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Media Literacy in K-12 Settings

US State Teaching Standards
In 1999 (Kubey and Baker) Education Week published an op-ed piece describing the current state of media literacy in state's K-12 teaching standards. Briefly, elements of media literacy were found in standards for English/Language Arts, Social Studies and Health. The original Ed Week op Ed can be found here

A state-by-state breakdown of verbiage found in these standards can be found here:

Instructional Methods
The unique contribution of media education is that it defines itself through “conceptual understandings” of relationships, as they apply to diverse mediums of communication.

Media education is unique because it does not rely on a canon or an established text. This allows the field to be up-to-date and responsive to students’ interests and needs, as well as the rapidly changing technologies and tools within the field.

In reality, there is a diverse set of practices being deployed in the field. David Buckingham, in an attempt to frame these practices and define the field, identifies four key concepts, which offer a systematic and comprehensive approach to media education: Production, Language, Representation and Audience (Buckingham, 2003).

These concepts are meant as a point of entry when discussing any medium. They are intended as a springboard to consider the larger social and political context of media education. Their natural interconnectedness allows for development of diverse curricular practices based on a variety of teaching styles, areas of expertise and pedagogical approaches. These concepts apply both to creative and analytical activities.

These concepts inform many of the instructional methods applied in Media Education today.

Media Production. Buckingham (2003) stresses that media education must include learning not only about media analysis, but experiencing hands-on media production. Media production includes any activity where media is produced and created by students (usually working in teams). After student productions are complete, they are typically presented to the class, school, or community and discussed or evaluated. Buckingham (2003) notes that media production is "not an end in itself" but "must be accompanied by systematic reflection and self-evaluation" (p. 84). It is important, then, for teachers to include time to discuss and analyze student media creations. However, Buckingham (2003) stops short in terms of aiming for a larger purpose for media production as a form of social change, which is an agenda that Goodman (2003) emphasizes. Although production can teach students applied skills and put them in the role of producer, perhaps teachers should include media production assignments that serve to emphasize issues of social justice and social change. 'Mike: Buckingham claims that for media education, "production is not an end in itself" (p. 84), emphasizing the goal of critical'' participation rather than just participation. It is important for media educators to decide exactly what criticalparticipation means for their classes: critical action (challenging social norms and injustice), critical awareness (an awareness of the range of choices and interpretations, their sources in personal experience and social discourse, and the possible consequences of action), or something else. It seems that Buckingham stops short of condoning critical social action because of the likelihood (borne out in his classroom observations) that the teacher will decide what counts as justice and worthy social change, or that the students will choose their causes based on uncritically examined ideologies. These concerns should give media educators and learners pause, and should inform their process and practice of media production, but should not discourage motivated educators and learners from incorporating social action as a goal for media production.''' Scaffolding. Many teachers incorporate the instructional technique of 'scaffolding' as part of their pedagogical approach to teaching critical thinking. Scaffolding frequently involves the use of a structural heuristic (five critical questions or other organizing devices) to frame analytic work; it also often makes use of peer collaboration on textual analysis activities. By creating sustained, socially engaged learning environments, educators have found improvements in students' ability to critically analyze, and in some demonstrated cases, in their reading comprehension and writing skills.

Close Reading. Media literacy is an integral part of the educational process in the K-12 setting. Examining the structures of news stories for more than just content gives a new perspective to students who are not especially interested in news programming. In comparing two different takes on a story, comparing the viewer's points of views, or even comparing visuals - each student is able to garner an understanding of how news production can be scrutinized according to the five core concepts of media literacy. A technique referred to as close reading helps develop these analytical skills. This technique was applied to understanding poetry. The same poem would be read numerous times to understand audience, author's perspective, perception of the audience, etc. It also creates a more supportive learning environment as the students are learning from one another.

Students as experts. Teachers allow students to be experts in the mass media without trivializing pop culture or media consumption. This allows students to engage in constructive discussion in the classroom. The teacher isn't required to be an expert on specific aspects of popular culture. Instead, they give students the tools to critically analyze, reflect, and question the media (Hobbs, 2006). Goodman (2003) calls this a "learner-centered approach" (p. 56). Under a learner-centered methodology, the teacher is not responsible for reciting facts for students to memorize. Rather, he or she is responsible for creating the right conditions for students to flourish, often employing small group techniques in order for students to help each other out. Here, the students have an input in shaping the direction of the class.

Critical Dialogue. Media education, as Buckingham (2003) notes, requires decentralization as the teacher as an all-knowing expert with all of the answers. In contrast, teaching media education highlights the value of student knowledge that is seen as equally important as the teacher's knowledge. Buckingham's notion of critical dialogue is "what counts as a truly 'critical' perspective is not something that can simply be imposed through the exercise of teacherly authority. On the contrary, it is very much up for negotiation, both between teachers and students and among students themselves" (p. 85). Although critical dialogue is an ideal in media education, problems may be encountered with the destabilization and shift of power in the classroom. In critical dialogue teachers must give up their authoritative stance, and this can be uncomfortable, intimidating, and signal a lack of control for both teachers and students. Teachers may have difficulty giving up their power which can lead to questions and challenges by students. Students who are most comfortable in a traditional classroom where the teacher is seen as authority may feel anxious about this shift in power, and may not want to participate or contribute their knowledge in critical dialogue. However, Buckingham (2003) emphasizes that an effective classroom of media education requires teacher and student knowledge negotiated through critical dialogue. '''Mike: Teachers never really give up their power, even if they give students the initiative to direct their learning and value the media knowledge and skills students possess. In school systems, teachers must assess student progress and communicate it to parents. In community programs, facilitators often have control over equipment and must enforce certain rules about content and safety in order to remain in good standing with the community. In short, educators are always in a position of power over learners. While the idea of shifting some aspects of authority and control to the learner may indeed be essential for media education, it may be just as important to be explicit about the power relations in the learning environment. Perhaps it would be more fruitful for the educator to pull back the curtain and talk about her or his position in the power dynamic, explaining choices in terms of responsibility to the community, to the safety of students, to the wisdom of experience, etc. While the goal should be to maximize student power, empowerment, agency and engagement, perhaps the exercise of discussing the power dynamics is a more useful way to both share respect and shift power, and ultimately learn how to see and navigate power, than simply advocating "giving power to students." This way, the educator's expertise need not be belittled, but rather can be used strategically with students' interests and knowledge in the context of the students' earned respect, not assumed respect, to facilitate more efficient and effective learning.'''

Empowerment and the "Aha-Moment." Thoman and Jolls (2005) described Paulo Freire's "Empowerment Spiral" as an ideal method for teaching media literacy. This is the system in which students search out and discover answers to questions on their own, which allows them to better reflect on the value of the information and provides an opportunity to interactively show what they have learned. Students first perform an activity that brings the proposed question into the light, sometimes called the “ah-ha moment”. Once they identify an issue, they analyze it using the “five key questions”. After they tackle the questions, the students reflect on the moral, political, social, religious and ethical implications of the text and the process of producing the text. Finally, students create a text using the conventions they have learned while dissecting their viewed text. This allows them to share what they’ve learned and better understand the production process of the text. This working methodology exemplifies Friere's philosophy of the dialectical relationship between dialogue, reflection and action. Leo Masterman (Teaching the Media, 1985) was one of the earlier scholars to foreground the relevance of Friere's pedagogy in relation to media education. Masterman believes that the primary objective is not simply critical awareness and understanding, it is critical autonomy. In his view, the real test of media education remains the degree to which students exercise a critical transfer of their investigative skills to new situations.

