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Generating dynamic content with MediaWiki/2009/W37/1

Generating dynamic content with MediaWiki/2009/W

Now. We just entered the 1st day of the 37th Week of 2009. In nearly 24 hours the link above will turn red, Unless we go ahead and create the subpage. To see all of the subpages we have so far we can run this search


text:
Generating dynamic content with MediaWiki/2009/W35

/W | /W | /W

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


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Post-Conflict Management and Resolution Studies

Welcome to Post-Conflict Management and Resolution Studies. This research project was envisioned and brought to reality by the young political scientist Jaylan Michael Haley. The research project was created with two purposes in mind:
 * To create a platform upon which individuals from around the world can easily collaborate to further explore the intricacies of past and on-going post-conflict engagements; and
 * To create a platform upon which individuals from around the world can easily collaborate to create policy prescriptions for national and international solutions to future post-conflict engagements.

This project operates under the principles of individual worth, intellectual rigor, and global impact.

Individual worth
Individual worth speaks to the idea that no matter the educational or experienced background of one individual, their voice deserves to be heard if it can in any way aid others in addressing global problems. Most research centers, even those that supposedly solicit individual scholarly work, discriminate upon educational credentials and "experience" within a field. What they fail to capitalize upon is the economy of scale of individuals that are connected to the world through the internet who, by providing just a glimmer of their part of the world from first-hand life experiences rather than academic or work-related experiences, provide a wealth of knowledge and understanding to us all. Further, the bureaucratic nature of most research centers prevents true independent research and solutions for mankind. The organizational agendas and special interest influences of brick-and-mortar organizations are smashed here as we believe in honest, transparent research. But in opening our doors to the entire world, how do you maintain credibility and forward movement one might ask?

Intellectual rigor
We advocate intellectual rigor by community regulation. If ideas and suggestions lack intellectual rigor, it is up to us all to ensure that we address the issue immediately and in a very much respectful manner. It is understood that for a project to retain credibility it must be viewed as a contributing organization to society. We, the community, must ensure the project remains an intellectual repository for the present and future as many eyes will be upon this place, wishing, hoping for its failure. But, where we will succeed where others fail is in policy prescription that is not only intellectually sound but also practical.

Global impact
Where many research institutes fail is in their inability to provide real solutions to real problems. It's completely acceptable to create knowledge wells from which others who are conducting research may draw to increase their understanding. But, the true beneficiaries of the deep wells of knowledge that are being dug on sites like Wikipedia, Wikinews, and Wikiversity are the individuals that benefit from policies implemented as a result of increased understanding. As a result the project seeks to create a global impact by submitting complete policy prescriptions to lawmakers at national and international governments and organizations that are bombarded by accusations of what should be done but are low on suggestions of just how things can  be done.

Summary
It's important to understand the project is not like anything that you've ever experienced before. This platform is years ahead of its time and will succeed only because the success of humanity depends upon collaborative tools like these. If you have suggestions for how the project can better address the problem of post-conflict management and resolution, please contact, Jaylan Haley at your earliest convenience.

Knowledge wells are ...


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Generating dynamic content with MediaWiki/2009/W36/1

This is last week's Monday. Next Monday


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Talk:Generating dynamic content with MediaWiki/2009/W36/1

CQ 00:44, 7 September 2009 (UTC) Project starts Next week


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User talk:Charlescengel

 Hello Charlescengel, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --Mu301Bot 00:58, 7 September 2009 (UTC) --mikeu talk 00:58, 7 September 2009 (UTC)

title: User talk:Charlescengel


text:
User talk:Juampis77

 Hello Juampis77, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --Mu301Bot 00:58, 7 September 2009 (UTC) --mikeu talk 00:58, 7 September 2009 (UTC)

title: User talk:Juampis77


text:
User talk:Csalas

 Hello Csalas, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --Mu301Bot 00:58, 7 September 2009 (UTC) --mikeu talk 00:58, 7 September 2009 (UTC)

title: User talk:Csalas


text:
User talk:Mjourabchian

 Hello Mjourabchian, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --Mu301Bot 00:58, 7 September 2009 (UTC) --mikeu talk 00:58, 7 September 2009 (UTC)

title: User talk:Mjourabchian


text:
User talk:Asdxiaoxiao

 Hello Asdxiaoxiao, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --Mu301Bot 00:59, 7 September 2009 (UTC) --mikeu talk 00:59, 7 September 2009 (UTC)

title: User talk:Asdxiaoxiao


text:
User talk:Chiphines

 Hello Chiphines, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --Mu301Bot 00:59, 7 September 2009 (UTC) --mikeu talk 00:59, 7 September 2009 (UTC)

title: User talk:Chiphines


text:
User talk:JohnP~enwikiversity

 Hello JohnP, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --Mu301Bot 00:59, 7 September 2009 (UTC) --mikeu talk 00:59, 7 September 2009 (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 JohnP. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JohnP~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 23:35, 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:JohnP~enwikiversity


text:
User talk:Omanarlock

 Hello Omanarlock, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --mikeu talk 01:05, 7 September 2009 (UTC)

The page that you created has been moved to User:Omanarlock/Meet dr. horowitz. Please feel free to leave a note at my talk page if you have any questions or need any help. --mikeu talk 01:05, 7 September 2009 (UTC)

title: User talk:Omanarlock


text:
User talk:Welch Ricardo

 Hello Welch Ricardo, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --mikeu talk 01:16, 7 September 2009 (UTC)

The page that you created has been moved to User:Welch Ricardo/Ricardo "The Gladiator" Welch. Please feel free to leave a message on my talk page if you have any questions or need any help. --mikeu talk 01:16, 7 September 2009 (UTC)

title: User talk:Welch Ricardo


text:
User:CQ/2008/W37

Hmmm. Funny how I seem to always get back in here this time of year. --CQ 01:50, 7 September 2009 (UTC)

next week

See Generating dynamic content with MediaWiki/2009/W37

title: User:CQ/2008/W37


text:
User:CQ/2009

Navigation
A little navigation machine that freezes our current working queue for weeks can look like:

It looks pretty simple, but to make it work on any subpage of any page in any namespace the code is:

title: User:CQ/2009


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User:CQ/2009/W37/1

Here we go again. 02:24, 7 September 2009 (UTC)

title: User:CQ/2009/W37/1


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User:CQ/2009/W37

Test page for journaling system

last week | this week | next week

title: User:CQ/2009/W37


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User:CQ/2009/W38

Test page for journaling system

last week | this week | next week

title: User:CQ/2009/W38


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User:CQ/2009/W37/0

Generating dynamic content with MediaWiki/2009/W37/1

title: User:CQ/2009/W37/0


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Talk:Generating dynamic content with MediaWiki/2009/W37/1/02

Now we have a chance to break a session down into minutes: =>


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Generating dynamic content with MediaWiki/2009/W37/1/02

Too Late. Generating dynamic content with MediaWiki/2009/W37/1/03


text: Generating dynamic content with MediaWiki/2009/W37/1/03


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User:RekonDog/Sandbox

Abrahamic Science

title: User:RekonDog/Sandbox


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Generating dynamic content with MediaWiki/2009/W37/1/03/03

