text:
Direct Democracy in the version Human Democracy-3000

Direct Democracy in the version Human Democracy-3000 means:

1. Direct Democracy + 2. Equality of chances at birth + 3. New UNO

1. International Direct Democracy means self-government of the people without politicians and without political power parties but with directly elected top experts and the most honourable personalities of the people instead in the most important government positions and in the people’s parliament (German Bundestag) through a perfectly designed but very simple system of plebiscites. Elections and decisions are made through small information and decision-making cell phones with Internet access for every citizen. The ministers are employed with normal employment contracts, and shall decide on minor issues only. Slightly more important decisions have to be subjected to the people’s parliament of the best experts. Very important issues shall be decided by all citizens with a TED procedure via their personal plebiscite mobile phones through which they had received in advance all necessary information and support for decision-making.

Most of the present basic national structures could be maintained. The future human and technical elite parliament of the people’s best takes over the role of the constructively cooperating total opposition and control of the ministers of the government who are employed by the citizens. An election committee of the leading judges and top representatives of all media (press, radio and TV) shall monitor the political transactions on behalf of the citizens. The change to direct democracy can be realized without problems in small steps, and will save a lot of costs.

2. Equality of chances at birth shall provide all newborns with equal starting conditions for their whole life, and also provide a more balanced distribution of assets among the citizens. First: by limiting the possibility to inherit big capital to approx. 2 million Euros, capital assets can no longer grow and grow across the generations without any limits to finally become a non-democratic power factor in the hands of a few multi-billionaires. Second: by redistributing the excess heritage capital of the extremely rich who died in one year to life-start accounts of all newborns of the same period to maintain a social balance, all children are provided with equal chances at the beginning of life. In the future, only children should be entitled to inherit. The heritage of those who die childless shall also flow into the compensation funds for newborns. Consider the CONSTITUTION:

1. The richer someone is the safer and faster he can increase his assets. 2. The people’s assets and the people’s earnings (income) on the other hand are limited figures. This means: If some own too much, others won’t have enough. If some earn too much, others will not earn enough. This is why there have to be limits to maximum earnings from work, just as there have to be minimum wages. Today, the working population actually receive only about one third of the people’s income although they are the ones who realize it with their work. Two thirds go to those who don’t do anything for it, who don’t work, who provide nothing but capital (in the form of rental homes, jobs and so on). The gap between the poor and the rich is continuously spreading wider and wider apart. Equal democratic freedom however requires equal financial assets. Even in the otherwise most perfect democracy, those who have nothing in their pockets would suffer the non-democratic fate of slaves.

3. Creation of United Nations of the Earth in a new design. The problems of mankind cannot be solved on national level alone. Therefore, we require a new UNO - the United Nations of the Earth as a powerful decision-maker. This union should consist of a loose federalist family of people, structured by ethnical and cultural aspects in rather small home countries of equal size, like for instance Switzerland or Holland. The small size makes sure they can be administered by two government levels only, one for central and the other for regional interests. This small size of the nations saves costs and increases the feeling of being at home, of having firm roots, and the happiness of the residents. Disputes between the nations shall be decided by the highest UNO war prevention court, and all nations have to submit to its decisions. Only one joint UNO police army will be required for internal and external security of all countries. International structural compensation provides quite equal conditions for life all over the world. In perfect mutual harmony, adjusted in all matters, the nations will operate their own economies, in particular with nationally limited and control work and capital market. Efforts should be taken to separate cultures and races to promote a manifold overall appearance of the home of humankind. On the other hand, more tourism and temporary exchange programs for tourists and experts should provide better international acquaintance and understanding. Only nationally limited capital markets can be controlled to avoid the new, unwholesome global power of mega corporations and speculation with billions. The introduction of direct democracy requires a new, global movement of all democratic citizens. The change to direct democracy as represented here is easy to realize step for step, and releases incredible sums of money all over the world from the dissolution of armies, from the excess heritage of the super rich, and from the giant savings of political administration costs. This will finance solutions for today’s great tasks of humankind: global ecology, the gap between the rich and the poor, and the increasing numbers of unemployed due to increasing automation (For more information see: “Direktdemokratie – die leistungsfähigere Volksregierung” (Direct democracy – the more powerful government of the people) ISBN 3-89950-124-1 or: www.ottonamenlos.de)


text:
User:Adeel~enwikiversity

Adeel

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

title: User:Adeel~enwikiversity


text:
User:Gandee

i am new to wiki & wikiversity decided to register as I did 2 minor edits to a wikiversity lesson page so far only learnt to insert text with a rem will need to practice more with sandbox

If I use the facility then, when I have spare time, I think it is right to also attempt to contribute if I consider I may be able to add value. how to make internal links link, merely double square brackets round page name. With short tutorial re types @ Making_links note ul for spaces; even more info @Help:Link Mixed up course @ Introduction_to_Computers for some basics:Introduction_to_Wikiversity see also Help:Editing it's essential reading
 * My Notes re
 * 1) *links /bookmarks/layout
 * layout *leading asterisk is a bullet leading hash logically enough numbers parra

title: User:Gandee


text:
Talk:Advanced Classical Mechanics/Many-Particle Systems

Is there confirmed experiment for action, reaction in case of magnetic field....


text:
User talk:Gandee

 Hello Gandee, 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! --Juan de Vojníkov 21:53, 13 March 2009 (UTC)

title: User talk:Gandee


text:
User:Fld300b

this is my user page.

title: User:Fld300b


text:
User talk:Akfeerasta

 Hello Akfeerasta, 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! --Juan de Vojníkov 21:54, 13 March 2009 (UTC)

Can I help you here Category:Courses.--Juan de Vojníkov 21:54, 13 March 2009 (UTC)

title: User talk:Akfeerasta


text:
User talk:Fld300b

 Hello Fld300b, 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
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 21:55, 13 March 2009 (UTC)

title: User talk:Fld300b


text:
User talk:Q Science~enwikiversity

 Hello Q Science, 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! --Juan de Vojníkov 21:56, 13 March 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:18, 19 April 2015 (UTC)

title: User talk:Q Science~enwikiversity


text:
User talk:Mary Anne~enwikiversity

 Hello Mary Anne, 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! --Juan de Vojníkov 21:56, 13 March 2009 (UTC)

I hope that you will have a great time with us.--Juan de Vojníkov 21:56, 13 March 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:Mary Anne~enwikiversity


text:
User talk:WikiU

 Hello WikiU, 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! --Juan de Vojníkov 22:02, 13 March 2009 (UTC)

title: User talk:WikiU


text:
User talk:Majikveggie

 Hello Majikveggie, 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! --Juan de Vojníkov 22:02, 13 March 2009 (UTC)

title: User talk:Majikveggie


text: Category:Etymology

title: Category:Etymology


text:
User talk:Bilbo~enwikiversity

Your editing experiment
Thank you for experimenting with Wikiversity. Your test was recorded, and it has been reverted or removed. Please use the sandbox for further testing. You may wish to learn more about what Wikiversity is to help you contribute. If you haven't done it yet, consider registering if you are keen on our project. --Juan de Vojníkov 22:44, 13 March 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Bilbo~enwikiversity


text:
User talk:Bigdirty~enwikiversity

Your editing experiment
Thank you for experimenting with Wikiversity. Your test was recorded, and it has been reverted or removed. Please use the sandbox for further testing. You may wish to learn more about what Wikiversity is to help you contribute. If you haven't done it yet, consider registering if you are keen on our project. --Juan de Vojníkov 22:57, 13 March 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Bigdirty~enwikiversity


text:
User:Shauryashaurya

Shauryashaurya

work as: Programmer/Designer/Architect/Gereral Purpose head-in-the-clouds work at: Mumbai, India

want to: make films, ...how close to $(want to): a few light years.