Recognizing what students already know. According to Buckingham (2003), educators should recognize what students already know about the topic they are learning and what they are bringing in to the classroom. In many cases, teachers can assume that “students already know something about the topics to be addressed, and that their knowledge is both valid in itself and a useful resource for further reflection (p. 69).” However, Buckingham acknowledges that students do not know everything. In some cases, thus, teachers can help students’ “passive” knowledge to “active” knowledge, by making what they “implicitly” know “explicit.” Buckingham also mentions the need of direct teaching with regard to the information students do not already know. However, it is questionable that teachers can adjust the pedagogy according to how much students know. While children and teenagers certainly share their own media culture, they show differences in terms of media consumption styles according to their race, gender, ethnic origins and economic conditions. Then, how can educators recognize what students already know if the class population is very diverse? In fact, it can be very challenging to create the class environment where everybody is engaged. It is because students who are not familiar with particular media texts can hardly understand the implicit meaning and context. In such a diverse environment, Buckingham’s notion of recognizing what students already know can be vague, not applicable. '''Mike: It is a valid to point out that diverse classes present difficult challenges. However, Buckingham's recommendation to value what students already know may be even more important for diverse classes, especially as we shift the emphasis from what to how they know. Students in a diverse class can easily be shown how meaning is constructed differently based on different experiences and social identities. The media educator must validate and value the knowledge that students bring to their media analyses and productions, in order to call attention to how they know, how they make meaning. When this is done in a spirit of inquiry that values a diversity of perspectives, students interests in each other and in new bodies of knowledge are often stimulated as they see that new knowledge creates new ways to make meaning. This experience of diversity can further fuel intellectual curiosity as students discover the possibilities for social participation and economic participation in new discourses as well as how participation itself can change the discourse. The point is not to know everyone's diverse body of knowledge in order to adjust pedagogy to add to it correctly, but to value diverse bodies of knowledge in order to learn how they shape meaning making for reception and production of media, culture, identities, and power.'''

Using a Deductive Approach. Introducing some media education curricula such as “Teaching the Simpsons” “Selling Youth” and “Photography and Identity,” Buckingham (2003) analyzes that the aims of these curricula are deductive rather than inductive. It is clearly seen when he mentions, “it is about students reaching their own conclusions from the evidence provided, rather than seeking to command their assent to a position that has been decided in advance" (p. 68).

Since deductive learning environments can be seen as student-centered atmosphere, Buckingham’s argument seems to be very convincing in that students should infer the conclusion from given data. Nevertheless, it is often very difficult for both teachers and students to create such student-centered learning environments. Because of teachers’ preconception, on the one hand, they can easily lead the class discussion to facilitate the right answers that they think are “right.” Even though teachers try to avoid the influence of their preconceptions on the class discussion, they might continue to ask questions until they hear responses they want to hear. Here, the legitimacy of teachers’ expressing their own opinions can be questioned. In this vein, we need to inquire the questions as follows: what are the positive and negative aspects of teachers expressing their opinions? In order for students’ learning experience to be deductive, should teachers not express their opinions when having the class discussions?

On the other hand, students’ knowledge and skills of providing expected answers could prevent them from being exposed to the deductive approach. When Buckingham (2003) had an interview with middle-class children, they framed their responses according to the interview context. The more students become experienced in educational settings, the less they express their honest thoughts and opinions, by providing desired responses. In other words, their conclusion may not be based on other evidence, but based on their sense of teachers’ expectations. Therefore, it is critical to explore how to create the class atmosphere where students can freely present their real conclusions supported by facts and evidence.

A Holistic Approach to Learning
Goodman, whose expertise is in urban education, notes that both within classrooms and in after school programs, a holistic approach to learning is important. Goodman notes:

"A student's intellectual growth is deeply tangled up with his or her emotional and physical     development. This is particularly the case with adolescents whose families and community support systems have been damaged for a very long time. While they may try to hide it from peers and adults, these teens bring their fragile state of mental health to school with them every day. Teachers who know their students well will notice how the alienation and hopelessness these students suffer from overwhelms their capacity for curiosity and study. They are too preoccupied and distracted to focus on the tasks at hand. So teaching media in the classroom, or any subject for that matter, must address student's cognitive and affective capacities. To separate the two would risk perpetuating the underdevelopment of their mind and spirits. (Goodman, 2003, p. 62)"

According to Goodman, a holistic approach to learning would bridge the gap between the materials students study in school, and the real life issues that deeply affect them outside of school.

Structural Issues in Implementing Media Literacy in Secondary Education
There are some structural features of high schools that can facilitate media literacy. These include:

 * Block Scheduling. In some schools, block scheduling provides a conducive environment for media literacy. Longer class periods make it possible to engage in viewing and discussion activities, sustained writing, and collaborative projects. Teachers are likely to develop and use process-oriented strategies and have more contact with students. These activities can be difficult to implement in traditional 45-minute periods.

 * Heterogeneous Grouping. In many media education settings, educators pursue heterogeneous grouping, integrating students of different levels in academic classes. Heterogeneous grouping helps raise standards and academic skills as well as make students more appreciate the diverse range of talents and life experiences in their classrooms, schools, and communities.

Media Literacy Across the Curriculum
According to Buckingham (2003), media literacy can be incorporated into individual classes in K-12 settings. The following are examples of how media literacy can be included in traditional classes.

 * Foreign Languages. Buckingham (2003) states that students could study how media in the country of study play with verbal language; how media in foreign countries differ from media in the home country; how current events are conveyed through media in the country of study; how national identity is represented in media; and how the same media texts are marketed in different countries (p. 91).

 * Music. Buckingham notes that in music class, students could study how music editing is used in television and film; how music is used to create emotional reactions in various media; how music is marketed to audiences; how the music industry fits with other media industries; and how visual images are used to create brand images for musical performers (Buckingham, 2003, p. 91).

 * English. In English classes, students could study the publishing industry; various ways in which books are advertised and promoted; brand identities of writers; how print texts are adapted into various other media forms; how different media compare in terms of conveying narratives; non-fictional print and media texts; how authors present various social groups in their works; how audiences are targeted by book jackets and book displays; and audience reactions to various print and non-print media texts (Buckingham, 2003, p. 96).

 * New Media. Buckingham asserts that new media technologies "need to be integrated as objects of study alongside established media such as film, television and the press" (Buckingham, 2003, pp. 95-96.) However, media literacy instructors must be careful to use these new technologies for more than just teaching aids.

 * Vocational Training. Some media educators are opposed to vocational training, which they see as merely technical training that lacks critical analysis. Buckingham (2003) notes: "It is doubtful whether many so-called "vocational" courses actually do fulfill their promise to equip students with adequate schools for jobs, or whether they are recognized to do so by the industry" (p. 99).

"Social Studies" I am surprised there is no reference to history here. Perhaps Buckingham DID reference it, but it is not listed as a reference. I see many opportunities for educators to infuse media literacy in the "social studies" classroom... namely, media as institutions; the role of media in politics; the rise, history and influence of mass media; media's propaganda role; media's role in communicating news; and advertising (economics) to name a few.

Online Resources for Learning More

 * PODCASTS: Learn about Reel Vision, the Boston filmmaking group that works with young people (Episode 15)
 * ORGANIZATIONS: European Centre for Media Literacy Alliance for a Media Literate America
 * WEBSITES: Media Literacy Clearinghouse, a K-12 resource website for educators

title: Media Literacy in K-12 Settings


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What does Media Literacy look like in Non-School Settings

After School Programs
After school programs first developed out of community improvement projects to develop jobs, housing, and health care. Today programs have diversified to include before or after school programs, drop in or full time, in a variety of institutional settings (Goodman, 2003). After school programs can be conducive to media literacy for a variety of reasons, including flexibility,...

Different Skill Levels

Goodman (2003) points out that in order to “effectively teach students across the field of their experiences, educators must sometimes follow, sometimes lead, and sometimes work with them side by side” (p. 54). This places a special importance on the teacher who must recognize opportunities to teach individuals whenever the moment arises, and it may arise at different times for different students. This is something that a set curriculum cannot address.

In order for media literacy to be successful in an after school setting with various levels of student aptitudes, the teacher must be able to recognize and adapt to each student’s skill level. The best way to do this is to make sure student with a lower aptitude does a task with the instructor that they otherwise would not be able to do without the instructor. Gradually, the student will be able to take over the task on his or her own (Goodman, 2003).

Flexibility

The flexibility of after school programs can be more accommodating to media literacy education and activities than traditional school settings. While it can be more difficult to implement media literacy in K-12 classrooms due to restrictions such as the "factory model" bureaucracy, time limitations, and lack of administrative support, after school programs have certain characteristics that can make them more receptive to media literacy. Goodman (2003) notes that some of these characteristics are "a more holistic approach that addresses the social, emotional, creative, and cognitive needs of teenagers; youth voices in decision-making; a commitment to engaging youth in service to their local community; a flexibility in both scheduling and content of youth activities; and a relative freedom from the requirements of standardized academic testing" (p. 102).