{{#subterfuge:Mu301:Jtneill:mikeu:yeoman:CQ;jewschmidt:


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Template:Timingchain

mind

title: Template:Timingchain


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Template talk:Timingchain

fun..

moon trip clutch gears stack point count project record log event evening morning noon midnight

gears
moon trip clutch gears stack point count project record log event evening morning noon midnight --CQ 11:26, 7 September 2009 (UTC)

title: Template talk:Timingchain


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Template:Next

next

title: Template:Next


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Template talk:Next

[01:21]

How could you?
simply slurp the block into my ctrl+c key and drop it on a page. CQ 06:45, 7 September 2009 (UTC)

title: Template talk:Next


text: Template:Tractor

title: Template:Tractor


text: Template talk:Mascot

title: Template talk:Mascot


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Generating dynamic content with MediaWiki/2009/W38

 * 1) (diff) (hist) . . N  Template talk:Mascot; 07:09 . . (+36) . . CQ (Talk | contribs | block) (LOST+FOUND)
 * 2) (diff) (hist) . . N Template:Tractor; 07:06 . . (+36) . . CQ (Talk | contribs | block) (maint:1252307012:*| 1252500000)


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Talk:Generating dynamic content with MediaWiki/2009/W38

User:


text: Template:IT

title: Template:IT


text: User:IT

title: User:IT


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Template:OH NO

OH NO! WikiversityJack is IT! Better run !

title: Template:OH NO


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Votian/Indefinite Imperative

Indefinite voice
The indefinite voice describes an action without giving any information about it's agent. Hence an indefinite imperative like jute̮лtagō could be translated approximately as: "Somebody should say!". The person or persons, whom we want to say something, is indefinite. We don't care too much, who exactly would do it. It is important for us, that it would be said and no more.

The -ttako'on suffix is composed of an indefinite voice marker -tta and a third person's singular imperative ending -ko'on.

 * Dialectal alternatives of the morpheme -ko'on were described in the lesson of Votian imperative.
 * Dialectal alternatives of the negation verb elko'on were described in the lesson about negative imperative e.g. elkō e̮лtagō vs. älkō e̮лtagō ('Let (anyone) be (like that)!').

Morphophonology
The first t is geminated after a short vowel only, elsewhere the suffix is degeminated e.g. ve̮te̮ttagō ('Let (it) be taken!') vs. jute̮лtagō ('Let (it) be said!').

The vowel a alternates with ä according to vowel harmony rules e.g. levvettägō ('Let (it) be found!').

In front of any indefinite voice marker (except present tense indefinite voice) the stem-vowel
 * a alternates with e̮
 * and ä alternates with e
 * E.g. levvettägō ( vs. levvä - the 2. person's singular imperative), ve̮te̮ttagō ( vs. ve̮ta - the 2. person's singular imperative).

Indefinite voice suffixes take a consonant stem if available.
 * Therefore verbal stem is always in the weak grade in front of any indefinite voice marker (except present tense indefinite voice) e.g. ve̮te̮ttagō ('Let (it) be taken!') vs. ve̮ttagō ('Let him take!').

=== Other Finnic dialects ===

 * Standard Finnish : lue-ttakoon ('Let (it) be read!') / älköön lue-ttakoon ('Let (it) be not read!')
 * Standard Estonian : loe-ttagu ('Let (it) be read!') / ärgu loe-ttagu ('Let (it) be not read!')
 * Räpina South Estonian dialects : loe-ttaGo ('Let (it) be read!') / ärkko loe-ttaGo ('Let (it) be not read!')

title: Votian/Indefinite Imperative


text:
Introduction to Political Science/Haley POLS 100

POLS 100 - Introduction to Political Science 'Wikipedian Jaylan Haley' Return to POLS 100 main page. Return to Political Science main page.

Political Theory

 * /Lesson 1/ - Thucydides - Who Was He and Why His Work Matters?
 * Lesson 2 - Thucydides and the Peloponnesian War - The Foundation of Classical Realism and Classical Liberalism
 * Lesson 3 - Socrates and Plato - The Teacher and The Student
 * Lesson 4 - The Republic, a Blast From the Past
 * Lesson 5 - Aristotle - Father and Philosopher
 * Lesson 6 - The Politics of Aristotle
 * Lesson 7 - Niccolo Machiavelli, the Man from Milan
 * Lesson 8 - Do You Really Want to Be The Prince
 * Lesson 9 - Confusing Me, Who is this Confucius Character
 * Lesson 10 - Great Learning When There's Much to Learn

Government & Politics

 * Lesson 11
 * Lesson 12
 * Lesson 13
 * Lesson 14
 * Lesson 15
 * Lesson 16
 * Lesson 17
 * Lesson 18
 * Lesson 19
 * Lesson 20

Comparative Politics

 * Lesson 21
 * Lesson 22
 * Lesson 23
 * Lesson 24
 * Lesson 25
 * Lesson 26
 * Lesson 27
 * Lesson 28
 * Lesson 29
 * Lesson 30

International Relations

 * Lesson 31
 * Lesson 32
 * Lesson 33
 * Lesson 34
 * Lesson 35
 * Lesson 36
 * Lesson 37
 * Lesson 38
 * Lesson 39
 * Lesson 40


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User:Jayjitsu

Allied Studies Group

McDermott is an Oil Rig Manufacturing company that operates out of Dubai in the Middle East. They are involved in the manufacture and installation of Oil Rig infrastructure and operate a workforce of up to 4000 workers from a variety of backgrounds. This includes India, Philippines, Pakistan and Nepal. The senior management are from the UK, Europe, and America. The multi-cultural dimension of the business offers a complex mix of values and beliefs that are partly responsible for differences in how the workforce perceives risk and communicates risk concerns with the management. The beliefs and values also influence behaviour and the development of norms which can be observed as safety climate and safety culture. Within the organisation is a team of Indian health and safety advisors who operate and manage their own teams of safety officers and field safety assistants. This group of safety practitioners are presently being up skilled through the use of a group competency program. This will tie in with the present training programs that along with group mentoring and development of a leadership program, integrates as an effective way to deal with construction problems in frontier regions. The process includes development of a series of minimum standards and assessment routines developed through the mentoring and leadership program. Achieving standards is through the collection of workplace evidence using evidence portfolios that are assessed and challenged by subject matter experts. Evidence of achievement is also appraised using behavioural interviews that ensure values and goals are personalised and the impact of competency program is evaluated in relation to how it can influence safety behaviours, norms and routines.

