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Portal:Agricultural engineering

The Wikiversity Department of Agricultural Engineering is a content development project where participants develop and organize learning resources for agricultural engineering.

Agricultural engineers develop engineering science and technology in the context of agricultural production and processing and for the management of natural resources.

Agricultural engineers design agricultural machinery and equipment and agricultural structures.Agricultural Engineers may perform tasks as planning, supervising and managing the building of dairy effluent schemes, irrigation, drainage, flood and water control systems, perform environmental impact assessments and interpret research results and implement relevant practices.

Some specialties include power system and machinery design; structures and environmental science; and food and bioprocess engineering. They develop ways to conserve soil and water and to improve the processing of agricultural products.

A large percentage of agricultural engineers work in academia or for government agencies such as the United States Department of Agriculture or state agricultural extension services. Agricultural engineers work in production, sales, management, research and development, or applied science.

The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: Topics).

Department and Country

 * Study Program of Agricultural Engineering, Faculty of Food and Agroindustrial Technology, University of Mataram, Lombok - Indonesia

Courses
Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource.

Additional information

 * Portal:Engineering and Technology
 * School:Agriculture
 * School:Engineering

title: Portal:Agricultural engineering


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Principles of Management

Principles of management is a broad and general guideline for managerial decision making and behavior of employees towards organization.

Henri Fayol's 14 Principles of Management
The Principles of Management are the essential, underlying factors that form the foundations of successful management. According to Henri Fayol in his book General and Industrial Management (1916), there are 14 'Principles of Management'.

 * 1) Division of Work - According to this principle the whole work is divided into small tasks. The specialization of the workforce according to the skills of a person, creating specific personal and professional development within the labour force and therefore increasing productivity; leads to specialization which increases the efficiency of labour.
 * 2) Authority and Responsibility - This is the issue of commands followed by responsibility for their consequences. Authority means the right of a superior to give enhance order to his subordinates; responsibility means obligation for performance.
 * 3) Discipline - It is obedience, proper conduct in relation to others, respect of authority, etc. It is essential for the smooth functioning of all organizations.
 * 4) Unity of Command - This principle states that each subordinate should receive orders and be accountable to one and only one superior. If an employee receives orders from more than one superior, it is likely to create confusion and conflict.
 * 5) Unity of Direction - All related activities should be put under one group, there should be one plan of action for them, and they should be under the control of one manager.
 * 6) Subordination of Individual Interest to Mutual Interest - The management must put aside personal considerations and put company objectives firstly. Therefore the interests of goals of the organization must prevail over the personal interests of individuals.
 * 7) Remuneration - Workers must be paid sufficiently as this is a chief motivation of employees and therefore greatly influences productivity. The quantum and methods of remuneration payable should be fair, reasonable and rewarding of effort.
 * 8) The Degree of Centralization - The amount of power wielded with the central management depends on company size. Centralization implies the concentration of decision making authority at the top management.
 * 9) Line of Authority/Scalar Chain - This refers to the chain of superiors ranging from top management to the lowest rank. The principle suggests that there should be a clear line of authority from top to bottom linking all managers at all levels.
 * 10) Order - Social order ensures the fluid operation of a company through authoritative procedure. Material order ensures safety and efficiency in the workplace. Order should be acceptable and under the rules of the company.
 * 11) Equity - Employees must be treated kindly, and justice must be enacted to ensure a just workplace. Managers should be fair and impartial when dealing with employees, giving equal attention towards all employees.
 * 12) Stability of Tenure of Personnel - Stability of tenure of personnel is a principle stating that in order for an organization to run smoothly, personnel (especially managerial personnel) must not frequently enter and exit the organization.
 * 13) Initiative - Using the initiative of employees can add strength and new ideas to an organization. Initiative on the part of employees is a source of strength for organization because it provides new and better ideas. Employees are likely to take greater interest in the functioning of the organization.
 * 14) Esprit de Corps/Team Spirit - This refers to the need of managers to ensure and develop morale in the workplace; individually and communally. Team spirit helps develop an atmosphere of mutual trust and understanding. Team spirit helps to finish the task on time.

Key Roles
Fayol also divided the management function into five key roles:
 * To plan and forecast/Planning
 * To organize/Organizing
 * To command/Commanding, Leading
 * To coordinate/Coordinating
 * To control/Controlling

Discussion questions and essay ideas

 * What role does ethics play in managing employees?
 * What are some key characteristics of ethical managers?
 * What are some key signs that a manager is being unethical?

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

title: Principles of Management


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User:Grant Robinson

I am a student from Kent with a strong interest in management and law. My particular interests lie in management theory and corporate law, and I aim to add more of these to the school in the near future. My username is RobbiG.

title: User:Grant Robinson


text: File:Html challenge1.png

title: File:Html challenge1.png


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User talk:Ericruud

this is my talk page. feel free to talk.

be bold

do whatever.

sandbox

Hoax Template
I noticed that you blanked this page. Would you like it to be deleted? Please respond below. -- J.Steinbock 01:07, 18 December 2006 (UTC)
 * I was testing out templates, I'm newish to wikis. I copied that source from wikipedia, and I don't think that's allowed.. Ericruud 01:09, 18 December 2006 (UTC)
 * It's fine to a certain extent. If you don't intend to use the template, I will delete it for you. With that said, do you want me to delete it or restore it? -- J.Steinbock 01:11, 18 December 2006 (UTC)
 * I'm not using it, it's fine to delete. Sorry for the mess. Ericruud 01:12, 18 December 2006 (UTC)
 * Don't worry about it. I'm glad to see that you're interested in the project. -- J.Steinbock 01:13, 18 December 2006 (UTC)

title: User talk:Ericruud


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How people learn: brain, mind, experience and school

Why is this study group needed?
Wikiversity needs to be able to plan and create effective learning experiences for participants.

"Technology can help to create an active environment in which students not only solve problems, but also find their own problems. This approach to learning is very different from the typical school classrooms, in which students spend most of their time learning facts from a lecture or text and doing the problems at the end of the chapter." Technology to Support Learning --JWSchmidt 03:49, 18 December 2006 (UTC)

What does this study group hope to archive?
This study group aims to identify how this can be done drawing on the information provided at the website How people learn: brain, mind, experience and school.

Who is this project for?
This project is for anyone who is interested in how to improve learning.

Active participants

 * Mystictim 20:39, 16 December 2006 (UTC)
 * --JWSchmidt 03:43, 18 December 2006 (UTC)
 * vannin 23 February 2007 (UTC)
 * Dionysios (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-07-06 (July 6, 2007) Time: 1206 UTC

When will this project take place?
The initial phase of this project will be conducted during January 2007.

How will this project be conducted?
If you would like to take part in this project you can begin by reading the executive summary of the website How people learn: brain, mind, experience and school. The main strand of this project will be a critical reading of this website.

Related learning projects

 * Learning to learn a wiki way
 * About learning a report by Demos study group aims to investigate the implications of this report for Wikiversity in general and this learning project specifically.

Websites
How people learn: brain, mind, experience and school

Documents
About learning

Selected quotes from the report
"Social opportunities also affect motivation. Feeling that one is contributing something to others appears to be especially motivating (Schwartz et al., in press). For example, young learners are highly motivated to write stories and draw pictures that they can share with others. First graders in an inner-city school were so highly motivated to write books to be shared with others that the teachers had to make a rule: "No leaving recess early to go back to class to work on your book" (Cognition and Technology Group at Vanderbilt, 1998)" Learning and Transfer


text:
Overview of Cell Biology/Microtubule Dynamics and Organization

Readings

 * Study guide:
 * Wikipedia article: Microtubule
 * Wikipedia article: Cytoskeletal Elements


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User:Ericruud

My name is Eric. I have nothing on this page, but you could check out my talk page.

title: User:Ericruud


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Overview of Cell Biology/Microtubule-Binding Proteins and Motors

Polymerization/Depolymerization Proteins
Tubulin binding proteins promote depolymerization and catastrophe (i.e. Stathmin, Op18).