Media Literacy and its Impact in a Second Chance School
Goodman discusses both in-school and after school media literacy programs. But what if there outside factors that inhibit both of these programs? In a school such as Fairhill Community School, day to day activities are contingent upon so many other factors. With this being a "second chance" school, many students have children, have been in prison, have one or no parental influence, and have a feeling of isolation. However, even with all these factors, it is still possible to construct an effective media literacy curriculum.

Using Goodman's EVC Workshop model, but altering it slightly )so there is not as much after school work) is a way to motivate students who already have hectic lifestyles. Giving them one another to rely on for the project is a way to not only promote media literacy (including production), but also basic trust. It gives these students a true second chance...

Media Literacy through Media Production
It is important to acknowledge that production, in itself, does not constitute media education. "In particular, the commonly-expressed belief that, through practical work, students will automatically acquire critical abilities and begin to de-mystify the media needs to be challenged. The link needs to be consciously forged by the teacher… practical work is not an end in itself, but a means to developing an autonomous critical understanding of the media." If this focus on criticism is not foregrounded, practical work exercises can lapse into "‘ busy work’ and, in its more advanced manifestations, a form of cultural reproduction in which dominant practices become naturalized." It is important for media educators to always position criticism at the forefront of our practice, when integrating production into the learning environment. (Masterman, 1985)

Documentary Production

Critical Analysis

By producing documentaries about the important issues in their lives, students can explore the world around them, which will lead them to create a distance from what they are familiar with and to have a critical lens through their exploration of the world. It helps students to develop their critical literacy skills. According to Goodman (2003), critical literacy means “the ability to analyze, evaluate, and produce print, aural, and visual forms of communication (p. 3).” Through critical literacy, students can understand how media convey certain message and how they can make their voices heard and possibly implement change about important issues in their lives through electronic and print technologies. (Goodman, 2003)

Participatory Democracy

“Student producers begin to distance themselves from their documentary subjects. The people they see and the problems they live with everyday become visible to them as things outside their lives that can be held up to a critical light. They compare the story they have recorded to their own experiences and begin to question its truthfulness and form hypotheses of their own. They reach a verifiable conclusion to their own debate, they find that anecdotal experience is not enough. They begin to shift their social position from being a participant in the community to a participant-observer of the community (Goodman, 2003, p. 42).”

Additional Settings for Media Education
Buckingham (2003) states that media education can take place in various settings outside the "formal education system" including within community workshops; in churches and other religious organizations; in independent activist groups; and within the home with the family (pp. 99-101). In addition, there are many other "informal" opportunities for media education beyond the traditional classroom structure.

Online Resources for Learning More

 * PODCASTS: Learn about Reel Vision, the Boston filmmaking group that works with young people (Episode 15)
 * ORGANIZATIONS: European Centre for Media Literacy Alliance for a Media Literate America

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


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Research on Media Literacy

Qualitative Studies.
The dominant research paradigm for media literacy education is qualitative research. Case studies by Kist (2004) show the range of ways that teachers from urban, suburban and rural communities are incorporating visual and digital texts, tools, and technologies, particularly in middle-school and high school. Goodman's (2003) extended case study, which documents the highly esteemed Educational Video Center in New York City, shows how urban teens learn about themselves, their communities and the mass media through the experience of creating a video documentary.

Quantitative Studies in Education.
Hobbs and Frost (2003) measured multi-modal comprehension and analysis of treatment and control groups of Grade 11 Concord High School students through an instrument consisting of questions about the main idea of a TV news story and print newsmagazine story(“who, what, where, when, why, and how”) and specific information details, as well as critical analysis questions identifying the purpose, target audience, storytelling and production techniques, point of view, and omissions in the story, and the differences and similarities to other TV news programs. By adapting an instrument similar to one developed in previous research (Hobbs & Frost, 1999) they also measured students' listening skills – an increasingly important aspect of media literacy in light of adolescents’ growing use of portable media players.

Hobbs and Frost also set out to see if media literacy students could effectively recognize the target audience, purpose, point of view, and creative construction techniques employed in advertisements. To measure the ways in which students responded to advertisements, students were given a print advertisement for Miller Beer, which included two sharply dressed African American males and a small reminder to “Think When You Drink.” The students were given a questionnaire which included questions on the ad’s target audience; persuasive techniques; the ad’s purpose; and the subtext of the message. Students in the media literacy group were consistently able to back up their arguments with textual examples. They also were able to articulate the ad’s persuasive goals, as well as point out greater number of visual and verbal persuasive techniques employed in the ad. Media literacy students were also more likely to be able to effectively identify the “Think When You Drink" logo as part of a public relations strategy. These results indicate that media literacy education is helpful when it comes to deconstructing and understanding advertisements.

In order to measure students’ knowledge of the advertising process, Hobbs and Frost showed both media literacy and control group students the famous 30-second Pepsi commercial featuring Cindy Crawford, two times, and asked them to write down up to fifteen steps that went into producing it. They found that students with media literacy education were more aware of the need for producers to locate a target audience, brainstorm ideas, plan visuals using a storyboard, pay for ad space, and garner company approval prior to ad production.

Online Resources for Learning More

 * PODCASTS: Learn about Reel Vision, the Boston filmmaking group that works with young people (Episode 15)
 * ORGANIZATIONS: European Centre for Media Literacy Alliance for a Media Literate America

title: Research on Media Literacy


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Talk:Why is Media Literacy Important

This section is a little "laundry" list-ish. Perhaps there is a way, through our readings, to explore the "big" core themes that thematically connect these ideas.

title: Talk:Why is Media Literacy Important


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Talk:Intellectual Traditions in Media Literacy

We're examining several strands and major traditions in media literacy:

1. Cultural Studies -- the "critical" wing

2. Cultural Studies -- the "popular culture" wing

3. Media Effects -- the "media environment" wing

4. Media Effects --- the "media and children" wing

5. Education -- the "constructivist" and "new literacies" wings

6. Education -- the "educational technology" wing

How many wings does this bird have? sheesh!

Additions?
Was wondering if you had considered:
 * John Berger's Ways of Seeing (obviously)? I've had good success in schools with the book and videos (even today). Very accessible.
 * Bill Nichols (although far less accessible) for his review of ideology as formed by image and representation? Ideology and the Image.
 * William Ivins for his text Prints and Visual Communication. A historical look at print technology and its impact on thinking.

I thought these three worthy of a section directly after the section that focuses on Neil Postman's insights. The final paragraph makes reference to "others" and it may as well be a brief follow on section that points people in other similar directions. --Leighblackall 08:10, 5 July 2009 (UTC)


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Talk:Media Literacy in K-12 Settings

Your thoughts on how to improve this section will be useful when we start reading Buckingham and about Concord High School. --Renee

title: Talk:Media Literacy in K-12 Settings


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 * style="width: 60%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 60%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 60%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

General
Hi, I'm a freelance Web Designer/IT Geek in Tucson, Arizona. I've been using the Wikipedia front-end for some time now but haven't had any experience contributing/editing on the back-end.

I stumbled upon Wikiversity a while ago but decided to come back later (Turned out to be Sept14,2007) after it had developed some. Developed it has! I'm currently going through the Web Design department to get my JavaScript and PHP scripting skills up to par. I have a lot to learn and I'm looking forward to contributing what I know and have learned to the department.

I intend to get heavily involved with Wikiversity and do a lot of private studying. I like to learn on my own terms and I believe wikiversity will provide the medium for me (and a lot of other people) to do so! I eagerly anticipate the day when Wikiversity is recognized, as a legitimate source of learning, by established institutions.

Currently Studying:
Intro to Javascript

My Study Work:
Javascript Challenges
 * Challenge #1

 * Challenge #2

 * Challenge #3

 * Challenge #4 - Feedback on this one would be appreciated! The challenge asked for a is_valid variable but I had a lot of trouble trying to figure out the logic for that so I settled for an OR condition. I would like to figure out other methods of working this problem.

 * style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

How to contact me!
I doubt that I will check this page every day so please feel free to email me! I enjoy hearing from other wikiversity folks! Click the E-Mail link in the navigation above.

Useful Links

 * School: Computer Science
 * Dept: Computer Programing

Things to watch

 * Link to My Watchlist

My stuff

 * No Stuff Yet!