McDermott consider the competency program as a cost effective tool and a program that brings about behavioural change and development of a robust safety culture. In depth evaluation focuses specifically on a group of Indian Safety advisors working in the Middle East who help to oversee safety during the building of oil rig technology and sub-sea infrastructure. The evaluation of their influence on safety climate and culture is monitored as part of the research process, that reflects on quantitative data e.g. Near miss reporting, effectiveness of training and behavioural data that are all used as indicators of an improving safety culture. Of interest are leading near miss indicators that are pro-active in nature (i.e. an indicator of behaviour) and other At-Risk reports that come in from a qualitative system called BBSM. The overall focus on improved reporting and communication is the main thrust as is the quality, quantity and frequency of accurate reports. The interest in leading near miss reports carries the most weight as they are indicators of change because they are less to do with physical situations, that have already happened, and more to do with problem identification and problem solving. Therefore the elements of pro-active versus reactive reporting will be measured and the behaviours of change and through the behavioural interviews to be conducted over a period of one year, using six senior safety advisors. The critical evaluation will then probe to the effects of the group competency program for this geographical region in Dubai, Middle East. The transcribed interviews will be coded using thematic analysis to determine how human factors are responsible for any change that takes place, in relation to behavioural norms, safety climate and culture. This research will therefore be of interest to anyone involved in work based competency, risk perception and behavioural change for construction activities operating in new frontier regions.

title: User:Jayjitsu


text:
User:Krishajoylovejeremiah

Zanadessa is a emocore band that emerged from the philippines.... Jeremiah(Guitars, Vocals) Adam(Guitar) Norman (Drums)... They have their upcoming album "As She Falls". Mga influences po namin ay Alesana, Blessthefall and Paramore...Nagstart po kmi as "for fun" lang, pero ngayon decided na kaming sumikat. Merong studio dun malapit samin.kaya nagdecide kami na huwag na naming gawing laro ito!!!!!

Early Life: Jeremiah's studying days were so simple, then his own brother, Adam was being influenced by screamo music. And began to jam like others.While Adam is experimenting on new leads to come off. Unexpectedly, the brothers were their jam session. They had composed a screamo song the "Promises Are Nothing". and began to continue thier song compositions. Norman, drummer on the band had a simple life on his studying days. He began to tapping armchairs, boards....One day he will be a successful drummer of the time...

NO SACRIFICE NO VICTORY: -kami pong zanadessa ay laki sa hirap....nais naming makatulong sa mga magulang namin...Tska...kapag nagkataon na gusto naming tumugtog sa band rehearsal studio, dun kami gipit na gipit..kasi P250.00 ang per 1 hour dun...sa sobrang hirap tlga...kahit acoustic guitar ng band member namin ibebenta namin para lang makatugtog...Ang maging wish lang namin sa band namin ay sumikat at tska magkaroon kami ng manager......sobrang mataas ang pangarap namin sa bandang ito....kaya sa lahat ng susuporta samin, maraming salamat po...kasi lahat ng efforts namin ay nag succeed din....ang talagang goal namin ay makita sa mga music channels like channel V, myx tska MTV...sobrang masayang masaya na kami...at pagpapaguran namin lahat ng mga kanta namin.....then kahit mga first time namin sa music industry, balak din namin magkaroon ng concert....sobrang masaya na kami nun....hope namin na maraming "fans" ang magsusuporta samin....Maguupload po kami ng mga photos namin tuwing mag baband rehearsal studio kami....UPDATED KAMI ARAW-ARAW....kaya salamat po sa support!

FIRST ALBUM: Itong AS SHE FALLS, dito nagkaalaman kung papaano namin mabubuo ung mga songs....(ngaun nagwowork pa kami sa lyrics tska sa tono ng kanta) sobrang way too far na nga kami ngaun. Hindi namin expected na mabubuo namin itong album na to eh. Ung concept na AS SHE FALLS, galing sa experience namin...kung pano magmahal ng isang tao...o dba??!! haha! kasi ung lead guitarist na si adam, broke up sa love yan...kapag walang magawa, kumakanta nga sya ng imbento lang...ung imbento na un...galing sa feelings nya...kaya aun. First song namin ay "Promises are nothing" tungkol to sa nagmamahalan then ung isa hindi tumupad sa usapan...(tsk tsk tsk*) nabuo namin to dun sa bahay ng kapitbahay namin...haha! grabe masaya tlgang maging part ng music industry.....and then un lahat ng 10 songs na yan...inisip na naming irecord sa isang MP3 player at i-post sa imeem.

Members: -Jeremiah Buan(Vocals, Guitar) -Adam Napigkit(Lead) -Norman Sabater(Drums)

1.Promises Are Nothing 2.Undying 3.Bitter Apple 4.Jaded Eyes 5.Perfection 6.On Her Last Breath 7.As She Falls 8.I Shouldn't Run 9.Freezing Rain 10.Judith 11.This Is The Last Time 12.Cried In Pain 13. Bonus Track
 * As She Falls

"Mga pinoy po kami haha sana suportahan nyo po kami pag sumikat na kami"

www.imeem.com/zanadessa
 * Zanadessa's Official Imeem Profile

title: User:Krishajoylovejeremiah


text: Wikiversity:Templates/Shop

title: Wikiversity:Templates/Shop


text:
Wikiversity talk:Templates/Shop

LOST+FOUND
tractor found a template:mascot with its guts hanging out. --CQ 11:07, 7 September 2009 (UTC)

title: Wikiversity talk:Templates/Shop


text:
Template talk:Tractor

 * timingchain

title: Template talk:Tractor


text:
User talk:Jamesvm

 Hello Jamesvm, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! SB_Johnny talk 12:32, 7 September 2009 (UTC)

title: User talk:Jamesvm


text:
Talk:Level of measurement

hey guys i wanna know that claasification of computer makes lies in which level of measurement--Aneesa 12:36, 7 September 2009 (UTC)
 * If you mean binary - 0s and 1s - that would be categorical data - or more specifically its dichotomous. -- Jtneill - Talk - c 12:58, 7 September 2009 (UTC)

title: Talk:Level of measurement


text:
Wikiversity:FSM

13:12, 12 November 2006 MaxSem (talk | contribs) deleted "Spelling"  (CSD G7: irrelevant to Wikimedia)

title: Wikiversity:FSM


text: Template:NAMESPACE

title: Template:NAMESPACE


text:
Template talk:NAMESPACE

I just broke Wikiversity. --CQ 14:31, 7 September 2009 (UTC)

 * No you didn't. doesn't point to this template. In order to use this template you'd have to use  . -- dark  lama  15:11, 7 September 2009 (UTC)
 * vs . -- dark lama  15:14, 7 September 2009 (UTC)

title: Template talk:NAMESPACE


text:
Environmental Legislation and Management Systems/Case Study Template

Executive Summary (word count)

Background to the problem

The context of the problem

Who is effected

How are they effected

Who else is effected

The Significance of the problem

The efforts presently in place

What are the consequences of not dealing with this problem

Research being done

The relevance of that research

Links as to where suitable information is held

What is needed

When it is needed by

What has been discussed using the online systems

The output of those conversations

Academic proposals that may be worth referring to

Lessons learnt

Guidelines / Best practice

Final Comments


text: Template:Wikiversityjack

title: Template:Wikiversityjack


text:
Category:Avatars

See

title: Category:Avatars


text:
User:Yeoman/Rhyming words for songwriters

What you gonna do with my heart?

