text:
Forbidden Kingdom (strategic simulation)/Issues Key

In Forbidden Kingdom (Strategic Simulation), the gamemaster maintains the secrecy of the Issues Key, which he/she uses to calculate the effects of voting decisions on the stability vs. regime change factors of Face, Authority, Wealth, and Popular Mood (Populace). Note that the estimates provided to the players/teams are just that: estimates. The actual effects of decision making may be different, just as in real life. A rating in any category of -5 during the course of the simulation forces regime change. A score above +5 remains at +5.

SCORING EXAMPLE: If Choice A for a particular round would result in a score of -1 0 -2 4, this means that the Face marker loses one point, Authority is unchanged, Wealth loses two points, and Populace gains four points.

Year 1
Internet Access
 * Support Party Line (Choice A)
 * 0 0 –1 –1
 * Freer Access (Choice B)
 * –1 –1 1 2

Private Property Rights: Investigate Corruption and Restore Lands
 * Support Party Line (Choice A)
 * –1 –1 1 2
 * No Investigations (Choice B)
 * 0 0 0 -1

Year 2
Nuclear Energy: Fix Location for Highly Enriched Waste (HEW) Facility
 * Support Party Line (Choice A)
 * 1 1 –1 1
 * Money Better Spent (Choice B)
 * 0 0 1 0

People’s Liberation Army Navy (PLAN): Fleet Modernization
 * Support Party Line (Choice A)
 * 2 1 –2 1
 * Money Better Spent (Choice B)
 * 0 –1 2 1

Year 3
Independence Referendum Passes on Taiwan
 * Support Party Line (Choice A)
 * -3 –2 2 -2
 * Confrontation (Choice B)
 * 2 2 –2 1

Currency: Basket of Funds
 * Support Party Line (Choice A)
 * -1 0 –1 -1
 * Risk of Price Hikes (Choice B)
 * 0 1 –2 1


text:
Survey research and design in psychology/Data analysis exercises

Previous year's data analysis exercises are being transferred into this course and modified for use with free software. Previous materials:
 * 2008
 * 2007
 * 2006

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


text:
User talk:Mclean11~enwikiversity

Welcome
Hello Mclean11, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 07:21, 21 March 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Mclean11. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mclean11~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:38, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:Mclean11~enwikiversity


text:
Development Environment

Development Environment

Usually in a software development environment the following components would be configured:

 * 1) An Editor [e.g. Eclipse]
 * 2) Version control system [e.g. SVN]
 * 3) A build tool [e.g. Ant]
 * 4) Continuous integration tool [e.g. Hudson]
 * 5) Bug Tracker [e.g. Bugzilla]
 * 6) Test Server and Release Management [e.g. a Linux server]
 * 7) Requirement collection and revision [e.g. Twiki]

Over All Approach
Quality assurance is an important aspect of any development environment. At least 25% of resources should be focused on the quality aspect of the project. Especially in Agile development area this coordination and collaboration is important for better quality. The adage is there is always a scope for improving the quality of a product.

The following are the major development phases irrespective of any software development life cycle.

 * 1) Team setup and management
 * 2) Requirement Gathering
 * 3) High level design and Architecture model
 * 4) Estimation
 * 5) Low level design
 * 6) Define quality process
 * 7) setup development environment [as mentioned above]
 * 8) Coding and Testing
 * 9) User Acceptance Testing
 * 10) Deployment in production
 * 11) Monitoring and Maintenance

Team Setup and Management
This is the most important and first step in the life of a project. If you select wrong people in to a team then that project would be in menace. So take care to select team members. Interview them for elimination and take only if they can not be avoided in any circumstances.

It has been noted that some incipient companies are taking only freshers and trying to run the project. It is not the right way, because it will result in very not rectifiable artifacts. So the entire project will slowly slip into failure.

The fundamental formula for Team Management is to get the commitment from the people. Make sure that they are not trying very hard to meet this target. We should inform them you have these much time and if you could complete before it is because of your smartness. This will ensure people who work in projects are morally motivated and they will try to produce their best. The result will most probably a win-win situation. It has very much important than hear the appreciation that one feels himself achieved something great.

Out of these phases usually people will ignore the quality procedures. But usually it will deserve a huge spending in later phases of the project to maintain the quality. This highlights the fact that the quality assurance plan and implementation is very vital to any development environment.

Requirement Gathering
There should be a collaboration portal hosted to write the requirement on this as and when team collects the information. There can be various headings where people can put their comments and suggestions to have a better documentation over decisions and acceptances.

Authors are supposed to outline the topics and export word document with the same name but could be different versions as and when requirement changes. All artifacts in the design phase like DB model class diagram etc. can also be exported to this repository.

High level design and Architecture model
In this phase resources will discuss the requirement and decide the technologies and platform to develop the application. There are four major software platforms for development.

 * 1) Java/J2EE
 * 2) .NET
 * 3) PHP
 * 4) Ruby

Based on these the architecture and components will differ. Java/J2EE platform is used for a kind of project having a development time of more than 3 years. .NET is comparatively quick but not recommended for more than 3 years of development time. PHP and ruby are for less than 1 year. But this may differ if we adopt any robust packages like ERP, CRM etc.

Nowadays we adopt n Tier architecture with various components.

 * 1) Presentation [Front end]
 * 2) Business [Middle layer]
 * 3) Data [Back end]
 * 4) logging [component]
 * 5) security [component]
 * 6) internationalization [component]

Java/J2EE

Usually Spring or Struts framework will be used for presentation layer. Business layer could be either Spring or EJB. Hibernate or JDBC is recommended for back end data persistence. Log4j for logging, Acegi for security and resource bundles / Locales for internationalization.

.NET

Usually Spring.NET or ASP.NET framework will be used for presentation layer. Business layer could be either Spring.NET or COM+. nHibernate or ADO.NET is recommended for back end data persistence. Log4net for logging, IIS config for security and ASPX for internationalization.

Web Services are a promising middle tier technology for both J2EE and .NET.

Estimation
Functional point or Use Case Estimation technique is used for estimation.

Low level design
The following UML diagrams are recommended for low level design

 * 1) Activity
 * 2) Collaboration
 * 3) Sequence
 * 4) class Diagram

Define quality process
Prepare the plan and control the over all testing procedure. Usually the plans for the following tasks are to be documented and distributed to the team.

 * 1) Unit Testing
 * 2) Integration Testing
 * 3) QA acceptance Testing
 * 4) Functionality Testing
 * 5) UAT
 * 6) Frequent auditing
 * 7) Internal or Peer review
 * 8) External or Tech lead review

Configuration Management
 An Editor [e.g. Eclipse]   Version control system [e.g. SVN]   A build tool [e.g. Ant]   Continuous integration tool [e.g. Hudson]   Bug Tracker [e.g. Bugzilla]   Test Server and Release Management [e.g. a Linux server]   Requirement collection and revision [e.g. Twiki]

Coding and Testing
Usually Quality specialists or Champions would have defined the process and procedure to be followed. They will make a frequent auditing also to ensure the adherence to the process. Developers will write the unit tests before they write the real code. Unit tests will be written using a unit testing framework like Junit or MbUnit. These test cases are frequently been reviewed and updated. The tests are collected to make test suits and will be executed for integration testing before release to QA. QA won't usually accept any delivery which does not have sufficient test coverages. There are lot of plug-ins available for almost all kind of editors. These plug-ins can measure not only the test coverage but also the coding quality and documentation inside the code.

User Acceptance Testing
Tests are executed by the business owners. They usually use a test framework like Selenium for recording and playing fast. It is a business objective or acceptance criteria to have the compatibility to run any UAT tests by end of the day.

Deployment in production
Usually Continues integration system will make the builds on regular intervals and which are ready to be deployed. These builds are tested and released on a nightly or weekly basis depends on the project complexity and size.

Monitoring and Maintenance
There are application level plug-ins available to monitor the application server performance. The log files will give the details of most time consumed process or queries against DB. There can also have OS level tools deployed to monitor various plug-and play hardware and software components in the system.

title: Development Environment


text:
User talk:Giri4it

Welcome
Hello Giri4it, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 07:58, 21 March 2008 (UTC)

title: User talk:Giri4it


text:
User:Arinbasu~enwikiversity

Arindam Basu

Arindam Basu is a faculty member at the University of Canterbury at Christchurch in New Zealand. At the wikiversity, he intends to teach a short course in introductory epidemiology and research methods for people who'd like to learn about how to study health care literature.

title: User:Arinbasu~enwikiversity


text:
Talk:Development Environment

More Data will be added.

