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Wikiversity:Meetings/Learning on Wikiversity/07June2008

This is a summary of an IRC meeting on 7th June, 2008 to discuss learning on Wikiversity - a log is also available.

Major themes

 * SB_Johnny presented experiences of the Bloom Clock - essentially that initiatives require time to get going, are often lonely efforts for a substantial period of time, and that they often require someone knowledgeable to get started. There was less clarity about how to facilitate people to form (learning) projects when people do not know much about the subject (or, indeed, wikis). Ideas for new clocks and how to extend the ideas and/or functionality of the bloom clock were also discussed.
 * Models for learning - what models of 'learning'/'development of learning resources' exist, and how can we evaluate what is working?
 * Documenting models - we have Learning by doing and Collective learning - what other resources do we need to enable people to see how they can learn, and how they can facilitate other people's learning?
 * "Too much to read" - how can we keep the documentation of Wikiversity as compact as possible to make it clearer how Wikiversity works, and how it can be used/modified? Is there a way of harnessing the welcome message template towards this end?

Action arising

 * Document what models for learning exist on Wikiversity - list at Models (or Models for learning?)
 * Develop resources to help people learn and promote others' learning. (Perhaps revamp Learning? We already have Wikiversity learning model, which should both reflect and inform this process.)
 * Develop overview section of Wikiversity to help people get clear picture of how it works. (Overview?)


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Number Theory

Welcome to the Topic of Number Theory Part of the School of Olympiads

''"Mathematics is the queen of the sciences and number theory is the queen of mathematics." —Gauss''

This topic is about Number Theory, or in simple language study of properties of integers. Number theory is the branch of pure mathematics concerned with the properties of numbers in general, and integers in particular, as well as the wider classes of problems that arise from their study.Number theory may be subdivided into several fields, according to the methods used and the type of questions investigated.

The term "arithmetic" is also used to refer to number theory. This is a somewhat older term, which is no longer as popular as it once was. Number theory used to be called the higher arithmetic, but this too is dropping out of use. Nevertheless, it still shows up in the names of mathematical fields (arithmetic functions, arithmetic of elliptic curves).

The first chapter Factorisation of Numbers in this Topic basically deals with extensions of Elementary Number Theory or the study on factorizations, and covers topics like Multiplicative Combinatorial Number Theory, Prime Numbers, Perfect Numbers and other Special Numbers, Modular Arithmetic, Arithmetic Functions, Algebraic Integers, and Theory of Reciprocities. Actually for most Number-Theorists, this topic covers most of the subject.

The second chapter Diophantine Analysis is devoted to the study of Diophantine Equations, which are indeterminate equations for which integer solution or class of solutions is asked. Many equations such as Numeral Systems, Pell's Equation, Pythagorean Theorem, Integer Functions and Fixed Points, and Exponential Equations are discussed along with techniques such as Modular Residues, Factoring Expressions, Infinite Descent, Viete Root Flipping and Chakravala are discussed.

The third chapter Playing with Numbers discusses systems that change their state at discrete intervals in strict accordance to predefined rules like Nim Games, Erase & Replace Systems, Solitaires, etc. This topic basically aims to study Arithmetic Mathematical Games through techniques such as Invariants and Infinite Descent. This topic lacks a formal extent in terms of Theorems and is generally considered as part of Recreational Mathematics, although it does carry many good problems.

Main topics

 * /Factorisation of Numbers/
 * /Diophantine Analysis/
 * /Playing with Numbers/
 * /Riesel problems/
 * /Sierpinski problems/

Fun topics not likely to be on an Olympiad

 * /Decadic numbers/
 * /Surreal numbers/

=Sample Problems= Some high-level problems: from respective chapters:
 * Factorisation of Numbers  Prove that there are infinitely many positive integers n such that n2+1 has a prime divisor greater than 2n+√2n.  [IMO 2008]

 * Diophantine Analysis  The positive integers a and b are such that the numbers 15a + 16b and 16a−15b are both squares of positive integers. What is the least possible value that can be taken on by the smaller of these two squares?  [IMO1996]

 * Playing with Numbers  To each vertex Pi (i = 1, . . ., 5) of a pentagon an integer xi is assigned, the sum s = Σxi being positive. The following operation is allowed, provided at least one of the xi’s is negative: Choose a negative xi, replace it by −xi, and add the former value of xi to the integers assigned to the two neighboring vertices of Pi (the remaining two integers are left unchanged). This operation is to be performed repeatedly until all negative integers disappear. Decide whether this procedure must eventually terminate.  [IMO 1986]

=Textbooks=

Online Open-Source Content

 * Wikibook on Number Theory
 * Wikibook on High School Mathematics Extensions
 * A Computational Introduction to Number Theory and Algebra
 * Elementary Number Theory

Practice Questions

 * from Math Links Everyone

Related WebApps

 * Online Bezout Calculator

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

title: Number Theory


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Wikiversity talk:Medical disclaimer

Disclaimer content which differs from Wikipedia
This medical disclaimer is a modified and extended version of that at Wikipedia. For example, this statement only appears in the Wikiversity version and was added when the page was created: "Wikiversity attempts to discourage participants from providing medical advice. Wikiversity participants should remove medical advice from Wikiversity webpages when they see it or tell the custodians." Does this require discussion and consensus. The statement is now highlighted because it is being used by User:Donek as justification for blanking e.g., Diabetes mellitus. So, why do we have this statement here on Wikiversity? And is the community happy to have it? -- Jtneill - Talk - c 13:15, 26 June 2008 (UTC)
 * This page urgently needs repair! --McCormack 13:23, 26 June 2008 (UTC)

title: Wikiversity talk:Medical disclaimer


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Template:Disclaimer-header

General disclaimer – Risk disclaimer – Medical disclaimer – Legal disclaimer – Content disclaimer

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Wikiversity:Medical disclaimer/Difference between advice and training

Before you start deleting medical material from Wikiversity, or handing out advice, please read this.

Difference between advice and training
Advice is case-specific. It is not allowed.

Training is not case-specific. It is general. It is allowed.

Examples
If someone comes to the Wikiversity help desk and says "I have these symptoms. What should I do?", then if you reply, you are giving advice and opening yourself up to a lawsuit. This is because you are relating your medical knowledge to a specific present case.

If you write a page on Wikiversity about the general characteristics of and treatments for a medical condition, this is general. However you must still be careful that it is not falsely construed as advice.


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Template:Medical disclaimer

 Medical disclaimer: This page is for educational and informational purposes only and may not be construed as medical advice. The information is not intended to replace medical advice offered by physicians. Please refer to the full text of the Wikiversity medical disclaimer.

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User talk:Skluge

Creating significant learning outcomes (L. Dee Fink)

Educative Assessment (L. Dee Fink)

Creating Significant Learning Experiences (L. Dee Fink)

Rubrics

Student Learning Portfolios

Creating Meaningful Syllabi

Writing Effective Exams

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 19:10, 26 June 2008 (UTC)

 Hello Skluge, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 19:10, 26 June 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Skluge


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Draft:Original research/Archaeology

Archaeology "studies human cultures through the recovery, documentation and analysis of material remains and environmental data, including architecture, artifacts, ecofacts, human remains, and landscapes."

It is the study of human activity in the past, primarily through the recovery and analysis of the material culture and environmental data that they have left behind, which includes artifacts, architecture, biofacts and cultural landscapes (the archaeological record).

Because archaeology employs a wide range of different procedures, it can be considered to be both a science and a humanity.

Archaeology studies human history from the development of the first stone tools in eastern Africa 3.4 million years ago up until recent decades. (Archaeology does not include the discipline of paleontology.) It is of most importance for learning about prehistoric societies, when there are no written records for historians to study, making up over 99% of total human history, from the Palaeolithic until the advent of literacy in any given society.

Theoretical archaeology
Def. the "period of time that has already happened" is called the past.

Def. the "study of the past through material remains" is called archaeology, or archeology.

Entities
"[D]ominant groups create and control the meanings and uses of material culture. If other groups wish to be understood by the dominant group, they must express themselves through the goods controlled by the dominant group."

