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Topic talk:Comparative politics

I would like to suggest that we break down the subjects individually, federalism contra unitary governance, republics contra constitutional monarchies, Presidential contra parliamentary democracy, rather than mixing them. I believe that this might lead to confusion of the topics. And then, of course, delving into democracy contra authoritarianism and authoritarian democracy. J.Manchester - 19/12/06, 23:14

Templates
You may want to use Template:Division boilerplate to create an initial structure for Topic:Comparative Politics. Just add to the page, and save the page. An alternative would be to use Template:Department boilerplate, but I suspect Comparative Politics is a large enough subject that it can have multiple departments within it. See Naming conventions for more details about organizing pages and the development of learning resources at Wikiversity. --JWSchmidt 00:35, 20 December 2006 (UTC)

Suggest split of first talking point
In your introduction, you say that your first focus will be "Parliamentary versus the Federal Republic". However, it seems to me that you are trying to make two very different comparisons at once. I suggest this be split into two analysis: "Parliamentary versus Republic" and "Unitary versus Federal". --Arctic.gnome 03:11, 13 March 2008 (UTC)

Here is an example of two axes in which we could divide the first level of analysis. I know that this list is completely Anglo-centric, but that's what I know, so feel free to add other states to it. --Arctic Gnome 16:53, 14 March 2008 (UTC)

title: Topic talk:Comparative politics


text: Category:Human diseases

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

title: Category:Human diseases


text: User talk:Jclqrs

title: User talk:Jclqrs


text: Category:Paleontology

title: Category:Paleontology


text:
User talk:Enlil Ninlil

School of Ethnology contributions
I had to change your categorization of the Anishinabe pages. They're still categorized under Ethnology, just in a subdivision. Thanks for pointing out that I still hadn't categorized them, though! --Trinity507 20:10, 2 June 2009 (UTC)

Welcome in the reading group for Thucydides: The Peloponnesian War !
Hello Enlil Ninlil, welcome in the reading group. If you need some assistance please feel free to contact me or write at the talk page of the reading group: Talk:Thucydides: The Peloponnesian War, Erkan Yilmaz uses the Wikiversity:Chat (try) 12:18, 30 March 2008 (UTC)

Paleontology
Welcome to Wikiversity. I converted Topic:Paleontology to a division with departments. We are trying to limit the number of schools. --JWSchmidt 00:27, 20 December 2006 (UTC)

 * "Is it ok to put this subject into 3 schools?, considering there studies overlap and correlate."

 * Yes, that is a good thing to do for interdisciplinary subjects. Also, you may want to list Topic:Paleontology as a division at Portal:Interdisciplinary Studies. Portals are mostly for connecting browsers to learning resources while pages in the "School:" and "Topic" namespaces are where active editors can participate in content development projects (like Wikipedia "WikiProjects"). --JWSchmidt 02:01, 20 December 2006 (UTC)

Palaeontology
Hey Enlin, Thanks for your message. Took me some time to get used to wiki, and hence the delay. I am a palaeontology enthusiast, with special interest in dinosaurs and recently, in extinct marsupials. With no formal training in biology/palaeontology, Been a palaeo dabbler for quite sometime now, reading a lot. And now, decided to jump into palaeontology. Hope I can learn a lot from you folks. Keep up the good work. Ishwar 13:30, 26 January 2007 (UTC)

Enlin, I'd love to begin with the courses. Done with the reading material on the page. What're the next steps? Ishwar 10:30, 29 January 2007 (UTC)

Thucydides
Hi Glen,

Are you stil interested to read and discuss Thucydides? If so, than you can send a message to my talk page, or to the talk page of Erkan Yilmaz.--Daanschr 08:22, 29 July 2008 (UTC)

 * Hay mate, I am interested in the readings. Maybe you could get a job as a history teacher! But it would be great, thanks Enlil Ninlil 07:20, 13 August 2008 (UTC)

I have thought about teaching already. My main doubt is my shyness. I don't know wether i can keep the class ordered enough. I have worked for three years in education though. 2.5 years with 4-7 years old and a half year with 16-20 years old. I know from these experiences that children and adolescents like me, but that i am bad in keeping order as well.--Daanschr 08:38, 13 August 2008 (UTC)

I have send a message on Thucydides to Erkan Yilmaz. He was the one who started this topic.--Daanschr 16:01, 13 August 2008 (UTC)

title: User talk:Enlil Ninlil


text: User talk:J.Manchester

title: User talk:J.Manchester


text:
User:Michel.boulanger

I am an independant consultant in information system.

title: User:Michel.boulanger


text:
Molecular Paleontology Reading Group

Welcome to the Molecular Paleontology Reading Group.

Learning Project Summary
Participants in the Molecular Paleontology Reading Group read and discuss articles from the literature that present data and theories related to the recovery of DNA from ancient human, animal, and plant remains.

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

Discussions

 * Neanderthal DNA discussion - Do data from Neanderthal DNA studies settle the question of the cladistic relationship between modern humans and Neanderthals?

Readings
Each activity has a suggested associated background reading selection.

 * Neanderthal DNA
 * Analysis of one million base pairs of Neanderthal DNA by R. E. Green, J. Krause, S. E. Ptak, A. W. Briggs, M. T. Ronan, J. F. Simons, L. Du, M. Egholm, J. M. Rothberg, M. Paunovic and S. Paabo in Nature (2006) Volume 444, pages 330-336.
 * Sequencing and analysis of Neanderthal genomic DNA by James P. Noonan, Graham Coop, Sridhar Kudaravalli, Doug Smith, Johannes Krause, Joe Alessi, Feng Chen, Darren Platt, Svante Pääbo, Jonathan K. Pritchard, Edward M. Rubin in Science (2006) Volume 314, pages 1113-1118.
 * Modern humans did not admix with Neanderthals during their range expansion into Europe by Mathias Currat and Laurent Excoffier in PLoS Biology (2004) Dec;2(12):e421.

 * Technical issues
 * Assessing the fidelity of ancient DNA sequences amplified from nuclear genes in Genetics by Jonas Binladen, Carsten Wiuf, M. Thomas, P. Gilbert, Michael Bunce, Ross Barnett, Greger Larson, Alex D. Greenwood, James Haile, Simon Y. W. Ho, Anders J. Hansen and Eske Willerslev (2006) Volume 172, pages 733-741.
 * Relatively well preserved DNA is present in the crystal aggregates of fossil bones by Michal Salamon, Noreen Tuross, Baruch Arensburg and Steve Weiner in Proceedings of the National Academy of Sciences U.S.A. (2005) Volume 102, pages 13783-13788.

Active participants
Active participants in this Learning Group

 * User:JWSchmidt
 * Enlil Ninlil 02:49, 21 December 2007 (UTC)

title: Molecular Paleontology Reading Group


text:
User:Matthewdavid

I teach typing and a computer applications class at a private high school in the United States. I'm also the school's Systems Administrator. I'm learning much, but still have a long way to go before I feel truly proficient with computers.

My goals are to learn to be a competent programmer within the next ten years

title: User:Matthewdavid


text:
Paleontology/Introduction

Introduction to Palaeontology

In this lesson we will focus on the field of palaeontology, how it evolved and what is covoured in the study. Over all the lesson is divided into sections.

 * 1) What fossils are
 * 2) /Development and people who have influenced palaeontological theory/.
 * 3) /Geological structures of fossiliferrous bearing material/.
 * 4) /Timescale of evolution/.
 * 5) /References/

1.What fossils are

Basic types of fossils
In essence, a fossil is evidence of an organism's existence preserved in rock and soil, and some, like Brachiopods, Radiolarians make up the rock by being compacted together, as in the case of limestone. The most common type of fossil are either casts of the organism or permineralized fossils. Permineralization is a fossil in which the bone or exoskeleton is replaced by another mineral.

Other types of fossils are the chemical fossils or biomarkers, where evidence of life is found through organically made chemicals. Famous chemical fossils are the iron ore deposits of the Hamersley Range in Australia, which is the process of oxidation of iron in the environment built up using excess oxygen from cellular respiration. Trace fossils are rare, but good specimens are known, they are preserved nests, burrows, excrement, tracks, etc., that tell us how a species lived when alive. What is a fossil from Ukonline

Readings

 * Types of Fossils from Teachers Domain.com
 * Fossils - Remains of Ancient Plants And Animals, Evidence of Life by Steven Dutch from the University of Wisconsin.
 * Fossils: Window to the past from Berkeley University.

How fossilization happens
The occurance of fossils, whilst might seem common as they are very distinctive, in essence are a rare event. Most organic matter is broken down quickly in any habitat and for the specimen to survive, burial needs to happen. Even after the specimen is buried the chance of it surviving depends on various factors, like the type of burial, chemical make up of the soil, type of species, anatomy, climate and other environmental forces. For optimal preservation to happen a quick burial and compaction of the soil needs to happen. This can minimalize the destruction of the specimen by other species of life and nature. The best preserver is in fact salt water as the salts and other minerals would impregnate and start to replace the original material of the fossil. The type of sediment preservation that takes place determines how well the fossil is preserved. For example specimen 1 was possibly found in mud shale. The specimen shows fine detail as the sediment itself is fine grained. Wheras specimen 2 shows only the basic detail of the specimen in the slightly coarse matrix, crystals can be seen as little specs on the specimen.

Readings

 * Taphonomy: Death Is A Sure Bet, Fossilization Is A Long Shot by S. Aaron Spriggs of the Colorado State University

Age to be a fossil
As to the age of a fossil specimen, there is no minimum age for any specimen to be classed as a fossil. The modern Tasmanian tiger, Elephant etc have fossil evidence of living species, even Homo sapien sapiens (you and I) can be fossils after we die. Neither does the fossil have to be rock, organic matter of a young age can be classed as fossils with the original organic material. As in the case of permafrost Mammoths from Siberia that have been found frozen in the tundra with bone, skin, hair etc, from as long ago as 10,000 years.