TimClicks 09:34, 6 December 2008 (UTC)
 * 1) Some of the grammar in this article will need to be edited by a native English speaker.
 * 2) There is lots of jargon, especially acronyms, in this article. I suggest that there should be some time spent linking these through to their Wikipedia articles.

title: Talk:Development Environment


text:
User talk:Arinbasu~enwikiversity

Welcome
Hello Arinbasu, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 10:54, 21 March 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Arinbasu. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Arinbasu~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Arinbasu~enwikiversity


text:
Talk:Presentations about Wikiversity

PPT slides

 * Hi Cormac, Could you upload the presentation slides as .ppt or .odp so we can re-use them? -- Jtneill - Talk 11:15, 21 March 2008 (UTC)

title: Talk:Presentations about Wikiversity


text:
User:OsamaK

Welcome! This is Osama.Khalid, a Wikipedians in Arabic Wikipedia, and the English one.

I'll try to help there.

title: User:OsamaK


text:
User talk:OsamaK

Thank you for your help. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 11:34, 21 March 2008 (UTC)

Welcome
Hello OsamaK, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 11:34, 21 March 2008 (UTC)

title: User talk:OsamaK


text:
How to use SPSS

This page links to some information and guidelines on using IBM SPSS Statistics, a proprietary statistical software package.

Many of the examples and tutorials may also be applicable to PSPP - an open source statistics application.

Topics

 * About SPSS
 * Introduction to SPSS
 * File types
 * Options
 * Using syntax
 * Customising
 * Compute
 * Transformations
 * Frequencies
 * /Descriptives/
 * Graphing
 * Entering data
 * Linear correlation
 * Exploratory data analysis
 * Internal consistency
 * Composite scores
 * Multiple linear regression
 * ANOVA
 * Power, effect sizes, and confidence intervals
 * /Recoding/
 * /Tips/
 * /Using syntax/

title: How to use SPSS


text:
How to use SPSS/About

SPSS is a mature, proprietary, commercial statistical analysis software package with a graphical user interface. It is one of the most commonly used software solutions for statistical data analysis in academia, particularly the social sciences.

Use of SPSS is commonly, though not universally, taught to students in social science university degree programs around the world.

Several limitations, however, exist with use of SPSS, including:
 * 1) It is expensive (full version is over $1000, with annual license fees)
 * 2) Student versions are not fully functional (i.e., there are restrictions in the number of cases and variables and to advanced statistics).

Fortunately the free replacement PSPP is available at little or no cost, and has unlimited cases and variables. Some advanced statistics (notably GLM) however are not yet supported. Being able to use and teach use of SPSS/PSPP in many university social science departments is almost a requirement.

There are some excellent free online tutorials ranging from step-by-step for absolute beginners to advanced multivariate modelling. For managing and analysing data from questionnaires (which is how SPSS started in 1968) go to http://surveyresearch.weebly.com/index.html and look at Survey Analysis Workshop and SPSS and Useful Websites

Alternatives

 * 1) PSPP is a good, but incomplete free alternative, which has both GUIs and command line interfaces.
 * 2) One of the most robust R GUIs, Rcmdr is another free alternative to SPSS.
 * 3) Spreadsheet software such as OpenOffice.org/Calc can provide much of the statistical analysis requirements that may be performed by dedicated statistical analysis software packages

title: How to use SPSS/About


text:
Multivariate data analysis

Learning projects

 * How to use R
 * How to use SPSS
 * Data Analysis using the SAS Language

title: Multivariate data analysis


text:
User:Marvinfreak

Just a Newbie.

title: User:Marvinfreak


text:
Category:Strategic Simulations

Strategic Simulations are games of strategy.

title: Category:Strategic Simulations


text:
Category:Forbidden Kingdom (Simulation)

This subcategory is for the elements of the strategic simulation Forbidden Kingdom.

title: Category:Forbidden Kingdom (Simulation)


text:
User talk:Rohit

Hi, do you want to add more info here: Alexender ? btw: is the name correct ? Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:50, 21 March 2008 (UTC)

Welcome
Hello Rohit, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 15:50, 21 March 2008 (UTC)

title: User talk:Rohit


text:
Dyeing

Dyes Substances used to impart colour to textiles, leather, paper, etc. Compounds used for dyeing (dyestuffs) are generally organic compounds containing conjugated double bonds. The group producing the colour is the chromophore; other noncoloured groups that influence or intensify the colour are called auxochromes. Dyes can be classified according to the chemical structure of the dye molecule. For example, azo dyes contain the –N=N– group (see azo compounds). In practice, they are classified according to the way in which the dye is applied or is held on the substrate.

Acid dyes are compounds in which the chromophore is part of a negative ion (usually an organic sulphonate RSO2O−). They can be used for protein fibres (e.g. wool and silk) and for polyamide and acrylic fibres. Originally, they were applied from an acidic bath. Metallized dyes are forms of acid dyes in which the negative ion contains a chelated metal atom. Basic dyes have chromophores that are part of a positive ion (usually an amine salt or ionized imino group). They are used for acrylic fibres and also for wool and silk, although they have only moderate fastness with these materials.

Direct dyes are dyes that have a high affinity for cotton, rayon, and other cellulose fibres. They are applied directly from a neutral bath containing sodium chloride or sodium sulphate. Like acid dyes, they are usually sulphonic acid salts but are distinguished by their greater substantivity (affinity for the substrate), hence the alternative name substantive dyes.

Vat dyes are insoluble substances used for cotton dyeing. They usually contain keto groups, C=O, which are reduced to C-OH groups, rendering the dye soluble (the leuco form of the dye). The dye is applied in this form, then oxidized by air or oxidizing agents to precipitate the pigment in the fibres. Indigo and anthroquinone dyes are examples of vat dyes. Sulphur dyes are dyes applied by this technique using sodium sulphide solution to reduce and dissolve the dye. Sulphur dyes are used for cellulose fibres.

Disperse dyes are insoluble dyes applied in the form of a fine dispersion in water. They are used for cellulose acetate and other synthetic fibres.

Reactive dyes are compounds that contain groups capable of reacting with the substrate to form covalent bonds. They have high substantivity and are used particularly for cellulose fibres.

title: Dyeing


text:
User talk:Atovigba

Hello, what do you say - you could also put this here on your user page ? At the category page less people see this. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:56, 21 March 2008 (UTC)

Welcome
Hello Atovigba, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 15:56, 21 March 2008 (UTC)

title: User talk:Atovigba


text:
User talk:Babaker

Hello, can we help you with Dyeing ? Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:57, 21 March 2008 (UTC)

Welcome
Hello Babaker, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 15:57, 21 March 2008 (UTC)

title: User talk:Babaker


title: File:DSC00147.JPG


text:
Workshop for Australian education policy

An experiment in pulling the materials together to work on open networked education policy.

A workshop / conversation addressing the thin line.