..art ..bart ..cart ..dart ..eart ..fart ..gart ..hart ..iart ..jart ..kart ..lart ..mart ..nart ..oart ..part ..quart ..rart ..sart ..tart ..uart ..vart ..wart ..xart ..yart ..zart ... ..start

priming rhyming timing


text: User talk:Yeoman/Rhyming words for songwriters


text:
User talk:Adam766

 Hello Adam766, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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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! --Mu301Bot 18:39, 7 September 2009 (UTC) --mikeu talk 18:39, 7 September 2009 (UTC)

title: User talk:Adam766


text:
User talk:Gillani

 Hello Gillani, 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.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * 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! --Mu301Bot 18:39, 7 September 2009 (UTC) --mikeu talk 18:39, 7 September 2009 (UTC)

title: User talk:Gillani


text:
User talk:MaryJane47

 Hello MaryJane47, 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.
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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! --Mu301Bot 18:39, 7 September 2009 (UTC) --mikeu talk 18:39, 7 September 2009 (UTC)

title: User talk:MaryJane47


text:
User talk:Ocohen~enwikiversity

 Hello Ocohen, 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.
 * Visit a (kind of) random project.
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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! --Mu301Bot 18:47, 7 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:47, 7 September 2009 (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 Ocohen. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ocohen~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 23:40, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Ocohen~enwikiversity


text:
User talk:FilRB

 Hello FilRB, 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.
 * Visit a (kind of) random project.
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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! --mikeu talk 18:47, 7 September 2009 (UTC)

title: User talk:FilRB


text:
User talk:Juliette~enwikiversity

 Hello Juliette, 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.
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 * 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! --Mu301Bot 18:47, 7 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:47, 7 September 2009 (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 Juliette. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Juliette~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 23:40, 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:Juliette~enwikiversity


text:
User talk:Asewell

 Hello Asewell, 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.
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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! --Mu301Bot 18:48, 7 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:48, 7 September 2009 (UTC)

title: User talk:Asewell


text:
User talk:Deschooling

 Hello Deschooling, 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

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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! --Mu301Bot 18:48, 7 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:48, 7 September 2009 (UTC)

title: User talk:Deschooling


text: File:FancyT.jpg

title: File:FancyT.jpg


text:
User:Horace Mann

My passion over the true reach of education has lead me to Wikiversity - which, seems to be a healthy infant, and has not yet gone beyond the framework of traditional, existing, non-wiki and non-on-line education.

title: User:Horace Mann


text:
Talk:Free lance scholar/Financial

Gift economy
The Gift economy is getting more attention than ever. I'm involved with a development group called OpenKollab which has "set up shop" right here at Wikiversity. They are an offspring of the Espians and are developing some high-performance collaboration tools for use in the emerging gift economy. You can tune your browser to tent.espians.com and type in the search term "Wikiversity" or just click here to see some clues as to how collaboration at Wikiversity is documented. --CQ 20:14, 7 September 2009 (UTC) yeoman

title: Talk:Free lance scholar/Financial


text:
Talk:High School Biology/Lessons/Lesson 2

Lesson 2
Is this page a later version of the page Lesson 2? Just curious if anyone is still contributing to that page (not this one!), and if they aren't, if it would be worth deleting it. This page seems to be its replacement to me and it seems that the old page was abandoned. Because its name is simply "lesson 2", it also makes it difficult to expand the stub or work it into an existing course. I'll leave this message up here for awhile and see if I get any reply, as I'm considering nominating Lesson 2 for deletion. Can anyone enlighten me? Trinity507 20:06, 7 September 2009 (UTC)

 * Now moved to High School Biology/Lessons/Plant and Animal Cells. --  Dave Braunschweig (discuss • contribs) 19:05, 19 October 2013 (UTC)


text:
User talk:Horace Mann

 Hello Horace Mann, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

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 * Give feedback about your initial observations
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 * 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! --mikeu talk 20:07, 7 September 2009 (UTC)

title: User talk:Horace Mann


text: Category:Biological anthropology

title: Category:Biological anthropology


text:
User talk:Nordmacca

 Hello Nordmacca, 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.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --mikeu talk 21:45, 7 September 2009 (UTC)

title: User talk:Nordmacca


text:
User talk:Jarollin

 Hello Jarollin, 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.
 * Visit a (kind of) random project.
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 * 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! --mikeu talk 21:51, 7 September 2009 (UTC)

title: User talk:Jarollin


text:
Euthanasia

This area of Wikiversity is for learning, teaching, and research related to euthanasia.

Discussions
NYT Katrina Memorial Medical Center--JohnOrlando 18:30, 4 September 2009 (UTC) As the floodwaters were rising in New Orleans, a doctor and some nurses at a medical center in New Orleans killed 17 patients. Can the AMA justify calling them "heroes" for participating in non-voluntary euthanasia while at the same time condemning voluntary euthanasia? Take a look at the article about the incident in the New York Times.

Washington State Death with Dignity Law Update--JohnOrlando 12:13, 9 September 2009 (UTC) Initiative 1000 went into effect in March, 2009. As of August, 2009, the state reports that 16 people were issued drugs for death who eventually died. One organization said that 5 of those people died of natural causes, meaning that 11 people used the law in six months.

Suicide Death Sean Paz sent me this very interesting article from England about a group of doctors that allowed a woman to die at her request. This in itself is not interesting; it's widely accepted that a competent patient should be allowed to refuse even life-saving medical treatment.

What makes this case interesting is the reason for her death; the woman drank an overdose in order to kill herself, and left a note asking doctors not to save her. This is the first time I know of where an otherwise heathly patient has been allowed to die from suicide.

The question is: Is this situation akin to a DNR order on an elderly patient, which we think is morally permissibe? In other words, is there a morally relevent difference between this case and morally permissibe cases of allowing a patient to die?

title: Euthanasia


text:
User talk:Bnleez~enwikiversity

 Hello Bnleez, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --mikeu talk 23:49, 7 September 2009 (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 Bnleez. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bnleez~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 23:31, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Bnleez~enwikiversity


text:
User talk:Aleyska

 Hello Aleyska, 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.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --mikeu talk 00:19, 8 September 2009 (UTC)

Hi, the best place to start is probably Topic:Spanish. Have a look around and let me know if you have any questions. --mikeu talk 00:21, 8 September 2009 (UTC)

title: User talk:Aleyska


text:
Food security

The Feeding of the Nine Billion: Global Food Security for the 21st Century “There is a real risk of a ‘food crunch’ at some point in the future, which would fall particularly hard on import-dependent countries and on poor people everywhere.” -- Alex Evans, Center on International Cooperation

Investment in food and agriculture
Analyse the investment of the last twenty years in the proportion of foreign aid that goes to agriculture. How can you validate that in 1980  17% of the investment was assigned to agriculture and only 3% in 2006. What is the current percentage. Do you think that donors should urgently reverse this trend or should over production in developed countries should be exported into developing countries. Frozen chicken that cannot be sold in developed countries are exported into developing countries that are cheaper that chicken, that was produced on local national farms in developing countries. Local producers cannot compete with the cheap imported chicken meat. Apply systems thinking to this topic and derive suggestion for solution that allow a sustainable food production in the developing countries and address at the same time the over production and waste for food.