Some fossils are derived fossil, meaning that the fossil is older than the strata it is associated with. This happens when the fossil is eroded out of its natural casing and deposited into new sediment which forms new rock. Such fossils age are hard to determin, but by analysing similar fossils of dated species an age could be calculated. For some species an age can not be determined.

Readings

 * Non Catastrophic and Modern Fossilization by Glenn R. Morton.

Fossil record
The fossil record is like any other record, it describes the path of the development of life through time from 4,600 million (Geological time scale from the University of Kentucky) years ago to the current era. During earlier time periods species were evolving and up till 610 million years ago were single celled organisms with multicellular specimens appearing in abundance and showing signs of their evoluton going back to a longer perion in the Ediacaran biota. These specimen's are barely or not at all recognisable with current species of life wich was evident in the Cambrian explosion(Phillip's 2003 p.37). All this is recorded within specific kingdoms, Families, Phyla, Genera, to Species and subspecies and it connect's the relationship of all species together. But this record is incomplete as a lot of species leave no trace, or if they did the fossils have been destroyed or not found yet.

There are several forms of dating fossil or rock stratum:

1. Relative dating is based on the Principal of Original horizontality, Lateral Continuity, Superposition and Faunal Succession and is described as the theory that layers of sedimentary rock are layed in the order of older at the bottom to younger at the top. And the occurance of a species who live for short periods of time and can unit different strata localities into a specific time period.

2.Absolute dating, by using radiation via isotopes to analyse radioactive decay. This is good to analyse recently fossilised organisms via C-14. For longer periods the sediment itself must be analysed, this would give a date for the original material, like an ignious rock formation that is eroded but not the present sedimentary rock.

3.Paleomagnetics study of magnetism in rock strata to indicate the magnetic poles position andor continental rotation.

4.Geologic time all the above put into correlating data.

ReferencesDating methods from the Smithsonian Institute Eusphenopteris neuropteroides

Readings

 * The fossil record by the Virtual Fossil Record
 * Examining the Fossil Record by Shannan Muskopf
 * Taxonomy, Transitional Forms, and the Fossil Record by Keith B. Miller of the Kansas State University, Manhattan

General reading material

 * Paleontology and Our Local Desert from the San Diego Natural History Museum
 * Missouri University syllabus
 * All thing Cretaceous from the Carleton college
 * What are fossils from About.com by Andrew Alden
 * FOSSILIZATION AND ADAPTATION: ACTIVITIES IN PALEONTOLOGY by BRENT H. BREITHAUPT

title: Paleontology/Introduction


text:
User:Madnova777

Hi, I am still searching around Wikiversity and learning where I might get connected or offer something useful.

title: User:Madnova777


text: User talk:Madnova777

title: User talk:Madnova777


text:
Template:Confusing

Use instructions
Give new resources time to develop. Use the discussion page in addition to this template.

Resources are placed in Category:Resources needing clarification.

title: Template:Confusing


text:
User:Rdorado

This is a test page.

title: User:Rdorado


text:
Talk:Main Page/Concept/2006/August/Communications and community

If that mascot image offends anyone or if you feel it misrepresents Wikiversity please feel free to change it. I thought it was funny, but yeah, a bit edgy... Nonetheless, it is of a college setting. Maybe a little lightheartedness could help Wikiversity. My 2 cents. --Remi0o 08:43, 20 December 2006 (UTC)
 * This would be a good place to post and discuss new images that might be "representative" of Wikiversity (view all past and current images. It is traditional for many educational institutions and websites to have mascots. There was some discussion of a mascot at Talk:Wikiversity the Movie. --JWSchmidt 13:47, 20 December 2006 (UTC)


text:
Portal:Urban studies and planning

Welcome to Wikiversity's School of Urban Studies and Planning!

This is a developing school. There is an attempt to form a framework on this page to assist in the organization of content.

Wikiversity's Department of Urban Studies and Planning is part of the Faculty of Social Sciences.

School News

 * Right now - Looking for contributors.
 * August 19, 2009 - Ahwahnee Principles added to the curriculum!
 * December 23 2006 - School founded.

Learning projects

 * NYC (Bushwick) Urban Renewal project

Courses
These need to have their namespace changed to nothing. "Topic:" is not appropriate for courses. Departments and divisions should have the namespace "Topic:". 🇨🇴
 * 100 Level Courses
 * URBN 100 Introduction to Urban Studies and Planning
 * URBN 101 Survey & Analysis
 * URBN 102 Civil Engineering for Planners
 * URBN 103 Planning Design
 * 200 Level Courses
 * URBN 200 Introduction to GIS
 * URBN 201 Urban Renewal
 * URBN 202 Rural Issues
 * URBN 203 Resource Management
 * URBN 204 Land Use Applications
 * 300 Level Courses
 * URBN 300 Urban Policy
 * URBN 301 Urban community
 * URBN 302 Land Use and Development
 * URBN 303 Environmental Policy
 * URBN 304 Poverty and Urban Planning
 * URBN 305 Los Angeles, New York, and Dubai
 * URBN 306 Theories of Architecture in Urban Planning
 * URBN 307 Urban and Regional Economies
 * URBN 308 Urban Planning Research Methods
 * URBN 309 Politics of Urbanization
 * URBN 310 Natural Resources
 * URBN 311 History of Urban Planning
 * URBN 313 Landscape Planning and Design
 * URBN 314 Urban Design
 * URBN 316 Urban Housing
 * URBN 318 Environmental Management
 * URBN 319 Transportation Planning
 * URBN 320 Sustainable Development
 * URBN 321 Environmental Politics
 * URBN 322 Urban Planning and the Law
 * URBN 324 Research Design and Methods for Social Policy
 * URBN 325 Economic Development
 * URBN 326 Communications in Urban Planning

 * 400 Level Courses
 * URBN 401 Spatial Statistics
 * URBN 402 Applied Economics for Urban Planning
 * URBN 403 Global Cities
 * URBN 404 International Planning
 * URBN 405 Advanced GIS and Remote Sensing
 * URBN 406 Navigating Bureaucracy in Urban Planning
 * URBN 407 Advanced Case Studies of Urban Interventions
 * URBN 408 Theories of Urban Architectural Design
 * URBN 409 Public and Private Development
 * URBN 410 Utilizing Technology in Urban Planning
 * URBN 411 Real Estate Finance
 * URBN 412 Real Estate Development Processes
 * URBN 413 Finance Administration
 * URBN 414 Advanced Theory in Urban Planning
 * URBN 415 Urban Sociology
 * URBN 416 Community Studies
 * URBN 417 Environmental Studies
 * URBN 418 SpatialXL
 * URBN 419 Management for Planners

Topics

 * Transportation and Traffic Engineering
 * Peri-urban planning
 * Real Estate

Related news

 * April 18, 2007 - The Federal Communications Commission will study the rate of broadband internet implementation in The United States...
 * March 19, 2007 - New water purification technology to be commercialized in India.
 * March 19, 2007 - Blair plans Government 2.0
 * March 15, 2007 - Santa Cruz, CA explores building desalination plant to supplement water supply.

Software

 * ArchGIS CityEngine
 * CityCAD
 * QGIS
 * ArchGis
 * Archicad
 * Lumion

MIT Open Course Ware

 * MIT Open Course Ware: Urban Studies and Planning

Ahwahnee Principles

 * The Ahwahnee Principles - Principles for Resource-Efficient and Livable Communities

title: Portal:Urban studies and planning


text: Category:Science journalism

title: Category:Science journalism


text:
User:Mystictim/messageboard

 category=Demo category=Demo 1

title: User:Mystictim/messageboard


text: File:QDE-1 RNA pol.png

title: File:QDE-1 RNA pol.png


text:
RNA World

Welcome to the RNA World Learning Project. This learning project allows Wikiversity participants to explore the so-called "RNA world hypothesis". The phrase RNA World is used in biology when exploring the idea that RNA molecules may have served as genetic molecules and enzymes before DNA and proteins.

The first specific genetic role discovered for RNA in cells was as mRNA intermediates between DNA genes and the proteins specified by genes. However, it also became evident that RNA can carry genetic instructions in RNA viruses such as Tobacco mosaic virus. Later it was realized that RNA molecules can function as enzymes, raising the prospect that life forms with only RNA but no DNA and protein might be possible.

RNA Silencing
RNA silencing is a cellular phenomenon in which short, double-stranded RNA "triggers" can prevent the expression of specific genes. RNA Silencing is also known as "RNA-mediated interference" (abbreviated RNAi). RNA interference is now recognized as a widespread, if not ubiquitous in eukaryotic organisms. The phenomenon of RNAi has caused great excitement as an experimental technique for selectively blocking gene expression with potential medical uses. The Nobel Prize in Physiology or Medicine in 2006 was awarded to Andrew Z. Fire and Craig C. Mello for their research on RNA interference. (Wikiversity article about this Nobel Prize)

In some organisms the RNA molecules that target the RNA silencing process can be amplified. In plants, protozoa, fungi, and some animals such as nematode wormsthere is an enzyme called RNA-dependent RNA polymerase that generates base pair-complementary strands of RNA using an existing strand of RNA as a template. Such amplification of the RNA silencing process is important for protecting many eukaryotes from RNA viruses. Such a role for RNA interference was first found in plants, but has also been found in some animals.

Paula Salgado and her colleagues have studied the structure of one such polymerase, called QDE-1. The structure of QDE-1 is similar to the structure of DNA-dependent RNA polymerase. Paula Salgado et al suggested that a QDE-1-like polymerase may have been a very early protein polymerase, even pre-dating eukaryotic DNA-dependent RNA polymerase. If so, QDE-1 and RNAi might have their origins near the time of transition from the RNA World to the DNA-dominated world of cellular life.

When a gene is transcribed and translated to generate a protein, the process begins with a DNA-dependent RNA polymerase. Like QDE-1, DNA-dependent RNA polymerases generate strands of RNA—the difference is that they use a DNA template to do it. The RNA they generate is called messenger RNA and is in turn used as the template for building a protein out of amino acids. The structures of DNA-dependent RNA polymerases have been described previously, so Salgado et al could compare them with their new structure of QDE-1.

