text:
Talk:Kinematics

Trace
This lesson uses the trace $$\text{Tr}$$. This doesn't seemed to be defined in the lesson or math review. For the sake of clarity (it took me a minute to figure out what it was) and rigor, I think it should be defined. I'm not entirely comfortable with my terminology, so I am not adding a definition myself.

Papna 02:21, 24 October 2007 (UTC)

I have added a crude definition of the trace. Please add a basis independent definition if you can. Banerjee 04:54, 28 November 2007 (UTC)

Displacement
displacement=distance moved from starting location to ending location when a force is applied to a solid material Mirwin 05:12, 27 November 2007 (UTC)

strains=stretch in material to allow displacement experience from that force Mirwin 05:12, 27 November 2007 (UTC)

The displacement is defined independent of what causes it. These definitions are very basic and should be part of the Strength of Materials course. Banerjee 04:54, 28 November 2007 (UTC)

Infinitesimal
infinitesimal means ... what? I think the use of the term implies we think the axioms and postulate upon which calculus is based are operative ... in other words if the increment size is small enough errors in answers of the summing functions|operators? we use will fade out and as a practical matter be close enough to zero that our solution while not perfect is witin specified performance parameters and constraint and tolerances can somebody paraphrase and agree or disgree to build my confidence thus motivated moving on or making me nervous enough to spend some more time reviewing before depending on my equations and calculated answers. Thanks! Mirwin 05:12, 27 November 2007 (UTC)

The word infinitesimal has a very specific meaning in the context of linear elasticity (and strength of materials, where it is first presented to the student). For our purposes, it means strains that are so small that the stress-strain relations can be considered linear. Banerjee 04:54, 28 November 2007 (UTC)

Finite theory
finite implies in this use not infinite. In other words we can state a definate upper limit or bound. The math (and memory size requirements in computer processor) does not go to infinity when operating with finite numbers and elements? Can say yes no maybe? If this no otherwise correct? Mirwin 05:12, 27 November 2007 (UTC)

The word "finite" in the context of elasticity (and applied mechanics in general) has a very specific meaning. It indicates that strains are not infinitesimal. Note that infinitesimal does not mean zero. Banerjee 04:54, 28 November 2007 (UTC)

Displacement (definition)
So if one assigns a coordinate system to the space volume occupied by a solid object and then provide basis vectors of coordinate system allocated to the object of interest there should be a linear transformation (a matrix one can multiply by the first matrice of designated points to arrive at the location of each individual point inside the object after the object has been deformed (rather than merely displaced)from original rest state by an applied load Mirwin 05:20, 27 November 2007 (UTC)

Yes. That's correct. The object that has that property is called the "deformation gradient" which is a two point tensor. It doesn't matter whether the object has been deformed or merely "displaced". As long as there are two configurations and you can create a map you will have a deformation gradient which may or may not be the identity. Banerjee 05:00, 28 November 2007 (UTC)

Finite rotational tensor?
Is there a finite-strain equivalent of the infinitesimal rotation tensor? In the infinitesimal case there is a nice decomposition of the displacement gradient into symmetric ($$\epsilon$$) and skew-symmetric (W) components; in the finite-strain case, E is again symmetric, but it is not so obvious to me that there is a sensible skew-symmetric counterpart. Thanks, Ged.R 09:30, 11 November 2008 (UTC)

title: Talk:Kinematics


text:
User talk:Zipman191

Welcome
Hello Zipman191, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 02:23, 24 October 2007 (UTC)

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

title: User talk:Zipman191


text:
User talk:Prabudavid

Welcome
Hello Prabudavid, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 02:24, 24 October 2007 (UTC)

title: User talk:Prabudavid


text: Category:Research projects

title: Category:Research projects


text:
Draft:Archive/2024/WikiService

Welcome to the "School of WikiService", part of the service community. The School of WikiService is a content development project where participants create, develop and organize learning resources about how to productively contribute to Wikimedia Foundation projects. The School of WikiService is under development, but it aims to develop resources for learning about all the fundamental wiki editing tasks that help Wikimedia projects grow and thrive. Learning resources of the School of WikiService are modular, but some basic learning resources should be utilized and mastered before attempting to utilize other more advanced resources.

Interested users
If you want to help develop the School of WikiService, please click here and list yourself and describe how you plan to contribute to this content development project.

To do

 * 1) Anyone who can help choosing a better name for the project is welcome to discuss it on the talk page
 * 2) Our user template needs the attention of someone familiar with template work (instructions on that page)
 * 3) Anyone who wants to volunteer to begin writing course material, please do so, and be bold! Go ahead and design your own modules - even altering the curriculum - on areas you have experience in. Remember to make assignments/quizzes level appropriate in terms of difficulty.

Recommended preconditions

 * You should know how to edit wiki pages, and tested this in a Sandbox.

Qualifications

 * Main page: Levels

Upon completion of your course program, you will be able to display your qualification on your home wiki, in the form of either a banner or userbox. The WikiService Academy runs a simple level-based learning system. You can attain higher levels of qualification through further study and examinations. A full list of qualifications levels can be found here

Further study
The following service-learning courses are invaluable to compliment your studies here, and will lead to higher qualifications.

 * 500 Leadership: is an ability to organize groups of editors in such a way that they accomplish clearly defined goals and are happy, while upholding the open-source, sociocratic and newcomer-friendly spirit of every wikimedia project.
 * 501 Dispute resolution: is the ability to resolve disagreements, whether as one of the parties to the dispute or as a mediating third party, in a fair and diplomatic manner, and to the satisfaction of all parties if possible.
 * 511 Technical support: Is the ability to answer technical questions related to hardware or software, raised on Help desk, Village pump (technical), Reference desk/Computing, discussion pages, other wikis, and Wikimedia's IRC channels; and do so diplomatically, concisely, thoroughly and with as few rounds of discussion as possible.
 * 601 Web law in the United States: includes an understanding of copyright, trademark and fair use law, as well as various free use licenses and the differences and compatibility between them. Also covers privacy, defamation and libel laws as they apply to Wikipedia.

title: Draft:Archive/2024/WikiService


text: Category:Applied mechanics

title: Category:Applied mechanics


text: Category:Biomechanics

title: Category:Biomechanics


text: Category:Business process management

title: Category:Business process management


text: Category:Cognitive psychology

title: Category:Cognitive psychology


text: Category:Countries

title: Category:Countries


text:
Draft:Archive/2024/WikiService/User

Template help needed
If anyone has the time and skills to configure this template with multiple "if" parameters for each level of qualification (listed here), it would be greatly appreciated. Ideally a parameter for every level of qualification from this: to the above template would be employed, to save using so many templates for different levels of qualification. Another "if" parameter for users having achieved the service award. Ask User:Pumpmeup for details if needed, or be bold.

title: Draft:Archive/2024/WikiService/User


text:
User:Zina~enwikiversity

Hi everyone!

I am Zina, currently a graduate student in a Masters program at the Department of Computer Science in the University of Saskatchewan.

I came across Wikiversity by coincidence and what a lovely one it is!

I posted a few questions and was wondering whether I'd get a reply, I am so glad to get answers and feedback from other members. Thank you all for your support.

Since I'm still new, it might take me a while to be familiar with all the options.

I wish this project all success and hope to be able to contribute successfully.

Regards, Zina 05:51, 24 October 2007 (UTC)

title: User:Zina~enwikiversity


text: File:LoadedTrussBridge.JPG

title: File:LoadedTrussBridge.JPG


text:
Talk:Overview of Cell Biology/Mitosis

Cell cycle page?
Hi. I was looking to add a description of the cell cycle to Wikiversity, but could not find any other relevant page. Hope it is OK to describe the whole cycle on a page titled Mitosis...I've tried to keep the emphasis on mitosis. I see that a previous attempt (not mine) has been deleted (in 2007). I am a new wiki-user, so suggestions welcome. --M123 21:36, 27 February 2008 (UTC)

copy + paste from Wikipedia
Hello, this seems to be copy + paste from Wikipedia's article Mitosis Please see: What Wikiversity is not

 * "A duplication of other Wikimedia projects. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, i.e. writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus."

Also worthwile reading: What is Wikiversity? How to Cite from Wikipedia.

