text:
Wikiversity:Multilingual Pages

Request: please improve this towards high Wikiversity standards :-), and then link to it via an appropriate Wikiversity tutorial.

At times it is useful to present some learning resources in more than one language.

Whole Courses
If the resource is a whole course which would need significant localisation, it is probably best placed in the target language instance of Wikiversity (e.g. for French: http://fr.wikiversity.org ) under an appropriate name. If you do this, cross-reference resources by inserting a cross-wiki link as follows:

 * e.g. For an English page on Mathematics, refer to the Portuguese version by inserting: pt:Portal:Matemática_e_Estatística
 * to refer to the Spanish version: Departamento de Matemática
 * etc.

This will create links at the bottom of the left-hand panel of the Wikiversity page. See the Mathematics page for an example.

Page Translations
If the resource is a wiki page which would benefit with multiple language versions, then use the Translations template which provides a navigation bar to the various translations.

The English page serves as the "base". The French page would be created as a sub-page of the English page called /fr, the Spanish version of the page would be /es , the Chinese version of the page would be /zh , etc.

At the top of each page (i.e. the English version, the French/Chinese/etc. versions) insert the following:

For example, for this page (called "Multilingual Pages"  ) insert:

Then create the translation pages as sub-pages of the English page.

For example, for this page, the French translation would go into: [[Multilingual Pages/fr ]] ,

the Chinese translation would go into [[Multilingual Pages/zh ]]

etc.

At the top of both of those new pages (for French and Chinese) insert the same template reference:

For this page's translations that would be:

.

Then, have a bilingual person translate the English placing the result into the target page.

e.g. for French: [[Multilingual Pages/fr ]].

PS For the above to work on one of the other Wikiversity localisations, the Translations template would have to be set up there.

title: Wikiversity:Multilingual Pages


text:
Wikiversity:Multilingual Pages/fr

Français ...

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

title: Wikiversity:Multilingual Pages/fr


text:
Wikiversity:Multilingual Pages/zh

中文 ...

title: Wikiversity:Multilingual Pages/zh


text:
Tibetan language/Tibetan Wikipedia

An important networking, information and practice resource and community is available in the Tibetan Wikipedia. For English speakers learning Tibetan, establishing a strong linkage between the Wikiversity Topic of Tibetan and the Tibetan Wikipedia is of mutual support and benefit. Without situation specific learning and capacity building, this valuable resource is inaccessable. To assist access and dialogue between these projects, a tentative case-specific English-Tibetan lexicon and regiser learning is of value and follows:

Lexicon
Caveat lector: there may be a Wylie transcription error in the following the 'za'ཟ and 'ja'ཇ may be mistaken for each other. If you come across such an error, please repair.

 * Main Page = གཙོ་ངོས། (gatso.ngos/)
 * Community portal = ཁོངས་མི་འདུ་ར། (khongs.me.'du.ra/)
 * Current events = ད་ལྟའི་བྱ་བ། (d.lta'i.bya.ba/)
 * Recent changes = ཉེ་བའི་བཟོ་བཅོས། (nye.ba'i.bzo.bcos/)
 * Random page = རང་མོས་ཤོག་ངོས། (rang.mos.shog.ngos/)
 * Help = རོགས་རམ། (rogas.rama/)
 * Donations = ཞལ་འདེབས། (zhal.'debs/)
 * Navigation = དཀར་ཆག། (dakar.cag/)
 * Search = འཚོལ། ('tshol/)
 * Toolbox = ལག་ཆ། (lag.cha/)
 * Go = སོང་། (song./)
 * Search = འཚོལ། ('tshol/)
 * What links here = དྲ་འབྲེལ་ཅི་ཞིག (dra.'brel.ci.zhig/)
 * Related changes = འབྲེལ་བའི་བཟོ་བཅོས། ('brel.ba'i.bzo.bcos./)
 * Upload file = ཡར་འཇོག། (yar.'zog/)
 * Special pages = དམིཊ་བསལ་གྱི་བཟོ་བཅོས། (damitt.basal.gyi.bzo.bcos/) ཊ = U + 0F4A which is the letter TTA. I am unsure whether this is also its Wylie transcription. The input for this glyph was <> + t.
 * Printable version = དཔར་ཐུབ་པའི་དྲ་ངོས། (dapar.thub.pa'i.dra.ngos/)
 * Permanent link = རྟག་བརྟན་གྱི་དྲ་འབྲེལ། (rtag.brtan.gyi.dra.'brel)
 * Cite this article = རྩོམ་འདི་འདྲེན་པ། (rtsom.'di.'dren.pa)
 * Article = རྩོམ་ཡིག (rtsom.yig)
 * Discussion = གྲོས་བསྡུར། (gros.bsdur/)
 * Edit = རྩོམ་སྒྲིག (rtsom.sgrig)
 * History = རྗེས་ཐོ། (rjes.tho)
 * Move = སྤོར། (spor/)
 * Protect = སྲུང་བ། (srung.ba/)
 * Watch = མཉམ་འཇོག (mnyam.'jog)
 * Delete = གསུབ་པ། (gsub.pa/)
 * My talk = ངའི་གླེང་མོལ། (ng'i.gleng.mol/)
 * My preferences = ངའི་ལེགས་སྒྲིག (ng'i.legas.sgrig)
 * My watchlist = ངའི་མཉམ་འཇོག་ཐོ། (ng'i.manyama.'jog.tho/)
 * My contributions = ངའི་བྱས་རྗེས། (ng'i.byas.rjes/)
 * Log in = ནང་འཛུལ། (nang.'dzul/)
 * Log out = ཕྱིར་འབུད། (phyir.'bud/)
 * Create Account = ཐོ་འགོད། (tho.'god/)
 * Create an account = ཐོ་ཞིག་འགོད་པ། (tho.zhig.'god.pa/)
 * January = ཟླ་དང་པོ། (zl.dang.po/)
 * February = ཟླ་གཉིས་པ། (zl.gnyis.pa/)
 * March = ཟླ་གསུམ། (zl.gsuma/)
 * April = ཟླ་བཞི་བ། (zl.bzhi.pa/)
 * May = ཟླ་ལྔ་བ། (zl.lng.pa/)
 * June = ཟླ་དྲུག་པ། (zl.drug.pa/)
 * July = ཟླ་བདུན་པ། (zl.badun.pa/)
 * August = ཟླ་བརྒྱད་པ། (zl.bargyd.pa/)
 * September = ཟླ་དགུ་བ། (zl.dagu.pa/)
 * October = ཟླ་བཅུ་བ། (zl.pacu.pa/)
 * November = ཟླ་བཅུ་གཅིག་པ། (zl.bacu.gacig.pa/)
 * December = ཟླ་བཅུ་གཉིས་པ། (zl.bacu.gnyis.pa/)
 * Sunday = གཟའ་ཉི་མ། (gaza'.nyi.ma)
 * Monday = གཟའ་ཟླ་བ། (gaza'.zl.pa)
 * Tuesday = གཟའ་མིག་དམར། (gaza'.mig.damara/)
 * Wednesday = གཟའ་ལྷག་པ། (gaza'.lhag.pa)
 * Thursday = གཟའ་ཕུར་བུ། (gaza'.phur.bu/)
 * Friday = གཟའ་པ་སངས།  (gaza'.pa.sangs/)
 * Saturday = གཟའ་སྤེན་པ། (ga'.spen.pa/)
 * Username = དྲ་མིང་། (dra.ming./)
 * Password = ལམ་ཡིག (lam.yig)
 * Retype password = ལམ་ཡིག་ཡང་གཏག་བྱོས། (lam.yig.yang.gatag.byos/)
 * Email = དྲ་འཕྲིན། (dra.'phrin/)
 * Move page = སྤོར་ངོས། (spor.ngos/)
 * To new title = ཁ་བྱང་གསར་བ་ལ། (kha.byang.gasar.ba.la/)
 * Reason = རྒྱུ་མཚན། (rgyu.matsan/)
 * Watch this page = དྲ་ངོས་འདི་ལ་མཉམ་འཇོག་པ།  (dra.ngos.'di.la.manyam.'jog.ba/)
 * Remember my login on this computer = ངའི་དྲ་མིང་འདིར་གསོག་པ། (ng'i.dra.ming.'dir.gasog.pa/)
 * Email Password = དྲ་འཕྲིན་གྱི་ལམ་ཡིག (dra.'phrin.gyi.lama.yig)
 * Message = སྐད་ཆ། (skad.cha/)
 * Special = ཁྱད་པར་བ། (khyad.par.ba/)
 * User Contributions = བཀོལ་མིའི་བྱས་རྗེས། (bakol.mi'i.byas.rjes/)
 * Email this user = བཀོལ་མི་འདིར་དྲ་འཕྲིན་སྐུར་བ། (bakol.mi.'dir.dra.'phrin.skur.ba/)
 * View Source = འབྱོང་ཁོངས་ལ་ལྟ་བ། ('byong.khongs.la.lha.ba/)
 * Summary = བསྡུས་དོན། (bsngus.don/)
 * Save page = དྲ་ངོས་ཉར་བ། (dra.ngos.nyar.pa/)
 * Show preview = སྔ་ལྟས་སྟོན། (sng.ltas.ston/)
 * Show changes = བཟོས་བཅོས་སྟོན། (bajos.bacos.ston/)
 * Cancel = དོར་བ། (dor.ba/)
 * Editing Help = རྩོམ་སྒྲིག་གི་རོགས་རམ། (rtsom.sgrig.rogs.ram/)
 * This is a minor edit = འདི་རྩོམ་སྒྲིག་ཚར་མེད། ('di.rtsos.sgrig.tshar.med/)
 * System messages = མ་ལག་གི་སྐད་ཆ། (m.lag.gi.skad.cha/)
 * Not logged in = ནང་འཛུལ་བྱས་མེད།  (nang.'dzul.byas.med/)
 * All pages = དྲ་ངོས་ཡོངས། (du.ngos.yongs/)
 * last = མཐའ་མ། (matha'.ma/)
 * current = ད་ལྟ། (da.lta/)

title: Tibetan language/Tibetan Wikipedia


text:
Wikiversity:Multilingual Pages/es

Español ...

title: Wikiversity:Multilingual Pages/es


text:
Wikiversity:Multilingual Pages/ja

日本話. ..

title: Wikiversity:Multilingual Pages/ja


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Wikiversity:Language policy

Wikimedia wikis are organized by language. To see available Wikiversity languages, visit Wikiversity. Additional languages are supported at Wikiversity Beta.

