Work
An activity where students are given, or asked to create, a set of tasks that they believe could be done better by individuals and by groups.

These tasks can, but need not, involve the computer and may involve other projects that the students are working on as part of their studies.

The students should also be asked to come up with metrics by which the group and individual progress can be measured. Upon finishing their projects they will evaluate their projects and process and discuss what they've learned. Important questions might include:

 * What was difficult about working alone? In a group? What was easy or beneficial in each?
 * In what situations and for what types of tasks is collaboration better than individual work?
 * How were decisions taken in the groups? How could this have been improved.

Activity: Control and Collaboration
An activity where students are asked to work in groups to accomplish tasks but are asked to do so under different decision-making systems (e.g., democratic, hierarchical, dictatorial).

Students in groups with leaders are each asked to choose a leader and run an experiment. They are then asked to present, compare, and discuss their "findings." Important questions raised might include:

 * What are the ways that decision-making and control affect the collaborative process?
 * Did the decision-making system have any effect on the quality or time in which the group finished their work?
 * Which groups had more fun or felt more motivated? Which groups were more productive? Did some people feel more invested in the product or proccess than others? Why?

The goal with this questions is to prompt students to notice and to think critically about collaboration as a choice and about decision-making systems and control structures in the context of collaboration.

Key Concepts
Students could walk away from this section with:

 * An understanding of the way in which collaboration can increase both the quality and quantity of goods and ideas produced and can allow groups of individuals to produce more than any single person would be capable of.
 * Examples of places where collaboration does not work well and ways in which collaboration can be hindered, stunted, or blocked.
 * Knowledge that changes to the control and decision-making structure under which a collaborative project or enterprise is executed can effect the nature of the project's ultimate product and the motivations of the collaborators throughout.

Additional Readings

 * "Why Write ... Together: A Research Update" by Lisa Ede and Andrea Lunsford in Rhetoric Review (1986) 5.1 pp. 71-81.
 * "Do 1 and 1 Make 2?" by Collette Daiute in Written Communication (1986) pp. 382-408
 * "Successful Collaboration: When Two Pens are Better Than One" by Leonard Felder in Writer (1983) v96 pp. 20-221

title: Software Freedom/Collaboration


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User talk:Konstable no del del

I am not cool and i need help with my studies. someone named Konstable has taken my real name. please solve this problem thanks. I really need help with my maths skills. I do not know how to do times tables properly and I cant spell. please post me a page to help me. Thanks.

Konstable

my own wikipedia file. I like to block innoecent people. I mean opps. Well I dont. I am a From Wikipedia, the free encyclopedia Revision as of 11:01, 27 October 2006 by Konstable (Talk | contribs) (diff) ← Older revision | Current revision | Newer revision → (diff) Jump to: navigation, search I am taking a Wikibreak due to some real life matters that have just come up and need my urgent attention. I may be back after the 11th of November. This is a Wikipedia user page.

This is not an encyclopedia article. If you find this page on any site other than Wikipedia, you are viewing a mirror site. Be aware that the page may be outdated and that the user this page belongs to may have no personal affiliation with any site other than Wikipedia itself. The original page is located at http://en.wikipedia.org/wiki/User:Konstable. Wikimedia Foundation Welcome! This user is male. This user is an undergraduate student majoring in Pure Mathematics. This user is an undergraduate student majoring in Computer Science. en 	This user is a native speaker of English. ru 	Русский язык — родной для этого участника. This user lives in New Zealand. This user comes from the former Union of Soviet Socialist Republics. Places visited Russia 	New Zealand Australia 	Japan Turkey 	UAE

I am a Russian-born Kiwi. Right now I am a student at the University of Auckland, doing a BSc degree majoring in computer science and pure mathematics; however I will very soon finish my BSc and and start on my BSc (Hons) in Computer Science.

Since I had started editing (I think about July 2005, as an anon) I have contributed to a whole variety of articles that I won't even attempt to list here. My top three favourite contributions across Wikimedia projects are: Wikijunior Dinosaurs on Wikibooks; here on Wikipedia bringing development of Pericles back to life and eventually being able to assist bringing it to Featured Article standard; and My several uploads of classic works of literature to Wikisource.

I enjoy reviewing articles, if I have time or find anything interesting to review. Currently I am slowly working on Computational complexity theory, trying to get it to a higher standard.

I have some dusty AWB projects lying around - see my trial bot User:KonstableBot, and User:Konstable/Māori terms. They are not active right now, but I might restart them later.

User pages on other wikis where I have participated in the past (anyone claiming to be me on any other wiki is an impersonator and can be blocked ASAP):

* My Wikibooks User page (used actively in the past) * My Wikicommons User page (used every now and then) * My English Wikisource User page (used actively in the past) * My Russian Wikisource User account (no user page as such, see contributions, only a few edits though) * Māori language Wikipedia (I don't speak Māori, but I was helping out an admin there with AWB) * My Wikiquote User page (not many contributions here) * My Wikitravel User page (not yet used) * My Meta-wiki User page (not used) * My Wikispecies User page (not used) * My Wikiversity User page (not used) * My Wikinews User page (not used) * On Wiktionary I am wikt:User:Konstable (though previously this account was hijacked by an impersonator). (not yet used)

The Defender of the Wiki Barnstar For tireless and accurate vandal-fighting efforts. Very well done and keep it up! Guinnog 11:35, 12 October 2006 (UTC) Glen's Anti-Vandalism Barnstar! Glen is thrilled to award Konstable with this small token of appreciation and acknowledgement for exceptional performance in the art of troll extermination, cruft elimination, and Kiwi Kabalerism*... and for ensuring Wikipedia is safe for public consumption... You are a legend, please keep up the great work! Glen 11:02, 19 October 2006 (UTC)

 * Yes I just made that word up!

title: User talk:Konstable no del del


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User:Konstable no del del

I am currently Konstable in the normal wikipedia. Ive started a new file but someon has taken my username. Anyways if you have trouble or need any help or if your having problems just leave it on my user page. Just because I am not admin I can still edit. Cheers.

More stuff
We should have more pages on wikiversity.

title: User:Konstable no del del


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Basic cardiac anatomy

Basic Cardiac Anatomy Level 1: Blood Flow into and out of the Heart
From an anatomical point of view, the human heart is composed of four compartments or chambers. An easy way to remember the compartments of the heart is to imagine the heart composed of two apartments like a duplex. There are two halves to the heart separated by a septum (wall). Each compartment is composed of an atrium (the entrance) and a ventricle (living room). When visitors (blood) arrives at either of the two apartments, it enters the atrium through the doors (valves), then moves through to the living room (ventricle) once again through doors (valves).

Blood arrives at the heart through the veins and leaves via the arteries. For example, when the blood returns to the heart after traveling around the entire body, it enters through either the superior or the inferior vena cava. When the blood returns to the left atrium after being oxygenated in the lungs, it does so through the pulmonary veins.

The larger of the two chambers is the left side. This results from the greater distance the blood needs to travel once expulsed: after leaving the left ventricle, blood throughout the entire body is pushed. On the other hand, blood expulsed from the right ventricle only enters the pulmonary circuit -- the lung circuit -- to be reoxygenated. As such, the myocardium of the left side of the heart is vastly more developed than that of the right side.