Analyze and access the following topics in the domain of agriculture in developing countries:

 * Local corruption and international corruption.
 * Global corporations use developing countries as economic colonies – cheap land, cheap labor, no labor organizations, labor laws not enforced, and ability to avoid environmental regulations.
 * Profits are returned to the “home” country and not used for the benefit of the population of developing countries or the corporation's workers.
 * Ability to sell “seconds” -- lowest quality food products – in local markets.
 * Low profit margins in food production versus higher profit margins in production of hard and soft goods for export.

Invest in a 21st century Green Revolution
The 20th century Green Revolution achieved astonishing yield increases. Now, a 21st century equivalent is needed – one that not only increases yields, but that also moves from an agricultural model that is input-intensive (in water, fertilizer, pesticide and energy use) to one that is instead intensive in its use of knowledge.

Input intensive farming benefits the manufacturers of expensive farm machinery, toxic industrial chemicals, pollution of earth, air and water, and concentration of agricultural enterprises in the hands of the few, the wealthy, and the oligarchies. The mega farms drive the small farmer out of business. The fruit and vegetable products are generally shipped long distances, thus are picked very green and have few of the “dense nutrients” which produce a healthy population.

The better policy is to return to the small farmer in the village and empower many small farmers to grow what is needed for the village or a small group of villages. For instance, in Kenya, four enterprises operate as hatcheries for Tilapia fry and juveniles. The Juveniles are sold to local fish farmers who raise the Tilapia to market size, usually feeding the fish locally sourced feed, such as rice and wheat middlings, ground corn cobs and stalks, animal manure, ground kitchen waste and chopped green vegetable leaves. Cracked corn is added as a buffer against a low pH.

The local fish farmers harvest the fish, which can be sold live at the pond, or processed into fillets, using a local certified food processing plant owned by the fish farmers' cooperative. The Cooperative can provide micro-loans, instructions, marketing of frozen fillets, and mutual protection against predatory corporations and government officials.

Genetically Modified Organisms - GMO
Genetically modified crops may have a role, but ecologically integrated approaches – such as integrated pest management, minimum tillage, drip irrigation and integrated soil fertility management – often score higher on resilience and equitability, as they put power in the hands of farmers rather than seed companies. Additional funds for public research and development are also vital: the budget of the Consultative Group on International Agricultural Research has fallen by 50 per cent over the last 15 years, for example.

'''Genetically modified crops (GMO) have a darkside. Monsanto has patented their GMO's and, as a matter of business policy, filed lawsuits against any person or company which even remotely compromises Monsanto's quest for wealth. We need to save seed which has been developed using non-recombinant DNA research, but based on Medellin science (trial crosses of pollen and a great deal of trial and error research).'''

4.Get the basics in place. In order to thrive, farms in developing countries need access to five key resources: assets (such as land, machinery, or renewable resources like water); markets (for example adequate infrastructure, communication networks that give farmers access to up-to-date price information, or the capacity to meet supplier standards for supermarkets); credit (to prevent small farmers from falling prey to predatory lending, and to improve access to inputs such as fertilizers); knowledge (where there is an urgent need to invest in agricultural extension services to help disseminate R&D findings in the field); and risk management (for example through social protection systems, mechanisms for hedging against bad weather, and improved crop storage systems). Developing country governments and donors alike need to focus on supporting these outcomes.

The Farmer Cooperative is a well known model used by many farm trade organizations to cover most aspects of farming. The list is long in the USA. The cooperative is based on the mutual interest of the group of farmers, generally concerning a specific commodity. Few in the USA are based on social networks, such as the Granges, which have died out to a great extent. The local granges had no financial plan, no management plan and was mostly a discussion group. The granges were no match for the corporate mega-farm organizations. The same is true of most cities, towns and villages in the USA – plenty of talk, but no action and no allocation of resources sufficient to produce a mega-result.

Focus on small farmers
1.5 billion people live in households that depend on small farms. While arguments for supporting small farms are sometimes dismissed as based on a romantic attachment to peasant agriculture, the evidence shows that small farming can be a viable route out of poverty with the right policy framework. In Vietnam, for instance, small farmers have been able to benefit from high food prices through accessing export markets and to participate in the country’s impressive growth. A key part of the puzzle is mechanisms that can aggregate small farmers’ output and help them to meet supplier standards for supermarkets and other large buyers. In the past, this role was often played by government-run marketing boards, many of which were dismantled in the 1980s and 1990s. Today, the gap they left needs to be plugged – but private companies, NGOs or farmers’ organizations may be just as capable of fulfilling the role as government agencies.

Cooperative organizations include many types of legal entities, from “flat” organizations like Rainbow Grocery in San Francisco, California, and The Cheese Board in Berkeley, California to pyramid, top-down management based on economic wealth of the stockholders (e.g. Conagra).

Improve access to social protection
Many poor countries have tried to deal with high food prices through subsidies or price controls. Both approaches come with a cost: the former can wreck government budgets, while the latter reduces farmers’ incentive to produce more. Social protection systems represent a better alternative, but only 20 per cent of the world’s people have access to them. Although more experimentation is needed on what kinds of system work where, the main obstacles are political rather than technical: affluent groups in developing countries often oppose social protection systems for fear they will encourage dependency (although the evidence suggests the opposite). In these circumstances, the challenge for foreign aid donors is to support local advocates of pro-poor change to open up political space – a challenge that is more about influence than about spending money.

Consider an IEA for food
After the first oil shock in 1973, the International Energy Agency was created. Its core mission: to co-ordinate collective action in future oil crises, above all through an emergency response system based on strategic oil reserves in member countries. Today, an equivalent function is needed for food. Part of the reason for the current food price spike is that worldwide food stocks had fallen to unsustainably low levels: the recent easing in prices gives governments an opportunity to build those reserves back up. A global system of food reserves need not entail the creation of a new agency, but to be credible the system would need to be overseen by a disinterested party, such as the World Food Programme. It would also be essential to be clear that the role of any system of reserves would be limited to emergency assistance: not to act as a price support for producers, or a permanent system for managing food aid.

Famine follows major crop failures caused by drought, poor soil, insects and war. Here are some solutions:

Water
Water can be stored in tanks above ground or in aquifers below ground. The latter is the better mode if rain and river water can be infiltrated into the ground and does not run out through an underground river. If the aquifer does not store the water, then underground tanks may be the solution.

A simple system is to dig a trench about five feet deep and about a meter wide. Take clean, food quality 55 gallon drums and weld them end-to-end to make a large pipe, leaving both ends capped by the drum head which has the threaded bungs. Make this tube say  10 to 40 meters long. The trench is dug to match the contours of the slope of the land so that water will run into the ditch above the sunken barrels, flow through a sand and charcoal filter and into the barrel/pipe/tank. Before burying the barrel pipe, screw in a three-quarter inch street elbow into the three-quarter inch bung and place that side on the bottom of the trench. Lead this pipe down the slope to daylight. Before putting in the drum pipe, line the bottom and sides of the trench with four inches of very thick clay which will resist water penetration. This way, if the barrels leak, the water will mostly stay in the trench and can be tapped. The three-quarter inch tap leads out of the barrels in a siphon loop which allows the transfer of water from the barrels to a drip irrigation system, either by gravity or a photovoltaic powered water pump.