Contributions to the English Wikiversity must be in English, unless teaching another language to English-speaking learners. There is a template available that allows for translations of English content to other languages to be added as subpages. There is no automatic translation, but translated-language subpages may be added as desired.

Multilingual Pages
Some learning resources need to be multilingual.

Care must be taken when deciding whether to provide a translation/localisation of a page or of a course etc.

If translations of a page are appropriate, may be useful.

Otherwise consider creating the course on the appropriate Wikiversity site such as:
 * French Wikiversity - i.e. http://fr.wikiversity.org

and cross reference - e.g. on the English page for School:Mathematics insert
 * fr:Faculté:Mathématiques

(etc. if it exists in other languages) which will add a link at the bottom of the left panel on a Wikiversity page.

Translation/Language Templates

 * Template:Translations

Language-related Tutorials

 * Multilingual Pages

title: Wikiversity:Language policy


text: Template:Wink

title: Template:Wink


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Wikiversity:Naming conventions

These naming conventions describe useful rules for naming pages. Naming conventions help Wikiversity participants quickly locate and understand the topic of each learning resource. This policy describes Wikiversity's page and page-section naming conventions. For information on how to organize pages see Namespaces.

Keep names simple and concise
Educators often know more than learners do about a topic. For example, although an educator might know what "" means, "red fox" is more likely to be immediately understood and found by the majority of English learners who wish to learn about red foxes.

By using simple and concise page and section names that avoid undue expectations, learners should be able to quickly locate learning resources and understand what to expect.

It is suggested to title pages with the subject name followed by the descriptor after a comma or between a parenthesis such as:

Subject, descriptor

or

Subject (descriptor)

Another common temptation is to include course and lesson numbers ("Biology 101", "Biology/Lesson 2", etc.) in resource names. However, learners may either have preexisting expectations about the content of numbered resources from their experiences at specific brick and mortar schools, or may be completely unfamiliar with their meaning. For newer projects try to keep chapter or lesson numbers out of names for sub-pages, however, it is acceptable to title the link with a chapter or lesson number.

For older pages it is easier and acceptable to leave them as they are, as trying to fix it might cause broken links.

Casing
You can use title or sentence casing for pages and section names: Please be consistent with all pages that are part of the same course or curriculum. Note: that Wikipedia uses sentence casing.
 * Title Case: Advanced Multivariable Calculus
 * Sentence case: Advanced multivariable calculus

Acronyms and abbreviations
Spell out abbreviations and acronyms in page names. Many acronyms have more than one possible meaning and are not universally understood. For example USA could be "United States of America" or "Union of South Africa". By avoiding acronyms and abbreviations in page names, learners are more likely to find exactly what they expect.

English dialects
You can use whatever dialect of English you want for page and section names (e.g., American English or British English), but be consistent. For example, if you use American English spelling for a page name, you should also use American English throughout the page.

Summary

 * 1) Keep it simple
 * 2) Use descriptive titles for the learning resources not lesson codes
 * 3) For resources in the main namespace, don't capitalize, so that it can be linked naturally from running texts from other pages

Namespaces

 * 1) Wikiversity: is the project namespace
 * 2) Help: are for helps with MediaWiki techniques
 * 3) Portal: A portal is a door to Wikiversity; It helps participants explore according to their interests and organize the resources they want. Portals are also equivalent to Wikipedia's Wikiprojects.
 * 4) School: is for cross-department Wikiversity community projects.

title: Wikiversity:Naming conventions


text:
Wikiversity talk:Naming conventions

 * See also discussion of the /Original proposal/

Proposals
subject, descriptor and subject (descriptor)

Do not overload school and topic namespace pages with educational contents. - Sidelight12 Talk 20:14, 12 September 2013 (UTC)
 * 1) School: namespace is for organizations.
 * 2) Topic: namespace is for categorical articles.

WikiProject states that "School:" and "Topic:" namespaces are for the Wikiversity equivalent of a Wikiproject. - Sidelight12 Talk 08:30, 27 September 2013 (UTC)

Working toward an approval
When I first found the naming conventions, I thought it was an official policy, but later on I found out that it's only a proposal. I think it's time to move forward and work to get it approved. I can see there is also a lot of other (essential) proposed policies in need for approval, but I'll start with this, since there is some things here I would like to question.

I can see there was an original proposal that were much longer and with a lot of discussions, that was rejected as a whole. Instead of voting about a "long" policy, I think it would be better to vote about a short/simple policy first and add to that, or just vote on individual parts separately directly. In the original proposal it says that should be done too, but I can't see any voting for that.

Anyone interested in working with this, and does the above roadmap seems good with a small policy first or just voting about individual parts at once? /Patrik Näsfors (discuss • contribs) 00:37, 13 October 2016 (UTC)
 * Dissapointing to see a valid concern from a member of the community has gone without a response. I was stumbling upon this page to see if there is any rule about having an indefinite article in a title. For example: System --> A system. Obviously, by logic, it does not seem like a good idea, but I'd thought that there would be a rule pertaining to this. Sadly, I was mistaken. I guess I can propose that we should omit "indefinite articles" out of page titles. Obviously, there will be a few exceptions to this-- such as for a title of a book.

 * I agree with you, PatrikN, that we should go ahead and submit this as a policy than allow this page to simply be a proposal (looking at the rate of attention here at WV to these type of things: a proposal for good). I also agree with you on your point here: "Instead of voting about a 'long' policy, I think it would be better to vote about a short/simple policy first and add to that"

 * As the old saying goes, "step by step".

 * I invite Mike for his opinion and what his thoughts are about this since he is the only active bureaucrat here. Thanks. ---Atcovi (Talk - Contribs) 18:30, 5 January 2018 (UTC)

 * Given what I've been learning about we might need to start this page from scratch.  --mikeu talk 21:46, 5 January 2018 (UTC)
 * We've already got a lot of weight on us atm--will keep this page in mind. -Atcovi (Talk - Contribs) 22:49, 5 January 2018 (UTC)

 * Before starting a community discussion I think that it would be useful for members of our community to share their thought on the subject. Mine are at User:Mu301/Learning_blog/2018-01. Feel free to join the conversation. --mikeu talk 19:33, 6 January 2018 (UTC)

 * I try to use Wikipedia as a naming guide, even when it frustrates me (such as for Subroutine when all current programming languages call them  Function). I'd like to see common names their consistent with common names here. Even if the common name here then becomes a disambiguation page for different resources, such as Python. -- Dave Braunschweig (discuss • contribs) 22:12, 6 January 2018 (UTC)

 * Ideally, and I admit this would be difficult to implement and keep up with, those disambiguation pages could list resources with a brief abstract that describes what the resource is about and what to expect (ie. elementary school or college, introductory or advanced, etc.) That was the original intent of Topic: and School: namespaces. In retrospect that wasn't such a good idea. It was never well defined and was very inconsistent. I'd like to see the ABCs ("primary" topics like Astronomy, Biology, Chemistry, etc.) provide some guidance on locating the variety of content we have, rather then be a lesson or resource itself. This feels like a more sensible way of cross-linking our resources to Wikipedia. I'll pick a few projects and try to create a draft of this idea as an example. --mikeu talk 23:35, 6 January 2018 (UTC)

Hopefully, i'll check. Thanks ---Atcovi (Talk - Contribs) 22:00, 6 January 2018 (UTC)
 * I've read most of the content of the page--I don't have an adequate response yet as I'm way too busy to focus on these type of matters (per my info notice on my userpage). I will get to it after Jan 27. Thanks. ---Atcovi (Talk - Contribs) 22:09, 6 January 2018 (UTC)

Landing page example
I've created an example landing page at Public humanities to gather together some of the learning projects that have developed over the years. It needs cleanup as much of the text is just a c&p from the project mainpages. It is also missing details about the institutions and individuals involved in the work. But, it is a start towards what I was describing as a generic subject page that is a more than just a simple wp style disambiguation. --mikeu talk 03:31, 7 January 2018 (UTC)

Full capitalization
Naming_conventions says that title or sentence casing can be used, but do we also allow full capitalization? For example, the subpages of Special:PrefixIndex/Physics_for_beginners/ use full capitalization for their titles, and I wonder if these are accepted because No.3 of Naming_conventions says "For resources in the main namespace, don't capitalize". If full capitalization is OK then the naming convention may need fixes to avoid conflict, and if its not OK then these subpages should be renamed with title or sentence casing. MathXplore (discuss • contribs) 17:09, 15 March 2023 (UTC)

 * ALL_CAPS is shouting. There is no reason for us to shout at users with titles. There may be rare cases where the thing being described really is an ALL_CAPS thing. For example, some MediaWiki constants are ALL_CAPS. But unless the thing being described is an UPPERCASE constant, the title shouldn't be ALL_CAPS. -- Dave Braunschweig (discuss • contribs) 00:13, 16 March 2023 (UTC)

 * Can the Physics for beginners subpages be renamed to Title Case or Sentence case? -- Dave Braunschweig (discuss • contribs) 00:15, 16 March 2023 (UTC)
 * Yes, of course. Do you want me to change the titles? The pages were created so others could comment and/or add further information. In an act of laziness I created the titles by copy/pasting from the author's original pdf  (which uses this unconventional capitalization.)  Now that I have stopped teaching the course the book gets about 12 pageviews per month. --Guy vandegrift (discuss • contribs) 02:07, 16 March 2023 (UTC)
 * @Guy vandegrift: Yes, please. I wasn't sure if it would impact anything else, so it was easier (for me) to have you make the corrections. Thanks! -- Dave Braunschweig (discuss • contribs) 13:56, 16 March 2023 (UTC)

Good news and bad news

 * 1) The good news is that I renamed the 40 files to avoid the ALL-CAPS violation in titles. [See https://en.wikiversity.org/wiki/Special:PrefixIndex?prefix=Physics+for+beginners%2F&namespace=0&hideredirects=1&stripprefix=1 (visit PrefixIndex page)]
 * 2) The bad news involves ALL-CAPS violations in text and navigation.