Nucleating proteins nucleate MT assembly at the centrosome (i.e. γTURC).

End-binding proteins bind the (+) end of filaments and mediates chromosome/membrane interaction (i.e. CLIP-170).

Severing proteins oromote depolymerization at the (-) end of filaments (i.e. katanin).

Depolymerizing proteins promote depolymerization at the (+) end by inducing protofilament curling (i.e. Kinesin-13 family, KinI - the mechanism of KinI does not involve hydrolysis of the GTP cap).

General Properties
MAPs stabilize MTs by binding to sides and inhibiting disassembly. MAPs can also stabilize nuclei to promote assembly. MAPs function to organize MTs into bindles in various cellular structures and mediate MT interaction with other protens.

MAP Domains
- The MT binding domain binds several tublin dimers at once and help stabilize the polymer. - The projection domain interacts with MTs or other structures such as intermediate filaments

Map2 and Tau
MAP2 and Tau are responsible for organizing microtubules in neuronal axons and dendrites. Axon-like structures can be induced in cells that do not normally express axons if MAP2/Tau is introduced. The projection domain of MAP2 is larger, so the spacing between MTs is greater in MAP2 expressing cells.

Kinesins
Kinesis are MT-activated mechanochemical ATPases which undergo a crossbridge cycle similar to myosins.

N-type kinesins have motor domains at the N-terminus and move toward the (+) end of microtubules.

C-type kinesins have their motor domain at the C-termnus and move towards the (-) end of microtubules.

I-type kinesis have their motor domain in the internal of the protein sequence and do not move along microtubules. Instead, they bind to microtubule ends and promote depolymerization and peeling.

Kinesin-1 was the first kinesin discovered and is the best characterized in the kinesin family. It is composed of 2 heavy chains and 2 light chains. Kinesin-1 is an N-type kinesin that forms a coiled coil with another kinesin-1 tail.

Dyneins
Dyneins are huge (greater than 1,000,000 Da in molecular weight) motor molecules composed of 2-3 heavy chains complexed with a poorly characterized number of light chains.

Flagellar dynein is involved in cilliary and flagellar motility and the closely related cytoplasmic dynein is important for various other celullar functions.

The dynactin complex is a multisubunit protein complex that copurifies with dynein and is thought to mediate the attachment of dynein to vesicles and organelles.

Dynein motility is derived from ATP hydrolysis and moves towards the (-) end of microtubules.

Kinesin and Dynein Function
Transport from the cell body to the synapse is called anterograde transport and transport back to the cell body is called retrograde transport. Microtubules are oriented with their (+) ends towards the synapse; therefore, anterograde transport is dependent on kinesin, while retrograde transport is dependent on cytoplasmic dynein.

Intracellular movement an d positioning of organelles
Microtubles mediate the positioning of internal organelles such as the Golgi Apparatus and the Endoplasmic Reticulum. The Golgi is located near the centrosome. If the microtubules are disrupted by drugs, the Golgi becomes fragmented and the ER collapses. The ER reforms if the microtubules are repolarized.

Structure of Cilia and Flagella
The core concists of axonome in which 9 outer doublet microtubules surround a central pair of singlet microtubules. The doublets consist of A-microtubules (13 protofilaments) and B-microtubules (10 protofilaments). The outer doublets are connected by nexin. The other doublets are connected to the central microtubules via radial spokes. THe central microtubules are stabilized by an inner sheathDynein arms attached to the AMT drive ciliary beating.

The axonome arrizes from the basal body, which acts as a template for the formation of new flagellin. At the basal body, the axonome is an Amt-Bmt-Cmt triplet which becomes an Amt-Bmt doublet in the axonome.

Movement
Flagella moves in a sinusoidal and symmetric waveform. Cilia moves in an asymmertric, powerful stroke.

The sliding MT hypothesis postulates that flagellar and ciliary bending is powered by sliding of the outer doublet microtubules relative to one another toward the (-) end of MTs.

Experimental Evidence:

Axonomes with high salt concentration will be stripped of dynein. These isolated axonomes no longer beat. If dynein is re-introduced, beating is reconstituted


text: Template talk:Barnstar 5

title: Template talk:Barnstar 5


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User talk:Heltec/Dec 17 2006

 * you said nearlly month ago to wait a while before trying to become a custodian. I've waited a while on Wikiversity, I've created a few large articles, and have improved exsisting ones greatly. I've made a few hundred edits already, and have decided to stay with Wikiversity for a long time. Do you think I should try for Custodianship now?Student Galaxy 14:28, 16 December 2006 (UTC)
 * Very sorry: Well, i am very sorry, and no offense at all meant to you, but i think you might be better suited for arbitration then custodianship. I just think right now we have plenty of admins. Sorry.  Heltec  talk

 * Hello. I have changed the license of Image:Cusmop.png and Image:Wikiscofold.png to Copyright by Wikimedia as they are derivatives from the Wikiversity logo. guillom 12:58, 27 November 2006 (UTC)
 * Thanks, I didnt know that was an option (I didnt see it). Heltec  talk
 * Thanks for your advice and message. Sorry, I don't know how you would like me to format this message, so I just wrote it like this. Saludos. -- J.Steinbock 20:
 * Happy it helped. I format them when i reply, dont worry. Heltec  talk
 * I nominated myself to be a custodian too. But I have not found a mentor yet, any advice?Student Galaxy 20:12, 26 November 2006 (UTC)
 * Well, theres really noting you can do. Once you nominate yourself, you just have to watch and wait. Heltec  talk
 * Hi again. Just wondering why you think Ways of making education more interesting for children needs to be renamed? Cormaggio 00:39, 23 November 2006 (UTC)
 * Eh, i was thinking more in the lines of it being an orphon, guess wrong template? sorry. Heltec  talk
 * "our custodian symbol" <-- we have a custodian symbol? --JWSchmidt 02:23, 21 November 2006 (UTC)
 * The Wikipedia globe + mop i think? Heltec  talk
 * Hi Heltec, just wondering what this page was intended to be, and why you thought it was "obsolete"? Welcome to Wikiversity, by the way :-). Cormaggio 19:56, 20 November 2006 (UTC)
 * Well, actually it was obsolette because I figured it was better off held later, So partisipation can be higher. It was going to be a contest for an Wikiversity equilivant of Wikipe-tan. Heltec  talk
 * Great! Thanks! I will post this barnstar in our division news. J.Steinbock 23:35, 19 November 2006 (UTC)
 * Very glad it helps. Heltec  talk
 * Thank you for the barnstar! Even if it is not used on Wikiversity, it is the thought that counts. :) J.Steinbock 20:21, 19 November 2006 (UTC)
 * De nada: No problem, thanks for working so hard on them. Heltec  talk
 * Heltec, The answer is no. And thank you for asking.--Hillgentleman|User talk:hillgentleman 02:38, 19 November 2006 (UTC)
 * Heltec, I don't think I have contributed much. Right now I am happy in contributing what I have to wikiversity.  I do not yet want the responsibility of being a custodian.  Thank you.--Hillgentleman|User talk:hillgentleman 00:23, 20 November 2006 (UTC)
 * ok then. Thanks anyway. Heltec  talk
 * Hi there, and welcome to Wikiversity! :-) --HappyCamper 17:26, 17 November 2006 (UTC)
 * Thanks! Glad to be here! Heltec  talk

title: User talk:Heltec/Dec 17 2006


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Overview of Cell Biology/Intermediate Filaments and Septins

Free Berkeley Lecture available from ITunes U [| Intermediate Filaments and Septins]