When back-filling the trench, a layer of clay covers the top of the barrels. Then a perforated plastic pipe is laid along the center of the barrel pipe, with the clay sloping to the underside of the PVC Place the perforations on the bottom of the PVC pipe. This PVC pipe is connected to the two inch bung which is at each end and is oriented to the top side of the barrel tube. Cover the PVC with a mixture of gravel and charcoal (50/50) to about four inches, then cover with about a foot of clean sand, then above the sand, put in a layer of charcoal. Then finish with clean straw, rocks, gravel, and small branches. Leave the top of the trench depressed about four inches and the extra soil placed and compacted as a berm on the low side of the trench.

Crop soil
Since the soil is the “stomach” of the plant, special care should be taken to create a healthy soil. [ See: http://masallp.wetpaint.com/page/THE+HEALTY+FOODWEB.] For a row crop, dig a trench at least twelve inches deep, preferably twenty inches. Using an enclosed outdoor oven, create as much charcoal as you can by combusting wood chops, corn cobs – any cellulose you can find, using very little oxygen. The fresh air opening (duct) should be nearly closed so that only a smoldering occurs, not open flames. After about four hours (depending the fuel load), the charcoal should be taken and reduced to about a half-inch by an inch chips, or less.

The charcoal or “Biochar”, then is infused with nutrient. The nutrient can be made from any manure product or from well-aged compost which was made with at least ten percent manure. Compost “tea” is made by taking gunny sake of compost and putting it in a barrel of hot water, then raise and lower it several times a minute or use the water in the barrel to flow over the sack by means of a pump and hose.

Put the biochar in a barrel and fill it with the “tea” and let is soak 24 hours or longer. Then dump the barrel in bottom of the trench and add equal amounts of native soil and mix well. The top of the finished soil in the trench should be lower than the soil next to it so that all water it receives, stays in the trench. [ See: http://masallp.wetpaint.com/page/DAIRY+PRODUCTION+OF+SYNGAS+AND+BIOCHAR]

Irrigation
Rain water if it comes, is the best. Water stored in the barrel pipes or regular water tanks or from a well works great. The rain will be best used for potable water if it can be caught on a clean surface, free of dust and pollen, then stored in food-grade plastic tanks, with about a quarter-cup of 3% bleach per 100 gallons. Seal the tank against insects and oxygen. Store in a cool, dark place. Don't use this treated water for plants or animals. The water can be de-chlorinated by boiling or exposing to the Sun for four or more hours.

Insects:  Healthy plants can often fend-off insects. The health plants come from the soil organisms native to most soils. Adding infused biochar (call “Agrichar”) enables the soil micro-organisms to grow rapidly and benefit the plants, although the greatest benefit will take about three growing seasons to really set the plants on a new, healthier course. There are many natural, organic-based solutions to insect control.

War
Governments exist to preserve the peace. When the Taliban moved into a village in northern Afghanistan, which village was famous for its pottery, they smashed all of the pottery and destroyed the kilns. They imposed harsh conditions on the villages. After the Northern Alliance and the NATO forces recovered the area, the villages rebuilt the kilns and restarted the pottery businesses. In addition, they maintained armed guards around the village to discourage any Taliban from coming back.

Technical assistance on long term security
The trend for major food importers such as China, South Korea and a number of Gulf countries to seek long term food purchase agreements, land leases or land purchases in third countries risks disadvantaging poor countries that lack the capacity to negotiate a fair deal. (Madagascar, for example, is reported to have leased half its arable land to a South Korean company for 99 years with no compensation other than jobs created on the farms). Yet such agreements could in principle provide a win for both sides, allowing import-dependent countries to increase their security of supply at the same time as bringing much-needed capital, infrastructure and know-how to countries that have the potential to produce much more food than they currently do. In order to move towards this more positive scenario, developing countries need better technical assistance in negotiating these complex and innovative deals. International donors should gear up to provide such advice as a matter of urgency.

This operation by the South Korean company is an example of economic colonialism and should be stopped cold it its tracks by every means legal. The land in question should have been awarded to many small, farmer cooperatives or ejidos, and the cooperatives financed so that they could do the farming, create the jobs and keep the profits for their use rather than exporting the profits to South Korea. Contrary to what the author states, this arrangement is a loss for Madagascar and a win for the South Korean company. Bad bargains make for bad outcomes.

Agricultural Liberalization
Although agricultural liberalization may have the effect of raising food prices in the short term, the underlying fact remains that reform of US farm support and the EU’s Common Agricultural Policy is essential for improving poor countries’ food security. By subsidising food production and then exporting it, developed countries introduce a dynamic in the world trade system that structurally disadvantages developing countries by eroding the capacity of their agricultural sectors to compete. Accordingly, reform of developed country support remains essential. On the same basis, developed countries should move towards giving food aid in cash (which can then be used to purchase food in developing countries, thus investing in their agricultural sectors at the same time) rather than in food (a form of tied aid that subsidises producers in the donor country). Countries with support regimes for biofuels (above all those for corn-based ethanol in the US and biodiesel in the EU) also urgently need to review those policies in the light of their impact on food security.

'''Giving cash to buy food is not bad, but it is not the best solution. Making grants to farmer cooperatives, which grants are used to create productive, small farms within each cooperative, is the best solution.'''

Integrate security of supply into global trade rules
A lapse into protectionism would be a serious step back for global food security. But after recent convulsions in agricultural trade (above all the export restrictions introduced by more than 30 countries), many governments are unsure whether they can trust world markets – to the extent that some of them are even flirting with autarchy, despite warnings from the UN food task force that self-sufficiency and food security are not the same. For liberalised trade in agriculture to command support, importers’ legitimate security of supply concerns need to be addressed. Policymakers should use the Doha round as an opportunity to explore the potential for new WTO rules on export suspensions on food, as already exist in the context of the NAFTA agreement.

Putting WTO and policymakers who crafted NAFTA in charge, is not a good solution. The best policy is to make direct grants and no-interest, long term loans to farmer cooperatives as mentioned above.

Climate Change and Agriculture
The projected impacts of climate change alone mean that a global plan for stabilising greenhouse gas concentrations is a sine qua non for future worldwide food security – but they are not the only reason. Analysts from Goldman Sachs to the World Bank and the IMF now agree that biofuels have been one of the most important (if not the most important) driver of rising food prices in recent years. No. The rise in food prices is attributable to the corporate greed of the Mega-farm corporations and the price of fossil fuel. If oil prices resume their volatile upward march – as recent analyses from Chatham House and the International Energy Agency suggest they will – then food prices risk being pulled up with them. Not necessarily. We can grow abundant food using  alternative energy and crop production alternative to the that of the industrial farms. The best way of avoiding this scenario is through greatly increased investment in new oil production infrastructure, which in turn depends on a more stable and predictable outlook for oil prices. Not so. This sounds like a tune sung to the oil industry by a professional hack. By limiting future carbon emissions, a global deal on climate change would also provide predictability on the shape of future oil demand - allowing oil producers to invest with more confidence while at the same time reconciling this goal with the need to tackle climate change seriously. How can producing and burning more fossil fuel reduce GHG? The developed nations should impose a carbon emission tax on all fossil fuel and use the proceeds to invest in non-fossil energy sources.

