text:
User talk:Johnduhart

 Hello Johnduhart, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 12:01, 13 December 2011 (UTC)

title: User talk:Johnduhart


text:
User talk:Malay~enwikiversity

 Hello Malay, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 12:01, 13 December 2011 (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 Malay. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Malay~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 23:37, 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)

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

title: User talk:Malay~enwikiversity


text: File:DFT.3.B.Matrix Property.20111212.pdf


text:
Talk:What is a motherboard?

It is the mother of the system and it is located at the base of the computer

title: Talk:What is a motherboard?


text:
User:Csusbdt

 * GNU Free Documentation License

title: User:Csusbdt


text:
TESOL/Congratulations

Congratulations and praise
What do people give congratulations on?
 * musical performance
 * sports performance
 * a good job at work
 * a good job at school

Review
{Put these words in the correct order. + Word 1 + Word 2 ---+- Word 3 -+--- Word 4 --+-- Word 5
 * type=""}
 * you | great | job | a | did

{Put these words in the correct order. -+-- Word 1 ---+ Word 2 --+- Word 3 +--- Word 4
 * type=""}
 * award | you | your | deserve

{Put these words in the correct order. --+-- Word 1 + Word 2 -+--- Word 3 + Word 4 ---+- Word 5
 * type=""}
 * for | hard | I | it | worked

title: TESOL/Congratulations


text:
User:Steven Crossin

I'm Steve Zhang on enwiki.

title: User:Steven Crossin


text: User:Sonia

title: User:Sonia


text: TESOL/Talking about trust

title: TESOL/Talking about trust


text:
User:Numiri/KinderCalculus/Glossary

arithmetic
 * top - numerator
 * bottom - denominator
 * top heavy - improper fraction
 * bottom heavy - proper fraction, may be unreduced
 * cops - mnemonic for Covering Prime String, which is the Least Common Denominator

algebra
 * layers - order of operation, the parse tree of an expression
 * evert - generalized factorization or distribution applicable to a(b+c) = ab + ac, (f+g)' = f' + g', etc. switch inner and outer operators.
 * nevadab - initialism for "combining like terms". "nev" = neighboring verb criteria, "ab" = alike base criteria, ad = add depth
 * peers - operands that are both commutative and associative. Commutivity is symmetry of a verb, and associativity is symmetry of a verb chain, eg. (ab)c = a(bc).
 * blead - the base-leaf-depth relationship of binary operators
 * left & right divide - the inverse-exponential operators root & log

 * noun - operands
 * verbs - operators
 * adjective - the negative (-) and reciprocal (1/*) noun modifiers
 * shape - (verb) to assign a shape to a term. Shaping is useful for substitutions.

 * invisible - implicit verbs & layers such as parentheses or multiplication in xy. the exponential operator is also invisible
 * neighboring verbs - the relationship between a seed verb (+ & *) and its iterative counterpart (* & ^)
 * forward verbs: +, *, ^ (exponential)
 * reverse verbs: -, /, o--, --o
 * forq: the forward-reverse-sequence identity, eg.  (a*b)/c = a/c * b/c, log(a^b) = blog(a), or root(a^b) = root(a)*root(b)
 * seed & repeater verbs: in the context of self-plus and self-times, the primitive operation is called the seed verb and the resulting operation from the repetition is the repeater verb.  For instance, in 3x = x + x + x, the seed verb is "+" and the repeater verb is times.  Likewise, x^3 = x * x * x has the seed verb "*" and repeater verb as "^".
 * self-ish verbs: repeater verb
 * center: of a verb is the group-theoretic Identity element, either 0 or 1, for verbs + or - respectively

 * blunderwear - the algebraic pitfall where an inner layer is peeled off before an outer layer, or a layer is put onto an expression inside of the outer most layer
 * snowflake - the pictorial representation of exponentiation, logarithms, and roots

 * colo: slightly generalized factorization.  This is an abbreviation for "common-leftover", emphasizing those the "common" part that is extracted and the remaining parts that are leftover in a factorization, eg.  xy + xz  has x as the common factor, and y & z as the leftovers.  generalizing a bit, (y^x)*(z^x) = (yz)^x.  colo & spread are opposites.
 * spread: to distribute, as in x( y + z ) = xy + xz. spread & colo are opposites.
 * sprolo: spread-colo identities, aka factoring & distributive identities.  eg. a(b+c) = ab + ac, and many more.
 * common leaves: common factors in reducing a fraction.  The leaves stem from the factor tree.
 * nudify: to solve for a variable, leaving it bare and naked.  Used for comedic value and may be dismissed by conservative minded parents.
 * fit: to satisfy an equation by substituting in values.  For instance, x = 2 fits the equation x + 2 = 4

trigonometry
 * tick - coordinate
 * grid - coordinate system
 * round ticks - polar coordinates
 * circle grid - polar coordinate system
 * square ticks - cartesian coordinates
 * square grid - cartesian coordinate system
 * bionic number - complex number

calculus
 * mirrors = the diametric opposites in the product rule. In the integration-by-parts formula, the product g'f has the conjugate f'g.  I use conjugate in this way, not to be confused with the complex conjugate of a+bi as a-bi.  If you prefer another term altogether, "mirror" or "reflection" are good alternatives.
 * forever big, forever small - infinity & infinitessimal respectively
 * leak = the speed identity (cf)' = c(f'), where c is a constant.
 * line = (verb) to assign a solid or dashed line to a shape to indicate speeded-function vs. a plain-function. This term is useful for exercises in integration by substitution or by parts.
 * nudge = change in input or output. For example, x2-x1 is an input nudge, where f(x2)-f(x1) is the output nudge.
 * nudge ratio = input nudge / output nudge
 * segment = the interval of integration in a definite integral.
 * sliver = a skinny rectangle in a Riemann sum
 * speed = derivative
 * steepness = the graphical interpretation of derivative as the slope of the tangent
 * studr = (pronounced "studder") portmanteau that abbreviates the non-standard calculus definition of speed as the STandard of the nUDge Ratio. This is a mnemonic to help students remember the definition.
 * sweep = Riemann Sum, also anti-derivative as appropriate
 * tess = infinitesimal, forever small
 * graphing terms:
 * cutting x-axis = in graphing, extreme points & inflection points divides the x-axis into regions of positive/negative y' & y"
 * dump water = concave down
 * falling = decreasing function in graphing
 * flat point = solutions of the equation y'(x)=0. we don't have a term for solutions of y"(x)=0.  "Inflection" does not reflect all of the solutions
 * hold water = concave up
 * rising = increasing function in graphing
 * trap = solving for x in the equation y'(x)=0 or y"(x)=0. Trapping is an imprecise act, as opposed to "finding" the critical point because trapping critical points gets too much and we have to take the additional step to exclude the inflections.

title: User:Numiri/KinderCalculus/Glossary


text:
Training

Training means practicing to gain more skills. Somebody who plays football practices for the football games against other teams so that his team gets good and wins. The word "training" is usually used when talking about sports, but it is also used for training for a job or in "basic training". Basic training is the practicing for people who want to become a soldier. Training for a job is done in apprenticeships. Today it is often called a professional development.