Readings

 * Study guide:
 * Wikipedia articles: Intermediate Filaments, Septins


text:
File:Eraser.png

Summary
A picture of the eraser tool from Photoshop

title: File:Eraser.png


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User:Bessert

Specialist in Archaeology, Comparative Religious Studies, Political Science, Anthropology and Mythology.

title: User:Bessert


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User:Cyberjunkie

See my userpage at the English Wikipedia.

title: User:Cyberjunkie


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Talk:How people learn: brain, mind, experience and school

"Technology can help to create an active environment in which students not only solve problems, but also find their own problems. This approach to learning is very different from the typical school classrooms, in which students spend most of their time learning facts from a lecture or text and doing the problems at the end of the chapter." Technology to Support Learning--JWSchmidt 03:49, 18 December 2006 (UTC)
 * Hi JWSchmidt, Don't be fooled by the fact this report mainly talks about learning in a school setting. The research is just as applicable to learning at Wikiversity. I've not fully read this report yet but the jist of it is that by applying the results of current scientific research in to learning huge improvements can be made in schools. This research shows that learning is enhanced by: using meta learning (learning to learn) techniques, taking account of learners prior knowledge, skills and attitudes, knowledge is deeper with understanding not just recall, learners are encouraged to solve problems and set their own problems, learners are supported in becoming independent learners. Much of the learning material on Wikiversity is of the school classroom type you mention, learners read long sections of text and then answer some questions at the end. I beleve this report will help Wikiversity expand its learning methods towards the problem solving, problem setting approach you are hoping for. Mystictim 12:15, 18 December 2006 (UTC)
 * Opps! sorry I didn't realise you were quoting from the report. I hope we are in general agreement about the importance of this report. Mystictim 12:20, 18 December 2006 (UTC)

Theories, Philosophies, Paradigms, etc
I think that one of the first step is to start collecting information on all the current and emerging educational theories, philosophies, paradigms, etc (Which from my cursory scan, seems to be classified as Educational Psychology). I am slightly familiar with constructivism, androgogy and I am starting to work on a new theory called the Systems And Tools Educational Philosophy, but I'm sure there must be more than these.

 * Yes, there are any number of Learning styles, and theories, but it seems to me that this page is slightly more narrow in focus than to encompass all of what you mention. This page is (i think) set up to explore a particular book (with the same title as this page) - whereas what you're talking about is not necessarily bound to that particular book, but is rather an overview/synthesis of "How people learn" (which we could make separately). All of this should be mapped out through categories (such as Category:Education) - and you might also want to look into Portal:Education and School:Education. Many people listed at these various education-related pages are all most likely willing to help out - I certainly am. :-) Cormaggio talk 16:00, 11 January 2007 (UTC)

Application to Wikiversity
One of the highlights of this approach to learning is the focus on the learner's self-evaluation and the need for the learner to develop a meta-cognition about their learning. This has implications for the courses we develop and the need to embed self-evaluation within it - which would fit well anyway - we don't want to create a system where it is necessary to have a "teacher" to grade papers. Lesson plans can encourage learners to set goals for their own learning and then to evaluate it along the way in a variety of ways - starting with the traditional "quiz" but also through guided questions (as the primary years inquiry based International baccalaureate program does)--Vannin 22:43, 23 February 2007 (UTC)vannin


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User:J.Steinbock~enwikiversity/Main Page

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Flexible learning/old version

''This is an old version of Flexible learning. Please do not edit this any more. It is kept for the edit history.''

Flexible Learning is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs. Wikipedia Dec 06

This page will assist you in understanding the principles of Flexible Learning by exploring related information, ideas and new practices in formal education. After reading through this information, and taking up opportunities for learning support it is hoped you will be able to apply flexible teaching and learning techniques in your own contexts.

This topic is also used in:
 * Teaching and Learning Online
 * Designing for flexible learning practice

Learning support and accreditation

 * Otago Polytechnic offers formal learning and acreditation services with their Designing for Flexible Learning Practice course.
 * The Flexible Learning Practice weblog is used by Otago Polytechnic to advise learners in this subject. Feel free to follow along and make contact through that blog.
 * The Flexible Learning Practice email list is available for people to ask questions, network and generally discuss this topic. At the moment the list is quiet, and is made up of people engaged in a teacher trainnig course at the Otago Polytecnic. The facilitators hope to grow the list into a more global membership with a wider range of skills and backgrounds.

Content
Flexible Learning is a recent concept with many varying interpretations. No one interpretation is correct, leaving room for many interesting and useful ideas. This is one reason why the information resources used here are in a wiki format. It makes it easier for others to contribute and for contributors to keep the information up to date.

What is flexible learning?

 * Flexible learning can be viewed as an incentive to reflect on teaching and learning environments, and develop new ways to engage with students. Flexible learning is not a goal in itself, the goal is to improve the learning experience and the learning outcomes. Flexible learning is a method by which educational goals can be achieved. This means that the decision to implement particular flexible learning strategies should be informed by educational values and goals and by specific educational contexts.
 * Read more about flexible learning from the perspective of the Australian Flexible Learning Framework's Flexways site.

Why we need flexible learning
In adult education and training, flexible learning has alway been available. Most vocational education and training organisations have an early history providing after hours workshops and training sessions to work around normal working hours, and to not interrupt industry production schedules.

Today, there are increasing pressures on workers and industry that create demand for similar options for education and training. Many employers are asking for training to take place in the workplace. Others are preferring block training so as to more easily manage interruptions to normal opperations. Individuals who wish to further their personal development or skills and qualifications may prefer after hours, part time and/or distance learning options so as not to impact on their current employment and income status. Whatever the need, flexible learning opportunities are something that all education and training providers should keep in mind.

 * Listen to Learning and teaching in the twenty-first century: new challenges, Gregory Whitby to hear a compelling arguement of why and how new technologies influence younger generations and what schools can do to meet the flexibility challenge.

Examples of Flexible Learning

 * Strategies in Designing for eLearning - a guide put out by the Australian Flexible Learning Framework that has tips on a wide range of mostly online learning strategies and ideas.
 * CyberOne: Law in the Court of Public Opinion is an online course offered by Harvard Law. They use a course blog in conjunction with a course wiki to deliver notes and video recorded lectures. They also use the 3D virtual world platform Second Life to facilitate communication.
 * MIT Open Courseware offers free access to online learning resources
 * OIL - online information literacy is a self-directed series of online modules.
 * elearning guidelines and case studies in the New Zealand tertiary sector.
 * Videos of teaching staff at Otago Polytechnic talking about their flexible learning opportunities.
 * Please feel free to add additional examples here for review.

Issues with flexible learning
In this topic you will analyse and evaluate challenges that arise in the design of flexible learning environments.

There are many issues and consideration to do with flexible learning. From privacy and copyright, to access and usability. The range of issues are wide. Following are information resources that refer directly and indirectly to issues that affect flexible learning. You may be aware of others - please feel free to add them to this list. Focus on at least one of these issues and pursue research on it. Make notes to your weblog, add bookmarks to your resource list and finally, develop a teaching resource around your chosen issue. See Projects.