Roughly speaking, blood circulates in two ways around the body: through pulmonary and systemic circulation. The total circulation follows a figure-eight pattern with the heart in the center, between the two loops. The lungs are supplied by the uppermost loop (pulmonary) and the rest of the body is supplied through the lower loop (systemic). The blood leaves the heart through the left atrium, into the aorta (through the aortic valve) and travels to the upper and lower portions of the body. Blood returns to the right atrium via the inferior and superior vena cava. From the right atrium, the blood empties into the right heart ventricle through the opening of the tricuspid valve; the blood leaves the right ventricle through the pulmonary semilunar valve and travels through the pulmonary arteries to the left and right lungs where it is reoxygenated. After oxygenation, the blood returns to the left atrium through the pulmonary veins and it passes through the bicuspid (or mitral) valve to the left ventricle. This process is repeated about 60 times per minute, once for each beat of the heart.

Basic Cardiac Anatomy Level 2: Circulation

 * 1 Left pulmonary vein
 * 2 Right pulmonary vein
 * 3 Left atrium
 * 4 Mitral valve
 * 5 Left ventricle
 * 6 Aortic valve (also: Aortic semilunar valve)
 * 7 Aorta Ascendens
 * 8 Aortic bow
 * 9 Aorta Descendens
 * 10 Vena Cava Inferior (also: ICV)
 * 11 Vena Cava Superior (also: SCV)
 * 12 Right atrium
 * 13 Tricuspid valve
 * 14 Right ventricle
 * 15 Pulmonalis valve (also: Pulmonary semilunar valve)
 * 16 Truncus pulmonalis
 * 17 Right pulmonary artery
 * 18 Left pulmonary artery
 * 19 Interventricular septum
 * 20 Interatrial septum

Note: The major side branches of the aorta (around the aortic bow) have not been shown. Many important vessels (arteries supplying the head, neck, and upper limbs) originate in the aortic bow.

We have learned that the heart consists of two atria (singular atrium) and two ventricula (in English, ventricles or the singular, ventricle.)and that blood circulates around the body in two distinct ways. We will now follow the route blood takes when it travels through the heart, beginning with the blood from the lungs.

 * 1. Blood is oxygenated in the lungs. Waste materials (Carbon dioxide, CO2) are released and Oxygen, O2 is absorbed by the RBCs (Red Blood Cells).
 * 2. The oxygenated blood now travels through the pulmonary veins (venae pulmonales) to the left atrium.
 * 3. During the diastolic phase (Diastole: relaxation of the heart), the blood enters the left ventricle through the mitral valve.
 * 4. During the systolic phase, (Systole: Contraction of the heart), the heart muscle contracts and the blood is pushed into the aorta ascendens (ascending aorta) through the aortic valve.
 * 5. From the aortic bow and the aorta descendens (descending aorta), the blood is spread to smaller arteries that supply every part of the body with fresh oxygenated blood.
 * 6. Blood passes through capillaries (hair vessels) where gas exchange between the tissues and the RBCs takes place. The RBCs release oxygen into the tissues and absorb carbon dioxide which will be released again in the lungs.
 * 7. The blood leaves the capillaries and flows back into veins.
 * 8. The veins combine in the vena cava superior (upper body, above the heart) or vena cava inferior (lower body, under the heart).
 * 9. The vena cava superior and inferior both end in the right atrium.
 * 10. During diastole, the blood enters the right ventricle through the tricuspid valve.
 * 11. During systole, the blood is pushed into the main pulmonary artery (truncus pulmonalis) through the pulmonalis valve.
 * 12. Via the lung arteries, the blood reaches the lung capillaries where gas exchange between air and RBCs takes place.
 * 13. Back to step 1.

Basic Cardiac Anatomy level 3: Blood Supply of the heart

 * MB = Main Branch
 * LRAD = Left Ramus Anterior Descendens
 * Cx = Circumflex artery
 * RCA = Right Coronary Artery
 * RDP = Ramus Descendens Posterior

Note: Only the most basic arteries comprising the coronary arterial system are shown here. There are many small branches to each of these arteries; this is only a basic description of the coronary system.

The heart is always working and therefore, needs a continuous uninterrupted supply of fresh oxygenated blood. A system of vessels surrounding the heart, known as the coronary arteries (or simply the coronaries) supplies the heart with all the blood it needs. The coronary arteries originate from the aorta ascendens just above the aortic valve. There are two coronaries, one of which splits into two separate coronaries just after its origin; in fact, we could also say that we have three coronaries.
 * On the right side, the right coronary artery, runs through the line known as sulcus coronarius (which lies approximately above the border between the right atrium and ventricle) all the way until the back of the heart where it ends in the long interventricular line. Its latter half is known as the Ramus Descendens Posterior. A few centimeters after its origin in the aorta ascendens, the right coronary has a small side branch known as the sinus node artery, this supplies the sinus node with blood, and after that, another small branch supplies the front side of the right ventricle with blood.
 * The left side of the heart, is more muscular since it needs to push the blood with greater force into the aorta ascendens than the right ventricle needs to push blood into the truncus pulmonalis. This is because the left side of the heart needs to supply every part of the body with blood, from the brain to the fingers and toes.

Basic Cardiac Anatomy level 4: Electrical Activity of the Heart
The pumping action of the heart is initiated by electrical stimulation of the right atrium, by a small pocket of tissue called the Sino-Atrial (SA) node. From here, electrical current follows a conduction pathway through to the ventricles. From the SA node, current travels through both atrium, stimulating their contraction, before coming to the Atrio-Ventricular (AV ) node at the junction of the atria and ventricles. Here, conduction is slowed to allow proper contraction of the atrium (and thus adequate filling of the ventricles with blood). From the AV node, curent flows to the bundle of His (located just below the AV node). It then flows down the Left and Right Bundle Branches, on either side of the intraventricular septum, and to the Purkinje fibres in the ventricles, which cause ventricular contraction.

title: Basic cardiac anatomy


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Software Freedom/Context

The goal of this section is to encourage students to think of computation as a tool that has built their computer system and that, now that is demystified and -- to some extent -- brought under student's control, has demystified their system more generally.

Explorations and Activities
The following activies or explorations might help the students explore and discover the key concepts in this section. Each is framed in terms of the key questions it raises.

Exploration: What is Software?
A project or discussion that prompts students to discuss "software" and its role on their computer.

Questions might include:

 * What is software? What is hardware? How do the two differ?
 * What is an Operating System? What are applications?
 * Is the software that runs on their computer fundamentally different than the software they wrote in Squeak in Software Freedom/Computation? Why or why not?

Exploration: Extending Software
''An activity where students are shown how to script, build upon, or change an element or set of elements of their operating system and its applications. Students should be allowed some time to work on this then should present their modifications of their system to class.''

Ideally, the students should be able to transfer and share their changes with other students. One intriguing possibility is to create a space fo iterative development where students can improve on each others projects and ideas and work together to combine creations with important synthetic possibilities.

