text:
German to English

German to English Du o Jesu, bist der Gott den wit beleidigen und der Gott der uns verzeiht. Der Gott, der liebervoll die ______ Neidergebeuten Merzen outriehtet; welche in Reue und Busse zu ihm kommen. Der Gott, der allen Getechtigkeit und den Frieden der Seele zuruck gibt.

Compare
German Source text – (from the German language Scope of research page, section #6):

6
Ich denk, man sollte beide Formen zulassen und durch eine Markierung kennzeichnen, ob es sich bei dem jeweiligen Projekt um originäre wissenschaftliche Arbeit oder um ein Sekundärwissenschaftliches Thema handelt. Mir schwebt da so etwas in der Art der "This is a Stub"-Hinweise in der englischen Wikipedia vor. Vielleicht lässt sich aus eine Art Projektbeschreibungsseite neben dem eigentlichen Projekttext einrichten, auf der dann das Projekt ausführlich beschrieben werden kann (Ähnlich wie die User-Seiten)

Fragen a) Ist es ja oder nein möglich, im Rahmen der Wikiversity Originalforschung zu betreiben? b) Inzwischen wimmelt es von verschiedenen Seiten, auf denen über Ziel und Funktion der Wikiversity nachgedacht wird. Wäre es nicht möglich, einen einzigen Raum dafür auszuweisen, mit Frank Schulenburg als Moderator (denn er hat schließlich die Wikiversity ins Leben gerufen).

Machine translation to English with further edits by --Smithgrrl 06:22, 27 September 2006 (UTC)):

6
I think one should let both forms appear and indicate by some kind of diacritical mark whether the particular project is referring to a primary scientific or secondary scientific source. We might do something similar to the "this is a Stub"reference in the English Wikipedia. Perhaps some kind of similar hypertext can be furnished so as to give a description of the project next to the actual project text. That way the project can be described in detail (similar to the way the User pages work).

Ask a) Is it possible to operate in the context of the Wikiversity original research rubric? b) In the mean time, there is speculation from different sides as to how the actual goal and function of the Wikiversity should be thought out. Wouldn't it be possible to set up a single space for this [discussion] with Frank Schulenberg as moderator (since he's the person who brought wikiversity to life in the first place)?

prev • next

title: German to English


text:
Mad Max's - Student's Narrative Music

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: What is narrative music?
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: What computer software do I need?
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 4: Getting started with GarageBand
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 5: List of moods and actions for you to work on
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 6: Narrative music created by Mad Max's students
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Supplemental A: Examples of Narrative Music
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#f0ffff" style="border: 1px #cccccc solid;" |Supplemental B: A simple movie for scoring
 * }
 * }

{| cellpadding="20" cellspacing="5" style="width: 95%; 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" | The music of students

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Narrative music created by Mad Max's students.

 * Upload your musical example and create a link here. If you are proud of your work, tell us a little about your goals in film scoring.

Fear

 * Example of Fear by Robert Elliott. Here is a screen shot of how I created this sound file.  Note how I adjusted the volume to shape the sound.

My musical sound effect for fear is stored at [[Media:Sound Of Fear.ogg]]. If you have MPlayer, you can download and listen to it. see the volume envelope (in green) in the picture above.

Making musical sound effects is both simple and easy. Can you do better? Robert Elliott 04:22, 27 October 2006 (UTC)
 * style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Something Exciting Goes Here!
{| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
 * }
 * style="background-color: #e0e0ff; 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" |

Your musical sound effect for "Fear" goes here!

 * }

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

title: Mad Max's - Student's Narrative Music


text:
User talk:Jorgenelson

My interests are in creating great schools by using best practice in leadership.

title: User talk:Jorgenelson


text:
Emergency medical responder (EMR)/Patient history

If the patient has an altered level of consciousness and cannot provide sufficient information, ask family members present, bystanders, or any other reliable means at your disposal.

First use the acronym S.A.M.P.L.E.
 * Symptoms. Determine the patients chief complaint and any other obvious symptoms
 * Allergies. Determine if the patient has any allergies.
 * Medication. Determine if the patient has taken any drugs or has any prescriptions for drugs.
 * Past, pertinent medical history. Determine if the patient has a history of similar injuries or illnesses, as well as if the patient has any chronic disorders (i.e. epilepsy, diabetes, COPD, asthma).
 * Last oral intake. Determine what the patient has ingested over the past 24hrs
 * Events leading up the injury or illness. Determine what the patient was doing when the injury or illness occurred.

Second use O.P.Q.R.R.R.S.T. to describe the pain or discomfort from the chief complaint.
 * Onset. Determine what was happening when the pain or discomfort started.
 * Provokes. Determine what makes the pain or discomfort more severe.
 * Quality. Ask the patient to describe the pain or discomfort.
 * Region. Determine where the pain or discomfort is located in the patients body.
 * Radiates. Determine if the pain or discomfort radiates to any other part of the body.
 * Relief. Determine if anything the patient does, has done, or is doing helps to reduce the pain or discomfort.
 * Severity. Determine the severity of the pain or discomfort.
 * Time. Determine when the pain or discomfort started.


text:
Topic talk:Educational leadership

From Frederick Taylor's shovel to W. Edwards Deming's control chart, leadership has come a long ways.

Future of Leadership
What with the confluence of the Net, new leadership skills, and constructivist curriculum - how do we "lead" when the student is leading themselves?
 * By working to create resource-rich learning environments and facilitating the exploration of those environments by students. In the case of a wiki learning environment, the students actively help create and shape the environment. --JWSchmidt 13:14, 9 November 2006 (UTC)
 * Here at Wikiversity we can begin "leading" by helping remove uninteresting obstacles. After the participants jump a few self selected or necessary hurdles, and recieve some assistance from others in sneaking around a few problems of no interest to themselves or their immediate cohorts, their own sense of accomplishment will motivate them to find new challenges of interest to themselves or their buddies.  Part of the trick then is to allow people and teams who are interested to remove obstacles in which others have no interest.  For example, I expect our computer science and software engineering groups will flourish initially attempting to solve problems in supporting learning projects using the wiki interface to integrate the collaboration and organization with other online capabilities.  If this goes well it will enable people who have no interest in software or computers other than as an effective user tool to tackle problems of interest to themselves.  Mirwin 19:33, 9 November 2006 (UTC)

title: Topic talk:Educational leadership


text: File:Fear screen shot.jpg

title: File:Fear screen shot.jpg


text:
Emergency medical responder (EMR)/Scene/patient assessment

Both the scene and patient assessment must be done before approaching the patient. The purpose of this assessment is to gather as much information about the scene and patient(s) as possible and insure the EMR’s safety.

Scene assessment

 * 1) Time. Upon arriving on scene an EMR must first note the time of arrival.  This will prove vital in assessing the patients progression.
 * 2) Body substance isolation (BSI). An EMR must determine what BSI will be required and apply it, prior to exiting the ambulance.
 * 3) Hazards. Determine what hazards are present on the scene before approaching the scene.  If the scene is outside and visible from the ambulance, asses prior to exiting the ambulance.
 * 4) Number of patients. Note the number of patients.
 * 5) Method of injury or illness (MOI). Try to determine the MOI before becoming engrossed in a single patient.  This will help to understand what is wrong with the patient.
 * 6) Bystanders. Take note of any bystanders and try to determine their demeanor.  Could they provide important information?  Could they become violent?  Have they already started first aid?
 * 7) Call for backup. After performing all of the above, the EMR should now know what backup is required if any.  Police for crowd control?  Fire fighters for vehicle extraction?  More ambulances?

Patient assessment

 * 1) Skin condition. As an EMR approaches a patient, the EMR should note the skin condition.  This is a strong and immediate indicator of the patients condition.
 * 2) Patient positioning. Note the position of the patient.  Is the patient sitting up comfortably?  Is the patient hunched over as if struggling to breath?  Is the patient lying in an unnatural position?
 * 3) Level of distress. Determine how the patient is handling the situation.  Is the patient calm?  Does the patient seem panicked?
 * 4) Tracking. Is the patient tracking the EMR?  Does the patient seem aware of his/her surrounding.
 * 5) Angulated fractures. Note if the patient has any unnatural angulations, which would indicate a fracture.
 * 6) Pooling of fluids. Is there any blood or other fluids pooling around the patient?

Emergency Medicine


text:
Talk:Free online peer reviewed journals

There really are quite a number of free online peer-reviewed journals out there. I'm thinking that we eventually may either have to split this page up into subpages, or simply have resources by portals (ie the Media portal has material that's relevant to the media, and so on). However, we would perhaps need to compile a comprehensive list first to warrant that - so we can continue with this page for now.. Cormaggio 18:03, 24 October 2006 (UTC)
 * Definitely. :) Emesee mobi 04:44, 17 September 2008 (UTC)

title: Talk:Free online peer reviewed journals


text:
User:Schoeberl~enwikiversity

At the moment I am creating a new course Computer Architecture Lab for Wikiversity.

School of Very Small Information Systems was the first course we created.

My main interest is in Java processor for real-time systems research.

So let's start work in Real Time Java within Wikiversity ;-)

title: User:Schoeberl~enwikiversity


text:
Computer-assisted translation

Multilingual Studies.

Computer-assisted translation is a broad and imprecise term covering a range of tools:

title: Computer-assisted translation


text:
Named colors

Modern browsers and X11 systems. The name is printed in both black and white to help you decide which font color to choose.

Problems, questions, ideas, comments? Let us know!

More information
The table above was generated by a simple Perl script called  . See Perl/Fun with Named Colors.

title: Named colors


text:
Category:Wikiversity Translators

Category:Wikiversity Translators are people.
 * Category:Wikiversity translators are machine translation tools and examples. You should learn the difference forthwith.

title: Category:Wikiversity Translators


text:
Perl/Fun with Named Colors

The Wikitable at Named Colors was generated by a simple Perl program we can call colors.pl. If you have Perl installed, you should be able to run this basic script while learning a bit of Perl.