The modern Internet
Web 2.0 and socially constructed learning is an emergent theme in eLearning circles. Watch this short video that explains Web 2.0. What are the issues that this video highlights? How do they relate to Flexible Learning? Especially flexible learning that uses the Internet. Further reading related to web 2.0: Wikipedia entry, Networked learning,

Copyright
Copyright in the Internet age is a perplexing issue. Watch these series of videos explaining copyright issues in terms of the Creative Commons. Creative Commons is a working solution to digital Copyright issues. What issues to do with Copyright do these videos talk about? How does copyright affect flexible learning? Further reading relating to copyright:
 * Wikipedia entry

Information formats
You are having trouble creating handouts using pictures and diagrams, and the formatting goes haywire, - this is an issue. So you need to find a solution. A short term solution may be to provide the students with hard copies of the handouts - of course this creates other issues or considerations such as the expense and resource sustainability, as well as how you will get the handouts to students studying off-campus. A longer term solution might be to better understand publishing software and formats. You might need to upgrade your skills and use a more advanced image editing programme. Further reading on software and formats:
 * free software
 * Image formats
 * open formats
 * learning objects,

teacher and learner workloads
Because flexible learning often entails self directed, or self paced learning teachers and learners can often lose sight of what would be a reasonable workload. Time management are important skills to have. Further reading on teacher and learner workloads:

Your issues
Please add issue to do with flexible learning that you identify with. It might be the question of the practical nature of your subject area, it might be Internet bandwidth and digital divides, whatever the issue, please give a quick description and links out to further reading.

Flexible learning in educational organisations
In this topic you will explore and justify the strategies for the development of flexible learning environments.

Locate your educational organisations strategic plan. It is a document with mission statements, aims and objectives, and performance indicators. Highlight statements that refer to things related to flexible learning. Discuss these statements with your peer group and use them to help you develop your plan.

Planning for flexible teaching and learning
In this topic you will create and evaluate a plan for the implementation of a flexible learning experience.

Identify a course or unit within a course in your educational organisation that you think could develop flexible learning opportunities. Note down the basics to your idea in your blog and seek feedback from your colleagues and facilitators. After gaining this feedback and taking on suggestions, prepare a more complete project plan that includes aims and objectives, timelines and milestones, risks and risk responses, and of course a budget.

You might find it useful to take into account the following considerations:

Learner profiles
Before you can design materials for flexibility in your courses, not only do you need to know who your learners are (Learner Profile), you also need to be clear about the achievements and characteristics they will leave with when they finish your course/programme (Graduate Profile). The issues and considerations associated with how your students learn will influence how you support them and the resources you will provide.

Projects
The following projects are designed for you to start learning about flexible learning for yourself, and contributing what you learn to the general pool of knowlege, skills and understandings on the topic.

Weblog
20% For this assignment you will be asked to keep a record of the what, how and why of your learning and this will be ongoing throughout the course.
 * To do this you will be asked to keep a written record as an online blog, and you may also like to keep pictorial, audio and video records as well.
 * Consider whether you want to make your weblog private or public.
 * The weblog will need to include references for material you have been reading and exploring, and evidence of how you have gone about planning for flexible learning in your workplace.
 * Use the [Hegarty Reflective Framework and Template] as a guide to how you can record your learning.

Reference list
20% You will be shown how to use and maintain http://del.ici.ous – a social bookmarking facility on the web – to search for and store material you will need for flexible learning.
 * Write brief notes in del.ici.ous about the usefulness of each resource.
 * Watch this video on how to use Del.icio.us

Teaching Resource
10% For this assignment you will need to develop a digital resource which shows others (students or colleagues) how to use software or technologies or other materials in an educational setting.
 * You will need to outline and discuss your ideas with the class and with the facilitators.
 * You will be assisted to scope and prepare a plan for creating the resource.
 * The resource could be an audio recording with an expert, a slide presentation, a screen recording of a particular piece of computer software, a video on how to use some form of hardware, or a text-based handout.
 * Announce and publish the resource through your web log.

Develop a flexible learning plan
50% All the other assignments lead into this final assignment which is a plan for how you intend to introduce flexibility into a course or programme in your work area. The facilitators will assist you with design ideas and will help you to develop your plan.

Use the [Flexible Learning Scope template] to record your initial design ideas. Your scope will need to include the following:
 * A profile of student characteristics both at enrolment and on completion (learner profile and graduate profile)
 * Issues and considerations and solutions to address these. For example, not all students will have access to broadband, therefore one solution may be to provide material online and on CDROM.
 * Strategies and methods you intend to use to create a flexible learning experience. For example, students will be asked to take digital photos of plants in the Botanic Gardens and prepare an identification chart for an assessment. This will replace a formal lecture.
 * Gather feedback from your peers on your draft flexible learning scope, and modify your scope as necessary.

title: Flexible learning/old version


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title: File:Flexible learning.jpg


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Talk:Historical Introduction to Philosophy/Arguments for God

Why didn't you link to things out on the web? There are all kinds of sources there? I added a link to the Five Ways for you. . . DrMiller 04:21, 18 December 2006 (UTC)


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Talk:Historical Introduction to Philosophy/The Problem of Evil

This is great! There just needs to be more of it. The structure is excellent and you have linked to a lot of good stuff, but I would have liked to see more information/explanation on the page. Grammar and spelling need cleaning up, too. DrMiller 04:26, 18 December 2006 (UTC)


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User talk:DrMiller~enwikiversity

Welcome to Wikiversity. Do you have an official role in the "Historical Introduction to Philosophy" project? --JWSchmidt 04:31, 18 December 2006 (UTC)

I am the professor for whom they are creating the project. --DrMiller 04:35, 18 December 2006 (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 DrMiller. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name DrMiller~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 23:34, 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) 06:06, 19 April 2015 (UTC)

title: User talk:DrMiller~enwikiversity


text:
Talk:Historical Introduction to Philosophy/Truth, Objectivity, and Relativism

Good job. Full credit (at least on the parts of the rubric not dependent upon the performance of the class as a whole). --DrMiller 04:42, 18 December 2006 (UTC)


text:
User:DrMiller~enwikiversity

It's just me.

title: User:DrMiller~enwikiversity


text:
Unmanned aerial systems

This project will attempt to assess whether or not the state of the art is currently conducive to this sort of technology, and if it is, how best to implement the technology.

Possible uses for this technology include: wireless mesh network clouds, speaker systems, lighting systems, video monitoring systems, cleaning and sanitation, shipping, reconnaissance aerial photography systems, and so forth.

Drones and unmanned arial systems are a future oriented technology.

 * Can systems be made that can remain airborne a long period of time?
 * Are solar cells currently advanced enough to allow this?
 * Do other technologies exist that could allow this?
 * Can this be done inexpensively?
 * Can software be developed to allow:
 * Communication between these devices
 * The devices to remain autonomous and safe
 * Communication between the ground
 * The devices to remain autonomous for long periods
 * Can this be done to look attractive and aesthetically pleasing?
 * Can a twin blade design keep a vehicle aloft in an enclosure or in some hidden manner or other configuration?

Workspace

 * /Readings/
 * /Specifications/

Learning Task

 * (Drone) Explore definition of Drone and unmanned aerial vehicles.
 * (Remote Control/Autonomous Vehicle) Assume is unmanned aerial vehicle is controlled by a remote control or it is designed as autonomous vehicle with optical pattern recognition. Compare those two approaches and explain the challenges, requirements and constraints!

Discussion questions

 * Can drones potentially be used to stop gun violence?
 * This idea has been put forth to design drones that can detect gun fire and if necessary then stop the shooter within 30 seconds, instead of potentially 10-15 minutes not using drones.