Training also means changing behavior through learning new requirements and methods and usually requires folow-up testing to determine if the behavior has been successfully changed and follow-up training to insure that the desired behavior has been achieved. These follow-up sessions may be repeated until the desired behavior has been achieved.

Training is different from exercise. Exercise may be an occasional activity for fun. Training is specific and done to improve one's capability, capacity, and performance; see, e.g., strength training or flexibility training.

Other websites

 * Training Within Industry - A national conference for those interested in deploying the TWI training methodology.
 * Fitness training for kids
 * Fitness training for seniors

Тренинг

title: Training


text: File:DFT.3.B.Matrix Property.20111214.pdf


text:
Talk:Engineering Projects/Rubberband gun/Howard Community College/fall2011/501 Rubberman2

100/100 1sfoerster 16:01, 14 December 2011 (UTC)


text:
Talk:Engineering Projects/Perfume/Howard Community College/Fall 2011/501 Distillation

100/100 points


text:
User talk:Himdad aziz

you are have discussion for differentation and intgratation factor  for elictric measurements lab ?????

title: User talk:Himdad aziz


text:
Talk:Escher/Howard Community College/fall2011/502 BMproject3

100/100 ... 1sfoerster 16:48, 14 December 2011 (UTC)


text:
Talk:Engineering Projects/Electric Cars/Howard Community College/Fall2011/550 ekart v.2

100/100 1sfoerster 17:11, 14 December 2011 (UTC)


text:
Talk:Engineering Projects/Illuminate Clothing/Howard Community College/Fall2011/550 Tfalak 3RD PROJECT

0/100


text:
User:MyNameWasTaken

About Me

MyNameWasTaken, a.k.a. Benjamin Tarsa, is a master's candidate in the Communication, Culture, and Technology program at Georgetown University in Washington, DC. He is currently a staff member at the Saylor Foundation and the resident wiki-guy there. The Saylor Foundation is currently exploring working to "Wikify" some or all of our course content for use on Wikiversity, so please reach out to me on my Talk page if you are interested in assisting us to discover how that is possible! We currently feature 241 peer-reviewed courses created by professionals, all of which draw extensively on openly-licensed materials suitable for use in WikiMedia Foundation projects. Along with creating learning projects here on Wikiversity, I'd love to hear any ideas or suggestions for how we can share our materials with any and all of the Wikimedia project communities.

MyNameWasTaken is a Wikipedia Campus Ambassador. His previous experience with Wikipedia is limited to the occasional fixing of typos, removal of minor additive vandalism, new page patrolling, and assisting students to create Wikipedia pages within the US Education Program.

Current Projects
I am currently working to adapt the Saylor.org ECON104/MA121: Introduction to Statistics course for Wikiversity. This project is live on Wikiversity as of 1/3/12, you can find it here at Introduction to Statistical Analysis. Comments and feedback are very welcomed, as this is my first project here.

title: User:MyNameWasTaken


text:
Literature/1928/Wells

 * The Open Conspiracy: What Are We To Do With Our Lives (revised 1931, 1933)
 * http://www.gutenberg.net.au/ebooks02/0201081.txt