The list
First we want to populate the list of – Named Colors; @Colors = ("AliceBlue".."YellowGreen");

We begin with a plain text file that lists all 139 Named Colors, each on its own line with no spaces: AliceBlue AntiqueWhite Aqua Aquamarine Azure Beige Bisque Black BlanchedAlmond Blue BlueViolet Brown BurlyWood CadetBlue Chartreuse Chocolate Coral CornflowerBlue Cornsilk Crimson Cyan DarkBlue DarkCyan DarkGoldenrod DarkGray DarkGreen DarkKhaki DarkMagenta DarkOliveGreen DarkOrange DarkOrchid DarkRed DarkSalmon DarkSeaGreen DarkSlateBlue DarkSlateGray DarkTurquoise DarkViolet DeepPink DeepSkyBlue DimGray DodgerBlue FireBrick Gray Green GreenYellow Honeydew HotPink IndianRed Indigo Ivory Khaki Lavender LavenderBlush LawnGreen LemonChiffon LightBlue LightCoral LightCyan LightGoldenrodYellow LightGreen LightGrey LightPink LightSalmon LightSeaGreen LightSkyBlue LightSlateGray LightSteelBlue LightYellow Lime LimeGreen Linen Magenta Maroon MediumAquamarine MediumBlue MediumOrchid MediumPurple MediumSeaGreen MediumSlateBlue MediumSpringGreen MediumTurquoise MediumVioletRed MidnightBlue MistyRose Moccasin NavajoWhite Navy OldLace Olive OliveDrab Orange OrangeRed Orchid PaleGoldenrod PaleGreen PaleTurquoise PaleVioletRed PapayaWhip PeachPuff Peru Pink Plum PowderBlue Purple Red RosyBrown RoyalBlue SaddleBrown Salmon SandyBrown SeaGreen Seashell Sienna Silver SkyBlue SlateBlue SlateGray Snow SpringGreen SteelBlue Tan Teal Thistle Tomato Turquoise Violet Wheat White WhiteSmoke Yellow YellowGreen

If you want to play with these colors, copy the list and save it in your working directory as  NamedColors.txt

The script
Now, in that same directory, make a new file called colors.pl or whatever you like. Start with the usual opening line: The -w switch tells your compiler to warn you of errors in your syntax.
 * 1) !/usr/bin/perl -w
 * 1) colors.pl - a simple script for handling named colors.

It's nice to add the script's filename and a brief description of what it does.

Slurping in the list
Many perl coders refer to populating an array (@ArrayName) from an external file as the process of "slurping". Perl has built in functions, open and close that give your scripts access to files on your local machine.

open (COLORS, "NamedColors.txt") or die; @Colors=; close COLORS;

We open (read-only) the bare list of NamedColors and slurp it into an array, @Colors. We do this via a filehandle called <COLORS>. Then we close the unaltered file.

Iterating the list
Now we use a foreach loop statement to break each $color out of @Colors and wrap it in wiki syntax for tables, stuffing each color into a new array, @NamedColors :

foreach $color (@Colors) { chomp$color; @NamedColors=("@NamedColors", 	"\n|- style=\"background:$color\"", 	"\n|style=\"color:black\"|$color", 	"\n|style=\"color:white\"|$color") }

Notice that the "s (double quotes) for the style attributes in the wiki syntax must be escaped with \s (backslashes).

The chomp function removes the newline characters from each item in the list, which were included in NamedColors.txt to make it more readable.

The colors.pl script produces wiki table syntax foreach color appending @NamedColors with:

|- style="background:AliceBlue" |style="color:black"|AliceBlue |style="color:white"|AliceBlue

Printing the table
When the loop has iterated the whole list, we now use a new file handle COLORTABLE to hold and print the newly composed table rows and cells:

open (COLORTABLE, ">ColorTable.txt") or die; print {COLORTABLE} "@NamedColors"; close COLORTABLE;

The open statement this time is write-enabled (>). The colors.pl script has now created a new file in your working directory – ColorTable.txt

You can add a little confirmation message at the end:

print "\n A file: ColorTable.txt has been written to your working directory\n";

Running the script
To run the script make sure you have NamedColors.txt in your current working directory - the same directory from which you run colors.pl. In a terminal, you type: perl colors.pl

Now you can open ColorTable.txt and enclose it with {| and |}. Once you get the hang of it, you can make all sorts of nifty tools for manipulating colors with wiki syntax and perl scripts.

More information
This lesson assumes that you have Perl up and running on your local machine and that you know something about working from a command line or terminal and editing with a text editor. The above script is very basic. If you need more background on Perl, feel free to ask questions at Topic talk:Perl.

For ideas on how to alter the script to do other things with Named Colors, you may find or post some on Talk:Perl/Fun with Named Colors.

title: Perl/Fun with Named Colors


text:
User talk:Schoeberl~enwikiversity

Computer architecture lab
Yup, easy. Leave me a list on my talk page, either here or on wikibooks. --SB_Johnny | talk 11:25, 25 October 2006 (UTC)

 * Hello. The lab is not for me, but it looks interesting.  Would you please write a short informative introduction, so that more people have a chance of knowing what your folks are doing?--Hillgentleman 10:41, 27 October 2006 (UTC)

Ping
Hi, just sending you a ping to see if you are still active. Historybuff 22:03, 14 January 2007 (UTC)

yes, I am Schoeberl 15:03, 27 March 2007 (UTC)

Greetings
Hello Schoeberl, is the Computer Architecture Lab/SS2011 going on now, or is it done already? It's a cool topic, we could use more comp. arch. work here. Warm regards, –SJ + > 13:29, 11 July 2011 (UTC)

What I have learned
Hello Martin, it's been about 5 months since your last edit. I thought this is a good time to reflect on your experiences with WV. Would be great if you could share some feedback on What I have learned, e.g. Brick and mortar collaboration shows Wikiversity efforts more globally, Erkan Yilmaz uses the Chat + Identi.ca 14:41, 24 October 2011 (UTC)
 * could I achieve the goals I had from begin with Wikiversity (WV)?
 * If not, perhaps some suggestions (so people here could initiate appropriate steps).
 * perhaps experiences by the students/participants?
 * will I use Wikiversity again?

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:55, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:21, 19 April 2015 (UTC)

title: User talk:Schoeberl~enwikiversity


text: User talk:B2venom

title: User talk:B2venom


text: User talk:CWalter

title: User talk:CWalter


text:
User talk:Dfrauzel

Photo licence
A photo you uploaded doesn't have a proper licence attached. Would you mind clarifying the licence so we could continue to use this excellent image? Historybuff 03:44, 9 April 2007 (UTC)

title: User talk:Dfrauzel


text:
User talk:Sundar22in~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Sundar22in. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sundar22in~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:44, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Sundar22in~enwikiversity


text:
User talk:Leighblackall

'''Hi there! I look forward to talking with you. Please add new topics at the top of my talk page. I usually respond here rather than across talk pages. Thanks :)'''

Archive
2012 was a very quiet year

/2011/

/2010/

/2009/

/2008/

/2007/

/2006/

12 March OER conference
Hi Leigh. I'm a Wikipedia editor, mostly interested in medical topics. I'm on the board of WikiProject Med and I'm interested in attending the above conference, mainly to listen and learn. I don't have any formal training in education, networking or learning, though, so do you think it would be approptiate for me to attend? --Anthonyhcole (discuss • contribs) 18:09, 3 March 2013 (UTC)

 * Anthony, it is VERY appropriate. Your experience working with the WMF projects makes you particularly sort after. You'll have good advice on such work, if people (and hopefully they will) recognise just how much these projects offer the open education agendas. I hope you will come, and add your name to the event page. Your topic area of interest, will be even more important because we have a strong contingent from the Faculty of Health Sciences coming. Leighblackall (discuss • contribs) 23:55, 3 March 2013 (UTC)

Australian university
This page Australian university FYI. -- Jtneill - Talk - c 00:41, 28 March 2013 (UTC)
 * Where will this lead James? La Trobe University Leighblackall (discuss • contribs) 04:52, 28 March 2013 (UTC)
 * Thanks for your help with this. Maybe goes nowhere, but at least it gives a quick overview of the activity on en.wv by Australian university. -- Jtneill - Talk - c 22:24, 15 April 2013 (UTC)

Journalism studies and Wikinews
Great work - maybe add a summary of this to the Outreach Wiki Education Newsletter Newsroom for the May newsletter. I tested the waters in April and got up a brief article about Survey research and design in psychology - Example of a Wikiversity resource -- Jtneill - Talk - c 22:24, 15 April 2013 (UTC)
 * Thanks for the encouragement James, but alas it looks as if the project is on its last legs. A few new reviewers in Wikinews (one with an association to Uni Canberra) have created significant discontent in this year's cohort of journalism students, causing the academic leading the project to pull the plug on engagement with Wikinews. I have looked into it, and while most of the comments from the reviewers were to the letter of Wikinews policy and guidelines, there appeared to be a number of instances of varying standards being applied to different types of news stories. So far this semester, not a single student in the cohort has succeeded in getting a story through. Most of this problem I think relates to the design of Wikinews, where the review process runs the risk of falling into the hands of a small group with limited diversity in perspective or experience - much like when groups get hold of administrator priveleges in any of the wiki projects, and use those to alienate and sideline certain types of contribution. This is both explicit and implicit, so difficult to hold to account. The review process develops a feeling of bad will in its simple implementation (red cross graphics, short sharp messages, guidelines made difficult through hypertext) and the preference of reviewers to not get involved in the development of the news story, which as we know is an effective way to teach people - especially in wikis, choosing to remain a reactive reviewer. So the result may well be that at least in this instance, the UoW project will draw to a close, and the findings of this paper will be updated with the new experiences and outcomes. Leighblackall (discuss • contribs) 04:51, 17 April 2013 (UTC)

Missing License Information
Hi! I'm reviewing files missing license information and came across File:Phe5polPoliticalThought.ogv. This is linked to your work on Public Health Policy. Do you have a recommendation on how to handle this? Can you get the original publisher to add a license? -- Dave Braunschweig (discuss • contribs) 23:51, 2 March 2014 (UTC)

Licensing policy study committee
On User_talk:Abd/Licensing_policy you requested being updated on the work of this Assembly Committee. The Assembly is a device for creating small-scale discussions, aimed toward creating consensus reports (either by agreement or by inclusion of all divergent points of view), and participation in the Assembly is open to any registered user, subject to Assembly clerking. The goal is to create coherent reports. I was, ah, unable to participate from November 2011 to last year, but it's about time to get this going again.