What I do not understand is, that the IP itself made an edit like: pp-semi-vandalism|small=yes. Erkan Yilmaz ( my talk page, wiki blog ) 06:37, 24 October 2007 (UTC)

 * The original article at Wikipedia is semi-protected and marked as such with . Someone may have been frustrated by that and decided to make a copy here. --JWS 13:50, 24 October 2007 (UTC)
 * Thanks for the explanation and the reedit on the page, Erkan Yilmaz ( my talk page, wiki blog ) 15:31, 24 October 2007 (UTC)

Removed content
Cells of the skin, gut, immune system and hair go through the cycle much more often than other tissues of the body. If a cell is not supposed to continue reproducing, it exits the cell cycle and enters a state called G0. The cell cycle is regulated by checkpoints at end of each phase. Before it can continue to the next phase, the cell first has to have minimal levels of DNA damage. DNA is damaged by free radicals such as those from sunlight and junk food. The cycling of the cell is controlled by proteins known as cell cycle regulators such as cell cycle inhibitors, one of which is p53, and cyclins (and their dependent kinases). ---Atcovi (Talk - Contribs) 12:19, 26 January 2018 (UTC)

Extra information
This is from a worksheet I had to do in class ---Atcovi (Talk - Contribs) 21:48, 30 January 2018 (UTC)
 * 1) Interphase - Chromosomes are not visible; Cytokinesis is completed; The cell plate is completed; Chromosomes are replicated; The organization phase.
 * 2) Prophase - The nucleolus begins to fade from view; The nuclear membrane begins to fade from view; The spindle is formed.
 * 3) Metaphase - The chromosomes are located at the equator of the cell; Chromatids line up along the equator.
 * 4) Anaphase - The sister chromatids are moving apart; The sister chromatids are moving towards the poles of the cell.
 * 5) Telophase - A new nuclear membrane is forming around the chromosomes; The cytoplasm of the cell is being divided; The chromosomes become invisible; The division (cleavage) furrow appears; The reverse of prophase.

title: Talk:Overview of Cell Biology/Mitosis


text: User:Pumpmeup/Sandbox

title: User:Pumpmeup/Sandbox


text:
California Legal Apprenticeship Program

Introduction
The California Legal Apprentice Program allows California residents to become attorneys without graduating from college or law school, assuming they meet basic educational requirements: if the candidate has no college degree, he or she may take and pass the CLEP, or College Level Examination Program. The Bar candidate must study under a judge or lawyer for four years and must also pass the Baby Bar within three administrations after first becoming eligible to take the examination.

Lecture
This is your orientation to Wikiversity 1L Program. 1L is how lawyers and law students informally refer to the first year of the law school education. Law school education (part-time) in the United States is typically 4 years. The first year courses are typically: /Contracts/, /Torts/, /Property, /Civil Procedure/, /Criminal Law/, and /Legal Writing/.

Law school experience can be quite new to many. It has its own logic and jargons. It is your job to get used to those strange terms and rules.

Some reference wikibooks you need to get before you start school.

 * Law outlines
 * hornbooks
 * nutshell
 * Treatise

Assignment
Read the list of the law school terminology.

Complete the exercise. /Legal Jargons/

1L

 * /Introduction to Law/
 * /Contracts/
 * /Legal Research & Writing I/
 * /Criminal Law/
 * /Torts/
 * /Legal Research & Writing II/

2L

 * /Civil Procedure/
 * /Constitutional Law/
 * /Property/
 * /Criminal Procedure/
 * /Legal Research and Writing III/
 * Elective

3L

 * /Corporations/
 * /Wills and Trusts/
 * /Evidence/
 * /Remedies/
 * Elective
 * Elevtive

4L

 * /Community Property/
 * /Legal Research and Writing IV/
 * /Professional Responsibility/
 * Elective
 * Elective
 * Elective

Law Review

 * Wikiversity Law Review

title: California Legal Apprenticeship Program


text:
Draft:Archive/2024/WikiService/Levels

This chart represents the qualification level of WikiOfficers.

Qualifications
Each level of qualification leads onto the next. For example to get to level 4, you must first complete level 3. Thanks for enrolling! All green modules completed. Start here if you have a special status or role on a Wikimedia wiki (i.e. sysop, trusted user) - you must have sought approval from one of the commissioners. You don't need to do the green modules. You choose between either completing all the purple modules or all of the blue modules. You now complete whichever set of blue or purple modules you did not complete in level 2, and 1 further study course. All orange modules completed and 1 more study course. All red modules completed and 2 more further study courses. Users only that have demonstrated a strong will to help in the management of the school are welcome to help writing course material. All applicants considered but users having completed level 3 or above preferred. Given when great work has been noticed by a level 4 or above user on any wiki.
 * None
 * 1
 * Special
 * 2
 * 3
 * 4:
 * 5:
 * Management
 * Award

title: Draft:Archive/2024/WikiService/Levels


text: Category:BCP/Species

title: Category:BCP/Species


text: Category:Bloom Clock Plants by Taxa Level


text: Category:BCP/Leaf complexity undefined

title: Category:BCP/Leaf complexity undefined


text: Category:BCP/Leaf arrangement undefined

title: Category:BCP/Leaf arrangement undefined


text: Category:BCP/Deciduous leaves

title: Category:BCP/Deciduous leaves


text: Category:BCP/Unlobed leaves

title: Category:BCP/Unlobed leaves


text: Category:BCP/Genus/Salvia

title: Category:BCP/Genus/Salvia


text: Category:BCP/Taxa level undefined

title: Category:BCP/Taxa level undefined


text: Category:BCP/Petiolate leaves

title: Category:BCP/Petiolate leaves


text: Category:BCP/Genus/Perilla

title: Category:BCP/Genus/Perilla


text:
Template talk:Bcp3

Search for updates:

 category=Bloom clock project templates/bcp3 order=descending ordermethod=lastedit

title: Template talk:Bcp3


text:
User:Vineet sharma

Vineet Sharma - wish to start from scratch to enjoy mathematics

title: User:Vineet sharma


text:
BCP/Ulex europaeus/Logs

This page contains recent bloom logs for the plant Ulex europaeus (Gorse).

Recent Logs

 * SortaQuiet 04:53, 17 June 2007 (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/Ulex europaeus/Logs


text:
BCP/Agapanthus africanus/Logs

This page contains recent bloom logs for the plant Agapanthus africanus (Agapanthus).

Recent Logs

 * SortaQuiet 23:02, 17 June 2007 (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/Agapanthus africanus/Logs


text: Category:BCP/Family/Alliaceae

title: Category:BCP/Family/Alliaceae


text:
BCP/Camellia japonica/Logs

This page contains recent bloom logs for the plant Camellia japonica (Japanese Camellia).

Recent Logs

 * SortaQuiet 23:02, 17 June 2007 (UTC)
 * SB Johnny-LM 11:26, 4 April 2008 (UTC) (just a few flowers open so far)
 * SB Johnny-LM 10:06, 9 April 2008 (UTC)
 * HortMan 00:47, 13 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).
 * (no archived logs yet)

title: BCP/Camellia japonica/Logs


text: Category:BCP/Evergreen leaves

title: Category:BCP/Evergreen leaves


text: Category:BCP/Family/Theaceae

title: Category:BCP/Family/Theaceae


text: Category:BCP/Genus/Camellia

title: Category:BCP/Genus/Camellia


text:
BCP/Taxus baccata/Logs

This page contains recent bloom logs for the plant Taxus baccata (Yew).

Recent Logs

 * SB Johnny-LM 13:22, 31 March 2007 (UTC)
 * --Juan 09:06, 20 March 2008 (UTC)
 * --SB_Johnny | talk 12:22, 28 March 2008 (UTC)
 * SB Johnny-LM 11:33, 4 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).
 * (no archived logs yet)

title: BCP/Taxus baccata/Logs


text: Template:Bcp/pollination/wind

title: Template:Bcp/pollination/wind


text:
BCP/Lonicera x bella/Logs

This page contains recent bloom logs for the plant Lonicera x bella (Bell's Honeysuckle).

Recent Logs

 * SBJ 12:05, 12 May 2007 (UTC)
 * --SB_Johnny | talk 23:17, 20 May 2007 (UTC)
 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * --SB_Johnny | talk 10:21, 26 May 2007 (UTC)
 * SB Johnny-LM 11:45, 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/Lonicera x bella/Logs


text: Category:BCP/Semi-evergreen leaves

title: Category:BCP/Semi-evergreen leaves


text: Category:BCP/Genus/Lonicera

title: Category:BCP/Genus/Lonicera


text:
BCP/Sedum acre/Logs

This page contains recent bloom logs for the plant Sedum acre (Biting Stonecrop).

Recent Logs

 * --SB_Johnny | talk 14:34, 9 June 2007 (UTC)
 * --SB_Johnny | talk 09:52, 18 June 2007 (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/Sedum acre/Logs


text: Category:BCP/Genus/Sedum

title: Category:BCP/Genus/Sedum


text:
BCP/Ligustrum/Logs

This page contains recent bloom logs for the plant Ligustrum (Privet).

Recent Logs

 * SB Johnny-LM 19:55, 8 June 2007 (UTC)
 * --SB_Johnny | talk 09:27, 30 June 2007 (UTC)
 * --SB_Johnny | talk 11:41, 8 June 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/Ligustrum/Logs


text: Category:BCP/Genera

title: Category:BCP/Genera


text: Category:BCP/Genus/Ligustrum

title: Category:BCP/Genus/Ligustrum


text:
BCP/Erysimum cheiri/Logs

This page contains recent bloom logs for the plant Erysimum cheiri (Wallflower).

Recent Logs

 * SortaQuiet 23:02, 17 June 2007 (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/Erysimum cheiri/Logs


text: Category:BCP/Genus/Erysimum

title: Category:BCP/Genus/Erysimum


text:
BCP/Leptospermum scoparium/Logs

This page contains recent bloom logs for the plant Leptospermum scoparium (New Zealand Tea Tree).

Recent Logs

 * SortaQuiet 23:02, 17 June 2007 (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/Leptospermum scoparium/Logs


text: Category:BCP/Family/Myrtaceae

title: Category:BCP/Family/Myrtaceae


text:
BCP/Lantana involucrata/Logs

This page contains recent bloom logs for the plant Lantana involucrata (Lantana).