 * How can drones be used in art exhibits and exhibitions?
 * How might drones be utilized for 100 years? 500 years? 10 years? 15 years?

title: Unmanned aerial systems


text:
Talk:Historical Introduction to Philosophy/Libertarianism

This is the wrong libertarianism and would go under political philosophy. The libertarianism that goes with the free-will debate is position that not all events are determined--and this being precisely where free will comes in: Epicurus and swerving atoms, for example. --DrMiller 05:49, 18 December 2006 (UTC)


text:
User:SecondLife~enwikiversity

Hi.

title: User:SecondLife~enwikiversity


text:
Talk:Game Creation Guidelines/Testing

Software testing
Hi, I have added your page here. In the future we could make a collaboration. Would be interesting for the participants of Software testing. --Erkan Yilmaz 10:30, 18 December 2006 (UTC)

title: Talk:Game Creation Guidelines/Testing


text:
Talk:Game critiques

Everybody can criticize
...not only people interested in quality. I would like to offer my help and also extend this to a collaboration with the course software testing. --Erkan Yilmaz 11:34, 18 December 2006 (UTC)

structure
Hi, I have added some structure and text. I included also this chapter: Game_Critiques, because it was mentioned in: Topic:Board_Game_Design. Would be happy about feedback :-) --Erkan Yilmaz 12:45, 18 December 2006 (UTC)
 * Perhaps there could be made more distinction to Games_in_Development? --Erkan Yilmaz 12:47, 18 December 2006 (UTC)

 * Also here is mentioned something, which should belong together:
 * "Board Game Design Templates - An effort to standardize basic Game Critique, Playtest Report, and Ruleset formats.". --Erkan Yilmaz 18:47, 18 December 2006 (UTC)

Collaboration
I'm in for any collaboration you'd like to do. I like the text you've added and I'm sure we'll be able to refine it further.Dnjkirk 13:31, 18 December 2006 (UTC)
 * Great and also thx for the fast feedback. --Erkan Yilmaz 14:11, 18 December 2006 (UTC)

title: Talk:Game critiques


text:
User:AlC

Background

 * 30 y/old London male
 * AS-level German
 * A-levels in English, Biology and Chemistry
 * S-level Chemistry
 * BA Experimental Psychology
 * Working in intellectual property law

Law

 * IP law (initial UK & soft IP focus)
 * Develop study materials to support
 * IP101: Background to and rationalisation of IP rights
 * IP102: Types of Rights
 * IP103: Jurisdictions, protocols and agreements
 * IP104: Introduction to Trade Marks
 * IP105: Introduction to Designs
 * IP106: Introduction to Copyright
 * IP107: Introduction to Patents
 * IP201: Trade Marks (UK)
 * IP202: Trade Marks (EU)
 * IP203: Trade Marks (Foreign)
 * IP301: Designs (UK)
 * IP302: Designs (EU)
 * IP303: Designs (Foreign)
 * IP401: Copyright (UK)
 * IP402: Copyright (EU & Overseas)
 * IP503: Patents (Overview only)
 * IP601: Review, state of play and consideration of oddities
 * Finals essays (to be written up at the end of the course)
 * IP701: Overview of current IP debates
 * IP702: IP and pharmaceuticals
 * IP703: IP, technology and software
 * IP704: IP, Internet publishing and user created content
 * IP705: IP and the entertainment industry
 * IP706: Comparing and contrasting IP in North America and Europe
 * IP707: Free IP: systems and players
 * IP708: Future directions and policymakers
 * Possibly, additional essays/articles on specific subjects written for marketing at work and released here subsequently after publication in press

Languages

 * Japanese
 * basic phonetics
 * basic reading vocabulary

Computer Science

 * Computer hardware, construction and maintenance
 * Project to build a working PC
 * Introduction to operating systems
 * Podcast lecture course
 * UNIX/Linux installation and administration
 * Choose, install and maintain a Linux distro on the built hardware
 * Choose, install and maintain appropriate FOSS applications software
 * Programming
 * Key concepts in computer programming
 * Essential programming languages
 * Python
 * PHP
 * Notes to show understanding of concepts
 * Basic project work to test knowledge and use of languages
 * Wired and wireless networking
 * LAMP/WAMP development
 * Test project
 * Information security
 * Key concepts and issues in information security
 * Emerging trends in information security
 * Applications of content management systems
 * Further studies
 * Advanced Linux system administration
 * Further programming languages
 * An assault on LISP
 * Further study of information security
 * Forms of attack
 * Case studies of exploits and code examples
 * Personalities within the field

General Studies

 * Maintain external wiki site for notes (Jot Spot?)
 * Develop list of books and audiobooks to work through
 * Keep notes as appropriate
 * Write short wikified summary at end of each text
 * Try to link ideas from text to text
 * Great Books/Columbia Core reading lists
 * Develop and maintain supplemental lists of additional works of interest
 * Short lists by topic
 * Include links
 * Keep notes as appropriate
 * Write short summary at end of each text

Literature

 * Keep half an eye on the development of these pages to take up once the general reading is done

Fine Arts

 * Keep an eye out for pages like this which may form the basis of studies
 * Collect texts and other resources which may be useful in forming the basis of a course if none emerges

Linguistics

 * Especially
 * Nuts & bolts basics
 * Evolution of language
 * Semiotics
 * Information theory approaches
 * AI, speech recognition and speech production
 * Artificial languages

title: User:AlC


text:
Cambridge International Examinations - General Certificate of Education - Ordinary Level History

Modular Description
Module EB0003 (Cambridge International Examinations - GCE Ordinary Level History) aims to provide students with a basic grasp of Southeast Asian History using Syllabus 2158 of CIE.

Syllabus Outline
Students will study the following topics:

 * The Japanese Occupation
 * Malaya (present-day Malaysia) and the Dutch East Indies (present-day Indonesia)
 * Domestic and foreign issues since independence.
 * The Indonesian Revolution

Schedule

 * Week 1: Administration of the Malay States, 1874-1941
 * Week 2: Administration of the Malay States, 1874-1941
 * Week 3: Formation of the Straits Settlements
 * Week 4: Administration of the Dutch East Indies
 * Week 5: Japanese occupation and impact
 * Week 6: Post-War Nationalism and Constitutional Developments
 * Week 7: Post-War Nationalism and Constitutional Developments
 * Week 8: Domestic and foreign issues since independence
 * Week 9: Domestic and foreign issues since independence / Revision
 * Week 10: Final Paper

Assignments

 * Describe the events since the Second World War that led to:
 * the creation of the Federation of Malaya in 1948;
 * the creation of Malaysia in 1963;
 * the secession of Singapore from Malaysia in 1965.
 * To what extent, during the years 1965-91, have the governments of both Malaysia and Singapore proved stable?
 * While stability is the dominant impression, reserve marks in the higher range for those who do indicate the opposite, e.g. conflict with Chinese, suspension of parliamentary government in 1971. 1

Lessons
Week 1: Administration of the Malay States, 1874-1941

List of students and contributors

 * Lockleong93 (Modular Coordinator)
 * ValerietheBlonde (Student)
 * lcaro88 (Student)
 * [[User:Dantovski] [Dantovski] (Student)
 * dgeary (Student)

Related Schools & Departments

 * School of History
 * Department of European History
 * Department of Indic History
 * Department of Philosophy of History
 * Department of Southeast Asian History

Related External Pages

 * Cambridge International Examinations - GCE Ordinary Level History


title: Template:RSS2


text:
Phaedo/Questions

Questions and Considerations for the Phaedo
Even if everything comes about from its opposite, as Socrates said, which means life has to come about from death, does that mean we know exactly what death is? Cebes had a good point when he wanted to know whether death is the dispersion of the soul. Socrates defined death as the separation of the soul from the body, but if in life the soul is one, then in death shouldn’t it be the opposite and be dispersed since he said they are opposite? Or maybe this view of life and death is too simple and they each don’t depend on the dispersal or unity of the soul at all. If that is so, then the soul could remain one and still have to pass from life to death as Socrates said. Do you agree with Socrates’ definition of death? Do you agree that to know universals like equality, beauty, and good we have to have known them from perceiving the forms? Do you also agree that to know these forms means we had to know them before we were born in which case souls do exist before they are in bodies?

title: Phaedo/Questions


text: User:J.Steinbock~enwikiversity/Navigation


text: User:J.Steinbock~enwikiversity/Personal

title: User:J.Steinbock~enwikiversity/Personal


title: File:WikiversityReports3.ogg


text:
User:J.Steinbock~enwikiversity/Public Announcement/Schedule

To be finished by: December 24


text:
User:H4x5k8

www.myspace.com/h4x5k8

title: User:H4x5k8


text:
User talk:Promosquito

Welcome to Wikivesity. "Wikistrings" are fine. --JWSchmidt 21:40, 18 December 2006 (UTC)

title: User talk:Promosquito


text:
The Design Argument

What is the Design Argument?
The Design Argument for the existence of God focuses on the perceived order and regularity of nature and the universe to posit the existence of a higher being or deity. Also known as the teleological argument (from the Greek telos, meaning end or purpose; it focuses on empirical evidence and sense experience as opposed to a priori internal logic and rationality - it is, therefore, an a posteriori argument.