If you register as an Assembly member at Delegable proxy/Table, I would then list you as a Committee member, to be notified as seems appropriate. You are free to comment on the attached Talk pages regardless.

There have been interesting discussions lately, and I think it is possible to set up clear and easy-to-follow procedures, to clean up and avoid creating unmanageable messes. --Abd (discuss • contribs) 22:17, 18 March 2014 (UTC)

Files Missing License Information
Thank you for uploading files to Wikiversity. See Media for copyright and license requirements for Wikiversity files. All files must have copyright and/or license information added to the file.

Instructions for adding copyright and/or license information are available at License tags. Files must be updated within seven days or they may be removed without further notice. See Requests For Deletion for more information.

The following files are missing copyright and/or license information:
 * File:Credly - Educational content production and management.png

MaintenanceBot (discuss • contribs) 01:42, 27 September 2014 (UTC)

International tourism
The resource international tourism appears to have been abandoned since 31 May 2007. So far it reads like an outline that hasn't been filled in. I can add a or a  tag to help increase activity or put it up for deletion if you like. What do you think? --Marshallsumter (discuss • contribs) 09:50, 18 October 2014 (UTC)
 * Hi Marshallsumter, I think the subpage template. At the very least it may offer content scope ideas to someone thinking to develop something. Leighblackall (discuss • contribs) 19:57, 18 October 2014 (UTC)

File Tagging File:Aaaopenconf.png
Thanks for uploading File:Aaaopenconf.png. I notice the image page currently doesn't specify who created the content, so the copyright status is unclear. If you have not created this media yourself then you need to argue that we have the right to use the media on Wikiversity (see copyright tagging below). If you have not created the media yourself then you should also specify where you found it, i.e., in most cases link to the website where you got it, and the terms of use for content from that page. If the content is a derivative of a copyrighted work, you need to supply the names and a license of the original authors as well.

If the media also doesn't have a copyright tag, then you must also add one. If you created/took the picture, audio, or video then you can use to release it under the multilicense GFDL plus Creative Commons Attribution-ShareAlike All-version license or PD-self to release it into the public domain. See commons:Commons:Copyright tags for the full list of copyright tags that you can use.

Note that any unsourced and untagged images may be deleted one month after they have been uploaded. If you have uploaded other media, please check that you have specified their source and copyright tagged them, too. You can find all your uploads using the Gallery tool. Thank you. ShakespeareFan00 (discuss • contribs) 14:35, 5 April 2016 (UTC)

 * ✅ Leighblackall (discuss • contribs) 06:10, 19 April 2016 (UTC)

Files Missing Source Information
I've been cleaning up file information. Most of the files you uploaded have source information, but I couldn't find anything for these. Please confirm that you are the creator / license holder of the following files.

 * File:Ben-rattray.jpg ✅ Leighblackall (discuss • contribs) 06:09, 19 April 2016 (UTC)
 * File:Kate-Pumpa.JPG ✅ Leighblackall (discuss • contribs) 06:09, 19 April 2016 (UTC)
 * File:Keane-wheeler2.JPG ✅ Leighblackall (discuss • contribs) 06:09, 19 April 2016 (UTC)
 * File:Keith.jpg ✅ Leighblackall (discuss • contribs) 06:09, 19 April 2016 (UTC)
 * File:Pollogo.gif Leighblackall (discuss • contribs) 06:09, 19 April 2016 (UTC)
 * File:Robin-mcconnell3.jpg ✅ Leighblackall (discuss • contribs) 06:09, 19 April 2016 (UTC)
 * File:UC-Hothouse.gif Leighblackall (discuss • contribs) 06:09, 19 April 2016 (UTC)

Dave Braunschweig (discuss • contribs) 15:14, 14 April 2016 (UTC)

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MaintenanceBot (discuss • contribs) 00:27, 26 March 2017 (UTC)

Video journalism
Hi Leighblackall!

The resource Video journalism appears to be ready for learners! Would you like to have it announced on our Main Page News? --Marshallsumter (discuss • contribs) 22:26, 1 May 2017 (UTC)

 * Hello Marshallsumter, yes sure. I've quickly gone through it to fix links and formatting. Leighblackall (discuss • contribs) 00:57, 2 May 2017 (UTC)

I'll be back
Hi,

I'll be in Melbourne again in September; details and schedule TBA, but there should be an event on Sat 15th. Andy Mabbett ( Pigsonthewing ); Talk to Andy; Andy's edits 19:02, 31 July 2018 (UTC)

How we will see unregistered users
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18:14, 4 January 2022 (UTC)

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page move

 * To see what is in your userspace click here

Here are two wikitext scripts that you can use to keep track of subpages in your userspace.

creates a page called My subpages

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Health and Wellbeing of People with Developmental Disabilities
Something you wrote a long time ago, Health and Wellbeing of People with Developmental Disabilities, was recently nominated for deletion. If you take no action and nobody else objects, it will likely be either deleted or moved into your subspace. Which do you prefer? Guy vandegrift (discuss • contribs) 19:01, 11 February 2024 (UTC)

title: User talk:Leighblackall


text:
History of Ireland through Song

 * Part of the Department of European History

Introduction
Ireland's history is rich, and richly recorded in song. The purpose of this project is to provide a listing of songs (and, if possible, a way to obtain them legally, for free), corresponding to various elements of Irish history, complete with commentary and background.

The goal is to develop a greater knowledge and understanding of Irish history through the memorable and enjoyable medium of music (particularly Celtic music).

Tasks

 * Create outline of Irish History (this is in the works—see talk page)
 * Find and add songs relevant to as many aspects of Irish history as possible

Questions
(Please discuss on the talk page).
 * Should we include Scotland, as well, and have a course on the two together, or separately?
 * Should there be an option to include songs in Gaelic (or even other languages) for ambitious students?

Coordinator

 * The Jade Knight

Contributors

 * The Jade Knight
 * Cormaggio
 * Kaycee
 * Wilkinson
 * GeoBardRap

Interested Students
Supersarah1999 13:09, 8 April 2010 (UTC)
 * Danielle Ralph
 * Ioana
 * Koala
 * DónalMcK 10:55, 26 November 2007 (UTC)
 * Lyrasong
 * Victoria Butler 17:48, 01 December 2011

Songs

 * "Black and Tans" composed by Dominic Behan. (Full version by StoneRing available here.)
 * "Bold Fenian Men" written by Peadar Kearney. (2 minute excerpt of the Kellee Brad version available here.  Lyrics and midi available here.)
 * "The Wind That Shakes the Barley", composed by Robert Dwyer Joyce.
 * "Arthur McBride" - lyrics and mp3
 * "The sash my father wore" - MIDI & notation
 * "The Green Fields of America". Lyrics and midi here, Original 1852 broadside image here.
 * "The Foggy Dew", (revolutionary version, 1916) composed by Peadar Kearney or Canon Charles O'Neill. Lyrics and midi here.
 * "The Fields of Athenry" - lyrics and midi
 * "The Patriot Game, with lyrics by Dominic Behan. (Full version by the Brobdingnagian Bards available here.)
 * "Banba Óir (in Gaelic), by Clannad, makes reference to ancient Irish history. (Lyrics and translation here.)
 * "Skellig", by Loreena McKennitt; about the monastery on Skellig (lyrics).
 * "Bonny Portmore" (traditional). (lyrics.)
 * "From Clare to Here", by Ralph McTell (about immigration). (Lyrics available here.)
 * "Famine" by Sinead O'Connor, talks about the Irish Famine lyrics.
 * "The Wearing of the Green" written at the time of the 1798 Irish rebellion.

Background
Celtic music classifications Notes on Celtic tunes

Related resources

 * The Irish Language Department

title: History of Ireland through Song


text:
Talk:History of Ireland through Song

Intent
I had an idea to create this project, and so I went ahead and started it. I know exactly (more or less) what I have in mind for it, but I'm open to suggestions, and anyone is welcome to add additional relevant songs. When I have time, I'm going to add several more, as well as details on the historical relevance of each song. The Jade Knight 02:29, 25 October 2006 (UTC)

English Rebel Songs, 1381 - 1914
Worth checking out are the tracks on Chumbawamba's "English Rebel Songs, 1381-1914" (apparently it's 1381 - 1984 now, they've added something that wasn't on the CD I had). "The Cutty Wren" and "Smashing of the Van" spring to mind immediately, but I haven't listened to the cd in a while, there may be others. Good luck!