 * }

title: User:TMyhres


text: File:TimeEvolutionStateVector.jpg

title: File:TimeEvolutionStateVector.jpg


text:
User:SpecialWindler~enwikiversity

w:en:User talk:SpecialWindler

title: User:SpecialWindler~enwikiversity


text:
User talk:SpecialWindler~enwikiversity

w:en:User talk:SpecialWindler

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 SpecialWindler. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name SpecialWindler~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 00:02, 18 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) 06:23, 19 April 2015 (UTC)

title: User talk:SpecialWindler~enwikiversity


text:
User talk:Royce

Hello Royce, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) Erkan Yilmaz ( evaluate me!, discussion ) 23:20, 15 September 2007 (UTC)

title: User talk:Royce


text:
User:TMyhres/evaluation

{| style="color:#200000;width:100%; margin-bottom:1em; background-color:#ffffff; padding:0.4em; border:1px solid #666666;" ! colspan="2" align="center" bgcolor="#f5f5f5" | Evalute my work
 * colspan="2" |
 * - style="color:#535068"
 * - style="color:#535068"

Negative Evaluations

 * style="text-align:right;vertical-align:middle"| [[Image:Traffic_light_-_female_(aka).jpg|100px]]
 * }
 * }

title: User:TMyhres/evaluation


text: User talk:TMyhres

title: User talk:TMyhres


text:
User:TMyhres/mydocuments

{| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto" ! style="background-color: #262626; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;font-family: papyrus,helvetica,verdana;color: #fff;font-size: 1.5em;" colspan="2" | TMyhres - My Documents and Study Notes/Work.
 * style="background-color: #959595; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |
 * style="width: 100%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 100%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 100%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Javascript Challenges

 * Challenge #4 - Feedback on this one would be appreciated! The challenge asked for a is_valid variable but I had a lot of trouble trying to figure out the logic for that so I settled for an OR condition. I would like to figure out other methods of working this problem.

Javascript Challenge #4
Javascript Challenge #4 Reference

function clearFields{ document.getElementById('fullname').value=""; document.getElementById('streetaddr').value=""; }

function checkForm{

if (document.getElementById('fullname').value == "" || document.getElementById('streetaddr').value == "") {	if (document.getElementById('fullname').value == "") {document.getElementById('nameerrormsg').style.display = "inline";} else {document.getElementById('nameerrormsg').style.display = "none";}

if(document.getElementById('streetaddr').value =="") {document.getElementById('addrerrormsg').style.display = "inline";} else {document.getElementById('addrerrormsg').style.display = "none";}

return false; }

else return true;

}

.errormsg{color:red;}

 * 1) nameerrormsg{display:none;}
 * 2) addrerrormsg{display:none;}

 Refresh  Personal details Full name:  Please enter your name above

Street Address:  Please enter your street address

title: User:TMyhres/mydocuments


text:
MediaWiki:EditToolbar.js

if (mw.toolbar && mw.toolbar.addButtons) { mw.toolbar.addButtons({   "imageFile": "//upload.wikimedia.org/wikipedia/en/c/c8/Button_redirect.png",    "speedTip": "Redirect",    "tagOpen": "#REDIRECT ",    "tagClose": "",    "sampleText": "Insert text"   }, {    "imageFile": "//upload.wikimedia.org/wikipedia/commons/8/88/Btn_toolbar_enum.png",    "speedTip": "# list",    "tagOpen": "#",    "tagClose": "\n",    "sampleText": "list text"   }, {    "imageFile": "//upload.wikimedia.org/wikipedia/commons/1/11/Btn_toolbar_liste.png",    "speedTip": "* item",    "tagOpen": "*",    "tagClose": "\n",    "sampleText": "item text"   }, {    "imageFile": "//upload.wikimedia.org/wikipedia/commons/b/b4/Button_category03.png",    "speedTip": "Category",    "tagOpen": "[[Category:",    "tagClose": mw.config.get('wgPageName') + "]]",    "sampleText": "insert category"   }, {    "imageFile": "//upload.wikimedia.org/wikipedia/commons/3/3b/Button_template_alt.png", "speedTip": "", "tagOpen": "", "sampleText": "sofixit" }, {   "imageFile": "//upload.wikimedia.org/wikipedia/commons/f/fd/Button_underline.png", "speedTip": "Underline", "tagOpen": " ", "tagClose": " ", "sampleText": "underline text" }, {    "imageFile": "//upload.wikimedia.org/wikipedia/en/c/c9/Button_strike.png", "speedTip": "Strike", "tagOpen": " ", "tagClose": " ", "sampleText": "strikeout text" }, {    "imageFile": "//upload.wikimedia.org/wikipedia/en/8/80/Button_upper_letter.png", "speedTip": "Superscript", "tagOpen": " ", "tagClose": " ", "sampleText": "Superscript text" }, {    "imageFile": "//upload.wikimedia.org/wikipedia/en/7/70/Button_lower_letter.png", "speedTip": "Subscript", "tagOpen": " ", "tagClose": " ", "sampleText": "Subscript text" }, {    "imageFile": "//upload.wikimedia.org/wikipedia/commons/1/17/Button_small_2.png", "speedTip": "small text", "tagOpen": " ", "tagClose": " ", "sampleText": "Small Text" }, {    "imageFile": " //upload.wikimedia.org/wikipedia/commons/5/56/Button_big.png", "speedTip": "BIG text", "tagOpen": " ", "tagClose": " ", "sampleText": "big" }, {    "imageFile": "//upload.wikimedia.org/wikipedia/commons/7/79/Button_reflink.png", "speedTip": " ", "sampleText": "Insert reference material" }, {    "imageFile":  "//upload.wikimedia.org/wikipedia/commons/a/a0/Button_references_alt.png", "speedTip": "Reference footer", "tagOpen": " ", "tagClose": "", "sampleText": "" }, {    "imageFile": "//upload.wikimedia.org/wikipedia/commons/f/fd/Button_blockquote.png", "speedTip": "block of quoted text", "tagOpen": " \n", "tagClose": "\n ", "sampleText": "Block quote" }, {    "imageFile":  "//upload.wikimedia.org/wikipedia/commons/e/ea/Button_align_left.png", "speedTip": "align left", "tagOpen": "", "tagClose": " ", "sampleText": "left text" }, {    "imageFile":  "//upload.wikimedia.org/wikipedia/commons/5/5f/Button_center.png", "speedTip": "align center", "tagOpen": "", "tagClose": " ", "sampleText": "center text" }, {    "imageFile":  "//upload.wikimedia.org/wikipedia/commons/a/a5/Button_align_right.png", "speedTip": "align right", "tagOpen": "", "tagClose": " ", "sampleText": "right text" }); }

title: MediaWiki:EditToolbar.js


text:
User:Jomegat-UPNY

I am the same person as User:Jomegat, but this account is for logging flowers observed in Update New York for the Bloom Clock Project.

title: User:Jomegat-UPNY


text:
User:Esenabre

Hi there
My name is Enric, I'm here to learn and help as much as I can (blog - e-mail)

OER
I have joined the Composing free and open online educational resources course, with the aim of developing my knowledge about the subject but also to engage in a type of constructive and distributed learning experience that I hope leads to a deeper Wikiversity and "wikilearning" experience.

Relevant background
I have been teaching Spanish as a second language for nearly 6 years, although I'm not very much into it any more (apart from helping some friends with grammar or spelling doubts :) that was an experience that made me think and gain practice around different methodologies, materials and techniques. The second language teaching field is a very dynamic and innovative one, that needs to implement ways of teaching/learning quite intense and focused on immediate results (ideally you teach little bits that are implemented quickly in order to develop ways of communicating step by step with students, who need to feel a regular and continued improvement in order to keep on being interested and motivated to participate).