Excerpts
  The Present Crisis in Human Affairs  The Idea of the Open Conspiracy  We Have to Clear and Clean Up Our Minds  The Revolution in Education  Religion in the New World  Modern Religion is Objective  What Mankind Has to do  Broad Characteristics of a Scientific World Commonweal  No Stable Utopia is Now Conceivable  The Open Conspiracy is not to be thought of as a single Organization; it is a conception of life out of which efforts, organizations and new orientations will arise.  Forces and Resistances in the Great Modern Communities now prevalent, which are antagonistic to The Open Conspiracy. The War with Tradition  The Resistances of the less industrialized peoples to the drive of The Open Conspiracy  Resistances and antagonistic forces in our conscious and unconscious selves  The Open Conspiracy begins as a movement of discussion, explanation, and propaganda  Early constructive work of The Open Conspiracy <li> Existing and developing movements which are contributory to The Open Conspiracy and which must develop a common consciousness. The Parable of Provinder Island <li> The creative home, social group and school: the present waste of Idealistic Will <li> Progressive development of the activities of The Open Conspiracy into a World Control and Commonweal: the hazards of the attempt <li> Human life in the coming World Community </OL>
 * The world is undergoing immense changes. Never before have the conditions of life changed so swiftly and enormously as they have changed for mankind in the last fifty years. [...] We are only now beginning to realize the force and strength of the storm of change that has come upon us.
 * It seemed to me that all over the world intelligent people were waking up to the indignity and absurdity of being endangered, restrained, and impoverished, by a mere uncritical adhesion to traditional governments, traditional ideas of economic life, and traditional forms of behaviour, and that these awaking intelligent people must constitute first a protest and then a creative resistance to the inertia that was stifling and threatening us.
 * Let us get together with other people of our sort and make over the world into a great world-civilization that will enable us to realize the promises and avoid the dangers of this new time.
 * It amounted to a protest, first mental and then practical, it amounted to a sort of unpremeditated and unorganized conspiracy, against the fragmentary and insufficient governments and the wide-spread greed, appropriation, clumsiness, and waste that are now going on. But unlike conspiracies in general this widening protest and conspiracy against established things would, by its very nature, go on in the daylight, and it would be willing to accept participation and help from every quarter. It would, in fact, become an "Open Conspiracy," a necessary, naturally evolved conspiracy, to adjust our dislocated world.
 * Fundamentally the Open Conspiracy must be an intellectual rebirth.
 * The new world demand new schools [...] to give everyone a sound and thorough mental training and equip everyone with clear ideas about history, about life, and about political and economic relationships instead of the rubbishy head-content at present prevalent.
 * A lucid, dispassionate, and immanent criticism is the primary necessity, the living spirit of a world civilization. The Open Conspiracy is essentially such a criticism, and the carrying out of such a criticism into working reality is the task of the Open Conspiracy.
 * We know nowadays that the nineteenth century expended a great wealth of intelligence upon a barren controversy between Individualism and Socialism. They were treated as mutually exclusive alternatives instead of being questions of degree. Human society has been, is, and always must be an intricate system of adjustments between unconditional liberty and the disciplines and subordinations of co-operative enterprise.
 * In nearly every country of the world there is a vast degrading and dangerous cultivation of loyalty and mechanical subservience to flags, uniforms, presidents, and kings.
 * The Open Conspiracy is necessarily opposed to all such implacable loyalties, and still more so to the aggressive assertion and propaganda of such loyalties. When these things take the form of suppressing reasonable criticism and forbidding even the suggestion of other forms of government, they become plainly antagonists to any comprehensive project for human welfare.
 * But there remain a net of special classes in every community, from kings to custom-house officers, far more deeply involved in patriotism because it is their trade and their source of honour, and prepared in consequence with an instinctive resistance to any reorientation of ideas towards a broader outlook. In the case of such people no mental sanitation is possible without dangerous and alarming changes in their way of living. For the majority of these patriots by metier, the Open Conspiracy unlocks the gates leading from a fussy paradise of eminence, respect, and privilege, and motions them towards an austere wilderness which does not present even the faintest promise of a congenial, distinguished life for them.
 * From such classes of patriots by metier, it is manifest that the Open conspiracy can expect only opposition.
 * This tangle of traditions and loyalties, of interested trades and professions, of privileged classes and official patriots, this complex of human beings embodying very easy and natural and time-honoured ideas of eternal national separation and unending international and class conflict, is the main objective of the Open Conspiracy in its opening phase. This tangle must be disentangled as the Open Conspiracy advances, and until it is largely disentangled and cleared up that Open Conspiracy cannot become anything very much more than a desire and a project.
 * To begin with, the Open Conspiracy is necessarily a group of ideas.
 * The Open Conspiracy itself can never be imprisoned and fixed in the form of an organization, but everywhere Open Conspirators should be organizing themselves for educational reform.
 * And also within the influence of this comprehensive project there will be all sorts of groupings for study and progressive activity. One can presuppose the formation of groups of friends, of family groups, of student and employees or other sorts of people, meeting and conversing frequently in the course of their normal occupations, who will exchange views and find themselves in agreement upon this idea of a constructive change of the world as the guiding form of human activities.
 * To-day it may seem no more than a visionary idea; to-morrow it may be realized as a world-wide force of opinion and will. People will pass [...] from saying that the Open Conspiracy is impossible to saying that it has always been plain and clear to them, that to this fashion they have shaped their lives as long as they can remember.
 * The new life that the Open Conspiracy struggles to achieve through us for our race is first a life of liberations.
 * The oppression of incessant toil can surely be lifted from everyone, and the miseries due to a great multitude of infections and disorders of nutrition and growth cease to be part of human experience.
 * And nor only from natural evils will man be largely free. He will not be left with his soul tangled, haunted by monstrous and irrational fears and a prey to malicious impulse.
 * Our battle is with cruelties and frustrations, stupid, heavy, and hateful things from which we shall escape at last, less like victors conquering a world than like sleepers awaking from a nightmare in the dawn. From any dream [...] one can escape by realizing that it is a dream; by saying "I will awake."
 * The Open Conspiracy is the awaking of mankind from a nightmare, an infantile nightmare, of the struggle for existence and the inevitability of war. The light of day thrusts between our eyelids, and the multitudinous sounds of morning clamor in our ears. A time will come when men will sit with history before them or with some old newspaper before them and ask incredulously, "Was there ever such a world?"

 * See more
 * http://www.panarchy.org/wells/conspiracy.1933.html

Wikimedia

 * World government
 * The World State
 * New World Order (conspiracy theory)

 * Future studies
 * World Brain
 * Utopia

Chronology

 * W. Warren Wagar (2001). The Open Conspiracy: H.G. Wells on World Revolution (Praeger Studies on the 21st Century), Praeger.
 * W. Warren Wagar (2001). The Open Conspiracy: H.G. Wells on World Revolution (Praeger Studies on the 21st Century), Praeger.
 * W. Warren Wagar (2001). The Open Conspiracy: H.G. Wells on World Revolution (Praeger Studies on the 21st Century), Praeger.

Reviews

 * www.panarchy.org
 * Note @ http://www.panarchy.org/wells/conspiracy.1933.html
 * H. G. Wells launched the idea of an Open Conspiracy in a booklet in 1928 and then, in a more extended text, in 1933. Here we offer some extracts from the various chapters of the later work. The vision that emerges from this selection is that of a conspiracy of cosmopolitan individuals for the organization of a world community that leaves behind the heavy burden of nationalism and militarism. This view is sometimes associated with a slightly different one of a world state run by a world directorate for the advancement and the well-being of humanity.
 * When Wells wrote this essay the dominant progressive thinking was that of gigantic companies that would totally replace small firms; besides that, planning was conceived only as coming from a directing centre that would eliminate waste and the wrong allocation of resources. Now we know that these were just myths, devoid of any foundation on reality. Moreover, we now live in a technological reality of instant communication and ubiquitous information that has shown the ineffectiveness of both gigantism and dirigisme.
 * Having said so, the analysis of Wells still remains interesting and many of his remarks and suggestions are still fresh and powerful as when they were first formulated.

 * www.amazon.com
 * Book Description @ W. Warren Wagar (2001) below
 * In 1928 when [H.G. Wells] wrote this cry for a new age of worldwide knowledge networking, there was no Internet. Yet Wells was already convinced that if only thinking people across the planet could somehow pull together and pool their expertise, energy, and insights into sort of cerebrum for humanity, then the world would be a saner, safer, better, fairer place. Anyone aware of how the Internet already reflects both the vices and the virtues of society and wonders how a world-renowned visionary like H.G. Wells envisaged knowledge networking as working in practice will enjoy this book. It is a hymn to the practical possibilities of world group action.

 * W. Warren Wagar (2001) : The Open Conspiracy: H.G. Wells on World Revolution (Praeger Studies on the 21st Century), Praeger.

title: Literature/1928/Wells


text:
User talk:MyNameWasTaken

 Hello MyNameWasTaken, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 04:35, 15 December 2011 (UTC)

Interesting
Hi Ben. I found your posting on the Colloquium. I also checked your wikipedia User Page and saw that you are interested in games. My current work is largely around non-video games, but you might find some of it of interest: Portal:Simulation and Gaming Archive

However another aspect I am interested is in developing not-for-profit ways of working alongside wikipedia and its sister projects - and this seems to be where you are coming from. . . apart from Washington DC of course. Which leads me to my next question: aside from having a role as concierge, are you interested in making sure that there is a significant wikiversity element at the event?Leutha 11:53, 15 December 2011 (UTC)