Another idea would to be have a timeline tagged and linked to actual historic events and persons, that correlates to song topics. Also, I do not see a way to teach Irish history through song without also teaching English history. The two cultures are intimately entwined and you can not teach one without the other. I am all for the Gailec(spelling?) content as well. I am looking forward to developments within this wiki.65.105.1.75 20:09, 11 December 2006 (UTC)Shane Parnell65.105.1.75 20:09, 11 December 2006 (UTC)

 * That could be a very interesting project - in fact, all of this could join up very nicely, showing Ireland's relationship with England, the United Kingdom, and the British empire, the "troubles" of Northern Ireland, and, of course, before the strategic settlement of Ireland began. As you say, this page can link to many others about personages and events of Ireland's history, and other strands of national history and folklore, including England's. There's much potential to really make this a rich and colourful way to explore history - possibly to make it seem more alive. Also, as you say, to make this a way for people to learn language, Gaelic or otherwise. Fascinating! Cormaggio talk 22:00, 11 December 2006 (UTC)
 * Should we turn this into "History of the British Isles through Song"? The Jade Knight 06:20, 8 February 2007 (UTC)
 * Possibly - though we'll probably need to remain specific - Ireland's musical history is incredibly rich. So, I'm thinking that we could have an umbrella learning project (ie British Isles) that then incorporates resources by country (which will possibly themselves need further splitting). What say you? Cormaggio beep 10:53, 8 February 2007 (UTC)
 * Good idea. I wonder what anyone else thinks.  The Jade Knight 03:34, 12 February 2007 (UTC)

Recording
One way to ensure that songs are available under a free licence is to organise the recording of them yourself (ensuring, of course, that the songs themselves are non-copyright, and that all the people involved in recording the songs agree to these terms of use). Perhaps people in Topic:Audio Engineering would like to help out - I might do so myself if/when I get around to building up some equipment.. Cormaggio talk 22:00, 11 December 2006 (UTC)
 * This would work well for older songs. Alternatively, if we could get permission to use copyrighted works, they could be hosted off Wikiversity, but linked from here.  In my case, I don't have enough musical talent to engage in such a task.  The Jade Knight 06:18, 8 February 2007 (UTC)
 * Copyright is certainly a problem - and I'm not even sure what "older songs" are free to be recorded and released under a free licence. (This alone would be a worthwhile project to undertake.) It might be worthwhile contacting the Irish Traditional Music archive for both the question of what we can record, and what copyrighted resources are available to us. I'll volunteer to do this, unless someone else has any objections/ideas. Cormaggio beep 10:53, 8 February 2007 (UTC)
 * In the US, a good rule of thumb is that anything over 100 years old is probably fair game. Otherwise, you'd have to find the exact date of publication, and compare that to copyright law… and I think it'd be great to have you do this.  Thanks for volunteering!  The Jade Knight 03:33, 12 February 2007 (UTC)

Gaelic Songs
Should there be an option to include songs in Gaelic (or even other languages) for ambitious students?

Response: I do think that there should be a seperate option for these languages. I know that I am very interested in the Gaelic language and was also interested in learning to speak it and write as well. -

 * I think it would be good to potentially include materials in other languages, particularly the languages of the British Isles. Thanks for your response, though; it's good to know that there's some interest in this.  The Jade Knight 03:36, 12 February 2007 (UTC)

Brief Irish History
8000 B.C First humans arrive in Ireland most likely via a land bridge.

600 Christianity becomes dominant religion of Ireland.

800 First recorded Viking raid.

852 Viking settlement of Dublin founded.

1167 British begin to conquer parts of Eastern Ireland.

1348 Black Plague reaches Ireland. Because the Anglo-Normans lived mainly in towns, they were hit hardest causing the shrinking of Britain's power to an area known as "The Pale".

1532 Henry VIII breaks with the Vatican. While Wales and Scotland accepted Protestantism, Ireland remained Catholic causing the loss of royal respect for the Irish people.

1583 British establish complete control of Ireland.

1642 After a rebellion, Confederate Ireland is established; this home rule lasted only seven years.

1801 The Act of Union established the British Isles as a single entity; the United Kingdom.

1845 Irish Potato Famine; killed between 500,000 and 1,000,000 people.

1916 Irish war of Independence begins

1922 The Anglo-Irish Treaty is signed creating the Irish Free State. Also in this year, the Irish Civil War over whether to accept the treaty begins.

1937 New constitution enacted.

1949 Ireland officially leaves the Commonwealth of Nations.

1980's Birth of the "Celtic Tiger" (Ireland's economy, which is the strongest in Europe)

 * Thanks for that! This will help give us a framework to put things into.  The Jade Knight 08:15, 27 March 2007 (UTC)

There are there are some additions and amendments I would suggest to this framework. Much of Irish music (and history) is set around politics and rebellion. As such it is worth adding in some significant dates. As a new contributor and given that this is off the top of my head, here I will add below rather than merge.

1690    Battle of the Boyne the final act in the civil war between James 2nd(?) who had been deposed from the English throne and William of Orange. This reverberates though Irish politics (and music) to this day.

1798   The rebellion of the United Irishmen - inspired in part by the French revolution. The theme of the French coming to the the aid of the Irish is a common theme in Gaelic poetry from this time and earlier.

1829 ?  Catholic Emancipation. This was a very important event in history signaling the end of the Penal Laws and is credited to Daniel O'Connell.

1848    The Young Irelanders rising. Robert Emmet considered the leading figure in the Young Irelanders appears in many Irish songs about the period.

1850-1900  During the post famine period the decline of Gaelic language continued. It had been illegal to use the language under the Penal Laws, but now as immigration was the goal, English was much more useful. Very interesting is how the music travelled. As a kid in Ireland I always wondered where the song the "Lakes of Ponchatrain" was set.

1916  The Easter Rising.

1918-22 The War of Independence. The War of Independence really began in 1918 when the majority of elected MPs elected in the election of that year set up an alternative parliment in Ireland.

1922-23  The civil war.

1990   The Celtic Tiger began in the 90s ... I would say 93 or thereabouts. The late 1970s and the entire 1980s got progressively more grim. I would suggest songs from this period should include Christy Moore's "Ordinary Man", Paul Brady "Hard Station", The Boomtown Rats "Rat Trap".

Colm 17:35, 12 May 2009 (UTC)

Songs of Uncertain Meaning
Anyone happen to know if Flogging Molly's "Rebels of the Sacred Heart" refers to a historical event? The Jade Knight 12:53, 18 September 2008 (UTC)

It is in reference to this: http://en.wikipedia.org/wiki/Sacred_Heart I believe. From that I would extrapolate the song is a satire poking fun at religion "No ball or chain, no prison choky, we're the rebels of the sacred heart." Says to me: You don't have to lock us up, we are already imprisoned in our belief system. If it is a traditional Irish song it would have most likely been written during the time of the Irish Catholic Reformation http://www.google.com/search?client=safari&rls=en&q=Irish+catholic+reformation&ie=UTF-8&oe=UTF-8 or more likely it is about the time when christianity first found its way to ireland http://www.yourirish.com/history/ancient/christianity/. Probably too late of an answer, but it was interesting to look up.

title: Talk:History of Ireland through Song


text:
Portal talk:Board game studies

Should this, perhaps, be moved to Topic:Board Game Studies as a full Department? The Jade Knight 02:43, 25 October 2006 (UTC)
 * I was actually really confused as to where to put it, so any assistance is gladly accepted. If it were up to me, I might have created a General Studies faculty and made this just a department therein, but I didn't want to go moving stuff around to much. Thoughts?--Dnjkirk 11:39, 25 October 2006 (UTC)
 * Looking at this again, you've got a point. I've had trouble with moves in past though because all the subsections have to be moved and that's troublesome. Is there an easier way to move blocks of data like this? Cheers, --Dnjkirk 11:41, 25 October 2006 (UTC)
 * I'm unaware. Ask a Custodian?  The Jade Knight 17:46, 25 October 2006 (UTC)

Esperanza's board games
Esperanza/Coffee Lounge/Games is undergoing a MfD, I suggested it might be moved here.--Rayc 23:50, 7 November 2006 (UTC)

Worth studying: Diplomcy
Probably one of the board games most worth studying is surely Diplomacy. If there's anything like this going to start, I'm up! Hardern 21:29, 28 November 2006 (UTC)
 * Very interesting. I have not played the game.--Hillgentleman|User talk 11:39, 3 December 2006 (UTC)

...
Perhaps this should be a course in game theory... --Remi 10:29, 2 May 2007 (UTC)

the social aspect
I like your initiative. Game studies is cross-disciplinary. Also, it has a social dimension, since most games involve more than one player. Hence, this is a good project for wikiversity. Looks like it is a little old now... I wonder if I can help... --Fidocancan 19:31, 20 November 2007 (UTC)

Graph Theory
I would add this to the list of relevant topics. I'm new to this place but if you give me some time I'll look up some relevant links. In nearly all board games this is vitally important. Chess, Go, the Settlers of Catan, these games can be studied with an eye on the underlying graph. Determining how many turns it will take each player to travel to a certain square on the board, the shortest path to a particular tile, etc..