"But, the privilege afforded a certain dominant group of 'normal' archaeologists in terms of their ways of constructing the past influences all aspects of archaeological practice."

"However, some answers to these questions may emerge from a consideration of the dominant group, that is, the five institutions whose scholars published the most articles in the two periodicals."

Landscape archaeology
Def. an assemblage of surfaces that are a portion of land, region, or territory, observable in its entirety is called a landscape.

Landscape comprises the visible features of an area of [terrestrial ecoregion] land, including the physical elements of landforms such as (ice-capped) mountains, hills, water bodies such as rivers, lakes, ponds and the sea, living elements of land cover including indigenous vegetation, human elements including different forms of land use, buildings and structures, and transitory elements such as lighting and weather conditions.

Landscape archaeology is the study of the ways in which people in the past constructed and used the environment around them. Landscape archaeology is inherently multidisciplinary in its approach to the study of culture, and is used by both pre-historical, classic, and historic archaeologists. The key feature that distinguishes landscape archaeology from other archaeological approaches to sites is that there is an explicit emphasis on the study of the relationships between material culture, human alteration of land/cultural modifications to landscape, and the natural environment.

Objects
Def. an "object, such as a tool, weapon or ornament, [ceramics or pottery,] structure or finding in an experiment or investigation ... made or shaped by some agent or intelligence, ... [as] a result of external action, the test arrangement, or an experimental error ... rather than an inherent element" is called an artifact, or artefact.

In June 2014, the Precolumbian Chiefdom Settlements with Stone Spheres of the Diquis was added to the UNESCO list of World Heritage Sites.

The spheres range in size from a few centimetres to over 2 m in diameter, and weigh up to 15 tons. Most are sculpted from gabbro.

The culture of the people who made them disappeared after the Spanish conquest.

The first scientific investigation of the spheres was undertaken shortly after their discovery and published in 1943 in American Antiquity, attracting the attention of Samuel Kirkland Lothrop of the Peabody Museum of Archaeology and Ethnology at Harvard University. In 1948, he and his wife attempted to excavate an unrelated archaeological site in the northern region of Costa Rica. In San José he met Doris Stone, who directed the group toward the Diquís Delta region in the southwest ("Valle de Diquís" refers to the valley of the lower Río Grande de Térraba, including the Osa Canton towns of Puerto Cortés, Palmar Norte, and Sierpe.

The Dropa stones or discs may be a series of at least 716 circular stone discs, dating back 12,000 years, on which tiny hieroglyph-like markings may be found. Each disc is claimed to measure up to 1 ft in diameter and carry two grooves, originating from a hole in their center, in the form of a double spiral.

Coppers
In "Serbia [are] the oldest copper implements in the world. Some 7000 years ago, tradesmen of great wealth flourished on the Balkan peninsula."

"The soil around Plonik is rich in copper - the metal in a pure state lays often directly at the surface."

The so-called "copper-violets" "are related to the Alpine violets, which we know in Germany from flower pots. But they grow only in a soil with a very high copper content. There - where the soil is too poisonous for the other plants, they blossom in wide carpets - and in so doing point to the presence of copper."

In "the late stone age people picked up the beautiful stones. For instance, malachite. The green-hued mineral belongs to the class of carbonates. Copper content: 57 percent. Our ancestors made experiments with different stones over the fire. From there, it was only a small step to jewels and to more practical objects."

On "the Black Sea Coast in today's Bulgaria, there flourished a prosperous, big city, quite close to today's Varna. Archaeologists have found the cemetary of this settlement. The graves were loaded with treasures: jewels - mostly gold, but also copper - sea shells from the Aegean and tools made of types of stone which must have come from far away."

"In the 5. Millennium BC people lived there in complex, centralized settlements of up to a thousand inhabitants. They invented a new ceramic oven with two chambers which was remarkably well suited to the extraction of metal. We must strongly surmise that there existed relations between the Balkans and Northern Mesopotamia."

"An enormous fire unleashed itself around 5000 BC in the city [of Plonik]. The earth carbonized. The houses collapsed and buried all the possessions of the inhabitants under their walls. When the flame died down, the city had ceased to exist."

Tools
In "the deep Southeast of Europe, near today's village of Plonik in Serbia, there existed 7000 years ago a major city. Its inhabitants lived in closely assembled huts and they melted copper to make jewels, tools and weapons."

"The age of the oldest pieces which they have found up to now in the settlement is up to 7300 years. That's a good 800 years older as any other copper implements which have been found anywhere on Earth to this day."

Weapons
"The people of the Balkan peninsula had a good knowledge of how they could create jewels, tools and weapons out of earth with a high copper content."

"In Plonik, excavators found hatchets of copper. And weapons: axes and maces. With them a new area began. The stone age was gone, the copper age - chalcolithic - had begun."

Jewelry
"From one grave, the excavator dug 1,516 K of gold jewelry. This is more gold than has been found in all the rest of the world for this particular epoch."

Materials
"In order to interpret archaeological ceramic assemblages in terms of social identities, a method was developed [that] consists in sorting the potsherds according to, successively, technical, techno-petrographic and morpho-stylistic criteria."

Heritage management
"Rare, though, is the country where ethnic groups balance each other in terms of numbers, wealth or political influence and, consequently, it is not uncommon for the dominant group to use its power to push its own heritage to the fore, minimizing or denying the significance of subordinate groups as it crafts a national identity in its own image."

Historical archaeology
Historical archaeology is a form of archaeology dealing with places, things, and issues from the past or present when written records and oral traditions can inform and contextualize cultural material. These records can both complement and conflict with the archaeological evidence found at a particular site. Studies focus on literate, historical-period societies as opposed to non-literate, prehistoric societies. While they may not have generated the records, the lives of people for whom there was little need for written records, such as the working class, slaves, indentured labourers, and children but who live in the historical period can also be the subject of study. The sites are found on land and underwater. Industrial archaeology, unless practiced at industrial sites from the prehistoric era, is a form of historical archaeology concentrating on the remains and products of industry and the Industrial era.

Maya civilization
In the image on the right, dense forest surrounds the city center of this Classic-era Maya site (top) Tikal. Laser mapping of the same view (bottom) reveals structures and causeways hidden by the jungle.

"Lidar (a type of airborne laser scanning) provides a powerful technique for three-dimensional mapping of topographic features."

"Lowland Maya civilization flourished from 1000 BCE to 1500 CE in and around the Yucatan Peninsula."

"In 2016, the Pacunam Lidar Initiative (PLI) undertook the largest lidar survey to date of the Maya region, mapping 2144 km2 of the Maya Biosphere Reserve in Guatemala."

"Analysis identified 61,480 ancient structures in the survey region, resulting in a density of 29 structures/km2. Controlling for a number of complex variables, we estimate an average density of ~80 to 120 persons/km2 at the height of the Late Classic period (650 to 800 CE). Extrapolation of this settlement density to the entire 95,000 km2 of the central lowlands produces a population range of 7 million to 11 million."

"Settlement distribution is not homogeneous, however; we found evidence of (i) rural areas with low overall density, (ii) periurban zones with small urban centers and dispersed populations, and (iii) urban zones where a single, large city integrated a wider population."

"The PLI survey revealed a landscape heavily modified for intensive agriculture, necessary to sustain populations on this scale. Lidar shows field systems in the low-lying wetlands and terraces in the upland areas. The scale of wetland systems and their association with dense populations suggest centralized planning, whereas upland terraces cluster around residences, implying local management. Analysis identified 362 km2 of deliberately modified agricultural terrain and another 952 km2 of unmodified uplands for potential swidden use. Approximately 106 km of causeways within and between sites constitute evidence of inter- and intracommunity connectivity. In contrast, sizable defensive features point to societal disconnection and large-scale conflict."

“The new lidar data show that interconnected Maya cities go back to at least 300 B.C.”

The largest structure in the lidar image on the lower right is the Mayan temple at Tikal. The second image down on the right shows the Mayan temple at Tikal from the front.

Prehistory
The prehistory period dates from around 7 x 106 b2k to about 7,000 b2k.

Def. the "history of human culture prior to written records" is called prehistory.