 * Hi, thanks for your post on my talk page. As regards pointing material to Saylor, my personal view is that this OK - i.e. generally yes, unless someone finds a problem with a link (such as not proper accreditation) and then lets discuss the problem. My view is that Wikiversity offers a powerful tool fro developing Open Education Resources. If we can find ways of working with other organisations - such as University of Westminster then that's great. So I would say go ahead . ..
 * Also as for Wikimania, I think that your involvement with Saylor already means you have something to say. I am not involved in the wikimania team - I'm based in London. However I shall put something up on the Colloquium to see if anyone else from WV intends to go.Leutha 17:44, 30 December 2011 (UTC)

Helpful!
OK, thanks for the note. I'll go and take a look at the RfDs. --HappyCamper 20:29, 20 December 2011 (UTC)
 * OK, all the custodial stuff is done so back to what we're really here for. I took a quick look at the Saylor Foundation's course material. Looks quite well thought out. Just wondering if there are physics courses in the works? --HappyCamper 20:58, 20 December 2011 (UTC)
 * Currently we just have 2 physics courses, both as a part of the GenEd curriculum. Theres PHYS101-Introduction to Mechanics and PHYS102-Introduction to Electromagnetism. Not sure if there are currently any concrete plans to expand Physics as a discipline, but our initial content-creation push is focused around the package of ~241 courses that you would see on the site now. Once those are complete, we will eventually expand to other areas, I assume physics would be one likely candidate. MyNameWasTaken 21:03, 20 December 2011 (UTC)

Nuclear Physics
Hey man, glad to hear you're interested in helping. I'm fairly new to page editing, I assume the nav box is the blue one at the bottom of the page...? I'll get back to you later with all the pages planned. --Proco123 15:36, 8 February 2012 (UTC)
 * Hey Proco123, I'm referring to something like the one for my last project (Introduction to Statistical Analysis) that looks something like this: Intro to Stat Analysis Nav box. I promise, each one I make looks a little better than the last, they're still pretty rudimentary, but I also found it invaluable as I was working to assemble all the pages. Essentially its a small page that lives on its own in the Template namespace, and is then transcluded onto each page in the course using code like this:

-MyNameWasTaken 19:15, 8 February 2012 (UTC)

Seeking comments on What Matters
I saw your colloquium post. I am looking for comments and feedback on my recently "completed" course What Matters. If you get a chance to stop by and let me know what you think I will appreciate it. Thanks! --Lbeaumont (talk) 03:46, 25 February 2012 (UTC)

Nice work on the stats course!
It looks very nice. It might be able to merge and incorporate the work on Introduction to Statistics... which is much less polished. Does it draw from any material on other wiki projects? –SJ + > 21:47, 25 April 2012 (UTC)

title: User talk:MyNameWasTaken


text:
TAO/How to create a learning and/or research module?/Get to know your target groups

Step 1
Use existing sources to learn more about the target group of your module: Conduct your own research to complete the picture: '''Write a short summary of your key findings. Add it to the discussion page of your module.'''
 * surveys
 * research reports
 * marketing analyses
 * etc.
 * interviews with experts
 * interviews or focus groups with members of the target group
 * participant observation
 * surveys
 * etc.

Step 2
Get in your users heads by creating personas based on your knowledge of the target group.

You may draw your knowledge of the target group from various sources, including statistics. However, in order to be effective, you will usually need to gather a team of people who know these personas or to conduct focus groups with members of your target group.

Follow the instructions of the module "Creating Personas and Working with Them", especially unit 1.

'''Document your personas on a sub-page of the personas page for the TAO Community of Practice. Add links to the personas on the discussion page of your module and identify  the persona(s) on which you would like to put the main focus in developing your module.'''

Step 3
Think about the viability of your module.

What additional resources/partners do you rely on to accomplish your learning activity and to make it viable (sponsors, maintainers, multipliers, technical support, designers, etc.)?

What are their interests and motivational factors? What can you do to respond to their interests and motivational factors?

'''Document your findings in form of a short summary. Add them to the discussion page of your module.'''


text:
User:Leutha/gaming node

 * Political Studies Association:
 * Teaching and Learning Specialist Group
 * International Political Education Database (simulations)
 * International Political Education Database (simulations)

 * British International Studies Association:
 * Bisa Learning & Teaching Working Group (BLT)
 * Bisa Learning & Teaching Working Group (BLT)

 * HEA politics

 * International Studies Association:
 * Active Learning in International Affairs Section
 * Active Learning in International Affairs Section

 * American Political Science Association:
 * 2012 APSA Teaching and Learning Conference
 * 2012 APSA Teaching and Learning Conference

 * LIHE – International Academic Association for the Enhancement of Learning in Higher Education (LIHE):
 * Transforming University Teaching into Learning via Games, Simulations and Role plays
 * Transforming University Teaching into Learning via Games, Simulations and Role plays

 * University Association for Contemporary European Studies (UACES)`:

title: User:Leutha/gaming node


text:
User:Hubbort

hello my friends I am a contributor wikipedia Hubbort in Spanish but I'm also on other wikis. Do not click here to mole. See you soon

title: User:Hubbort


text:
User talk:Egm6322.s12

 Hello Egm6322.s12, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 04:44, 16 December 2011 (UTC)

Request custodian action

to be able to upload files and to stop having to type the captcha expression at each edit, just use do the editing 10 times (or, for new users, use the sandbox to practice editing 10 times). after 4 days, you will have the ability to upload files. see the discussion at User_talk:Egm4313.s12. Egm6322.s12 11:49, 16 December 2011 (UTC)

Image uploads
In case you haven't seen it, I'd like to draw attention to my comments at User talk:Egm4313.s12. Thanks. Adambro 21:36, 10 January 2012 (UTC)
 * I've replied here. Adambro 21:11, 12 January 2012 (UTC)

Followup
I'm trying to followup regarding this post you made about dual licensing issues. I don't think I was able to get answers to all your questions, but I made some inquiries on Wikipedia and I think these links might be useful to you for interpreting the dual licensing templates: and. However, Wikiversity is a separate project from Wikipedia, so the exact licensing policies here will be different from Wikipedia. --HappyCamper 05:36, 28 January 2012 (UTC)

title: User talk:Egm6322.s12


text:
User:Egm4313.s12

$$\displaystyle \color{red}{\clubsuit}$$ EGM 4313 Intermediate Engineering Analysis, Spring 2012 (syllabus and other important info) Prof. Loc Vu-Quoc

University of Florida

Interesting news: $$\displaystyle \color{red}{\clubsuit}$$ Advancing the Open Front (about MITx), By Steve Kolowich, Inside Higher Ed, December 20, 2011. $$\displaystyle \color{red}{\clubsuit}$$ M.I.T. Expands Its Free Online Courses (about MITx), By TAMAR LEWIN, New York Times, Published: December 19, 2011. $$\displaystyle \color{red}{\clubsuit}$$ Salman Khan: Let's use video to reinvent education, (on reverse classroom) TED talk, Mar 9, 2011. $$\displaystyle \color{red}{\clubsuit}$$ Online Learning, Personalized, (on reverse classroom) By SOMINI SENGUPTA, New York Times, Published: December 4, 2011. $$\displaystyle \color{red}{\clubsuit}$$ Math Wiz Adds Web Tools to Take Education to New Limits, PBS News Hour, Feb. 22, 2010.