--Damakable 04:09, 16 February 2009 (UTC)

title: Portal talk:Board game studies


text:
Portal talk:Cell biology

I highly recommend something in here link to this as a learning tool. It would be even cooler if someone could get permission to take this and apply labels to everything in the movie as a more effective learning tool. The Jade Knight 03:12, 25 October 2006 (UTC)

title: Portal talk:Cell biology


text:
Portal talk:Human physiology

potential resource. I just think it's reall cool. The Jade Knight 03:16, 25 October 2006 (UTC)

title: Portal talk:Human physiology


text:
Talk:Aquaculture/Mariculture

Is Aquaculture Feasible in Space Desserts?
There is little hydrogen or water on the moon although some may be available at the never illuminated bases of polar crater walls or mountains or ravine (rilles). It may be a while before water is plentiful in cislunar space from asteroids or hauled up from Earth. It may never be cheap. My question is: Would aquaculture be feasible in zero-g by saturating the humidity of the fish tanks to 100% relative humidity? In other words, are there any edible, palatible fish that would thrive in a zero g high humidity holding tank of misty air? Thanks for any assistance or links to applicable information left here. Opinions or detailed reasoning or theories welcome! Mirwin 03:27, 25 October 2006 (UTC)
 * That is an interesting question... Let's brainstorm how we could impliment such an experiment. It seems that sending up satelites or modules for the ISS would be ways of feasibly testing this hypothesis. Perhaps there is literature of the effects of 0-g environments on fish, amphibians or other animals that could provide us with answers. I came to this talk page to start a discussion... --Remi0o 00:28, 5 February 2007 (UTC)

Feasible Research
What sort of research could be done with Wikiversity concerning aquaculture? We could do literature reviews. We could find a project or research question in which implementing a scientific study would require realistic amounts of capital. What sort of questions should we address and what sort of research would be feasible considering our funding. I suppose grants may be an option. What do you all think? --Remi0o 00:26, 5 February 2007 (UTC)

Special Committee on Sustainable Aquaculture
I don't know whether it would be useful to anyone or not... but I may be able to arrange contact with some members of a current legislative committee here in BC -- The Special Committee on Sustainable Aquaculture http://www.leg.bc.ca/cmt/38thparl/session-2/aquaculture/index.htm

...if anyone has any questions or can see any use to this... that is

Moonbug 05:05, 11 April 2007 (UTC)

Small Scale Aquaculture
Is aquaculture feasible on a small scale (personal aquaculture, akin to gardening)? What sorts of aquaculture would work best this way? The Jade Knight (d'viser) 21:25, 2 September 2009 (UTC)

In 2011 I visited a restaurant in Costa Rica that had a Tilapia tank from which they took fish for the menu. The tank was about 4m diameter, and had a corrugated metal cover. I do not know the specifics of their operation, but it was a small (one-family) operation.

title: Talk:Aquaculture/Mariculture


text:
Category talk:Computer

This category should be in category:wikiversity category:Personal computing should belong to Category:computer science--Hillgentleman 05:15, 25 October 2006 (UTC)

title: Category talk:Computer


text:
User:Faispartie

Hello, welcome, Salut und Hallo!

Nice that you are looking at my userpage to get some more information about me and to give me suggestions for my wiki-activities on my discussion. In the following I'd like to tell you the most important things about me and especially about my project-work:

Curriculum vitae

 * since ´99: student at a high school (in german you would call it "gymnasium")

Activities
If I'm not just cycling (as a hobby) or making music in a non-professional way, school and all around it is my main-activity.

Project-work and important forums

 * '''School project: French in grammar school (this page is mainly in french and german)

 * The UNO of our class (this page is mainly in german)

de:Benutzer:Gujoh fr:Utilisateur:Faispartie

title: User:Faispartie


text:
User:Gross

Trying to get a good grasp in Japanese language and support Wikiversity to be a successful online learning and teaching.

title: User:Gross


text:
User:Leighblackall

Leigh lives on Mount Dandenong in Victoria, Australia. He works as an educational developer, focused on open and networked learning and research, and is currently employed with the College of Design and Social Context RMIT University. Leigh also designs and makes outdoor clothing and equipment under the label he started, Peak Oil Company.

Contact

 * eMail: [mailto:leighblackall@gmail.com leighblackall@gmail.com]
 * Phone: +61 0404 561 009
 * Blog: http://leighblackall.blogspot.com

Publications

 * 1) Humanist technology - A presentation to eLearning Korea, arguing for the humanities taking a much stronger role in the consideration of technology. This project relates to the An ethical framework for ubiquitous learning.
 * 2) Badges: identify talent and brand by association - A research and development project at RMIT, looking at how badges could be used to improve the employment prospects of graduates in the Advertising degree.
 * 3) An ethical framework for ubiquitous learning - Presented as work in progress to the IEEE Conference 2014
 * 4) Data and Power - A presentation to the Melbourne University Analytics Forum 2014
 * 5) Open Online Courses and Massively untold stories - published by Ascilite2014
 * 6) Journalism studies and Wikinews - A collaborative paper published in the Australian and New Zealand Communication Association conference: Communicating Change and Changing Communication in the 21st Century. 2013
 * 7) /Open Education Practices: A User Guide for Organisations/ - A manual for the New Zealand Ministry of Education 2009
 * 8) Sustainability considerations relating to the use of Second Life for education - A critical review for the New Zealand Ministry of Education 2009
 * 9) Socially constructed media and communications - A presentation to Ascilite 2007

Works in progress

 * 1) Identifying Success in Learning Management System Changeover: Implications for professional development - A critical review of a change in learning management system at a large Australian University, covering the impact on workload and professional development activities in the university
 * 2) Defining Networked Learning - A project that challenges the established definition, proposes an alternative, and develops a method for assessing networked learning outcomes
 * 3) ONPhD - Project plan and explanation for this pursuit of an Open and Networked Doctor of Philosophy award, as per the criteria developing on Wikiversity
 * 4) /A crisis for institutions, opportunities for teachers/
 * 5) /Education as instrument of colonisation/
 * 6) Institutions and communities
 * 7) /Notes on Bowers' False Promises of Constructivist Theories of Learning/
 * 8) Open academic practice and Excellence in Research Australia
 * 9) Open academia survey
 * 10) EResearch in education: Open and networked practices and the rise of the citizen researcher
 * 11) Open academia: Principles and practices
 * 12) Open education and research at the University of Canberra - A presentation to the Annual General Meeting of Knowledge Commercialisation Australasia

Engagement

 * Citizen science: the Cambewarra Range Nature Reserve project
 * /Wikipedia in Education Symposium, University of Sydney/
 * La Trobe University, Oral Health
 * Wikipedia Training Day, Bendigo 2013
 * /Wikimania 2013 Presentation/
 * Wikipedia training day, Kingston Tasmania
 * Wikipedia training day, Hobart VET
 * /Interview about open education/
 * Greater Access Choice and Flexibility: Learning at University of Canberra
 * Doctor of Philosophy
 * Orienteering
 * ACT Teaching Nursing Home Bid
 * The History of the Paralympic Movement in Australia
 * UCNISS
 * University of Canberra
 * OpenUC
 * Proposed policy on intellectual property
 * RCC2011
 * RCC2010
 * UCIP
 * /UCNISS Study tours/

Teaching and educational development

 * Doctor of Philosophy - A self directed, peer assessed PhD program, equivalent to a PhD by Publications
 * Wikipedia editing workshops
 * Wikipedia training day, LaTrobe Oral Health
 * Gold Coast Libraries
 * La Trobe University, Health Sciences, Principles of Health Informatics
 * Bendigo, Victoria
 * Kingston, Tasmania
 * Hobart, Tasmania

 * La Trobe Health Sciences - Working with staff at La Trobe University to develop and pilot a range of subjects with open educational practices.
 * Community Health - Working with Rick Hayes and the La Trobe Public Health team in 2014 to compile and develop a program around community of health, including introductory modules, modules to guide project work that may be useful for flexible assessment, and outreach work that promote this open and flexible project.
 * The Bouverie Centre - Working with Robyn Elliot in 2012 through 2013 developing post graduate courses in family therapy
 * Professional Development for Teachers of Health Professionals - A program of projects that are assessed and badged aimed at developing and supporting professional development for teachers of health professionals
 * La Trobe University Open Conference - Working with a group of staff from across the university, to convene an open conference about open education
 * Activity, assignments and assessment - Ongoing effort to collect short descriptions of alternative approaches to assignments and assessment
 * Using video - an asynchronous open conference with staff at La Trobe University, talking about the different uses of video in teaching and assessment work through 2014

 * News videography - Working with David Blackall in 2012 through 2013 at the University of Wollongong to develop an open online course
 * The Business, Politics and Sport 2011 - Working with Keith Lyons in 2011 at the University of Canberra to develop and deliver an open online course
 * Creating accessible courses
 * Otago Polytechnic 2006-2009
 * Facilitating Online - Working with Bronwyn Hegarty in 2007 through to 2009 to develop and deliver an open online course
 * Flexible learning - Working with Bronwyn Hegarty in 2007 through to 2009 to develop and deliver an open online course
 * Composing educational resources - A work in progress toward a multi disciplinary course in producing open educational media

 * Social Media - A work in progress toward a multi disciplinary course in social media
 * /Radical ideas for educational organisations/
 * /Assessment in open education/
 * /Teaching and learning through video/
 * /Making a multi media presentation/
 * Sustainable Business textbook

Less developed:

 * Open academia in practice
 * /Networked teaching/
 * /Networked learning/
 * Using social media for teaching and research
 * /Wikis for research/
 * /Everything you need to teach and learn online/

Other

 * /Performance review 2010/
 * Jean Pain composting

title: User:Leighblackall


text:
Category:Mechanical engineering stubs

Mechanical Engineering related topics

title: Category:Mechanical engineering stubs


text:
Social psychology

{| style="background:transparent;" Psychologists believe that the individual has an impact on society, whereas sociologists believe that society has an impact on the individual.
 * The field of social psychology consists of the overlapping foci of psychology and sociology. Thus, two academic emphases have emerged:
 * 1) Social psychology with an emphasis on psychology
 * 2) * An undergraduate unit run by James Neill, University of Canberra.
 * 3) Social psychology with an emphasis on sociology
 * 4) * Needs development...
 * 1) * Needs development...

title: Social psychology


text:
Introduction to psychology/Questions and comments

This is a question and comment page. Leave any questions or comments on anything that has to do with psychology or this class. Just click edit at the top and and then sign your name leave your comment. Any discussion related to psychology is appropriate and since this page is FDL'ed may easily be ported into appropriate lessons or other places in the Wikiversity Engineering databases.

Thanks! There are so many things going on in psychology on wikiversity. It would be a good idea to include "Thinking and Language" in this article.


text:
User:Maltusnet

Hello, my name is Alfonso (Maltusnet or Maltus in wikis) and I work in the Department of Economics of the Universidad de Alicante (Spain), where I'm doing my PhD. I teach also classes on micro and macroeconomics. In order to contact with me, please go to my user page in the spanish wikiversity.

de:Benutzer:Maltusnet es:Usuario:Maltusnet

title: User:Maltusnet


text:
Talk:Quenya/Root Words

 If you have questions on grammar or linguistics topic, start a new section. If you have question about the english wording, post in on the Incomprehension of text section.