21st Century
"During an underwater expedition in 2000, divers saw a large stone head emerge from the murky dark waters [over Heracleion]. It was the head of the god Hapi, the personification of the Nile’s annual flood."

Heracleion, also known by its Egyptian name Thonis, and sometimes called Thonis-Heracleion, was an ancient Egyptian city located near the Canopic Mouth of the Nile, about 32 km northeast of Alexandria. Its ruins are located in Abu Qir Bay, currently 2.5 km off the coast, under 10 m of water. A stele found on the site indicates that it was one single city known by both its Egyptian and Greek names.

20th Century
"In 1933 British RAF Group-Captain Cull was flying his plane over Aboukir, a Royal Air Force base east of Alexandria in Egypt, when he glimpsed something in the water below him. From his vantage point, Cull could make out the outlines of structures beneath the water. Unbeknownst to him, Cull had located Heracleion, an important ancient Egyptian city that had lain hidden beneath the water for nearly 1500 years."

Heracleion is located at 31°18'15"N 30°06'02"E.

"According to legend, this lost metropolis had hosted its namesake, Heracles, and lovers Paris and Helen before they fled to Troy. Cleopatra, Egypt’s most famous queen, had even been crowned in one of the temples there."

"Before its discovery, Heracleion (which was also known in the ancient world by its Egyptian name, Thonis) was almost the stuff of mythology. Though it is now buried several miles off the coast, Thonis-Heracleion was once a thriving port city."

The ruins submerged in the sea were located and explored by the French underwater archaeologist Franck Goddio in 1999, after a five-year search.

19th Century
The Covered Bridge on the right was built in 1867 near the town of Cedarburg, Wisconsin.

"In 1866 Mahmoud Bey El-Falaki, the official astronomer to the Viceroy of Egypt, had published a map that located the nearby ancient town of [...] Canopus on the edge of the coastline."

18th Century
Taken from the observation platform at the top of the Jantar Mantar, the image on the right shows smaller architectural sundials. The Jantar Mantar is a collection of architectural astronomical instruments, built by Maharaja Jai Singh II at his then new capital of Jaipur between 1727 and 1733. The City Palace is behind then Govindji Temple. Nahargarh Fort is on the Hill.

17th Century
The Keplerian Telescope was invented by Johannes Kepler in 1611.

16th Century
The images on the right shows the sphere without sighting tubes or any device for observing astronomical objects and dates from 1547.

Angamuco "occupied 26 square kilometers of land instead of 13 square kilometers."

"That is a huge area with a lot of people and a lot of architectural foundations that are represented."

"If you do the maths, all of a sudden you are talking about 40,000 building foundations up there, which is [about] the same number of building foundations that are on the island of Manhattan."

Angamuco "had an unusual layout, with big structures like pyramids and open plazas situated around the edges rather than in the center."

"The Purépecha people existed at the same time as the Aztecs. While they are nowhere near as popular as their rivals, they were still a major civilization and had an imperial capital called Tzintzuntzan in western Mexico. Based on [...] LiDAR scans, though, Angamuco is even bigger Tzintzuntzan. It likely wasn't as densely populated, but [...] it's now the biggest city in western Mexico during that period that we know of."

"In I523 Cortes quietly appropriated for himself the great Tarascan-held silver district of Tamazula (Jalisco)."

Vázquez de Coronado set out from Compostela on February 23, 1540, at the head of a much larger expedition composed of about 400 European men-at-arms (mostly Spaniards), 1,300 to 2,000 Mexican Indian allies, four Franciscan friars (the most notable of whom were Juan de Padilla and the newly appointed provincial superior of the Franciscan order in the New World, Marcos de Niza), and several slaves, both natives and Africans.

15th Century
The image at the right dating from c. 1480 shows the sphere without sighting tube or any device for observing astronomical objects.

14th Century
The image at the left shows a sceptre dated to before 1380.

"According to written records, a steady succession of earthquakes, perhaps as many as 23, struck North Africa between A.D. 323-1303."

13th Century
The ruin tower on the right is apparently dated to the 13th Century and was built by the Anasazi.

12th Century
Romanesque apses and brick towers of the Church of San Tirso, Sahagún, are shown on the right, dated to the 12th Century.

11th Century
The star map on the right, which features a cylindrical projection, was published in 1092 and has a corrected position for the pole star using Shen Kuo's astronomical observations.

10th Century
Visby was founded in the 10th century, on the then independent Baltic Sea island of Gotland. The Hansaetic League formed it during ensuing centuries, during which it came to Denmark. In 1645, it came into Swedish occupation, in which it has remained until today.

There is more about lenses more recently from Visby, Gotland.

"What intrigues the researchers is that the lenses are of such high quality that they could have been used to make a telescope some 500 years before the first known crude telescopes were constructed in Europe in the last few years of the 16th century."

"Made from rock-crystal, the lenses have an accurate shape that betrays the work of a master craftsman. The best example of the lenses measures 50 mm (2 inches) in diameter and 30 mm (1 inch) thick at its centre."

"The [Visby] Gotland crystals provide the first evidence that sophisticated lens-making techniques were being used by craftsmen over a 1,000 years ago."

9th Century
There was an inscription which placed the foundation of the nilometer in 861.

Cobá is a former pre-Columbian Mayan city on the Yucatán Peninsula southeast of Valladolid located in the state of Quintana Roo, Mexico.

In Cobá, the temple pyramid Nohoch-Mul (also known as Castillo, or the climbing pyramid shown on the left) is 42 meters high.

The city was founded shortly after the beginning of the year and expanded into a city state that peaked between 600 and 800 (1400 and 1200 b2k).

The Rök runestone is considered the first piece of written Swedish literature and thus it marks the beginning of the history of Swedish literature.

It was proposed that the inscription has nothing at all to do with the recording of heroic sagas and that it contains riddles which refer only to the making of the stone itself.

The Rök runestone inscription is not connected to heroic deeds in war. Instead it deals with the conflict between light and darkness, warmth and cold, life and death.

"The Rök runestone from central middle Sweden, dated to around 800 CE, [...] Combining perspectives and findings from semiotics, philology, archaeology, and history of religion, the study presents a completely new interpretation which follows a unified theme, showing how the monument can be understood in the socio-cultural and religious context of early Viking Age Scandinavia. The inscription consists, according to the proposed interpretation, of nine enigmatic questions. Five of the questions concern the sun, and four of them, it is argued, ask about issues related to the god Odin. A central finding is that there are relevant parallels to the inscription in early Scandinavian poetry, especially in the Eddic poem Vafþrúðnismál."

8th Century
The Dunhuang map from the Tang Dynasty of the North Polar region at right is thought to date from the reign of Emperor Zhongzong of Tang (705–710). Constellations of the three schools are distinguished with different colors: white, black and yellow for stars of Wu Xian, Gan De and Shi Shen respectively. The whole set of star maps contains 1,300 stars.

The Dunhuang Star Atlas, the last section of manuscript Or.8210/S.3326. It is "the oldest manuscript star atlas known today from any civilisation, probably dating from around AD 700. It shows a complete representation of the Chinese sky in 13 charts with over 1300 stars named and accurately presented."

"The Dunhuang Star Atlas [above center] forms the second part of a longer scroll (Or.8210/S.3326) that measures 210 cm long by 24.4 cm wide and is made of fine paper in thirteen separate panels."

"The first part of the scroll is a manual for divination based on the shape of clouds. The twelve charts showing different sections of the sky follow these. The stars are named and there is also explanatory text. The final chart is of the north-polar region. The chart is detailed, showing a total of 1345 stars in 257 clearly marked and named asterisms, or constellations, including all twenty-eight mansions."

"The importance of the chart lies in both its accuracy and graphic quality. The chart includes both bright and faint stars, visible to the naked eye from north central China".

7th Century
Sambor Pre Kuk, with its N16 Sanctuary imaged on the right, is an archaeological complex formed by the remains of the city of Isanapura, the capital of the kingdom of Chenla, an immediate predecessor of the Khmer Empire (pre-Angkorian).

This city was built during the reign of Isanavarman I (616-635). At this time, several constructions, clear predecessors of Khmer architecture, were erected in Angkor.