At some point (perhaps in a different activity), the instructor should explain and demonstrate the way that all software in a computer can be changed via this method -- although access to change somethings can be turned off. The details (e.g., source code, binary code, compilation, obfuscation, etc.) need not be dealt with explicitly.

Students should be encouraged to discuss the limits of what they can and cannot change about their system.

Key Concepts
Students could walk away from this section with:

 * Hands on experience changing something about their computer that, normally, they would assume as static.
 * The ability to imagine themselves taking a design role in their operating system and in taking over some important piece of development.
 * Reflection, on some level, of the fact that they have transcended their role as the "consumer" of software.

title: Software Freedom/Context


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Software Freedom/FOSS

The goal of this final section is to connect each of the above situations to the computer software on the students' desktop and to philosophy and practice of the free and open source software movement that has brought the students' software into being.

Explorations and Activities
Any use of this section should include an explicit period of discussion and reflections that connects the concepts and ideas introduced in this section to each of the areas that have been covered before.

The following activities or explorations might help the students explore and discover the key concepts in this section. Each is framed in terms of the key questions it raises.

Exploration: Defining Free Software and Open Source
A selection of readings from the Free/Open Source Software movement and enough background context into the alternative (i.e., proprietary) systems that predate it.

This is the only section in this curriculum that will be largely based on readings but the emphasis on definitions and background is essential.

There are a number of appropriate readings that could be used to define free software and to help seed discussion. A few of the very best include:

 * What is Free Software, Why Software Should Be Free and/or Why Software Should Not Have Owners by Richard Stallman
 * Selections from The GNU Manifesto by Richard Stallman
 * Selections from The Cathedral and the Bazaar by Eric S. Raymond.
 * The Open Source Definition and/or the Debian Free Software Guidelines

This should, of course, be accompanied with an opportunity to discuss and compare these ideas and readings and to connect them, explicitly or implicitly, with the projects done earlier in the curriculum.

Students might discuss a number of open questions raised by this definition of free software:

 * Do these requirements make collaboration easier or more difficult? What are the potential problems and benefits?
 * In what ways does the software on the students desktop reflect the values above? In which ways might they not?
 * In what ways can students use the freedom in their software to transcend their role as producers.

Activity: Extending a Free Software Platform
An activity that involves walking students through the process of finding the source code for any application of their system and introduces them to the possibilities of making this type of change.

Students should be demonstrated and walked through the process of a number of key Free and Open Source software issues including. This may be moved through quickly or, in more technically oriented settings, the teacher an students can spend more time on this. Explorations include:

 * A HOWTO on submitting a bug that they find int their project.

 * If applicable, a walk through of helping to submit or fix a translation in a piece of software on their computer.

 * If the students' technical capacity is high enough, it would be good to demonstrate the method through which students would "fix" a a piece of software on their computer by downloading, examining, modifying, and then rebuilding a piece of software. The process should also involve showing students how to submit their fix "upstream" so that the full community of users could benefit.

Key Concepts
The key concepts in this section are the idea that this machine was created by a massively collaborative community of individuals who agreed that, due to the nature of software as an information good, required a base set of freedoms:

 * That each piece of software could be run for any purpose.
 * That all users should be able to make copies to give to their friends.
 * That all users should be able to make modifications of their software.
 * That all modified copies could be redistributed.

Students should walk away from this final section with:

 * A basic understanding of free and open source software is.
 * An understanding of what this means in regards to them and the software on their computer.
 * An idea of how they would take advantage of the freedom free software gives them in terms of their own software (e.g., copying, modification).
 * An idea on how free software fit into the larger questions of information and information ownership, the impact of modifiability on communications technologies and mediums, and general issues of computation an expandability and modifiability of software.

title: Software Freedom/FOSS


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Software Freedom/Controlling Communication Activity

In this activity, students design, implement, share, and discuss a communications technology that defines the terms on which others can communicate.

Key Concepts
This two part activity is designed to be used and to build upon the concepts from the Software Freedom/Communication. In particular, it aims to help frame questions including:

 * How can the medium for communication limit, increase, or otherwise effect a message?
 * How can students manipulate a communication medium to change the terms of communication?
 * How is the way that communication mediums are designed more broadly reflective of the types of designs decisions that students can make while writing software? What are the possible repercussions of this type of design decision?

Materials
For Part I, you will need:

 * Pencils and papers for each student. Colors pencils are optional but might be fun.
 * A set of relatively complex pictures or photographs; one set of 3-4 photographs for each pair of students.

For Part II, you will will need:

 * Access to computers for each student in the class.
 * Access to a modified version of the Gossip IM client with support for user-specified filtering.
 * A pre-configured chat channel set as the default on each of the chat channels.

Activity
The activity is divided into two parts. Part I is non-technical and can be done without computers. Part II requires access to computers and to a specially modified instant messaging client which is available as free/open source software. Both issues attempt to drive at the same core concepts.

Part One
The teacher should explain to the students that, for the duration of the experiment, students can communicate in any way they desire except by showing each other the drawing. That may translate into gestures, faces, works, etc. They should be encouraged to be creative.

Students should split into groups of two. In each dyad, one student should be given a photograph. Sitting across a table from each other, the student with the photograph should describe the photograph to the second student. The second student should do their best to replicate the drawing on a piece of paper according to the first student's description.

After the students have finished their drawings, the student who drew should be given another photograph and the process should be repeated with the roles repeated. Things should proceed identically except that the medium of communication should be changed. This process should be repeated several times. The medium may include:

 * Over the telephone as part of homework.
 * Over IM or chat within the computer lab.
 * Face-to-face but using only gestures (i.e., no speech or words)
 * Only through written words.
 * Using written words and a pictures.

Student should reassemble in class and compare drawings within in each medium and between different mediums.

Discussion should proceed from these drawings on the nature of the communication medium and, ultimately, the nature of the quality of the final product produced with each medium.

Part Two
Students should be given a modified version of the Gossip instant messaging client on their computers and then asked to join a chat channel with every other student in the class or lab. Students should familiarize themselves with the chat client but should already be at least somewhat familiar with the mechanics of messaging and chat.

Students will then be introduced to the concept of filtering. Students will see how to block message by keyword and by user, how to delay messages by keyword, user, or message frequency from a particular users, and how to alter messages en route in a variety of simple ways including keyword expansion and emoticon or image interpolation.

Students will then be asked to create their own set of filters that makes the chat channel different: either more entertaining, more efficient or more difficult. They will then be asked to explain their filter to the rest of the class over the chat channel.

Students will reconvene in the class and will again briefly present their filter. They will compare their in-class explanation to the explanation they made in the chat channel. The initial presentations will have, of course, been mediated by the filters that the student wrote. Students should reflect as as group on a number of questions:

 * Did students receive messages correctly through the filter? Did they receive it completely? What did they miss?

 * Were individuals understandings inhibited or changed by the filters they wrote?