 Licensing info ,  Older news articles

= Important links =

 Lecture plan.

Report table.

Writing tools

Other courses

Time: New York time, full screen Stopwatch full screen

title: User:Egm4313.s12


text:
User:Leutha/gaming links

Simon Usherwood
 * Negotiation Based Learning 1
 * Negotiation Based Learning 2
 * Negotiation Based Learning Part 3
 * Negotiation Based Learning Part 4

title: User:Leutha/gaming links


text:
User talk:Egm4313.s12

 Hello Egm4313.s12, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 20:10, 15 December 2011 (UTC)

Reply from a custodian...
Request custodian action
 * Hello, I got your note about needing a custodian to certify your students' accounts, but I don't understand what you mean by this. I'm sure it's something straightforward that other custodians have done before. Please let me know how I can help. --HappyCamper 20:10, 15 December 2011 (UTC)

Hi, thanks for certifying this account. this kind of certification is what i meant. once a student opens an account, s/he has to wait till a custodian like you certify it so that s/he can begin to upload files and edit articles without having to keep typing in the captcha expression. thanks for a quick certification of this new account. Egm4313.s12 22:30, 15 December 2011 (UTC)

 * No problem. I posted a followup here. I'm pretty sure there is a grace period of 4 days and 10 edits before a new account can upload files to Wikiversity, so this is something to take into account. The sandbox might be a good place for making some of these edits. Also, if you run into other issues on Wikiversity, please do let us know, we're glad to assist. --HappyCamper 05:04, 16 December 2011 (UTC)

ok, great. now i understand the process. before i associated the greeting message with the ability to upload after 4 days. but your explanation clarifies the process. i now have a better explanation to students. i also cross-post here. Egm4313.s12 11:36, 16 December 2011 (UTC)

Image uploads
Hi Professor. You may recall I've previously tried to clear up some confusion as to the licensing status of your uploads. With reference to your two recent images (File:Iea.s12.damping.svg and File:Pea2.s12.team.structure.svg), I note that you have used the CC-by-sa-3.0-dual licence tag. I've proposed this is deleted because it creates a confusing situation.

Can you clarify whether you are releasing these files under the Creative Commons Attribution ShareAlike 3.0 OR the Creative Commons Attribution NonCommercial ShareAlike 3.0 licence. I doesn't really seem possible that you can choose both since one permits commercial reuse and the other does not so anyone wanting to reuse them commercial could ignore the more restrictive licence.

It is also unclear as to why you refer to "see also MultiLicenseWithCC-BySA-Any" since that template deals with text contributions rather than images.

If this situation cannot be resolved then these and the many other images uploaded by you and your students with similar circumstances may have to be deleted since the non-commercial restriction confusion is a problem. Adambro 16:26, 2 January 2012 (UTC)

 * i prefer the Creative Commons Attribution NonCommercial ShareAlike 3.0 licence for all images. please change accordingly.  do inform the students before taking any action.  thanks. ps: this template was put in my uploads by a bot; it was not my original licensing template; then after i just use the template that the bot put in. Egm6322.s12 23:00, 10 January 2012 (UTC)
 * Yes, I'm aware a bot did replace what you entered originally but I think the problem was there to begin with and still exists on your recent uploads such as File:Pea1.f11.mtg42.djvu. You've said that you prefer the Creative Commons Attribution NonCommercial ShareAlike 3.0 licence for all images but what exactly does that mean? Are you not prepared to allow commercial resuse, in which case you should only mention Attribution Share-Alike version 3.0 but in that situation the images would likely need to be deleted. If you are prepared to allow commercial reuse, then perhaps you would be better not mentioning Creative Commons Attribution NonCommercial ShareAlike 3.0. That would avoid the confusion created by the current situation where it isn't clear whether commercial use is actually permitted. Adambro 21:11, 12 January 2012 (UTC)

images and text are alike, and should be treated with the same dual license. the dual license allows one to use one license or the other license. if someone wants to make money on our work, they can select the license without NC. Egm6322.s12 15:16, 13 January 2012 (UTC)

Licensing and templates
Hi, I did get your message that you left on my talk page and have spent the week trying to get more information on the matter. I still need more time before I get back to you on the licensing / template issue above. --HappyCamper 16:08, 19 January 2012 (UTC)

Student work should be in user space, not main space - please move
Hi Loc, Could you please move your students' work from the main space into their user spaces? For example, most of the content found under a search for "Egm4313.s12.team" is currently located in the main space: http://en.wikiversity.org/w/index.php?title=Special%3ASearch&profile=all&search=Egm4313.s12.team&fulltext=Search Main space is for learning resources. Individual student work should be in the user space unless it has broader educational value. I have moved some content (e.g., http://en.wikiversity.org/w/index.php?title=Special%3ALog&type=move&user=Jtneill&page=&year=&month=-1&tagfilter=), but there is much more. Could you please follow up and move the rest of your students' content? Let me know if you'd like to discuss. Sincerely, James. -- Jtneill - Talk - c 09:33, 11 April 2012 (UTC)

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

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MaintenanceBot (discuss • contribs) 01:06, 11 February 2020 (UTC)

title: User talk:Egm4313.s12


text:
Literature/1936/Wells

 * Reprinted
 * pp. 3-35.