Cantona is a Mesoamerican archaeological site in the state of Puebla, Mexico. It was a fortified city with a high urbanization level at prehispanic times, probably founded by Olmec-Xicalanca groups towards the late Classical Period. It sat astride an old trading route between the Gulf Coast and the Central Highlands and was a prominent, if isolated, Mesoamerican city between 600 and 1000 CE. After Chichimec's invasions in the 11th century, Cantona was abandoned.

Cantona's inhabitants were mainly agricultural farmers and traders, particularly for obsidian, obtained from Oyameles-Zaragoza mountains surrounding the city. Additionally, they may have been supplying the lowlands with a derivative of the maguey plant, pulque. Cantona's population is estimated at about 80,000 inhabitants at its peak.

Cantona may well be the largest prehispanic city yet discovered in Mesoamerica. Limited archaeological work has been done at the site, and only about 10% of the site can be seen. The Pre-Columbian settlement area occupies approximately 12 km², distributed in three units, of which the largest is at the south, with a surface of 5 km². The site comprises a road network with over 500 cobblestone causeways, more than 3,000 individual patios, residences, and 24 ball courts - more than in any other mesoamerican site. It has an elevated Acropolis over the rest of the city in which the main buildings of the city were built. This was used for the ruling elite and priests, and was where the temples of the most important deities where located. These impressive buildings were constructed with carved stones (one atop the other) without any stucco or cement mortar. Cantona certainly was built with a definite urban design and walkways connecting each and every part of the city. The "First Avenue" is 563 meters in length.

6th Century
On the right is the Basilica Cistern in Constantinople, Turkey. It has been dated to the 6th century.

Dzibanche is an archaeological site which includes the Temple of the Owl pyramid. It is an ancient Maya site located in southern Quintana Roo, in the Yucatan Peninsula of southeastern Mexico.

Structures at Dzibanche include the Temple of the Captives, the Temple of the Lintels and the Temple of the Owl, on the left.

5th Century
Ancient India was an early leader in metallurgy, as evidenced by the wrought-iron Pillar of Delhi in the image on the right, dated to about 415 or 1585 b2k.

4th Century
The House of Peter in Capernaum, Israel, has been dated to the 4th century.

"The most severe [earthquake of North Africa] occurred in A.D. 365. The coastline fell and the cluster of cities that lay in the Canopic branch of the Nile vanished into the Mediterranean."

3rd Century
The last known celestial globe shown at the right dates from 1850 to 1780 b2k. The constellation illustrations from the Mainz celestial globe are shown at the left.

2nd Century
On the right is an image of the oldest extant diagram of Euclid's Elements, found at Oxyrhynchus and dated to c. 100 AD.

Hypotheses

 * 1) Archaeology of Scandinavia will eventually show it to have been occupied 40,000 b2k.

title: Draft:Original research/Archaeology


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Category talk:Primary Care Medicine

I recommend moving Cat:CM to Cat:PCM

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Talk:Epidemiology and Public Health

Public health should not be a school. It is small enough a topic to fit here Donek (talk) - Go raibh mile maith agaibh 18:50, 26 June 2008 (UTC)

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User talk:Danfly~enwikiversity

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 19:02, 26 June 2008 (UTC)

 Hello Danfly, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 19:02, 26 June 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Danfly. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Danfly~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 23:33, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Danfly~enwikiversity


text:
User talk:Mohamed (usurped)~enwikiversity

Request for Usurpation
Hello, Mohamed. A request has been made at Changing username to usurp, or "take over", your username because you have not used it to edit, and another user would like to use it to edit. w:Wikipedia:Changing username/Usurpations says that any unused username may be usurped if the user is given 14 days notice to object and does not do so.

If you have an email set in your preferences, you should be getting an email from a bureaucrat explaining how to consent or object to this process.

If you do not object to being renamed to a new username in order for another user to utilize the name you currently have, please log in and post a reply here saying so (you may also tell us what username you would like to be renamed to, or we will provide you with a generic one).

If you do nothing : the request will be filled after 14 days, and your account will be moved to a generic username. You may request that it be moved to a new username of your choice at any time.

If you object to being renamed : please log in and make an edit. You may make an edit here saying "No", you may make an edit to blank this page, or any other edit you like; making any edit at all prevents your username from being usurped, because users with edits cannot have their usernames usurped.

Please note that even if your current username is usurped, you can still edit and your data will not be lost; your preferences, watchlist, and other user settings will be transferred to a new username.

Thank you for your time.

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 Mohamed (usurped). To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mohamed (usurped)~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:16, 19 April 2015 (UTC)


text: High School Biology/Lessons/Plant and Animal Cells


text:
IC3

The Internet and Computing Core Certification (IC3) is a global certification program designed to certify an individual's digital literacy skills associated with basic computer and Internet use. The certification includes three exams: Computing Fundamentals,  Key Applications, and  Living Online.

Computing Fundamentals includes computer hardware, computer software, and using an operating system. Key Applications includes common program functions, word processing, spreadsheets, presentation software, database software, and document collaboration. Living Online includes Internet fundamentals, electronic communication, network fundamentals, and computer use and safety.

This course comprises 13 lessons on basic computer and Internet use covering each of the IC3 topic areas. Each lesson includes a combination of Wikipedia readings, YouTube videos, and hands-on learning activities. The three modules may be completed in any order. Learners new to computer concepts should start with Living Online, which assist with basic usage and functionality. Those more familiar with office suite programs should start with Key Applications, which reviews common features. Those already familiar with computer hardware and operating systems should start with Computing Fundamentals.

Preparation
This is an introductory college-level computer course. Learners should have basic computer skills, including typing, mouse, and web browser navigation. Learners who wish to increase their knowledge and prepare for the college-entry requirements are welcome to use the Wikiversity resources provided in the MultiMedia and See Also categories listed below.

Lessons
/Computing Fundamentals/
 * /Computer Hardware/
 * /Computer Software/
 * /Using an Operating System/

/Key Applications/
 * /Common Program Functions/
 * /Word Processing/
 * /Spreadsheets/
 * /Presentation Software/
 * /Database Software/
 * /Document Collaboration/

/Living Online/
 * /Internet Fundamentals/
 * /Electronic Communication/
 * /Network Fundamentals/
 * /Computer Use and Safety/

Multimedia

 * YouTube: Business Certification: Internet & Computing Core Certification (IC3) for HS Students
 * YouTube: IC3 Exam Demo
 * Quizlet: Virtual flash card study guide
 * Success Stories: IC3 certification

title: IC3


text: Category:Archaeology

title: Category:Archaeology


text: Category:Counseling

title: Category:Counseling


text:
Draft:Original research/Laws

"Law's  are systems of rules and guidelines, which are enforced through social institutions to govern behavior, wherever possible. It shapes politics, economics and society in numerous ways and serves as a social mediator of relations between people."

Notations
Notation: Let the symbol © indicate that entity to which it is affixed is copyrighted.

Notation: Let the following symbols © 2011 John Doe indicate a notice of copyright. The year the copyright occurred (the author or creator composed the work) was 2011, the apparent author's name was John Doe (a generic used only as an example, Jane Doe is also used).

Radiation
"The dominant group whose values are expressed in the law is only one of many groups which are integrated in the moral and political fabric of the community."

Theoretical law
"It is the feeling on the part of the dominant group of being entitled to either exclusive or prior rights in many important areas of life."

Def.

 * 1) the "body of rules issued by the legislative authority [a government]",
 * 2) the "body of rules and standards to be applied by courts and similar authorities",
 * 3) a "written or understood rule that concerns behaviours and the appropriate consequences thereof",
 * 4) a "well-established, observed physical characteristic or behavior", or
 * 5) a "statement that is true under specified conditions"

is called a law.

Law is a "system of rules".

Law was "the command of a sovereign, backed by the threat of a sanction".

Law as an "interpretive concept" to achieve justice.

Law is an "authority" to mediate people's interests.

Statutes
Def. written "law, as laid down by the legislature" or legislated "rule of society which has been given the force of law by those it governs" is called a statute.

Case laws
Def. law "developed by judges through court decisions and opinions, as distinct from statute and other legislation" is called case law.