Recent Logs

 * SortaQuiet 04:53, 17 June 2007 (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/Lantana involucrata/Logs


text:
BCP/Dianthus deltoides/Logs

2007 Logs

 * SortaQuiet 23:02, 17 June 2007 (UTC)
 * Jomegat 4 August 2007 (from photos)
 * --Juan Karlstein 17:18, 11 October 2007 (UTC)

2008 Logs

 * Jomegat 29 June 2008 (from photos)
 * Jomegat 18 July 2008 (from photos)

2009 Logs

 * Jomegat 11 June 2009 (from photos)
 * Jomegat 00:34, 26 June 2009 (UTC)
 * Jomegat 23:40, 18 July 2009 (UTC)

Recent Logs

 * Jomegat 00:37, 31 May 2010 (UTC)

title: BCP/Dianthus deltoides/Logs


text:
Category:BCP/Genus/Dianthus

Dianthus is a genus of about 300 species of flowering plants in the family Caryophyllaceae, native mainly to Europe and Asia, with a few species extending south to north Africa, and one species (D. repens) in arctic North America.

title: Category:BCP/Genus/Dianthus


text:
BCP/Daphne odora/Logs

This page contains recent bloom logs for the plant Daphne odora (Daphne).

Recent Logs

 * SortaQuiet 23:02, 17 June 2007 (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/Daphne odora/Logs


text: Category:BCP/Family/Thymelaeaceae

title: Category:BCP/Family/Thymelaeaceae


text:
User:Peterblaise

Peter Blaise Independent High-Tech Computer Support in Plain Language, Since 1969 2776 South Arlington Mill Drive #277 Arlington, Virginia 22206 US

http://www.peterblaise.com/

[mailto:peterblaise@yahoo.com peterblaise@yahoo.com]

703-845-1556

Please join me on my discussion/talk page - thanks.

 * As of 2008-01-10 18:35, http://en.wikiversity.org/w Wikiversity holds a total of 45,608 pages, 6,020 articles in the main namespace, and 3,700 uploaded files.

 * As of 2024-July-,  holds a total of  pages,  articles in the main namespace, and  uploaded files.

... more at special:statistics, see also special:version

title: User:Peterblaise


text: Category:BCP/Genus/Corydalis

title: Category:BCP/Genus/Corydalis


text:
User:Rayhan/Math shortcuts

Suppose you want to quickly multiply any number with 11, there is an easy way: 352х11 Leave spaces between the first and the last digit: 3 (5) 2   3+5, 5+2 let the first digit stay where it is. Put the sum of the first digit and the middle digit after the first digit: 3(8)  5+2 do the same thing with the middle and last digit:

3(8)  (7)2

The answer is 3872.

Another example: 2645х11 2[ 2+6 6+4 4+5   ]5 =    8  10   9 we cannot put 10 directly, so you have to carry the "1" of 10 should be added to 8. 2[ 8+1 ← 0  9    ]5 2[    9   0  9    ]5  =29095

Ok, this method is more useful for multiplications of smaller units such as the first example, as it saves time.

Contributed by Rayhan

title: User:Rayhan/Math shortcuts


text:
User talk:Rayhan

Welcome
Hello Rayhan, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWS 13:16, 24 October 2007 (UTC)

title: User talk:Rayhan


text:
User talk:Peterblaise

Welcome
Hello Peterblaise, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWS 13:17, 24 October 2007 (UTC)

Museum photography
Hello,

thank you very much for your edits on Museum Photography, I greatly appreciate them. I'd like to apologise for having removed a small parts of them at : it's often that they are very focused on US realities which might not be relevant to other countries; for instance, invoking "Free speech" is almost an absolute weapon in the USA, but much less so in many European countries. I hopt that you don't mind.

Thank you very much for the links on white balance and your other many improvements which make the text much smoother. Cheers ! Rama 08:13, 22 December 2007 (UTC)

title: User talk:Peterblaise


text:
User talk:Rayhan/Math shortcuts

This seems to be a learning resource. Is this really about logic? Probably should be moved out of the topic namespace to a page with a name that better describes the content. --JWS 13:29, 24 October 2007 (UTC)
 * I agree with JWS. This is certainly not about logic.
 * old page moved; see Math shortcuts --Remi 19:36, 1 January 2008 (UTC)

title: User talk:Rayhan/Math shortcuts


text:
Draft talk:Archive/2024/WikiService

Name for this project
"better name for the project" <-- Maybe something like "School of Wiki Participation". --JWS 13:44, 24 October 2007 (UTC)
 * Yeah I though of "WikiStandards" last night, so it's like a level based thing and users can be qualified to do a certain set of things or whatever. Any more input is welcome then we can weigh up some more options --Pumpmeup 01:54, 25 October 2007 (UTC)
 * Well I went ahead and moved it all. What I really envisage for this project is level based learning where the amount of effort you put in equates to easily recognizable awards. Eventually this would become a kind of thing where users that have completed a certain level can be trusted with matters involving wiki-subjects they have learned. e.g:

 * Scenario 1:
 * User:John Doe spots a suspected copyrighted image that has license terms he doesn't understand. He looks in Category:Level 4 Users (or whatever) and finds User:Jane Doe (who has the appropriate template on their user page with a verify button), and asks her. Jane, having of course studied the appropriate copyright course material during her studies, advises John what to do.

 * Scenario 2
 * User:Jane Bloggs is going around welcoming new users. She comes across User:Joe Bloggs, who has the Level 3 template on their userpage, and it is verified OK. She gives a special message, telling him places he can help out on the particular wiki.

 * Scenario 3
 * User:Jane Bloggs has just met a user whose opinions regarding controversial content clash. The other user is verified Level 5. Jane decides to not discount the user's opinion, and to pay attention to all his complicated reasoning - they are obviously dedicated and know their stuff.

Yeah. Eventually I will get round to writing a mission statement that everyone can contribute to then we can finalize and stick to it as a guide for the project. This is why I've fallen in love with Wikiversity- theres no rigid protocols and no a**holes to kill you every time you do something your way as on Wikipedia. --Pumpmeup 02:33, 25 October 2007 (UTC)
 * Wikipedia has a very narrow mission: make encyclopedia articles. In some sense, there should be a fairly narrow range of options available for Wikipedia participants....I suspect there are not all that many good ways to use wiki technology to make an encyclopedia....and if you want to have Wikipedia be a "showcase" for wiki success, you just need to pick one approach and get on with the task. At Wikiversity we can be more experimental. There might be a very large number of good strategies for using wiki to facilitate online learning, and Wikiversity is open to all of them. But here at the start, most people in the world do not see wiki technology as a general-purpose tool for learning. We do need to construct some "proofs of concept". Back when Wikiversity was being planned, I argued that a good starting strategy would be to provide "service courses" to Wikipedia. I still think this is a good approach. --JWSchmidt 03:02, 25 October 2007 (UTC)
 * I agree wholeheartedly. One aspect that I'd really like to emphasize aside from useful course content is creating a structure of formal (within Wikimedia) qualification (in a sense), that will actually be known by many users. JWS, if theres anything in this school you want to change (names, wording, etc) please do --Pumpmeup 03:58, 25 October 2007 (UTC)
 * Yay! I think I derived the perfect name: School:WikiService. Perfecto! I will change it when I get home tonight. I guess it has been renamed a lot, but hey it helps with the ol' editcountitis ;-). Still anyone with better suggestions go ahead and change it (be sure to check Category:WikiStandards) or just sugest it here. --Pumpmeup 05:48, 27 October 2007 (UTC)
 * I like the name WikiService as well, it captures what the project is about: "service" for a greater community good. Love the idea as well and keen to help out. Countrymike 23:51, 6 November 2007 (UTC)

Formal qualification
"a structure of formal (within Wikimedia) qualification (in a sense)" <-- I think it is only gradually, over a long period of time, that this type of educational resource will gain recognition as being useful within the Wikimedia community....and it will take a lot of work here at Wikiversity to achieve that. Any mark of "formal qualification" that arises from this project will initially only be relevant within this project. If the "graduates" can successfully go out into the Wikimedia community and perform useful tasks and not cause problems, then the Wikimedia community will slowly come to trust this project. There will never be a day when Jimbo or any other "voice from above" decrees that the "graduates" have earned some kind of official status within the Wikimedia community. This is implicit in how Wikiversity was created as a Wikimedia project....the Wikimedia Foundation Board of Trustees decided that Wikiversity (since it is an open wiki) cannot have any kind of system of formal certification or accreditation. As an open community, all we have is volunteers with an edit history. If a user account has a history of good constructive edits, then other editors will slowly come to trust that account. It takes time to establish that kind of trust and it is very easy to mess up, do something that disrupts the mission of a project, and destroy that trust. So all that can be hoped for is that some years from now, many people in the Wikimedia community will respect the work of editors who have "graduated" from this school and when they notice clueless editors having a problem, they will suggest that newbies come to Wikiversity to learn how to do basic useful tasks in a wiki community.--JWS 15:10, 27 October 2007 (UTC)