 * Emerging teaching practice - Graham Wegner
 * Hill, S B Education to change the world
 * Narayanan, G. 2008 The Knowledge Tree Counter acceleration and speed with slowness and wholeness
 * Hepburn, H 2008 Finnish education
 * Hill, S B Review of Being Me and Also Us: Lessons from the Peckham Experiment
 * Hill, S B Transformative learning for progressive change


text:
Template:Workshop for Australian education policy

This template is for the basic navigation of Workshop for Australian education policy.


text: Workshop for Australian education policy/Current policy


text:
Workshop for Australian education policy/Challenges and opportunities

Read/write video
Video for schools non YouTube:
 * ABC kids video mashup space
 * Enviro Inspiro NSW film documentary
 * Teachers using technology in the classroom on InspirEd
 * Classnet Student media projects including TV (restricted access)
 * DIVERSE 2008 NL event about the use of video in education.
 * Reel-information campaign video for TV

Australian Youtube uses:
 * Labor: A school computer for every Year 9-12 student
 * South Australia Song. Sung by public primary school children
 * Landcare at Burrumbuttock Primary School
 * World Teachers' Day 2007 - Global Winner
 * ASMS Chemistry
 * Djarragun College Senior Boys Dancers, Australia
 * French FM
 * Doodle for Google AU
 * The Mills Sisters /family Thursday Island Torres Strait
 * Mer Island dancers
 * My Country Australia, primary
 * IWB in schools rebroadcast from TV
 * Llandilo school visit
 * Victor Kuo's rubiks cube

Talking about school/language:
 * Japanese High School
 * Korean High School
 * Athena Primary School

International Youtube video uses
 * Film rebroadcast on youTube
 * Video of student invention
 * School Earthquake Competition
 * Students participating in School Design for Small Learning Communities
 * Students discuss Arts school
 * Start em up business

Not curriculum but interesting re schools:
 * FL Muslim student being bullied at school rebroadcast from TV
 * Young Voices of Sierra Leone
 * Attawapiskat School Fight

Context

 * Many students use YouTube at home.
 * Many families upload funny home videos to YouTube or images to flickr
 * Many families participate in funny home video on television.
 * News collecting agencies can video anyone(except prior to a court case)
 * It is legal to video crowds and events in a public space
 * Visible leadership: Blocking educational media from public spaces has a cultural risk. If students being constructive in school are not a part of the wider fabric of media glory on the internet then this reduces the quality of choices available as constructive practice and role models online. When students learn out of school they see school bullys and other efforts to make online glory through risk. Burying constructive glory is counterproductive.
 * Can you clean up the internet and keep it generative? If it's no longer potentially disruptive then its not generative - if it remains disruptive then someone will attempt to regulate it through motives of fear, respectability or profit.

Challenges

 * Video may identify students and locations.
 * Making a compliant video requires thinking about telling your story without telling about the people in it.
 * Currently people are working around blocks on compliant sites by uploading on YouTube instead.
 * Some people use online video to promote face2face bullying
 * What's OK, what isn't, age graded
 * Specific enough for objective review of complaints about 'too much identifying information'

Opportunities: Literacies for online communities
Some wikipedia definitions for skills which are learned through participation:
 * Collaborative decision making
 * Common sense
 * Judgement
 * Negotiation

 * reading including perception of the author and their context
 * choosing your own information sources
 * choosing your own authorities

 * writing for public presentation,
 * what register is appropriate for this audience
 * writing for meaning
 * writing to encourage participation
 * serial storytelling
 * student voice and leadership
 * attribution

 * expression and design
 * working with images for online use
 * colour and contrast
 * text and linking

 * language learning with peers who speak the language as a first language

 * participative audience and peer review
 * information about your local community or someone looking at the same ideas on the other side of the world, eg water, climate change,
 * exchanging currencies as math
 * participating in projects as contributors eg, wikipedia, google summers of code for schools, olpc, squeakland

 * games
 * game trade and economies
 * risk and profit
 * leading a clan
 * teamwork on skills

 * making
 * squeakland
 * olpc
 * ncss python course
 * making a network
 * rebuild a computer

Options
Closing or banning a:
 * site
 * blog
 * youtube
 * twitter account

Awarding grades in skills in participating in open spaces
 * students graduate through skill levels in online literacies

Parents participate
 * Parents contribute to project plans
 * How do students learn things which are not pre-planned.
 * Workflow to ok public upload?

Which attributes are agreed to be constructive?
 * goals
 * collaborations
 * school community
 * student work
 * assessment

Which attributes need negotiation?


text:
Workshop for Australian education policy/Change existing policy

Copyright and commons
Licences for
 * shared resources
 * collaborative projects
 * participative courses
 * international collaborations
 * access for homeschooling
 * lifelong learning
 * workplace learning
 * Aboriginal community cultural licences

Negotiating opportunities and risks

 * due care
 * collecting/hosting information regarding minors
 * rights of the child for expression
 * using technologies for sharing with peers, mobile phones, myspace, games
 * using technologies for supervised learning
 * access at home and at school


text: Workshop for Australian education policy/Draft new sections


text:
Workshop for Australian education policy/The Bruce Declaration

Using Meeting Words for synchronous editing

This Declaration is made at the Recent Changes Camp 2011: Canberra held at the University of Canberra on 30 January 2011.

Statement
As a nation Australia values the pivotal role of education in building a democratic, equitable and just society— a society that is prosperous, cohesive, ecologically conscious and culturally diverse. Central to this are successful learners and inspirational teachers; informed, active, confident and creative individuals who are equipped to live harmoniously and make responsible decisions about social change and the future. This will be achieved through genuine Government/Community partnerships, a focus on individual and community well-being and strengthened accountability and transparency. This Declaration calls for a plan of action for a collaborative approach to education in Australia. One which not only supports vocational choices and employment opportunities, but also one which respects the right of all individuals to choose their own learning pathways via access to a variety of learning and teaching experiences and options. It is based on the understanding/assumption that relevant self-determined learning is a fundamental right for all people regardless of motivation or life circumstance, and that access to self-directed and community based learning opportunities will help ensure a safer, healthier, more responsible and environmentally sound world. This declaration acknowledges that current education policy limits individual access to self-determined learning opportunities by restricting funding and support mechanisms, and recognises the need to expand the vision of educational opportunity in Australia, and to renew the commitment to free life wide and life long learning AND teaching for all citizens. It calls for a repositioning of education, placing learning and teaching back in the hands of communities and individuals with the support of infrastructure and strategies to support mentors and stimulating, collaborative learning environments. This is a declaration of peace as much as it is for learning, to strive for new beginnings based on what we know must be done. Robynjay 23:27, 22 February 2011 (UTC)

Version 1: As a nation Australia values the central role of education in building a democratic, equitable and just society— a society that is prosperous, cohesive and culturally diverse, and that values Australia’s Indigenous cultures as a key part of the nation’s history, present and future Educational

Version 2: We seek a right to free learning, and to free teaching. We recognise the role of the education sector in that, but not its monopoly. We value a sustained and informed, critical, creative, democratic, equitable and just society, that is prosperous, cohesive and diverse. One that respects and rebuilds Indigenous cultures, being key to our heritage, our identity and our wisdom. This is a declaration of peace as much as it is for learning, to strive for new beginnings based on what we know must be done.

(why the reference to Indigenous cultures? might this dilute the message? - Michael)

Goals Goal 1: ... Goal 2: ... – Successful learners – Confident and creative individuals – Active and informed citizens A Commitment to Action Developing stronger partnerships Supporting quality teaching and school leadership Strengthening education Enhancing ... development Supporting ... years of schooling and youth transitions Promoting world-class curriculum and assessment Improving educational outcomes for Indigenous youth and disadvantaged young Australians, especially those from low socioeconomic backgrounds Strengthening accountability and transparency Achieving the Educational Goals for Young Australians

Goal 2: ... – Successful learners – Confident and creative individuals – Active and informed citizens A Commitment to Action Developing stronger partnerships Supporting quality teaching and school leadership Strengthening education Enhancing ... development Supporting ... years of schooling and youth transitions Promoting world-class curriculum and assessment Improving educational outcomes for Indigenous youth and disadvantaged young Australians, especially those from low socioeconomic backgrounds Strengthening accountability and transparency Achieving the Educational Goals for Young Australians

(these are the kinds of statements everyone will agree to. Is that the process here - to make generic statements that everyone can agree to and have the real substance in the actions/methods proposed? - Michael

Review and critique
The objective of this section is to list significant works (good or bad) that are seen as influential to the public conception of the notion of learning and education, and then to link to or post synopsis of its critique in relation to the position of this declaration.

Universal Declaration of Human Rights, General Assembly of the United  Nations, December 10, 1948 Article 26
 * Article 26
 * (1)  Everyone has the right to education. Education shall be  free, at  least  in   the elementary and fundamental stages. Elementary  education  shall  be compulsory.   Technical and professional education  shall be  made  generally available and   higher education shall be  equally  accessible  to all on the basis of merit.
 * (2) Education shall be directed to the full development of  the human    personality and to the strengthening of respect for human  rights and  fundamental   freedoms. It shall promote understanding,  tolerance and  friendship among all   nations, racial or religious  groups, and shall  further the activities of the   United Nations for the  maintenance of  peace.
 * (3) Parents have a prior right to choose the kind of education that shall be  given to their children.