There are two forms of this argument, the analogical argument, as proposed by Paley (and discussed below in the analogy of the watch), and the inductive argument which can be breiefly summarised as stating that when we observe the world we see regularity, and regularity implies adherence to laws. Laws have to have been put in place, and that something was God.

There is another side the design argument by david hume he says that why compare the eye to a watch? why not compare it to a dandelion instead.We do not know if this god is a good god e.g. because of earthquakes, tsunamis, disease.

The Analogy of the Watch
The argument was first put forward by William Paley with the analogy of the watch. He claimed that if a man were to walk across a heath and were to see a watch, he could easily tell it apart from the inanimate and technically simple other entities on the heath, for example rocks and stones. He could do this because of the many parts and mechanisms that comprise the form of the watch, and Paley claims that it would be rational to say that the watch is the product of a designer due to the fact that all of the parts work together in perfect unison to tell the time. Paley therefore claimed that this was true of the world; the earth is so perfect for human life that it could not have happened by chance. This would indicate that had been designed, and Paley claimed that this designer was God.

How does the argument work?
The basic formation of the argument can be outlined as follows:

1. x is a complex, highly intricate biological being. All of its parts function perfectly, in unison, towards some kind of goal (for example, eye = seeing)

2. Therefore, x must have been created by something intelligent, because it is such a complex entity.

3. This intelligent force is God.

4. Therefore, due to the existence of x, God exists.

About the Contributors
Albert Fenton and Grant Robinson are Philosophy of Religion students from Kent, England.

title: The Design Argument


text:
Wikiversity talk:GNU Free Documentation License

shouldn't this be protected? Chris is me 22:19, 18 December 2006 (UTC)
 * I agree 69.251.20.244 06:48, 19 January 2007 (UTC)

Which optional features are you using
would be better if specified... 69.251.20.244 06:48, 19 January 2007 (UTC)


text:
User:Ezratrumpet

Ezratrumpet

title: User:Ezratrumpet


text:
User:Bertie~enwikiversity

Albert (aka Bertie) is a student from Kent, England, United Kingdom. His interests include philosophy, and particularly philosophy of religion and philosophy of politics.

title: User:Bertie~enwikiversity


text:
Screencasting

Welcome to the Wikiversity Screencasting Project.

Screencasting involves recording computer output that normally seen on a computer display. The recorded video can be combined with an audio description, often to produce a tutorial, demonstration of software or a guided tour of internet resources. The Screencasting Project allows participants to learn how to make screencasts.

Learning Tasks

 * Select a method that is suitable for your computer hardware or an OpenSource software that is available on all operating systems Linux, MacOSX and Windows. Software that is available on all operating systems makes is easier to swap between operating systems without the need to learn about the user interface of new software.
 * Learn about the main steps of screencasting to identify the main steps in the software you are planning to use. The general understanding of the concept makes you more flexible to change software for a specific purpose.
 * (AudioSlides4Web) Compare a screencast with AudioSlides4Web as a tool that is able to add an audio comment to a sequence of images or to sequence of slides from a presentation. The result of AudioSlides4Web is webbased presentation. What are the PROs and CONs of each method and under which requirements would you prefer one these methods.
 * (Wiki2Reveal) Compare a screencast with Wiki2Reveal as a tool that is able to add an audio comment to a Wikiversity learning resource and convert the learning resouce on the fly in a webbased presentation. The slides can be annotated. What are the PROs and CONs of each method and under which requirements would you prefer one these methods.

Main Steps for Screencasting

 * Cursor:. After you launch a Screencast software, you might want the mouse cursor to be shown in your recorded video and you activate the options to show the mouse. Some screencast software allows add a colored focus that support users to follow the interaction on the screen and click much better.
 * Frame Rate: If screencast software allows to select the frame rate, then is important an important option to control the size of the generated screencast-based tutorials. In most cases it is sufficient to limit the frames per second (fps) to a value near 10. If you show rapid movements on the screen, then the frame rate might not be sufficient. Standard frame rates of videos are 25fps or 30fps.
 * Recording Area:. It depends on the requirements of the video, which part of the screen you want to record in the video.
 * Most of time you select an area on the screen (e.g. a window of the software) or
 * you select your entire display's output for recording.
 * The content is recorded in both cases in a designated rectangular region. An area with dimensions 640 pixels by 480 pixels is suitable for many purposes if you use the ratio 4:3. Other options are 16:9.

 * Audio: You might decide to record the audio simultaneously with screencast recording. An other option would be to add the audio comments afterwards with a video editing software.
 * Recording: After defining frame rate and size audio settings it is recommended to record a small sample screencast. An check audio and video quality together with size of file output. You click in general on a "Start Recording" button and stop the video after finishing e.g. the tutorial. Pause video makes sense, when a longer processing time of the software is coming and you don't what the viewers not to waste their time for waiting for the output. Other causes for pausing the recording are some opening and closing a new window and move the new window in the recorded area. Avoid sequences in video that are not helpful for the demonstration from the very beginning (if possible) by pausing the recording. This approach reduces the post processing workload for the screencast.
 * Video Converter: Especially for using videos in Wikiversity learning resources, it is recommended that the videos are comprehensive, short and small in size to used in as learning content, so that the server load will be minimal. Use video converter e.g. into WEBM format to have an efficient video format to be used in learning resources (see )

All Operating Systems

 * OBS Studio - Open Source - https://obsproject.com/download
 * VLC - Video LAN Client - Open Source - https://www.videolan.org/vlc/index.html

Linux

 * VokoScreen - install from Software repository
 * Screenkey

MacOSX

 * QuickTime-Player integrated in Operating System
 * /Display Eater/ - MacOSX - commercial license (part of learning resource from 2011)

Windows

 * /CamStudio/ (OpenSource) https://sourceforge.net/projects/camstudio/

title: Screencasting


text:
Wikiversity talk:Site support

On other WMF sites, the Donations link points to the Foundation's donation page. This may be good for WV too. Thunderhead 23:27, 18 December 2006 (UTC)

title: Wikiversity talk:Site support


text: File:Cover 640x480.png

title: File:Cover 640x480.png


text:
Russian Revolution/External links

Week 1

 * Back to Week 1

Week 2

 * Back to Week 2

Week 3

 * Back to Week 3

Week 4

 * Pictures from the Eastern Front.
 * Pictures from the Eastern Front, part 2
 * Back to Week 4

Week 5

 * Textual
 * Essay on the February Revolution
 * Leon Trotsky's account

 * Interactive
 * Virtual Trip to Nicholas II's Russia
 * Flash Animation from BBC
 * Back to Week 5

Week 6

 * Avrahm Yarmolinsky, Road to Revolution: A Century of Russian Radicalism, 1956.
 * Soviet history archive at www.marxists.org
 * Russian Revolution archive at www.libcom.org
 * Year One of the Russian Revolution from the Victor Serge Internet Archive on Marxists Internet Archive. Translation, editor's Introduction, and notes © 1972 by Peter Sedgwick. Retrieved April 5, 2005.