Ranks
This project has some virtue, but the use of police ranks is appalling. It would be much more appropriate to grade the progress through the modules in the way a university does. The ranks should be removed immediately. I also note the related page on the English Wikipedia is proposed for deletion and the military-like ranks are one reason. --Bduke 03:13, 27 October 2007 (UTC)
 * I don't think anyone is wild about the prospect of using military-style ranks. There has also been some IRC discussion of the fact that some people like structured learning while other people do not. Potentially there could be several tracks with different approaches to helping people learn about participating in wiki-based projects. For people who do enjoy structure and step-by-step rewards, what might be a good approach? "the way a university does" <-- in most cases this means grades. How would that work at Wikiversity? Another alternative would be to use some kind of "portfolio system". The tangible unit of activity at a wiki is the edit. Wikiversity has a "learn by editing" approach. People could complete tasks such as "categorize 10 uncategorized pages" and document those tasks with difs in their portfolio. --JWSchmidt 03:29, 27 October 2007 (UTC)
 * First, I note that the English Wikipedia page has been speedy deleted. Second, I suppose the best university approach would be a transcript on the users userpage listing the modules they have completed. However, I remain unconvinced that we need this formalized approach anyway. I am fairly sure it will not ever fly on the English Wikipedia, but it might I suppose have some uses here. I just do not know enough about wikiversity yet. --Bduke 11:00, 27 October 2007 (UTC)
 * Geez, I hate them myself. Please CHANGE IT! Or else I will --Pumpmeup 04:13, 27 October 2007 (UTC)

 * It seems like this is probably moving towards there being a system of userboxes that would say things like, "I like to help categorize pages. How's my work? See my portfolio which lists the 374 pages I have helped to categorize." In addition, there could be a system of "requests for comments". An editor could ask the community to evaluate their skill at some task such as categorizing pages. That editor could then provide links from their portfolio to their "requests for comments". Of course, if the community does not like someone's editing and there is a call for community comments, the record of those comments (even if negative) would have to be included in the portfolio. --JWS 15:09, 27 October 2007 (UTC)

User names
I'm not sure what to call graduates: qualified gnomes? WikiOfficers? Any input appreciated --Pumpmeup 05:43, 27 October 2007 (UTC)
 * I suggested (in the section above) that there could be a system involving a formal record of an editor's edit history contained in an editor's portfolio, userboxes and "requests for comments". I guess the question is, would there be something special for when someone has had a positive outcome from "requests for comments" on every skill covered by the "School of WikiService"? There could be one final "request for comments" in which the community reviews an editor's entire edit history and makes sure that their portfolio, userboxes and record of positive "requests for comments" is in order. The history of such a "graduates' RFC page" would be a record of the "graduates of the School of WikiService". I suppose people could call themselves "graduates of the School of WikiService" if they have on record such a community-based evaluation of their editing history. I'm having a hard time imagining that there needs to be a special name for "a graduate of the School of WikiService". --JWS 15:24, 27 October 2007 (UTC)
 * Seriously, JWS, you kick my ass at good ideas - so please implement them as you see fit, my master almighty. Your humble servant, --Pumpmeup 15:54, 27 October 2007 (UTC)

content development project
I started formatting the project as a Wikiversity content development project. Subpages of the main school page can be used for pages such as School:WikiService/Particpants. I think each "module" or "level" should eventually have its own page in the topic namespace. All actual learning resources go in the main namespace. --JWS 16:03, 27 October 2007 (UTC)
 * Ok thanks - I will keep that in mind - for now the few pages are really just demo framework --Pumpmeup 16:06, 27 October 2007 (UTC)

Discussion taking place on Requests for Deletion

 * See Requests_for_Deletion (aka RFD). If that discussion is underway, you are more than welcome to place long comments here and link to them from the RFD page.--Guy vandegrift (discuss • contribs) 15:42, 7 March 2024 (UTC)

title: Draft talk:Archive/2024/WikiService


title: Template:Bcp-7.10.24


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User talk:Vineet sharma

Hello, read your user page - have fun then at School:Mathematics. Below more info about Wikiversity, Erkan Yilmaz ( my talk page, wiki blog ) 15:34, 24 October 2007 (UTC)

Welcome
Hello Vineet sharma, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 15:34, 24 October 2007 (UTC)

title: User talk:Vineet sharma


text:
User talk:Andybrooks

Welcome
Hello Andybrooks, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 15:36, 24 October 2007 (UTC)

title: User talk:Andybrooks


text:
User talk:Str1der1

Welcome
Hello Str1der1, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 15:39, 24 October 2007 (UTC)

title: User talk:Str1der1


text:
Thinking (design)

Thinking is an important step in design. The end goal of design is functionality. While there is room for aesthetic value, say the look and feel of the iPhone, in the end, usability and how well the phone works will determine its fate. One way to avoid misguided design is to think ahead. Professional designers typically think ahead about the objectives of their design project, the audience, and the range of potential solutions. In addition, designers have to resolve the inherent conflict between form and function. A design scheme that is very pleasing in terms of function may not work well. The challenge, then, create pleasing design without significantly compromising function.

Discussion questions and essay ideas

 * What are some ideas to keep in mind so as to design products and services to be most useful to consumers?

title: Thinking (design)


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User:Prabudavid

Prabu David is a professor in the School of Communication at Ohio State University. He teaches courses in visual communication and new communication technologies.

title: User:Prabudavid


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VJ-U/VJ-U undergraduate survey

A survey-style class taught to students at the undergraduate level.

Outline
This is a hands-on course on the tools and techniques of the Video Jockey, including computer and standalone hardware tools for audiovisual clip production, live performance and screening.

VJ-U @ Eyebeam is an intensive immersion into the realtime cinema-making process. Students will individually and collectively make new work every week, which will be seen by audiences attending Open Lab audiovisual 'jams' at Eyebeam, surfing the web and watching public access TV.

Students will help to develop custom tools including "Vidymis", a digital interface for analog video synthesis. Guest artists will include VJs, video artists, musicians and programmers. VJ-U @ Eyebeam will examine if the increasing accessibility of technological tools is fostering a global dialog in a wordless language. The course will culminate in a final audiovisual composition of the students’ own design and execution.

This course is extremely hands-on. It is assumed that most project work will be completed during class time, and as such class attendance will be essential to completing project work. Access to Eyebeam’s facilities and equipment is limited to class and lab hours. In addition, there may be some field trips that fall outside the class hours, and regular jams will be held during Eyebeam's Ed Lab 'Office Hours' on Tuesdays from 4-6 pm. The course will also include limited readings and assignments.

Your final grade for VJ-U @ Eyebeam will reflect your attendance, completion of assignments, project work, and class/lab participation.

Syllabus
Examine 'viral' media on the web and preliminary design of students' individual and collective public media presence. Make 'shadow' self-portraits
 * WEEK ONE - Video/Persona/Shadow

Students continue to shape their media presence in a series of 'mirror' exercises
 * WEEK TWO – Viral Videos

Examine Second Life and make avatars. Guest VJ Dan Winckler
 * WEEK THREE – Avatar Self

Use of graphics/image processing to establish students' media "brand". Use VDMX to make media. Guest VJ David Lublin of Vidvox and LMNOPF Assignment: make clips to bring in next week’s class
 * WEEK FOUR – VJ Branding

Using GRID to scratch clips and make VJ-style shorts.
 * WEEK FIVE – Video Music

Video mixers, realtime montage & compositing.
 * WEEK SIX – Mixing It Up

History of VJing, part 1. Students make shorts with strictly optical techniques
 * WEEK SEVEN – Old School Tricks: In-Camera

History of VJing, part 2. Analog signal processing
 * WEEK EIGHT – Old School Tricks: Image Processing

History of VJing. Students use digital image generation & processing techniques within/without computers. Guest: Bill Etra
 * WEEK NINE – Old School Tricks: Digital [DOES NOT EQUAL] Computer

Overview of Audiovisual Synthesis. Students use and critique Vidymis. Guest: Stephan Moore
 * WEEK TEN – Synaesthesia

With guest artist 99 Hooker of rev.99.
 * WEEK ELEVEN – Live Video Bands/Multichannel Video Art

Students make audiovisual compositions for live performance
 * WEEK TWELVE – Putting it all Together

Students make audiovisual compositions for live performance
 * WEEK THIRTEEN – Putting it all Together

 * WEEK FOURTEEN – Present Final Projects / Final Critique

 * WEEK FIFTEEN - Present Final Projects / Final Critique

title: VJ-U/VJ-U undergraduate survey


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Category:Wikiversity centers

Materials having to do with Wikiversity Centers.

title: Category:Wikiversity centers


text:
Category:Traditional Christian Theology

Materials having to do with Traditional Christian Theology.

title: Category:Traditional Christian Theology


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Category:Orthodoxy

Materials having to do with Orthodoxy.

title: Category:Orthodoxy


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Category:Christian studies

Materials having to do with Christian Studies.

title: Category:Christian studies


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Category:Roman Catholicism

Materials having to do with Roman Catholicism.

title: Category:Roman Catholicism


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Category:Orthodox Christian studies

Materials having to do with Orthodox Christian studies.

title: Category:Orthodox Christian studies


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Category:Wikiversity streams

"Within education a learning stream can be a path of intellectual development taken by a learner." -- JWSchmidt
 * This Category is for materials having to do with Wikiversity streams.

title: Category:Wikiversity streams


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User talk:Royalicecream

Welcome
Hello Royalicecream, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 21:17, 24 October 2007 (UTC)

title: User talk:Royalicecream


text:
User:Nibiru~enwikiversity

USMLE

title: User:Nibiru~enwikiversity


text:
Talk:Introduction to Category Theory

I wonder if it wouldn't be an idea to introduce initial and terminal objects before all the other constructions, and then piggyback products, etc. on these. I'm not a mathematician (rather a linguist trying to get a better sense of what Joachim Lambek, Anne Preller, Carl Pollard and various other people are on about), but I have spent a fair amount of time with various kinds of introductions to Category Theory.