Conventions
Def. a "practice or procedure widely observed in a group, especially to facilitate social interaction; a custom" is called a convention.

Def. long-stablished "practice, considered as unwritten law, and resting for authority on long consent; usage" is called a custom.

"The distinction between custom and usage [is] that usage is a fact and custom is a law. There can be usage without custom, but not custom without usage."

Duress
Duress includes threats, violence, constraints, or other action brought to bear on someone to do something against their will or better judgment. Occasionally, a hierarchy set up by a dominant group, or to create a dominant group will create situations or circumstances of duress upon subordinates in this hierarchy.

Def. the "state of compulsion or necessity in which a person is influenced, whether by the unlawful restraint of his [or her] liberty or by actual or threatened physical violence, to incur a civil liability or to commit an offence" or being "constrained by threat" is called duress.

Antagonism
""Antagonism" was chosen over terms like prejudice and discrimination because it carries fewer moralistic and theoretical assumptions (see Schermerhorn, 1970:6-9). For example, both of these terms see conflict as emanating primarily from one side: the dominant group."

Acculturation
"Refugee groups, in addition to dealing with the conﬂicts of acculturation also deal with the grief over leaving their homes under duress."

"If positive social relations with the dominant group are desirable, then the options are assimilation and integration."

Oppression
"Oppression is commonly found in the context of racism and prejudice (Kleg, 1993; Robinson & Ginter, 1999a), which is often perpetrated in cases in which persons do not conform to the beliefs or expectations that allow inclusion in the dominant group (Goldberg, 1990)."

"The first modality can be described as oppression by force, coercion, or duress."

"Dominant groups can be more or less cruel, but their interest in power, wealth, and status seems consistent throughout history and across cultures. This was true of the tyrannical Mongolians of Genghis Khan, the Macedonians under Alexander the Great, and the Caesars of ancient Rome (Roberts, 1995). More recently and closer to home, however, oppression in the United States is currently being perpetrated on Latinos, African Americans, Asians, Native Americans, gays, lesbians, and other groups (Robinson, 1999; Robinson & Ginter, 1999a, 1999b). Before the twentieth century, dominance was maintained using considerable physical force and violence (Brown, 1970; Douglass, 1845). Such dominance continues today, although much more covertly, in many cases under deceptively benign appearances. The net result, however, is that these same groups are still routinely denied the opportunities for power, wealth, and status commonly available to the oppressive group (e.g., White male privilege; see Kiselica, 1999) that implicitly claims entitlement."

Case laws
"The question of "duress" is one of fact in the particular case, to be determined on consideration of the surrounding circumstances, such as age, sex, capacity, situation, and relation of the parties, and may exist whether or not the threat is sufficient to overcome the mind of a man of ordinary courage, it being sufficient to constitute duress that one party to the transaction is prevented from exercising his free will by reason of threats made by the other, and that the contract is obtained by reason of such fact. Unless, these elements are present, however, duress does not exist. The test is [...] the state of mind induced by the means employed - the fear which made it impossible for him to exercise his own free will."

"Thus by indirection, he menaced Speiden as effectively as if he had done so directly, and we see no material variance between the pleading and the proof."

Contract law
"Duress in the context of contract law is a common law defence brought about when one of the parties to the contract enjoyed an ascendant position in relation to the other party and abused that position by subjecting the other to threats. A party who has entered into a contract under duress is entitled to rescind or set aside the contract, rendering it voidable (in equity)."

Duress is a threat of harm made to compel someone to do something against their will or judgment; especially a wrongful threat made by one person to compel a manifestation of seeming assent by another person to a transaction without real volition. - Black's Law Dictionary (8th ed. 2004)

Duress in contract law falls into two broad categories:
 * Physical duress
 * Economic duress

Usurpations
Def. "the wrongful seizure of something by force, especially of sovereignty or other authority" or a "taking or use without right" is called an usurpation.

Law professors
"Unfortunately, performance is often hampered by negative feelings, which would be true for any group that had been saddled with centuries of oppression by the dominant group."

"Because the token is highly visible, she bears more performance pressure than members of the dominant group.8 The dynamics created by a skewed group context are exacerbated in the case of the African American female law professor."

Hypotheses

 * 1) Eventually laws are passed by free people.

title: Draft:Original research/Laws


text:
Omnology

....the process of developing a greater picture by incorporating knowledge from all scientific disciplines.

The Roots of Omnology by Howard Bloom

Omnology — “an academic base for the promiscuously curious, a discipline that concentrates on seeing the patterns that emerge when one views all the sciences and the arts at once.”

Back in 2001, I wrote a manifesto for a new discipline, “Omnology,” a field for those with a gaggle of curiosities and with the potential to use their multiple intellectual and artistic hungers to provide unusual perspectives to the scientific community.

At least two major figures tried to establish their own forms of omnology in the 19th century. One was Herbert Spencer, who devoted his life to the creation of a Grand Synthesis that encompassed all the sciences. The other was William Whewell, who took on every science that his mind and curiosity could comprehend, then demonstrated his “omnicompetence” by showing his own insight into each field and by exploring the big-picture linkage between the narrowly specializing disciplines. Whewell was called a metascientist by historian Richard Yeo  and  a “universal scientist” by encyclopedist of the history of ideas Glenn M. Sanford.

Would the term “omnologist” have allowed Whewell and Spencer to lay a path for synthesis as a necessary function of science and for the synthesist as a key contributor’s to science’s digestive process? Perhaps. But without a term other than “polymath” to describe what Spencer and Whewell attempted, others with a broad range of curiosities were left to flounder for the next century and a half.

But it’s the synthesists who often see the set of questions…and answers…over the next horizon. Darwin, Freud, Einstein, Mandelbrot, and even Newton were wildly unconventional synthesists, linking elements they found in the nooks and crannies of many obscure…and not so obscure…specialties.

If Omnology can be established as a legitimate discipline, my hope is that kids with promiscuous creativity will be told that their multiple enthusiasms are their gifts, not their liabilities. My hope is that those who have a taste for big-picture syntheses will be added to the community of legitimate scientists, given their own dignity, given their own budgets, given their own made-to-order, cross-disciplinary degree programs and will be recognized for their contributions.

The Omnologist Manifesto
We are blessed with a richness of specializations, but cursed with a paucity of panoptic disciplines-categories of knowledge that concentrate on seeing the pattern that emerges when one views all the sciences at once. Hence we need a field dedicated to the panoramic, an academic base for the promiscuously curious, a discipline whose mandate is best summed up in a paraphrase of the poet Andrew Marvel: Let us roll all our strength and all Our knowledge up into one ball, And tear our visions with rough strife Through the iron gates of life.

Omnology is a science, but one dedicated to the biggest picture conceivable by the minds of its practitioners. Omnology will use every conceptual tool available-and some not yet invented but inventible-to leapfrog over disciplinary barriers, stitching together the patchwork quilt of science and all the rest that humans can yet know. If one omnologist is able to perceive the relationship between pop songs, ancient Egyptian graffiti, Shirley MacLaine's mysticism, neurobiology, and the origins of the cosmos, so be it. If another uses mathematics to probe traffic patterns, the behavior of insect colonies, and the manner in which galaxies cluster in swarms, wonderful. And if another uses introspection to uncover hidden passions and relate them to research in chemistry, anthropology, psychology, history, and the arts, she, too, has a treasured place on the wild frontiers of scientific truth-the terra incognita in the heartland of omnology.

Let me close with the words of yet another poet, William Blake, on the ultimate goal of omnology:

To see a World in a Grain of Sand And a Heaven in a Wild Flower, Hold Infinity in the palm of your hand And Eternity in an hour.

title: Omnology


text:
Shona language

Shona is a dialect of the Bantu languages, spoken in Southern Africa. Shona is one of the primary languages spoken in Zimbabwe, the official language for government being English.