 * Back to Week 6

Week 7

 * Russian Revolution and Civil War archive at libcom.org/library
 * "BBC History of the Russian Revolution" (May 4, 2004)
 * "Russian Civil War" (Spartacus History, downloaded January 3, 2006)
 * "Russian Civil War 1918-1920" (On War website, downloaded January 4, 2006)

 * Back to Week 7

title: Russian Revolution/External links


text: File:Flexiexamples.jpg

title: File:Flexiexamples.jpg


text:
Materials Science and Engineering/polymers

Polymers is an ever expanding field of engineering. Polymer engineering is generally an engineering field that studies everything about polymers. This field covers every aspect of polymers from chemical and physical analysis of the material to research of modifying current polymer materials for usage in various application. Polymer engineering is an important branch of engineering when it comes to material selection of a product as it provides knowledge regarding chemical nature of the substance to enable understanding of the nature of this material. Since polymer has replaced many conventional materials like woods and metals in various applications nowadays, moreover it is a broad field of studies with endless possible alteration in the material itself, polymer engineering is getting more important and prominent in engineering fields today.

Polymer can be broken into two words. Poly and mer. Poly means many and mer means unit. So a Polymer is many units. In Polymer science a unit is called a monomer or one-unit. Monomers are chemical compounds that have the capacity to bond with other similar or dissimilar chemical compounds. The molecular weights of polymers therefore are extremely large compared to other chemical compounds.

There are a number of classifications of polymeric materials: Thermoplastics - Polyethylene Thermosets - Styrofoam Elastomers - Rubber Thermoplastic Elastomer (Block copolymer)

There are a number of methods for forming polymers: Extrusion - pipes Injection molding - model car parts Blow molding - bottles Thermoforming - Hot tubs etc.


text:
User:Pbran

Senior in high school. Focus on mathematics: complex analysis and calculus.

title: User:Pbran


text:
User:Willscrlt

Hi! I regularly visit the English Wikipedia, Wikimedia Commons, Meta-Wiki, and the English Wikibooks. I only edit here when I have some thing to do that will help improve this project. You may write to me here, but I will answer much faster if you leave a message on my talk page at Wikipedia, Commons, Meta, or Wikibooks Thanks!

Special pages

 * meta: My templates, userboxes, and other cross-wiki tools
 * commons: My internationalized content and information

Project-specific notes and reminders

 * Nothing yet

de:Benutzer:Willscrlt es:Usuario:Willscrlt fr:Utilisateur:Willscrlt it:Utente:Willscrlt pt:Utilizador:Willscrlt

title: User:Willscrlt


text: Wikiversity:Open Proxies/List4

title: Wikiversity:Open Proxies/List4


text:
User:Abmac

abmac alexandre braz de macêdo

title: User:Abmac


text:
Paleontology

Paleontology is divided into various subjects for the study of extinct species that once existed on the planet. A major part of the study is the process of fossilization and relationships of species to one another. Fossil specimens are assessed according to the geological structures they are preserved in. Preservation is based on corresponding geological processes; rock materials, climactic conditions, and the ecological processes present at the time the species was fossilized.

Prerequisites

 * None, but some knowledge of geology, taxonomy, anatomy, fossilization, evolution, ecology, and systematics would be of benefit.
 * External study requires a field of specialization as a prerequisite, usually in geology.
 * Time investment - Not described as to date, but maybe 30 minutes a day.

Content summary
To learn how the process of preserving evidence of past life occurs, how it is used as evidence for evolutionary theory, the correlation of rock formations to fossilization, and the time periods of geologic structures.

Goals
This learning project offers learning activities to ____.
 * Educate and pass on the knowledge of past events and their causes and consequences.
 * Understand and develop hypothesis following the scientific principle of correct scholarly examination and to prove or disprove a theory on the basis of evidence provided.
 * Also follow Paleontological Society Code of Fossil Collecting.

At the end of your studies your work should be produced in the following example, [http://digitallibrary.amnh.org/dspace/bitstream/2246/958/1/B067a04.pdf Maury, Carlotta Joaquina 1934, Fossil Invertebrata from northeastern Brazil. Bulletin of the AMNH ; v. 67, article 4 .]

Resources

 * /Wikipedia Readings/
 * /Wikibooks Readings/
 * /External Resources/

Lessons

 * /Introduction/
 * /Evolution//
 * /Anatomy//
 * /History/
 * /Assignments/

title: Paleontology


text: C Source Code/Array in ascending order

title: C Source Code/Array in ascending order


text:
C Source Code

This learning project provides source code examples for the C programming language. To learn more about programming in general, see Computer Programming or Introduction to programming. To learn more about C programming, see C.

Examples of C source code

 * /Functions/
 * /Loops/
 * /Pointers/

Basics

 * /Find the area and circumference of a circle/
 * /Area of a triangle/
 * /Find the greatest number from three integers/
 * /Find the median and mean/
 * /Find minimum of three numbers using ternary (conditional) operator/
 * /Roots of an equation/
 * /Sum and reverse of two entered numbers/

Arrays

 * /Sorting array in ascending and descending order/
 * /Standard deviation
 * /Matrix multiplication
 * /Transpose of a matrix
 * /Count the number of vowels in a word

title: C Source Code


text:
C Source Code/Basics

 * ../Find the area and circumference of a circle/
 * ../Area of a triangle/
 * ../Find the greatest number from three integers/
 * ../Find the median and mean/
 * ../Find minimum of three numbers using ternary (conditional) operator/
 * ../Roots of an equation/
 * ../Sum and reverse of two entered numbers/

title: C Source Code/Basics


text:
Talk:Historical Introduction to Philosophy/General Introduction

"All Rights Reserved"
An image of a cartoon is featured stating "All rights reserved". The GFDL inherently disallows the reserving of all rights. Either the image needs to be removed, or the statement does. The Jade Knight 12:08, 7 July 2007 (UTC)

pages moved to subspace

 * Historical Introduction to Philosophy/Descartes Scratch Page
 * Historical Introduction to Philosophy/Hegel scratch page
 * Historical Introduction to Philosophy/Hume Scratch Page
 * Historical Introduction to Philosophy/Nietzsche Scratch Page

these pages seem to have been created as notes for this resource. I have moved them to the locations shown so that they are out of mainspace. I will also remove the "scratch" category from them. These may later be deleted if not needed, but if material is used, it might be better to keep them so contribution history is shown. --Abd 21:25, 2 February 2011 (UTC)

language of quote
'Philosophy is the art of the separation among what it is REAL and what is UNREAL'. As this is the author's quote, it would be inappropriate for anyone else to edit it, as then it would be a misquote, so I must point out that the quote is not standard English as I would expect it. Possibly this is intentional, but I am guessing it is not. Pbsouthwood (talk) 09:49, 18 August 2012 (UTC)


text: C Source Code/Find the area and circumference of a circle


text:
User:Enlil Ninlil

Please refer to me at:Me at wikipedia June 29, 2024

title: User:Enlil Ninlil


text:
Talk:Historical Introduction to Philosophy/Faith and Reason

Is emperical an alternate acceptable spelling of empirical? I have corrected one occurence of emperical to empirical but now I find another which is linked to empiricism at Wikipedia. I shall allow another more knowledgeable to fix this one if it is indeed a small error and actually incorrect. Mirwin 08:04, 19 December 2006 (UTC)


text:
Automobile Maintenance

Cars are great fun to drive and to mess around with, but they are also powerful, heavy and (statistically) they kill and injure more people than modern warfare.

Driving
Nobody ever died simply by going too fast in a vehicle! Really. Not ever. What kills is the sudden deceleration following a collision!