here for: learning and observing how wikiversity helps in learning.

title: User:Shauryashaurya


text:
User talk:Shauryashaurya

 Hello Shauryashaurya, 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! --Juan de Vojníkov 09:15, 14 March 2009 (UTC)

title: User talk:Shauryashaurya


text:
User talk:JackPotte

[ Add a message]

 Hello JackPotte, 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! --Juan de Vojníkov 09:17, 14 March 2009 (UTC)

JackBot
Hello! Thank you for the offer to run a bot to help maintain wikiversity. As described in the Bots page I would like to request that you run a test (just once and without the bot flag) to demonstrate the work that your bot will perform. Please note the edit rate guidelines and the use of the MaxLag parameter. Let me know after you run the test. --mikeu talk 01:34, 13 August 2010 (UTC)
 * ✅ JackPotte 04:59, 13 August 2010 (UTC)
 * I've flagged JackBot. --mikeu talk 05:21, 13 August 2010 (UTC)
 * Wonderful JackPotte 05:23, 13 August 2010 (UTC)

How to run a test and not be disturbed
Hi, I am running time limited test in here. Once the bot fixed the redirection. Than you came and place there a template to delete it like a test. So how I can run test here on wv?--Juan de Vojníkov 09:29, 15 August 2010 (UTC)
 * I would be glad to stay two working days left in piece with this experiment. As I am researching MediaWiki performence. Than I will delete these pages. --Juan de Vojníkov 09:33, 15 August 2010 (UTC)
 * Understood. JackPotte 18:00, 15 August 2010 (UTC)

Err. I am sorry to be so strict this morning, but I really wanted to perform a small experiment. I was furious, bacause there are 4 xredirects and 3 of them I founded as a part of this experiment. On the other side there are more than 7K files which should move to Commons. So I annoyed that there is so much interest in 3 xredirect than in the work which is much more imporant.--Juan de Vojníkov 20:30, 15 August 2010 (UTC)

uncat pages
OK, I'll look at them this week and put them somewhere. -- ArielGlenn 08:10, 13 September 2010 (UTC)

Cse/Obama Hall
Cse/Obama Hall is not a Computer Science topic. It's a (poorly designed?) portal / navigation area that was never implemented. Rather than catagorizing it as Computer Science, I think we should consider deleting it. We don't have buildings and halls here, and if we did, I don't think we would name them after current political figures. Thoughts? -- Dave Braunschweig (discuss • contribs) 19:22, 16 August 2014 (UTC)
 * I've gone through it without finding any interesting information, but this design seemed to me pedagogic, and this "building" reminds me the Enterprise architecture concept.
 * But I wouldn't be opposed to its removal because of its lack of content. JackPotte (discuss • contribs) 19:31, 16 August 2014 (UTC)
 * There is pedagogy in the design, but also advertising, as the content was generated by software written by the author. On various occasions he appeared to be advertising that software.  In any case, I appreciate your categorizing content.  But perhaps we can put a different category on this content until it's deleted. -- Dave Braunschweig (discuss • contribs) 19:43, 16 August 2014 (UTC)
 * So by virtue of External links I would support you for this deletion or category modification for this kind of portal. JackPotte (discuss • contribs) 19:48, 16 August 2014 (UTC)

Speedy Deletions
See Deletions for accepted speedy deletion criteria. For resources that do not meet the speedy deletion criteria, consider substituting instead. While the proposed deletion does take 90 days, it eliminates the need for RfD discussions by providing sufficient notice to anyone interested in preserving the resource. Thanks! -- Dave Braunschweig (discuss • contribs) 12:29, 17 August 2014 (UTC)
 * Thank you for your time. JackPotte (discuss • contribs) 12:30, 17 August 2014 (UTC)

Wikiversity:Bots
There is a current discussion about changes to the Bots policy. As a bot operator we would welcome your input at Wikiversity_talk:Bots. --mikeu talk 15:10, 2 January 2016 (UTC)
 * Do you know anything about User:MediaWiki default? It appears to a system script that is part of mediwiki and it looks like it is unaffected by blocks and maybe also removal of the bot flag. This bug T36873 claims that the activity of the script does not appear in contribs. --mikeu talk 19:10, 18 January 2016 (UTC)
 * Hello, yes this bot is an internal MediaWiki PHP script and I've used it a few times, when it created the main pages on some new MediaWikis, which was not in their RC.
 * It's almost similar to or, but I've never tried to block them. JackPotte (discuss • contribs) 19:55, 18 January 2016 (UTC)
 * I've just found their list on meta:Category:MediaWiki automated accounts. JackPotte (discuss • contribs) 20:08, 18 January 2016 (UTC)

Dueling Bots
Please stop overwriting edits by Mu301Bot in the Sandbox. The Mu301Bot has been running for years. Cleaning up the sandbox is appreciated, but changing the text just to fight with another bot isn't productive. Thanks! -- Dave Braunschweig (discuss • contribs) 14:35, 2 December 2017 (UTC)
 * ✅ I've stopped, that was just the default Pywikipedia text of two versions. JackPotte (discuss • contribs) 17:49, 2 December 2017 (UTC)

title: User talk:JackPotte


text:
User:Sajjad~enwikiversity

== BOOK OF WISDOM

Intrested in Religious studies and philosophy ==main area of study Abrahamic religions and Philosophy of religion

title: User:Sajjad~enwikiversity


text:
User talk:Sajjad~enwikiversity

Knowledge is an ever growing field the source of knowledge is One. Knowledge is passed on from generation to generation. it keeps increasing over time.

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:54, 17 March 2015 (UTC)

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

title: User talk:Sajjad~enwikiversity


text: Category:Bloom clock project templates/regional tags/Southern Ontario


text:
Portal:South American Languages Division/Resource Center

Welcome!
Welcome to the South American language resource center! The center is not intended as a forum to create new resources, rather a place to coordinate the study of South American languages in Wikiversity and other Wiki projects. If you would like to visit another resource center, please see the Resource center directory. For the creation of new resources, please see these centers for language learning:
 * School of Language and Literature
 * School of Linguistics
 * South American languages division consisting of the Quechua department and Aymara department
 * Center for Foreign Language Learning

Now Hiring
The South American language resource center needs your help! Our center may look great, but some of our resources still don't. If you have any interest in or knowledge of indigenous South American languages, then please clean up and add content to our resources! It is especially important that you join the language streams, listed below. Please help make this a great tool for language learners!

Bulletin board
Please keep posts current and relevant--posts more than six months old or unrelated to South American language learning will be deleted
 * 1 March 2009 - center founded!
 * 14 March 2009 - center moved to Topic:Resource center directory/South American language resource center
 * 21 March 2009 - our discussion page is up and running--check it out!

Resources
Resources will be listed here alphabetically by type, along with a brief description of the resource. Please list any new resources you have created here as soon as possible--we would rather have a long list of incomplete resources than have excellent learning resources lost on Wikiversity!

Streams

 * Quechua stream = a stream and discussion group for learning Quechua. Underdeveloped and inactive.
 * Aymaran stream = a stream and discussion group for learning Aymara. Underdeveloped and inactive.

Courses/Lessons

 * Introduction to Quechua = a project of the Quechua department. Some interesting information such as pronunciation and a dialect disambiguation, but little "lesson" value.
 * Runa Simi 1 = a project of the Quechua department. More potential than the "Introduction to Quechua," but so far it's poorly formatted.

Wikipedia
A list of related Wikipedia articles. Please continue to post relevant articles as they are created!