Jim Miller jimmiller5417@yahoo.com September 7, 2009

Learning Task

 * Climate Change has and impact on environmental conditions and environmental conditions can be represented in a Geographic Information System. Explain how a precision farming can be used with mobile devices. Decribe the challenges and benefits of precision farming in developing countries.
 * One idea of correcting the United States and South American Mexico Border Patrol Issues would consist of a combined regional association that would plan crops and build a few factories ten to 25 miles out from the border in order to provide jobs.

Merged Content
With our growing population, globally and locally, food security becomes a serious issue. Food security and sustainability are at an all-time low in Arizona (Nabhan 2003:1). Our current globalized food system is not sustainable or beneficial to the community. Food security implies access by all people at all times to enough safe and nutritious food for them to lead active, healthy lives (Nabhan 2003:1). Levels of food insecurity are higher in Arizona than the national average, and Arizona’s population is growing by and estimated 150,000 people per year (Nabhan 2003:2). In order for food production to be sustainable it must not significantly deplete the soil, water, energy, biodiversity or human communities. Unfortunately, states have yet to implement sustainable food production policies. Since 1950 the number of farms in Arizona has dropped by 36%, but the number of cattle have increased by 22,000 (Nabhan 2003: 8). The drop in food producing land is do to poor land and water policies that focus more on urban expansion, and means Arizonans are more dependent upon distant sources where the environmental conditions are not well-known by the public. However, an interesting and positive statistic showed that 100% of Arizonans surveyed said they would purchase locally-produced food if it were more accesible (Nabhan 2003: 11). The state needs to implement policies and practices that promote Arizona-grown food products for Arizona residents, increase Arizona’s food security and sustainability through the department of agriculture, shift funds from homeland security to sustainable agriculture and sustainable water use, develope meat processing facilities so that Arizona-produced beef is packaged and distributed near where it is produced, and promote consumer education that makes clear the economic, environmental social and health benefits of eating fresh local food, provide tax incentives to farmers who implement water conservation strategies, target low-income and reservation communities to further food-producing small businesses, and provide farmers and ranchers with incentives to reduce pesticide use while attempting to increase the diversity of desert-adapted crop varieties and livestock breeds (Nabhan 2003: 17). These policies are especially important to the flagstaff community because of the draw of tourists by the Grand Canyon. In fact, some business establiments have implemented ‘local” as their theme. Diablo burger is on such restaurant who gets its meat from the Diablo Trust. The Diablo Trust is a collaboration of land and resource owners and managers, directors, staff, students and members of non-ownership land resource agencies and institutions and other participants. The Mission Statement of the Diablo trust is to “ensure the long-term economic, social and ecological sustainability of the Diablo Trust land area by providing a forum for active community participation in a collaborative sewardship process.” The Diablo Trust is comprised of ranchers of the Bar T Bar and Flying M ranches, federal and state agency personel, environmentalists, scientists and other environmentally-concious citizens. The land area begins at Diablo Canyon watershed and ranges from eastern desert grasslands at 5,100 ft, through east-central shrub grasslands, central woodland grasslands, forest, riparian canyons up to 7600 ft. The goals of Diablo trust are to sustain open space, sustain biological diversity, sustain multiple-generation stewards, produce high-quality food, protect watersheds, restore historic grasslands and enhance wildlife corridors, and achieve a community of place (www.diablotrust.org). Such a working endeavor is a positive example for the community and others. By using the land with its well-being in mind this type of agricultures proves that are capable of supporting our needs and livlihoods in a sustainable manner. This must become the standard form of agriculture and economy if we are to leave our future generations a diverse ecological landscape that is still capable of providing sustinence for the people who live with it.