Introduction to Wikiversity
This is where I'm at the moment, moving around this wiki and trying to develop here a learning experience while I participate in subjects concerning OER: for example at Making Wikiversity a personal learning space, where I'm about to write something :)

Relevant background
I have just (re)started around here, now with the intention of developing my knowledge about sociology. I have previous random notions/readings/courses that may fit in this field, that lead me to readings I should detail here (in more or less chronological order):

 * Zygmunt Bauman > Globalization: The Human Consequences
 * Manuel Castells > The Information Age: Economy, Society and Culture, Vols. I and II
 * Peter R. Monge and Noshir S. Contractor > Theories of Communication Networks
 * Yochai Benkler > The Wealth of Networks
 * Barry Wellman et al > Social Structures: A Network Approach
 * Kyriakos M. Kontopoulos > The Logics of Social Structure

Introduction to sociology
My "point of departure" for Sociology in Wikiversity is at the moment Topic:Social theory, but I also found there a featured (that's good :) WikiBook: Introduction to sociology (Mmm, from the list of 9 famous sociologist I only have notions about Marx, that's maybe not that good)

Quick copy&paste notes

 * the founders of sociology were some of the earliest individuals to employ what C. Wright Mills labeled the sociological imagination: the ability to situate personal troubles within an informed framework of social issues (e.g., Marx, Weber, and Durkheim) || in order to test their theories, sociologists get up from their armchairs and enter the social world || sociologists test their theories about how the world works using the scientific method || sociology, then, is an attempt to understand the social world by situating social events in their corresponding environment (i.e., social structure, culture, history) and trying to understand social phenomena by collecting and analyzing empirical data || most of the early sociological thinkers were trained in other academic disciplines, including history, philosophy, and economics || the first European department of sociology was founded in 1895 at the University of Bordeaux by Emile Durkheim (jump to Wikipedia: social facts and funcionalism, division of labour and organic solidarity) || early sociological studies considered the field to be similar to the natural sciences like physics or biology || scientists like Wilhelm Dilthey and Heinrich Rickert argued that the natural world differs from the social world, as human society has culture, unlike the societies of other animals

 * as in all sciences, the first step in the scientific method is observation || then systematic collection of information which can include data gathered by others, histories or chronologies, newspaper clippings, etc || review the literature, discuss the observations with colleges and generally explore the ideas || then, once the hypothesis stage is reached, implement what Weber (1947) and Dilthey (1977) called Verstehen, that is, try to comprehend and empathize with the history and social life of the subject of study || (a) the Quantitative type will use the qualitative support to set up a more formal test using data which is of either the primary type (harder to obtain) or the secondary type (easier but not so specific), with “operationalization” of abstract concepts into measurable variables || (b) the Quantitative type wiil do it positing an explanation by making a systematic argument using the literature, news clippings, interviews and case studies as support || for a or b, the important thing is to be able to make one’s argument in terms which are understandable, and convincing, to the audience

title: User:Esenabre


text:
User:Dementednetman

20 years as a netgeek to geeks,bench tech IBM and apple/mac, Micro channel even, Network engineer, Network admin, Network manager, CTO, pre-sales, sales, support, implementation, maint. public(gov) and private sectors. this wiki stuff might be a little new to me, but the stuff going in it I have litterally burned many of the t and polo shirts some may end collectors lol, anything u c from me is still just IMHO, the more we learn about this stuff the more we learn we do not know! At the same time the rules and truthes are ever changing. especially when MS gets it for an adapt and extend campain! LMAO--Dementednetman 03:12, 16 September 2007 (UTC)

title: User:Dementednetman


text:
User talk:Dementednetman

Hello Dementednetman, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) --JWSchmidt 03:22, 16 September 2007 (UTC)

title: User talk:Dementednetman


text:
Talk:Medicine/Advice tutorial

Error
"Experienced health professionals have a broad perspective and depth of understanding that cannot be matched by sleuthing on the internet." This statement seems too sweeping and flatout incorrect to me. Myriads of examples are reported in the U.S. News where individuals have pursued matters themselves online and elsewhere and achieved better results than from their specific health care professionals. This statement makes large assumptions about the competence of all professionals and inadequacies of all amateurs and the internet in general that can be potentially deadly to unwary readers. Mirwin 07:25, 16 September 2007 (UTC)
 * I understand your point. Someone who thinks they can drop into a wiki and ask for medical advice is not really doing the kind of thing "where individuals have pursued matters themselves online and elsewhere and achieved better results than from their specific health care professionals". The phrase "sleuthing on the internet" is in the context of asking for medical advice at wiki websites. --JWSchmidt 15:48, 16 September 2007 (UTC)

Dissent
I disagree with what this says. I think that people who post their medical situation can obtain useful leads about their condition, provided that they apply "caveat lector" and do not take anything said as advice. The fact is, if someone happens to have Tourette's syndrome or oral thrush or melanoma or any other medical condition, rare or common, getting the name of that condition put in front of them so that they can read about it will be a Very Good Thing. They may well recognize their symptoms, and in some cases, they may even immediately learn something to avoid to protect themselves, or give themselves a reason to get immediate medical help before it is too late. Those who support the creation of Wikimedia projects (though not those whose interest is in controlling them) should believe in the general ethic that getting information out to people is a good thing, and the effect of true information outweighs the effect of false information. Wnt (talk) 17:58, 5 September 2012 (UTC)

title: Talk:Medicine/Advice tutorial


text: Category:BCP/Alternate leaves

title: Category:BCP/Alternate leaves


text: Category:Bloom Clock Plants by Leaves

title: Category:Bloom Clock Plants by Leaves


text:
BCP/Rubus phoenicolasius/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 09:52, 18 June 2007 (UTC)
 * --SB_Johnny | talk 18:09, 8 June 2008 (UTC)
 * --SB_Johnny | talk 09:47, 2 July 2008 (UTC)

title: BCP/Rubus phoenicolasius/Logs


text:
BCP/Rosa multiflora/Logs

This page contains recent bloom logs for the plant Rosa multiflora (Multiflora Rose).

Recent Logs (flowers)
=====Archived Logs (flowers)===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 17:31, 27 May 2007 (UTC)
 * --SB_Johnny | talk 23:49, 31 May 2007 (UTC)
 * --SB_Johnny | talk 10:47, 3 June 2007 (UTC)
 * --SB_Johnny | talk 17:26, 9 June 2007 (UTC)
 * --SB_Johnny | talk 11:16, 4 June 2008 (UTC)
 * (no archived logs yet)

Recent Logs (ripe fruit)

 * --SB_Johnny | talk 12:53, 16 September 2007 (UTC)

title: BCP/Rosa multiflora/Logs


text:
Category:BCP/Armed plants

This category is for plants with spines, thorns, etc.

title: Category:BCP/Armed plants


text:
BCP/Rhododendron

Rhododendron

title: BCP/Rhododendron


text:
BCP/Rhododendron/Logs

2007 Logs

 * SB_Johnny-LM May 13 2007 (from photographs)
 * SB Johnny-LM 19:50, 30 May 2007 (UTC)
 * SBJ 19:25, 31 May 2007 (UTC)
 * SB Johnny-LM 09:09, 6 June 2007 (UTC)
 * SB Johnny-LM 09:37, 9 June 2007 (UTC)

2008 Logs
(unknown cultivars)
 * SB Johnny-LM 08:45, 22 March 2008 (UTC) (an azalea, species unknown)
 * SB Johnny-LM 11:30, 4 April 2008 (UTC) (species unknown)
 * SB Johnny-LM 16:20, 16 April 2008 (UTC) (several species)
 * HortMan 12:21, 17 April 2008 (UTC) (Azalea)
 * --Luai lashire 22:02, 24 April 2008 (UTC) (azalea)
 * --Jomegat 12:42, 27 Apr 2008 (UTC) (backdating)
 * --Jomegat 12:42, 1 May 2008 (UTC)
 * --Luai lashire 21:03, 3 May 2008 (UTC)
 * --Jomegat 16:43, 9 May 2008 (UTC)
 * --SB_Johnny | talk 10:43, 17 May 2008 (UTC)
 * --Jomegat 18:09, 19 May 2008 (UTC)
 * --Jomegat 21:25, 22 May 2008 (UTC)
 * --Jomegat 12:35, 3 June 2008 (UTC)
 * --SB_Johnny | talk 11:15, 4 June 2008 (UTC)
 * --Jomegat 20:37, 13 June 2008 (UTC)

Recent Logs

 * Jomegat 18:28, 23 April 2009 (UTC)
 * Jomegat 22:52, 6 May 2009 (UTC)
 * Jomegat 00:39, 12 May 2009 (UTC)
 * Jomegat 00:13, 15 July 2009 (UTC)
 * Anna reg 13:41, 10 April 2011 (Photo)

title: BCP/Rhododendron/Logs


text:
BCP/Duchesnea indica/Logs

This page contains recent bloom logs for the plant Duchesnea indica (Mock Strawberry).