 * Regarding text, I believe it is best to follow the author's original notation and permit ALL-CAPs notation. Raspanti's original version of the book can be found at https://www.thenatureofthings.info/physicsframe.htm. Note that his convention is #-TITLE (e.g. Chapter 2-HEAVENLY BODIES.) To appreciate why this looks better, visit the page,  Physics for beginners, where you can see that my main contribution to Raspanti's book was the inclusion of a large number of images available on commons that wikitext authors can use in their own contributions.
 * But the big problem is navigation. To appreciate this problem visit the source page to Physics for beginners/08-light, which looks like this.

It's a matter of taste and perception, but I don't interpret the ALL-CAPS as shouting in this context. And, the wikitext of each individual chapter would need to modified to replace caps by no-caps in the wikitext. For that reason I propose that we allow ALL-CAPS on the redirects and in all text in Raspanti's book.

Yours truly -- Guy vandegrift (discuss • contribs) 07:14, 17 March 2023 (UTC)

 * While I am unable to find any authoritative style guide that recommends ALL-CAPS content, I agree that it should be an author's choice. If you believe the navigation links should be upper case to match the original source, so be it. Thanks! -- Dave Braunschweig (discuss • contribs) 15:08, 17 March 2023 (UTC)

title: Wikiversity talk:Naming conventions


text:
Novial/Wizard of Oz

Back to the Novial front page

title: Novial/Wizard of Oz


text:
Novial/Wizard of Oz/The Cyclone

Back to the Novial front page

title: Novial/Wizard of Oz/The Cyclone


text:
User:Skenmy

skenmy Paul Williams

Paul's local time is:  : . Click [ here ] to refresh.

Unified login: Skenmy is the unique login of this user for all Wikimedia projects (verify | see matrix)

title: User:Skenmy


text:
User:Jeff.Smith

Papers for Review
This area will contain papers that Jeff has already written and submitted to some form of academic judgment. Most fall under some type of philosophical topic, but some are merely thoughts on a subject.Comments are encouraged and welcomed.

Projects in Progress
This area will contain projects that Jeff is currently working on. Comments and guidance are welcome.

--Jeff.Smith 21:39, 30 August 2009 (UTC)

title: User:Jeff.Smith


text:
School:History/New Learning Project

Creating new Learning Projects at Wikiversity is easy! If you're brand new to Wikiversity, you may want to start out by watching a tutorial on Wikiversity.

If you would like to start a brand new project in the School of History right now, there's a place at the bottom of this page where you can type in your project's name, and create a new page with the click of a button.

Once you've created a new learning project, you may want to place it in appropriate categories. Here's a guide to adding categories to History pages.

If you're looking for resources to help you figure out how to approach your new project, consider taking a look at the following resources:
 * Here's some information on how you can fit in as a Wikiversity teacher or content developer.
 * And here are some helpful guidelines on content development.
 * It may also be useful to look at other learning projects in the School (or Wikiversity at large) for ideas and examples.

 Enter the title of your new project into the box below and click the button. This will create a new project page for you and start off the page with a boilerplate.

title: School:History/New Learning Project


text:
School:History/New Learning Project/New page boilerplate

 * Part of the School of History.

This is a new learning resource. Please feel welcome to edit any of this boilerplate to suit your needs.

Statement of learning goals for this resource
Write a paragraph here about your learning goals.

Another section
Enter your text here. Add more sections as you need.


text:
User talk:Jpaagt

French Mentoring
Hello,

Jade Knight told me about your interest in the French Mentoring program. I would be happy to be your mentor. You can contact me via e-mail or my talk page and we can set up a day and time to connect (by chat or IM) and study French. À bientôt ! --KirbyPuckettFan 21:52, 30 August 2009 (UTC)

title: User talk:Jpaagt


text:
User talk:Jeff.Smith

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 22:06, 30 August 2009 (UTC)

title: User talk:Jeff.Smith


text:
User talk:Reliteech

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 22:06, 30 August 2009 (UTC)

title: User talk:Reliteech


text:
Wikiversity talk:Community Review Policy

Rewrite, and explanation
I added a large amount of items to this policy today, most of which were discussed on IRC since I added them, but I added the "clarifications" and "statements" sections after those discussions in an attempt to interpret the sense of what was said on IRC.

As requested by someone on the channel, here's the gist of what the reviews are about:
 * 1) User-conduct reviews are what we've mostly been doing so far. As far as those are addressed here, it's just a clarification that when a consensus is reached, it has the weight of policy.
 * 2) Scope or appropriateness this has come up to a lesser extent, but a method of clarifying this would do wonders.
 * 3) Requests for clarifications recent issues that might fall under this are the unlicensed images discussion on WV:C, and what the community wants to do about "usurpations of usernames" (mikeu and I have been handling those requests, and we'd like to know what the community wants us to do). A clarification of whether the IRC channels should be logged would be nice too. And perhaps a policy on editing policy proposals in the middle of a vote.
 * 4) Requests for statements among the things that came up today on IRC was the "no-biggie-ness" of custodianship... I think a statement of clarification would be good for the benefit of new contributors. Statements of appreciation for the efforts of some contributors might be nice too: for example, I'm by no means alone in wanting to make explicit that JWSchmidt's contributions are deeply appreciated, despite some things that might lead him to feel unappreciated. "Official" statements of appreciation for Mirwin and McCormack are also worth being said.

Another thing about this policy that was discussed on IRC today was how this can give us a bit of breathing room, and maybe keep things more relaxed when it comes to getting the other policies through. We had a big push for policies last fall and winter (referring to northern hemisphere seasons there), and they all got bogged down by "yes, but what if comes up?" I think letting the community decide on individual cases as a stopgap measure is important, and that's what this policy does. We shouldn't let the lack of a policy prevent us from doing what's right for the project, and we shouldn't let a policy get in the way of doing what's right for the project. I don't think any of us (even collectively) are wise enough to write a policy that will account for every idea (good or bad) that someone will have tomorrow or 5 years from now.

"In a nutshell", this policy says: we need to be flexible. I strongly believe we need flexibility to move forward. --SB_Johnny talk 22:06, 30 August 2009 (UTC)

Passage discussion
There's been a lot of discussion about this policy on our IRC channel over the past several days, so let's see if we're ready to wrap up and move on:

Please comment expressing your support or opposition below:
 * - seems ready to go with, and the flexibility it provides seems to me a great asset in the goal of passing further policies. --SB_Johnny talk 09:04, 2 September 2009 (UTC)
 * - this looks a lot better. I have separated proposal into three distinct parts to correspond to the instruments: policy guideline process. See next topic. --CQ 14:27, 2 September 2009 (UTC)
 * - the current wording is straightforward and clear, this policy will simplify our other policy efforts in not needing to create endless exceptions to rules, etc. --mikeu talk 14:34, 3 September 2009 (UTC)
 * - Good enough. The Jade Knight (d'viser) 18:16, 2 September 2009 (UTC)

 * Marked as policy 12:16, 10 September 2009 (UTC), open for review (since, as a policy, this policy says all policies are always open for review). --SB_Johnny talk 12:16, 10 September 2009 (UTC)

Policy, Gudeline or Process
proposal:

policy

guideline

process

One of the big problems at Wikipedia was that everything was lumped together in a bureaucratic glob. Here at Wikiversity, we have the opportunity to discover a process for consensus based on what we learn from Wikipedia and other wiki experiences. Community Review would have taken place on the Community Portal, but our founders decided to create an enigma called a Colloquium. What we have is an expanding set of "places" and a more complex "process" for democratic interplay. Community Review is yet another. Now is community review a policy, guideline or process. Why, it's a process of course. --CQ 14:38, 2 September 2009 (UTC)

Communitas and Universitas
Altera vista brought up an important distinction on the Colloquium. We are one of many sisterprojects of the Wikimedia metacommunity. Our distinction is that we are ostensibly an academic entity with a set of educational aspects overlayed upon a wiki-driven process. The process can (and should, in my opinion) easily be parsed by a newcomer. I propose that the Community Portal be revived as a "place" for less formal gathering of ideas and processes that are familiar to Wikipedians and Wikimedians.