 * Quechua
 * Quechuan language family
 * Aymara
 * Aymaran language family
 * Quechumaran article is a stub
 * Inca civilization
 * Jaqaru and Kawki
 * South America (languages section)
 * Indigenous languages of the Americas

Wikibooks shelf
A list of related Wikibooks. Please continue to post relevant books as they are created!

 * Quechua


text:
Artificial Consciousness/Hybrid Consciousness

Hybrid Consciousness
As Scientists improved their Models of Consciousness they found that there were many places where classical psychological Testing regimes could not answer questions about the nature of the Mind, but Simulations and Modeling could. It quickly became obvious to some scientists that to best model the mind, and especially consciousness, we would need a system based on both Psychology and Neural Models and simulations. This gradually evolved into the Hybrid School of Consciousness.

One of the Early Leaders of this school, was Dr. Ron Sun, Who developed a Hybrid Cognitive Architecture called CLARION which among other things has been used in Mine-Field clearing.


text:
User:Vmandes

Vmandes is a wikiversity student. Vmandes is currently interested in the Wikiversity Masters of Business Administration.

title: User:Vmandes


text:
User talk:Vmandes

 Hello Vmandes, 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! --Juan de Vojníkov 23:08, 14 March 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Vmandes


text:
User talk:Ardaas

Hello and welcome to Wikiversity. I have just seen your attempts at Karam Kriya. Just left the red link to the file there. Than click to that red link and continue following the guideliness to upload an image. Good luck!--Juan de Vojníkov 23:11, 14 March 2009 (UTC)

title: User talk:Ardaas


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User talk:Editrixxx

Hello and welcome to Wikiversity (the free learning and research environment). If you need any helm, ask me or at colloquium.--Juan de Vojníkov 23:15, 14 March 2009 (UTC)

title: User talk:Editrixxx


text:
User talk:Mandysmall

Hello and welcome to Wikiversity (the free learning and research environment). If you need any helm, ask me or at colloquium.--Juan de Vojníkov 23:15, 14 March 2009 (UTC)

title: User talk:Mandysmall


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User:Lovelysun

Hello!

title: User:Lovelysun


text:
User talk:Lovelysun

Hi. Welcome to the Wikiversity an open learning and research environment. My name is Juan de Vojníkov, and I can help you if you need. There is also Colloquium, where you can find out the help of others. Have a fun in here!--Juan de Vojníkov 08:01, 15 March 2009 (UTC)

title: User talk:Lovelysun


text:
Extraterrestrial life/Intelligent aliens

If real Intelligent aliens are watching us perhaps they are laughing at us (or doing whatever aliens do instead of laughing) because they are so different from the way we imagine them. In this article we risk giving amusement to the aliens and try and work out/imagine what they may be like.

Do aliens exist?
Nobody has proved (yet?) that intelligent aliens exist. There are serious scientists at Edinburgh University who think there may be thousands of extra terrestrial civilizations in our Milky Way galaxy alone. Most serious scientists would probably say we don’t know enough to start making an estimate yet.

What are they like?
Our current knowledge of Astrobiogy is nonexistant, so all we can do is speculate whether life can exist and, if so, what forms it will take. There are generally two modes of thought: searching for what is most likely, or searching for plausible options. A central focus of thought is what will another intelligent, technological civilization be like. Note that such speculation does not mean that such a civilization is likely, only that given that one develops, it is interesting to contemplate what will its characteristics, and the characteristics of its members, be like.

A leading line of thought of contemporary astrobiology is that extraterrestrial life will be very similar to our own's in many ways, especially as higher and higher levels of organization are considered. This is because the processes that give rise to life are emergent processes like evolution and game theory that will operate regardless of the subtratum, and also because physics greatly limits the variety of viable options. To pursue discussion along these lines, you might want to take a look at ETI Scenario I.

For further discussion, see below.

Aliens are probably warm blooded
If intelligent aliens exist they are probably warm blooded. There are 2 reasons.
 * 1) The complex brain chemistry that an intelligent organism needs is more likely to be possible if the brain is at a constant temperature.
 * 2) Warm blooded animals need more food than cold blooded animals. They spend more time looking for food.  Warm blooded animals need to use their brains to find food.  They also need their brains to avoid predators while they are exposed looking for food.  Simply being warm blooded creates the evolutionary pressure that can lead to intelligence evolving.

Note: The octopuses and other Cephalopods of earth seem to be as intelligent as mammals but cold blooded. This may be too much of a generalisation.

Solitary Aliens with an advanced technology
Intelligence could theoretically evolve among aliens that live solitary lives and dislike mixing or cooperating with their kind. Among such aliens less intelligent individuals could not get help from more intelligent or more experienced fellow aliens the way humans get help and advice from experts. Those who cannot find solutions to their problems die or fail to reproduce. Therefore Natural selection could lead to steadily increasing intelligence to an extent we humans cannot imagine.

It is theoretically possible aliens could evolve that are so enormously intelligent that one single individual can develop an advanced technology without any help at all. (That’s a metaphor since aliens may not have hands.) We cannot begin to imagine what such a godlike alien would be like. Perhaps God exists. Perhaps God is such an alien. Even godlike aliens will see that they can achieve more together than separately.

Cooperative Aliens with an advanced technology
Cooperative Aliens would not need to be as intelligent as solitary aliens. If aliens progress as humans do and each generation builds on what previous generations developed they must have some capacity to interact and cooperate together. They must also educate their young. There can be selective pressure for steadily increasing intelligence among cooperative aliens if more intelligent individuals become leaders more easily, also if more intelligent individuals are valued members of the community and are attractive sexual partners.

Would aliens want to help us?
That’s an important question and we cannot find out the answer. If we ever encounter superior aliens the future of humanity could depend on whether they want to help us or to harm us.

How have humans with stronger technology treated other human groups with weaker technology? Answer. Sometimes we helped them, other times we enslaved them or launched genocidal war. If aliens are like us they could do either. If aliens are not like us we cannot begin to work out what they will do. Fortunately the earth probably will not be very useful to aliens. Aliens will probably prefer to live in space stations where they can duplicate conditions of their home planet better. If we ever meet aliens how they treat us might depend on whether they evolved from animals like the gentle, cooperative Bonobo or the aggressive, bullying Common Chimpanzee. Again trying to guess how our alien contacts might have evolved to that extent is impossible though bonobo-like aliens are less likely to destroy themselves before they have a chance to meet us.

Would intelligent aliens be able to read and write?
Reading and writing was an important stage in human development. Literacy was easily as important as metal smelting or the invention of the wheel. Once people could read and write what a community knew could be recorded permanently and far less was forgotten. In pre-literate societies what the community knows is limited by what people remember and when old people die what they have not passed on dies with them.

In humans there is a specific part of the brain that deals with reading and writing. "Major lesions in the left parieto-occipital area can make someone unable to read and/or write while leaving their spoken-language abilities intact. In contrast, lesions in auditory associative areas such as Wernicke’s area will prevent someone both from understanding spoken language and from reading." It may be a puzzle why this evolved as literacy has not existed during most of human evolution. Possibly the parieto-occipital area enabled our pre-literate ancestors to understand gestures or other visual communications before the human larynx and full speech evolved.

If aliens evolved differently they may not have any part of their brains corresponding to the parieto-occipital area. In that case developing reading and writing may be very much more difficult or impossible for them. Perhaps small numbers of exceptionally talented alien scribes would be literate and the written language would be much simpler than for example English spelling is. It is also quite possible that aliens would be stuck at the pre-literate level of civilization until they have evolved to be much more intelligent than we are.