Recent Logs (flowers)
=====Archived Logs (flowers)===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 09:53, 14 July 2008 (UTC)
 * --SB_Johnny talk 09:25, 31 August 2008 (UTC)
 * --Clarinetguy097 (discuss • contribs) 17:01, 26 May 2020 (UTC)
 * --Clarinetguy097 (discuss • contribs) 01:40, 19 April 2021 (UTC)
 * --Clarinetguy097 (discuss • contribs) 01:17, 6 September 2021 (UTC)
 * --Clarinetguy097 (discuss • contribs) 18:13, 26 September 2021 (UTC)
 * --Clarinetguy097 (discuss • contribs) 21:53, 1 October 2021 (UTC)
 * --Clarinetguy097 (discuss • contribs) 20:27, 14 October 2021 (UTC)
 * --Clarinetguy097 (discuss • contribs) 19:41, 16 October 2021 (UTC)
 * SBJ 10:36, 23 May 2007 (UTC)
 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * SBJ 09:18, 25 May 2007 (UTC)
 * --SB_Johnny | talk 10:21, 26 May 2007 (UTC)
 * SBJ 19:25, 31 May 2007 (UTC)
 * --SB_Johnny | talk 23:49, 31 May 2007 (UTC)
 * --SB_Johnny | talk 13:00, 10 June 2007 (UTC)
 * --SB_Johnny | talk 14:36, 16 September 2007 (UTC)
 * --SB_Johnny | talk 13:12, 24 October 2007 (UTC)
 * --SB_Johnny | talk 13:09, 1 November 2007 (UTC)
 * --SB_Johnny | talk 13:37, 20 April 2008 (UTC)
 * --SB_Johnny | talk 10:24, 27 April 2008 (UTC)
 * SBJ 10:35, 22 May 2008 (UTC)
 * --SB_Johnny | talk 08:53, 2 June 2008 (UTC)
 * --SB_Johnny | talk 09:49, 2 July 2008 (UTC)

Recent Logs (ripe fruit)

 * --SB_Johnny | talk 14:36, 16 September 2007 (UTC)
 * --SB_Johnny | talk 13:12, 24 October 2007 (UTC)
 * --SB_Johnny | talk 13:09, 1 November 2007 (UTC)
 * --Clarinetguy097 (discuss • contribs) 19:41, 16 October 2021 (UTC)

title: BCP/Duchesnea indica/Logs


text: Category:BCP/Trifoliate leaves

title: Category:BCP/Trifoliate leaves


text:
User:Billslater

Hello. You have reached my user page at Wikiversity.

To find out more about me, please visit these pages:

http://billslater.com

http://billslater.com/internetlovestory.htm

http://billslater.com/career

http://billslater.com/certifications

Thank you for visiting!

Best regards,

William F. Slater, III slater@billslater.com http://billslater.com Chicago, IL United States of America

title: User:Billslater


text: Category:BCP/Family/Cornaceae

title: Category:BCP/Family/Cornaceae


text: Category:BCP/Simple leaves

title: Category:BCP/Simple leaves


text: Category:BCP/Opposite leaves

title: Category:BCP/Opposite leaves


text:
User talk:Humble Guy

--- Apptitude Test --- You are invited to visit this project and explore/contribute to its parameters. Thank you, Shir-El too 15:44, 16 September 2007 (UTC)

title: User talk:Humble Guy


text:
Talk:The Design Argument

There are at least two important inaccuracies on this page:

1. There is no such thing as an a posteriori argument. The design argument is an inductive argument, that uses a posteriori reasoning and synthetic statements.

2. The design argument was not first proposed by William Paley. It was, for example, the fifth way in Aquinas's Summa Theologiae several hundred years previously.

title: Talk:The Design Argument


text: File:Sound of joy.ogg

title: File:Sound of joy.ogg


text: File:Sound of excitement.ogg

title: File:Sound of excitement.ogg


text: File:Sound of falling.ogg

title: File:Sound of falling.ogg


text: Template:Self

title: Template:Self


title: Template:Cc-by-sa-3.0,2.5,2.0,1.0


title: Template:Cc-by-sa-3.0


text:
Template:FAL

fr:Modèle:Art Libre

title: Template:FAL


title: Template:Cc-by-3.0


text: Template:PD-old

title: Template:PD-old


text: Template:PD-Art

title: Template:PD-Art


text:
Talk:Aircraft piloting/If flying were like driving

I have read exactly four lines of your entry and so far found it to be humorous and 100% based on truth. Keep it up. I predict when I read the whole article I will have no changes to make ;)

CPL, CFI, SEL&S, MEL, IR, stopped counting at ~1800hrs, flightsim fanatic.

--166.209.133.171 04:48, 17 September 2007 (UTC)


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Template:GPL

el:Πρότυπο:GPL fr:Modèle:GPL

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User talk:JWSchmidt/Blog/20 July 2007

I have VLC installed, but cannot play the videos. What could be the problem? Thank you in advanced. --Remi 06:48, 17 September 2007 (UTC)

while im here ill just state i can see the preview, begin to buffer and then it all just kicks the bucket...not sure of a fix but ill look around --Nolhay 02:36, 1 December 2007 (UTC)
 * ok so i lack eyes and overlook the "more..." option (thanks jw) but only the ogg pluging would work. Java and quicktime both gave errors--Nolhay 02:53, 1 December 2007 (UTC)

title: User talk:JWSchmidt/Blog/20 July 2007


text:
User:Reavan

--About Me--

I am Pon. Rathnavel, a Lecturer in Civil Engineering by profession. I am currently Senior Lecturer in Civil Engineering at Kalaivani College of Technology, Coimbatore.

I underwent graduation in Civil Engineering from Kumaraguru College of Technology, Coimbatore. I did my Masters in Environmental Engineering at Government College of Technology, Coimbatore. I have been actively involved in teaching Civil and Environmental Engineering related subjects at Hindusthan College of Engineering and Technology, Tamilnacu College of Engineering, SNS College of Engineering and Adithya Institute of Technology.

I had also done research studies on treatment of industrial effluents in Tirupur. I have a penchant for establishing a colloborative and joyful education system in Engineering.

title: User:Reavan


text: Category:BCP/Pinnately compound leaves

title: Category:BCP/Pinnately compound leaves


text:
BCP/Aquilegia x hybrida/Logs

2007 Logs

 * --SB_Johnny | talk 10:02, 10 May 2007 (UTC)
 * --SB_Johnny | talk 23:17, 20 May 2007 (UTC)
 * SB Johnny-LM 20:23, 21 May 2007 (UTC)
 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * --SB_Johnny | talk 10:21, 26 May 2007 (UTC)
 * SB Johnny-LM 09:37, 9 June 2007 (UTC)
 * --SB_Johnny | talk 14:34, 9 June 2007 (UTC)
 * --SB_Johnny | talk 09:52, 18 June 2007 (UTC)

2008 Logs

 * SB_Johnny-LM 10:07, 30 April 2008 (UTC)
 * --SB_Johnny | talk 09:40, 17 May 2008 (UTC)
 * Ngravagna 16:49, 22 May 2008 (UTC)
 * --SB_Johnny | talk 09:02, 27 May 2008 (UTC)
 * Ngravagna 18:05, 7 June 2008 (UTC)
 * --SB_Johnny | talk 10:10, 8 June 2008 (UTC)
 * Ngravagna 19:59, 15 June 2008 (UTC)

Recent Logs

 * --Anna gdf 11:54, 11 May 2010 (UTC)
 * Anna reg 19:15, 12 May 2011 (UTC)

title: BCP/Aquilegia x hybrida/Logs


text: Category:BCP/Palmately lobed leaves

title: Category:BCP/Palmately lobed leaves


text:
BCP/Rhododendron catawbiense/Logs

This page contains recent bloom logs for the plant Rhododendron catawbiense (Catawba Rhododendron).

Recent Logs

 * SB Johnny-LM 09:37, 9 June 2007 (UTC)
 * SB Johnny-LM 11:47, 9 May 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Rhododendron catawbiense/Logs


text:
User:Jm34harvey

FYI: It seems incredible that as of Monday July 29, 2024 there are  articles on the English Wikiversity to work on and discuss.

Under construction: I will identify more of my activites and elaborate their descriptions as my inclination and time permits.