The Melbourne Declaration on Educational Goals for Young Australians, December 2008

Bradley Review Fails on e-Learning
 * A quality student experience in higher education ... An accessible and sophisticated online learning environment. ...
 * From: Review of Australian Higher Education, Final Report, Denise Bradley, December 2008

While the Bradley Review of Australian Higher Education asserts that a higher education requires a sophisticated online  learning environment, there is only one mention of "online learning" in  the 304 page report. The report contains no mention of the role of the Internet or the web in higher education, apart from noting that some  alumni associations run web sites. Computer literacy is mentioned once, with reference to mature-age students who and those from rural and low  socio-economic backgrounds. ...

US Government National Emerging Technology Plan 2010
 * Calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student  learning, accelerate and scale up the adoption of effective practices,  and use data and information for continuous improvement.

Ministerial Declaration on Adult and Community Education

Learn Canada 2020
 * Learn Canada 2020 is the framework the provincial and territorial ministers of education, through the Council of Ministers of Education,  Canada, will use to enhance Canada’s education systems, learning  opportunities, and overall education outcomes. The vision of Learn  Canada 2020 is Quality Lifelong Learning Opportunities for All  Canadians.

Learn Canada 2020 recognizes the direct link between a well-educated population and (1) a vibrant knowledge-based economy in the 21st  Century, (2) a socially progressive, sustainable society, and (3)  enhanced personal growth opportunities for all Canadians.

Helen Vale Foundation now Total Health & Education Foundation from a review of Future Education By Vijayadev Yogendra, Centre Publications, 1985 "... the over-emphasis on material prosperity and individualism has been at the expense of personal and family life; education has been re-shaped to meet the needs of industrial expansion and in the process, the consideration of individual uniqueness and personal growth has been lost. ... education for the future must be re-oriented to counter these trends, to prepare children for a world of ever increasing change, and to develop future citizens who have self-reliance, tolerance of their fellow man and the capacity to cope confidently with any life situation." see another book review with excerpt

Modern Education, 1933

State Based Statements and Plans - Vocational and K-12 NSW VIC TAS - Tasmanian Skills Strategy - The strategy has now been further developed around four themes: The themes take into account the big challenges facing Tasmania in the 21st Century, including the management of increasingly scarce water  resources; the rapid race of the telecommunications revolution; and the  imperative for creating sustainable and renewable energy. SA WA NT ACT QLD
 * increasing opportunity;
 * a better system for clients;
 * workforce development; and
 * skills for the future.

Critics
 * David Orr - What Is Education For? Higher ed: the mass production of people literally unfit for anything except to take part in an elaborate charade.
 * Gatto
 * Illich
 * Friere
 * Illich Journal
 * International Journal Self Directed Learning
 * VC University of New England - opinion column in the Australia - future of education
 * Australian Chamber of Commerce and Industry Blue Paper 2006
 * Human Rights Education Association - Sustainable Development hrea.org
 * Bradley Review
 * Life Learning Magazine
 * Life Learning Magazine
 * Skills australia publications
 * Social Policy Research Centre (UNSW)

National Partnership on Productivity Places Program
 * COAG Document that describes money directions...

Students as Scholar not Customers http://blog.tomw.net.au/2009/12/students-as-scholar-not-customers.html ... Professor Paul Ramsden, Chief Executive of the UK Higher Education Academy,  paper "The Future of  Higher Education - Teaching and the Student Experience" http://www.heacademy.ac.uk/assets/York/documents/ourwork/policy/paulramsden_teaching_and_student_experience.doc

Emerging alternatives

 * 1) http://universityforstrategicoptimism.wordpress.com/about/
 * 2) http://reallyopenuniversity.wordpress.com/what-is-the-rou/
 * 3) http://www.universityofutopia.org/about
 * 4) http://collapsonomics.org/
 * 5) University of the People
 * 6) Peer 2 Peer University
 * 7) School of Everything
 * 8) http://educationactivistnetwork.wordpress.com/about/
 * 9) http://publicuniversity.org.uk/about/
 * 10) http://purposed.org.uk/about/
 * 11) http://www.khanacademy.org/

Ethics

 * Autonomous learning: Autonomous learning is a school of education which sees learners as individuals who can and should be autonomous i.e. be responsible for their own learning climate.

Autonomous education helps students develop their self-consciousness, vision, practicality and freedom of discussion. These attributes serve to aid the student in his/her independent learning. (from Wikipedia) Life as Learning, LEARN Life as Learning (LEARN) is a multi-scientific national research programme on learning. The themes studied in the programme include developing teaching and learning in the school system, new challenges of  learning in the working life, new forms of learning, and new  teachership and teacher education.
 * Retooling learning
 * Coming together
 * Beyond schooling (deschooling, unschooling)
 * Life wide learning
 * Taking back the concept of "education" and putting it back in the hands of "real" people and communities, and avoiding the "carving up" of resources through institutions (People learning)(much of Rose's last email post on Feb 9th could go here - Michael)
 * Triage of educational and academic service - teaching, research, community participation

Principles
Education should:
 * 1) social and individual benefit from education
 * 2) Empower people to have meaningful and productive lives
 * 3) equip individuals to participate actively in community and work
 * 4) no or minimal cost
 * 5) no one model for teaching and learning, formal, informal
 * 6) inputs equally important as outputs
 * 7) resilient community for creative economics
 * 8) transparency
 * 9) public funded should be open

 * 1) Bring benefits to one and all (benefits come from education - social and individual )
 * 2) Empower meaningful participation ( Empower people to have meaningful and productive lives, equip individuals to participate actively in community and work)
 * 3) Recognise learning - learning is non linear and eclectic. Develop methods that can encompass this. reject exclusions
 * 4) Use edges and value the marginal - Occupy the space between institutions and ekstitutions. There is a space developing between private and public concepts of education, occupy these spaces
 * 5) value the capital of human experience and build on the strengths of individuals
 * 6) seek to develop the full potential of each individual
 * 7) direct social change
 * 8) be life based
 * no or minimal cost
 * no one model for teaching and learning, formal, informal
 * inputs equally important as outputs
 * resilient community for creative economics
 * transparency
 * public funded should be open

Methods
Australian Learning Commons Proposal


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User:JD4x4

My user name is a bit misleading when it comes to my interests.

Although I've been in the automotive service profession for 40 years, my biggest interest is U.S. motorcycle road touring. My wife and I have ridden to every U.S. state (except Hawaii!) at least once (gotta get back to Alaska).

From 1987 to 2006 I worked in various service positions for Land Rover North America. In my later years there, I wrote and edited technical service training course materials. During these 19 years of exposure to off-road vehicles and driving, I gradually acquired the web name "JD4x4".

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Category:EE SCH drawing

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Template:Bcpm/sbohem/3

March

This template makes a link to the March key for South Bohemia, and adds plant pages to Category:BCP/SBOHEM/3 and Category:BCP/Flora of the Czech Republic (it automatically adds ), for plants that have been recorded as flowering in March in South Bohemia.

This template should only be used in the "South Bohemia = " field of Bloom clock plant middle

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Category:BCP/SBOHEM/3

This category is for plants found flowering in March in South Bohemia, Czech Republic.

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Category:Bloom Clock/South Bohemia Categories

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

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


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Category:BCP/Genus/Bellis

Bellis is a small genus of 10-15 species of flowering plants in the family Asteraceae, native to Europe and the Mediterranean region.

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Bloom Clock/Keys/South Bohemia/October

October

 * 1) All plants recorded in October (category list)

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Category:BCP/SBOHEM/GP

This category is for garden plants found in South Bohemia, Czech Republic.

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Category:BCP/Genus/Forsythia

Forsythia is

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User talk:Fang~enwikiversity

Welcome
Hello Fang, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 22:33, 21 March 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Fang. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Fang~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:36, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:08, 19 April 2015 (UTC)

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Case study

Case study is often defined in different ways, reflecting evolving practice. What is important then is to define the concept for yourself, and explain to your audience how you are using the term.

Some definitions

 * A research approach in which one or few instances of a phenomenon are studied in depth (Given, 2008).