One thing is that, from my beginner's perspective, it's quite impressive that the set-theoretic property of having one member can be induced by the arrow-theoretic property of being a terminal object, and zero members by the property of an initial object. & these are the simplest universal properties, and really the basis for all of them, since (co-)products etc. can be described as (co-)initial objects in various 'spinoff categories' from the category of current interest. - Avery Andrews

I've updated the skeleton of lessons 4 to include initial and terminal objects. I'm not familiar with the term 'piggyback product', but pullback is a product that is constrained by a relation, usually written $$A \times_C B$$, is it the same thing? Tlep 09:10, 25 October 2007 (UTC)

I was using `piggyback' as a verb. So a product of A and B (in that order) is a terminal object in the category whose objects are 3-tuples (C, f, g) and so on as described by John Armstrong in the Unapologetic blog. So the idea was that if people first get the idea of terminal objects, then you can get the product by adding a bit more stuff to that. Coproducts will likwise be initial objects in another category. Well I really don't know if this would be more immediately intelligible for beginners than what seems to be the usual approach of presenting the whole thing in one chunk -- it's still pretty complicated (for beginners) when all the bits are filled in. Looking at different cat theory books, I don't get the impression that people really know the best order to present things in. - Avery Andrews

Yes terminal object of 3-tuple category (C, f, g) is $$(A \times B, \pi_1, \pi_2)$$, but I think it's too hard for beginners to think about the cone category over the original category. But maybe it's a good thing to mention after easier universal mapping property definition. Tlep 22:21, 25 October 2007 (UTC)

I'm not entirely sure it would be too hard, on the basis that I had so much trouble with the product concept to begin with. Of course the general concept of cone doesn't belong here at all. And people might differ considerably in what kind of approach they found most intelligible at the beginning. Maybe it would be possible to set up alternate tracks thru the material so as to find out which ones people found most useful. A possibility of the web that doesn't get used much, it seems to me.

Hmm what if I set up something like an `experimental alternate ch 4' in the lesson plan, to just see what it would look like. It would be a while before it looked like anything :)

Also, what is your conception of the difference between a `course' and a `textbook'? I would think of a course, in this context, as being more like a series of lectures, which I'd see as ideally less formal in style and comprehensive in direct coverage, tho with full linkage to textbook-like treatments.AveryAndrews 23:35, 27 October 2007 (UTC)

If you want to set up alternative paths, Be bold and do it, I feel all participation is good. I think we both know too much to say what beginners can or can't learn, we will have to wait for nooby category theory virgins to tell us. What's the difference between course/textbook? Why put this in wikiversity and not wikibooks? Books are for self-study, courses are for interaction between people. I plan to stay here for a while and see if this course gets any happy students. Tlep 19:50, 28 October 2007 (UTC)

Well I think I'll hold off a bit on alternate paths, til the main one is better established; I just made some edits to expand things a bit (but forget to log in).AveryAndrews

In the lesson on monoids I use functions Abbalize, Hellolize, and Canyoulize. How does the '-lize' ending sound to a native english speaker? The most logical choice would be AbbaPlus, HelloPlus, and CanyouPlus, but i feel that's too dry, I rather let the reader decrypt the meaning of the ending. What is you're opinion as a linguist? Tlep 11:31, 3 November 2007 (UTC)

-lize isn't really anything (-al+ize, most of the time), and doesn't sound very good to me as a native speaker (more authoratative than 'linguist', for these pruposes); I tried -ify at the end of that section set off with a hyphen, tho you might want to remove the hyphen.

---

Just a note from somebody just learning category theory: I found the two perspectives on the product (universal property and special kind of object in the "product-maker spinoff category") very enlightening. Thanks! :-) 62.216.197.113

——— Really appreciate this course, learning from scratch. Anyone knows if there is an axiomatic theory of categories?

Using concept maps
It seems that the most common prefered learning style (by representation system) is Visual. Something that might ease the learning curve on this subject is to construct a concept map of category theory using cmaps or something similar.

 * Good idea, can you draw one? Tlep 16:07, 11 November 2007 (UTC)

So long, at least for now
Don't know why Tlep bailed, but in my case, the reason is the belief that a project like this needs an active mathematician involved. AveryAndrews 01:31, 16 December 2007 (UTC)

Why category theory
It's really unclear to me what this would be good for. I'm also unclear on how this is significantly different from talking about rigid designators in possible worlds theory (which has the advantage of being philosophy with a rather long history). 199.46.154.96 00:01, 29 August 2008 (UTC)

I have no problem with people looking at category theory. However, I think there is a "social construction of reality" issue. Presumably category theory could be presented with lots of baby examples allowing us to interpret what was being said. However category theory is usually presented as something terribly unreadably except by the select few.

Nice tone
I've really only read a little bit of this so far, but I love the tone of this so far. Not just this page, but the next one. The style of speach, the simplicity of language, the slight humor. I wish more subjects could be written about in this style. 184.20.43.154 (discuss) 18:25, 19 June 2014 (UTC)

title: Talk:Introduction to Category Theory


text:
User talk:Unitechinc

Welcome
Hello Unitechinc, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 22:50, 24 October 2007 (UTC)

title: User talk:Unitechinc


text:
Topic talk:Literary Studies/JimmyVsm

Hello! My name is JimmyVsm I thought I'd say hello... Judging from what I've read so far you can help me out a lot, so brace yourself for some high-level input! Bye, Jim

title: Topic talk:Literary Studies/JimmyVsm


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User:FWN~enwikiversity

My main user page is at Wikinews.

title: User:FWN~enwikiversity


text:
Draft:Archive/2024/WikiService/Enroll

Thanks! For deciding to enroll.

Enroll now
Before adding yourself below, you must have an account on Wikiversity (register!)

 * 1) If you update or create a lession, feel free to notify me, so that I can do/test it.
 * 1) If you update or create a lession, feel free to notify me, so that I can do/test it.

Next step
You may now start your course by clicking here. Instructions on this page are available for every step of your learning.

title: Draft:Archive/2024/WikiService/Enroll


text:
Draft:Archive/2024/WikiService/Modules

100-199 Intro

 * 101 Newbiesare the lifeblood of all Wikimedia Foundation projects. If we didn't have newcomers, projects would never expand or diversify. In this unit you will learn to interact with and understand newcomers. This module is an example for prospective students (click here to see it)
 * 115 Testsare how we discover. You will learn about why test edits occur, and why you need to be encouraging.
 * 150 Vandalismis what you clean up. You will learn not to take it seriously, have a sense of humor and differentiate between tests and pure vandalism. Vandals can be divided into four classes, and this carries over to 190.
 * 165 Keeping coolis something all WikiOfficers must be able to do. You will about anger danger signs, strategies for controlling it and ways to prevent saying things you will regret. Ties in with 250.

 * 190 Helperscovers how to use features built into MediaWiki for finding vandalism and how to use warning templates only - broad spectrum for compatibility with home wiki. Leads onto 301
 * 199 Reportingcovers making reports to the appropriate page for reporting vandals.

200-299 Communication

 * 201 Mediumsof communication are an important thing to know. A brief introduction to ways you can connect with people, and when it is appropriate to use them.
 * 230 First impressionsare extremely important. Learn to make a good first impression on experienced editors, third parties and newbies alike.
 * 255 Toneis very important when conversing electronically that you monitor your tone. Learn to read over messages and how to look at them from the recipient's point of view.
 * 285 Dispute resolutionMay be exact duplicate of 501 Dispute resolution.

300-399 Tools
350; Other wikis Needs development
 * 301 ToolsEnglish Wikipedia - learning to use twinkle and [[w:WP:AVT|Lupin's anti-vandal tool (no doubt this will need to be standardized or a set of tools adapted to make it simple.

400-499 Deletion

 * 1 Criteria of inclusionwill cover the requirements for content to be included
 * 2 Speedy deletionis the practice of having obviously inappropriate pages deleted with minimal discussion and fuss
 * 3 Deletion debates- you will be taught the guidelines and strategies for participation.

500-599 Copyright

 * 501 CopyrightShort refresher course on the importance of respecting copyright.
 * 525 Copyrighted textlearn strategies for identifying and removing it.
 * 525 Copyrighted imagescovers hallmarks of copyright infringement and actions to take (deals with Wikimedia Commons).