Discussion
Discussion should happen after both Part I and Part II but should culminate in a larger discussion at the end of both activities. In both sections, discussion should be framed and led so that students focus on key concepts in this theme. Important questions may include:

 * How is the process of changing medium similar and different from the process of adding or removing filters to an IM conversation?
 * Were some media or filters easier to communicate over than others?
 * Where there certain topics or concepts that were easier to communicate in some media or with some filters but more difficult to communicate with others?
 * How could students help make things easier or more difficult to understand by manipulating filters or changing media?

Also, students should be asked to reflect on the effect of their filters with questions that might include:

 * What sort of effect did the work with the filters have on communication more generally?
 * Was communication more fun? More difficult?
 * What sorts of communication would their filters make easier or more difficult?
 * How are the filters similar to communication technology design more generally?

Students should also be encouraged to connect the processes in the manipulation of media to the idea of censorship -- ideally if they have covered this in other work before and it does not need to be introduced again. They should ask:

 * How is the manipulation of media similar or different from censorship?
 * What is the relationship between censorship and communication technology design more generally?


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Talk:Software Freedom

I wrote this text at the beginning of the first (non-Wiki) version of this curriculum).

 * At any moment in time, this curriculum exists as a fixed text and a fixed set of ideas and suggestions. However -- like the software that is its subject -- it is designed to be taken, adapted and built upon.

 * The person who would teach this curriculum without alteration or improvement has not understood or embraced the content of or motivation behind the project. More importantly, by not putting themselves into this curriculum and letting themselves shape it -- and by not offering the same opportunity to each student -- they have done a disservice to everyone involved and sacrificed the principles this curriculum intends to communicate through the process of communication.

I figured it deserved a place somewhere here. --mako 06:00, 30 October 2006 (UTC)

Being a disenfranchised newbie
I can't move these pages into a semblance of order. I cry. !Sj 20:20, 30 October 2006 (UTC)

Please keep Software Freedom lessons
It it only me who finds strange proposal on top of main article? Cleanup? Deleting page about software freedom, proposed by one of leading advocate of free software, hosted on free software wiki? You must be kidding.

It's free information: use it as is, if it fits, or adapt it to your needs. I will find out who pays for hosting and will complain about this ridiculous "cleanup" proposal. Please suggest changes, or if hard - clone whole article and make it better, but not remove it. Ridiculous.

 * I think e should make the article better organized. The cleanup tag doesn't require or suggest that it should be removed. --mako 20:17, 31 October 2006 (UTC)

title: Talk:Software Freedom


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User:Cwikman

Carl-Johan Wikman
Email: cwikman(at)abo.fi

Laboratory Manager at the Laboratory of Polymer Technology and the Laboratory of Organic Chemistry at Åbo Akademi University.

Presently involved in a research project at Åbo Akademi called Functional Materials (FunMat)

title: User:Cwikman


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Reproductive health/Contraception

Before learning about the various modes of contraception, it would be wise to review some basic science material on the anatomy and physiology of reproduction.

Following ovulation, the ovum can be fertilized within an 24 hour timespan. Sperm has been shown to be capable of 3-5 day survival in utero, in some instances even up to 7 days. The theoretical fertile timeframe thus stretches from 5 days before ovulation until the day after. Statistically, ovulation occurs most commonly at day 14 of the menstrual cycle, but there is considerable variety in the day of ovulation from cycle to cycle. At ovulation, the formation of a corpus luteum causes an increase in progesterone production. Among its many physiological effects, progesterone causes an approx. 0,5 centigrade increase in basal body temperature following ovulation. Also, LH gives an increase in oestrogen production, causing softening and upward rising of the uterus. These changes in basal body temperature and uterine consistency have been utilized as an indicator in family planning to foresee when a woman is fertile.
 * Historical methods: periodic abstinence

Oral contraceptives
Oral contraceptives are also known as birth-control pills. These are used to prevent pregnancy and it is important to realize that they do not protect against STDs or HIV. Birth-control pills release the two female sex hormones, estrogen and progestin. The combination of the two hormones work by prevention ovulation, in other words the release of eggs from the ovaries. Without releasing an egg, the women can not get pregnant. The hormones also effect the lining of the uterus from developing to prevent pregnancy and change the mucus at the cervix which is the opening of the uterus so that sperm cannot enter. Birth-control can have other effects like treating acne and relieving the symptoms that occur before the menstrual period each month, depending on the brand of birth-control. Birth-control pills have been found to be 99% effective when used correctly, meaning taken at the same time every day.

Hormonal Intrauterine Device (IUD)
Intrauterine Devices (IUD) have been used for prevention of pregnancy for the past 30 years. The exact mechanism is not fully understood. A number of mechanism are proposed, there is an effect on sperm motility & survival and there is a change in the endometruim that is unfavorable for implantation.More that one mechanism is likely. The first generation IUDs were unpopular because on increased menstrual loss(Menorrhagia) and increased pain around period time(dysmenorria). There was also an increase in pelvic infection. For these reasons IUDs lost popularity as method on contraception. The newer generation of IUDs(Mirena) are coated in a progesterone and this helps to reduce menstral loss and pain. This circumvents the two most common drawbacks on unmedicated IUDs. Some irregularity of menstrual cycle may occur during the first 3-5 months.

Diaphragm
The diaphragm was first introduced in 1882. Modern diaphragms are dome-shaped latex rubber devices covering the cervix, thus acting as a mechanical barrier to sperm, preventing their entry into the uterus. It is generally recommended that the use of a diaphragm is supplemented with a spermicide, and used correctly this combination has an efficacy of 92-96%. It is yet unknown whether the use of diaphragms without spermicides is comparably effective.

Several sizes and types of diaphragms exist, differing in the design of the rim of the device. The selection of diaphragm is made during vaginal examination, where the cervix is assessed and the appropriate size of the diaphragm determined. Practically, this is done by measuring the distance from the posterior fornix to the symphysis, and finding a diaphragm of comparable diameter. A correctly fitted diaphragm should cover the cervix and sit tightly against the posterior part of the symphysis. The device should not be felt by the client while in situ. Fitting of the diaphragm must be taught gradually, focusing first on locating the cervix, then on fitting and removing the device, and finally on applying the spermicidal. About half an hour should be reserved for this purpose. Spermicidal gel is applied on both sides of the diaphragm, and if intercourse does not take place within 3 hours, additional gel should be added. Following intercourse, the diaphragm should be left in for about 6 hours, but not more than a total of 24 hours to avoid the development of toxic shock syndrome. Proper hygiene is crucial; the diaphragm must be washed thoroughly with mild soap and water.

Significant changes in body weight might necessitate a change in the size of the diaphragm. Also, a routine control every 6 month is recommended to ensure proper fitting. The diaphragm should be replaced annually. Diaphragms may increase the risk of urinary tract infections and provides no protection against STDs. Toxic shock syndrome is a feared complication if a diaphragm is carried for more than 30 hours.

Cervical cap
Cervical caps are rubber devices that act as mechanical barriers for sperm, capping the cervix, being held in place by suction. Cervical caps are not as commonly used as diaphragm, apparently mainly because of greater difficulties with fitting. With correct use, an efficacy of 92-96% is obtained used with the addition of a spermicide.