Sundocarmi with verbal meaning
I cannot understand the following Quote:"This model was preferred in the case of sundocarmi with a verbal meanings. For the other classes, differents typologies crystalised; the most frequent move the eliminable phoneme from the first to the last one: " What means with a verbal meanings?--Hillgentleman 12:26, 25 October 2006 (UTC)

 * It means that the principal (not the only one) meaning of the sundocarmë is an action, and not a affection sentiment, a thing or a state of beeings, etc. A sundocarmë with verbal meanings can be easily recognised in english because its glosse gloss can be used directly as a verb; eg:
 * SOTO- : "defend", has a verbal meaning because defending is an action, while
 * NETH- : "young/youngness" has a non-verbal meaning, because "be young" is not an action, but a state of being.
 * This distinction was probably born at the very early period of Primitive Quendian when sundocarmi were used as effective words, and those with verbal meaning, as real verbs.
 * Good question Hillgentleman, welcome to this course! I'll edit the text, in order to explain this concept.--Elistir 13:48, 25 October 2006 (UTC)

 * What is an affection? What is its glosse?--Hillgentleman 14:48, 25 October 2006 (UTC)

 * With affection I was intending a sentiment, although I have to use this word carefully because it has a precise meaning in linguistic (it's also a common feature of Sindarin). Glosse instead is a mistake of mine for the word gloss. I hope to have clarified your doubts. Have you understand the difference between verbal and non verbal sundocarmi? --Elistir 17:52, 25 October 2006 (UTC)

 * Elistir, I understand your two examples soto and neth.-Hillgentleman 04:52, 26 October 2006 (UTC)

Tengwar
Shouldn't the letters of Quenya be introduced first, so the obvious distinctions between English letters and Elvish letters can be seen? (for example, the letter for "ld", etc.) Snurtz 15:13, 21 November 2006 (UTC)
 * I apologize for the late reply. The great majority of the Q(u)enya corpus is written in the latin alphabets, like every scholar material; for this reason in this course Quenya is taught using latin script, which also help the learners. Writing in tengwar it's not necessary, and it can be learn at any stage. Elistir 20:59, 4 January 2007 (UTC)
 * It can also lead to complications—the Latin alphabet, which Tolkien used most frequently, does not transcribe directly into Quenya (Quenya guards "historical" distinctions lost in the phonetic Latin representation). The Jade Knight 11:02, 20 February 2007 (UTC)

Incomprehension of text
typologies?w:Linguistic_typology? --Hillgentleman 12:26, 25 October 2006 (UTC)
 * No, typologies of sundocarmi, I have replaced it with structures.--Elistir 13:17, 26 October 2006 (UTC)

elimnable? --Hillgentleman 12:26, 25 October 2006 (UTC)
 * Replaced it with "dismissable" --Elistir 13:17, 26 October 2006 (UTC)

 * phoneme?w:phoneme
 * Yes. In quenya called tengwë (pl. tengwi)--Elistir 13:17, 26 October 2006 (UTC)--Hillgentleman 12:26, 25 October 2006 (UTC)

What is your reference Q#R?--Hillgentleman 05:10, 26 October 2006 (UTC)
 * Reference to the textbook adoped, look here --Elistir 06:32, 26 October 2006 (UTC)

The table after The most notable are the nasal ones: looks strange.--Hillgentleman 05:11, 26 October 2006 (UTC)
 * Do you mean the h- > hh-? I've used them to build the table, earsed. THanks. --Elistir 06:32, 26 October 2006 (UTC)

Phonetic Pronunciations
Why is X-SAMPA notation used? I thought IPA was the standard on WikiMedia projects. -- Legendsword 21:57, 27 July 2007 (UTC)

title: Talk:Quenya/Root Words


text: Category:Quenya

title: Category:Quenya


text:
User:Cormaggio/Issues for Wikiversity

I'm trying here to outline issues that we need to work on as a community. Please feel free to add to this list if you find this page - or add questions and/or suggestions here or on the talk page..

General issues

 * Structuring of resources, ie Namespaces (is our structure easy enough to use or complicated enough to drive people away?)
 * Metadata (what exactly do we need from it?)
 * Pedagogy
 * What is a course?
 * How would we make our pedagogic styles explicit (eg Disclosures and Science teaching materials for creationism)?
 * Research (of course) - how is this to be facilitated and managed?
 * Content - should we have guidelines for what kind of content we would disallow? (eg "Bombmaking 101")
 * "Cheating"
 * Examples of good courses. "The other *massive* thing that I think we need to focus on is how to start being explicit about building a model of learning on Wikiversity, and to be explicit about the types of learning that we are working within on existing pages." — Cormaggio in private correspondence.
 * Student cohorts. I'll articulate the problem, I'm sure there's an answer but at the moment don't know what it is.

 * I've been exploring, looking for "examples of good courses" above. I've already struck two which are organized around the premise of a group of students working together. However, Wikiversity by its nature is open ended. There's no "official" start of school, no conventional way of defining a cohort of students. Would be students are arriving all the time and naturally assuming they can begin any course right now.

 * By their nature very appropriate for some courses, but not others. For instance the Third Reich course which is premised around class discussion of that week's reading assignments which move students progressively through a body of literature. Very conventional organization, but problematic in the Wikiversity environment. (Haven't had feedback from the organizer as yet). Another is the Film School project which is premised on students collectively building a film together. Essentially the same problem.

 * Which highlights the need to provide guidance on crafting a course for Wikiversity. The best way to do that, I think, would be to review what's already on the site, learn from our course providers as to what's working and spread the good word, provide a helping hand up. — morley 21:14, 14 November 2006 (UTC)
 * One may encourage to every course organiser to write half a page of short summary ( < 200 words ) on what her course has achieved, and some record keepers can collect them and keep them together in some wikiversity: page.--Hillgentleman|User talk:hillgentleman 07:05, 21 November 2006 (UTC)

Community issues

 * Featured participants - is this a good idea? How might it be beneficial and how might it be harmful?
 * Subcommunities (ie specific learning communities) - how autonomous would they be?
 * Teachers - again, how autonomous are they?

Technical issues
(Note: some of this has been suggested by the KDE developer community - as well as others)
 * Login - do we need some sort of differential login for "teachers" and "students"?
 * I'd say no, at least for now. Designations of who is a "teacher" or "instructor" will likely grow organically by simply noting who has taken responsibility for leading an online course. My intuition suggests watching what develops organically and respond to needs as they appear. In other words, don't anticipate. morley 17:28, 25 October 2006 (UTC)

 * Metadata (again)
 * Structuring of courses - how can this be best developed?
 * support for video and multimedia file formats; are we stuck with just OGG? Could there be a Wikimedia FOundation server for other media formats such as podcasting?

title: User:Cormaggio/Issues for Wikiversity


text:
User talk:Cormaggio/Issues for Wikiversity

 * namespace: Is it useful to have different namespaces for different types of contents, which are subjected to different standards of rigour and require different care (e.g. raw data, discussions, lessons, questions, drafts, research reports)?
 * Contents - 1. The minimal requirement is legallity. 2.  Further requirements-- we should wait for the result of the scope of research discussion on beta.
 * Teachers: (In the long run) The people who start a course can show their credibilities with a Curriculum Vitae, with contributions inside and outside wikiversity.--Hillgentleman 13:07, 25 October 2006 (UTC)

namespaces. By tradition, Mikimedia Foundation wikis have a mission that defines the main content of the wiki and that main content exists in the main namespace (and the main content wiki webpages have no prefix in the page names). If there are different "types of content" in the main namespace, portals and categories can be used to organize pages of different "types". By tradition, other non-main namespaces are for meta-content, that is, they provide pages where wiki participants work together to plan, discuss, organize, catalog the main namespace pages and content. Yes, we could have additional namespaces for different types of educational content. For example, I think it would be great if the MediaWiki software incorporated support for searchable, threaded discussions. Maybe someday Wikiversity can have a "LiquidThreads:" namespace just for threaded discussions if there are technical reasons (for example, to make searches of the discussions easier). Would it be constructive to place research-related Wikiversity webpages into a "Research:" namespace? I think Wikiversity should be a place where research can be fully integrated with education. I hope the Wikiversity community can walk away from traditional models of education that promote separation of education and research. Wikiversity participants should be free to experiment with learning models such as constructivism without being restricted by traditional biases that separate "learning of facts" from exploration of how people question existing knowledge and create new knowledge (research).
 * I was talking the other day about how learning "facts" is getting to be the focus of most schools,a dn learning how to learn was being left up to the students. It would be great if wikiversity could have a "learn how to learn" type department, talking about all the different learning styles and types.  On maespaces, I think we should just list out all the potential namespaces we think we will need, elliminate the crossovers, and have them all installed at the same time. --Rayc 23:54, 25 October 2006 (UTC)

restrictions on content. I'm fairly fanatical about support for academic freedom, but responsibility is a key part of ethical behavior in any domain of human society. Legality does not automatically define the boundary between what is acceptable content and what is unacceptable. For example, Wikiversity participants need to recognize that they can make choices about content that will reflect how people outside of Wikiversity view this project and the Wikimedia Foundation in general. I think it should be possible to find ways for any topic to be included in Wikiversity, but in some cases we need to be very thoughtful about how we approach topics; we need to anticipate how our actions might be perceived and even mis-interpreted by outsiders. Example: recently someone came to Wikipedia and asked for information about how to painlessly and neatly kill yourself. Does Wikiversity need a how-to course on suicide? Now, for all I know this example might be covered under an existing law, but it is easy to imagine other topics that are not related to an existing law but that would need to be handled in a responsible way. contributions outside wikiversity. The only "problem" is that the WIkiversity community has no means of verifying the "real world" identities of participants. The Wikiversity community really has to judge participants by their history of contributions to the project. --JWSchmidt 17:17, 25 October 2006 (UTC)
 * This is significant. Moreover, a person with a degree may contribute at a lower quality than one without.  This is not an easily-resolved issue, I fear.  The Jade Knight 18:03, 25 October 2006 (UTC)