My name is John Harvey. Like most people, my life has included an assortment of seemingly unrelated activities. I would like to believe that there has been some underlying theme.

Birthright Quaker
I am a birthright Quaker and active in Fayetteville Monthly Meeting in northwest Arkansas.

After getting married, one of my aunts gave us a typewritten copy of my Harvey family tree which traced my Quaker roots back ten generations. My immigrant ancester, William Harvey (1678-1754), moved to Pennsylvania in 1712 where he attended Kennett Meeting. Sometimes, my wife jokingly accuses me of marrying her under false pretences by not revealing the extent of my Quaker background.

Since my Quakerism grew from the time of my birth, my perceptions depend a great deal on what kind of Quakers my parents were. This is both an advantage and disadvantage. "Convinced Quakers", "Convicted Quakers" and "Realized Quakers" have the advantage of looking at their Quakerism through new eyes.

Computer Geek (retired)
I started programming in 1965. My native computer language was FORTRAN 2. I retired on Dec 31, 1999, just before Y2K.

Amateur Educationist
As an amateur educationist, I am spearheading the formation of a local public education foundation in Lincoln, AR, my adopted hometown.

Lincoln Public Education Foundation
The stated purpose of the foundation is to enhance the quality of education in the Lincoln Public Schools by procuring and providing the necessary funds for worthwhile programs and to recognize and reward the achievements of students, faculty, staff, parents, and others providing contributions to the school district.

Motto: Planting seeds for our children's future.

Objective: The Lincoln Public Education Foundation will provide funds that will enhance the education provided to students by Lincoln schools which will enable them to successfully meet their full potential and thrive in an ever-changing world.

Pragmaticist
In October 2006, I learned that Albert Upton, the teacher who had the most profound effect on my thinking skills, derived his teaching ideas indirectly from the pragmaticism of Charles Peirce.

Upton's book | Design for Thinking, A First Book in Semantics is based on The Meaning of Meaning by Charles Kay Ogden and I. A. Richards. Ogden was influenced by Charles Peirce through Lady Victoria Welby.

Jan 31 2007: Because my focus is on how to teach higher order thinking skills to children, I'm not sure that Pragmaticist is the right term for me. I am immersing myself in Peircean writings and expect to make this statement more definitive in the near future.

title: User:Jm34harvey


text:
BCP/Robinia pseudoacacia/Logs

2007 Logs

 * --SB_Johnny | talk 12:45, 27 May 2007 (UTC)

2008 Logs

 * SB Johnny-LM 11:45, 9 May 2008 (UTC)
 * --Jomegat 17:16, 16 May 2008 (UTC)
 * --SB_Johnny | talk 17:28, 18 May 2008 (UTC)
 * --SB_Johnny | talk 10:39, 27 May 2008 (UTC)
 * --Jomegat 12:34, 29 May 2008 (UTC)
 * --Jomegat 19:57, 2 June 2008 (UTC)
 * --Jomegat 01:08, 9 June 2008 (UTC)
 * --Jomegat 23:09, 1 July 2008 (UTC)

2009 Logs

 * Jomegat 22:30, 14 May 2009 (UTC)
 * Jomegat 22:11, 2 June 2009 (UTC)

Recent Logs

 * Jomegat 14:42, 21 May 2010 (UTC) (not the first blooms of the year though)

title: BCP/Robinia pseudoacacia/Logs


text:
BCP/Rosa palustris/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:11, 26 June 2004 (UTC) (photographic log)
 * --SB_Johnny | talk 08:59, 2 July 2007 (UTC)
 * --SB_Johnny | PA! 09:38, 15 July 2007 (UTC)
 * --SB_Johnny | talk 11:01, 28 June 2008 (UTC)
 * --SB_Johnny | talk 10:06, 20 July 2008 (UTC)

title: BCP/Rosa palustris/Logs


text:
BCP/Rosmarinus officinalis/Logs

This page contains recent bloom logs for the plant Rosmarinus officinalis (Rosemary).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * SortaQuiet 23:05, 17 June 2007 (UTC)
 * --SB_Johnny | talk 12:56, 17 September 2007 (UTC)
 * SB Johnny-LM 18:29, 17 November 2007 (UTC)
 * (no archived logs yet)

title: BCP/Rosmarinus officinalis/Logs


text:
BCP/Rubus occidentalis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * --SB_Johnny | talk 10:21, 26 May 2007 (UTC)
 * --SB_Johnny | talk 17:29, 18 May 2008 (UTC)
 * --SB_Johnny | talk 10:48, 27 May 2008 (UTC)

title: BCP/Rubus occidentalis/Logs


text:
BCP/Rubus pensilvanicus/Logs

2007 Logs

 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * SBJ 09:18, 25 May 2007 (UTC)
 * --SB_Johnny | talk 10:21, 26 May 2007 (UTC)

2008 Logs

 * --SB_Johnny | talk 10:49, 27 May 2008 (UTC)
 * --Jomegat 23:03, 28 May 2008 (UTC)
 * --Jomegat 02:08, 3 June 2008 (UTC)
 * --SB_Johnny | talk 11:17, 4 June 2008 (UTC)
 * --Jomegat 23:47, 9 June 2008 (UTC)
 * --Jomegat 23:11, 15 June 2008 (UTC)
 * --Jomegat 21:26, 21 June 2008 (UTC)
 * --Jomegat 21:27, 27 June 2008 (UTC)
 * Jomegat 17:01, 2 July 2008 (UTC)
 * Jomegat 18:24, 5 July 2008 (UTC)
 * Jomegat 18:43, 12 July 2008 (UTC)
 * Jomegat 13:02, 21 July 2008 (UTC)

Recent Logs

 * Jomegat 23:46, 28 May 2009 (UTC)
 * Jomegat 00:28, 2 June 2009 (UTC)
 * Jomegat 00:27, 9 June 2009 (UTC)

title: BCP/Rubus pensilvanicus/Logs


text:
Template:LGPL

fr:Modèle:LGPL

title: Template:LGPL


text: Category:BCP/Family/Solanaceae

title: Category:BCP/Family/Solanaceae


text: Template:BSD

title: Template:BSD


text:
BCP/Hesperis matronalis/Logs

2007 Logs

 * --SB_Johnny | talk 14:06, 21 May 2007 (UTC)
 * SBJ 00:32, 23 May 2007 (UTC)
 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * SBJ 09:18, 25 May 2007 (UTC)
 * --SB_Johnny | talk 10:21, 26 May 2007 (UTC)
 * --SB_Johnny | talk 23:49, 31 May 2007 (UTC)
 * --SB_Johnny | talk 10:47, 3 June 2007 (UTC)
 * SBJ 16:16, 7 June 2007 (UTC)
 * --SB_Johnny | talk 15:33, 9 June 2007 (UTC)
 * --SB_Johnny | talk 14:00, 17 September 2007 (UTC) (sporadic, but on several plants)
 * --SB_Johnny | talk 14:12, 16 November 2007 (UTC) (sporadic still, but blooming)

2008 Logs

 * --SB_Johnny | talk 00:20, 7 May 2008 (UTC)
 * --SB_Johnny | talk 10:13, 17 May 2008 (UTC)
 * --SB_Johnny | talk 09:56, 27 May 2008 (UTC)
 * --SB_Johnny | talk 10:49, 4 June 2008 (UTC)

Recent Logs

 * Jomegat 04:13, 5 June 2009 (UTC)
 * Jomegat 00:19, 15 July 2009 (UTC)

title: BCP/Hesperis matronalis/Logs


text:
Template:Fairuse

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Fair use Fair use of copyrighted material

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fr:Modèle:Fair use

title: Template:Fairuse


text:
User talk:Jm34harvey

Hello Jm34harvey, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) SB_Johnny | talk 14:29, 17 September 2007 (UTC)

title: User talk:Jm34harvey


text:
User talk:Ma2hunte

Hello Ma2hunte, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) Erkan Yilmaz ( evaluate me!, discussion ) 16:28, 17 September 2007 (UTC)

French Mentoring
Salut, Ma2hunte. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:48, 22 November 2008 (UTC)

title: User talk:Ma2hunte


text:
BCP/Helleborus x hybridus/Logs

This page contains recent bloom logs for the plant Helleborus x hybridus (Hybrid Hellebore).