The lofty colloquial aspects of the Universitas paradigm can and should (again, my opinion) be distinct from the less formal Communitas mindset. Both interfaces (the colloquium - universitas and the community portal - communitas) should also contain consensus mechanisms that allow dissent, perspectives, points of view, disclosures, and other cavaats and idiosyncratic elements. VOTE is designed to be portable and adaptable as an instrument for up-down voting. I'm proposing POLL as another instrument that will allow a set of proposed elements to be consensually arranged, prioritised or selected, for instance in deciding on featured content. --CQ 15:10, 2 September 2009 (UTC)

Quick feedback
I just read over this (for the first time I think); it looks pretty good to me. A couple of words and phrases I thought could be tidied up, e.g., the two words which stood out for me were "sanctions" and "unclear" - i.e., I thought more description/detail might be helpful in relation to both. Clearly we need somewhere other than Colloquium for review of issues and WV:CR seems to have been that place at least in recent history. -- Jtneill - Talk - c 15:21, 2 September 2009 (UTC)

 * Well, I think "unclear" is pretty clear ;-). Policy X says Y, but we're not sure how that applies to A or B.
 * "Sanctions" would I suppose only apply to user conflicts or problems, e.g. "user A needs to stop doing X, and might face a block if she continues". Hopefully (and in all probability) that would be very rare, since there would need to be a consensus to take such an approach, but if it did get to that point "sanction" is probably the most descriptive word for such a decision. It's certainly not something to be taken lightly, so the discomforting qualities of the term may help us keep that in mind. --SB_Johnny talk 17:19, 2 September 2009 (UTC)

 * I think the word "unclear" is clear too. However I think some clarifications of some of the sections would make it clearer. What is a "community statement"? What is the purpose of a "community statement"? How are questions about Wikiversity's scope or appropriate different from requests for clarification? I agree in principle with this proposal, but I am unsure I understand what a community statement is or what purpose it would serve, or why requests for clarifications mentions only clarifications about how tools are used or whether the tools were used appropriate, and not other things like requests to clarify Wikiversity's scope. Requests for clarification should be for all requests for clarification. Would that not be clearer? I think it would keep things simple. -- dark lama  18:44, 2 September 2009 (UTC)
 * I think those are some good questions/points, Darklama. The Jade Knight (d'viser) 19:02, 2 September 2009 (UTC)
 * Ditto, but frankly there's really not much difference between any of the 4 "types"... all community reviews are essentially going to be about clarifying something that's in contention. I think the undercurrent of my own thoughts when I put those sections in is that sometimes there's contention in an "internal dialog", for instance I'm really not sure what to do about one particular SUL request.
 * The most important strength of this policy (or process, or whatever it is) is that in the short term it gives us leeway to deal with emerging situations while the other policies are being developed, and in the future will give us an avenue to override a policy if it ends up (perhaps unexpectedly) getting in the way of what we're trying to build.
 * I think part of the reason we've had so much trouble over the past 3 years in writing policy is that we're afraid that putting policy on the top of a page is equivalent to writing it in stone. I also think that part of the reason we've had such a rough ride the past 12 or 13 months is that we've had a hard time setting limits without something in stone to refer to. CR can serve as a way to mitigate both of these problems by writing "flexibility" into stone. --SB_Johnny talk 19:26, 2 September 2009 (UTC)
 * I guess in my mind the difference between user conflicts and requests for clarification is that the first involves discussing a person or people, and the second involves discussing Wikiversity. I think that is enough of a distinction to cover even the possibility that discussions might be about both people and Wikiversity. I guess the way I read the current proposal it sounds like if you wanted to request clarification on SUL requests this wouldn't be the place to do it and I don't think that was intended. How about "If you have any questions about rules, procedures, processes, expectations or community norms that you would like the Wikiversity community to help clarify you may ask for community feedback at Community Review. An announcement should also be made on the Colloquium and in the sitenotice if most people could be effected by the result."? -- dark lama  20:39, 2 September 2009 (UTC)
 * Well, discussing "Wikiversity" is discussing what people are doing at Wikiversity. Discussing "what people are doing at Wikiversity" is discussing Wikiversity. I realize that's reductionist, but it's, well, true :-). There's really no way to separate the content creators from the way content is created on a project like this. --SB_Johnny talk 22:00, 2 September 2009 (UTC)
 * I posted a prototype for a process template at the Colloquium. I personally prefer an environment out from under the foreboding atmosphere of the policy cloud. --CQ 01:31, 4 September 2009 (UTC)


text:
Wikiversity:Guidelines

List of guidelines

 * Consensus
 * Deletions
 * Username

title: Wikiversity:Guidelines


text:
Talk:Active learning

Collaboration of the ...
Could this be the Collaboration of the Week or Collaboration of the Month? Do we need to collaborate? --CQ 01:42, 31 August 2009 (UTC)

 * Sure it could be if people want to. I'd like to set some ground rules for this learning project though.
 * I don't want this learning project to turn into a comparison of different learning styles. I think Ways people learn would be a good place to compare active and passive learning and other learning styles.
 * I want this learning project to use active voice as much as possible.
 * I want questions related to active learning to be included throughout the learning project to encourage actively thinking and actively participating in learning about active learning.
 * I want this learning project to inspire people to participate in active exercises, in active education, in active learning, in active teaching, and basically do things.
 * -- dark lama  12:45, 31 August 2009 (UTC)
 * I for one certainly wouldn't mind more "activity" here. The Jade Knight (d'viser) 15:55, 31 August 2009 (UTC)
 * Ways of learning: I guess my transclusion experiment could look a little better, but I learned a lot from just experimenting. Maybe the MediaWiki Project could be an example? --CQ 16:19, 31 August 2009 (UTC)
 * I suggest creating Category:Active learning and categorizing all active learning projects into that category. -- dark lama  16:59, 31 August 2009 (UTC)
 * Maybe integrate/work with Category:Learning activities? -- Jtneill - Talk - c 22:53, 31 August 2009 (UTC)
 * I think a subset of learning activities could possibly involve active learning. I think reading a book or watching a video would likely be classified as passive learning. Both require about the same level of engagement as listening to a teacher's lecture. -- dark lama  23:14, 31 August 2009 (UTC)
 * Related to this, you may be interested in a previous critique I've made about attempts to create a scale of experientiality/activeness: http://wilderdom.com/theory/ScaleOfExperientiality.html -- Jtneill - Talk - c 04:53, 1 September 2009 (UTC)
 * Looks interesting. I think such a scale might be useful for someone studying the effectiveness of various learning models though. I think how much experience you gain or how active you are is not really the focus of active learning itself. I think reading could be part of active learning for a person whose goal is to learn to read and to develop reading skills. Reading is part of the direct action that person is taking to learn to read and develop reading skills. The person is doing something to learn how to read, and is taking responsibility for learning how to read. While being active and doing activities do indeed mean your doing something there are is still a difference being doing something because you were told to, and doing something with purpose and understand what that purpose is, you have to be self-motivated really. -- dark lama  13:29, 1 September 2009 (UTC)

title: Talk:Active learning


text:
User talk:Abrshk

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 02:40, 31 August 2009 (UTC)

title: User talk:Abrshk


text:
Template:WLE

 * User: ( Talk | Contribs |  stats ) ||
 * User: ( Talk | Contribs |  stats ) ||

title: Template:WLE


text:
User talk:Kidsarekool

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301 04:40, 31 August 2009 (UTC)

title: User talk:Kidsarekool


text:
Transclusion

For information about transclusion on Wikiversity, see Transclusion

In computer science, transclusion is the inclusion of part of a document into another document by reference.

For example, a resource called Agricultural policy by country might include sections for The United States, Mexico and India. Transclusion takes parts of documents and distributes them to other contexts. For example:

The term was coined by hypertext pioneer Ted Nelson in 1982.

title: Transclusion


text:
Transclusion/bar

This is Transclusion/bar

title: Transclusion/bar


text:
Transclusion/bar/foo

This is Transclusion/bar/foo.

You can see me on Transclusion/bar but not on Transclusion.

title: Transclusion/bar/foo


text:
Talk:Transclusion

Why didn't it work? CQ 05:55, 31 August 2009 (UTC)

title: Talk:Transclusion


text:
Transclusion/foo

This is Transclusion/foo not Transclusion/bar/foo

title: Transclusion/foo


text:
User:Shuvu Dahal

Name - Shuvanjan Dahal Country - Nepal St. Xavier's College 31 August 2009

title: User:Shuvu Dahal


text:
Wikiversity talk:Guidelines

Wha? CQ 08:52, 31 August 2009 (UTC)
 * What were you expecting? The Jade Knight (d'viser) 15:53, 31 August 2009 (UTC)
 * I will say, I'm somewhat uncomfortable with this being published as a guideline before content is placed on the page. The Jade Knight (d'viser) 18:44, 2 September 2009 (UTC)
 * Me too. --Devourer09 02:54, 29 September 2010 (UTC)

title: Wikiversity talk:Guidelines


text:
Talk:Bible/Israel/Prophecy

Is this the "true" spelling for Israel? Maybe we need to ask an Ashkenazy Jew with academic knowledge in such august terrain? Can anyone think of such a person? Prophecy within Second Temple Eschatological Judaism surely merits such a talent...perhaps a Canadian University type with time on their hands could help illuminate us all on this mundane yet pertinent point. No need for critical theory just a simply decision or do we have to seek out experts abroad in Jerusalem?Ernstblumberg 09:01, 31 August 2009 (UTC)

title: Talk:Bible/Israel/Prophecy


text:
User:Jack J Jones

I have used Wikiversity regularly for years and I thought I should help where I can with correcting any minor mistakes or misinformation I see. My interests are in Philosophy, Scienece Music, Poetry and Literature.

Wikipedia

Wikibooks

title: User:Jack J Jones


text:
User:JaylanHaley

About Me
A recent graduate of Norwich University's Master of Arts in Diplomacy specializing in International Conflict Management, I am currently employed by the U.S. Air Force conducting various types of research. Soon I plan on pursuing a PhD in International Relations and I hope to contribute to the peace of our planet and the exploration of new worlds for the long-term survival of our species.