 * An empirical inquiry that investigates a contemporary phenomenon within its real-life context; when the boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used. (Yin, 1984)

Case study involves a detailed in depth analysis of an organisation, person, a group, an event, allowing an understanding of complex phenomena, such as organisations. A case study generally involves looking at a single case (which already exists), an object of study which is easily identified and separated (a bounded system) from other similar objects e.g. an organization, a place, an illness in one patient. Case study is a useful methodology for focusing on relationships connecting everyday practices in natural settings, placing attention on a local situation (Stake, 2006).

The case study is useful to investigate an issue in depth and ‘provide an explanation that can cope with the complexity and subtlety of real of life situation’ (Denscombe, 2010, p. 55).

Research questions revolve around ‘How?’ or ‘Why?’ and may be explanatory, exploratory or descriptive in nature (Yin, 2003).

Case study can be used to develop theory. Yin (2003, p. 1) notes that a case study is a way to ‘contribute to our knowledge of individual, group, organisational, social, political and related phenomena’ Case study can be used to test theory: what is it supposed to do and does it do that? Case studies can be used to trace a process, developing an understanding and then test it (Bennett, Andrew).

Data collection
Case studies generally use a combination of data collection methods.

Multiple case studies
In multiple cases, research single cases are meaningful in relation to the other cases cited. Multiple case study research needs to use cases that are similar in some ways. The cases become "members of a group or examples of a phenomenon" (Stake, 2006, p. 6). This allows examination of what is similar and dissimilar about the cases. The researcher is looking for patterns and uniqueness, particulars and generalizations in the cases developed.

References and resources
Denscombe,Martyn (2010)(4th ed). The good research guide for small scale social research projects. Maidenhead: Open University Pres McGraw Hill

Dufour, S. & Foutin, V., ‘Annotated bibliography of case study method’, Current Sociology vol.40/1, 1992, pp.166-181.

Fidel, R. (1984). ‘The Case Study Method: A Case Study’, Library and Information Science Research vol.6/3, pp.273-288.

Garson, G.D. (2008). Case Studies, available from http://faculty.chass.ncsu.edu/garson/PA765/cases.htm

Gerring, J. (2007). Case Study Research: Principles and Practices, Cambridge University Press, Cambridge.

Gilbertson, D. W. & Stone, R. J. (1985) (2nd ed). Human resources management: cases and readings. Sydney: McGraw-Hill, 1985.

Giving, L. M. (2008) (ed.), The SAGE Encyclopedia of Qualitative Research Methods, Los Angeles: Sage.

Hossain, Dewan Mahboob (2009). 'Case Study Research' Social Science Research Network http://ssrn.com/abstract=1444863

Marshall, C. & Rossman, G.B. (2006) (4th ed). Designing qualitative research, Thousand Oaks: Sage.

Merriam S. (1998). Qualitative research and case study application in education. San Francisco: Jossey Bass.

Ragin, C.C. & Becker, H.S. (1992), ''What is a Case? Exploring the foundations of social enquiry'', Cambridge University Press, Cambridge.

Sadler, D. Royce (1985). ‘Evaluation, Policy Analysis and Multiple Case Studies: Aspects of focus and sampling’, Educational Evaluation and Policy Analysis, vol.7/2, pp.143-149.

Simons (2009). Case study research in practice. London: Sage

Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage Publications.

Stake, R.E. (2006), Multiple Case Study Analysis, New York & London: The Guildford Press.

Soy, Susan K. (1997). The case study as a research method. Available from http://www.ischool.utexas.edu/~ssoy/usesusers/l391d1b.htm

Stoecker, R., ‘Evaluating and rethinking the case study’, The Sociological Review vol.39, no.1, February 1991, pp.88-112.

Yin, R.K. (1989). ‘Case study research design and method’. Applied Social Research Methods Series 5. Newbury Park: Sage

Young, Raymond (2010). Case study research http://ise.canberra.edu.au/raymond/?s=case+study

Zach, L. (2006), ‘Using multiple case studies design to investigate the information-seeking behaviour of arts administrators’, Library Trends vol.55/1, pp.4-21.

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Romance of the Three Kingdoms (by Luo Guanzhong)

This will be a reading group for discussion of Romance of the Three Kingdoms by Luo Guanzhong. It is a historical novel which plays in China from 168 - 280 AD and is one of the Four Great Classical Novels of Chinese literature.

If you are interested in this text, please add your name to the list of participants and put this page on your watchlist.

What was done so far ?

 * My idea is that we can have regular chat sessions to discuss the text (see old chat logs from the Thucydides: The Peloponnesian War reading group). What I am doing right now, Erkan Yilmaz uses the Wikiversity:Chat (try) 19:10, 4 April 2008 (UTC)

Participants

 * Erkan Yilmaz
 * winn3317
 * whole_rubber_soul

Text

 * full text (it is the extended C.H. Brewitt-Taylor version)
 * wikisource: Romance of the Three Kingdoms (not complete: 1-15 from 120)

infos

 * Timeline of the Three Kingdoms period
 * List of fictitious stories in Romance of the Three Kingdoms
 * Wikipedia:WikiProject Three Kingdoms
 * Members
 * Statistics

 * Commons: Category:Three Kingdoms

 * general:


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Terraforming

Terraforming or terraformation (literally, "Earth-shaping") of a planet, moon, or other body is the hypothetical process of deliberately modifying its atmosphere, temperature, surface topography or ecology to be similar to the environment of Earth to make it habitable by Earth-like life.

Mars
Mars lacks a magnetic field, hence its upper atmosphere has no protection from the solar wind. Hydrogen molecules get blown away easily, when solar activity is at a maximum. Ideally, for Mars to be terraformed, the lack of its magnetic field must be addressed.

Resources

 * /Mars/

title: Terraforming


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Talk:Introduction to Strategic Studies/Policy by Other Means/Project

main namespace? --Remi 01:00, 22 March 2008 (UTC)


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Talk:Study of Mark

Welcome, Thanks, and Styles
Hey Saz, I like what I see already! Thanks again for starting this; I know it'll be a lot of work, but it'll be great to have a gospel survey course. Can't wait :)

I wanted to let you know that once I found out you were making your own survey course, I finished the course template accessible from the templates page. I noticed that you used the lesson template for your overview, so I figure you found the page; just wanted to let you know that I made up a course template too.

That being said, I don't want to cramp your style by demanding conformity to some arbitrary template; already it seems you've thought of a number of assets to the course that I never thought to put in Genesis, or the template (such as "running themes" and "personal studies"). So, I guess in my mind, we have to find a balance between uniformity of curriculum/appearance, and the flexibility to accomadate differing styles (both within the authors, and within the books themselves). Any thoughts?

Thanks again for taking on this project. In all sincerity,
 * --Opensourcejunkie 01:20, 22 March 2008 (UTC)

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Talk:Biblical Survey (literal-normal)/Editing Guidelines

Bible Versions
(taken from Talk:Study of Genesis/Creation)

 * It's occurred to me that when we quote bible references, we should also be saying the version of the bible we're using. I'm using the NIV over here, I don't know about anyone else. What's the general consensus on that? --Saz909 16:06, 20 March 2008 (UTC)

 * Back before there was more than one person (me :-) to have a consensus with, I came to consensus with myself and decided to use NKJV. Mostly it was because I'm a fan of KJV, and NKJV makes a good modern-day equivalent.