The cap is introduced while squeezing it between the three first fingers. Thumb pressure is then released, and proper placement over the cervix is verified. Removal is accomplished by inserting a finger under the rim, thus removing the suction.

Usage guidelines and complications of use are identical to those mentioned in the section on diaphragms.

Sponge
Sponges are made from polyurethane covered in a spermicide. They are inserted into the vagina 15 minutes prior to intercourse, and must be left in situ for 6 hours after intercourse has occurred. Protection can be left in situ for up to 12 hours, and several intercourses can take place without the need of changing the sponge.

Condom
Efficacy of condoms are reported differently ranging from 98 to 95% when used properly and consistently. Condoms are a barrier method worn by the male on his penis to stop the ejaculation fluid from entering the female. The obvious benefit from the use of condoms is protection against STDs, including HIV, and the absence of systemic effects. Condoms are inexpensive and easy to get, they do not require a prescription, and can be used with other birth control methods. The increase in condom use can limit the number of unwanted pregnancies and STDs.

title: Reproductive health/Contraception


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Reproductive health/Anatomy and physiology of reproduction

The male reproductive system
Male reproductive system consists of a pair of testes, seminiferous tubule, bulbourethral gland, vas deferens, seminal vescicles and urethra.
 * Anatomy
 * Spermatogenesis
 * Reproduction

The female reproductive system

 * Anatomy
 * Oogenesis
 * Menstrual cycle
 * Fertilization
 * Pregnancy
 * Menopause


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User:Steve block

w:User:Steve block reserving log in name. Steve block 09:43, 30 October 2006 (UTC)

title: User:Steve block


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User:Susi~enwikiversity

Personal information
Hello and welcome on my site! My name is Susanne and I am currently studying European Studies at the university of Eichstätt, a small town in Bavaria/Germany.

Current Project
Lithuania: Member of the European Union

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User:Juandev

I graduated from the Czech University of Life Sciences, Prague, and also studied information science at the Faculty of Arts of Charles University. In 2005 I started to contribute to Wikipedia for the first time, and since that time, I've been very active on Wikipedia, Wikimedia Commons, Wikiversity, and Wikidata, contributing with the content but also organizing community and outreach projects. In recent years I mostly contribute to Wikiversity in Czech language, which I have created in 2007. Actually, I work as a programmer and solutionist.

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General learning approaches

Linguistic
Treating the field of study as a language, and applying all the linguistic rules and patterns. Used in: studying languages, computer programming.
 * Branches: Classic Language approach; Methalanguage approach.
 * Examples: Linguistinc approach in Programming Languages

Mathematicals/Physical/Geometrical
Treating the field of research in terms of mathematical calculations, formulas, theorems, of physics, geometry, etc
 * Used in: Any physical/mathematical science. Analyzing stand-alone physical system
 * Can also be used in studying mechanical systems, since they parts in motion are geometrically analyzed.

Schematic
Treating the object of research as a circuit of components. Their interaction, interfacing, and working together Used in analyzing electric circuits, pneumatic circuits, water pipe flow, heating/ventilation/air conditioning. As well as many composite (not standalone) systems, where it’s a must to know the interaction of components. Ideal for analyzing system that doesn’t move itself, yet has some moving particles in it. (i.e. electrons is the circuits, gas/liquid in pneumatic/hydraulic system, transit vehicles in transportation network) Can be described as General Circuit Theory
 * Subdivisions:
 * Physical circuits,are the structures which EXIST as circuits.
 * Electric/Pneumatic circuits,
 * transportation networks,
 * computer networks, etc.
 * Virtual circuits is more logico-analytical approach.
 * Flow charts,
 * Graphs,
 * Work plans,
 * state diagrams,
 * finite automata, etc.

Conceptual
Consists just of learning, memorizing and sometime analyzing the concepts Used in learning history, geography, literature, arts, music…. legal studies, philosophy, and ethics require some logical analysis.

Structural approach
can be used wither along with above listed approaches, and separately. It treats what is doen, as a structure. Examples are (Multiple-voice Musical Composition, Multiple layer technical drawing and graphics. Multilayer circuit, as found in microprocessors and IC chips.

Executive approach
To be simple: given the instruction, the worker performs it. However, some logical decisions may be required. Used in: Construction, driving cars/trains, playing musical pieces by notes, etc.

Ad hoc, or Practical
Used in learning and analyzing things completely by practice. Without any theoretical principle behing. Involoves looking on “How other do it” then just by imprerical. Later on logical conclusions can be made.

title: General learning approaches


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What is science?

Welcome to the "What is science?" learning project. Participants in this project explore science and the relationship of science to other aspects of human life.

General features of science
Science is concerned with knowledge that can be objectively verified. Objective verification of knowledge is a social process by which observations and ideas are explained in sufficient detail so that others can verify them. Science depends on careful observation of the world, often aided by contrived experiments and mathematical models that artificially simplify the behavior of complex systems. The results from many special purpose experiments and models can then be combined in order to understand the full complexity of real world phenomena. Thus, science depends on information received by the senses, but subjective experience is constantly tempered by skepticism and systematic doubt.

Scientists continually look for new ways to test what we think we know and understand. Scientific ideas are always tentative and are often modified and updated as needed when new observations become possible and new ways are found to combine old observations and ideas. Arguments from authority carry no weight in science. Repeated, independent verification of scientific results by means of multiple methods is the basis upon which scientific objectivity is built.

New sciences arise when new phenomena are discovered or new methods for scientific investigation become available. Some fields of study exist as protosciences with their investigators hoping to observe certain types of phenomena. For example, astrobiologists have not observed life in other star systems, but are attempting to find evidence to support the idea that life might exist beyond Earth and outside of the Solar System. It is not unusual for scientists to make predictions and then spend many years attempting to verify those predictions. As long as scientific methods are used and unverifiable claims are not made, such protoscience can exist as an important part of how scientific knowledge is extended to new domains.

In some cases, entire existing academic disciplines attempt to adopt scientific methods and make a transition towards greater scientific objectivity for that field. In contrast, pseudoscience is characterized by attempts to champion unverified claims as scientific without bothering to follow the scientific method.

/Scientific revolutions/

 * In addition to the "quantum revolution", what are some examples of "scientific revolutions" which resulted in major changes in scientific understanding?

/Protoscience/

 * What are some currently active protosciences or alleged protosciences? (Exobiology - searching for data)

/Pseudoscience/

 * Discuss this list of pseudosciences and alleged pseudosciences.

/Essays/

 * Essays relating to the Demarcation problem.

title: What is science?


text:
User:JRasmussen

Welcome to Wikiversity.

My informal title is John Mckibben Rasmussen-Hedrick III The Unofficial Elected Benevolent Dictator of Harrisonburg, VA and Paperboy of Rockingham County.