600-999 Miscellaneous
is essential for consensus. Learn the how, why, when, where and who of voting anywhere. are used to organize media into easily used directories. Learn naming conventions and categories to use.
 * 601 Voting
 * 620 Categories

Further study
The following service-learning courses are invaluable to compliment your studies here, and will lead to higher qualifications.
 * 500 Leadership: is an ability to organize groups of editors in such a way that they accomplish clearly defined goals and are happy, while upholding the open-source, sociocratic and newcomer-friendly spirit of every wikimedia project.
 * 501 Dispute resolution: is the ability to resolve disagreements, whether as one of the parties to the dispute or as a mediating third party, in a fair and diplomatic manner, and to the satisfaction of all parties if possible.
 * 511 Technical support: Is the ability to answer technical questions related to hardware or software, raised on Help desk, Village pump (technical), Reference desk/Computing, discussion pages, other wikis, and Wikimedia's IRC channels; and do so diplomatically, concisely, thoroughly and with as few rounds of discussion as possible.
 * 601 Web law in the United States: includes an understanding of copyright, trademark and fair use law, as well as various free use licenses and the differences and compatibility between them. Also covers privacy, defamation and libel laws as they apply to Wikipedia.

title: Draft:Archive/2024/WikiService/Modules


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User:Akira1080

If you have questions regarding my contributions in the organic chemistry department, ask away and I'll try to answer.

A little about myself: I am presently an undergraduate with a 3.9 GPA working towards a B.S. in Chemistry and Biomedical Science and I am qualified to work as a chemist in a lab.

title: User:Akira1080


text:
User:Akira1080/Intro

test

title: User:Akira1080/Intro


text:
User talk:Iverstovsek

Welcome
Hello Iverstovsek, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 05:59, 25 October 2007 (UTC)

Image:IgorVerstovsek Igor Verstovsek-Seduced script.pdf
Please provide a license template and source for this media. Thanks. – Mike.lifeguard | @en.wb 22:42, 13 February 2008 (UTC)

title: User talk:Iverstovsek


text:
Portal:Organic chemistry/Intro

Organic chemistry is a growing subset of chemistry. To put it simply, it is the study of all carbon-based compounds; their structure, properties, and reactions and their use in synthesis.

The application of organic chemistry today can be seen everywhere you look, from the plastic making up components of your computer, to nylon which make up your clothes, to macromolecules and cells that make up your very body! Organic chemistry has expanded our world of knowledge and it is an essential part of the fields of biochemistry, biology, industry, nanotechnology, rocket science, and many more!

Get started with our Organic Chemistry course!

title: Portal:Organic chemistry/Intro


text:
Template:Organic chemistry/News and events

 * 11/7/07 - 1.1 finished, 1.2 updated
 * 11/6/07 - 1.1 and 1.3 revised, 1.2 started
 * 11/4/07 - Updated links, resources, articles, etc.
 * 10/24/07 - New department interface!
 * 7/6/07 - Department of Organic Chemistry founded!


text:
Portal:Organic chemistry/Active participants

 * Since 12 August 2014 with Amino acids --Marshallsumter (discuss • contribs) 03:28, 30 April 2018 (UTC).

Inactive participants

 * Irishcocacola
 * Akira1080
 * Teutonic Crusader
 * Prognitor
 * hongsy
 * mysterioso
 * HallAtHarding


text:
User talk:Abhishek desai

Hello, I saw your edit here. Did you see already this: School:Journalism ? Another question - why did you create this User:FWN ? For your account this would be your userpage: Abhishek desai and this your discussion page: User talk:Abhishek desai. More info you can find below, Erkan Yilmaz ( talk ?, wiki blog ) 06:07, 25 October 2007 (UTC)

Welcome
Hello Abhishek desai, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 06:07, 25 October 2007 (UTC)

title: User talk:Abhishek desai


text:
Portal:Organic chemistry/Learning Resources

Online Resources

 * Organic Chemistry (Free wikibook)
 * Organic Chemistry (Free Michigan State University resource)
 * Organic Chemistry (Free Daley & Daley resource)
 * Organic Chemistry I MIT OpenCourseWare (Spring 2005)
 * Organic Chemistry II MIT OpenCourseWare (Fall 2006)

Software

 * Molecule editing software
 * ChemOffice (Paid chemical software suite)
 * ChemSketch (Free chemical drawing software)


text:
Portal:Organic chemistry/Research projects

 * Amino acids - testing lysine anabolism of Metallosphaera cuprina an Archaean.


text:
Template:Organic chemistry/Wikipedia articles

 * Organic chemistry
 * Organic reactions
 * Organic compounds
 * IUPAC nomenclature


text:
Template:Organic chemistry/External links

 * American Chemical Society
 * Chemical Abstract Service
 * Journal of Organic Chemistry
 * Organic Chemistry Portal
 * Organische Chemie(German)
 * Synlett
 * Wavefunction, Inc. (Developer of Spartan)
 * CambridgeSoft (Developer of ChemOffice)
 * Organic chemistry help
 * Roger Frost's Chemistry Teaching Tools - Organic Chemistry
 * Organic Families and Their Functional Groups
 * Organic Chemistry Teaching kit
 * Organic World Wide - A collection of Links


text:
Template:Organic chemistry/Textbooks

 * Solomons and Fryhle (ISBN 978-0471417996) ~$160
 * Wade (ISBN 978-0131699571) ~$170
 * Carey (ISBN 978-0073311845) ~$175
 * McMurry (ISBN 978-0534389994) ~$150

title: Template:Organic chemistry/Textbooks


text:
Portal:Organic chemistry/Lessons

Wikiversity

Section 1

 * 1.1 Definition of Organic chemistry
 * 1.2 Structure and Bonding
 * 1.3 Introduction to Functional Groups
 * 1.4 Intermolecular Forces

Section 2

 * 2.1 Drawing and Naming Organic Molecules
 * 2.2 Isomerism, Chirality and Stereochemistry
 * 2.3 Conformations and Rings

Section 3

 * 3.1 Introduction to Spectroscopy
 * 3.2 Infrared Spectroscopy
 * 3.3 Nuclear Magnetic Resonance Spectroscopy
 * 3.4 Mass Spectroscopy
 * 3.5 UV-Vis Spectroscopy

Section 4

 * 4.1 Reactions and Mechanisms
 * 4.2 Solvents
 * 4.3 Conjugation
 * 4.4 Radical Reactions
 * 4.5 Selectivity and Reactivity
 * 4.6 Kinetics and Equilibrium
 * 4.7 Acidity

Section 5

 * 5.1 Nucleophilic Subtitution Reactions
 * 5.2 Elimination Reactions
 * 5.3 Alkenes and Alkynes
 * 5.4 Alcohols
 * 5.5 Ethers and Epoxides

Section 6

 * 6.1 Aromatic Compounds
 * 6.2 Determining Aromaticity
 * 6.3 Related Compounds
 * 6.4 Electrophilic Aromatic Substitution
 * 6.5 Nucleophilic Aromatic Substitution
 * 6.6 Heterocycles

Section 7

 * 7.1 Aldehydes and Ketones
 * 7.2 Carboxylic Acids and Derivatives
 * 7.3 Reactions of Carbonyl Compounds
 * 7.4 Diastereoselectivity and Acid-Base Catalysis

Section 8

 * 8.1 Nitrogen Compounds 1
 * 8.2 Nitrogen Compounds 2
 * 8.3 Amines

Section 9

 * 9.1 Using Organometallics
 * 9.2 Using Enolates
 * 9.3 Formation of Alkenes
 * 9.4 Functionalisation of Alkenes
 * 9.5 Oxidation Reactions
 * 9.6 Reduction Reactions

title: Portal:Organic chemistry/Lessons


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Draft:Archive/2024/WikiService/101

Welcome to the WikiStandards Academy, thanks for taking the first step. If you haven't enrolled yet, please do.

title: Draft:Archive/2024/WikiService/101


text:
Draft:Archive/2024/WikiService/115

Tests

 * Welcome, students, to /115: Tests.

{Pumpmeup's recent edits are... - tests of vigilance of current custodians. - tests for future custodians. + something weird from outer space.
 * type=""}
 * Good guess, but why would anyone doubt them?
 * No - does not explain the deletions and subsequent replacements.
 * This is the simplest solution which fits with the facts.

Disregard everything above
All just messing around. After all, isn't that what wikis are all about? Experimentation. Think about it and give me 3 good reasons how it is detrimental to humanity as a whole, or on a smaller scale just Wikimedia. Seriously though, that is your module assignment. Instant level promotions and extra credit to anyone who can email your tutor a completed assignment.

Respecting testers
If you see a test edit and revert/undo/remove it, always use a helpful edit summary, usually thanking them. A template or message that thanks them for their edits is mandatory (more standard messages covered in Module 190). Tests are not to be discouraged, only gently directed towards your local sandbox - usually  i.e. Sandbox. Remember, everything can be reverted and removed, and if we killed off test edits, we would kill off masses of valuable newcomers (covered in your last module).

title: Draft:Archive/2024/WikiService/115


text:
General Education Development

This page contains resources to help you study for the GED. Different studies report that on average those who have earned their GED earn between 6-14 percent more than those with out a highschool diploma or equivalent.

title: General Education Development


text:
BCP/Cyclamen persicum/Logs

This page contains recent bloom logs for the plant Cyclamen persicum (Cyclamen).

Recent Logs

 * SortaQuiet 04:03, 17 June 2007 (UTC)
 * HortMan 11:08, 21 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).
 * (no archived logs yet)

title: BCP/Cyclamen persicum/Logs


text: Category:BCP/Genus/Cyclamen

title: Category:BCP/Genus/Cyclamen


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BCP/Citrus sinensis/Logs

This page contains recent bloom logs for the plant Citrus sinensis (Sweet Orange).