Cheating
I'm currently working on a better version of wikiversity "tests" (See:Template:Sampletest). One of the issues I haven't thought thru is how we can keep users from looking at other users answers. Probably will need some sort of hidden space someday. I also pointed out that if we wrote up questions and answers for teachers to use in class outside of wikiveristy, to comply with GDFL they would have to say where they got the questions from- making it very easy for the students to find the answers without actually doing the questions. Again, leading into a need for a hidden space for the answers. However, having a hidden space sounds contrary to the wiki philosophy--Rayc 16:45, 25 October 2006 (UTC)
 * I think it could be useful, but presents another challenge—what kind of material would be appropriate for such "hidden spaces"? How could its use be verified if the space is "hidden"?  The Jade Knight 18:03, 25 October 2006 (UTC)
 * I saw that a user suggested a viva voce examination, and this would hopefully solve some cheating problems. It could likely be administered in "viva messenger" as well.--Dnjkirk 18:06, 25 October 2006 (UTC)
 * That's one possibility, certainly wouldn't stop students from cheating if they were determined to get answers from friends or what have you, but at least you wouldn't be publicising the answers. The Jade Knight 23:13, 25 October 2006 (UTC)
 * The only issue is making the hidden material easy to avoid until someone is ready to review the answers.  What is the point of attempting to "hide" information from volunteer learners?  You learn your way I learn my way should be incorporated into our culture not my way or the highway. Mirwin 04:09, 12 November 2006 (UTC)

Reply to User:JWSchmidt
On Research - learning Integration: Let us not confuse 1. Where we discuss and 2. where we store our information. Yes, there is no need to artificially seperate the research process and the learning process. But telling the beginner all the subtleties often confuse more than clarify. Cutting-edge information is usually rough and difficult to explain, and sometimes tentative. For information management, and the dreaded legal and no original research issues, it is better to put research material seperately from course material.

Everybody is still free to access, refer to (and put a link to!) research material. Some of the research information is not difficult, and anybody is free to digest them and rewrite them in the course material namespace/directory/category. There is no such seperation that John speaks of.

In short, everybody, student or expert, is free to do whatever she wants, but the materials should be stored according to its nature, new and tentative or well-known.--Hillgentleman 19:20, 25 October 2006 (UTC)

Restrictions on Contents: There is one must not and one should not: Is there anything else? I do not see.
 * Wikiversity must not break the law
 * The wikiversity should not do anything that the hurts more than benefits the public. (difficult to define)
 * In some universities, there are strange people, who say and do strange things. Some people are attracted to them, others learn to avoid them.  They may be misguided or ingenius;  we cannot know for sure.  Yet they contribute to the diversity.  The existence of bogus groups in wikiverity will not imply that wikiversity endorse whatever they say.  Wikiversity is just a forum, until somebody submits a report to be approved.  It is then, and only then, that we need to scrutinise their studies.  Otherwise, so long as they obey the law, (and do not hurt the society), let them be free. ---Hillgentleman 19:32, 25 October 2006 (UTC)

"telling the beginner all the subtleties often confuse more than clarify" <-- There is a pedagogical spectrum from teaching the "facts" without having to be bothered with explaining where the "facts" come from or why they are important (often by a teacher who cannot explain such things) to the other extreme where you make sure that the learner knows where the "facts" come from and is self-motivated to explore them, question them, and participate in efforts to move beyond them. Yes, exposing a learner to too many details too quickly causes confusion and I've never seen anyone advocate doing that. But we should not forget that when we fail to explain to students where the "facts" come from and when we prevent students from questioning and exploring, we also create confusion. And on top of the confusion we also teach that students need not question, that they should just memorize the "facts" because they are told to do so. I hope that Wikiversity does not impose artificial organizational structures for " information management" that hinder our ability to explore the use of wiki technology for creating a collaborative learning environment where students are encouraged to participate in all aspects of learning, including original research activities.

"the materials should be stored according to its nature, new and tentative or well-known" <-- I agree that a vast amount of Wikiversity content can and should be edited according to the traditional Wikimedia Foundation NPOV policy. Educational material that is "well-known" can be supported by citations to reliable and verifiable sources. But what happens if Wikiversity allows original research? Should there be a new namespace for Wikiversity webpages that include new and tentative information? If there is one new and tentative idea placed on a Wikiversity webpage do we suddenly stop what we are doing and move that page to the "Research:" namespace? The other alternative is to make use of templates to mark "new and tentative" ideas and categories to categorize and organize pages that include original research. If Wikiversity does have a "Research:" namespace, I think it should be used to hold meta-webpages that would function to organize the activities of Wikiversity participants who take part in research projects. In my opinion, if original research is going to be allowed in Wikiversity, the data, research reports and mention of original research results as part of lessons should be in the main namespace.

"there are strange people ….. they contribute to the diversity. The existence of bogus groups in wikiverity will not imply that wikiversity endorse whatever they say. Wikiversity is just a forum, until somebody submits a report to be approved. It is then, and only then, that we need to scrutinise their studies. Otherwise, so long as they obey the law, (and do not hurt the society), let them be free." <-- I am a strong advocate of learning to make the most of human diversity, but there is no way that we can responsibly hide from the fact that "trust" is an important aspect of any social construct. Trust is very easy to lose. Wikikiversity, in the name of diversity, cannot allow anti-social behavior by a few " strange people" that causes other Wikiversity participants to lose trust in Wikiversity as a safe, reliable and productive learning environment. Here is a specific example. At the university where I was in graduate school there was a homeless person who would sleep in his sleeping bag in lecture halls on nights before lectures by famous visitors to the university. His goal was to ask the lecturer long, rambling and semi-coherent questions. In a university setting full of adults, this person was shown a lot of tolerance, but most schools would rightfully never tolerate "strange people" hanging around until the day they finally cause a problem or break a law. For example, Wikiversity has had to crack-down on people who have used Wikipedia pages for social networking and posting page content that has nothing to do with the mission of the wiki. In general, it is better do take care of these "harmless" situations before they grow out of control and people feel that since they have been hanging around and "doing their thing" for a while they should be able to continue to do so. --JWSchmidt 22:16, 25 October 2006 (UTC)

 * New and tentative labelling/category is fine.
 * homeless person... whose goal was to ask the lecturer long, rambling and semi-coherent questions:
 * On wikiversity, long and semi-coherent questions can be easily ignored. If he comes to wikiversity, he would take up a few kilobytes of computer memory, and not much more.
 * However, anybody who breaks the code of civility, and thus hurts the community, should not be here.--Hillgentleman 05:24, 26 October 2006 (UTC)

"teachers" and "students"
"differential login for 'teachers' and 'students'" <-- What does this mean? It sounds like a system in which 'teachers' would have access to some Wikiversity features that 'students' would not have access to. If so, what features would be involved? --JWSchmidt 17:34, 28 October 2006 (UTC)
 * It has do to with the "cheating" concept. --Rayc 20:12, 11 November 2006 (UTC)

 * It's an idea that's been mooted to me by many people when they think about their own vision of wikiversity - most recently by members of the KDE community who now want to move all their training material here to Wikiversity. To do this, they had the idea that it might be helpful if a teacher could somehw track how a student was progressing through a learning trail. I have very scant idea of how this would work - it was just one of the ideas proposed. It was also on the minds of several people I talked to at Wikimania. Mirwin actually made quite an interesting suggestion that this "status" would be specific to particular topics and would also be a completely voluntary label, ie someone would describe themselves as a learner of German, but a teacher of PHP. However, these are still just very initial ideas to be brainstormed, discussed, and dealt with appropriately. Cormaggio 00:56, 12 November 2006 (UTC)


text: File:Bayan.JPG

title: File:Bayan.JPG


text:
Tabla

Introduction
Welcome to the Tabla pages. Somebody who knows more than I do about the Tabla can write this intro.

The Tabla
The Tabla is actually a set of two drums, the Tabla and the Bayan (or Dugga). The Bayan is placed on the left under the left hand, and the Tabla goes under the right hand. The drums should touch each other, and this point between the drums should be on your body's centreline. Sit in half-lotus position. While this may be uncomfortable at first, the player will find that this position actually keeps the back straighter than plain crossed legs. It means you can play longer and with less back pain... though your foot may fall asleep.

Each drum sits on a cloth ring to keep it stable. The Bayan should be more or less flat, with its head parallel to the ground. The Tabla should be tilted slightly forward, so it is easier for your hand to rest while playing.

Diagrams for ease in learning
I've put together a couple diagrams of the drum heads to better show where given notes are placed.

PLEASE: if you know Devnagari, correct these charts!

And here are some hand placement diagrams for the specific hand positions.

title: Tabla


text:
Computer Architecture Lab/Winter2006/PolzerJahn/Assembler

The SISP Assembler
The Assembler for the SIS Processor was written in Python and is using the SPARK framework by John Aycock.

The assembling is done in 4 stages:
 * 1) Lexical analysis (scanning): Checks if the input format is valid and breaks the input stream into a list of tokens
 * 2) Syntax analysis (parsing): Checks if the list of tokens has valid syntax according to a grammar
 * 3) Preprocessing: Finds the addresses of labels and replaces targets
 * 4) Code generation: Generates bytecode

Usage
To assemble the file test.asm, use the following command:

python sispasm.py < test.asm > test.bin

Note: The assembler does not support comments or macros. If you use either of them (in C-style), use gcc with the command

gcc -x c -E -P test.asm > test.asm.ao

before invoking the assembler. From Version 0.4 a simple shell script is included in the archive which does both steps consecutively.