What they found was a remarkable similarity (Figure 3, below). Both DNA-dependent RNA polymerases and QDE-1 have an active catalytic site—the working core of the enzyme—that is formed by two distinctive structural domains called double-psi β-barrels. This strong structural resemblance between QDE-1 and the DNA-dependent RNA polymerases points towards an evolutionary link between the two types of RNA polymerase.

An influential theory on the origin of life proposes that RNA molecules were the first self-replicating molecules, forming a kind of precellular life in an "RNA world" (Figure 1, above). Initially, RNA molecules would have had to act as enzymes as well as genetic information so that they could replicate, but it is likely that an RNA-dependent RNA polymerase would have been one of the earliest protein-based enzymes to evolve.

Activities
This section provides activities for further study.

Your questions
List any questions you have about the RNA World hypothesis: nature of dna and rna

Discussions
Read The Structure of an RNAi Polymerase Links RNA Silencing and Transcription by Paula S Salgado, et al. Discuss the implications of their results for the idea that the mechanisms of RNA-mediated gene expression silencing can suggest features of the ancient RNA-based proto-metabolism of Earth.

Other Sources

 * RNA world hypothesis - Wikipedia article
 * Did DNA Come From Viruses? by Carl Zimmer
 * The ancient Virus World and evolution of cells by Eugene V. Koonin, Tatiana G. Senkevich and Valerian V. Dolja.
 * On the origin of the translation system and the genetic code in the RNA world by means of natural selection, exaptation, and subfunctionalization by Yuri I. Wolf and Eugene V. Koonin.
 * On the origin of the translation system and the genetic code in the RNA world by means of natural selection, exaptation, and subfunctionalization by Yuri I. Wolf and Eugene V. Koonin.

Related projects

 * Life origins
 * The concept of irreducible complexity
 * Develop Wikibooks content related to the RNA world hypothesis.

title: RNA World


text: User:Indolences~enwikiversity

title: User:Indolences~enwikiversity


text:
Talk:Metacommunity

Open source vs. closed source
Discussion opened 20:10, 20 December 2006 (UTC) by CQ

title: Talk:Metacommunity


text:
Wikimedia

Wikimedia is a shorthand term for the Wikimedia Foundation, an aggregation of sisterprojects comprising what can be called a Metacommunity:

The Wikimedia Foundation, Inc. is the parent organization of the Wikipedia, Wiktionary, Wikiquote, Wikibooks (including Wikijunior), Wikisource, Wikimedia Commons, Wikispecies, Wikinews, Wikiversity, and Meta collaborative projects. It is a not-for-profit corporation based in San Francisco, USA, and organized under the laws of the state of California. Its existence was officially announced by Jimmy Wales, who was hitherto running Wikipedia within his company Bomis, on June 20, 2003. Its approval by the U.S. Internal Revenue Service, by letter in April 2005, as an educational foundation in the category "Adult, Continuing Education" means all contributions to the Wikimedia Foundation are tax deductible for U.S. federal income tax purposes. see Wikimedia Foundation for more information

NOTE: links in bold text are to local Wikiversity pages

Wikiversity and Wikimedia
Wikiversity has a definite role within the Wikimedia Metacommunity. This learning project focuses on how to define and extend that role within a universal or university context, applying the traditional paradigm of how universities collect learning resourses and apply them to real-world needs. Because Wikipedia focuses on the encyclopedic context, it must maintain a neutral point of view, prohibit and discourage original research, prohibit and discourage self references and other aspects of creating content that constrain it to the encyclopedic realm. Wikiversity, conversely, can enter these prohibitive spaces from the universal or university context. Let's give it a whirl...

Lab: Establishing Wikiversity's role and context
Wikiversity has a role to perform within the Wikimedia context and within a much larger Internet context. This learning project lab will focus on creating a relationship diagram that shows what Wikimedia looks like. We begin by working with templates, starting with Wikiversitysister-list and WikiversityUsers.

Challenge: Create local articles for each of the Wikimedia collaborative projects:
 * Wikipedia
 * Wiktionary
 * Wikiquote
 * Wikibooks (including Wikijunior)
 * Wikisource
 * Wikimedia Commons
 * Wikispecies
 * Wikinews
 * Wikiversity
 * Meta-Wiki

Include in these articles an opening statement based on the Wikipedia article of the same name. Include also a section Wikiversity and ... like this one.

Discussion: Get in touch with folks like Jimbo, Angela, and other Wikimedia heavyweights. Let them know that we are interested in studying Wikimedia from the university perspective. Contact mediawiki developers, stewards, admins and other folks that help form policies and guidelines for Wikimedia collaborative efforts.

Lab: Strengthening Wikiversity
The Learning to learn a wiki way article focuses on a "learn-by-doing" model. This model defines Wikiversity as a learning community. We can develop visualization tools through templates, diagrams, Portals, navigational aids, learning objects and a number of other instruments.

Example: daughters

Challenge: Create a lab series based on this one for each sister project linking to appropriate Schools, Portals and other local learning resources and groups:

 * Wikiversity and Wikipedia
 * Wikiversity and Wiktionary
 * Wikiversity and Wikiquote
 * Wikiversity and Wikibooks
 * Wikiversity and Wikisource
 * Wikiversity and the Wikimedia Commons
 * Wikiversity and Wikispecies
 * Wikiversity and Wikinews
 * Wikiversity and Meta-Wiki

Edit the Wikiversity article to include links to the new local articles. Update Wikiversitysister-list and WikiversityUsers to link to them.

The idea is to establish within Wikiversity a means to strengthen its effectiveness as an online university and Wikimedia's role as a Virtual community of practice. See also Metacommunity

Discussion: Get in touch with the folks that help form policies and guidelines for each of the sisterprojects. Participate in our own colloquium to make other Wikiversitans aware of this learning project. Use the talk page to present problems and ideas concerning Wikiversity's relationship to its parent organization, Wikimedia.

Examples:
 * One important discussion is taking place at Talk:Wikibooks about Wikiversity and Wikibooks services that help determine how the two projects can interface with each other more effectively.
 * Another exemplary development is the relationship between School of Journalism with Wikinews.
 * Another open project called strategy has been put in place by the Mediawiki Foundation for coming up with long-term strategic planning for all of the Wikimedia projects and languages. See Strategy and Wikiversity
 * add others here!

title: Wikimedia


text:
Japanese Language/Materials on Wiktionary

Index of Words

 * Index:Japanese

List of words at Wiktionary

 * 1000 Japanese basic words
 * Japanese film credit terms
 * Japanese Swadesh list -list of basic words which can be found in every language
 * Category:Japanese phrasebook
 * wikt:Category:ja:*Topics -This is the root topical category for Japanese words.

Possible Learning Activities

 * About Japanese -- Entry layout information
 * Category:Japanese terms needing attention
 * Wiktionary:Requested articles:Japanese
 * Category:Japanese definitions needed
 * Category:Translations to be checked (Japanese)


text:
Talk:Wikimedia

The formula
Establishing Wikiversity's role and context: Wikiversity + Wikimedia = Wikiversity's relationship to its parent organization, Wikimedia. Opened 22:10, 20 December 2006 (UTC) by CQ

The Role
CQ, Before we extend her role, can you specify what you mean by: "Wikiversity has a definite role within the Wikimedia Metacommunity. "?--Hillgentleman|Talk 20:57, 28 December 2006 (UTC)

title: Talk:Wikimedia


text:
User:Evan.wilson

I'd very much like to see the entire Wikimedia project truly blossom, so, in the spirit of the wiki, I'd like to pull my load and more.

title: User:Evan.wilson


text:
Bloom Clock/How bloom clocks are used

Bloom clocks are often kept by gardeners and students in the fields of agriculture and horticulture as a way of getting to know the order and season in which plants come into flower. Aside from a learning tool (or even just a way of appreciating nature), bloom clocks can have some practical benefits as well.

For garden designers and landscape architects, bloom clocks are useful in coming up with good combinations of plants for a long bloom season and color combinations that are good to the eyes.

For horticulturists and agriculturists, having bloom time data serves a number of purposes, including:
 * 1) Ensuring that there is a constant supply of nectar-producing plants, which in turn helps to ensure a constant supply of pollinating insects which are necessary for crop production.
 * 2) As phenological indicators. For example, weed seeds often germinate when the Forsythias bloom, or certain pests might emerge when other flowers bloom.

title: Bloom Clock/How bloom clocks are used


text:
Wikiversity talk:Service community

Establishing Wikiversity's role and context
Establishing Wikiversity's role and context: Wikiversity + Wikimedia = Wikiversity's relationship to its parent organization, Wikimedia.

I've started a couple or three learning projects that I hope will help establish and strengthen Wikiversity by defining and studying it as a community within a Metacommunity, namely Wikimedia. I hope to present a "God's-eye view" of who we are and what we're doing, while improving communications with our sister projects. This might shed some light on how Wikiversity can help its service community become more effective within the much larger Internet context. Please participate. CQ 22:28, 20 December 2006 (UTC)

Technical help
Well, I should say that I dont understand this page. What is a service for Wikimedia group. I would better to see in here a group of people which would help with MediWiki, templates, editing to common users of Wikiversity. Some people coming here are not wiki skilled. They should find here a course how to study a "wiki way". People who knows might find usefull technical version of colloquium, were they can ask q about editing, html and java script. Template but also MediaWiki problems having in here. For example this is one of the big problems, that I wanna teach Spanish and not tu study how to do these thinks, thats why Spanish courses are still not available.--Juan 11:15, 27 July 2007 (UTC)

 * It is traditional at universities in the USA for people to do some work outside of their local university community, generally for the broader community of the area where the university is located. This is a type of "community service" and it is often just called "service" and is one of four broad areas of activity (service, research, teaching, administration). I agree that Wikiversity needs good learning resources for helping participants know how to use the wiki software and how to get things done within Wikiversity. We have "Help:" pages that are like a users manual (example), some tutorials in the "Wikiversity:" namespace and learning projects about Wikiversity and about the MediaWiki software. All of these types of "help" pages are in need of further development. --JWSchmidt 15:47, 27 July 2007 (UTC)

title: Wikiversity talk:Service community


title: File:OrangetreeMesaAZMar302006.png


text:
Bloom Clock/2007 part one

This bloom clock will run from the second solstice of 2006 (December 21) to the first solstice of 2007 (June 21). To participate, just add yourself to the contributors page (so we know where you are), and just add *~ below any plant you noticed blooming today.