 * what I determined on the guidelines' page was that all scripture linking should be done to BibleGateway's NKJV version. However, as for what version to quote, I didn't place a ruling.  Since you and I are the only active members at the moment, if you and I can come to a consensus on the matter, we can put it up on the guidelines' page.  In fact, I'm gonna move this discussion over to that page. --Opensourcejunkie 01:47, 22 March 2008 (UTC)

(end of stuff taken from Talk:Study of Genesis/Creation)

Personally, I think that we should determine a version that is a Center-wide standard. Every study uses that version, unless otherwise noted. That would give a level of consistency throughout the Center, while leaving room for translation slip-ups and author preferences. what do you think? --Opensourcejunkie 01:47, 22 March 2008 (UTC)

Good idea actually. Alright, yeah, Bible Gateway NKJV sounds good, since everyone will be able to access that. I havn't looked yet, but if you havn't already included a link to it on your page sources, it would probably be a "good idea to, I will as well. I'm off to change my Genesis quotes XP. --Saz909 22:44, 22 March 2008 (UTC)

This is Wikiversity, and enforcing a strict standard may be particularly "unwikicratic" here. If this topic is going to be limited to only one translation of the Bible, it needs to be renamed "NKJV Overview" or some such, as it is not comprehensive of the Bible. On the same note, if it will only include a single method of interpreting the Bible, it needs to be titled "Overview of Bible Literalism" or some such. I'm going to edit the article so as to make it more inclusive. The Jade Knight 08:43, 25 March 2008 (UTC)

 * Lots of stuff that's good to know :-). First of all, concerning the version control - the recommended policy wasn't specific to the NKJV, simply partial to it.  No editor would be required to use the NKJV, thus naming it an NKJV Overview wouldn't be accurate.  (perhaps naming it an NKJV-Partial Overview ;-).  But I do see your point that it might be unfair to the title to require editors to denote when using other versions of the Bible.  What about simply recommending the NKJV for consistency-sake?  Would that sort of guideline be permissible?

 * Secondly, concerning the litero-normalcy of the Center - I did make a note on the Dept. main page: "If studies based on on other exegetical techniques arise, perhaps the department name will narrow to accommodate the literal-normal bent." It will be exceedingly difficult to create a cohesive study of any book while espousing multiple methods of interpretation, and the purpose of the department as stated on the main page is to present a study that "follow[s] a literal-normal textual analysis of Scripture."  Thus it is the Dept. title that is incorrect, not the policy or content.

 * To be honest, I've been hoping to change the department name to "Topic:Biblical Survey" as it better reflects the course names found in traditional schools && seminaries. So perhaps in the move, we could change it to Topic:Biblical Survey (literal-normal)"?  Let me know what would best satisfy Wikiversity's content guidelines; I'm going to go ahead and revert to the old policy again, if that's all right.  Thanks for keeping us in-check,

 * --Opensourcejunkie 19:02, 25 March 2008 (UTC)
 * With the new title, my objections about interpretive method are removed. I do think it would be better to simply state that using the NKJV is recommended.  The Jade Knight 20:22, 29 March 2008 (UTC)


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User:Jtneill/Sandbox/Templates

Main page | Current policy | Challenges and opportunities | Change existing policy | Draft new sections | Structure proposed policy

This template is for the basic navigation of Workshop for Australian education policy.

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Ologies/Topics

A

 * Acarology, the study of ticks and mites
 * Actinobiology, the study of the effects of radiation| upon living organisms
 * Actinology, the study of the effect of light on chemicals
 * Aerobiology, a branch of biology that studies organic particles, such as bacteria, fungal spores, very small insects and pollen, which are passively transported by the air.
 * Aerology, the study of the atmosphere
 * Aetiology, the medical study of the causation of disease
 * Agnoiology, the study of things of which we are by nature ignorant, or of things which cannot be known
 * Agrobiology, the study of plant nutrition and growth in relation to soil conditions
 * Agrology
 * Canada: the art and science of agriculture
 * Non-Canada: the study of soils
 * Agrostology, the study of grasses
 * Algology, the study of algae
 * Allergology, the study of the causes and treatment of allergies; a branch of medicine
 * Andrology, the study of male health and disease
 * Anesthesiology, the study of anesthesia and anesthetics; a branch of medicine
 * Angelology, the study of angels
 * Angiology, the study of the anatomy of blood and lymph vascular systems
 * Anthropology, the study of humans
 * Apiology, the study of bees (apiaries)
 * Arachnology, the study of spiders and their kind
 * Archaeology, the study of past cultures through the analysis of material remains
 * Archaeozoology, the study of relationships between humans and animals over time through examination of animal remains at archaeological sites (also see Zooarchaeology)
 * Areology, the study of Mars
 * Assyriology, the study of the Assyrians
 * Astacology, the study of crayfish
 * Asteroseismology, the study of the internal structures of stars as revealed by their oscillations (see also Helioseismology).
 * Astrobiology, the study of origin of life
 * Astrogeology, the study of geology of celestial bodies (e.g., planets, asteroids, comets)
 * Astrology, the study of the purported influence(s) of celestial bodies on earthly affairs
 * Astrometeorology: using astrology to forecast the weather
 * Atmology, the study of the laws and phenomena of aqueous vapors
 * Audiology, the study of hearing; a branch of medicine
 * Autecology, the study of the ecology of any individual species
 * Autology, the attribute (of a word) of being self descriptive. The word "polysyllabic" is autological because it is polysyllabic. (compare heterology)
 * Auxology, the study of human growth.
 * Axiology, the study of the nature of values and value judgements

B

 * Bacteriology, the study of bacteria
 * Balneology, the scientific study of baths, bathing and of their application to disease
 * Batology, the study of blackberries
 * Bibliology, the study of books, printing, and publishing; also called Bibliography
 * Bioclimatology, the study of the effects of climate on living organisms
 * Biogeomorphology, or ecogeomorphology, the study of interactions between organisms and geomorphological processes
 * Bioecology, the study of the relationship of organisms to each other and to their environment
 * Biology, the study of life
 * Biometeorology, the study of the effects of atmospheric conditions on living organisms
 * Biotechnology industrial use of living organisms or their components to improve human health and food reduction
 * Boxology is the study of schematic layouts, for example of corporate org charts.
 * Bryology, the study of bryophytes
 * Bryozoology, the study of the phylum Bryozoa
 * Buddhology, the study of the nature of Buddha

C

 * Campanology, the study and the art of bell ringing
 * Cardiology, the study of the heart
 * Cariology, the study of cells
 * Cereology, the study of crop circles
 * Cetology, the study of cetaceans - whales, dolphins, and porpoise
 * Characterology, the study of character
 * Christology, the theological| study of redemption (christos > christein: to sacrament), not only speaking of Christianity but also extended to religion in general
 * Chorology, the study of the relationship of biological or other phenomena to their locations
 * Chronology the study of things in order of time or the study of time
 * Climatology, the study of the climate
 * Codicology, the study of the preparation of books and manuscripts (ink, paper, vellum etc)
 * Coleopterology, the study of beetles
 * Coniology, the study of dust in the atmosphere and its effects on plants and animals, also spelled "koniology"
 * Conchology, the study of shells and of molluscs
 * Contrology|, a neologism for the Pilates method, a system of physical exercise
 * Cosmology, the study of the cosmos or our place in it
 * Cosmetology, the study of cosmetics and their use
 * Craniology, the study of the characteristics of the skull
 * Criminology, the scientific study of crime
 * Cryology, the study of very low temperatures and related phenomena.
 * Cryptology, the study of how to encrypt and decrypt secret messages
 * Cryptozoology, the study of animals that may or may not be mythical
 * Cynology, the study of dogs
 * Cytomorphology, the study of the structure of cells
 * Cytology, the study of cell|s

D

 * Deltiology, the study of, but more often the collecting of picture postcards
 * Demonology, the study of demons
 * Dendrochronology, the study of the age of trees and the records in their rings
 * Dendrology, the study of trees
 * Deontology, in ethics, the study of duty.
 * Dermatology, the field of medicine that deals with the skin
 * Dermatopathology, the field of dermatological anatomical pathology
 * Desmology, the study of ligaments
 * Dialectology, the study of dialects
 * Dipterology, the study of flies