Current Projects

 * Social Sciences Portal
 * School of Political Science
 * Haley Center for Post-Conflict Management and Resolution Studies
 * WS3 2009
 * Introduction to Political Science

Past Projects
Wikinews

September 3, 2009 - U.S. General McChrystal submits plan on Afghanistan to President Obama

September 12, 2009 - New York Times reporter rescued in Afghanistan

Professional Experience
November 2008 - Current: U.S. Air Force

Academic Credentials
August 2009: Distinguished Graduate, Master of Arts, Diplomacy,  International Conflict Management, Norwich University, Vermont

May 2006: Bachlor of Science, Political Science:  International Relations, French Minor, United States Air Force Academy, Colorado Springs, Colorado

Friends
JtNeill

title: User:JaylanHaley


text:
Wikiversity:Candidates for Custodianship/JaylanHaley

About Me
A recent graduate of Norwich University's Master of Arts in Diplomacy specializing in International Conflict Management, I am currently employed by the U.S. Government conducting various types of research. Soon I plan on pursuing a PhD in International Relations and I hope to contribute to the peace of our planet and the exploration of new worlds for the long-term survival of our species.

Current Projects

 * School:Political Science
 * Haley Center for Post-Conflict Management Studies

Past Projects
None Yet!

Professional Experience
November 2008 - Current: U.S. Government Employee

Academic Credentials
August 2009: Distinguished Graduate, Master of Arts, Diplomacy:  International Conflict Management, Norwich University, Vermont

May 2006: Bachlor of Science, Political Science:  International Relations, French Minor, United States Air Force Academy, Colorado Springs, Colorado

Statement
am a recent graduate of Norwich University with a Master of Arts in Diplomacy specializing in International Conflict Management. I have been searching for ways to involve myself in the academic community so that I can advance the study of social sciences and more specifically, Political Science. I think Wikiversity is an excellent outlet for me to engage as I can share my knowledge of the world with those that wish to learn and possibly jump start a project that seems to have fallen by the wayside. The activity in the Social Sciences Department has been particularly paltry and I would like to spearhead an effort to revitalize the entire department as well as specifically contributing to the School of Political Science. While I do think that hierarchical organizations are not in good keeping with the Wiki Way as far as information is concerned, I do think that we need to create the structures for organizational purposes. Thus by providing me with a Custodial Candidacy status I am endeavoring to build a real university structure for the Department of Social Sciences and the School of Political Science that is based on collective reasoning and consensus. I hope that my contributions will place Wikiversity back on the map as a place to come to learn even if you don't get a degree. This is a phenomenal concept and I would like to see it succeed.

Comments
This all sounds goodm, JayIanHaley - go for it! Can I suggest you get a few hundred or more edits under your belt, build some resources, and get involved in some regular maintenance tasks first, then consider nominating for custodianship? It would be good to see political science resources developed. Hope this helps. -- Jtneill - Talk - c 13:49, 31 August 2009 (UTC)

Hi JayIanHaley. Good initiative! I'm a community advocate myself here at 'versity and at Wikipedia. Looking forward to seeing your contributions. 15:54, 31 August 2009 (UTC)

Ok, I'll remove my custsodianship application today and begin the changes, then I'll re-apply in a few weeks. --JaylanHaley 18:00, 31 August 2009 (UTC)


text:
User talk:JaylanHaley

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 12:43, 31 August 2009 (UTC)

Welcome!
Welcome to Wikiversity! I'm keen to learn more about the topics that you are interested in and look forward to seeing you develop learning materials here. I made some changes to the section headers in your request at Candidates_for_Custodianship to fix the table of contents. Please check to make sure that this is how you wanted the information presented and let me know if you need any help in formatting the wiki markup. I'm not sure if you intended to transclude your user home page in the request, but left the info in there. --mikeu talk 13:10, 31 August 2009 (UTC)

I agree, I'll remove my candidacy today and re-apply in a few weeks.

Hi
Good to see you getting stuck into things - welcome aboard - let me know if I can do anything. -- Jtneill - Talk - c 02:05, 2 September 2009 (UTC)

Yeah, I'm just trying to get things kick-started again. I think it's a great idea, I just think it needs just a little direction. I will probably look you up in the coming days to help out with some general admin stuff like putting up a quote of the day or a fact of the day or something like that. We can probably work together on some of the other big projects too like the Featured Article or Featured Research programs; more to follow. Thanks for the offer. --JaylanHaley 02:26, 2 September 2009 (UTC)

Portal:Social Sciences
Hi. You seem to have broken this portal. Is it something you did intentionally, or should I undo your changes? The Jade Knight (d'viser) 04:56, 2 September 2009 (UTC)

No it's not broken, it's being renewed. Myself and another Wikipedian is working to get the Portal up-to-date. Some things are being reshuffled right now but all the links and everything should be operating again shortly, it's just going to take a little time. Some things will be completely new. --JaylanHaley 06:00, 2 September 2009 (UTC)
 * Okay. Thanks for the heads up.  And BTW, in the future, reply on my talk page.  (I try to remember to check back on the talk pages of new users, but the most sure way to make sure your voice is heard is to post on the other person's talk page.)  The Jade Knight (d'viser) 06:29, 2 September 2009 (UTC)
 * No problem. Let me know if I can do anything else for you.  The Jade Knight (d'viser) 06:39, 2 September 2009 (UTC)

Department of Political Science
JaylanHaley, my name is Jimwitz and I may be interested in teaching a class in your department. I am best suited to teach American Civics, but am also good for World Politics. I am new to Wikiversity, and may need some help to get started. Jimwitz 02:10, 15 December 2009 (UTC)

Jimwitz, first I think it's awesome that you want to participate in Wikiversity because I, like you, feel that it's a worthwhile venture. Second, it's not really my department. Although I've been trying to build it up, albeit very slowly, it belongs to the world; I am just trying to do my little part. I am here for whatever you need, just let me know. I am sticking with the basic PS classes so that I can ensure that I maintain a solid foundation and then I'm going to branch into my specialities. But let me know how I can assist you.JaylanHaley 05:04, 15 December 2009 (UTC)

title: User talk:JaylanHaley


text:
User talk:Jack J Jones

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:18, 31 August 2009 (UTC)

title: User talk:Jack J Jones


text:
Project Mobilization of Disadvantaged Students/Brainstorming

Brain Storming Page
A Project of the Wikiversity Incubator

This project was started on the German Wikiversity project, and I don't speak/read German so I can't translate the German language brainstorming for you. Anyone else want to take that role on?Graeme E. Smith 14:09, 31 August 2009 (UTC)


text:
Category:Wikiversity Basic Information

Wikiversity Basic Information is still fairly new. If you find something useful for new users, please add it to this Category with Thanks in Advance!

title: Category:Wikiversity Basic Information


text:
Category:Wikiversity Directories

This will be a newly re-organized directory.

title: Category:Wikiversity Directories


text:
User:Amilolo~enwikiversity

Hi, I am Amilolo from Tibet You can reach me by emailing at:pamilolo@gmail.com

title: User:Amilolo~enwikiversity


text:
Category:Active learning

Main resource: Active learning

title: Category:Active learning


text:
Earth Stewardship/M-ICE

THE EARTH STEWARDSHIP ALLIANCE AND THE MODEL INTERNATIONAL COURT FOR THE ENVIRONMENT

1) We promote online social networking based on its usefulness for promoting the Earth Stewardship Alliance International ESAI and the International Environmental Coalition.

The Earth Stewardship Alliance details can be found on their Web Site

ESAI Mission Statement is defined as :

To promote environmental stewardship through developing communities of practice and promoting accountability.

Goal :

To promote environmental stewardship and biophilia To raise the awareness of how we live alongside the primary elements that make up life) NATURE

1. To promote environmental responsibility and accountability../EMP/

2. To improve environmental safety alongside personal safety at the street level

3. Collaborating with partners to empower communities of practice and communities of enquiry

4. Communicating ways to improve our relationship with our environment (Biophillia)

CODE OF CONDUCT :

1. Discipline yourself and others to align your lives in a harmonious way with your environment.

2. Act in accordance with your local laws.

3. Challenge that which does not work. (In an ethical and moral way).

4. Be the future you want to see.

5. Be responsive and flexible, not antagonistic or argumentative. (NVC Non violent communication)

6. Learn to stay open minded and involve others from all walks of life.

7. Follow the principles of truth.

Principles of truth

1. The Principle of Mentalism.

2. The Principle of Correspondence.

3. The Principle of Vibration.

4. The Principle of Polarity.

5. The Principle of Rhythm.

6. The Principle of Cause and Effect.

7. The Principle of Gender.

1. SHARE YOUR KNOWLEDGE :

It is in the art of living that one can make positive contributions to society.

It is neither an intellectual nor a philosophical entertainment, it is for for real actions driven by real events.

"For vulnerability and innocence are the sharpest of swords Clearing the pathway to wisdom and peace It is through lack of knowledge that we learn And when you stand tall and open With soft underbelly exposed Shouting to the world "Kill me or teach me!" Then you are truly a Warrior of the Heart".

(Loman, 2004)

Code of practice :

* Eco Ambassadors must be aware at all times of the use of unacceptable language and comments i.e. discriminatory behaviour.

* Eco Ambassadors must be familiar with environmental response procedures and the use of surveys and reports.

* Eco Ambassadors will be responsible for the actions of their group members.

* Eco Ambassadors should not record personal details of members who are submitting reports.

* Eco Ambassadors should not give out personal details such as phone number or email addresses unless given clearance.