My Acronmyn is JMR-H3tUEBD

My Formal title is Jack

Currently I'm slowly putting together the Department of Discordian Studies. My goal is for Erisian Studies to have more material, that's easier to access, free for the student, and completely depictive of the original intent of Malaclypse the Younger and Lord Omar Khayyam Ravenhurst.

|Department of Discordian Studies]

Hail Eris!

title: User:JRasmussen


text:
Talk:Discordianism

Why Hate your Enemy when you could Pity Him?
Discuss?
 * Flying Spaghetti Monster: friend, foe, object of pity? --JWSchmidt 16:47, 30 October 2006 (UTC)
 * He has personally been thanked by Eris for his assistance in speading Discord, and for her tasty lunch.JRasmussen 17:02, 30 October 2006 (UTC)

Page names
What is the plan for using page names such as "SDS00001"? In general, Wikiversity page names should be descriptive unless there is a special reason for using a more cryptic name. --JWSchmidt 14:02, 6 June 2007 (UTC)

Weirdness
The PD contains some great philosophical ideas and lessons that, IMO, most people should learn. But it's terribly inaccessible to most people because it's just too damn weird! I think the articles should focus more on explaining (lol) Discordianism from the theological/philosophical perspective, rather than the weird/Dadaist perspective, although that's not to say that SOME weirdness isn't undesirable!

Basically, less "a blue fish tuesday" and more "think for yourself, schmuck!" 69.157.119.56 02:01, 12 August 2007 (UTC)

Wiki
There is a Discordian wiki of forming.

title: Talk:Discordianism


title: File:Apocrypha2.gif


text: File:Principayellow.jpg

title: File:Principayellow.jpg


text:
South African Law/Cession/Introduction

An introduction to cession
The main point of cession is the transfer of personal rights (claims) as opposed to real rights. In simplified terms cession is the transfer from one creditor to another of an obligation from a debtor.

When real rights are transferred, transfer takes place by delivery. Personal rights have no corpus and cannot therefore be delivered. Accordingly the method of transfer of personal rights is by cession.

Cession therefore encompasses two concepts.
 * 1) First the creation of a means of transfer of personal rights; and
 * 2) The method of transfer.

Who's who in the zoo
The principal parties to any cession agreement are the cedent and the cessionary. The debtor is not a party to the cession agreement, The debtor merely performs his obligations. It is obviously important to notify the debtor of any cession agreement when the obligation falls due, because otherwise he will execute performance to the wrong party.
 * The cedent is the original owner of the claim.
 * The cessionary is the new owner of the claim.
 * The debtor remains the person obliged to perform.

In practise it is important to distinguish between the parties because a cession agreement is usually entered into as a result of an obligation between the cedent and the cessionary. (i.e. the cedent is usually a debtor of the cessionary) Do not confuse the obligations of the cedent and the obligations of the principal debtor.

On cession, the vinculum iuris is extinguished between the cedent and the debtor and the vinculum iuris is passed to the cessionary.

It is useful to put the parties to a cession agreement in a diagramatic scheme as follows.

At the moment of cession:
 * The Cedent ↔ (transfers his right to) ↔ Cessionary
 * ↑(obligation to Cedent)
 * Debtor

On conclusion of the cession agreement,
 * Debtor ↔ (must perform the obligation to) Cessionary.

Note: On conclusion of the cession agreement, the cedent falls out of the picture, and the vinculum iuris is between the debtor and the cessionary. Thus in terms of locus standi, the cessionary takes full locus standi subject to all defences which the debtor could have asserted against the cedent. In practise the courts require the cession agreement to be mentioned in the particulars of claim, to show or prove the cessionary’s locus standi.

The need for cession
There is a commercial need to transfer obligations.
 * 1) For example:
 * 2) *Donald owes me R100.00
 * 3) *I can sell my debt to Sue for R80.00. If Sue recovers, she makes a profit and I am happy because I have R80.00 without the hassle of having to importune or to bring action against Donald.
 * 4) For example:
 * 5) *Donald owes me R100.00
 * 6) *I owe Sue R100.00.
 * 7) *I can cede my claim to Sue.
 * 8) For example:
 * 9) *Donald owes me R100.00
 * 10) *I want to borrow R100.00 from Sue.
 * 11) *I cede my debt as security to Sue for due performance of my own obligation. (This is a cession in securitatem debiti, of which more anon).

The problem with cession
The theoretical problem with cession is that it straddles two branches of law, and does not easily fit into either. This has led to conceptual confusion when interpreting cession agreements.

In Roman Law: stipulatio alteri nemo potest, i.e. it is not possible to transfer an obligation.

But it happened!

So all the jurists then had to explain it, hence the three theories of cession.

 * 1) First theory: rooted in property law.
 * 2) A claim is an asset in an estate.
 * 3) Assets can be transferred.
 * 4) Therefore claims can be transferred and creditors are substituted as a consequence of the transfer of the asset.
 * 5) Second theory: rooted in law of obligations.
 * 6) A claim is a right in consequence of an obligation. The basic principle of the law of obligations is that a debtor can only discharge his obligation by payment to the creditor.
 * 7) The substitution of creditors does not affect the right itself.
 * 8) Therefore claims can be transferred and creditors are substituted as a consequence of transfer of the right.
 * 9) Third theory: The dual nature i.e. both in the law of obligations and property law.
 * 10) *The claim is transferred via the law of property.
 * 11) *The creditor is substituted on performance of an additional act governed by the law of obligations.

title: South African Law/Cession/Introduction


text:
South African Law/Cession/Classification

The definition of cession

 * Cedent ↔ (transfers his right to) ↔ Cessionary
 * ↑(obligation to cedent)
 * Debtor

The principles of cession were clearly defined in Johnson v Incorporated General Insurance Ltd 1983 (1) SA 318 (A), which stated that cession in our modern law can be seen as:
 * 1) A transvestitive (or translative) juristic act (oordragshandeling)
 * 2) Which transfers a personal incorporeal right emanating from an obligation (translatio iuris)
 * 3) By means of a real agreement (saaklike ooreenkoms)
 * 4) Made between the cedent and the cessionary
 * 5) Arising out of a iusta causa cessionis
 * 6) From which the cedent’s intention to transfer the right to claim (animus transferendi) appears or can be inferred
 * 7) From which the cessionary’s intention to become the holder of the right (animus acquirendi) appears or can be inferred.
 * 8) The causa cessionis can be a payment (solutio), securing of a debt, or an obligatory agreement (verbintenisskeppende ooreenkoms) embodying for example:
 * 9) *An alienation, e.g. sale, exchange, or donation;
 * 10) *A settlement (transactio);
 * 11) *A loan.
 * 12) The cessionary can cede his right to someone else; this is known as on-cession.
 * 13) If the on-cessionary (= retrocedent) cedes back his right to the original cessionary (= retrocessionary), we have a retrocession.
 * 14) If the parties wish to resile from the cession agreement;
 * 15) *and their intention is to cancel or take back the real agreement (animus cancellandi),
 * 16) *the dissolution agreement has the effect of a retrocession under which
 * 17) *the ceded right reverts back to the original cedent.

Various juristic acts distinguished
From the above, it will be seen that there are several juristic acts incorporated into any cession. These acts will be examined in more detail below.
 * 1) A vestitive act (e.g. an obligatory agreement)
 * 2) A transvestitive act embodied in the real agreement
 * 3) Two divestitive acts; and potentially
 * 4) A dissolution agreement.