Why hasn't SETI found anything?

 * 1) Perhaps there are no aliens.
 * 2) Perhaps the nearest aliens are too far away.
 * 3) Perhaps the aliens don't want to talk to us.
 * 4) Perhaps the aliens are talking to us and we don't understand what they're saying.
 * 5) Perhaps the aliens are talking to us and we are looking in the wrong direction.
 * 6) Perhaps we need to be patient. SETI  has  been running for less than half a century and that's a tiny part of the lifespan of a planet or of a successful civilization.
 * 7) Our society has become quieter as technology has advanced. For instance most television used to be broadcast while now it is cable based which does not emit radiation outside of Earth to the extent broadcast did.  Perhaps other civilizations close to us never developed broadcast technology in which case we would not pick up any electromagnetic radiation eminations.

Wikipedia on SETI

References and External links
This is also at Intelligent aliens where I wrote most but not all.
 * Galaxy has 'billions of Earths'


text:
User:Egm6322.s09/Report table/Best of report R4

 Under construction; not final (but close to being stable after a couple of weeks). The intention here is to document the best features in any report for the readers (including you); if you see any excellent features in any of the reports (including your team's) that I may have missed noticing, don't hesitate to let me know. I don't have time to read all reports in detail. Due to time constraint, I would only selectively looked at a few important features. I also added some annotations (e.g., related to errors, improvements, etc.) where I looked through for the benefit of everyone. Egm6322.s09 13:45, 15 March 2009 (UTC)

Latest archived version (possibly with comments): Team Mafia

Current version (possibly with comments): Team Mafia

 * classnotes (including simple HW problems), graded over 100%

To correct and submit updated version of the report.


text: User:NERIUM

title: User:NERIUM


text:
User:Dkpiatt

Hey my name is Dan.

title: User:Dkpiatt


text:
User talk:Outsider80

commons:User talk:Outsider80

title: User talk:Outsider80


text: User:OlEnglish

title: User:OlEnglish


text:
User:Wescoas

Born and raised in Compton, Ca. Wes Coas was active in the underground hip hop scene, performing at various festivals and venue’s. Having been seasoned by Los Angeles underground veteren’s. Wes has a strong commitment to lyricism, and uplifting the hopes and dreams of listeners ,however he has managed to not isolate any hip hop fans. Appreciative of all fans that he has been able to interact with, he manages to reach out to his fans directly through many social networks such as Myspace, Facebook, and his blog, Wescoasstateofmind.

Known for unbreakable determination, Wes has become a juggernaut in the hip hop scene, here are some descriptions of Wes Coas in the media.

“Upcoming artist, Wes Coas, has an elaborate way of drawing the audience into his lyrics. Edgy, fresh, and not your average rapper, making it cool again to be creative. This is real hip hop!”- www.eartodastreetz.com

“…Song after song, the message gets deeper and deeper on who Wes Coas is… With songs such as Hustler’s Motivation, Moving, Manifest, and etc., it causes you to have tracks for every situation or mood you may be in.Basically, the album brings what most rappers are lacking…True Hip-Hop.”

-www.heatonurfeet.blogspot.com/

In 2009 Wes Coas introduces his debut album “Manifest Destiny”. Reminiscent lyrically of an early 90’s Ice Cube and the vision of hip hop moguls such as Jay-z, Percy Miller, Sean Comb’s and Curtis Jackson Wes offers 15 diverse tracks that introduce a true artist, a hustler, a social activist. By definition Wes Coas is the embodiment of a the hybrid artist. With the work ethic of Lil Wayne and the business sense of a M.B.A. grad he is poised to make an impact in the industry.

title: User:Wescoas


text:
Template:GreySmith Institute/CLARION Architecture/Box-left-1

 ACS Module

The ACS Module Department, of the CLARION Cognitive Architecture subdivision of the Hybrid Architectures Subdivision of the Cognitive Architecutres Division, is responsible for evaluation of the ACS Module


text:
Template:GreySmith Institute/CLARION Architecture/Box-right-1

 NACS Module

The NACS Module Department of the CLARION Cognitive Architecture subdivision of the Hybrid Architectures Subdivision of the Cognitive Architectures Division, is responsible for the evaluation of the NACS Module


text:
Template:GreySmith Institute/CLARION Architecture/Box-left-2

 MS Module

The MS Module Department of the CLARION Cognitive Architecture subdivision of the Hybrid Architectures Subdivision of the Cognitive Architectures Division, is responsible for the evaluation of the MS Module.


text:
Template:GreySmith Institute/CLARION Architecture/Box-right-2

 MCS Module

The MCS Module Department of the CLARION Cognitive Architecture subdivision of the Hybrid Architectures Subdivision of the Cognitive Architectures Division, is responsible for the evaluation of the MCS Module.


text:
User talk:OlEnglish

 Hello OlEnglish, 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! --AFriedman 02:08, 16 March 2009 (UTC)

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

title: User talk:OlEnglish


text:
User talk:Rursus

 Hello Rursus, 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! --AFriedman 02:09, 16 March 2009 (UTC)

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

title: User talk:Rursus


text:
User:Hundige

Dr. Hans Bruno Lund; management consultant. Research field since 2002: Decision Making Models in Multicomplex Management Structures. Background: Dipl-Ing.(FH), Wirtschaftsingenieur (Chemie), Oscar-von-Miller Polytechnikum, Munich; Tekn.Dr. (Dr.-Ing.hab. equivalent), Lund University, Sweden. Head of Bio & Chemistry Division (Ret.), Nordic Industrial Fund, Nordic Council of Ministers, Oslo; secretary general of NORDTEK (Ret.), NORDTEK is the organization managing the cooperation of the 23 Nordic technical universities. Also former chief adviser research and education politics to the Danish Government, Confederation of Danish Industries (industrirådet), Copenhagen. Member VDI und GDCh. Adr.: Skodsborgvej 412, DK-2942 Skodsborg, Denmark. Biography: LinkedIn Photos: Flickr

title: User:Hundige


text:
User talk:Kstulce

 Hello Kstulce, 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! --AFriedman 22:15, 16 March 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Kstulce


text:
Draft:Archive/2024/Adobe Illustrator/Selection Tool

The Illustrator selection tool is for selecting objects in your layouts, such as shapes and blocks of type. Once selected, you can use the tool to move, transform, or apply any number of filters or effects to the selected objects. Basically, the selected object is the one you are currently “working on.”

{*{subpage navbar}}

{*{CourseCat}}


text:
User:Mhby87

ms - Selamat sejahtera, saya dari Kelantan Malaysia, saya menulis di Wikipedia Bahasa Melayu

en - Have a nice time, I from Kelantan Malaysia, I write in Malay Wikipedia

title: User:Mhby87


text:
User talk:Madepercy

 Hello Madepercy, 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! Jtneill - Talk - c 10:16, 17 March 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Introduction to political science
You might like something like this page. I bet you could improve it! -- Jtneill - Talk - c 12:01, 21 March 2010 (UTC)

Open academia in practice
Thanks James! So I am sitting in a workshop run by James Neill and Leigh Blackall at the University of Canberra. I am learning some of the practical issues with using multimedia materials from the creative commons portal. Madepercy 03:19, 29 March 2010 (UTC)

Recent Changes Camp Canberra Aug 11, 2010
I saw your profile on the Wikiversity page for University of Canberra staff, and thought, by chance, you might like to come to this: RecentChangesCamp, Canberra is being held at the University of Canberra, Building 7, Room 7XC37 on 11 August 2010. ABOUT | REGISTRATION | SCHEDULE

Hope we'll see you and friends there. Leighblackall 00:25, 21 July 2010 (UTC)

title: User talk:Madepercy


text:
User:Madepercy

Michael de Percy
I lecture in Government-Business Relations and Leadership, Innovation and Change at the Faculty of Business and Government, University of Canberra. I am a graduate of the Royal Military College Duntroon and I have consulting experience with various public, private and community organisations. My research focuses on comparative broadband policy and regulation, the deployment of broadband infrastructure and services, and the use of new media in politics, government, and citizen engagement, from a political science perspective.