Syntax
The parser stage uses the following grammar to verify a valid syntax:

program ::= program instruction program ::= program label program ::= program command instruction ::= OP   instruction ::= OP REG instruction ::= OP REG SEP REG instruction ::= OP REG SEP NUM instruction ::= OP NUM instruction ::= OP TGT label ::= LBL command ::= CMD command ::= CMD NUM

The assembler is case insensitive. There are three types of input: Instructions, Labels and commands.

Instructions

 * OP [REG [, REG | IMM]]

Instructions represent the commands that get executed in our processor. An instruction may have zero, one or two operands separated by a comma. Operand one acts both as source and destination register. The second operand can be another source register or an immediate value. For a list of available instructions please refer to the instruction set. Some example instructions: ADD r1, r2   LDC r2, text LD r1, r1    INP r4, 2 AND r4, r5   JZ  loop

Labels

 * LABELNAME:

Labels can be used at any point of the program to name an address. They can then be used in Instructions (e.g. JMP, LDI) instead of hard coding the addresses/values. In the preprocessing stage of the assembler every occurrence of a label gets replaced by its assigned address. Label names can consist of letters, numbers and underlines but have to start with a letter or underline. Some Examples: TEXTLENGTH: MAIN_LOOP: ELSE_2:

Commands

 * .COMMANDNAME [PARAM]

There are currently three commands which get processed by the assembler: Inserts a 16-bit value at the position of this command. Values can be written in decimal or hexadecimal number format. Inserts a 32-bit value at the position of this command. Values can be written in decimal or hexadecimal number format. Marks the end of the program. No commands or instructions after this command will get processed.
 * .WORD
 * .DWORD
 * .END

Some examples for how you might use commands: // The string "SISP!!" text: .word 0x53 .word 0x49 .word 0x53 .word 0x50 .word 0x21 .word 0x21 .word 0x0A .word 0x0D

Registers
SISP provides 16 registers, 16 Bits wide. They are named R[0-15]. When our stack macros are used, R15 is reserved for the stack pointer.

Download
You can download the current version of our assembler as archive here.

Version history
0.7: 18-01-2007 0.6: 13-01-2007 0.5: 14-12-2006 0.4: 2-11-2006 0.3: 27-10-2006 0.2: 26-10-2006 0.1: initial version
 * Fixed a bug which caused commands having no effect
 * Fixed an error in the grammar that caused very long execution times
 * Made script independent from callers cwd
 * Made assembler case insensitive
 * Allowed underline character in labels
 * Added instructions (JMPR, LDIP)
 * Fixed enumeration error
 * Added operations ADC, SBB, NEG, ASL, ASR
 * Changed JE, JNE to JZ, JNZ
 * Added simple shell script for assembling
 * Removed minor bugs
 * labels can now be used as constants in LDC
 * changed operation numbers
 * added io operation type
 * added check for multiple label occurrence
 * added support for hexadecimal and octal numbers
 * added instruction format in optype description (makes the assembler more general and flexible)


text:
Programming Logic/Key Terms

 Arguments Data or variables that are being sent to another block of code Code Block A section of code that can usually be pointed to or called from another section Comments Lines that are ignored by the compiler or interpreter that allow the programmer to explain code that may otherwise be confusing Documentation See comments

Iteration

A series of instructions or actions performed repeatedly until a condition becomes true.

Logic

A system of binary decisions that lead to specific code blocks to be executed.

Procedural

A way of organizing code so that related tasks are completed together thus allowing code to be re-used, or called from other code areas.

Procedure Call

Where one block of code is executed within another. This technique can be used as a way to prevent redundancy and optimize code execution

Pseudocode

A way of describing an algorithm using programming conventions in plain English rather than code.

Selection

A fundamental programming construct; it involves a condition followed by actions to be performed whether the condition is true or not.

Sequential

A collection of instructions or actions with are performed in a specific order.

title: Programming Logic/Key Terms


text:
User:Kalogeropoulos

K. Kalogeropoulos from el.wikipedia.org

title: User:Kalogeropoulos


text:
Lithuanian membership in the European Union

Introduction
Hello and Welcome on this site which aims to provide you with information about the Lithuanian view of Europe. The creators of this website are from Eichstätt, Bavaria. We are interested in how the Lithuanian people consider their chances and risks for the future, under the Influence of the EU. We would like to invite everyone to join in the discussion. So just give a statement and help us to improve this page.

How does the Lithuanian population consider the influence of Europe on their country?

In 1994 Lithuania became the first of the Baltic States to apply for NATO membership. On March 29, 2004, it became a full and equal NATO member and on May 1, 2004, Lithuania joined the European Union. How has this influenced the Lithuanian people's way of life?

Opening statements or long essays are encouraged
If you wish to make an opening statement, replace the xxx with your text.
 * xxx
 * xxx

You are also welcome to write a essay of any length.

 * Call for contributions

Set education free by contributing to . Create a space where you can work by entering a title that is not already on the list below.
 * List of contributions


text:
Talk:Strategic simulations

Division of Peace Studies and Simulations
Thanks for your message on simulations. Unfortunately I haven't had a lot of time lately, so haven't been able to develop the Division any further yet. I think it would be good to incorporate simulations into the Peace Studies department. Should I just provide a link to this page, or incorporate it into course material and assignments? Davymast 16:58, 25 October 2006 (UTC)
 * Good question, really... I haven't yet figured out how to incorporate them into Strategic Studies stuff. Currently I'm just running them as projects to be contributed to by Strat Studies students, but I imagine they will work their way into courses later. I am currently putting together "Liberal Diplomacy" that might be a stepping stone on the road to a collaborative course in Peace Studies though. What if you started a course with a game of Diplomacy to talk about Realist competition and Self Interest, then had a game of Liberal Diplomacy (the purpose of which is to capture some basic arguments of the Liberal School and present Cooperation as an option even the self-interested could choose under the right circumstances), and we perhaps developed games that went from simple conquering down to the fine detail of balancing and harmonizing economic policies... a bit of a pipe dream, but though I was brought up a Realist, I like to slap them around every once in a while. Hope my incoherent banter isn't too odd to follow, haven't had much sleep of late! I should be in bed now...--Dnjkirk 17:45, 25 October 2006 (UTC)

China simulation
I developed a simulation in grad school that mimics the decision making quandries faced within the upper levels of the Chinese government. It is scenario driven, so the situations will become dated over time, but maybe the scenarios could be considered examples and users could modify them. I'm not sure whether the country topic could be modified as well, since the game design was based on the PRC. There are four "players", each representing a power base within the PRC, so classes could play four sides and split the room into teams. We ran the game three times and people seemed to enjoy it. I have the elements of the game already written out, and I even have a couple photographs of the board, and I would be willing to post them here if such a contribution would be welcome. I'm just not sure of the parameters. --Pnoble805 15:11, 11 March 2008 (UTC)
 * It is definitely welcome. Feel free to create a new learning project. Erkan Yilmaz Wikiversity:Chat  18:15, 11 March 2008 (UTC)

title: Talk:Strategic simulations


text:
User talk:Christos.i

Hello! It's better to use ' instat of ´. Furthermore the link "Our own UN" isn't correct;-) --149.225.84.184 17:47, 26 October 2006 (UTC)

title: User talk:Christos.i


text:
User:Christos.i

Hi,

Welcome to my user page. My name is Christos Ioannidis,i´m attending 12th grade in Eichstätt, at the Willibald-Gymnasium. My two main subjects I choose (we have to do so in germany in the last two years of our school career (12th and 13th grade)) are English and French.

My Participation in other Wikipedia Work
Our French intensive course represented in the german Wikiversity

Our own UN assembly

Lithuania: Member of the European Union

de:Benutzer:Christos.i

title: User:Christos.i


text:
Computer Architecture Lab/Winter2006/JeitMossFrühRamb/ISA

Introduction
MatPRO is a pipelined CoProzessor that handels 4x4 Matrix-Operations like addition or multiplication. It's equipped with a SimpCom-Interface to ensure an easy transport connection to existing SoC-Solutions.

key data

 * 16 bit Coprocessor for handling Matrix-Arithmetics
 * Dimension of Matrix is 4x4
 * basic datatype is 16 bit signed Integer
 * 3 Matrix-Registers
 * 16 general purpose 16 bit Registers
 * SIMD (Single Instruction Multiple Data) - Architecture

Instruction formats
To keep things simple, our instructions are all codeable in 16 bit. Besides this, all OP-Codes are 4 bit coded.

We distinguish between 5 different Instruction formats:

 * 3 Opperand - Instructions

 * 2 Opperand - Instructions

 * 1 Opperand - Instructions

 * Load/Store Word - Instructions

 * Load/Store Matrix - Instructions

 * Conditional - Instructions

Instructions
At the moment, we plan to implement 14 different instructions:

Special purpose of OPCode
Since we are using 4 bit to code the desired register, only 16 Registers are possible to address. As mentioned at the beginning, we are using 32 registers (16 Matrix-Registers and 16 "normal" registers). So how do we know which register is meant to be read?

Here comes the OPCode into play.

If you analyze the OPCode, you will notice, that the first 2 bits of it decide what to do:
 * 00xx: those are operations that don't to anything with a Matrix
 * 01xx: those are load or store instructions
 * 10xx: the sourceregisters are the Matrix-Registers
 * 11xx: The first sourceregister is a Matrix and the second sourceregister is a 16 bit value

Assembler
Legend:

m0,m1,...,mF ... Matrix-Registers

i0,i1,...,iF ... 16 bit Integer - Registers

addr8 ... 8 bit Address

addr10 ... 10 bit Address

addr12 ... 12 bit Address

imm8  ... 8 bit signed immediate

Assembler:

Assembler.zip

Block Diagramm
The matrix processor (MatPro) is designed as a coprocessor an communicates with the main processor (JOP in this case) with the SimpCon Interface. The memory is separated into a data cache and a instruction cache to keep the memory access simple. The data cache is double buffered to allow a more efficient data transfer beween the processors. The main processor writes all data and instuctions in the caches and sets RUN, then MatPro starts it's program and sets READY when the program execution is done.