Vestitive act
The vestitive (or constitutive) juristic act can be a will, subrogation, court order, securing of a debt or a mere payment (solutio), but is usually an obligatory agreement between the debtor and the cedent. This act creates an obligation which vests a personal right to performance (or ‘claim’ or ius crediti) in the cedent and a duty to perform in the debtor. It is in fact the causa of the cession agreement. If an obligatory agreement, it may arise from a number of causes, for example: Thus in schematic form, the vestitive act between the debtor and the cedent becomes the causa cessionis for the real agreement between the cedent and the cessionary.
 * a sale
 * a loan agreement
 * an undertaking to perform in future
 * a lease, etc.

 * Cedent ↔ (cession agreement) ↔ Cessionary
 * ↑(vestitive act = the causa cessionis)
 * Debtor

A series of propositions will be developed in the following discussions.
 * 1) Relating to the obligatory agreement, let us assume that Donald the debtor owes Cedric the cedent R100.00. The reason for his debt is the sale of goods by Cedric to Donald with payment to be made at the end of the month.

Transvestitive act
The transvestitive (or translative) juristic act is the cession agreement (pactum cessionis), that is, the real agreement between the cedent and the cessionary to divest the cedent’s right to performance and vest it in the cessionary.

It is not necessary for the cession agreement to be in writing, but it is advisable See Botha v Fick 1995 (2) SA 720 (A) where it was held that ‘mere consensus is sufficient to effect a cession’.

The essential elements of the cession agreement are:
 * 1) An animus transferendi - the cedent’s intention to transfer his/her claim to the cessionary;
 * 2) An animus acquirendi - the cessionary’s intention to accept transfer of the claim from the cedent; and
 * 3) A causa cessionis - the vestitive act constituting the underlying obligation between the debtor and cedent.

On performance of the cession agreement, the claim passes permanently to the cessionary. From that point onwards, the cession cannot be revoked unilaterally by either the cedent or the cessionary.

In schematic form the cession agreement is between:

 * Cedent ↔ (cession agreement) ↔ Cessionary
 * ↑(vestitive act)
 * Debtor

To continue with the proposition.
 * 1) Donald the debtor owes Cedric the Cedent R100.00
 * 2) Cedric wishes to sell his claim to Susan the cessionary for R90.00.
 * 3) Susan wishes to purchase the claim from Cedric for R90.00.

The Cedent and cessionary have two choices in drafting the cession agreement.
 * They can incorporate the sale of the claim and cession of the claim into one agreement.

 * 1) * Sale and cession: Cedric hereby sells and transfers (cedes) to Susan his claim against Donald in the sum of R100.00 for the sum of R90.00.

Alternatively they can separate the two agreements out. On payment of the sum of R90.00 by Susan to Cedric, Cedric will cede (transfer) his right title and interest in his claim against Donald to Susan.
 * 1) *Sale
 * Cedric sells his claim of R100.00 against Donald to Susan for the sum of R90.00
 * 1) *Cession

Once the cession is effected, the cedent falls out of the picture, and the vinculum iuris is between the debtor and the cessionary.

Divestitive acts
If one analyses it carefully one will see that there are in fact two divestitive acts extinguishing obligations.
 * 1) The first is the act extinguishing the cedent’s obligation to the cessionary. This occurs through the actual cession or transfer of the cedent's claim against the debtor. In our example, Cedric is divested of his claim for R100.00 owed by Donald when ceded to Susan.
 * 2) The second is the act extinguishing the cessionary’s obligation (if any) to the cedent. In our example it is the payment by Susan of R90.00 to Cedric the cedent. However, there may not be an obligation here if the claim is ceded gratuitously, i.e. a donative cession.
 * 3) The discharge of the debtor’s obligation to the cessionary is not strictly a part of the cession, as the real agreement is only between the cedent and the cessionary. But it is an inevitable consequence of the transfer of the claim and the causa cessionis in the first place. It is therefore mentioned here.

Resolutive or dissolution agreement
The resolutive agreement refers to an agreement between the cedent and cessionary where they agree to retrocede the ceded right for some or other reason. It may be for example that the cedent has borrowed money from the cessionary and ceded a claim due to him as security for the loan.

You will recall that on transfer, the ceded claim becomes an asset in the estate of the cessionary. Once the cedent’s debt has been repaid to the cessionary, the cessionary would be unjustly enriched if she retained the cedent’s [former] claim as she would have received both the money from the cedent and the claim. It is in circumstances such as this that a resolutive agreement comes into play. See for example Lief v Detmann 1964 (2) SA 525 (A) where it was stated that:
 * ‘The only way in which a right of action can be furnished as security for a debt is by way of cession, i.e. by a transaction which in our law results in the cedent being divested of his rights and those rights vesting in the cessionary. Where the cession is made in security for a debt, it does not in my opinion signify that the cedent retains any right in the subject matter of the cession; his continued interest flows from the agreement either express or implied with the cessionary that the right of action will be ceded back to him on the discharge of his debt.’


text:
Communication/Activities

Communication is the activity of conveying information. Communication requires a sender, a message, and an intended recipient, although the receiver need not be present or aware of the sender's intent to communicate at the time of communication; thus communication can occur across vast distances in time and space. Communication requires that the communicating parties share an area of communicative commonality. The communication process is complete once the receiver has understood the message of the sender. Feedback is critical to effective communication between parties.

The goal of this page is to prompt students to think about how the media of communication limit the nature of what people can and cannot communicate to each other.

Types of communication
Communication can be classified into various types based on different criteria. Here are some common types of communication:

 * 1) Verbal Communication: This involves the use of spoken or written words to convey messages. It includes face-to-face conversations, phone calls, presentations, speeches, interviews, letters, emails, and other written documents.
 * 2) Nonverbal Communication: Nonverbal communication refers to the exchange of information without the use of words. It includes body language, facial expressions, gestures, posture, eye contact, tone of voice, touch, and even the use of physical space.
 * 3) Visual Communication: Visual communication involves the use of visual elements to convey information, such as graphs, charts, diagrams, maps, photographs, videos, symbols, and illustrations. It's particularly effective for presenting complex data in a clear and concise manner.
 * 4) Written Communication: This type of communication involves the exchange of information through written words. It includes emails, letters, memos, reports, manuals, newsletters, articles, and any other text-based documents.
 * 5) Interpersonal Communication: Interpersonal communication occurs between two or more people and involves the exchange of thoughts, feelings, and information. It encompasses face-to-face conversations, phone calls, video calls, and any other form of direct interaction between individuals.
 * 6) Group Communication: Group communication involves communication among members of a group or team. It can take place in various settings, such as meetings, brainstorming sessions, workshops, conferences, and group discussions.
 * 7) Mass Communication: Mass communication involves the transmission of messages to a large and diverse audience through mass media channels, such as television, radio, newspapers, magazines, websites, social media, and advertising.
 * 8) Digital Communication: Digital communication refers to the exchange of information using electronic devices and digital technologies. It includes emails, text messages, instant messaging, social media platforms, video conferencing, and other online communication tools.
 * 9) Formal Communication: Formal communication follows established rules, procedures, and protocols within organizations. It includes official announcements, reports, policies, procedures, and other communications that adhere to organizational hierarchies and structures.
 * 10) Informal Communication: Informal communication occurs spontaneously and without following formal channels. It includes casual conversations, gossip, rumors, social interactions, and other informal exchanges of information within organizations or social groups.