Recent Logs

 * Anna reg 18:41, 24 March 2011 (UTC)
 * SB Johnny-LM 10:59, 4 April 2008 (UTC)
 * --SB_Johnny | talk 19:13, 13 April 2008 (UTC)
 * SB Johnny-LM 00:24, 17 April 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 11:40, 15 January 2007 (UTC)
 * SB Johnny-LM 11:13, 13 March 2007 (UTC)
 * --SB_Johnny | talk 18:06, 27 March 2007 (UTC)
 * SB Johnny-LM 13:22, 31 March 2007 (UTC)
 * --SB_Johnny | talk 10:31, 12 April 2007 (UTC)
 * --SB_Johnny | talk 11:33, 26 April 2007 (UTC)
 * SB Johnny-LM 11:37, 7 March 2008 (UTC)
 * SB Johnny-LM 08:40, 22 March 2008 (UTC)

title: BCP/Helleborus x hybridus/Logs


text: File:Joe Mac wedding melody.ogg

title: File:Joe Mac wedding melody.ogg


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text:
LMCC/Obesity

Body Mass Index
$$\left(\frac{\text{weight}}{\text{height}}\right)^2$$ (ie. (kg/m)²)

Classification of weight in adults

 * waist circumference (not waist to hip ratio) can be added to increase the specificity of the BMI. Those at high risk are:
 * Men > 102 cm
 * Women > 88 cm
 * There is a U shaped relationship between BMI and mortality, with those over and underweight showing an increase in mortality

Epidemiology

 * Prevelence of obesity is > 14% (Canada)
 * There has been a doubling of childhood obesity in North America over the last 20 years

Assessment

 * Calculate BMI and waist circumference
 * Ask about comorbidities
 * Coronary artery disease
 * Hypertension
 * Smoking
 * Lipid profile
 * diabetes
 * Sleep apnea
 * Osteoarthritis
 * Gallstones
 * Assess motivation for weight loss and any surrounding support or obstacles
 * Examine past attempts and assess for efficacy
 * physical exam and investigations are based on specific patient complaints

Weight Loss
If:
 * BMI>30
 * BMI 25-29.9 or high waist circumference and 2 risk factors
 * weight loss is not to exceed 1kg/week with an initial goal of 10% loss in 6 months.

Weight Prevention

 * BMI 25-29.9 and less than 2 risk factors

Dietary Therapy

 * women: 1000-1200kcal/day
 * men: 1200-1600kcal/day
 * reduce usual intake by:
 * Obese: 500-1000kcal/day
 * Overweight: 300-500kcal/day
 * these reduction will result in a loss of 1kg/week

Temporary and/or drastic diets do not generally lead to long term weight loss. By reducing the caloric intake suddenly, the body will enter a "starvation mode" and losing fat will be more difficult.

What most people who are obese need is a "permanent" change in their eating habits. Progressive substitution of bad products with healthy products will help reduce the shock from a sudden change in their eating style. A reduction of calories about 10% (maximum 20%) of their original caloric intake should do.

Behavioural therapy

 * involve patients in goal setting
 * self monitor for dietary intake and exercise
 * reward when goals are acheived (not with food though)
 * dietary behaviour: eat slower, use smaller plates
 * modify environmental cues that prompt undesired eating

Pharmacotherapy

 * use if lifestyle changes do no work after 6 months
 * appropriate if BMI > 30 or >27 with co-morbidities/risk factors
 * sibutramine
 * appetite suppresant
 * inhibits norepinephrine and seretonin reuptake
 * side effects: increased BP, tachycardia
 * orlistat
 * reduces GI fat absorption
 * side effects: reduction in fat soluable vitamins, stool leakage diarrhea
 * ezetimibe
 * cholesterol absorption inhibitor
 * side effects:arthralgias, back pain, diarrhea

Surgery

 * for severe obesity
 * "stomach stapling", a bariatric procedure

title: LMCC/Obesity


text:
LMCC/Dyslipidemia

 * abnormal elevation of plasma cholesterol or triglycerides
 * this disorder increases the risks associated with obesity, diabetes and alcohol use

Signs of Hyperlipidemia

 * atheromata - plaques in blood vessel walls
 * xanthoma - plaques or nodules composed of lipid laden histiocystes in the skin and eyelids
 * tendinous xanthoma - lipid deposits in tendons
 * corneal arcus (arcus senillis) - lipid deposits in corena

 * levels should be measured every five years in those > age 20
 * prior to labs, also assess for coronary artery disease risk factors
 * labs drawn are:
 * total cholesterol
 * LDL-C (bad cholesterol)
 * Note: LDL-C cannot be calculated if triglyceride levels are >4.5mmol/L
 * HDL-C (good cholesterol)
 * triglyceride levels

Emerging risk factors for hypertriglyceridemia

 * lipoprotein a
 * genetic risk
 * hormone replacement therapy
 * infectious agents
 * metabolic syndrome

 * must also estimate 10 year risk for developing coronary artery disease using the Framingham heart data

Risk Factors for CAD
Major

1. Smoking

2. Diabetes

3. Hypertension

4. Hyperlipidemia

5. Family History of CAD

Minor

1. Obesity

2. Sedentary lifestyle

3. Hyperhomoysteinemia

Target Lipid Values for Primary Prevention of CAD

 * once risk is established, target levels can be set

 * note: There are no longer any target triglyceride levels

Management

 * use risk level as a guide for treatment
 * use dietary/lifestyle modification for 3 months before initiating drug therapy:
 * weight loss
 * exercise
 * avoid EtOH and smoking
 * blood glucose control
 * increase omega-3 fatty acid intake

 * after the initiation of drug therapy, lipids should be measured after 6 weeks and 3 months.
 * if adequate reevaluate in 6 months
 * monitor ALT, AST and CK every 6 months for signs of transaminitis or myositis, a potential side effect of using lipid lowering agents.

Pharmacology: Lipid Lowering Agents

 * statins: HMG-CoA reductase inhibitors
 * Atorastatin (Lipitor)
 * Lovostatin (Mevacor)
 * Pravastatin (Pravachol)
 * Simvastatin (Zocor)
 * Rosuvastatin (Crestor)
 * bile acid sequestrants
 * nicotinic acid
 * fibrates
 * psyllium
 * cholesterol absorption inhibitors (ie. ezetimibe)

Isolated hypertriglyceridemia

 * normal HDL-C and total cholesterol with elevated triglycerides
 * mild: TG > 2.0mmol/L
 * marked: TG > 4.5mmol/L
 * principal therapy is lifestyle modification
 * drug therapy is nicotinic acid or fibrates

Additional Reading
Statin use in treating high cholesterol

title: LMCC/Dyslipidemia


text:
LMCC/Exercise

Epidemiology
Exercise rates:
 * 25% exercise regularly
 * 50% occasionally
 * 25% sedentary

 * 1/3 of Canadians watch > 15 hours of TV/week

Management

 * caution those with coronary artery disease, diabetes and exercise induced asthma
 * assess patient's current level of fitness, motivation and access to exercise
 * encourage warm up and cool down periods to allow transition between rest and activity
 * cousel to avoid injuries

Exercise Plan
1. Aerobic for 15-60 minutes 4-7x/week
 * balance with all types of exercise
 * improves cardiac function
 * lowers BP
 * increases HDL
 * increases insulin sensitivity

2. Weight-bearing 10=20 minutes 2-4x/week 3. stretching routine 4-7x/week
 * maximum HR=220-age
 * target HR = 60-80% of maximum HR
 * builds muscle strength
 * improves bone density
 * improves posture
 * prevents cramps, stiffness, injuries and back problems

Other benefits:
 * increases feeling of wellbeing and sex drive
 * improves quality of sleep
 * decreases depression/anxiety
 * weight control
 * improves self esteem

title: LMCC/Exercise


text:
LMCC/Stress Management

 * make a list of stress sources
 * modify the environment and events to decrease stress
 * advise reduction/elimination of caffeine
 * encourage a balanced exercise program
 * other strategies
 * progressive deep muscle relaxation
 * tense muscle group for 10-15 seconds then relax, observing the difference
 * autogenic training
 * use mental imagery to induce a feeling of heaviness and warmth
 * diaphragmatic breathing
 * breath slowly and deeply from the abdomen

title: LMCC/Stress Management