Scientific name~
 * If you're not sure what the name of a plant is (and you have a photo to share), use the What's this plant? page.
 * If you know the name of the plant but it isn't on the list yet, add the following to this page (using alphabetical order by the scientific name), replacing "Scientific name" with the binomial (Genus and species), and Common name with the English word for the plant:
 * If you know the common (English) word but not the scientific name, please try searching on wikipedia to find the scientific name, or record it on the unknown name list.

Blooming plant list
Note: This page is in the process of being archived, new entries should be added to the current clock. Bloom clock project/2007 part one archive will be reincorporated into this page, and all log entries are being moved to the log pages.

A-B
Abelia grandiflora (Showy Abelia) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Acer negundo (Boxelder) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Acer platanoides (Norway Maple) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Acer rubrum (Red Maple) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Acer saccharum (Sugar Maple) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Achillea filipendulina (Fernleaf Yarrow) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Aegopodium podagraria (Goutweed) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Aesculus hippocastanum (Horse Chestnut) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Agapanthus africanus (Agapanthus) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Ageratum houstonianum (Flossflower) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Ajuga reptans (Bungleweed) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Alchemilla mollis (Lady's Mantle) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Alliaria petiolata (Garlic Mustard) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Allium cernuum (Nodding Onion) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Allium schoenoprasum (Chives) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Alnus rugosa (Speckled Alder) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Amelanchier canadensis (Shadbush) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Antirrhinum majus (Snapdragon) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Aquilegia canadensis (Columbine) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Aquilegia x hybrida (Hybrid columbine) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Armeria maritima (Armeria maritima) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Aruncus dioicus (Goatsbeard) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Asarum europaeum (European Wild Ginger) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Asclepias tuberosa (Butterfly Weed) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Asparagus officinalis (Asparagus) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Banksia attenuata (Candlestick Banksia) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Barbarea vulgaris (Yellow rocketcress) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Begonia (Begonia) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Berberis x gladwynensis (Hybrid barberry) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Berberis thunbergii (Japanese Barberry) Wikipedia | Commons | Wikibooks | Quiz page | Log page

C-D
Calycanthus floridus (Sweetshrub) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Camellia japonica (Camellia) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Camellia sasanqua (Camellia) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Cardamine bulbosa (Bulbous cress) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Catalpa speciosa (Northern Catalpa) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Centranthus ruber (Red valerian) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Cerastium (Mouse-ear Chickweed) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Chelidonium majus (Greater celandine) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Cirsium arvense (Canade Thistle) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Commelina communis (Asiatic Dayflower) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Conium maculatum (Poison Hemlock) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Coreopsis lanceolata (Lance-leaved Coreopsis) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Cornus amomum (Silky Dogwood) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Cornus kousa (Japanese Dogwood) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Corydalis cheilanthifolia (Fernleaf Corydalis) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Corydalis lutea (Yellow Corydalis) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Corydalis ochroleuca (White Corydalis) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Cotinus coggygria (Smokebush) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Cyclamen persicum (Cyclamen) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Daphne odora (Daphne) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Dianthus deltoides (Pinks) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Dicentra spectabilis (Bleeding Heart) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Digitalis lutea (Yellow Foxglove) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Duchesnea indica (Mock Strawberry) Wikipedia | Commons | Wikibooks | Quiz page | Log page

E-F
Elaeagnus angustifolia (Russian Olive) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Erigeron annuus (Annual Fleabane) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Erigeron philadelphicus (Philadelphia Fleabane) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Erysimum cheiri (Wallflower) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Felicia amelloides (Blue Marguerite) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Festuca glauca (Blue Fescue) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Fragaria x ananassa (Garden Strawberry) Wikipedia | Commons | Wikibooks | Quiz page | Log page

G-H
Galium aparine (Goosegrass) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Galium odoratum (Sweet Woodruff) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Geranium (Hardy Geranium) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Geranium maculatum (Wood Geranium) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Glechoma hederacea (Ground Ivy) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Hemerocallis 'Stella d'Oro' (Stella d'Oro Daylilly) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Hesperis matronalis (Dame's Rocket) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Hosta (Hosta) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Hydrangea macrophylla (Bigleaf Hydrangea) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Hydrangea petiolaris (Climbing Hydrangea) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Hydrangea quercifolia (Oakleaf Hydrangea) Wikipedia | Commons | Wikibooks | Quiz page | Log page

I-J
Ilex crenata (Japanese holly) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Ilex glabra (Inkberry holly) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Impatiens walleriana (Buzy Lizzie) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Iris (Iris) Wikipedia | Commons | Wikibooks | Quiz page | Log page
 * (archived through May)

Iris siberica (Siberian Iris) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Itea virginica (Virginia Sweetspire) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Juglans nigra (Black Walnut) Wikipedia | Commons | Wikibooks | Quiz page | Log page

K-L
Kalmia latifolia (Mountain Laurel) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Kniphofia uvaria (erd hot poker) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lamium purpureum (Red Deadnettle) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lantana involucrata (Lantana) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lavandula angustifolia (Lavender) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Leptospermum scoparium (Tea tree) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Leucanthemum x superbum (Shasta Daisy) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Leucanthemum vulgare (Oxeye Daisy) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Ligustrum (Privet) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Linaria vulgaris (Butter and Eggs) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lindera benzoin (Spicebush) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lobularia maritima (Sweet Alyssum) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lonicera heckrottii (Flame Honeysuckle) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lonicera japonica (Japanese Honeysuckle) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lonicera maackii (Amur Honeysuckle) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lonicera pileata (Privet honeysuckle) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lonicera tartarica (Tatarian Honeysuckle) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lunaria annua (Honesty) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lycopersicon (Tomato) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Lysimachia nummularia (Creeping Jenny) Wikipedia | Commons | Wikibooks | Quiz page | Log page

M-N
Magnolia tripetala (Umbrella magnolia) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Magnolia virginiana (Sweetbay Magnolia) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Matricaria discoidea (Pineappleweed) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Medicago lupulina (Black Medick) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Muscari armeniacum (Grape Hyacinth) Wikipedia | Commons | Wikibooks | Quiz page | Log page (Archived)

Myosotis (Forget-me-not) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Neillia sinensis (Niellia) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Nuytsia floribunda (Western Australian Christmas tree) Wikipedia | Commons | Wikibooks | Quiz page | Log page

O-P
Potentilla (Potentilla) Wikipedia | Commons | Wikibooks | Quiz page | Log page
 * --SB_Johnny | talk 17:26, 9 June 2007 (UTC)

Primula vulgaris (Polyanthus) Wikipedia | Commons | Wikibooks | Quiz page | Log page
 * SortaQuiet 23:02, 17 June 2007 (UTC)

Q-R

 * --SB_Johnny | talk 17:27, 23 May 2007 (UTC)
 * --SB_Johnny | talk 10:21, 26 May 2007 (UTC)
 * --SB_Johnny | talk 10:47, 3 June 2007 (UTC)
 * --SB_Johnny | talk 17:26, 9 June 2007 (UTC)

 * SB Johnny-LM 09:37, 9 June 2007 (UTC)
 * --SB_Johnny | talk 14:34, 9 June 2007 (UTC)
 * SortaQuiet 03:44, 17 June 2007 (UTC)

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

 * SB Johnny-LM 09:37, 9 June 2007 (UTC)

S-T
Salix discolor (Pussy Willow) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Sambucus canadensis (Elderberry) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Sambucus nigra (Elder) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Sanguinaria canadensis (Bloodroot) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Saponaria officinalis (Soapwort) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Sassafras albidum (Sassafras) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Saxifraga stolonifera (Creeping Saxifrage) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Scilla siberica (Siberian Squill) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Securigera varia (Crown Vetch) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Sedum acre (Biting Stonecrop) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Sedum kamtschaticum (Stonecrop) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Senecio obovatus (Golden Ragwort) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Senecio vulgaris (Common Groundsel) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Sinocalycanthus sinensis (Sinocalycanthus) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Smilax herbacea (Smilax) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Solanum dulcamara (Woody Nightshade, Bittersweet) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Sonchus asper (Spiny Sowthistle) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Stellaria media (Common chickweed) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Stewartia pseudocamellia (Stewartia) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Symplocarpus foetidus (Eastern Skunk Cabbage) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Syringa vulgaris (Common Lilac) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Sisyrinchium montanum (Blue-eyed Grass) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Tagetes erecta (Marigold) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Taraxacum officinale (Common Dandelion) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Taxus baccata (English Yew) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Thymus 'Spicy Orange' (Spicy Orange Thyme) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Toxicodendron radicans (Poison Ivy) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Tradescantia (Spiderwort) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Trifolium pratense (Red clover) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Trifolium repens (White Clover) Wikipedia | Commons | Wikibooks | Quiz page | Log page

W-Z
Waldsteinia fragarioides (Barren Strawberry) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Weigela (Weigela) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Wisteria frutescens (American Wisteria) Wikipedia | Commons | Wikibooks | Quiz page | Log page

Wisteria sinensis (Chinese Wisteria) Wikipedia | Commons | Wikibooks | Quiz page | Log page

title: Bloom Clock/2007 part one


title: File:QDE1andDdRP.png


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title: File:Asimohonda.jpg


text:
Artificial Intelligence and Robotics Laboratory

W ELCOME TO THE A RTIFICIAL I NTELLIGENCE AND R OBOTICS L ABRATORY

Research
The development of large scale projects for group learning and future pedagogical use is one of the goals of this school. Some of the ongoing learning projects are:
 * Unmanned aerial systems
 * Automatic Control and Robotics
 * Anthropomorphic Robotics

Collaborators

 * Mundhenk 06:12, 8 February 2007 (UTC)

Things to do

 * Brainstorm a list of things to do...