These types of communication can overlap and intersect in various ways, and effective communication often involves a combination of different methods depending on the context and purpose of the communication.

Theoretical communication
Def. a "concept or state of exchanging data or information between entities" is called communication.

Communication media
Def. a "conceptual barrier to effective communication, that occurs when people who speak different languages attempt to communicate with each other" is called a language barrier.

Def. an "electronic communication medium that allows the transmission of real-time visual images, and often sound" is called television.

Def. a "technology that allows for the transmission of sound or other signals by modulation of electromagnetic waves" is called radio.

Def. a "publication, usually published daily or weekly and usually printed on cheap, low-quality paper, containing news and other articles" is called a newspaper.

Def. any "set of computer networks that communicate using the Internet Protocol" is called an internet.

Communication in software
A second goal is to prompt students to think about the way that communication technology (and software in particular) is playing an increasingly important role in providing the mediums of communication and to ask students to ponder the impact of technological decisions on communication.

Explorations and Activities
This section may be well served by the Software Freedom/Controlling Communication Activity.

Alternatively, the following related activities or explorations might help the students explore and discover the key concepts in this section. Each is framed in terms of the key questions it raises.

Activity: Designing Communication
An activity or discussion around an actual communications technology that has been intentionally designed to prevent a certain type of use.

Some good examples include Digital Rights Management technologies that prevent copying or types of copying. Questions to raise in discussion might include:

 * Was the design of the system fair or unfair? Why?
 * Whose interests were being served by the design in question? Whose interests were not being served?
 * If students could redesign the system, how would they do so?

This might also involve an experiment that prompts the users to modify an existing communication program on their computer (e.g., through the creation of "filters"). This might be as simple as an email filter that hid, redirected, or changed incoming messages. It might also be a filter for the IM client that made a superficial or meaningful change. It could be something more complex as well.

Students would then be asked to share their projects with each other and reflect on issues that each one raised:

 * What is the purpose of the filter? What is the effect? Are these different?
 * Would these systems make it easier or more difficult for people to communicate with you?
 * How might these filters affect the way you understand messages?
 * In what ways might your understanding of a message be different than the intention? Is this a problem? Why or why not?
 * Would you use this filter? Why or why not?

Exploration: Communication Control and Censorship
An activity that prompts students to compare any previous background or reading they have done in the area of censorship with the idea of network filtering or more "innocent" changes to communication technology that alter the terms on which students communicate.

Key concepts
Student could walk away from this section with:

 * An understanding of the way that medium can effect messages being communicated.
 * Knowledge of the power of communication technology (and computer software in particular) to control and limit the spread and the message of information.
 * A feeling for the way the interests of individuals and organizations -- for better or for worse -- can be reflected in the technologies and have a meaningful effect on what is and is not communicated and how.
 * An understanding of the student's role in relation to this technology and a feeling that they are not completely passive observers
 * The various methods of communication that affect civic discourse and how media can be leveraged to influence political decisions.

Hypotheses

 * 1) Successful communication prevents destructive conflict.
 * 2) Effective communication leads to better collaboration.

title: Communication/Activities


text:
User:Sj

I'm Samuel Klein, a Wikipedian and sometime Meta-essayist, and passionate about collaborative learning. I build global communities of learning for a children's laptop project. I got the nicest welcome message ever here -- thanks, Trevor!

You can read a few of my thoughts on this page and its subpages.

Interesting pages

 * Biogeochemical Selectiveness of Cedars Over Metamorphic Rocks of the Escambray Complex, Sancti Spíritus, Cuba
 * User:Jmaustin/Books/STEM Challenges - awesome compilation, broken down by topic area

Projects

 * Figure out how to integrate 'learning resource' collections into the WV namespace. There is no other site where learning resources (whatever that means to the people involved) can be modified in place or discussed; it seems like a good fit here.   See for instance the 40-100k entries in the "LRE for schools" portal & search engine.
 * the GLOBE Exchange has something over a million entries in its database; similarly closed in practice though openly licensed.

 * children's lit reading lists
 * Starting a project on Reading with jsgroff. See Introduction to Reading for metadata about learning to read and finding things to read online.

 * other interesting links: Wiki Campus Radio, Open Source Software, Software freedom

faves and raves
Topical:
 * Topic:Instructional design - layered, good detail down to the third tier, passable (if drafty) mapping of overviews onto common academic conception of the topic.

Meta:
 * Steven Arnston's Primer - great intro for students.

Specific courses and projects:
 * Egm's Homework assignments - perfect.

curiosities

 * School:Nonkilling_studies is odd; all current content should be on WB, but perhaps some projects could be designed around it. It is the sort of material that has real-world courses focused on it.

expanding use of WV, WB, and WS
Wikiversity, Wikibooks, and Wikisource all have the potential to fill a void in the free content landscape that schools, teachers, authors, and students all feel.
 * There is no obvious place to publish free primary source materials so that they are actually widely visible and used on the web. Wikisource is awkward for these people to use, and they don't know how to format their works so that they map onto a series of wikipages (with a title page?  how to wrap them together?), or they have a pdf or jpg which doesn't obviously fit there either (so... you upload to Commons with commonsist... then create a blank page for each image?  a gallery?  how does ocr and translation start?)
 * see for instance the 1200+ elements of the World Digital Library, most of which are not yet on Commons or used in WM projects.

 * There is no obvious place to publish learning resources and class materials. If they're not texts they don't belong on wikibooks.  If they are standalone "algebra problem sets"... well, how do you name the relevant page here on WV?

 * If you are making a book out of classroom materials, say handouts and worksheets, it's not clear how to start across {WB, WV}, where to have the master project page describing the whole, or how to generate something once you're done that you could print or hand out.

General thoughts and examples of people who have overcome each of these points are welcome.

testing and love
don't link anything from anywhere.

see User:JWSchmidt and User:Whiteknight for interesting contribs.

2009 Board discussions
 My platform · Questions · Suggestions · Experience · On the Projects · Support future elections

title: User:Sj


text:
Flashcards for Java keywords

Flashcards for Java Keywords. Initial definitions from the Wikipedia for Java keywords as pointed to in Lesson 2 of the Wikiversity introductory Java course. Please do not change them without a clear understanding that there is an error present. Consider discussing the error with others either here or at Wikipedia prior to changing the definitions here on the master flashcard file. Forking and tailoring is encouraged if you wish to personalize the definitions.

If you prefer to study a glossary style presentation see the definitions at Wikipedia for Java keywords.

Another set of Java Flashcards is available that provides the keyword and challenges you to think of the conceptual definition before checking the answer. More Java keyword flashcards

Read the definitions and then decide the appropriate Java Keyword. Click Expand for the Java keyword for the concept defined to appear.

Get new card

title: Flashcards for Java keywords


text: User:OliverZena

title: User:OliverZena