English Shona

(A clap of the hands is also a traditional Shona thank you.)

title: Shona language


text:
Talk:Counseling psychology

... http://uk.reuters.com/article/worldNews/idUKN2630792420080626?feedType=RSS&feedName=worldNews... "Couples' counselling in Africa could cut HIV spread" Emesee 04:04, 27 June 2008 (UTC)

http://latimesblogs.latimes.com/booster_shots/2008/09/long-term-psych.html

title: Talk:Counseling psychology


text:
User talk:Stanbridge

 Hello Stanbridge, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --McCormack 04:08, 27 June 2008 (UTC)

Moving images on Mediawiki
Hi and thanks for your message. Very intelligent to track me down here! If you are having trouble moving images, then very probably it's a matter of directory permissions. The solution I used was because I had an exotic and unusual situation. So it probably won't work for you. If you use my code snippet, to be safe you probably need to understand what it does (do you?) and you need to understand how Mediawiki uploads images (do you?). Once you know that, you basically insert that code at the earliest point you can after the image gets uploaded. However you should do everything you can first to ensure that you don't have a directory permissions problem, which is far more likely. --McCormack 04:12, 27 June 2008 (UTC)

title: User talk:Stanbridge


text:
User talk:Hashbaz

 Hello Hashbaz, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 05:19, 27 June 2008 (UTC)

title: User talk:Hashbaz


text:
User talk:Jim0watkins~enwikiversity

 Hello Jim0watkins, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 05:20, 27 June 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Jim0watkins. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jim0watkins~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 23:39, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Jim0watkins~enwikiversity


text:
User talk:Pbhanney

 Hello Pbhanney, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 05:27, 27 June 2008 (UTC)

title: User talk:Pbhanney


text:
User talk:Sorayaskeete~enwikiversity

 Hello Sorayaskeete, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 05:27, 27 June 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Sorayaskeete. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sorayaskeete~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 23:43, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Sorayaskeete~enwikiversity


text:
User talk:Vallerand~enwikiversity

 Hello Vallerand, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 05:28, 27 June 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:10, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:Vallerand~enwikiversity


text:
User talk:Hedley~enwikiversity

 Hello Hedley, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 05:36, 27 June 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:37, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:11, 19 April 2015 (UTC)

title: User talk:Hedley~enwikiversity


text:
Elementary mathematics

Online Math Resources for Elementary Students
This page contains links to 27 fun, interactive online games for elementary students. All of the games focus on multiplication, but many focus on other basic operations as well.
 * http://multiplication.com/interactive_games.htm

This page contains free, challenging sample math contests for students in 2nd grade and higher.
 * http://www.academicleagues.com/samples.asp

This page, from the National Council of Teachers of Mathematics, contains a searchable collection of 92 online math activities for students of all ages.
 * http://illuminations.nctm.org/ActivitySearch.aspx

Interactive Mathematics activities from Kindergaten to grade 6. By Jenny Eather.
 * http://www.rainforestmaths.com/

this web site has wonderfull worksheets for various maths operations. The theme based worksheets makes it interesting for kids. The answer keys provided with each of the worksheets would make it easy for both parents\teachers to check up the answers
 * http://math-drills.com/

This website looks at where and how 1,000 k-12th grade mathematics terms are used. What grade levels the terms are likely to appear in. Standards for each grade level. Some basic parameters for designing k-12 mathematics programs. The free and easy to use resource is in English, Spanish and French. By Jim Kelly.
 * http://www.k-12math.info/

title: Elementary mathematics


text:
User talk:Satit

Test
Thank you for experimenting with Wikiversity. Your test was recorded, and it has been reverted or removed. Please use the sandbox for further testing. See also Help:contents. -- Jtneill - Talk - c 09:58, 27 June 2008 (UTC)

title: User talk:Satit


text:
File talk:Pulley3a.png

Hm....

My opinion is: This picture contains a mistake...

It should be:

1/2 - 1/2 - 1/4 in the first line.

1/4 - 1/4 - 1/4 - 1/4 - 1/4 in the second,

1/2 - 1/2 in the third and

1 in the fourth.
 * Added a comment on original description page: commons:Image talk:Pulley3a.png, Erkan Yilmaz uses the Chat (try) 07:40, 28 June 2008 (UTC)

title: File talk:Pulley3a.png


text:
Template:User cs-0

cs:Šablona:User cs-0 de:Vorlage:User cs-0 el:Πρότυπο:Χρήστης cs-0 es:Plantilla:Usuario cs-0 fr:Modèle:Utilisateur cs-0 it:Template:Utente cs-0

title: Template:User cs-0


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de:Vorlage:User cs-4 fr:Modèle:Utilisateur cs-4

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User talk:Jinkyb0319

 Hello Jinkyb0319, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 13:14, 27 June 2008 (UTC)

title: User talk:Jinkyb0319


text:
User talk:Wiki2006~enwikiversity

 Hello Wiki2006, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 13:15, 27 June 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Wiki2006. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Wiki2006~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 23:47, 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) 06:25, 19 April 2015 (UTC)

title: User talk:Wiki2006~enwikiversity


text: Category:User cs-0

title: Category:User cs-0


text: User:Danfly~enwikiversity

title: User:Danfly~enwikiversity


text:
User:Sh00k

Hunter College student living in Manhattan, NYC.

Singh Consulting Services

Wikiversity List of Schools

Wikiversity School of Economics

Wikiversity School of Business

title: User:Sh00k


text:
Draft:Linguistics

Linguistics is the scientific study of human language. Linguistics can be broadly broken into three categories or subfields of study: language form, language meaning, and language in context.

Although linguistics is the scientific study of language, a number of other intellectual disciplines are relevant to language and intersect with it. Semiotics, for example, is the general study of signs and symbols both within language and without. Literary theorists study the use of language in literature. Linguistics additionally draws on and informs work from such diverse fields as acoustics, anthropology, biology, computer science, human anatomy, informatics, neuroscience, philosophy, psychology, sociology, and speech-language pathology.

Linguistics theory
Def. "the scientific study of language" is called linguistics.

Linguistics is the scientific study of human language. Linguistics can be broadly broken into three categories or subfields of study: language form, language meaning, and language in context.

"Although linguistics is the scientific study of language, a number of other intellectual disciplines are relevant to language and intersect with it. Semiotics, for example, is the general study of signs and symbols both within language and without. Literary theorists study the use of language in literature. Linguistics additionally draws on and informs work from such diverse fields as acoustics, anthropology, biology, computer science, human anatomy, informatics, neuroscience, philosophy, psychology, sociology, and speech-language pathology."

Linguistics concerns itself with describing and explaining the nature of human language. Fundamental questions include what is universal to language, how language can vary, and how human beings come to know languages. Linguistic fields can then be broadly divided into those that distinguish themselves by a focus on linguistic structure and grammar, and those that distinguish themselves by the nonlinguistic factors they consider.

Contemporary Linguistic Analysis

Terminology
Def. "word or phrase, especially one from a specialized area of knowledge" is called a term.

Def. "[t]he set of terms actually used in any business, art, science, or the like" is called terminology.

Before the 20th century, the term philology, first attested in 1716, was commonly used to refer to the science of language, which was then predominantly historical in focus. Since Ferdinand de Saussure's insistence on the importance of synchronic analysis, however, this focus has shifted and the term "philology" is now generally used for the "study of a language's grammar, history, and literary tradition", especially in the United States, where it was never as popular as it was elsewhere (in the sense of the "science of language").

The term "linguistics" is first attested in 1847. It is now the usual academic term in English for the scientific study of language.

Philology
Def. the "[humanistic] study of historical linguistics" is called philology.

Philology is the study of language in written historical sources; it is a combination of literary studies, history and linguistics.

Language
Def. a "form of communication using words either spoken or gestured with the hands, often with a writing system, usually structured with grammar" is called a language.

Language may refer either to the specifically human capacity for acquiring and using complex systems of communication, or to a specific instance of such a system of complex communication.

Def. "[a] variety of a language ... that is characteristic of a particular area, community or group" is called a dialect.

"The difference between a language and a dialect is not always clear, but it is generally considered that people who speak different dialects can understand each other, while people who speak different languages cannot."

Def. "one's native language, the language one feels most comfortable and capable with" is called a first language.

Def. "the language one grew up with, the language spoken by one's ancestors" is called a mother tongue.