The current challenges human beings face in relation to our changing environment are substantial. In order to keep our world from collapsing in upon itself while solving the conflicts an exponentially growing human population inflicts upon its environment and fellow human beings we must shift our ethical paradigm from its current state to one that is compatible with the needs of the environment and eachother. All people maintain similar ehtical universalities and the environmentally-centered values we need to adopt are present in the world. Sustainable developement is a major factor in the world today and will continue to grow as time goes on. Sustainable development requires a significant change to philosophical and religious attitudes. The Western world needs to shift its awareness from anthropocentrism to one that is ecocentric. A sustainable society cannot be achieved without fundamental changes in our basic thinking, ethical values, morals and religious beliefs. In this paper I will focus on the environmental impacts of human activity here on the Colorado plateau that relate to food security and present some positive actions some communities have become involved with with an ecocentric attitude. The Colorado plateau is situated in a region that makes it suseptible to unusual climate fluctuations (Schwinning et al. 2008:1). Humans have lived on the Colorado plateau for nearly ten-thousand years, but occupation has never been continuous and it appears that the first farmers of the region were forced to abandon the area due to a prolongued drought. Humans returned to the Colorado plateau in the 1800s as Anglo farmers. They brought sheep and cattle and began dry-farming. Currently we are experiencing a drought, something ranching and farming are extremely vulnerable to. This region has experienced vaying years of wetness and dryness, and it is unfortunate that the estimated water production allocation under the Colorado River Compact was established in the 1920s when the Colorado river volume was at its highest (http://pubs.water.usgs.gov/fs). It was during this time that ranching and farming expanded greatly in the region. Now almost ninety percent of the Colorado Plateau is used by the rranching industry, though the numbers of cattle are much lesser than they were in the early twentieth century (Schwinning et al. 2008:7). The impact of cattle grazing has seriously affected the ecosystems of the Colorado Plateau and left many native plants unable to compete with exotic grass species. It has been the policy of the western untited states to encourage extractive ranching and farming policies beyond ecologically sustaining levels. Currentlt, more people than ever live on the Colorado Plateau, but our livlihoods depend upon our ability to maintain our resources, most importantly water. Grazing on the Colorado Plateau has been a subject of debate since it began. John Muir was opposed to it, but the Forest Service supported it (Bradford et al. 2002:1). It is not rational to believe than ranching will cease in the region, but it is plausible that ranching strategies and policies can adapt sustainable measures. The Forest Service has established a range management program which emphasizes the management of range vegetation, protection of soil and water resources and ecological diversity as well as contribute to the economic and social well-being of people by providing stability for communities that depend on range resources for their livlihoods (Bradford et al. 2002: 2). Grazing by domesticated livestock should be based on plants’ livlihood needs for the plant to sustain itself. It is inevitable that plants grazed too often will be depleted or wiped out. If ranchers manage their cattle effectively by grazing them for short times in areas where there is an excess amount of vegetation, it is less likely for native plant species to be over-grazed. In effect, livestock grazing is the form of agriculture with the lowest ecological impact if done correctly. With our growing population, globally and locally, food security becomes a serious issue. Food security and sustainability are at an all-time low in Arizona (Nabhan 2003:1). Our current globalized food system is not sustainable or beneficial to the community. Food security implies access by all people at all times to enough safe and nutritious food for them to lead active, healthy lives (Nabhan 2003:1). Levels of food insecurity are higher in Arizona than the national average, and Arizona’s p0pulation is growing by and estimated 150,000 people per year (Nabhan 2003:2). In order for food production to be sustainable it must not significantly deplete the soil, water, energy, biodiversity or human communities. Unfortunately, states have yet to implement sustainable food production policies. Since 1950 the number of farms in Arizona has dropped by 36%, but the number of cattle have increased by 22,000 (Nabhan 2003: 8). The drop in food producing land is do to poor land and water policies that focus more on urban expansion, and means Arizonans are more dependent upon distant sources where the environmental conditions are not well-known by the public. However, an interesting and positive statistic showed that 100% of Arizonans surveyed said they would purchase locally-produced food if it were more accessible (Nabhan 2003: 11). The state needs to implement policies and practices that promote Arizona-grown food products for Arizona residents, increase Arizona’s food security and sustainability through the department of agriculture, shift funds from homeland security to sustainable agriculture and sustainable water use, develope meat processing facilities so that Arizona-produced beef is packaged and distributed near where it is produced, and promote consumer education that makes clear the economic, environmental social and health benefits of eating fresh local food, provide tax incentives to farmers who implement water conservation strategies, target low-income and reservation communities to further food-producing small businesses, and provide farmers and ranchers with incentives to reduce pesticide use while attempting to increase the diversity of desert-adapted crop varieties and livestock breeds (Nabhan 2003: 17). These policies are especially important to the flagstaff community because of the draw of tourists by the Grand Canyon. In fact, some business establishments have implemented ‘local” as their theme. Diablo burger is on such restaurant who gets its meat from the Diablo Trust. The Diablo Trust is a collaboration of land and resource owners and managers, directors, staff, students and members of non-ownership land resource agencies and institutions and other participants. The Mission Statement of the Diablo trust is to “ensure the long-term economic, social and ecological sustainability of the Diablo Trust land area by providing a forum for active community participation in a collaborative stewardship process.” The Diablo Trust is comprised of ranchers of the Bar T Bar and Flying M ranches, federal and state agency personnel, environmentalists, scientists and other environmentally-conscious citizens. The land area begins at Diablo Canyon watershed and ranges from eastern desert grasslands at 5,100 ft, through east-central shrub grasslands, central woodland grasslands, forest, riparian canyons up to 7600 ft. The goals of Diablo trust are to sustain open space, sustain biological diversity, sustain multiple-generation stewards, produce high-quality food, protect watersheds, restore historic grasslands and enhance wildlife corridors, and achieve a community of place (www.diablotrust.org). Such a working endeavor is a positive example for the community and others. By using the land with its well-being in mind this type of agriculture proves that are capable of supporting our needs and livelihoods in a sustainable manner. This must become the standard form of agriculture and economy if we are to leave our future generations a diverse ecological landscape that is still capable of providing subsistence for the people who live with it.

title: Food security


text:
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title: User talk:Jimmiller5417


text:
UTPA STEM

Challenge Based Instruction (CBI)
This web site is a compilation of course content developed for higher education in the Science, Technology, Engineering, and Mathematics (STEM) fields using the Challenge Based Instruction (CBI) approach. The program was created and sponsored by the Center of Excellence in STEM Education. Each of the presented lessons was created by faculty from one of several South Texas colleges or universities. The University of Texas-Pan American [UTPA], which is currently transitioning to The University Texas - Rio Grande Valley , spear-headed the project with support from its neighboring college, South Texas College [STC]. Since then, several South Texas colleges and universities have contributed to the growing archive. Other schools and organizations that have contributed include but may not be limited to the following: Laredo Community College [LCC], Texas A&M International University [TAMIU] , The University of Texas - Brownsville [UTB] , the Region One Education Service Center , and the Texas Early College High School [ECHS].

The curriculum so developed presents information to the student through the legacy cycle. These lessons can be located by the links below. The first section allows navigation by STEM category or by instructor name. The categories are organized in a very general format as some institutions use different names for similar courses and/or topics. The second section, "Tools", offers basic help when adding and editing the CBI Courses. These have been added to help keep some consistency in the format within these courses and subjects. Detailed procedures for adding content are currently under development. References are available through Wiki Help in the columns to the left.

Courses Designed Around the CBI Format

 * UTPA STEM/STEM Category -- Organized by STEM Category
 * UTPA STEM/Instructors -- Organized by Contributing Instructor(s)
 * UTPA STEM/CBI Courses -- Organized Alphabetically
 * UTPA STEM/Tools -- Organization and Editing Tools

title: UTPA STEM


text:
UTPA STEM/CBI Courses

-     Index of CBI Courses  -

-

A
/Algebra/

/Animal Parasitology/

/Applied Hydrology/

/Aquatic Entomology/

/Assembly Programming/

B
/Beginning Machining/

/Biology/

/Biomedical/

/Botany/

/Business Math/

C
/Calculus/

CAM (Computer Aided Manufacturing)

/Cancer Biology/

Cell, The

Chemical Reactions

/Circuits/

/Communication Theory/

/Comparative Embryology/

/Computer Science/

/Computer Numerical Controls/

/Computer Networks/

/Contemporary Mathematics/

/Critical Thinking Skills/

D
/Databases/

/Data Structures and Algorithms/

/Design of Steel Structures/

/Digital Systems/

/Dynamics/

E
Electrochemistry

/Engineering Analysis/

/Engineering Economics/

Environmental Chemistry

/Environmental Impact Assessment/

F
/Fundamentals of Product Design/

G
/Geometry/

Graduate Seminar in Applied Mathematics

/Graphics/

Gravity and Atmospheric Pressure

I
/Introduction to Mechanical Engineering/

/Introduction to STEM/

/Introduction to VLSI/

L
/Life Sciences, Survey of/

Limiting Reagent: Theoretical Yield

M
Magic Blue Bottle

/Manufacturing Processes/

Materials (Engineering)

Mathematics of Apportionments, The

Mathematics Teaching and Learning

/Measurements and Instrumentation/

/Mechatronics/

/MEMS & NEMS/

/Microbiology/

/Microprocessor Systems/

Molecular Structure

N
/Numerical Methods and Statistics/

/Nutrition/

O
/Organic Chemistry/

P
/Physics (Calculus Based)/

/Physics (General)/

/Probability and Statistics/

Q
/Quantum Mechanics/

S
/Soil Mechanics/

/Statics/

Stoichiometry (Mensah)

Stoichiometry (Jorgensen)

/Surface Area to Volume Ratio/

T
/Thermal Systems Design and Optimization/

/Thermodynamics/

Z
-

title: UTPA STEM/CBI Courses