My research blog is Broadbanding the Nation My teaching blog is Lecturer 2.0 My recipe blog is Mick's Kitchen

title: User:Madepercy


text: User:WikimediaNotifier/updated

title: User:WikimediaNotifier/updated


text:
User talk:Johnsebastian

 Hello Johnsebastian, 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! --AFriedman 01:52, 18 March 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Johnsebastian


text:
User:KatieManske

bio
Katie Manske currently resides in Seattle, WA, where she attends the Art Institute of Seattle, in pursuit of a BFA in Animation. She moved from Minnetonka, Minnesota three years ago to attend school, and plans to move back upon graduation. Katie specializes in 2-D animation, with a passion for illustration in many fields, including medical illustration.

final
Please see the GROUP 1 space in the Analytical Writing section. Our topic is Overpopulation, and I covered the viewpoints section.

reflective assessment
The thing I like most about liberal arts English classes is that they often involve a lot of class discussion. As I move on in my education, I find that often the quality of these discussions is dependent not only on the students, but on the teacher  as well, and I was pleasantly surprised that, in this class, both provided educated, interesting viewpoints. I am of the opinion that I learn best when I'm interested in the topic at hand, and have often found it difficult, through the needlessly easy general education classes at this school, to be as interested as I need to be to enjoy a course. However, this quarter presented a number of opportunities for enjoyable discussion, and covered a variety of topics both in and outside specific course content. I thoroughly appreciated the way that the principles of research and content presentation were tied into topics that extended into a variety of different topics. To be frank, the majority of new knowledge that I acquired came from either our group project, or the class videos. However, I was pleasantly surprised to find that, as the class progressed, all of the group projects encountered similar issues and drew similar connections to one another. I'm a bit disappointed in the amount of work I was able to get done during the course. Had my quarter been a bit less insane, I would have liked to have worked harder to make our page more consistent in it's voice, and ensure that my group was on task. However, given the absences, lack of constant communication, and separate adult lives, I was pleased to see that, while perhaps not the same amount of output was generated, the group still seemed to learn a great deal about the topic. I was not initially excited to take this course, thinking it would be another mind numbing GE requirement to sail through, but was pleasantly surprised. The relaxed, open atmosphere made the class not only tolerable, but easy to get up for, and enjoyable.

Having now completed the course, if I could alter one thing, it would be the way the group dynamic was handled. I found it difficult to wrestle content out of four others whilst attempting to produce my own and deal with other classes on the side. This is a common issue found in many classes, but I think I little more pressure-- be it from weekly deadlines or simply more stern grading rubrics-- would have helped us be more organized and consistent. However, having the leisure to go about the topic as we saw fit, I think, allowed us to find the pieces that we truly appreciated in the research. I think having more workshops for our project, from beginning to end, would have helped shape the page into something more loft as well.

As a whole, I'm happy with what I got out of the class: I thorough respect for the avid researcher, some very engaging discussions, new tidbits of knowledge concerning various parts of the world we live in, and a fuller understanding of how truly complex and perplexing some of the world's major issues are.

KatieManske 04:48, 25 March 2009 (UTC)

title: User:KatieManske


text:
User:Helgus

March, 18th, 2009; Homepage; LJ;

book:

 * abstract: Eventology.  – Krasnoyarsk: Siberian Federal University. – 2007. – 435p. – ISBN 978–5–7638–0741–7.
 * PDF-full: Eventology.  – Krasnoyarsk: Siberian Federal University. – 2007. – 435p. – ISBN 978–5–7638–0741–7.
 * Eventology (book)

arXiv.org:

 * Multivariate discrete distributions; 12p., November 5, 2008

mpra.ub.uni-muenchen.de:

 * Eventology versus contemporary theories of uncertainty; 18p., February 15, 2009
 * Eventological theory of decision making for stock markets; 16p., 15 January 2009
 * Eventology of random-fuzzy events; 58p., 27 February 2005
 * Portfolio Analysis of Financial Market Risks by Random Set Tools; 23p., January 1999
 * On a games theory of random coalitions and on a coalition imputation; 11p., August 2002
 * On the New Notion of the Set-Expectation for a Random Set of Events; 15p. 27 april 2003

Eventology studies events. It is generated by unbearably easy observations: «matter and mind are only a convenient way of linking events together into a sequence» (Bertrand Russell, 1946; Vorob'ov, 2001), and «mind is appearing there and when, where and then an ability to make a probabilistic choice is arising» (Lefebvre, 2003); mathematical eventology is a Kolmogorov's axiomatics grounded new line of probability theory, which has already shown the efficiency in the mathematical description of uncertainty and the eventological background and improvement of the theory of fuzzy sets (Lotfi Zadeh, 1965), the theory of possibilities (Lotfi Zadeh, 1978), the theory of evidences (Dempster, Shafer, 1976), the prospect theory which united economics and psychology (Kahneman, Tversky, 1979, 1992), and also the theory of supply and demand («Marshall's cross»), the corner-stone of modern economics. Along with philosophical and mathematical issues on event and being eventology studies problems common to economics, sociology and psychology that have been thought over by everyone in the course of life. The book is intended for a wide circle of readers who are interested of eventology and its applications. The book is of peculiar interest for specialists who actively work in this new line and also for teachers, postgraduate students and students of universities who study mathematical modeling, artificial intelligence, probability theory, statistics and applications in humanities, sociological and natural sciences.

WikiHelgus:

 * 1) ВикиНаука
 * 2) ВикиПедия
 * 3) ВикиЗнание
 * 4) ВикиЭНЭ
 * 5) ВикиЭР
 * 6) ВикиМатематика
 * 7) Citizendium
 * 8) CTWikia
 * 9) WikiPedia
 * 10) WikiMedia
 * 11) Wikia
 * 12) ScratchPad
 * 13) ScholarPedia
 * 14) WikiES

title: User:Helgus


text:
User:Helgus/Eventology (book)

)]]

«Eventology» is a book (2007) by Oleg Vorobyov, the founder of a new interdisciplinary scientific direction Eventology, connecting philosophy and mathematics with natural, humanitarian and socio-economic sciences: statistical mechanics and thermodynamics, probability theory, information theory, psychology, economics, sociology, etc.

Eventology is the study on events, arisen from «unbearable lightness» observations:
 * «matter and mind are simply convenient ways of linkage of |events together» (Bertrand Russell, 1946; O.Yu.Vorobyov, 2001) and
 * «mind arises there and then, where and when an ability to make eventological choice is arisen» (Vladimir Lefebvre, 2003).

Mathematical eventology is a new section of probability theory based on Kolmogorov axiomatics, already shown the efficiency in the mathematical description both an eventological substantiation and development of existing theories of uncertainty (fuzzy set theory (Lotfi Zadeh, 1965), possibility theory (Lotfi Zadeh, 1978), theory of evidence (Dempster~Shafer, 1976)), and also prospect theory (Kahneman, Tversky, 1979, 1992), united economy and psychology, and theories of supply and demand (Marshall’s «cross»), a corner stone of modern economics. Alongside with philosophical and mathematical questions of «co-being» and Being the Eventology touches economical, sociological and psychological questions above which each of us reflects and reflects during a life. The materials intended on the broad audience of readers are included in the book, were interested by eventology and its appendices; it represents a special interest for the experts actively working in this new area, teachers, post-graduate students and students of the senior rates of the universities which are engaged artificial intellect, probability theory, mathematical statistics and mathematical modelling humanitarian, socio~economical and natural systems.