Def. "[t]he language of a Native or Aboriginal people, one's ... language, learned in early childhood" is called a native language.

Languages
The approximately 3,000–6,000 languages that are spoken by humans today are the most salient examples, but natural languages can also be based on visual rather than auditory stimuli, for example in sign languages and written language. Codes and other kinds of artificially constructed communication systems such as those used for programming language computer programming can also be called languages. A language in this sense is a system of signs for encoding and decoding information.

Def. "an amalgamation of two disparate languages, used by two populations having no common language as a lingua franca to communicate with each other, lacking formalized grammar and having a small, utilitarian vocabulary and no native speakers" is called a pidgin.

Def. "[a] dialect formed from two languages which has developed from a pidgin to become a first language" is called a creole.

Lexicology
Def. "[t]he part of linguistics that studies words, their nature and meaning, words' elements, relations between words including semantic relations, words groups and the whole lexicon" is called lexicology.

Lexicology is the part of linguistics which studies words, their nature and meaning, words' elements, relations between words (semantical relations), word groups and the whole lexicon.

Lexicography
Def.
 * 1) "[t]he art or craft of compiling, writing and editing dictionaries [or]
 * 2) [t]he scholarly discipline of analyzing and describing the semantic, syntagmatic and paradigmatic relationships within the lexicon (vocabulary) of a language and developing theories of dictionary components and structures linking the data in dictionaries"

is called lexicography.

Grammar
Def.
 * 1) a system of rules and principles for speaking and writing a language
 * 2) the study of the internal structure of words (morphology) and the use of words in the construction of phrases and sentences (syntax)
 * 3) a book describing the rules of grammar of a language
 * 4) a] formal system in computing theory specifying the syntax of a language
 * 5) a formal system in computing theory defining a formal language
 * 6) the basic rules or principles of a field of knowledge or a particular skill

is called a grammar.

Semantics
Def.
 * 1. "the study of meanings:"
 * 1.a: "the historical and psychological study and the classification of changes in the signification of words or forms viewed as factors in linguistic development",
 * 1.b: "a branch of semiotic dealing with the relations between signs and what they refer to and including theories of denotation, extension, naming, and truth"
 * 2.a: "the meaning or relationship of meanings of a sign or set of signs; [especially]: connotative meaning"
 * 2.b: "the exploitation of connotation and ambiguity (as in propaganda)"

is called semantics.

Def. "the branch of linguistics devoted to the investigation of linguistic meaning, the interpretation of expression in a language system." is called semantics.

Syntactics
Def. "the formal relations between signs or expressions in abstraction from their signification and their interpreters" is called syntactics.

title: Draft:Linguistics


text:
Greek Language/Syllable Separation

The following rules hold for Modern Greek syllabification:

1. A vowel can be a syllable by itself (usually when two vowels that do not diphthongize are next to each other) ex: α-έ-ρας, αι-ώ-νας

2. Diphthongs, vowel combinations that are read as single vowels (ει, οι, ου, etc.) and vowel combinations that are read as vowel-consonant (αυ, ευ) are treated as single vowels for syllabification, and thus are never separated ex: αίσ-χος, ευ-χή, γάι-δα-ρος, ά-πια-στο

3. Series of consonants that are read as single sounds (ντ, γκ, γγ in almost all cases, μπ in most accents) are treated as single consonants and never separated ex: κά-μπος, ά-ντρας

4. Consonants before the first vowel are grouped with the first vowel and consonants after the last vowel are grouped with the last vowel. ex: ντό-πιος

5. One consonant between two vowels is grouped with the second vowel: ex: για-τί, βρα-βι-ο

6. Two consonants between two vowels are sometimes both grouped with the second vowel, and are sometimes split between the vowels, depending on the consonants. The vowels are grouped together if and only if the two consonants have attestations at the start of other words (ex: τρ is attested in words like τραπέζι and therefore is not split, but ρτ is not and therefore is split) ex: νε-κτα-ρί-νια (κτίριο) ex: ορ-μή, ελ-πίς

7. Doubled consonants are always separated (really a restatement of rule 6; no Greek words begin with doubled consonants) ex: άλ-λος, υ-δρορ-ρο-ή

8. Three consonants between vowels are grouped to the right if and only if either the first two or all three consonants are attested at the start of of other words. If they are not attested, then the leftmost consonant is grouped with the proceeding vowel ex: ε-χθρος (χθές), α-στρa-πή (στρέφω) ex: εκ-θρο-νί-ζω (θρήνος), αν-θροπος

9. In compound words or words formed with prefixes, a syllable always terminates where the prefix or initial of the compound terminates, unless the prefix or compound has undergone vowel change in its terminal vowel, in which case the word is treated as if it were not a compound. ex: εξ-έρ-χο-μαι (εξ-), Ελ-λήσ-πο-ντος (Ελλης-) ex: πα-ρέρ-χο-μαι (παρα-), Φί-λι-πος (φίλο-)

title: Greek Language/Syllable Separation


text:
Elementary Arabic I/Lesson:Beachhead

There are many words in Arabic that are used to greet each other, whether it being an acquaintance, friend, family, collegue, etc. Mainly, words such as "Ahlan" and "Marhaba". However, in arabic societies where it is heavily influenced by Islam, a formal greeting is used by saying, "As-salaamu alaykum"—which means Peace be upon you ... it is customarily and respectful to respond back by saying, "Wa alaykum as-salaam"—meaning, And upon you be peace. Some Muslims reserve the greeting to fellow Muslims, so knowing the appropriate answer is always good, but with some people a non-Muslim should not initiate this exchange, but use "Ahlan" and "Marhaba".

title: Elementary Arabic I/Lesson:Beachhead


text:
User:Erwin/monobook.js

// m:User:Erwin/global.js mw.loader.load('https://meta.wikimedia.org/w/index.php?title=User:Erwin/global.js&action=raw&ctype=text/javascript');

title: User:Erwin/monobook.js


text: User:Cssiitcic

title: User:Cssiitcic


text: User:IMU URI

title: User:IMU URI


text: User talk:IMU URI

title: User talk:IMU URI


text:
User talk:Sh00k

 Hello Sh00k, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * 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 to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 23:49, 27 June 2008 (UTC)

title: User talk:Sh00k


text:
Talk:Introduction to Japanese Philosophy

Blanking
Why was this page blanked? --Swift 00:18, 28 June 2008 (UTC)
 * You could ask the person doing this, but the content can now also be found at: Introduction to Japanese Philosophy, Erkan Yilmaz uses the Chat (try) 07:20, 28 June 2008 (UTC)


text:
User:Tool-apc

Since the dawn of time, one man has been devoting himself to making Wikipedia even better. This man, known only as Tool-apc, can be contacted via his discussion page.

-Peace Out!-

title: User:Tool-apc


text:
MediaWiki:Deletereason-dropdown

 * Speedy deletion reasons
 * Test page. Welcome to Wikiversity. Please experiment in the sandbox
 * Vandalism. Please help participants learn
 * Solicitation. Please help participants learn
 * Spam. Please help participants learn
 * A repost. Please request undeletion instead
 * Lost context for discussion
 * Author request
 * Empty category
 * Empty page
 * Available through Wikimedia Commons
 * Copyrighted work does not satisfy Terms of Use
 * Orphaned, broken, or unused redirect
 * No research objectives or discussion in history
 * No educational objectives or discussion in history
 * Less common reasons
 * Abandoned resource
 * Per WV:PROD
 * Per request for deletion
 * Not English. See https://www.wikiversity.org to find where contributions may be appreciated
 * History merge
 * Deletion test

title: MediaWiki:Deletereason-dropdown


text:
Multiple response analysis

Overview
Multiple response analysis is a frequency analysis for data which include more than one response per participant, such as to a multiple response survey question.

Examples of survey items which create multiple responses:
 * 1) "Tick all responses that apply." (multiple dichotomies)
 * 2) "List the reasons you do physical exercise." (multiple responses)

Such data is well suited to multiple response analysis.

Rather than treat the 1st, 2nd, 3rd etcetera responses as separate variables, multiple response analysis allows the set of responses to be combined and collectively analysed.