Recent Logs

 * --User:JWSchmidt 30 March 2006
 * --User:JWSchmidt 16 March 2007

=====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/Citrus sinensis/Logs


text: Category:BCP/Family/Rutaceae

title: Category:BCP/Family/Rutaceae


text: Category:BCP/Genus/Citrus

title: Category:BCP/Genus/Citrus


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BCP/Centranthus ruber/Logs

This page contains recent bloom logs for the plant Centranthus ruber (Red Valerian).

Recent Logs

 * SortaQuiet 23:02, 17 June 2007 (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/Centranthus ruber/Logs


text:
BCP/Cassia fistula/Logs

This page contains recent bloom logs for the plant Cassia fistula (Golden Shower Tree).

Recent Logs

 * Isildil 04:12, 3 July 2007 (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/Cassia fistula/Logs


text: Category:BCP/Genus/Cassia

title: Category:BCP/Genus/Cassia


text:
BCP/Camellia sasanqua/Logs

This page contains recent bloom logs for the plant Camellia sasanqua (Camellia).

Recent Logs

 * SortaQuiet 23:02, 17 June 2007 (UTC)
 * HortMan 00:47, 13 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).
 * (no archived logs yet)

title: BCP/Camellia sasanqua/Logs


text: Category:BCP/Genus/Hydrangea

title: Category:BCP/Genus/Hydrangea


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Template:Bcpm/nhamp/8

August

This template makes a link to the August key for New Hampshire, and adds plant pages to Category:BCP/NHAMP/8 and Category:BCP/Flora of New Hampshire (it automatically adds ), for plants that have been recorded as flowering in August in New Hampshire.

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

title: Template:Bcpm/nhamp/8


text: Category:Bloom clock project templates/regional tags/New Hampshire


text:
Template:Bcpm/nhamp/9

September

This template makes a link to the September key for New Hampshire, and adds plant pages to Category:BCP/NHAMP/9 and Category:BCP/Flora of New Hampshire (it automatically adds ), for plants that have been recorded as flowering in September in New Hampshire.

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

title: Template:Bcpm/nhamp/9


text:
Template:Bcpm/nhamp/10

October

This template makes a link to the October key for New Hampshire, and adds plant pages to Category:BCP/NHAMP/10 and Category:BCP/Flora of New Hampshire (it automatically adds ), for plants that have been recorded as flowering in October in New Hampshire.

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

title: Template:Bcpm/nhamp/10


text: Category:BCP/Genus/Cardamine

title: Category:BCP/Genus/Cardamine


text:
Bloom Clock/Keys/New Hampshire/October/All/DPL

This list is used to create a key. DPL code on this page runs off of Category:BCP/NHAMP/10.

 category=BCP/NHAMP/10 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/New Hampshire/October/All

The plants pictured below have been recorded as blooming during the month of October in New Hampshire.

last updated 13:34, 29 October 2007 (UTC) with 41 plants


text: Category:BCP/Genus/Hamamelis

title: Category:BCP/Genus/Hamamelis


text:
The Crafting Freedom Project/Sally Thomas

The Life of Sally Thomas

Sally Thomas was born into slavery in 1787 on a tobacco plantation in Albemarle County, Virginia, near Thomas Jefferson’s home, Monticello. Her life represents the experience of an illiterate black female entrepreneur, of whom there were thousands in the eighteenth and nineteenth centuries. Most of these women were seamstresses and laundresses. Records of the lives of these women, many of whom were poor and illiterate, are very limited. As such, that fact that historians have ferreted out Thomas’ story from extant records is unusual. Thomas became “quasi-free,” a term used to describe an enslaved person whose master allowed them to live as a free person, even though a formal deed of emancipation from the state had not been obtained.

Like many light-skinned enslaved women, Thomas was pursued sexually by rich white men. She had two sons by two white men, neither of whom acknowledged their paternity. Thomas’ sons followed her legal status, so they too were slaves. Her mission in life became to secure freedom for her sons. At the age of thirty-two, Thomas was taken to Nashville, Tennessee, by a family member who had inherited her. There, she was permitted to hire her own time as a laundress. Eventually, she had money to rent a house where she located a laundry. Thomas paid a portion of her earnings to her owner, but she was able to retain much of her income. Her specialty was cleaning the fine linens and silks of Nashville’s white elite. She became a well-known, successful, and respected businesswoman.

As Thomas built a positive reputation and financial resources, she leveraged these assets toward her mission. She arranged for her first son, John, to work for a barge captain as a personal waiter and “pole boy.” Her plan was that the captain would emancipate her son at age twenty-one, and this came about. Thomas supported her second son, Henry, in his successful effort to claim his freedom by running away. She purchased the freedom of her third son, James, but his papers were stolen. Eventually, James’ former master went to court to attain a legal manumission for him. Sally Thomas died suddenly during a cholera epidemic when she was in her early sixties. Although unmarried, illiterate, and legally a “slave,” she must have felt a great sense of satisfaction because she accomplished her mission in life– attaining freedom for her three sons.

SELECTED BIBLIOGRAPHY ON SALLY THOMAS

SECONDARY SOURCES

Franklin, John Hope, and Loren Schweninger. In Search of the Promised Land: A Slave Family in the Old South.  Oxford University Press, 2005.

Hemphill, Phyllis M. Sally Thomas: Servant Girl.  Nashville: Winston-Derek Publishers, 1989.


text: Category:BCP/Leaves absent when flowering


text: Category:BCP/Genus/Symplocarpus

title: Category:BCP/Genus/Symplocarpus


text:
User talk:Akira1080

Welcome
Hello Akira1080, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWS 13:25, 25 October 2007 (UTC)

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:37, 1 November 2007 (UTC)

=
Hi hope you will read this Akira 1080, just thought I'd mosey over to Wikiversity OChem, saw your name as a noted contributor and a misguided part of me is using (discussion tab) (edit) right now. 1080 (pronounced ten-eighty) is a brand name for the (vertebrate-)pesticide sodium fluoroacetate (NaOCOCH2F) which I guess Might be a lot more relevant to Australians as there is some difference between toxicity to (australian)native mammals VS Toxicity to introduced mammals (some native plants have traces in other wise nourishing parts), and, from what people who ought to know tell me, was a vast misconception of HOW Much the lethal dose varied, It's become the most popular wild dog poison in the country, not sure how popular elsewhere. as a misguided part of me found this humourous I thought I'd pass it on. On a serious note thanks awfully, and keep up the good work! 123.3.180.2 15:22, 16 December 2009 (UTC)

title: User talk:Akira1080


text:
Anthropology/Introduction/Material culture

Material culture refers to artifacts like furniture, farm tools, toys, buttons, arrowheads, appliances, ceramics, houses, buildings or any thing made or modified by human beings. Artifacts are used as sources of information about the behavior and social patterns of a society or community and are used to interpret values, belief systems, ideas or attitudes. As Jules Prown, pre-eminent art historian, once stated: "The term materials culture thus refers to both the subject mater or the study, material, and to its purpose, the understanding of culture."


text:
Talk:Nonlinear finite elements/Homework 5/Solutions/Problem 1

Hey! This thing has images on it. So I think i will delte this page.


text:
User talk:Landreu

Welcome
Hello Landreu, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 17:09, 25 October 2007 (UTC)

title: User talk:Landreu


text:
Orthodox Christianity stream

History

Almost two thousand years ago, Jesus Christ, the Son of God, came to earth and founded the Church, through His Apostles and disciples, for the salvation of man. In the years which followed, the Apostles spread the Church and its teachings far; they founded many churches, all united in faith, worship, and the partaking of the Mysteries (or as they are called in the West, the Sacraments) of the Holy Church.

The churches founded by the Apostles themselves include the Patriarchates of Constantinople, Alexandria, Antioch, Jerusalem, and Rome. The Church of Constantinople was founded by St. Andrew, the Church of Alexandria by St. Mark, the Church of Antioch by St. Paul, the Church of Jerusalem by Sts. Peter and James, and the Church of Rome by Sts. Peter and Paul. Those founded in later years through the missionary activity of the first churches were the Churches of Sinai, Russia, Greece, Serbia, Bulgaria, Romania, and many others.

Each of these churches is independent in administration, but, with the exception of the Church of Rome, which separated from the others in the year 1054, all are united in faith, doctrine, Apostolic tradition, sacraments, liturgies, and services. Together they constitute and call themselves the Orthodox Church.

The teachings of the Church are derived from two sources: Holy Scripture, and Sacred Tradition, within which the Scriptures came to be, and within which they are interpreted. As written in the Gospel of St. John, "And there are also many other things which Jesus did, the which, if they should be written every one, I suppose that even the world could not contain the books that should be written" (John 21:20). Much teaching transmitted orally by the Apostles has come down to us in Sacred Tradition.

The word Orthodox literally means right teaching or right worship, being derived from two Greek words: orthos (right) and doxa (teaching or worship). As the false teachings and divisions multiplied in early Christian times, threatening to obscure the identity and purity of the Church, the term Orthodox quite logically came to be applied to it. The Orthodox Church carefully guards the truth against all error and schism, both to protect its flock and to glorify Christ whose body the Church is.