Content
21: Prologue

29: Part one. EVENTOLOGY
31: Chapter 1. The general eventological principles

43: Part two. MATHEMATICAL EVENTOLOGY
45: Chapter 2. Kolmogorov's axiomatics

51: Chapter 3. Mathematical eventological principles

55: Chapter 4. Set of events

83: Chapter 5. Inversing eventological distributions

95: Chapter 6. Dependence of events

137: Chapter 7. A sail and wind of Freschet

149: Chapter 8. Eventological distributions

197: Chapter 9. Eventological random processes

201: Chapter 10. Theory of fuzzy events

273: Part three. EVENTOLOGY AND ITS APPLICATIONS
275: Chapter 11. Eventological portfolio analysis

289: Chapter 12. Eventological substantiations of economics

303: Chapter 13. Eventological grid methods

311: Chapter 14. Eventological models in psychology

353: Chapter 15. Eventological theory of set-preferences

365: Chapter 16. Eventological decision-making theory

379: Chapter 17. Eventological games theory

399: Epilogue

403: Eventological designations

410: Literature

428: Index

title: User:Helgus/Eventology (book)


text:
Talk:Introduction to probability and statistics

-- Excel link broken --

The link to the regression excel site is broken


text:
Talk:Refinance

Junk page added as a platform for spam; see meta:Talk:Spam blacklist/Archives/2009-03. --A. B. 17:51, 18 March 2009 (UTC)

title: Talk:Refinance


text:
User:PThomasGarcia

P. Thomas Garcia

title: User:PThomasGarcia


text:
User:R m s bulldogs

§~hey my name is cheyenne

title: User:R m s bulldogs


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User talk:Jagath~enwikiversity

hai can you made a friendship with me

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:39, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:Jagath~enwikiversity


text:
Category:Resource centers

Wikiversity resource centers

title: Category:Resource centers


text:
Category:Wikiversity libraries

Wikiversity libraries are collections of Wikibooks pertaining to Wikiversity subjects.

title: Category:Wikiversity libraries


text:
User:Stevenarntson/Literature

This is the online component of an on-the-ground course. The class is an eclectic survey that uses a variety of response forms toward literature. The class is divided into units that follow a scheme the logic of which is necessitated by the venue of my physical classroom in Seattle, Washington.

/assignments/

schedule

 * 1) /Introduction/
 * 2) Huckleberry Finn chapters 1-8
 * 3) Reading Groups--materials sharing
 * 4) Reading Groups--materials winnowing
 * 5) My Jim, the 2009 Seattle Reads book.
 * 6) My Jim to page 100. memorization choice due Bid Em In, sung by Oscar Brown, jr.
 * 7) My Jim - finish. Prose poetry & transcription options.
 * 8) Individual conferences. Three completed Chrestomathy items due, worth 1/4 of your final Chrestomathy grade.
 * 9) Are Prisons Obsolete by Angela Davis, chapter two.
 * 10) Shakespeare's Sonnets and John Donne's "The Flea"
 * 11) Memorization performances. self assessment due Friday.

title: User:Stevenarntson/Literature


text:
User:Michellej

This is the year of my personal Jubilee (1959 - 2009). I am a female living in southeast US. My interest include reading, computers and learning.

title: User:Michellej


text:
User:Scottprovost

My name is really Scott Provost and I operate the real Wikiversity Free Open University. I also operate Free Open Bible College on a separate server.

My agenda on Wikiversity is to get classes formatted so that course materials match actual classes at real universities so Wikiversitiy user could get equivalent knowledge suitable to apply fro credit through independent study department at universities around the world.

I hope to convince everyone at Wikiversity that the Homosocratic method is effective and provides a high quality education equivalent or better than the average college degree.

By linking existing material on wikiversity and adopting open course ware and free content already available Wikiversity user could write essays, challenge each others essays (homosocraticaly) creating documents worthy of college credit at accredited universities.

title: User:Scottprovost


text:
User:Ailina

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

About me

 * Name

 * External Links

 * Location

 * School

 * Why I want to learn filmmaking.

 * Contact

 * }

 * Ailina has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.png|28px]]

 March 19, 2009 -- Ailina has formatted the script with FinalDraftDemo. You can download it at [[Media:seducedbythedarkside.pdf]]. xxx

 March 19, 2009 -- Ailina has formatted the script with FinaldraftDemo. You can download it at [[Media:seducedbythedarksideani.pdf]]. xxx

title: User:Ailina


text: File:Seduced By the Darkside.pdf

title: File:Seduced By the Darkside.pdf


text: File:Seducedbythedarksideani.pdf

title: File:Seducedbythedarksideani.pdf


text:
User talk:Ailina

 Hello Ailina, 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! --Juan de Vojníkov 21:53, 19 March 2009 (UTC)

Good luck with film making.--Juan de Vojníkov 21:53, 19 March 2009 (UTC)

title: User talk:Ailina


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Journeys in film

Journeys in Film was founded in 2003 to broaden global learning through the powerful combination of age-appropriate films from around the world and interdisciplinary classroom materials designed to develop 21st century academic skills for Middle School students.

Films
Our program uses film as a "window" to help students in America's classrooms mitigate attitudes of cultural bias and racism, develop a deeper understanding of global issues, and prepare youth for effective participation in the world economy.

Materials
Journeys in Film curricular materials provide innovative standards-based lessons that foster deeper learning with real-life connections, resulting in an immersive high-impact experience for secondary students in any educational setting. This approach helps educational systems enrich their academic offerings without increasing personnel or operating costs, while meeting their federal and state educational performance mandates.

Methodology
Our methodology applies visual storytelling as a tool for engaging students - connecting them with their peers and locations around the world while building skills in math, science, language arts, social studies, visual arts, media literacy and intercultural communication.

Teaching guide
Download a free interdisciplinary teaching guide for teaching high school students about South African culture and HIV AIDS based on the film Beat the Drum. Beat the Drum is a contemporary South African film about the devastation of HIV / AIDS. It follows a young boy, Musa, who is orphaned after his parents die of the disease. In order to help his grandmother, he leaves his village in KwaZulu, Natal to find his uncle. As he makes the physical journey from his remote village to the urban landscape of Johannesburg, the film follows his emotional quest for survival, understanding, and community. Thanks to the generous support through a grant made by The Fledgling Fund, Journeys in Film is proud to provide a complete inter-disciplinary curriculum guide for FREE.

Liam Neeson is the National Spokesperson for Journeys in Film.

title: Journeys in film


text:
Journeys in Film

Journeys in Film [1]was founded in 2003 to broaden global learning through the powerful combination of age-appropriate films from around the world and interdisciplinary classroom materials designed to develop 21st century academic skills for Middle School students. Our program uses film as a "window" to help students in America's classrooms mitigate attitudes of cultural bias and racism, develop a deeper understanding of global issues, and prepare youth for effective participation in the world economy. [Journeys in Film] curricular materials provide innovative standards-based lessons that foster deeper learning with real-life connections, resulting in an immersive high-impact experience for secondary students in any educational setting. This approach helps educational systems enrich their academic offerings without increasing personnel or operating costs, while meeting their federal and state educational performance mandates. Our methodology applies visual storytelling as a tool for engaging students - connecting them with their peers and locations around the world while building skills in math, science, language arts, social studies, visual arts, media literacy and intercultural communication.