* We require reliability when informing group officers about environmental concerns, these should be unbiased accounts.

* Student Eco Ambassadors will be expected to have a pro-active attitude and show willingness in undertaking tasks.

* All Student Eco Ambassadors must partake in online training.

* All members must work transparency whilst promoting good ethics and morals.

* Information shared is for free environmental support and not as advice to be acted upon.

* All Ambassadors will be required to keep a log of their duties.

We also have a bridge that allows communication with World leader through a programme called Globcal represents Global|Local Cooperation, the concept is that of an inter-networked international organisation works with websites and organisations that have been selected based on identified qualities of their networks to establish a worldwide cooperative and social ethic that leads to the promotion of indisputable good values that all cultures have in common as we enter a time of global change and revolution.

The theme for the World Environment Day, WED 2009 is 'Your Planet Needs You - UNite to Combat Climate Change'. It reflects the urgency for nations to agree on a new deal at the crucial climate convention meeting in Copenhagen some 180 days later in the year, and the links with overcoming poverty and improved management of forests.

WED 2009’s host is Mexico which reflects the growing role of the Latin American country in the fight against climate change, including its growing participation in the carbon markets.

Mexico is also a leading partner in UNEP's Billion Tree Campaign. The country, with the support of its President and people, has spearheaded the pledging and planting of some 25 per cent of the trees under the campaign. Accounting for around 1.5 per cent of global greenhouse gas emissions, the country is demonstrating its commitment to climate change on several fronts.

2) We promote the Campaign for an International Court for the Environment that recognises the importance of the United Nations International Observances.

The Coalition for the International Court for the Environment, seek the promotion, development and enforcement of international environmental law through the creation of a globally-recognised international environment court. We are representatives of the environmental, legal, business, academic, governmental and non-governmental communities brought together by a deep concern for the current and future state of the Earth. We affirm the concerns of the Intergovernmental Panel on Climate Change and the world’s leading independent scientists, who have concluded that climate change has the demonstrated potential to dramatically impact communities across the global commons. We are in agreement that binding international environmental regulation, in particular - but not exclusively on - greenhouse gas emissions is required to reduce the likely global catastrophe of climate change. We are conscious of the pressing need for swift action to increase the efficacy of global environmental law and to develop the manner in which the public international legal order addresses the surmountable question of sovereignty in global juridical matters. We acknowledge that climate change is a global issue, with common causes and effects, that are not restricted to political territorial boundaries, and that global governmental cooperation is needed to solve these shared threats. We seek, a collaborative working relationship with the United Nations and all of its Agencies to enforce all UN environmental treaties leading to the establishment of the ICE (the International Court for the Environment) as the UN environmental court. We resolve that the ICE will facilitate the enforcement of this binding international regulation, and provide a facility for the reduction of future climate change impacts. We are committed to working together with governmental and non-governmental representatives to generate the political and economic support for this important and attainable project, in regional, national and international communities. As members of the Coalition for the International Court for the Environment we are proposing increased global environmental governance and international legal enforcement addressing what is arguably the most serious global issue in human history.

UN Observances

2005-2014 -- United Nations Decade of Education for Sustainable Development 5th June, World Environment Day

World Environment Day (WED) was established by the United Nations General Assembly in 1972.[1] WED is hosted every year by a different city and commemorated with an international exposition through the week of June 5. The United Nations Environment Programme (UNEP), also created in 1972, uses WED to stimulate awareness of the environment and enhance political attention and public action.

"Stockholm was without doubt the landmark event in the growth of international environmentalism," writes John McCormick in the book Reclaiming Paradise. "It was the first occasion on which the political, social and economic problems of the global environment were discussed at an intergovernmental forum with a view to actually taking corrective action."

3) We serve our public by receiving and disseminating valuable information about the state of our natural environments and help promote best practice through our online support teams.

There are a variety of mechanisms used to communicate this includes an ESAI forum a pagan website called sacred grove, as well as information passed to officers and administrators using the facebook groups. A web site has been developed for the promotion of ESAI [www.esa-international.eu] and various surveys have been developed for the collection and collation of base line environmental reports. Local State of the environment (LSOE) reports attempt to answer five key questions:

1. What is happening in the environment (i.e., how are environmental conditions and trends changing)? 2. Why is it happening (i.e., how are human activities and other stresses linked to the issue in question)? 3. Why is it significant (i.e., what are its ecological and socioeconomic effects)? 4. What is being done about it (i.e., how is society responding to the issues)? 5. Is this sustainable (i.e., are human actions threatening environmental capital and causing deterioration of ecosystem health)?

The two main purposes of SOE reports are to foster the use of science in policy- and decision-making and to report to M-ICE[icemiceproject@gmail.com] on the condition of local environments. Each Local-SOE report provides an easily understood overview of an important environmental issue for the non-scientist, examines the key trends of the issue, discusses links with other issues, and describes the efforts of government, industry, and others to address the issue and make progress towards environmental sustainability.

LSOE reports are prepared in many countries and regions throughout the world. International SOE reports have been published by several federal departments/agencies as well as by a good number of provinces/territories and municipalities. and this offers guidelines for the approach to preparing SOE Reports.

Preparing LSOE Reports

The approach to preparing LSOE reports is to build on existing knowledge of environmental issues. It stresses partnerships, takes advantage of ongoing monitoring and research, and uses advanced technology for communicating information to Canadians. It promotes the incorporation of SOE report criteria into the design of policy-driven, science-based assessments. This is to be supported by a nationwide ecological monitoring network and linked to regularly reported indicators. This approach will ensure that Canadians continue to have access to information on the state of their environment and that the needs of decision-makers are met. What are the minimum criteria for SOE reports? Content criteria

LSOE reports should:

* state and define a broad public policy question (a public concern); * provide an overview of the most current scientific understanding of the issue in question; * examine the key trends within the issue and, where applicable, cross-links with other issues, and the significance of those trends; * describe the efforts of governments, industry, and others in addressing the issue of concern; * include the scientific responses to the policy question, as part of its analysis and in its executive summary or highlights section; * include the indicators that track key trends in the issue being addressed, making use of relevant existing national environmental indicators; and * include an analysis of environment-related changes since the last assessment, if applicable.

Presentation criteria

Each LSOE report should:

* be written in a manner that non-specialists can understand; * include a concise executive summary or highlights section; * make reference to appropriate monitoring programs that are the source of ecological data (e.g. Surveys) * document the contributors to, and reviewers of, the report.

4) We work within our ESA networks to communicate environmental issues, and collect survey data for the development of detailed case studies followed by mechanisms for creative problem solving and corrective actions.

The first survey generates a local signposting report this is then followed by a more detailed survey where participants are invited to investigate the specifics of their situation, looking at contextual issues and supporting evidence. After a full picture has been given by a member, the group officer liases with a member of the Bureux of ecological and environmental support and they are invited to hold further discussions using PALTALK free online conferencing, here a private meeting is set up and further investigations will be conducted using another survey. Secondary analysis then completes the process by converting the environmental threats listed earlier into quantifiable risk data.

Analysis also looks at consequential factors and gives consideration to the position papers (shown below) were information is built around Policy type questions.

A separate Wikiversity site is soon to be developed, this is where officers and support staff will be trained how to engage with all of the systems presented earlier. This includes facilitating the use of the Surveys when required, support for creative problem solving and facilitated solutions workshops using academics and other interested parties.

And finally the output of this would be for the initial development of detailed creative case studies that are filled in using collaborative efforts. The case studies will be used for the development of academic papers and Local State of the Environment reports used to inform online debates using the PALTALK system and then turned into a position paper for members of the Model International Court for the Environment. They will scrutinise the papers submitted and generate a position paper for the International ENvironmental Coalition who are driving the campaign for the International Court for the Environment.

5) We interact with the public online and throughout the World, and through our hand picked Ambassadors, officers and administrators we will operate a Model-ICE for the development of position papers for the United Nations.

Position papers for the M-ICE.

What are position papers?

A position paper presents an arguable opinion about an issue. The goal of a position paper is to convince the audience that your opinion is valid and worth listening to. Ideas that you are considering need to be carefully examined in choosing a topic, developing your argument, and organizing your paper. It is very important to ensure that you are addressing all sides of the issue and presenting it in a manner that is easy for your audience to understand. Your job is to take one side of the argument and persuade your audience that you have well-founded knowledge of the topic being presented. It is important to support your argument with evidence to ensure the validity of your claims, as well as to address the counterclaims to show that you are well informed about both sides.

Position papers define the following.

What are current problems and their practical considerations. What has caused these problems to exist? What has or should the United Nations do in attempting to resolve those problems? What is the position of your country on those problems? What is the possible position of your group members on those problems? How should the United Nations resolve those problems?

How do I write one?

Issue Criteria

To take a side on a subject, you should first establish the arguability of a topic that interests you. Ask yourself the following questions to ensure that you will be able to present a strong argument:

* Is it a real issue, with genuine controversy and uncertainty? * Can you distinctly identify two positions? * Are you personally interested in advocating one of these positions? * Is the issue narrow enough to be manageable? * Analyzing an Issue and Developing an Argument

Once your topic is selected, you should do some research on the subject matter. While you may already have an opinion on your topic and an idea about which side of the argument you want to take, you need to ensure that your position is well supported. Listing out the pro and con sides of the topic will help you examine your ability to support your counterclaims, along with a list of supporting evidence for both sides. Supporting evidence includes the following:

Factual Knowledge - Information that is verifiable and agreed upon by almost everyone.

Statistical Inferences - Interpretation and examples of an accumulation of facts.

Informed Opinion - Opinion developed through research and/or expertise of the claim.