E

 * Ecclesiology, the study of Church architecture and decoration, or separately the study of the Christian Church
 * Ecogeomorphology, or biogeomorphology, the study of interactions between organisms and geomorphological processes
 * Ecohydrology, the study of interactions among organisms and the water cycle.
 * Ecology, the study of the interrelationships between living organisms and their environment. Sometimes spelled "œcology".
 * Economic geology is concerned with earth materials that can be utilized for economic and/or industrial purposes.
 * Ecophysiology, the study of the interrelationship between an organism's physical functioning and its environment
 * Edaphology, a branch of soil science that studies the influence of soil on life.
 * Egyptology, the study of the ancient Egyptians
 * Electrophysiology, the study of the relationship between electric phenomena and bodily processes
 * Embryology, the study of embryos
 * Emetology, the study or knowledge of emetics
 * Endocrinology, the study of internal secretory glands
 * Enigmatology, the study of puzzles
 * Enology (or Oenology), the study of wine and winemaking
 * Entomology, the study of insects
 * Enzymology, the study of enzymes
 * Epidemiology, the study of the origin and spread of diseases
 * Epistemology, the study of the nature and origins of knowledge
 * Escapology, the practice of escaping from restraints or other traps.
 * Eschatology, a branch of theology concerned with the final events in the history of the world or of mankind
 * Ethnology, the study of race
 * Ethnomusicology, the study of music in society, usually non-western music
 * Ethology, the study of animal behaviour
 * Etiology, same as Aetiology
 * Etymology, the study of word origins
 * Eulogy, the speech of praise
 * Evolutionary biology, the study of the process of biological evolution
 * Evolutionary psychology, the study of the process of (usually) human psychological evolution.
 * Exobiology, the study of life in outer space

F

 * Felinology, the study of cats
 * Fetology, the study of the fetus, especially when within the uterus. Sometimes spelled foetology.
 * Formicology, the study of ants
 * Fungology, fungus + -ology, see mycology.
 * Futurology, the study of the future

G

 * Garbology - study of refuse and trash
 * Gastrology or Gastroenterology - diseases of stomach and intestines
 * Gemmology| or Gemology, the study of gemstones and ornamental materials
 * Genealogy (commonly misspelled and mispronounced as "geneology"), the study of relationships within families particularly with a view to constructing family trees
 * Genecology, the study of genetic differences in relation to the environment
 * Geobiology, the study of the biosphere and its relations to the lithosphere and atmosphere.
 * Geochronology, the study of the age of the Earth
 * Geology, the study of the Earth
 * Geomorphology, the study of present-day landforms, traditionally on Earth but with increasing frequency on nearby planetary objects
 * Gerontology, the study of old age
 * Glaciology, the study of glaciers
 * Grammatology, the study of writing systems. Also the study of deconstructive literary criticism, popularized in the 1960s by Jacques Derrida
 * Graphology, the study of handwriting for the purpose of analysing the character of the writer
 * Grossology, the study of gross and disgusting things. Fictional; book title
 * Gynaecology or Gynecology, the study of medicine relating to women, or of women in general

H

 * Hematology/Haematology, the study of blood
 * Heliology|, the study of the Sun
 * Helioseismology, the study of vibrations and oscillations in the Sun
 * Helminthology, the study of parasitic worms. See Vermeology.
 * Hepatology, the study of the liver; a branch of medicine
 * Herbology, the study of the therapeutic use of plants
 * Herpetology, the study of reptiles and amphibians
 * Heterology, the attribute (of a word) of not being self descriptive. The word "monosyllabic" is heterological because it is not monosyllabic. (compare autology)
 * Heteroptology, the study of true bugs
 * Hieroglyphology, Egyptian hieroglyphics, an ancient writing system
 * Hierographology, the study of sacred texts
 * Hierology, a more inclusive term for theology
 * Hippology, study of horses
 * Histology, the study of living tissues
 * Histopathology, the study of the (microscopic) structure of diseased tissue|s
 * Historiology, the study of the writings and practices of historians
 * Homology, concept in anthropology, biology, algebraic topology, and sociology, meaning "likeness in structure"
 * Horology, the study of making timepieces, measuring time and timekeeping (also the study of time)
 * Hydrogeology, the study of underground water
 * Hydrology, the study of water
 * Hypnology, the study of sleep (also: somnology)

I

 * Ichnology, the study of fossil footprints, tracks and burrows
 * Ichthyology, the study of fish
 * Ideology, the study of ideas throughout society both socially,politically,historically and literary
 * Immunology, the study of the immune system
 * Indology, the study of the history, languages, and cultures of the Indian subcontinent
 * Iranology, the study of history, literature, art and culture of Iran (Persia)
 * Islamology, the study of the Islam

J

 * Japanology, the study of Japanese people

K

 * Karyology, the study of karyotypes (a branch of cytology)
 * Killology, the study of human beings killing other human beings (Grossman|'s theory)
 * Kinesiology, the study of movement in relation to human anatomy; a branch of medicine
 * Kremlinology, the study of the Soviet Union
 * Kymatology, the study of waves or wave motions

L

 * Laryngology, the study of the larynx, or voice box; a branch of medicine
 * Lepidopterology, the study of butterflies and moths
 * Lexicology, the study of the signification and application of words
 * Limnology, the study of fresh water environments, particularly lakes
 * Lithology, the study of rocks
 * Ludology, the study of video games
 * Lymphology, the study of the lymph system and glands

M

 * Malacology, the study of mollusks
 * Mammalogy, the study of mammals
 * Mereology, a branch of logic focusing on the study of part-whole relationships|
 * Meteorology, the study of weather
 * Methodology, (properly) the study of methods
 * Metrology, the study of measurement
 * Microbiology, the study of microorganisms.
 * Micrology, the science of preparing and handling microscopic objects for study.
 * Mineralogy, the study of minerals
 * Mixology, the study or skill of preparing mixed drinks.
 * Molinology, the study of windmills, watermills and animal engines.
 * Monadology, a book by Leibniz on the study of his theory of monads.
 * Morphology, the study of forms that is used in several other fields (biology, linguistics, astronomy, etc.)
 * Museology, the study of museum management.
 * Musicology, the study of music
 * Mycology, the study of fungi
 * Myology the scientific study of muscles
 * Myrmecology, the study of ants
 * Mythology, the study of myths

N

 * Nanotechnology, the study and design of machines at the molecular level
 * Nanotribology, the study of friction at very small (atomic) scale
 * Nematology, the study of nematodes
 * Neonatology, the study of diseases and the care of newborn infants; a branch of pediatrics/paediatrics
 * Nephology, the study of clouds
 * Nephrology, the study of the kidneys and their diseases, a branch of medicine
 * Neurology, the study of nerves
 * Neuropathology, the study of neural diseases
 * Neurophysiology, the study of the functions of the nervous system
 * Nosology, the study of disease classification
 * Numerology, the study of numbers (often in a non-mathematical sense)
 * Nutriology, the study of nutrition

O

 * Oceanology, the study of oceans
 * Odonatology, the study of dragonflies and damselflies
 * Odontology, the study of the structure, development, and abnormalities of the teeth
 * Oenology, the study of wine
 * Omnology, the study of everything
 * Oncology, the study of cancer
 * Oneirology, the study of dreams
 * Onomatology, the study of proper names
 * Ontology, the study of existence
 * Oology, the study of eggs
 * Ophthalmology, the study of the eyes
 * Organology, the study of musical instruments (not just organs); alternatively, the study of anatomical organs
 * Ornithology, the study of birds
 * Orology, the study of mountains and their mapping
 * Orthopterology, the study of grasshoppers and crickets
 * Osteology, the study of bones
 * Otolaryngology, the study of the ear and throat; a branch of medicine
 * Otology, the study of the structure, function, and pathology of the ear
 * Otorhinolaryngology, the same as otolaryngology