Download a free interdisciplinary teaching guide for teaching high school students about South African culture and HIV AIDS based on the film Beat the Drum. Beat the Drum is a contemporary South African film about the devastation of HIV / AIDS. It follows a young boy, Musa, who is orphaned after his parents die of the disease. In order to help his grandmother, he leaves his village in KwaZulu, Natal to find his uncle. As he makes the physical journey from his remote village to the urban landscape of Johannesburg, the film follows his emotional quest for survival, understanding, and community. Thanks to the generous support through a grant made by The Fledgling Fund, [Journeys in Film] is proud to provide a complete inter-disciplinary curriculum guide for FREE.

[Liam Neeson] is the National Spokesperson for [Journeys in Film]

[www.Journeysinfilm.org]

title: Journeys in Film


text:
User:Howarthe

I intend to start a home school for my two children to supplement their public education. I work 40 hours a week, so it will only be open evenings and weekends, mostly weekends. I imagine 2-4 hours per week. We'll have lots of field trips. I have a great deal of confidence in the public school system to teach reading, writing and arithmetic. I have very little confidence in my own ability to teach music, so I think I'll start my school with art, science, history and Spanish. I came to Wikiversity to find age appropriate content organized into daily lesson plans, but after looking around a bit, I really didn't see what I was looking for, then I realized this has only been up for two years. I hope I can make a meaningful contribution here.

I’m a bit confused about how a learning plan is related to a day or a year in a classroom. If anyone can offer any insights, please leave a note on my talk page.

I’m also curious about schools and portals; they both seem to be organized by subject matter: humanities, science, social studies, etc. Why do we have both?

title: User:Howarthe


text:
User talk:Howarthe

Please leave a message for howarthe

title: User talk:Howarthe


text:
Spanish 2/Chapter 9 (Emergencies)

Natural disasters

 * huracán - hurricane
 * inundación - flood
 * llover - to rain
 * lluvia - rain
 * nevar - to snow
 * nieve - snow
 * terremoto - earthquake
 * tormenta - storm

The news

 * artículo - article
 * investigar - to investigate
 * locutor(ora) - announcer
 * noticiero - newscast
 * ocurrir - to occur
 * reportero(a) - reporter
 * tratar de - to try to

Fires

 * apagar - to put out
 * bajar - to go down
 * bombero(a) - firefighter
 * comenzar - to start
 * destruir - to destroy
 * dormido(a) - asleep
 * edificio de apartamentos - apartment builing
 * escalera - ladder
 * escaparse - to escape
 * esconder - to hide
 * explosión - explosion
 * humo - smoke
 * incendio - fire
 * muebles - furniture
 * paramédico(a) - paramedic
 * quemar(se) - to burn, to burn up
 * se murieron - they died
 * subir - to go up

 * Note: Comenzar has a stem-change of e to ie. Destruir has a stem-change verb from i to y.

Rescues

 * herido(a) - injured, injured person
 * héroe - hero
 * heroína - heroine
 * rescatar - to rescue
 * salvar - to save
 * valiente - brave
 * vida - life
 * vivo(a) - living, alive

Other words

 * a causa de - because of
 * afortunadamente - fortunately
 * asustado(a) - frightened
 * causa - cause
 * de prisa - in a hurry
 * de repente - suddenly
 * gritar - to scream
 * hubo - there was
 * llamar - to call
 * oír - to hear
 * sin duda - without a doubt
 * ¡Socorro! - Help!

The verb oír
Oír is an irregular verb in both the present and preterite tenses. Here is the conjugation for the present tense:

 * oigo - I hear
 * oyes - you hear (singular)
 * oye - he/she hears
 * oímos - we hear
 * oís - you hear (plural)
 * oyen - they hear

Here is the conjugation for the preterite tense:

 * oí - I heard
 * oíste - you heard (singular)
 * oyó - he/she heard
 * oímos - we heard
 * oísteis - you heard (plural)
 * oyeron - they heard

The preterite of creer and leer
Creer and leer follow the same pattern as oír in the preterite. Here is creer in the preterite:

 * creí - I thought
 * creíste - you thought (singular)
 * creyó - he/she thought
 * creímos - we thought
 * creísteis - you thought (plural)
 * creyeron - they thought

Here is leer in the preterite:
 * leí - I read
 * leíste - you read (singular)
 * leyó - he/she read
 * leímos - we read
 * leísteis - you read (plural)
 * leyeron - they read

The preterite of destruir
Destruir is conjugated like oír, creer, and leer in the preterite except that that the tú, nosotros, and vosotros forms don't have accent marks.

 * destruí - I destroyed
 * destruiste - you destroyed (singular)
 * destruyó - he/she destroyed
 * destruimos - we destroyed
 * destruisteis - you destroyed (plural)
 * destruyeron - they destroyed

Natural disasters

 * ciclón - cyclone
 * daño - damage
 * derrumbe - landslide
 * erupción volcánica - volcanic eruption
 * huir - to flee
 * maremoto - tidal wave
 * seguro(a) - safe
 * sobrevivir - to survive
 * tempestad - storm
 * tifón - typhoon
 * tornado - tornado

News

 * detalles - details
 * en vivo - live
 * periodista - journalist
 * titular - headline

Note: Huir has a stem-change of i to y in present tense. Periodista can be used as both a masculine and a feminine noun.

Cultural insight (Leyendas)
In almost every part of the world, there are legends to tell the creation of landforms of natural disasters. There are also many legends in Spanish-speaking countries revolving around the origins of landforms such as volcanoes and lakes. Probably one of the most famous is that of the origin of Mexico's Popcatépetl and Iztaccíhautl volcanoes. According to Aztec beliefs, Iztaccíhuatl was a princess who fell in love with Popcatépetl, a warrior who was sent to war promising her he would return. However, she was later told that Popcatépetl died in battle and died of grief. Popcatépetl returned and also died of grief after hearing of Iztaccíhautl's death. The gods covered them with snow and changed them into mountains. Today, Iztaccíhautl rsembles a woman sleeping on her back covered with snow and Popcatépetl is an active volcano, raining fire on Earth in rage at the loss of Iztaccíhautl.

Another similar popular legend originates from Chile. According to the legend, a prince and princess from different tribes fell in love, however the tribespeople didn't allow them to be together. This angered the gods which flooded and destroyed the towns as punishment. The flood caused the formation of Chungará Lake and the prince and princess became the volcanoes Parinacota and Pomerape. If you want to learn more about Leyendas check this link: https://www.anayainfantilyjuvenil.com/primer_capitulo/cuentos-y-leyendas-de-america-latina.pdf

title: Spanish 2/Chapter 9 (Emergencies)


text:
Reading and Writing Hebrew

Regular Alphabet
In Hebrew there are no vowels (except a few letters that can also function as vowels), only consonants.The Hebrew Letters are:

Aleph - א - Similiar to A but again it is not a vowel, it's a consonant, a sound.

Beit - ב - Like the letter B or V.

Gimel - ג - Like G or J but only g as of gum. It can sound like G as of Germany if it is written like that: 'ג.

Daled - ד - Like D.

Hey - ה - Like H. If used at the end of a word it makes the word end with AH sound.

Vav - ו - As a consonant, the letter is pronounced as V. as a vowel it's pronounced as O or U.

Zain - ז - Like Z. When 'ז it's pronounced like a soft J (Like Jean in french).

Khet - ח - Like KH. it's similiar to J in spanish but harder sound.

Tet - ט - Like T.

Yod - י - As a consonant, it's pronounced like Y. As vowel it's like I.

Kaf - כ - Like K or Khet(KH).