Personal Testimony - Personal experience related by a knowledgeable party.

Once you have made your pro and con lists, compare the information side by side. Considering your audience, as well as your own viewpoint, choose the position you will take.

In considering the audience, ask yourself the following questions:

* Who is your audience? * What do they believe? * Where do they stand on the issue? * How are their interests involved? * What evidence is likely to be effective with them? * In determining your viewpoint, ask yourself the following: * Is your topic interesting? * Can you manage the material within the specifications set by the instructor? * Does your topic assert something specific and propose a plan of action? * Do you have enough material to support your opinion?

Organisation

Your introduction should lead up to a thesis that organizes the rest of your paper. There are three advantages to leading with the thesis:

1. The audience knows where you stand. 2. The thesis is located in the two strongest places, first and last. 3. It is the most common form of academic argument used.

Important Information

DIRECTIONS FOR BIG 5 NATIONS AND GENERAL ASSEMBLY

Directions: Each representative is required to pick two separate topics and write a position paper for each topic (2 papers total). Each position paper must respond to the following questions:

* What are current problems related to this topic in the world? Please identify at least two. * What has caused these problems to exist in the world? Please identify at least two causes for each problem. * What has the United Nations done in attempting to resolve those problems? * What is the position of your country on those problems? * What is the possible position of other countries in your committee on those problems? Consider at least two other countries. * How should the United Nations resolve those problems? Make sure that your solution(s) is/are consistent with your country’s position.

Sample position papers can be found here..

6) We will attend events that are matters for the International Court for the Environment and we will keep Globcal and ESA members informed about any developments.

This includes liasing with the International Academy of Environmental Sciences, the Society of Environmental Engineers who will work with ESAI members for obtaining professional accreditation. The institute of environmental management and assessment for help building industry links, and the University of Portsmouth as ESAI students have the opportunity to enrol on a post graduate environmental management PGC.

Research is also being conducted with the aim of communicating the system to the Health Protection Agency.

The Health Protection Agency within the UK is an organisation designed by the government and through a National Platform their remit includes the protection of people, preventing harm and preparing for threats. Defined as a parliamentary act and implemented as a policy for dealing with emergency response, they operate a threat reduction advisory committee where output from their own research helps define the UK’s civil contingency action plan. By focusing on ecological incidents ‘this research’ aims to highlight how environmental risks can be converted from local issues into criteria suitable for making informed decisions that would support these action plans from an environmental stance. Bearing on the need for crucial baseline data the proposal offered by this research offers improved incident reporting by pro-actively raising awareness to potential threats to the environment. Overall importance is given to local knowledge so that data could aid environmental investigations; develop improved risk control whilst bringing social benefits in the form of making better use of public opinion. Long term report summaries could also be used to justify trends that support cases taken to the International court for the environment.

Order of events
1. Log on to Facebook and join an ESA group.

2. Log onto ESAI Web page and read Wikiversity guidance for using the Surveys.

3. Complete Surveys.

4. Develop a Case file consisting of LSOE Report and position paper.

5. Take report to M-ICE and record the output on the bottom of the case file.

6. Take the full report for academic debate and facilitate creative problem solving.

7. Develop an Environmental Management Plan.

8. Upload file into Arc-HIVE.

9. Review and lessons learnt.

10. Communicate data with relevant bodies.

11. Develop strategic systems for Advocacy, Consultancy and Policy review.

12. When working with organisations consider the use of ISO 123

13. Report all successful cases. (Noir Et Blanc Magazine)"Making Nature Fashionable"

REFERENCES

title: Earth Stewardship/M-ICE


text:
Earth Stewardship/Bio

1) Who are you?

Jonathan Wooldridge

I am a Senior lecturer at a UK University and have 16 years industry experience working in global operations for the oil and gas industry. During my working career offshore I gained an interest in environmental decision making and as such I have developed a passion for environmental management and eco-psychology. As a visionary I am heading a campaign for an International Environmental Court and have developed an integrated system that is inclusive of everyone on every level. As a coalition this fits the global cooperative framework very nicely and should also align with future MUN programs.

Lois Loyd

Put your info in here...........

Deborah Heaton King

Put your info in here..........

2) Where can we find you on the web?

Jonathan Wooldridge

At www.esa-international.eu and for my professional blog please visit : http://www.port.ac.uk/departments/academic/edam/staff/title,57007,en.html(Work blog) I can be found on facebook, Internations, XING and will soon have an online area for RSS news feeds, twitters and threaded discussions. To aid learning there will also be an information portal that forms a free virtual learning environment that operates in a similar way to an online environmental Citizens Advice Bureau. Group documents are presently stored on office live and my intention is to develop an open transparent filing system that can be viewed by any interested parties.

Lois Loyd

Put your info in here...........

Deborah Heaton King

Put your info in here..........

3) Why did you join a Social Network?

Jonathan Wooldridge

Initially I began networking so that I could trace many of my friends who are dotted all over the World. Working in global operations allows you the opportunity to travel and rub shoulders with all walks of life. Now facebook and previous to this friends re-united has allowed for friendships to be re-formed. Sites such as Internations and XING take the concept to a new level and they allow for specialist decision making teams who can collaborate and work creatively for developing solutions to our present global problems. Behind the technocratic systems I am interested in e-emergence and human emergence as I feel we all need to act more responsibly, and become more accountable and more transparent if we are to align with nature and live in a more sustainable way.

Lois Loyd

Put your info in here...........

Deborah Heaton King

Put your info in here..........

4) What benefits you gained from Social Networks already?

Jonathan Wooldridge

The cross pollination of ideas and the sharing of knowledge has proven to be amongst the top benefits. This has also allowed for quick replication of information across all nations and sub cultures, allowing for the formation of communities of enquiry that become communities of practice. Shared values form shared beliefs that all lead to a new emerging culture and if finely tuned and developed in an autonomous way will see the evolution and development of positive mind sets right throughout the World.

Lois Loyd

Put your info in here...........

Deborah Heaton King

Put your info in here..........

5) How do you create new friends/contacts?

Jonathan Wooldridge

Patience and lack of judgment allows you to see the qualities in every type of person regardless of their beliefs, opinions or race. Everyone after all is a reflection of ourselves and we all form the collective brain that exerts itself on the natural environment. The time now is to realize how our built environment is a manifestation of our collective thoughts and as such making friends and contacts will require the selection of many types of person from a whole spectrum of backgrounds so that we can embed more natural and happier ways of being amongst our global population.

Lois Loyd

Put your info in here...........

Deborah Heaton King

Put your info in here..........

6) How should Social Networking develop in the future?

Jonathan Wooldridge

Societal norms should work towards natural elements and networks should be developed with elemental characteristics in mind. For example data is like water, it flows as a valuable resource but can get blocked if poorly managed or restricted and polluted if it becomes contaminated. WATER - Where Attention goes, The EneRgy flows…. ICE is the International Environmental Court, that if we set up using too much legislation then everything would freeze over and nothing would get done. FIRE is the heat from industry – Industry Relevant Forced Evolution – FIRE melts the ICE and creates FLOW – WATER, and so balance is maintained in a similar way to the way that a graphic equalizer is set by the moderators and the modulators (The Paradigm shifters) of whom we all take a role. METAL is the conductor and reflectors allowing information to be replicated. METAL is the Morphological Emergence That Effects All Life, like looking in a mirror and observing the change / observing the truth. There are other elements that align the way energy is transferred and transformed around our social networks, but this complexity I choose to leave in favor of finishing with the most important element of all. EARTH : you seen inside the whole word the name ART, surround by an E and a H. The Art of Human Emergence….

Lois Loyd

Put your info in here...........

Deborah Heaton King

Put your info in here..........

title: Earth Stewardship/Bio


text:
Human rights and social justice

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Welcome to the course "Human Rights and Social Justice" online at wikiversity
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Human Rights and Social Justice

 * Welcome to the course page on wikiversity. Currently, the course is designed to complement the classroom course being offered by Dr. Sonika Gupta. The online course is NOT a repository of additional reference text for the material that no one will read anyways. It is meant to be a participation based course where the reading assignments given in the classroom can be studied in a collaborative fashion. As the course progresses, we may find more uses of the online course.
 * You can start by going on to the reading assignments pages that are already there. Remember, this is a wiki. Which means, you can read what others have posted or contribute to the course yourself. What can you contribute to this course? We can discuss that in the classroom.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Developing more on this idea.
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Possibilities with the online course
To discuss more about the course or to ask for help on editing here at wikiversity, please add your message on the site discussion page. I understand this page may not be very self explanatory. In case of any confusion or doubt, please open up and ASK on the discussion page. Here is the link again to the site discussion page.

 * style="padding:0em 0.5em 0em 0.5em;" |

Section heading right
 * style="width:40%; vertical-align:top; border:1px solid LightBlue; background-color:AliceBlue;" |

 * Reading Assignments
 * Thomas Hobbes
 * John Locke
 * Jean Jacques Rousseau
 * Global politics
 * Development of International Human Rights and Humanitarian Law
 * }

title: Human rights and social justice


text:
Earth Stewardship/LSOE

DO NOT EDIT THIS, PLEASE COPY IT AND THEN MAKE CHANGES TO YOUR OWN DOCUMENT.

Generate a Summary to go with each environmental case study, this is used to generate a summary for a local state of the environment report.

Answering the following questions to generate your LSOE report.