Affiliated departments

 * Engineering
 * Computer Science
 * Mechanical Engineering
 * Audio Engineering
 * Electrical Engineering
 * Electronic Engineering
 * Mechatronic Engineering
 * Software Engineering
 * Systems Engineering
 * Artificial Intelligence
 * Computer Vision

 * Computation linguistics
 * Algorithms
 * Natural Language Processing
 * Computer Logic
 * Machine Learning
 * Dynamic Programming
 * Databases
 * Real Time Programming
 * Biomechanics
 * Biophysics
 * Bionomics
 * Biotechnology
 * Linguistics

 * Graphics
 * Psychology
 * Human Factors
 * Cognitive Psychology
 * Perception
 * Sensory Neuroscience
 * Psychophysics
 * Fashion
 * Information Technology
 * Physics and Astronomy
 * Visual Arts
 * Industrial Design
 * Neuroscience
 * Linguistics

Lab news

 * March 7, 2007 - Related departments added.
 * December 20, 2006 - Lab founded.

Related news

 * Februrary 22, 2007 - Autonomous modular connected robotic swarms.


text:
Talk:Web Design/Lists and Tables

Tables: tbody, tfoot, thead
I think we really need to include using <tbody>, <tfoot>, and <thead> as standard practice for making tables. It's good to get people in the habit of using them from the get-go, so that if they wish to pursue further, advanced studies in web development, they'll already be in the habit of creating tables in a more universally accessible way. I'm thinking, in particular, of JavaScript: if you create a table dynamically with the createElement method and then insert it somewhere in the DOM, it will fail to render in Internet Explorer unless you encapsulate all of your <tr>'s inside of the aforementioned tags. By teaching people new to HTML to use these tags, we avoid that possible pitfall altogether. Plus, it is better conceptually to be able to divide tables into abstract sections (i.e. head, body, and foot) so that we can really demonstrate that they represent tabular data and are not just being used for layout purposes. Just my two cents. 08:32, 21 December 2006

 * Is IE not rendering because of a bug, or is there something in the spec that says it works that way? I don't think we should be teaching bug-workarounds, but if it's a violation of the spec then we should stick with the spec.
 * On another point, we should try to not introduce "old style" formatting, prefering CSS based formats. Historybuff 21:10, 12 January 2007 (UTC)

title: Talk:Web Design/Lists and Tables


text: File:SBTDS SCRIPT WESTT.pdf

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Introduction to Christianity/What is a Christian?

Christianity : From Wikipedia
Christianity is a monotheistic religion centered on Jesus of Nazareth and his life, death, resurrection, and teachings as presented in the New Testament. Christians believe Jesus is the Son of God and the Messiah prophesied in the Old Testament.

Core features of Christianity include beliefs about:
 * Monotheistic: Worshiping only one Deity.
 * Jesus: The Wiki about the individual.
 * The Bible: The Bible.

A Christian is one who pledges his/her allegiance to the God who took upon himself humanity (incarnation) made manifest in Jesus the Messiah/Christ, the one who not only defeated death through his being raised from the dead, but also triumphed over the power of evil/Satan in this world. Those who are followers of Jesus are called to love God with all their heart, mind, and strength and to love their neighbors as themselves. Jesus, while on Earth, told his followers to love one another 'even as I have loved you.'

The earliest writers to record the teachings of the first century Christian community were the Gospel writers: Mark (earliest Gospel), Matthew, Luke and, lastly, John. The most potent advocate of Christ's divinity and mission as saviour of sinners was the apostle Paul. He emphasised that anyone who believes that Christ died for him/her and repents of their sins is acknowledged [justified] by God the Father as without sin [cleansed through the blood of Christ]. This is also known as 'saving grace'. Another writer of the New Testament, James, emphasized that those who believe in salvation from Christ will act righteously, and that righteous action must accompany faith in order for the faith to be effective (James 2:17).

Being a Christian, then, requires having faith, and acting on it (by doing good deeds).

Footnotes


text:
Portal:Bible translation

Center of Biblical Biblical Translation

Welcome to the Wikiversity Center of Biblical Translation.

Center description
This Center is a Wikiversity content development project where participants create, organize and develop learning resources related to Bible translation.

The Holy Bible is the Christian holy text. While the exact content of this collection of Scripture has been disputed, most American Protestant Bibles contain sixty-six books. Thirty-nine of these books are contained in the Old Testament (typically arranged Genesis-Malachi)and twenty-seven (typically arranged Matthew-Revelation) in the New Testament. Various texts exist outside of this including the Apocrypha and the Gnostic Gospels. Orthodox traitions and the Roman Catholic Church claim the Old Testament Apocrypha as canonical Scripture; the debate of whether or not to include the Apocrypha in the canon of Scripture is a long-standing one which is one the divisions between the Protestant and Catholic-Orthodox traditions.

The translation of the Christian holy texts (Scriptures) into languages which have not previously received them is the subject of this center. Currently there are myriad Bible Translations underway in various world languages. Bible translation has become a focus for the missional outreaches of many evangelical faiths. There are many organizations dedicated to Bible translation as a means to evangelize pre-Christian cultures that work throughout the world. Some notable organizations include:

Pioneer Bible Translators Wycliffe Bible Translators Lutheran Bible Translators

Center news

 * 21 December 2006 - Center founded!

Learning projects
See: Learning Projects and the Learning model.

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the learning project (learning projects are independent pages in the main namespace) and start writing! We suggest the use of the learning project template (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets – ).

Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource.
 * Introduction to Bible Translation
 * New Testament Greek - Requires Introductory Ancient Greek Language

English Bible Translations
A Mostly up-to-date list of current translations and languages:

 * American Standard Bible wikisource
 * Amplified Bible
 * Analytical-Literal Translation
 * Bible in Basic English
 * Children's Bible
 * Christian Community Bible
 * Christian Standard Bible (Holman)
 * Contemporary English Version
 * Douay-Rheims Version
 * English Standard Version
 * Geneva Bible
 * God's Word
 * Grail Psalter: The Book of Psalms
 * Jerusalem Bible
 * King James Version wikisource
 * Living Bible
 * Message Bible
 * New American Bible (Catholic)
 * New American Standard Bible
 * New English Translation (NET Bible)
 * New International Version
 * New International Reader's Version
 * New Jerusalem Bible
 * New King James Version
 * New Living Translation
 * New Revised Standard Version
 * New World Translation of the Holy Scriptures
 * Modern King James Bible
 * Revised Standard Version
 * Today's English Version
 * Today's New International Version
 * Young's Literal Translation
 * World English Bible wikisource
 * World English Bible (Hebrew Names Version)
 * Wycliffe New Testament

Other Worldly Languages (Not a complete List)
Albanian Arabic Arabic Armenian (Western) Awadhi Belorussian: Bengali Bosnian Bolivian (Southern) Catalan Chinese Chinese and English Chinese Union Version and English Chamorro Croatian Cuzco Czech Danish Danish Dutch Dutch (Additional) Ecuadorian Shuar Esperanto Estonian Farsi Finnish French Gaelic (Scottish) German German (Deutsche Bibelgesellschaft Stuttgart) Gothic Greek (Ancient including the Septuagint) Greek (Modern) Greek (New Testament) Gujarati Haitian Creole Hebrew Hindi Hungarian Icelandic Bibliuleit Indonesian Indonesian (Alkitab Terjemahan Baru and Bahasa Sehari-hari) Italian

Japanese Japanese (Living Bible Paraphrase) Kannada Korean Kurdish Latin (Vulgate) Latvian (New Testament) Latvian Lithuanian Malayalam Malayalam (Additional) Manx Gaelic Maori Marathi Nepali Norwegian Oriya Portuguese Portuguese (Brazilian) Polish Punjabi Quechua Russian Romanian Slovak Slovenian Spanish (Reina-Valera 1995) Spanish (La Biblia de las Americas�) Swahili Swedish Tagalog Tamil Tamil (Additional) Telugu Thai Turkish Ukrainian Ukrainian(Additional) Urdu Vietnamese Vietnamese (Additional)

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

Select a descriptive name for each learning project.

title: Portal:Bible translation


text:
Chords (music)

A chord is a combination of three or more notes. The most complementary groups of notes make up popular chords. Because of the broad nature of this definition, types of chords have been developed that "sound good" according to the western philosophy of music.

While two notes technically constitute harmony, two-note groups are not considered chords.

Types of chords
The following chords can be played in any key. To understand them, one should have the basic knowledge of a scale first. When considering what quality a chord is (major, minor, etc.), all that matters are the names of the 3 notes; it does not matter whether some notes are doubled or played in different octaves (known as a chord inversion). For example, a C major triad must have a C, an E and a G, but it doesn't matter which is on bottom, nor does it matter if there are 2 E's or 2 G's.

Other notes, such as 9ths and 13ths, can be added to a chord, but this learning resource focuses on basic chords and their structure. Depending on the lowest note of the chord and the notes added or removed, formation of a chord is known as an “inversion” or a “voicing.”

Major Chord
The major triad is often symbolized with a capital letter (C | Cmaj). It is three notes: the first, third, and fifth note of a scale. Alternatively, you can find this chord by adding a note a major third (4 half-steps) up from the root note and then a minor third (3 half-steps) up from that. If you add the half-steps of a major and minor third you will notice the third note is 7 half-steps up from the root making a perfect fifth. This interval will remain the same in major and minor chords. All primary triads are created by stacking intervals of a third. It is a very whole sounding chord, and is found within most, if not all popular songs.