Lamed - ל - Like L.

Mem - מ - Like M.

Noon - נ - Like N.

Samekh - ס - Like S.

Aeen - ע - Similiar to Aleph but it's pronounced from the throat.

Pey - פ - Like P or F.

Tsadik - צ - Like TS. When 'צ it's pronounced like CH.

Koof - ק - Like K.

Reish - ר - Like R but rolling.

Shin - ש - Like SH or S.

Taf - ת - Like T. When 'ת it's pronounced like TH though that sound doesn't exist in the hebrew language, only in foreign words.

Ending Alphabet
There are also "final letters" which replace some letters at the end of a word and sound exactly the same, they just look different:

Kaf Sofit (Ending Kaf) - ך - Like Kaf.

Mem Sofit - ם - Like Mem.

Noon Sofit - ן - Like Noon.

Pey Sofit - ף - Like Pey, but nearly always pronounced F.

Tsadik Sofit - ץ - Like Tsadik.

title: Reading and Writing Hebrew


text:
User:Pilar Abu-Haidar

Greetings Wiki World! If there is anything remotely interesting about me I assure you, it will wind up here!

title: User:Pilar Abu-Haidar


text:
User:Buzin Satuma Hayato

User:Buzin_Satuma_Hayato

ja:User:Buzin_Satuma_Hayato

title: User:Buzin Satuma Hayato


text:
Conservation Entrepreneurship/group dynamics

Group Dynamics
One of the key themes of the course is working together effectively in groups. In fact, the class project can be seen as a laboratory of a group working together to create a common product (similarly, the course is a whole is a group project of sorts).

One of the techniques we used in class last week (March 18) was to "mentally create" (Covey Habit 2) the group project. We each envisioned what a successful final project would look like, then shared our visions with each other. I was pleasantly surprised by how much convergence there was, in particular a shared vision of the link between jaguar research and the ecotourism venture. But there were some different perspectives presented, such as more or less focus on people's participation -- it was valuable to get these different views on the table and thus work together to develop a shared vision.

Another technique of team building that we used was to each respond to the question: "Have you ever been on a great team?". We each thought about and shared some positive team experiences, trying to identify what made those teams "great" -- and then reflected on how we could bring in some of those approaches to our group interaction. The common themes that I heard us bring up were trust and shared responsibility. The trust allowed team members to contribute individually, with confidence that others would do the same. This allowed different individuals to contribute according to their own strengths.

A final technique we used was to do a quick evaluation of the meeting at the end. We each independently assessed the meeting on a scale of 1 (very dissatisfied) to 7 (it was a great meeting). We converged on 5s and 6s, which was nice. The technique would be especially helpful if there were some outliers (e.g. one 2 among the 5s and 6s) which could be a basis of discussion. It seems that the generally positive view was based on everyone contributing to the discussion, being fairly focused in the discussion, and covering quite a few related topics.

Class Observations
Please make signed comments here about any observations you have about group dynamics of our team as we go forward.

I felt good about the initiation of our group work that day. I stated in class, and I would like to reiterate, that we have a very capable group with diverse and very complementary talents and virtues. The most important thing seems to be the discussion of expectations as well as our individual goals (this could fall into the Seek to understand before being understood concept). In openly discussing these goals and motivations, our natural predisposition to certain aspects of the project seem to be naturally coming out into the open, making delegation of responsibility much easier and less arbitrary. That more natural flow seems to me to be an assurance, of sorts, that the ultimate quality of our work as a group will be greater as well as the ease and pleasure with which the work is done. This supports what Drucker and Dees talked about in reference to management and using peoples' innate creativity and abilities to maximize productivity. Talking out the stages and needs of the project has been a great way to horizontally manage responsibilities and lead us forward in a more fluid manner- although discussions are always less practical than our individual mental framework since we have to come together and create seams in our individual processes in order to make a larger "quilted" framework from which we will organize ourselves. I look forward to it. I think the exercise will result in a great product as well as leave all of us with lasting tools and impressions that will serve us indefinitely. I will keep reporting back on the process as it develops. ~Mira

Emiliano 19:42, 24 March 2009 (UTC) I think that there is a good energy in the group in the sense that everyone listens, gives opinions and participates actively. There is also a lot of complementarity in terms of knowledge, skill, background and experience. We have a great team of independent pro-active individuals that are working in a interdependent away to achieve the goal of creating a conservation entrepreneurship model. In my view our major obstacle is going to be how efficiently we manage our individual and collective time. As all of us are very busy during the semester. If we can do that a fantastic outcome is inevitable.


text:
Conservation Entrepreneurship/time management

Time management
Covey's main point is that time management should be based on determining what is important. Thus it follows from Mission ("Begin with the end in mind"). He then provides a powerful tool, which is to evaluate each task or "to do" according to 2 criteria: urgency and importance. We tend to conflate these; what's pressing tends to be taken as important by default -- Covey's insight is to step back and separate these out. In principle, this will remind us to allocate time to the important things that are not urgent - quadrant II; and hopefully through planning, preparing, nurturing relationships, this will help us reduce the things that are urgent and important (crises).

Experiences
We all have different approaches for dealing with time issues. Please share some of your experiences. I will start with 2.

I just got back from a 2 week trip. It basically took me until Thursday afternoon to get back on track - productive and focused on what's important. What happened to those first 4 days? In part, I had to trim some work time to take my son to tennis, take my son to the dentist, catching up on family interactions that suffer when I travel - certainly important, but a distraction from work. Also Mon and Tues I had a major project (review 40 applications for ACLI visiting fellowships, wean out half, and form a review committee that could focus on the priority half only) and had to prepare for Wednesday's class. By Wednesday I had a cold and after class all morning, needed to take a break, go home early (and deal with the dentist appointment at 4 pm). So Thursday I'm finally ready to get down to business, longer term, high priority projects -- but my office and desk are so disorganized that I can't work -- I spent most of Thursday just tying up loose ends, such as my travel expense report -- not the important stuff, but I needed to get some level of organization around me so that finally, by late Thursday afternoon, I could get down to some important things -- by now also urgent because I travel again at the end of next week. I'm not a heavy traveller now, which my family appreciates, but this rhythm is very reminiscent of life at WWF -- work intensely before each trip to get each project advanced enough to be "pushed on to someone else's desk", and leave town with a clean desk. Travel, get back, be groggy for a few days, then another intense push to be prepared for the next trip.

In the midst of all this, a classic "bomb" (urgent and important, a crisis) lands on my desk. UF financial department sends me a draft financial report, that was actually due almost 3 months ago, and it's in a format that is going to raise a bunch of red flags with the donor. I have a much more subtle way of presenting the budgeted vs. actual expenditures, but the accounting department, who are people I have no real relationship with, have a totally different system (that will make me look bad with the donor). Aaack! First thought is to run out the door screaming, second is to tell the finance people they are wrong. After many deep breaths, let's try to get more information. Also, let's remember -- the finance people are probably really overworked (imagine how many grants they have to manage, and I'm sure UF budget cuts have hit their staffing levels) and they have a set of accounting principles and standard procedures to follow. Seek first to understand.... (Habit 5). Story to be continued, but probably the most important thing, for me, is to not let anxiety over this follow me home, this is important but nobody's going to say at my funeral "he really did a good job with financial reports" -- remember that what's much more important (Habit 2) is the time I'm going to spend with my family this evening, going out to dinner with my wife, helping my son with math and a speech he has to give. For me, time management is mainly a tool for stress reduction -- if you know your priorities and have a plan, it will help keep that gnawing anxiety from that overdue report from eating away at you.


text: User:Bhikshu

title: User:Bhikshu