P

 * Paleoanthropology, the study of prehistoric people and human origins
 * Paleobiology, the study of prehistoric life
 * Paleobotany, the study of prehistoric metaphytes (i.e., multicellular plants)
 * Paleoclimatology, the study of prehistoric climates
 * Paleoecology, the study of prehistoric environments by analyzing fossils and rock| strata
 * Paleontology, the study of fossils of ancient life
 * Paleophytology (see "paleobotany"), the study of ancient multicelled plants
 * Paleozoology, the study of prehistoric metazoans (i.e., multicellular animals)
 * Palynology, the study of pollen
 * Parapsychology, the study of paranormal or psychic phenomenon that defy conventional scientific explanations
 * Parasitology, the study of parasites
 * Pathology, the study of illness
 * Pedology, one of two main branches of soil science
 * Pedology, childern study
 * Penology, the study of prison management and criminal rehabilitation.
 * Personology, a variant of physiognomy
 * Petrology, the study of rocks and the conditions by which they form
 * Pharmacology, the study of drugs
 * Phenology, the study of periodic biological phenomena such as flowering, migration, breeding, etc.
 * Phenomenology, the study and science of phenomena as distinct from the science of actual existence or being; also a movement founded by Husserl which studies conscious experience without its metaphysical concerns
 * Philology, the study of a language together with its literature
 * Phlebology, a branch of medicine that deals with the venous system
 * Phonology, the study of vocal sounds
 * Phrenology, the derivation of a persons character traits, by studying the shape of their skull
 * Phycology, the study of algae
 * Physiology, the study of mechanical, physical, and biochemical functions of living organisms
 * Phytology, the study of plants; botany
 * Phytopathology ("Plant pathology"), the study of plant diseases
 * Phytosociology, the study of the ecology of plant communities
 * Piphilology, the mnemonic practice of writing sentences such that the numbers of letters in the words correspond to the consecutive digits of pi
 * Planetology, the study of planets and solar systems; more commonly called Planetary science
 * Planktology, the study of plankton
 * Pneumology, a synonym of Pulmonology
 * Pomology, the scientific study and cultivation of fruits
 * Posology, the study of drug dosage
 * Primatology, the study of primates
 * Proctology, the study of the hind regions (rectum, anus, colon and pelvic floor) of the body
 * Psephology, the study, especially statistical, of elections.
 * Psychobiology, the study and psychology of organisms with regard to their functions and structures
 * Psychology, the study of mental processes in living creatures
 * Psychopathology, the study of the mental processes within mental illness or disorders
 * Psychopharmacology, the study of psychotropic or psychiatric drugs
 * Psychophysiology, the study of the physiological bases of psychological processes
 * Pulmonology, the specialty in medicine that deals with diseases of the lungs and the respiratory tract

R

 * Radiology, the study of rays, usually ionising radiation
 * Redology, the study of the classical Chinese literary masterpiece Dream of the Red Chamber
 * Reflexology, originally the study of reflexes or of reflex responses; but see also non-study list
 * Rheology, the study of flow
 * Rheumatology, the study of rheumatic diseases, a branch of medicine
 * Rhinology, the study of the nose and its diseases
 * Ripperology, the study of Jack the Ripper and the crimes associated with him

S

 * Sarcology, a subsection of anatomy that studies the soft parts. It includes myology, angiology, neurology, and splanchnology
 * Scatology, the study of feces
 * Scientology, the applied religious philosophy created by American writer L. Ron Hubbard
 * Sedimentology, a branch of geology that studies sediments.
 * Seismology, the study of earthquakes
 * Selenology, the study of the moon
 * Semiology, the study of signs
 * Semitology, the study of Semitic cultures
 * Serology, the study of blood serum
 * Serpentology, the study of snakes
 * Sexology, the study of sex
 * Sindonology, the study of the Shroud of Turin
 * Sinology, the study of China
 * Sitiology, dietetics, the study of diet. Also, a treatise on diet. Also spelled "sitology"
 * Sociology, the study of society
 * Sociobiology, the study of the effect of evolution on ethology
 * Somnology, the study of sleep, also: hypnology
 * Somatology, study of human characteristics
 * Soteriology the study of the doctrine of salvation, especially as related to Christianity
 * Sovietology, the study of communist Soviet Union
 * Speleology, the study or exploration of caves
 * Sporalogy, a parody of astrology
 * Stemmatology, a discipline that attempts to reconstruct the transmission of a text (especially a text in manuscript form) on the basis of relations between the various surviving manuscripts
 * Stomatology, study of the mouth and its diseases.
 * Sumerology, the study of the Sumerians.
 * Symbology, the study and interpretation of symbols, or a set of symbols. Also used for types of barcodes
 * Symptomatology, the study of symptoms
 * Synecology|, the study of the ecological interrelationships among communities of organisms
 * Syphilology, the study of syphilis

T

 * Taxology, a synonym for taxonomy
 * Technology, the study of the practical arts (but see above)
 * Teleology, the study of ends or final causes
 * Teratology, the study of wonders, or monsters
 * Terminology, the usage and study of terms.
 * Thanatology, the study of physical, psychological and social problems associated with dying.
 * Thermology, the study of heat.
 * Theology, the study in religion
 * Tibetology, the study of Tibet
 * Tocology, the study of childbirth, sometimes spelled "tokology".
 * Tonology, the study of intonation in speech
 * Topology, the mathematical study of closeness and connectedness
 * Toxicology, the study of poisons
 * Traumatology, the study of wounds and injuries caused by accidents or assaults and their surgical treatment and repair; a branch of medicine
 * Tribology, the study of friction and lubrication
 * Trichology, the study of hair and scalp
 * Typology, the study of classification

U

 * Urology, the study and treatment of diseases of the urogenital tract, a branch of medicine. Sometimes spelled "ourology".
 * Ufology, the study of Unidentified flying object (UFO) phenomena.

V

 * Vaccinology, the study of vaccines
 * Venereology, the study of venereal diseases
 * Vexillology, the study of flags
 * Victimology, the study of victims of crime, often applied to characterizing the criminal
 * Virology, the study of viruses
 * Volcanology (also spelled vulcanology), the study of volcanoes and related phenomena (traps)

X

 * Xenobiology, the study of non-terrestrial life
 * Xylology, the study of wood

Z

 * Zooarchaeology, the study and analysis of animal remains at archaeological sites to reconstruct relationships between people, animals, and their environment (also see Archaeozoology)
 * Zoology, the study of animals
 * Zoopathology ("Animal pathology"), the study of animal diseases
 * Zymology, the study of fermentation

Ologies that are not fields of study
Words ending in -ology that are not fields of study, and thus not "ologies" in the sense of this article, are:
 * Anthology, a collection of literary pieces (such as poems).
 * Apology
 * a statement of regret.
 * an explanation for or justification of beliefs.
 * Arcology - enormous habitat (hyperstructure) of extremely high human population density.
 * Chronology is the arrangement or setting out of past events in order of occurrence; the recording of historical events in date sequence.
 * Cosmetology, the art and career of using cosmetics to improve beauty.
 * Dilogy is
 * ambiguous or equivocal speech, or
 * a work composed in two parts (see trilogy)
 * Docimology, a treatise on the art of testing, e.g. in assaying metals.
 * Doxology, a spoken or sung end of a prayer.
 * Eulogy, though not an -ology, is a commemoration of a person's life at his/her funeral.
 * Hagiology is literature dealing with the life of a saints|saint or, indeed, any revered person, a biography of an individual, rather than a study of saints, sainthood or saintliness in general.
 * Heterology, a dissimilarity of parts often attributable to a difference in origin.
 * Homology (biology)|Homology, a similarity often atributable to common origin
 * Ideology, sometimes spelled idealogy, is a system of ideas about politics, human life or culture.
 * Kibology, joke religion worshiping Kibo.
 * Menology, a register of months, or a calendar of the lives of the saints for each day of the year.
 * Necrology, a list of people who have died, especially in the recent past or during a specific period.
 * Philology, the historical study of languages. This is not a ology in the strict sense, because it is not the study (-ologia) of love (philo-), but the love (philo-) of literature (logia).
 * Phraseology is the way words are put together, therefore the style guide|style being used in a Sentence (linguistics)|sentence, or the set of phrases or the choice of words used by any particular group of people, or a type of register (linguistics)|register that reflects the form of language used in a certain social situation in which particular subjects are being discussed.
 * Piphilology seems to be a borderline case with some aspects of a field of study, but not a scientific discipline.
 * Reflexology, alternative method of massage, manipulative therapy|therapy or pressure on certain points of the sole of the feet as a means of relieving nervous tension.
 * Scientology, the belief system/cult religion founded by L. Ron Hubbard, self-described as a study of knowledge.
 * Tautology (logic)|Tautology, a self-affirming truth.
 * Terminology, a set of words and/or phrases, usually in relation to some particular canon or field of study e.g. 'mathematical terminology'.
 * Tetralogy of Fallot, an abnormality of the heart consisting of four deformities that often occur together.
 * Trilogy (although not strictly an -ology) is a body of writing in three parts, as tetralogy is that in four parts. Other words such as pentalogy, hexalogy, and heptalogy or septology cover larger series.
 * Tropology, the use of tropes in speech or writing.
 * A Zumology is a treatise on the fermentation of liquors.

title: Ologies/Topics