C Major triad: C - E - G

Minor Chord
The minor triad is often symbolized with a lower case letter, or 'min', or just an 'm' (c | Cmin | Cm). It is composed of three notes: the first, flat-third, and fifth. The lowered third represents the third note of a minor scale. Alternatively, you can find this chord by adding a note a minor third (3 half-steps) up from the root note and then a major third (4 half-steps) up from that. The quality of this chord is not as full as the major chord, and has a darker complexion. It also is found in a majority of popular music.

C Minor triad: C - E♭ - G

Diminished Chord
The diminished triad can be symbolized with either a '°' or with the abbreviation "dim" (C° | Cdim). Its components include: the first, flat-third, and flat-fifth. Alternatively, you can find this chord by adding a note a minor third (3 half-steps) up from the root note and then another minor third (3 half-steps) up from that. If you add the half-steps of two minor thirds together you will notice the third note is 6 half-steps up from the root making a diminished fifth, giving the chord its name. Having 2 lowered notes, a diminished chord does not have great euphony. It sounds slightly out of place, but adds a certain musical flavor.

C Diminished triad: C - E♭ - G♭

Augmented Chord
The augmented triad is usually symbolized with a '+' or 'aug' (C+ | Caug). It is rarely seen in contemporary music (jazz theory, for example, prefers the #5 notation), but is one of the most significant triad structures. It combines the first, third, and a raised fifth. Alternatively, you can find this chord by adding a note a major third (4 half-steps) up from the root note and then another major third (4 half-steps) again. If you add the half-steps of two major thirds together you will notice the third note is 8 half-steps up from the root making an augmented fifth, giving the chord its name. An augmented fifth sounds the same as a minor sixth (note) but is notated differently and consequently will sound different in context.

As all the notes of the augmented triad are spaced equally, there are only four augmented chords. C, E, and G# augmented chords all contain the same number of notes. All three notes of the augmented triad are found within the accompanying whole-tone scale.

C Augmented triad: C - E - G#

Dominant Seventh Chord
A seventh chord is attached to any other chord by the addition of the number '7' (C7). It can be attached to pretty much any chord, not just the major chord: (C7 | dim C7). Opposed to the addition of the seventh note of the scale, a flat-seventh note is added (in the key of C, this is Bb rather than B). When the third note is flat it is known as a minor 7. Therefore, "dominant 7" refers to a flattened seventh note, while a "minor 7" refers to both a flattened seventh and a flattened third note.

These chords, especially the dominant 7, tend to be popular in jazz and blues music, since they lend themselves to the "blues scale," which itself includes the flattened seventh note.

Dominant 7: C - E - G - B♭

Minor 7: C - E♭ - G - B♭

Major Seventh Chord
Like a dominant seventh chord, a note is added to the triad to create a major seventh chord. While a '7' represents the dominant seventh chord, the letters "maj" and a '7' represent a major seventh chord (C maj7). The note added to this chord is the seventh note of the root's major scale. This chord is used to emphasize the major scale or tonality of a phrase, and to clarify that the dominant seventh should be avoided. A sharp fourth (Lydian) note may be acceptable as a grace note over this chord.

C - E - G - B

Minor (Major Seventh) Chord
The minor major seventh chord (Cmmaj7) is used in Horace Silver's "Nica's Dream" and Bronislau Kaper's "Invitation." The chord includes both a minor third note and a major seventh note. Although the name of the chord appears to be an oxymoron, the major seventh is an extension of the chord, and therefore can be seen as containing two components: a minor component in the lower part (Eb in the key of C), and a major component (B in the key of C) in the upper part. The scale accompanying this chord is the melodic minor scale.

C - E♭ - G - B

Half Diminished Seventh Chord
A half diminished 7th chord (Cø7) adds a flat-seventh note to the diminished chord. This is the diminished 7th chord that is "diatonic" (occurs in the major scale), and can be built using the 7th, 2nd, 4th and 6th notes of the major scale. The "Half-Diminished" part of the chord's name refers to the fact that the note a minor 7th above the chord's root is used rather than the note a diminished 7th above the root. A common substitute notation for this chord in jazz is Cmin7(♭5), since another way to build this chord is to flat the 5th of a minor 7th chord.

C - E♭ - G♭ - B♭

Fully Diminished Seventh Chord
Like a half-diminished chord, a 7th is added to a diminished chord, but the 7th is flattened twice to create the interval of a diminished 7th (In the key of C, this is B♭♭ (or A) rather than B♭). Fully diminished 7th chords (C°7) can also be made by adding a note a minor third above the flat 5th of the chord, creating a chord that is a stack of only minor thirds. This chord is not diatonic (does not occur in the major scale), but it does exist in the harmonic minor scale as the 7th chord built off of the raised 7th of the scale (in the key of C harmonic minor, B, D, F, A♭). It is widely considered one of the most dissonant 7th chords, and has a lot of unique harmonic applications due to its repeating structure.

C - E♭ - G♭ - B♭♭ or C - E♭ - G♭ - A

Sixth Chord
The sixth chord is a four note chord, adding the sixth note of the root's major scale to a triad. Major and minor triads can become sixths, represented by the addition of a '6' (e.g. Cm6).

Major: C - E- G - A

The major sixth is functionally similar to the major seventh but provides a clearer resolution. However, in jazz theory the major seventh is preferred over the major sixth due to its clarification of the major seventh over the dominant seventh.

Minor: C - E♭ - G - A

The minor sixth is functionally similar to the minor major seventh and is used on particularly tense sections of ballads as an emotional "climax."

Suspended (Sustained) Chord
The suspended chord, also called sustained chord, is symbolized with "sus" or "sus4" (Csus | Csus4).

In the normal (major) triad in C, the note E is the "third" because is it an interval of a third above C. However, in suspended chords the "third" of the chord is replaced by a fourth. Traditionally the fourth would resolve to the third (E) of the chord, although the sus4 chord can stand on its own and doesn't always resolve to a normal triad.

A Csus chord is composed of the notes C, F, G instead of C, E, G (the normal triad).

Another version of this chord is symbolized with "sus2" (Csus2).

A sus2 with C as its root would be C, D, G.

Sus4: C - F - G

Sus2: C - D - G

Add2/Add4 Chord
This chord is just like a suspended chord in that it uses the second and fourth note. The difference is that, whereas in a suspended chord the third note is omitted, in an "Add2/Add4" chord, the third is kept.

Add4: C - E - F - G

Add2: C - D - E - G

quiz
{Which of the following describes a major chord? - It is composed of the first, flat-third, and fifth. + It is three notes: the first, third, and fifth note of a scale. - It combines the first, third, and a raised fifth. - Its components include: the first, flat-third, and flat-fifth.
 * type="[]"}
 * Incorrect. This describes a minor chord.
 * Correct! This is the definition of a major chord.
 * Incorrect. This describes an augmented chord.
 * Incorrect. This describes a diminished chord.

{Which chord is described as having a darker complexion compared to the major chord? + Minor Chord - Major Chord - Diminished Chord - Augmented Chord
 * type="[]"}
 * Correct! The minor chord has a darker complexion than the major chord.
 * Incorrect. The major chord has a fuller and brighter sound.
 * Incorrect. The diminished chord is described as sounding slightly out of place.
 * Incorrect. The augmented chord is one of the most significant triad structures.

{Which chord is symbolized with a '°' or with the abbreviation "dim"? - Major Chord - Minor Chord + Diminished Chord - Augmented Chord
 * type="[]"}
 * Incorrect. The major chord is symbolized with a capital letter.
 * Incorrect. The minor chord is symbolized with a lower case letter, or 'min', or just an 'm'.
 * Correct! The diminished chord is symbolized with either a '°' or "dim".
 * Incorrect. The augmented chord is usually symbolized with a '+' or 'aug'.

{Which chord is made up of the notes C, E♭, and G? - C Major + C Minor - C Diminished - C Augmented
 * type="[]"}
 * Incorrect. C Major is made up of the notes C, E, and G.
 * Correct! C Minor is made up of the notes C, E♭, and G.
 * Incorrect. C Diminished is made up of the notes C, E♭, and G♭.
 * Incorrect. C Augmented is made up of the notes C, E, and G#.

{Which chord is described as sounding slightly out of place but adds a certain musical flavor? - Major Chord - Minor Chord + Diminished Chord - Augmented Chord
 * type="[]"}
 * Incorrect. The major chord is described as having a very whole sound.
 * Incorrect. The minor chord has a darker complexion than the major chord.
 * Correct! The diminished chord is described as sounding slightly out of place.
 * Incorrect. The augmented chord is one of the most significant triad structures.

{Which chord replaces the "third" of the chord with a fourth? - Major Chord - Minor Chord - Diminished Chord + Suspended (Sustained) Chord
 * type="[]"}
 * Incorrect. The major chord uses the first, third, and fifth notes of a scale.
 * Incorrect. The minor chord uses the first, flat-third, and fifth notes.
 * Incorrect. The diminished chord uses the first, flat-third, and flat-fifth notes.
 * Correct! The suspended chord replaces the "third" of the chord with a fourth.

{The dominant 7 chord is popular in which genres of music? - Classical + Jazz and Blues - Rock - Country
 * type="[]"}
 * Incorrect. While dominant 7 chords can appear in classical music, they are not particularly associated with it.
 * Correct! Dominant 7 chords are popular in jazz and blues music.
 * Incorrect. While dominant 7 chords can appear in rock music, they are not particularly associated with it.
 * Incorrect. While dominant 7 chords can appear in country music, they are not particularly associated with it.

{Which chord is described as having a lot of unique harmonic applications due to its repeating structure? - Major Chord - Minor Chord - Augmented Chord + Fully Diminished Seventh Chord
 * type="[]"}
 * Incorrect. The major chord is described as having a very whole sound.
 * Incorrect. The minor chord has a darker complexion than the major chord.
 * Incorrect. The augmented chord is one of the most significant triad structures.
 * Correct! The fully diminished 7th chord has a lot of unique harmonic applications due to its repeating structure.

title: Chords (music)


text:
Introduction to Christianity/Doctrine

Doctrine, from Latin doctrina (compare doctor), means "a code of beliefs", "a body of teachings" or "instructions", taught principles or positions, as the body of teachings in a branch of knowledge or belief system.

title: Introduction to Christianity/Doctrine


text:
Template:Whatplant

- Photo contributed by

title: Template:Whatplant


text:
Observational astronomy/Supernova

This observing program will study supernovae in distant galaxies. The brightness of a supernova will be measured by analyzing images taken with a digital camera attached to a telescope. These measurements will then be plotted on a graph to show how the brigthness changes over time. This type of graph is called a light curve. The shape of the light curve depends on the physical process that produces the light and it can help to classify the type of supernova that has occurred.