Excerpts

 * My particular line of country has always been generalization of synthesis. I dislike isolated events and disconnected details. I really hate statements, views, prejudices and beliefs that jump at you suddenly out of mid-air. I like my world as coherent and consistent as possible. So far at any rate my temperament is that of a scientific man. And that is why I have spent a few score thousand hours of my particular allotment of vitality in making outlines of history, short histories of the world, general accounts of the science of life, attempts to bring economic, financial and social life into one conspectus and even, still more desperate, struggles to estimate the possible consequences of this or that set of operating causes upon the future of mankind. All these attempts had profound and conspicuous faults and weaknesses; even my friends are apt to mention them with an apologetic smile; presumptuous and preposterous they were, I admit, but I look back upon them, completely unabashed. Somebody had to break the ice. Somebody had to try out such summaries on the general mind. My reply to the superior critic has always been ... "Damn you, do it better." (pp. 3-4)

 * This World Encyclopaedia would be the mental background of every intelligent man in the world. It would be alive and growing and changing continually under revision, extension and replacement from the original thinkers in the world everywhere. Every university and research institution should be feeding it. Every fresh mind should be brought into contact with its standing editorial organization .... It would do just what our scattered and disoriented intellectual organizations of today fall short of doing. It would hold the world together mentally. (pp. 20-21)
 * [...] without a World Encyclopaedia to hold men's minds together in something like a common interpretation of reality, there is no hope whatever of anything but an accidental and transitory alleviation of any of our world troubles. (pp. 34-5)

 * More...
 * World Brain

Wikimedia

 * 1928:  The Open Conspiracy
 * 1933:  The Shape of Things to Come
 * 1936:  World Encyclopedia
 * 1938:  World Brain
 * 1945: Memex
 * 1955: The $64,000 Question
 * 1956: Cognitive revolution
 * 1957: Sputnik 1
 * 1960: Project Xanadu
 * 1962: NLS (computer system)
 * 1964: Science Citation Index
 * 1964: SMART Information Retrieval System

 * 1974: Internet Protocol Suite
 * 1975: Altair 8800
 * 1975: Tiny BASIC
 * 1976: Apple I
 * 1980: ENQUIRE
 * 1981: IBM PC
 * 1982: The Global Brain
 * 1982:  The Paideia Proposal
 * 1982: Guide (hypertext)
 * 1983: The Interactive Encyclopedia System
 * 1984: NoteCards
 * 1987: HyperCard
 * 1991: World Wide Web
 * 1992: ViolaWWW
 * 1993: Mosaic (web browser)
 * 1994: Netscape
 * 1995: Wiki
 * 1995: Yahoo!
 * 1998: Google
 * 2000: Nupedia
 * 2001: Wikipedia

 * See also
 * http://enc.tfode.com/WorldBrain

Chronology

 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges, Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Robert H. Goddard
 * cf. Robert H. Goddard
 * cf. Robert H. Goddard

title: Literature/1936/Wells


text:
Literature/1914/Wells

 * http://www.gutenberg.org/etext/1059

Excerpts

 * The problem which was already being mooted by such scientific men as Ramsay, Rutherford, and Soddy, in the very beginning of the twentieth century, the problem of inducing radio-activity in the heavier elements and so tapping the internal energy of atoms, was solved by a wonderful combination of induction, intuition, and luck by Holsten so soon as the year 1933. (p. 30)
 * Never before in the history of warfare had there been a continuing explosive; indeed, up to the middle of the twentieth century the only explosives known were combustibles whose explosiveness was due entirely to their instantaneousness; and these atomic bombs which science burst upon the world that night were strange even to the men who used them. (p. 100)
 * Those used by the Allies were lumps of pure Carolinum, painted on the outside with unoxidised cydonator inducive enclosed hermetically in a case of membranium. A little celluloid stud between the handles by which the bomb was lifted was arranged so as to be easily torn off and admit air to the inducive, which at once became active and set up radio-activity in the outer layer of the Carolinum sphere. This liberated fresh inducive, and so in a few minutes the whole bomb was a blazing continual explosion. (pp. 100-101)
 * Certainly it seems now that nothing could have been more obvious to the people of the earlier twentieth century than the rapidity with which war was becoming impossible. And as certainly they did not see it. They did not see it until the atomic bombs burst in their fumbling hands [...]. All through the nineteenth and twentieth centuries the amount of energy that men were able to command was continually increasing. Applied to warfare that meant that the power to inflict a blow, the power to destroy, was continually increasing [...]. There was no increase whatever in the ability to escape [...]. Destruction was becoming so facile that any little body of malcontents could use it [...]. Before the last war began it was a matter of common knowledge that a man could carry about in a handbag an amount of latent energy sufficient to wreck half a city. (pp. 103-104)
 * From the first they had to see the round globe as one problem; it was impossible any longer to deal with it piece by piece. They had to secure it universally from any fresh outbreak of atomic destruction, and they had to ensure a permanent and universal pacification. (p. 212)

Wikimedia

 * Vannevar Bush & Memex
 * Leo Szilard & Atomic bomb
 * Robert H. Goddard & Rocket
 * Aldous Huxley & The World State

 *  The War of the World (1898)
 *  A Modern Utopia (1905)
 *  The World Set Free (1914)
 *  Men Like Gods (1923)
 *  The Open Conspiracy (1928)
 *  The Shape of Things to Come (1933)
 *  World Brain (1938)

Chronology

 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges,  Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Martin Gardner
 * cf. Leo Szilard,  Frederick Soddy
 * cf. Robert H. Goddard
 * cf. Vannevar Bush,  J. D. Bernal,  Eugene Garfield,  Manfred Kochen,  Jorge Luis Borges,  Michael Arbib,  Martin Gardner,  Mike Lesk,  Ben Shneiderman
 * cf. Paul Otlet
 * cf. Martin Gardner
 * cf. Leo Szilard,  Frederick Soddy
 * cf. Robert H. Goddard
 * cf. Martin Gardner
 * cf. Leo Szilard,  Frederick Soddy
 * cf. Robert H. Goddard
 * cf. Martin Gardner
 * cf. Leo Szilard,  Frederick Soddy
 * cf. Robert H. Goddard
 * cf. Leo Szilard,  Frederick Soddy
 * cf. Robert H. Goddard
 * cf. Robert H. Goddard
 * cf. Robert H. Goddard

title: Literature/1914/Wells


text:
TAO/Meetings/2011-12-01

Online Meeting in AdobeConnect from 0900 to 1000 (UTC+1). Participants: Beat Estermann, Simon Lüke, Markus Marquard, Andreas Roellinghoff

Overview and structure of the handbook by wikiversity
Sitemap and/or Categories:

 * How to create a sitemap?
 * https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=TAO&namespace=0

 * What "general" catagory to use? https://en.wikiversity.org/wiki/Category:TAO
 * Categories (systematic)
 * TAO
 * TAO Templates

 * Categories (content)
 * to come fitting the content

 * Starting point for Orientation https://en.wikiversity.org/wiki/TAO/Overview

Template:
 * https://en.wikiversity.org/wiki/TAO/Templates
 * e.g. https://en.wikiversity.org/wiki/Template:TAO/Infobox_Activity (motivated by Beat)
 * example: https://en.wikiversity.org/wiki/TAO/Silver_Knowledge

Maintain a list / table for overview on the activities?