An astonishing number of religious groups today claim to be the successors of the early Church. A yardstick for truth is needed by which to compare what the Church originally believed and practiced with what these groups proclaim. Certainly we all have the right to believe whatever we choose. But it is also just good sense to be acquainted with the options before we make our final choices.

It is our hope that this outline of our beliefs will help introduce you to the Christianity espoused and instituted by the Apostles of Jesus Christ. This is the yardstick of truth by which our choices in Christianity need to be measured.

title: Orthodox Christianity stream


text:
User talk:Hakiza

Hello, this is about your edit here. PLease use the Sandbox for test edits. Below you wil lfind more info about Wikiversity, Erkan Yilmaz ( talk ?, wiki blog ) 17:40, 25 October 2007 (UTC)

Welcome
Hello Hakiza, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 17:40, 25 October 2007 (UTC)

title: User talk:Hakiza


text:
Talk:Orthodox Christianity stream

Revision history of Orthodox Christianity Stream, the page in which this page had its origin

 * 2007-10-24T20:24:19 Dionysios (Talk) (3,000 bytes) (Add three (3) Categories: "History", "Orthodox Christian studies", & "Wikiversity streams".)
 * 2007-10-23T20:31:48 Dionysios (Talk) (2,903 bytes) (Delete one (1) word: "finally".)
 * 2007-09-10T22:48:19 75.32.147.106 (Talk) (2,911 bytes) (New page: History Almost two thousand years ago, Jesus Christ, the Son of God, came to earth and founded the Church, through His Apostles and disciples, for the salvation of man. In the years which...)

Final separation?
For "Each of these churches is independent in administration, but, with the exception of the Church of Rome, which finally separated from the others in the year 1054, all are united in faith, doctrine, Apostolic tradition, sacraments, liturgies, and services. Together they constitute and call themselves the Orthodox Church.", the undersigned has deleted one (1) word: "finally", it remaining to be seen whether the separation is final. -- Dionysios  (talk), Date: 2007-10-23 (October 23, 2007) Time:  2045 UTC

title: Talk:Orthodox Christianity stream


text:
User:Astenorh

I'm actually a student in the french Classe Préparatoire system. Classes Préparatoire are special after-baccalauréat prep course for brilliant student in high-school. I'm am studying Maths, Physics, Chemistry, basic Engineering Science, and basic Computer Science. Actually I'm am at the Lycée Henri-Bergson in Angers.

fr:Utilisateur:Astenorh

title: User:Astenorh


text:
User talk:Astenorh

Bienvenu
Salut Astenorh, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 18:48, 25 October 2007 (UTC)

title: User talk:Astenorh


text:
Aquaculture/Mariculture/Tuna

Learning Material
Farming of Mediterranean tuna has exploded in recent years, however the practice is seen as a post-harvest process involving the fattening of wild-caught tuna in order to increase the fat content. One of the main species of tuna that is being farmed is the Bluefin tuna. This process makes it more suitable for the Japanese sushi market, which has driven the surging demand. The worlds first on-land Bluefin tuna farm was constructed in June of 2013 in Nagasaki. The starting point for the process is the catching of wild tuna and it is believed that the commercial success of this process is serving to put more pressure on the already stretched stocks of wild tuna. Tuna farming is a controversial practice. Viewed from economic perspective, it is a very lucrative practice. Other viewpoints may include ethical consideration, which has recently elicited strongly negative public comment. Some Web sites are devoted to educating the public about possible harm to non- Tuna species and reduced nutritional availability for those consuming the fattened Tuna.

Suggested Exercises
Do the following:
 * On a sheet of paper list some pros and cons of tuna farming.

title: Aquaculture/Mariculture/Tuna


text:
User talk:Guyjeffs

Welcome
Hello Guyjeffs, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 19:21, 25 October 2007 (UTC)

title: User talk:Guyjeffs


text:
Category:Social Entrepreneur

Profiles of social entrepreneurs

title: Category:Social Entrepreneur


text: Category:Community Project (Social Entrepreneurship)


text: Category:News (Social Entrepreneurship)

title: Category:News (Social Entrepreneurship)


text: Category:Featured Learning Resource (Social Entrepreneurship)


text:
Wiki Campus Radio/Wikimedians about education

Wikimedians about education is a live/recorded enquiry on wiki used in education. Questions we are asking Wikimedians are about how wikies can be used in and for education.

Episode 1 - Enquiry on Czech Wikipedia meeting, Prague

 * Date and time: October 26, 2007 - from 16:00 CET
 * Channel: Skype, ask user: juandevwiki
 * Capacity: limited (8 people)
 * Licence: this record will be offered under CC and/or GFDL licence

 * Important: live broadcasting is not sure, we dont know, if we will be able to connect to internet. Also problems, with recording still exists.

 * Participants:
 * Interwiever: --Juan 00:10, 26 October 2007 (UTC)
 * What the interwier should ask:
 * What the interwier should ask:

Episode 2 - Enquiry on Wikimedia Netherlands conference, Amsterodam

 * Date and time: October 27, 2007 - from 7:00 CET
 * Channel: Skype, ask user: juandevwiki
 * Capacity: limited (8 people)
 * Licence: this record will be offered under CC and/or GFDL licence

 * Important: this is completly unsure.

 * Participants:
 * Interwiever: --Juan 00:10, 26 October 2007 (UTC)
 * What the interwier should ask:
 * What the interwier should ask:


text:
User:Virtuoz~enwikiversity

= Introduction = Nickname  : Virtuoz

Occupation : Student

Field     : Computer Engineering

Location  : TN, USA

Activities : Webmaster & administrator

Website   : http://www.saharamarocain.net/ (FR)

Languages spoken : Arabic, French & English

Wikiversity interests : Computer Science

= Creations =

 * Webmastering

title: User:Virtuoz~enwikiversity


text:
Talk:Wiki Campus Radio/Wikimedians about education

CET is central European time? Is that UTC +1? --JWSchmidt 01:50, 26 October 2007 (UTC)

CET is Central European Time, what is UTC i dont know.--Juan 16:59, 26 October 2007 (UTC)


text:
Webmastering

Webmastering is the science of creating, designing and publishing a website through the internet. Usually, webmasters have knowledge in web development and web oriented programming languages. However, there are several fields in this science and many levels of abilities that go from an amateur to an expert webmaster.

Functions
A webmaster has many functions: They are responsible for designing the website and publishing it. The webmaster maintains a website by updating information and keeping it operational to user. A webmaster administrates the databases related to the website's pages using an an administration interface provided by their domain host.

Internet Programming Languages
The most well-known and used technology in the website creation is HTML (HyperText Markup Language), a language for internet pages able to display information in a specific format on a browser page starting a source code, HTML uses the the internet browser to interpret the language and make it available to users.

Protocols
Publication of websites is done through FTP, a protocol that allows files to be sent from a hard disk to a server, as long as there is an allowed space to upload files.

Related pages

 * Web development
 * Web design

title: Webmastering


text:
User talk:Virtuoz~enwikiversity

Welcome
Hello Virtuoz, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 03:59, 26 October 2007 (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 Virtuoz. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Virtuoz~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 23:46, 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) 06:24, 19 April 2015 (UTC)

title: User talk:Virtuoz~enwikiversity


text:
User talk:Wikirow

Welcome
Hello Wikirow, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 05:58, 26 October 2007 (UTC)

title: User talk:Wikirow


text:
User talk:Wtxwevr

Welcome
Hello Wtxwevr, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 05:58, 26 October 2007 (UTC)

title: User talk:Wtxwevr


text:
Wikiversity talk:Free education and free school?

Regarding "Three Metaphors of Learning" + "The Wiki Potential for Education"
Regarding "Three Metaphors of Learning":

Sorry, I am not fully satisfied with these 3 metaphors. Maybe they are functional in sociological settings of education, but not necessarily in educational/learning settings. Somehow you could reference to brain research and related learning results. Reflection is a central concept in learning as well as learning transfer and re-call. Christina Krause and Kiti Müller have interesting research on brain and learning, this research will be presented soon in the Cicero conference.

Regarding "The Wiki Potential for Education":

Wiki is just one tool or entity to support learning. If we think about informal learning, everyday learning, observations, note taking and recognising one's learning are central (see for example Marsick & Watkins (1990). Wikis do not necessarily support that kind of learning. Therefore I see blogs more important. When we are talking about ubiq-environments and multiple context, the learning should be supported in various settings. An interesting report will be soon published about this: Sharples, M., Arnedillo Sánchez I., Milrad M., Vavoula G. Mobile Learning: Small Devices, Big Issues in Technology Enhanced Learning: Principles and Products (in press)

You might also consider eportfolios and their importance as well as change. Scott Wilson foresaw the future of learning and HRD some time ago. Earlier eportfolios were static, nowadays they are constructed from RSS feeds and blogs. Which may be aggregated to wikis ;-) What I am trying to say here is, that informal learning, individual learning and collaborative learning need to supported. Writing a blog is not just about publishing, it is about reflecting, helping to remember, to create continuous CV and to discuss. We need to have tools and means to have something private/personal. I am not sure if wikis are best tools for that.

BTW, these comments may be too much related to grass-root learning, not learning at society and global level. My (limited) background is in the e-learning, mobile learning, creativity and innovation research fields. I don't understand much about politics and educational reform topics ;-)

BR, Mikko