1. What is happening in the environment (i.e., how are environmental conditions and trends changing)?

2. Why is it happening (i.e., how are human activities and other stresses linked to the issue in question)?

3. Why is it significant (i.e., what are its ecological and socioeconomic effects)?

4. What is being done about it (i.e., how is society responding to the issues)?

5. Is this sustainable (i.e., are human actions threatening environmental capital and causing deterioration of ecosystem health)? Each LSOE report should:

be written in a manner that non-specialists can understand; include a concise executive summary or highlights section; make reference to appropriate monitoring programs that are the source of ecological data (e.g. Surveys)and provide information for answering policy questions; and document the contributors to, and reviewers of, the report.

M-ICE debate routine after reciving the LSOE reports.

Academic debate using paltalk.

* What are current problems related to this topic in the world? Please identify at least two. * What has caused these problems to exist in the world? Please identify at least two causes for each problem. * What has the United Nations done in attempting to resolve those problems? * What is the position of the named Country on those problems? * What is the possible position of other countries in your committee on those problems? Consider at least two other countries. * How should the M-ICE make a proposition to the United Nations resolve those problems? Making sure that your solution(s) is/are consistent with your country’s position

Generate a position paper.

Writing a position paper after reciving data for transcribing of a Local State of the Environment Report.
State and define your public policy question (a public concern)

* Is it a real issue, with genuine controversy and uncertainty? * Can you distinctly identify two positions? * Are you personally interested in advocating one of these positions? * Is the issue narrow enough to be manageable? * Analysing an Issue and Developing an Argument

Provide an overview of the most current scientific understanding of the issue in question;

* Who is your audience? * What do they believe? * Where do they stand on the issue? * How are their interests involved? * What evidence is likely to be effective with them? * In determining your viewpoint, ask yourself the following: * Is your topic interesting? * Can you manage the material within the specifications set by the instructor? * Does your topic assert something specific and propose a plan of action? * Do you have enough material to support your opinion?

Examine the key trends within the issue and, where applicable, cross-links with other issues, and the significance of those trends;

Relate to the LSOE above and use any Survey data provided by an ESAI officer.

Describe the efforts of governments, industry, and others in addressing the issue of concern;

Include the scientific responses to the policy question, as part of its analysis and in its executive summary or highlights section;

Post the summarised data sheet. (Survey 3 and 4)

Include any indicators that track key trends in the issue being addressed, making use of relevant existing national environmental indicators; and

Include an analysis of environment-related changes since the last assessment, if applicable.

title: Earth Stewardship/LSOE


text:
Praise and Punishment at Wikiversity

''Note: This project is intended to evolve over time, and Community involvement is requested. You can help by developing this page in its current context, and by fleshing it out. As the project progresses, I may step in to "change direction" and further the exploratory process here. —The Jade Knight (d'viser)''

Over the course of its (relatively brief) history, Wikiversity has seen a certain degree of conflict. One of the problems which occurs over and over again is how to deal with conflict and incivility at Wikiversity. As participants, we frequently see the behavior of other participants as helpful or unhelpful; as "bad" or "good".

This project is intended to explore what we do, and should do, about "good" and "bad" contributions to Wikiversity.

Tools
Over the course of its history, Wikiversity participants have used a wide variety of tools in defense of their positions. Are all of these tools appropriate? Are some?

Praise at Wikiversity
What are some of the tools we can use to show we appreciate specific efforts of other participants?
 * Thank & compliment others
 * Pitching in and helping
 * Giving recognition in the form of barnstars, etc.
 * Recognizing their long-term contributions with a title like "Catalyst" or "Custodian"

Punishment at Wikiversity
What are some of the tools which can be used to show we disagree with specific efforts of other participants?
 * Talk (and argue) about it
 * Revert changes we disagree with
 * Call those we disagree with names
 * Use sockpuppets, either to harass other users, or to pretend like we have more support than we actually do
 * Use straw men and other logical fallacies to try to make opposing viewpoints seem inferior
 * Create learning projects which make other viewpoints seem bad
 * Modify templates or policies to fit our own viewpoints better
 * Request censorship of the opposing material or person (or censor them ourselves)
 * Block individuals we disagree with from editing on the project

''Note: These lists are intended to be as comprehensive for now. Please help brainstorm, and don't worry about "appropriateness" for the moment. When these lists have filled out a bit, the project will shift direction slightly.''

title: Praise and Punishment at Wikiversity


text:
Earth Stewardship/BANG

Generate a Summary to go with each environmental case study, this is used to generate a summary for a local state of the environment report.

Answering the following questions and generate your LSOE report.

1. What is happening in the environment (i.e., how are environmental conditions and trends changing)?

2. Why is it happening (i.e., how are human activities and other stresses linked to the issue in question)?

3. Why is it significant (i.e., what are its ecological and socioeconomic effects)?

4. What is being done about it (i.e., how is society responding to the issues)?

5. Is this sustainable (i.e., are human actions threatening environmental capital and causing deterioration of ecosystem health)?

* What are current problems related to in the world? Please identify at least two. * What has caused these problems to exist in your part of the the world? Please identify at least two causes for each problem. * What has the United Nations done in attempting to resolve those problems? * What is the position of your Country on those problems? * What is the possible position of other countries in your committee on those problems? Consider at least two other countries. * How should we the ESAI make a proposition to the United Nations to resolve those problems? Making sure that your solution(s) is/are consistent with your country’s position

State and define your public policy question (a public concern)

* Is it a real issue, with genuine controversy and uncertainty? * Can you distinctly identify two positions? * Are you personally interested in advocating one of these positions? * Is the issue narrow enough to be manageable? * Analysing an Issue and Developing an Argument

Provide an overview of the most current scientific understanding of the issue in question;

* Who is your audience? * What do they believe? * Where do they stand on the issue? * How are their interests involved? * What evidence is likely to be effective with them? * In determining your viewpoint, ask yourself the following: * Is your topic interesting? * Can you manage the material within the specifications set by the instructor? * Does your topic assert something specific and propose a plan of action? * Do you have enough material to support your opinion?

Each LSOE report should:

be written in a manner that non-specialists can understand; include a concise executive summary or highlights section; make reference to appropriate monitoring programs that are potential sources of ecological data.

title: Earth Stewardship/BANG


text:
Earth Stewardship/POOL

Generate a Summary to go with each environmental case study, this is used to generate a summary for a local state of the environment report.

Answering the following questions and generate your LSOE report.

1. What is happening in the environment (i.e., how are environmental conditions and trends changing)?

2. Why is it happening (i.e., how are human activities and other stresses linked to the issue in question)?

3. Why is it significant (i.e., what are its ecological and socioeconomic effects)?

4. What is being done about it (i.e., how is society responding to the issues)?

5. Is this sustainable (i.e., are human actions threatening environmental capital and causing deterioration of ecosystem health)?

* What are current problems related to in the world? Please identify at least two. * What has caused these problems to exist in your part of the the world? Please identify at least two causes for each problem. * What has the United Nations done in attempting to resolve those problems? * What is the position of your Country on those problems? * What is the possible position of other countries in your committee on those problems? Consider at least two other countries. * How should we the ESAI make a proposition to the United Nations to resolve those problems? Making sure that your solution(s) is/are consistent with your country’s position

State and define your public policy question (a public concern)

* Is it a real issue, with genuine controversy and uncertainty? * Can you distinctly identify two positions? * Are you personally interested in advocating one of these positions? * Is the issue narrow enough to be manageable? * Analysing an Issue and Developing an Argument

Provide an overview of the most current scientific understanding of the issue in question;

* Who is your audience? * What do they believe? * Where do they stand on the issue? * How are their interests involved? * What evidence is likely to be effective with them? * In determining your viewpoint, ask yourself the following: * Is your topic interesting? * Can you manage the material within the specifications set by the instructor? * Does your topic assert something specific and propose a plan of action? * Do you have enough material to support your opinion?

Each LSOE report should:

be written in a manner that non-specialists can understand; include a concise executive summary or highlights section; make reference to appropriate monitoring programs that are potential sources of ecological data.

title: Earth Stewardship/POOL


text:
Earth Stewardship/UK

Generate a Summary to go with each environmental case study, this is used to generate a summary for a local state of the environment report.

Answering the following questions and generate your LSOE report.

1. What is happening in the environment (i.e., how are environmental conditions and trends changing)?

2. Why is it happening (i.e., how are human activities and other stresses linked to the issue in question)?

3. Why is it significant (i.e., what are its ecological and socioeconomic effects)?

4. What is being done about it (i.e., how is society responding to the issues)?

5. Is this sustainable (i.e., are human actions threatening environmental capital and causing deterioration of ecosystem health)?

* What are current problems related to in the world? Please identify at least two. * What has caused these problems to exist in your part of the the world? Please identify at least two causes for each problem. * What has the United Nations done in attempting to resolve those problems? * What is the position of your Country on those problems? * What is the possible position of other countries in your committee on those problems? Consider at least two other countries. * How should we the ESAI make a proposition to the United Nations to resolve those problems? Making sure that your solution(s) is/are consistent with your country’s position

State and define your public policy question (a public concern)

* Is it a real issue, with genuine controversy and uncertainty? * Can you distinctly identify two positions? * Are you personally interested in advocating one of these positions? * Is the issue narrow enough to be manageable? * Analysing an Issue and Developing an Argument

Provide an overview of the most current scientific understanding of the issue in question;

* Who is your audience? * What do they believe? * Where do they stand on the issue? * How are their interests involved? * What evidence is likely to be effective with them? * In determining your viewpoint, ask yourself the following: * Is your topic interesting? * Can you manage the material within the specifications set by the instructor? * Does your topic assert something specific and propose a plan of action? * Do you have enough material to support your opinion?

Each LSOE report should:

be written in a manner that non-specialists can understand; include a concise executive summary or highlights section; make reference to appropriate monitoring programs that are potential sources of ecological data.

title: Earth Stewardship/UK


title: Template:Abandoned-2