 * Isn't https://en.wikiversity.org/wiki/TAO/Activities sufficient? (The Activity page should be completed with a page to collect ideas for further activities - this could be done on the discussion page or on a separate page)
 * e.g. https://en.wikiversity.org/wiki/TAO/Brainstorm

 * (Status) information can be found via above template.
 * Is there a way to summarize the information from the template automatically? (this must be possible by using a bot)

Sandboxes for TAO:
 * User Sandbox: interactively trying to edit wikiversity (between users of a learning activity)
 * Community Sandbox: for testing wiki syntax for oneself

CONCLUSION: collect feedback, see todo

Project plan: which models & lernactivities will be developed

 * The project plans for the learning activities presently under development are due by December 5th.
 * What is our strategy? - Wait for the initiated activities (4) to be completed or initiate another set of learning activities in order to create more redundancy and to quickly enlargen the range of potential stakeholder groups we should take into account for the handbook
 * Next step according to the Design Thinking Approach: Reach a thorough description of the target groups of the handbook: understand their characteristics, interests, motivations (how do we approach this?)
 * How to further proceed with the bootstrapping modules?
 * Challenges:
 * Ressources for collaborating on Wikiversity have to be allocated among the partners.
 * Including and motivation the partners to work within Wikiversity.

CONCLUSION: focus on initiated 4 activities, add some interim reports

Community of Practice: who and how can we invite in our CoP

 * Target groups will be defined as part of the learning activities presently under development.
 * So far, we have enlargened the CoP to ca. 10 members of the TAO project team. What are the pre-conditions for a further enlargement of the CoP? (in terms of design, usability, guidance, etc.) - Include this point in the user feedback survey
 * offline-workshops, collaboration workshops online/real
 * gain intresst through special issues
 * oblige / "enroll" TAO-Team

Coordination and meetings of our team

 * Online meetings (Markus, Simon)
 * no regular schedule yet
 * next one in the week 50 (2011/12/12 - 16)

 * Survey with feedback (Markus, Simon)
 * Check if reports have been submitted on Wikiversity. (Markus, Beat, 2011/12/06 on phone)

To Do List
Collect feedback (Makrus, Simon)
 * start: 2011/12/5
 * finish / examine: 2011/12/12
 * questions topics:
 * centered on starting page of the project
 * eye catcher?
 * what were the problems
 * how to start editing: sandboxes, create a user, ...
 * activate CoP

Introductory module (Simon, Beat, Patrick):
 * Usage of Templates
 * Uploading and licensing pictures to commons e.g. for user photos

Strategy further modules: bilateral talk Markus + Beat

To do's from the last meeting:
 * Check how to integrate the TAO logo on Wikiversity (examine legal issues) -- Beat

next steps, ideas and visions for the handbook

 * See https://en.wikiversity.org/wiki/TAO/Brainstorm and discussion pages

title: TAO/Meetings/2011-12-01


text:
Literature/1898/Wells

 * http://www.gutenberg.org/etext/36
 * https://catalog.librivox.org/search.php?simple=The+War+of+the+Worlds (audiobook)

Wikimedia

 * Robert H. Goddard & Rocket
 * Leo Szilard & Atomic bomb
 * Vannevar Bush & Memex

 * T. H. Huxley
 * Natural selection
 * Social Darwinism

 * The War of the Worlds
 * It ... influenced the real-life work of scientists, notably the rocket scientist Robert H. Goddard.
 * Influential scientist Freeman Dyson, a key figure in the search for extraterrestrial life, also acknowledges his debt to reading H.G. Wells' fictions as a child.

Chronology

 * cf. Vannevar Bush
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Leo Szilard
 * cf. Robert H. Goddard
 * cf. Robert H. Goddard
 * cf. Robert H. Goddard
 * cf. Robert H. Goddard

Reviews

 * The War of the Worlds Invasion - containing comment and review on the history of The War of the Worlds.

title: Literature/1898/Wells


text:
User:Semaphor/TAO/News and links

 * Mozilla Badges https://wiki.mozilla.org/Badges
 * Wikipedia Visual Editor
 * http://www.heise.de/newsticker/meldung/Wikimedia-testet-Visual-Editor-1394925.html
 * Sandbox: https://www.mediawiki.org/wiki/Special%3AVisualEditorSandbox
 * Open Knowledge Foundation
 * http://okfn.org/

title: User:Semaphor/TAO/News and links


text:
Literature/1927/Wells

Contents

 * 1)  Man Becomes a Different Animal.  Delusions about Human Fixity.  (January 9, 1927)
 * 2)  What is Happening in China?  Does it Forshadow a New Government in the World?  (January 23, 1927)
 * 3)  What is Fascism?  Whither is it taking Italy?  (February 9, 1927)
 * 4)  Doubts of Democracy.  New Experiments in Government.  (March 20, 1927)
 * 5)  Democracy under Revision: a Lecture delivered at Sorbonne on March 15, 1927.
 * 6)  The Absurdity of British Politics.  A Shadow on the Whole World.  What has to be Done about it?  (August 7, 1927)
 * 7)  Baldwinism a Danger to the World.  Wanted, a Coalition Government.  The Deadlock and the Way out.  (November 7, 1927)
 * 8)  Communism and Witchcraft.  (August 21, 1927)
 * 9)  The Future of Labour.  The Struggle between Capital and Labour.  Controversial Hallucinations.  (September 4, 1927)
 * 10)  What is the British Empire worth to Mankind?  Meditations of an Empire Citizen.  (September 18, 1927)
 * 11)  The Present uselessness and Danger of Aeroplanes.  A Problem in Organization.  (February 20, 1927)
 * 12)  Changes in the Art of War.  Are Armies needed any longer?  The Twilight of the Guards.  (March 6, 1927)
 * 13)  Delusions about World Peace.  The Price of Peace.  (June 12, 1927)
 * 14)  The Possibility of War between Britain and America.  Such a war is being prepared now.  What are intelligent people to do about it?  (October 2, 1927)
 * 15)  The Remarkable Vogue of Broadcasting: will it continue?  (April 3, 1927)
 * 16)  The Silliest Film.  Will Machinery make Robots of Men?  (April 17, 1927)
 * 17)  Is Life becoming Happier?  (May 1, 1927)
 * 18)  Experimenting with Marriage.  Legal Recognition of Current Realities.  (June 26. 1927)
 * 19)  New Light on Mental Life:  Mr. J.W. Dunne’s Experiments with Dreaming.  (July 10, 1927)
 * 20)  Popular Feeling and the Advancement of Science.  Anti-vivisection.  (July 24, 1927)
 * 21)  The New American People: what is wrong with it?  (May 15, 1927)
 * 22)  Outrages in Defense of Order.  The Proposed Murder of two American Socialists.  (May 29, 1927)
 * 23)  Some Plain Words to Americans.  Are the Americans a Sacred People?  Is International Criticism restricted to the Eastward Position?  (October 16, 1927)
 * 24)  Fuel Getting in the Modern World.  (October 30, 1927)
 * 25)  The Man of Science and the Expressive Man.  To Whom does the Future Belong?  Some Thoughts about Ivan Pavloff and George Bernard Shaw.  (November 13, 1927)
 * 26)  The Future of the Novel.  Difficulties of the Modern Novelist.  (11 December 1927)
 * 27)  Is a Belief in the Spirit World growing?  Why many Sensible Men continue to doubt and disregard it.  What is immortality?  (December 25, 1927)

Wikimedia

 * World government
 * The World State
 * New World Order (conspiracy theory)

 * Future studies
 * World Brain
 * Utopia

 * The Way the World is Going
 * The book is similar to Wells' earlier 1925 work A Year of Prophesying. Unlike this earlier work, The Way the World is Going is marked by both a dark disillusionment and decaying optimism over the state of the world at the time.