Multiple response analysis can be performed using the SPSS Multiple Response Sets function. This is a two step process:
 * 1) Define multiple response set(s)
 * 2) Conduct multiple response analysis(es)

This will produce a multiple response analysis showing the frequencies and percentages by cases and responses.

Also consider creating a graph (e.g., bar graph) to illustrate the frequencies or percentages for cases and/or responses.

General steps
The three general steps are:
 * 1) Define a set of two more responses (you cannot do step 2 without doing this step first)
 * 2) Analyze - Multiple Response - Define Sets
 * 3) Add the multiple response variables to the "Variables in Set" box. Then click
 * 4) Dichotomy (if there were only two categories of response) or
 * 5) Categories (if there were several categories of response) and indicate the category range
 * 6) Add a name for this new set - Label is optional
 * 7) Click Add to create the set and then close
 * 8) Obtain multiple response frequencies (or cross-tabs) of the set you created - this will provide frequencies and percentages of each response option by total number of responses and by cases
 * 9) Analyze - Multiple Response - Choose either of:
 * 10) Frequencies: Add the multiple response set into the tables box and click OK
 * 11) Crosstabs:
 * 12) Add the multiple response set into either the columns or rows
 * 13) Add an independent variables of interest (e.g., gender) into the columns or rows (the opposite of the one for the set)
 * 14) Options - The results will show frequencies, but you can also get percentages click options to also get cell percentages based on columns or rows for cases and responses
 * 15) Create a graph: It can be useful to graph frequencies or percentages (bar graph). You will need to decide whether to graph responses or cases (or do both). Options for graphing this data:
 * 16) Use a word processor or spreadsheet - e.g., see Making a Microsoft Word Graph or Graphing with Excel
 * 17) If graphing responses, you could use SPSS to make a new data file and copy all the responses into a single column (variables), also copy the value labels, then Graphs - Bar Chart

Qualitative data coding
If there are multiple open-ended responses, then these should be coded into categorical data, based on themes, prior to conducting multiple response analysis.

FAQ
Question: What is the difference between % of responses and % of cases?

Answer:
 * % of responses indicates what % of the total responses were in each category e.g., 300 out of 1000 (30%) responses may have been about A, 500 (50%) about B and 200 (20%) about C. Note that these %s will sum to 100%.
 * % of cases indicates what % of cases mentioned each category e.g., 250 out of 600 cases (45%) may have mentioned A, 400 may have mentioned B (67%) and 150 (25%) may have mentioned C. Note that these %s will sum to more than 100% if at least one person made more than one response.

title: Multiple response analysis


text:
User:Him

seeming's enough for slaves of space and time — ours is the now and here of freedom. ... a million thousand hundred nothings seem — we are himself's own self;his very him ... The whole truth… sings only — and all lovers are the song

E. E. Cummings

title: User:Him


text:
User talk:Him

a million thousand hundred nothings seem — we are himself's own self;his very him

E. E. Cummings

title: User talk:Him


text:
How to juggle

HOW TO JUGGLE - 3 Balls

Quote: Juggling is just like playing catch, by yourself -Angelica - Rugrats.

 * 1) Firstly - grap 3 balls (tennis balls are a good start)
 * 2) Place two balls in your preferred hand - I am right handed.
 * 3) Then place one ball in your other hand - my left.
 * 4) Now throw in a gentle motion one ball from your right hand - up as high as your head.
 * 5) When this ball is at its peak - throw the ball from the left - and then catch the right ball. with your left hand.
 * 6) As the second ball falls throw the last ball in your right hand and catch the second ball in the same motion.
 * 7) Catch the last ball in the left - repeat the cycle - congratulations you have made it;.

title: How to juggle


text:
Wikiversity talk:How to write an educational resource

Development status
I've taken away the under-construction tag, as this page is starting to be useful, but I'm still working on it. --McCormack 06:43, 28 June 2008 (UTC)

Frameworks

 * Paul added the above comment about "frameworks" to the "common mistakes" section. There are two different things being talked about, as the links should show. "Frameworks" refers to the old Wikiversity 2006 tendency to write lists of courses rather than actually writing the courses. Paul is talking about structured lessons (perhaps as distinct from stream-of-consciousness or ad-hoc lessons), which is a quite different point.


text:
Wikiversity:101 things to do with your class on Wikiversity

This help page is intended to be an indefinitely growing collection of ideas for doing things with classes on Wikiversity. "101" may be hopeful, but it emphasises that this page is for adding to.

If you are bringing your class to Wikiversity, you will probably have questions like "what am I allowed to do here?" and "can you give me idea about what to do?" You are allowed to do pretty well anything that is educational and doesn't break policy, but "anything" is much less helpful than a big pile of "somethings". A good way to plan your class visit is to take a good look at what others have done, so plenty of examples are included below.

Registering as a user
The special login page is normally linked at the top right-hand side of the page, but you can also make it easier for students by putting a large "register here" link in the middle of a page you create for the class. Students will be very good at losing their passwords, so draw their attention to the ease with which they can have a new password emailed to their email address - if, that is, they managed to type in their correct email address when registering (important) - otherwise the account is doomed.

If you are managing a large group of students on Wikiversity, it may be a good idea to embed some kind of recognition system into their usernames. The simplest way is to require them to use a prefix or suffix with their usernames. Choose a short two- or three-letter abbreviation for your course name or the name of your educational institution. When managing and monitoring your students on Wikiversity, you should find out how to monitor recent changes to Wikiversity (which also records user account creations).

Another option: You can consider also, that your student eventually will continue editing Wikiversity also after the end of your class. In this case probably they won't be happy to have a prefix/suffix in their usernames. You can encourage them to choose nickname freely, and create a (sub)page with the list of your students. This enables also other, previously not expected users to join.

See also: Why create an account

Learning to edit a wiki
See: list of resources for learning to edit a wiki.

Analysing the wiki behaviour of a class
Whatever you do with your class in Wikiversity, you will be doing the learning as well as them. While you prepare, watch and help them with their visit, you will find out more about how to deal with classes on Wikiversity. Please collect and post your observations and findings. Future teachers will find this very helpful. You can post your experience report on the talk page of any project you create, or on the talk page of this page.

Take a course offered on Wikiversity
Some courses on Wikiversity are well suited to visiting classes. You can find existing learning pathways in these projects, and all you need to do is point your class to the start page. Such courses have typically been left behind (or are actively maintained) by educators from elsewhere.

Example: Filmmaking, language courses

Essay writing
A real-world class adds their term papers to a collection started by their teacher/professor. Each essay is written independently of the others, although the title may be pre-set and the essays belong to the same collection page.Essays can be written by individuals or small groups as suits the total class size. Participants may only be active on Wikiversity for a short period towards the end of term.

Example: Design for the Environment

Collaborative resource creation
This idea has so far mostly been done at graduate level and/or with smaller classes. The class focuses on creating an educational resource on a single subject area and pursues the project for most of a term. The resource may have the nature of a short introduction or textbook on the subject and may approach the topic from an authoritative and educational perspective. The whole class collaboratively works on the whole project. The result is a coherent whole.

If the fake-world class is repeated at regular intervals (e.g.annually), subsequent classes can return to the resource to improve and extend it.

Example: Media literacy, Technical writing.

Add observational data to a "massively distributed collaboration"
There are some projects on Wikiversity which consist of collecting massive amounts of observational data from casual visitors from all over the world. Your class can temporarily join such a project and add to the data. Participation typically involves a lot of real world activity, because you have to go outside and collect some observational data. The Wikiversity projects can help you make sense of the data you have collected, and you can add your data to the collection.

Example: Bloom clock

Threaded discussions
There are two main learning elements before a class can engage in wiki-discussions. One is technical: the class needs to know how to use bullets and indents to indicate replies to a posting ("threading"), and they need to know how to sign their posts. The other is sociological: the class needs to know about rules of etiquette for engaging in debate.

As a teacher, you will need to set up a page for the debate, and divide it into sections for sub-topics as they appear. If a class is debating or discussing all at the same time, you will need to find out about edit conflicts (when two people try to update a page at the same time) so that you can advise your students as you go round the classroom.