This is an ongoing project which will continue through the spring of 2007. The process of collecting and analyzing the data will be documented here. If you are interested in joining this learning group please leave a message at the talk page.

Observing session 1

The first target observed is SN 2006sr which was discovered by Doug Rich on 12 December 2006. The supernova is located in the galaxy UGC 14 which is at a distance of about 100 megaparsecs. It is a Type Ia supernova.

A series of images were taken on 21 December 2006 using a 16" Meade telescope with an ST-L digital camera. A sample raw image is shown on this page.  The purpose of taking these images was to determine the feasibility of making observations of dim supernovae from an observatory located in a urban environment.  The results will also be used to refine the procedures for taking images to improve the quality of the data.

These images were taken without a filter and with exposure times of 60 and 20 seconds. The supernova was easily detected in the images. However, the signal-to-noise ratio (SNR) is rather low. This will make it more difficult to get a precise measurement of the brightness. The background noise could be due to light pollution and the amount of background noise might depend on the weather conditions at the time of observation. Another method of increasing the SNR is to take multiple images and use computer software to "stack" them.

Plan
Followup observations of SN 2006sr were made on Dec. 28 and 29. On Dec. 29 a second target was also observed. SN 2006td was discovered on Dec. 24 by Wolfgang Kloehr. It is a Type Ia in the galaxy LEDA 74050. On Jan. 2 the two supernovae were observed again, along with a third target. SN 2006rs is a Type Ia in the galaxy IC 28. It was discovered Nov. 11 by the Nearby Supernova Factory.

title: Observational astronomy/Supernova


text: File:Searchcheckbox.png

title: File:Searchcheckbox.png


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MediaWiki Project/Search feature master namespaces checkbox

Add a new Check box to the MediaWiki search function. The new check box should allow users to quickly select or deselect all of the namespaces.


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Talk:Bloom clock project/What's this plant

Feedback
 * Now, this list I like! --HappyCamper 17:29, 19 December 2006 (UTC)


text:
Talk:Observational astronomy/Supernova

Active participants
Are you interested in observational astronomy? Would you like to create instruction material and help out with people studying this topic? Sign up to be a participant by adding your username to this list!

 * User:Mu301
 * User:Jolie

title: Talk:Observational astronomy/Supernova


text:
User talk:Dennis1200

Welcome to Wikiversity, I hope you enjoy it. Student Galaxy 15:55, 21 December 2006 (UTC)

French Mentoring
Salut, Dennis1200. You are listed at the French stream as being an intermediate student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 07:40, 13 November 2008 (UTC)

title: User talk:Dennis1200


text:
User:Marcomeneses

Community Health Education
Introduction to Community Health Education CHED100

Intermediate Community Health Education CHED200

Advanced Community Health Education CHED300

Community Health Education-Advanced Project- CHED400

title: User:Marcomeneses


text:
User talk:Marcomeneses

Introduction to Community Health Education CHED100
First Lesson

title: User talk:Marcomeneses


text:
Wikiversity:What shall we do with Wikipedia?

This page outlines strategies for synergy between Wikimedia sister projects, and especially with Wikipedia, the largest sister project. In its earlier years, Wikiversity's main relationship was with Wikibooks (its parent project), but this page proposes a stronger future emphasis on building productive, interactive relations with Wikipedia in part due to its scale and scope.

Original research
Wikipedia is a "goldmine" of original research. People publish original research on Wikipedia all the time. More original research (by far) is published on Wikipedia than on Wikiversity. Where does it all go? Well, it gets deleted fast, because of the no original research policy, which is a loss to humanity. But so much original research is published on Wikipedia that there is a backlog. As of June 2008, no fewer than 6000 Wikipedia articles were flagged as containing original research - which is probably just the tip of the iceberg. By comparison, Wikiversity had a total of only 8000 articles, most of which were not original research. Where do you find original research on Wikimedia projects? Wikipedia, of course.

Materials tagged as original research at Wikipedia also include materials which are "syntheses of published material which advance a position" (i.e. something less than original research). This kind of material may also be deleted from Wikipedia. Example: Etruscan coins - the complete article was tagged as a synthesis, although the article had many references and was well written.

Suggested courses of action

 * 1) Investigate and transfer original research to Wikiversity before it gets deleted from Wikipedia (see also: Wikimedia Garbage Detail)
 * 2) Lobby Wikipedia to join in transfers of original research to Wikiversity. Initially, transferred material would be flagged for checking by Wikiversitarians.
 * 3) Lobby Wikipedia to modify the original research and synthesis templates with links to Wikiversity and advice to Wikipedians to transfer their material here before it gets deleted.
 * 4) Create a Wikiversity template which tags freshly imported materials from Wikipedia.
 * 5) Create a Wikiversity template which acts as a long term marker that a (patrolled, approved) item owes its existence to a synthesis/original research tag at Wikipedia. The problem this addresses is that imported materials may look like encyclopedia articles rather than educational materials.
 * 6) Discussion about original research started at policy's talk page - help to convince them to spread the word

Main ports of call

 * w:Category:All articles that may contain original research - very large
 * http://en.wikipedia.org/w/index.php?title=Special:WhatLinksHere/Template:Synthesis - much smaller; just tracks the use of the synthesis template
 * http://en.wikipedia.org/wiki/Special:WhatLinksHere/Template:Syn - tracks the use of the inline "syn" template (used for article sections which are syntheses)
 * w:Category:Articles with weasel words - the weasel template on Wikipedia is sometimes misused for article sections which contain an academic argument or commentary on a subject.

Linking to Wikipedia
We must encourage Wikipedians to come and learn and add to Wikiversity and the knowledge they learn can then be displayed on articles in Wikipedia, perhaps using Wikiversity as a source. We could also encourage senior Wikipedia contributors to submit new projects and articles to Wikiversity in order to aid its development. Our strong link with Wikibooks must also be maintained as books are extremely important to aid learning. Maybe it's also time to set up some relations with Wikiquote?

How tos
Wikipedia does not host "how-to" material, but there are many articles and sections tagged as such (see w:Category:Articles containing how-to sections), some of which could be appropriately imported to Wikiversity. The w:Template:Howto has recently been edited to include a suggested transfer of such content to Wikiversity.

Examples of content to transfer:
 * 1) Tips for running group-dynamic games

Expert commentaries
See /Expert commentaries.

Teaching on Wikipedia
Teaching of Wikipedia is information about people, places and more.

Projects for collaboration between Wikiversity and Wikipedia

 * Project for improving the quality of debating, could cooperate with Wikiversity Beta. Cooperation between Wikipedia and Wikiversity has already started on the subject Friedrich Nietzsche. The debate on Wikipedia in November 2007 will be preceded by a course on Nietzsche at Wikiversity, which could start on may or june.
 * Wikipedia:WikiProject critical source examination: One goal will be to improve articles related to Thucydides and the Peloponnesian War.

Using Wikipedia for learning

 * 1) Wikipedia can be used to promote many types of learning activities, and many face to face classes use it for various uses, e.g. see School and university projects at Wikipedia.
 * 2) Some of Wikipedia's School and university projects might arguably be more appropriate for Wikiversity.

Constructive interwiki links

 * 1) Add w:Template:Wikiversity to Wikipedia pages as appropriate.
 * Do you think we could add perhaps a hidden category to this template so that we could have, say, these WP articles listed as something like: w:Category:Articles with content on Wikiversity? Or maybe this is enough? Special:WhatLinksHere/Template:Wikiversity -- Jtneill - Talk 13:24, 24 June 2008 (UTC)
 * Special:WhatLinksHere/Template:Wikiversity doesn't link all WP articles with transclude this template - why not? -- Jtneill - Talk - c 04:26, 29 June 2008 (UTC)
 * Try this: w:Special:WhatLinksHere/Template:Wikiversity. --SB_Johnny | talk 09:28, 29 June 2008 (UTC)
 * (or this too: w:Special:WhatLinksHere/Template:Wikiversity-bc) --SB_Johnny | talk 09:29, 29 June 2008 (UTC)
 * What this tells is us is that there are less than 200 pages on WP which have an interwiki link to WV. Not every WP article has educational or research relevance, but possibly 100's of 1000's do. When 10% of WP pages have interwiki links to WV, then the job is being done properly - that should be our target - 10%. --McCormack 09:32, 29 June 2008 (UTC)
 * We don't even have that many pages to link to... shouln't we restrict this to instances where we have actual content? --SB_Johnny | talk 09:49, 29 June 2008 (UTC)
 * Let's call this a long-term project! --McCormack 09:53, 29 June 2008 (UTC)


text:
Template:Whatplantquiz

This template creates a test question for identifying plants from photos

title: Template:Whatplantquiz


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User:Rêignerok

es:Usuario:Rêignerok

title: User:Rêignerok


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Template:User gl-1

es:Plantilla:Usuario gl-1 it:Template:Utente gl-1 pt:Predefinição:User gl-1

title: Template:User gl-1


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Plant identification

The Plant identification project is for making quizzes where students can try to identify plants from photographs.

Individual pages can be transcluded to make quizzes. Be careful not to make the quiz pages too large, out of courtesy for our friends with slow connections.