Chronology

 * A Year of Prophesying
 * A Year of Prophesying
 * A Year of Prophesying
 * A Year of Prophesying
 * A Year of Prophesying
 * A Year of Prophesying
 * A Year of Prophesying

title: Literature/1927/Wells


text:
TAO/How to participate in the TAO Community of Practice?/unit 2

Goal of this unit
Tell the community who you are, get to know the other community members, and learn how best to interact with them.

Recommendations for getting in touch with the TAO project
''First draft, nicer formatting will follow if approved. --Simon Lüke 08:13, 16 December 2011 (UTC)''

 * If you haven't already done this begin with reading through the main page of the TAO project. It will give you first ideas on the project and a rough overview of the parts which have been realized within Wikiversity so far.
 * After you got your first impressions on what is going on in the project you may already have some ideas yourself or want to put up some questions. The right place for this would be on TAO/Brainstorm.

Get to know the others

 * To get to know the TAO team - at least the part which is pushing the Wikiversity part the the project - go to TAO/Community_members. You are very welcome to "enlist" there too if you want to stay involved.

 * As there's more to the TAO project than the part happening within and around Wikiversity you should also have a look at the general project page, e.g. starting here with the following link...
 * http://www.thirdageonline.eu
 * or by having a look at the involved organizations.

Get in contact, present yourself

 * As mentioned above you are very welcome to "enlist" on TAO/Community_members if you want to stay involved.
 * If you want to get directly in touch with the team members send an email to the mailinglist: [mailto:community@thirdageonline.eu community@thridageonline.eu]


text:
TAO/Brainstorm

Questions

 * Can we find a good way to bridge the technological barrier many people experience using platforms on MediaWiki and therefore Wikiversity? --Simon Lüke 09:33, 16 December 2011 (UTC)
 * One approach is taken by Wikimedia itself: testing a visual editor has started in December 2011, see https://www.mediawiki.org/wiki/Special%3AVisualEditorSandbox --Simon Lüke 09:33, 16 December 2011 (UTC)
 * Another possibility is that the TAO/Community_members cares about putting content into Wikiversity and most target groups don't have to do this directly; as discussed in this Meeting: TAO/Meetings/2011-11-03.
 * Something else?

title: TAO/Brainstorm


text:
User:StijnBannier

Stijn Bannier
Researcher Collaborative Creativity Group, UNU-MERIT, Maastricht University, the Netherlands

Research topics: new media, digital culture, digital music culture, future internet

title: User:StijnBannier


text:
Biological control

Biological control is the utilization of antagonistic alive organisms which are natural enemies against different pests (like Nematodes, insects, fungi, bacteria, vertebrate animals). Biological control usually involves the freedom and propagation of alive organisms into habitats of the population (Rey, et al., 2000). Some insect species threaten human welfare by transmitting disease, reducing agricultural productivity or damaging forests. If insect population density exceeds an arbitrary density level (the economic injury level) above which the insect interferes with health, comfort, convenience or profit, then the insect is considered a pest. In those circumstances, management efforts must be undertaken (Rechcigl & Rechcigl, 2000).

Humans have attempted to eradicate, control or manage these pests using several chemical, biological, cultural, and mechanical control methods. Biological control is the deliberate exploitation of a natural enemy for pest control (DeBach & Rosen, 1991). This can be accomplished either through (1) importation of exotic enemies (i.e. classical biological control), or (2) conservation or (3) augmentation of enemies that are already in the environment. DeBach (1964) considered conservation as an environmental modification to protect and enhance natural enemies. Augmentation involves mass-rearing natural enemies in the laboratory and releasing them into the environment.

The definition of alive organisms includes predators, parasitoids, nematodes, fungi, bacteria, protozoa and viruses (Eilenberg, 2006). Natural enemies are classified into three major groups: predators, parasitoids or pathogens (Sunderland et al., 1997). Most predators feed on a wide variety of prey, consume many of them throughout their life and rapidly devour all or most of their prey. Predators include representatives from most of the major orders in the class Insecta.

A parasitoid is an organism that spends a significant portion of its life attached to or within a single host organism, and it sterilizes or kills, and sometimes consumes, the host (Godfray, 1994). A parasitoid ultimately always kills its hosts, whereas a true zoological parasite (e.g., tapeworm) does not. Almost all of the major parasitoid species occur in the insect orders Hymenoptera (wasps) and Diptera (flies). Generally, parasitoids have a narrow host range, feed on only one host throughout their life span, feed on their host only during their immature stage, and are free-living as adults (Sabelis, 1992).

The pathogens used for biological control of insects include bacteria, fungi, viruses, protozoans, and nematodes. Naturally occurring pathogens commonly attack insects, causing illness and sometimes death. Often the sub-lethal effects of pathogens can alter insect behavior to prevent insect reproduction (Rechcigl and Rechcigl, 2000).

The purpose of biological control is not to eliminate the pest, it is to keep the pest population under a threshold where they cannot damage the host population. These biological control agents do not eliminate the target organisms, but they reduce their population density (Larsen, 2000).

Biological control has two fundamental ecological principles: Host range refers to a target species group on which control organisms may feed and develop. The use of biological control requires a control organism which has the capability to survive, to reproduce, to disperse and to develop into the environment where it is used, without damaging the rest of the organisms. Biological control is a safe and effective practice; an effective technology that benefits the environment and is capable of self-sustaining during long periods without cost interventions (Mc Evoy, 1996).
 * 1) An organism may be used to control another organism.
 * 2) The control organism has a reduced range of hosts.

Biological control may be applied to viruses, bacteria, nematodes, insects, acari, scrub and pest vertebrates which invade several environments and exert a negative influence on the natural source, agriculture, stored products and urban environments (Charudattan et al., 2006).

title: Biological control