How to make pages for individual plants
To start, just go to the /Plant list/ page, and add the plant to the list there (in alphabetical order) using the following link style: This will create a "red link" to the subpage you want to create. Click on that red link, then paste the following onto the page: Add this to a quiz page by copying and pasting
 * ../Scientific name/

 *

Use just the individual page name for the image, the template will supply "File:" and the number of pixels, (and the image must exist in the File: namespace). For example:

Acer griseum0.jpg, not

How to make quizzes
Quizzes can be made for any reason. For Wikiversity purposes, some will be created as adjuncts to the Bloom clock, but users are encouraged to make quizzes for any purpose, such as study aids for University or other classes.

Quizzes

 * /Quiz 1/ (Mid-Atlantic, USA: Winter)

Ethnobotany-related quizzes

 * Plants used by the Cherokee

title: Plant identification


text:
Plant identification/Hamamelis x intermedia

Add this to a quiz page by copying and pasting


text:
Plant identification/Symplocarpus foetidus

Add this to a quiz page by copying and pasting


text:
Plant identification/Cardamine hirsuta

Add this to a quiz page by copying and pasting

title: Plant identification/Cardamine hirsuta


text:
User:Chrismo/sandpit

Add this to a quiz page by copying and pasting

title: User:Chrismo/sandpit


text:
Plant identification/Taraxacum officinalis

Add this to a quiz page by copying and pasting


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Plant identification/Quiz 1

These plants were found blooming on a Pennsylvania farm on Dec 21, 2006.

title: Plant identification/Quiz 1


text:
Talk:German grammar/Sein

It would be great to see some examples of how it is used, and how it differs from other similar words.

title: Talk:German grammar/Sein


text:
Plant identification/Citrus sinensis

Add this to a quiz page by copying and pasting

title: Plant identification/Citrus sinensis


text:
Filmmaking Basics/Thumbnail Pop Quiz

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | [[Image:Crystal Clear action apply.png|32px]] Please take this pop quiz! [[Image:Crystal Clear app clock.svg|32px]]

 * style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

What is your first and second shots?
Read the beginning of the story on the right.

Then decide what is the first shot for this movie. Very briefly, please explain why. And finally, please tell me what is your second shot for this movie?

Select from the pictures below or create your own.

@undefined.

 * style="width: 50%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: center; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

The beginning of our story

An old and wise person and a young but curious person are outside a movie theater where they have just seen the movie "Star Wars".

Now they stand looking at the movie poster on the wall outside the theater.

Click here to see the full story.
 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" ,!--rowspan="2"--> |

The next exciting lesson

 * Now start with the introduction for creating the thumbnail storyboards.

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" ,!--rowspan="2"--> |

The next exciting lesson

 * Now start with the introduction for creating the thumbnail storyboards.

 * }

title: Filmmaking Basics/Thumbnail Pop Quiz


text: File:Fbass.jpg

title: File:Fbass.jpg


text: File:Dbass.jpg

title: File:Dbass.jpg


text: File:Bbbass.jpg

title: File:Bbbass.jpg


text:
Euphonium/Jechasteen/Lesson 2

First Notes
Now that you know how to form your embouchure and how to control your breath, we will start to learn how to put that learning into practice. First, let's learn a note and how to play it.

In bass clef, this is a F and is fingered using the open fingering (no valves pressed). To play this note, first play it on a piano and match the pitch with your voice and then attempt matching that pitch with your instrument.

title: Euphonium/Jechasteen/Lesson 2


text:
Instructional design/Component Display Theory

 * New CDT Lesson Design

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%"
 * style="width:25%; vertical-align:top; border-left:5px solid #000; background-color: #00255" |

Introduction

Lesson Introduction
 * CDT Matrix
 * Performance Matrix
 * /Classification of content/

Learning Scenarios
 * Scenario One
 * Scenario Two
 * Scenario Three

Assess Your Skills
 * Self Assessment
 * Grading Rubric & References
 * style="padding:0em 0.3em 0em 0.3em;" |

=Introduction= You, as the Instructional designer, will apply the Component Display Theory process model to delineate content into the appropriate categories to then develop lesson plans based on prescribed action matrices. The result will be better learning objective attainment through the described hierarchical order of learning toward mastery as well as tools that provide greater lesson effectiveness (mastery of learning objectives) and lesson efficiency (in shorter amounts of time).
 * style="width:75%; vertical-align:top; border-left:5px solid #000; background-color:#ffffff;" |

Advance Organizers (Job Aids):
 * Component Display Theory Matrix
 * Performance Matrix
 * Grading rubric

Objective of the Lesson
Given a Component Display Model, instructional scenarios and job aids, the learner will be able to choose an appropriate method for defined lesson content to a specified level of learner performance. You should achieve (4/5) or 80% based on the self assessment tool.

At the end of this lesson you should be able to..

 * identify content classifications/categories (fact)
 * differentiate between fact, concept, principles, process and procedures (concept)
 * apply the component display theory to learning content for each of the content classifications based on level of performance within a scenario (procedure)

BUCKLE UP!!!

ITS TIME TO DRIVE!
 * }


text: Category:Computer Networks

title: Category:Computer Networks


text:
Talk:Introduction to music

Melody
The current description of melody does not define melody. Needs definition. Robert Elliott 09:49, 22 December 2006 (UTC)

External resources
Students of musicology may find the International Sheet Music Library Project to be a helpful source of public domain, and donated scores.

The Werner-Icking Music Archive also has a large library of scores available for download. --Kittybriton 12:56, 15 May 2007 (UTC)

"Rhycompaniment"
"Rhycompaniment" is not a word. A simple web search will reveal that it appears nowhere else at all. It may be a noble but misplaced attempt to create one. This is not an appropriate place to coin new words. As a coined word, it is awkward. One must suppress one's instinct to pronounce it "rye-companiment", as one realizes that it must be "rih-companiment", logically. It should be replaced with a standard expression, such as "rhythm section" or "percussion". Said web search will turn up an earlier comment (now missing) on this very page. The previous commentator suggested "backbeat", but found [his] own suggestion too restrictive.

title: Talk:Introduction to music


text: Category:Plant identification

title: Category:Plant identification


text:
File:Seduced by the Darkside.pdf

The first lesson of in Basic Filmmaking which is Lesson:Formatting_the_script

title: File:Seduced by the Darkside.pdf


text:
Power systems

Introduction

 * /Introduction/
 * /History/
 * /Sources/

Components in Power Systems

 * /Synchronous Generator/
 * /Automatic Voltage Regulator/
 * /Overhead Lines/
 * /Representation of Lines/
 * /Underground Cables/
 * /Transformers/
 * /Voltage Characteristic of Loads/

Modeling Power Systems

 * /Ybus/

Wikipedia

 * Electric power system
 * Power system protection
 * Energy system
 * Power-system automation
 * Smart grid
 * Smart meter
 * Net metering
 * Distributed generation
 * Net metering in the United States
 * Category:Electric power systems components
 * Continual power system
 * Power system simulation
 * Power system operations and control
 * Power systems CAD
 * Electric Power Systems Research
 * Emergency power system
 * Electric power transmission
 * Electrical grid
 * Power engineering software
 * History of electric power transmission
 * Three-phase electric power
 * Grid-connected photovoltaic power system
 * List of countries by renewable electricity production
 * Variable renewable energy
 * Building-integrated photovoltaics
 * Grid energy storage

title: Power systems


text:
User talk:Westt

Thank you for completing Narrative Filmmaking Lesson 1 - Formatting the Script
Thanks for completing your first assignment. Your script is located at [[Media:SBTDS SCRIPT WESTT.pdf]]

The next lesson is not finished yet but you can do me a favor by taking the Pop Quiz!. What is the first frame of this movie? (There is no correct answer. You must decide how you want the movie to begin.)  Please tell me if this page makes sense. Robert Elliott 020 December 2006 (UTC)

title: User talk:Westt


text:
User:Westt

Westt,

 * Please tell us about yourself. (Click on edit above and replace this text.)  Robert Elliott

title: User:Westt


text:
Talk:German vocabulary/Verbs/Modal verbs

Who forms the infinitive of can, may and must as "to can", "to may" and "to must"? They are never used in sentences as an infinitive, and for grammatical classification purposes most dictionaries state that they are their "own infinitive".

Where's Müssen?::edit:: sorry, I mean Wollen.RedAugust 17:57, 14 July 2007 (UTC)


text:
Plant identification/Stellaria media

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title: Plant identification/Stellaria media


text:
Plant identification/Plant list

A

 * ../Acer griseum/
 * ../Acer saccharum/
 * ../Achillea millefolium/
 * ../Actaea spicata/
 * ../Aponogeton distachyos/
 * ../Atropa belladonna/

B

 * ../Butomus umbellatus/

C

 * ../Cardamine hirsuta/
 * ../Citrus sinensis/

E

 * ../Eschscholzia californica/
 * ../Euphorbia pulcherrima/

G

 * ../Gratiola officinalis/

H

 * ../Hamamelis x intermedia/
 * ../Heliotropium indicum/

I

 * ../Iris sibirica/

M

 * ../Melia azedarach/

O

 * ../Origanum majorana/

S

 * ../Senecio vulgaris/
 * ../Stellaria media/
 * ../Symplocarpus foetidus/

T

 * ../Taraxacum officinalis/
 * ../Trifolium repens/
 * ../Tussilago farfara/

title: Plant identification/Plant list


text:
User:Saidkassem~enwikiversity

Hello. I am a Master's degree student in the department of Journalism and Mass Communication at the University of Wisconsin-Milwaukee.

As a researcher of 'the Wiki', I am most interested in how it may impact discursive regimesof knowledge production around the planet, in or outside of academia. You may find an introductory chapter-in-progress to my Master's thesis on, of all places, my Myspace profile. I am currently residing in New York City where I collaborate with two Computer Science Ph.D students at Columbia University. We are devising ways for computers to visualize and read discursive patterns (such as discursive coherence and dissonance).

In 2007, I also plan on spending more time with the "Collaboratively Building Concepts" Wikiversity learning project I've started.

saidkassem at gmail dot com

title: User:Saidkassem~enwikiversity


text:
Plant identification/Senecio vulgaris

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title: Plant identification/Senecio vulgaris


text: Plant identification/Mid-Atlantic Winter Weeds 1