When driving, 'regularly check how well your brakes are working in this situation, (weather, road-surface, congestion etc.). Remember, when driving, the  'kill zone'  where drivers die is just ahead of you about where your headlights shine - from the front fender (bumper-bar) forwards (your safe stopping distance).

In town, this is usually about the distance between two street-lights (around 50 metres or yards): Twice what instructors teach? Why so long? Just because we mechanics are paranoid, that doesn't mean they (machines and people) are not out to get us! Did you know that more people died on USA roads in September 2001 than in the twin-towers attack in 9-11?

Fixing
Engines are massive get hot, may contain pressurized boiling water and have big batteries, all of which can cause severe burns. Never wear exposed metal badges or jewellery (remove any finger rings or be sure to wear gloves (recommended anyway) or cover them with sticky tape). That way, they can not short-circuit the battery and cause a spark nor snag in moving parts, OK? (Finger amputation is best done in sterile hospital by a medical team rather than by yourself inside a messy engine bay, honest!)

Vehicles are not only heavy, they are usually fitted with wheels. Always use mechanical wedges ( 'wooden chocks' ) to prevent the vehicle from rolling - do not trust the mechanical handbrake. Not ever! And if you use a mechanical or hydraulic lifting jack, invest in some substantial wooden blocks to take the weight and then remove the jack. Finally - from a safe position, try rocking the body - if it is going to collapse, probably it is better if you are alongside and not underneath, right?

Personal protective equipment

 * Overalls. Sharp screws and rivets may tear heavy denim or cotton clothing, but that is probably less painful than ripped skin. Nudity is distinctly hazardous when working on vehicles.
 * Steel-toe boots are a sound investment, and are now lighter, more comfortable and altogether more fashionable than those pictured above)
 * plastic goggles if you use power tools - as blindness is not conducive to driving or reparing.
 * protective skin cream and disposable rubber gloves are cheap and, if used before starting work, are much less irritating than washing off black oil with gorilla snot or abrasive hand-cleaner. Bleaching soiled skin with household products is not recommended, but is sometimes practised in extremis - always use hand-cream to preserve sensitivity at your fingertips and to minimize damage to your hands.
 * Lumber is not really PPE, but at least two triangular wedge chocks and several rectangular body support blocks of different sizes) are the safest support, because, unlike brick or stone which can crumble rapidly, wood tends to splinter gradually and noisily, giving you valuable seconds to escape or fix the problem.
 * Protective face masks are essential for some jobs involving smoke or paint a, but, above all,
 * Care and attention is always essential, as accidents mostly are caused by a heap of small errors - and  we mechanics are not paid to make mistakes, now  are we?

Routine Maintenance
Your car, when it was delivered as a new product, usually has an owner's (user's) manual. This manual will describe the various periodic checks and maintenance suggested by the manufacturer as appropriate to keep the car safely operational with a minimum of problems.

 * Checking tire tread.

Tires made for a passenger car or light truck will have straight grooves cut in the tread with small sections cut exactly 2/32nd of an inch higher than the groove. These raised sections are called wear indicator bars or wear bars. If the tread is worn down to the wear bars, the tire is considered unsafe and illegal in some states. Poor tire tread will slip more during braking, give longer braking distance, interfere with ABS, and cause loss of control.

Excessive tire wear is a good indicator of other problems in the suspension. Wear on either side or short tire life shows a need for alignment. Wear on both sides shows underinflation. Wear in the center shows overinflation.

 * Checking tire air pressure.

Do not inflate tires to the pressure labeled on the side of the tire. Tires generally have the appropriate air pressure printed on a label inside the drivers door, inside the gas cap, or in the manual. This pressure is based on the load (vehicle weight) placed on the volume of air. The listed pressure is for an unloaded vehicle, based on sprung (above the spring) weight and a 150 lb. driver. An increase in weight may call for higher pressure to keep the proper shape on the tire.

Air loss over time and temperature variation from winter lows to summer peaks guarantee that tires not checked periodically will run at low pressures or high pressures. Use of nitrogen can counteract this effect. This results in reduced road gripping capability and premature wear on the tires, reducing the effectiveness and life of the tire. Check for the correct air pressure once a month or every couple of fueling stops.

 * Checking fluid levels

Fluid level is very important in all vehicles as low or even overfilled fluids can cause malfunctions or even damage. Recommended fluid levels can be found on the sides of fluid reseviors (if Equipped) or can be checked by means of a dipstick. certain fluid levels can only be checked under certain criteria whether it be with the engine running or off, hot or cold depending on the system. always check levels on a flat level surface as an inclination will give erroneous level readings. Each system uses a different fluid type. most systems require fluids for lubricaion others require fluid for creating pressure to perform a task. all underhood fluids that perform a task are formulated similarly across all vehicle manufactureres but may vary with certain models always check an owners manual or underhood stickers before adding. some vehicles require a special fluid

The brake fluid reservoir should not be opened unless you are performing repairs. Brake fluid is hygrophobic and will absorb water from the air, which degrades heat tolerance and performance. Current standards hold that the fluid level should be visible without opening. Low or missing fluid will trigger the float sensor and light up the brake warning light. If you are low on brake fluid, check your brake pads for wear.

 * Checking the oil.

Most cars and truck have an easily accessible dipstick to make routine checking of the oil easy. When you fill up with fuel either ask the station attendent or check the oil yourself. Extract the dipstick. Wipe it down clean with a clean rag or paper towel. Reinsert the dipstick all the way. Extract it again and look for marks near its end that are labeled as being a full zone, needing a quart, or add more than a quart.

 * Adding oil when necessary.

When adding oil be sure to locate the proper spout to put the oil in. Many cars and trucks have places to add transmission fluid, brake fluid, windshield cleaners, radiator coolant in the same engine compartment. It will thoroughly mess things up to be putting motor oil in the improper place!. Check the owner's manual or look for specific labeling on the spout plug. Oil is typically but not always added at or near the top of the engine block.

 * Changing the oil.

 * Checking the transmission fluid in automatic transmissions.

 * Changing brake pads on disc brakes.

Replacing your own pads is never recommended due to liability. Worn pads can be visible through the caliper, usually after the tires are removed. Use a clamp to compress the pads toward the caliper to push the piston out of the way. Open the bleeder nut to relieve pressure and try not to force fluid up the brake line. Push the piston to the bottom. Remove the slider pins to pull the caliper away. Do not disconnect the brake line or let the caliper fall and pull on the line. Keep the thin metal clips and plates, they reduce noise. Reassemble and fill brake fluid.

 * Lights

It is appropriate every couple of months to check that all your lights are working and in the case of headlights aimed properly. To check direction of headlights on low and high beam park square in front of the side of a building or back of a garage and toggle the headlights to get an idea of where the high and low beams are aimed. The low beam should be aimed down a bit and slightly away from on coming drivers. The high beams are higher to penetrate down the road and also slightly off center to reduce visibility problems for oncoming drivers. It is important and useful to clean dirt and grime off of lights even if the car undergoes no other periodic washing. This enhances the effectiveness of the lights.

 * Washing and Waxing Exterior

Routine washing can substantially reduce corrosion problems while waxing can extend the lifetime of the paint on the car exterior. Some cars now have special exterior coatings on top of the paint so checking the owner's manual for suggested washing practices is appropriate.

Repairs as Necessary
Repairs as necessary usually occur when an automobile no longer functions safely or at all. It could involve something easily done for yourself such as changing a flat tire using a spare from your trunk or something much more demanding such as overhauling or repairing a transmission.

Equipping a Home Shop for Automobile Maintenance
The basic tools needed for home maintenance is actually quite simple. Most small repairs and maintenance can be done with either a metric or standard set of sockets and wrenches respectively. A ratchet can make repairs a lot faster. Both flat head and Phillips screw drivers could be needed. A small tire gauge gives a quick, inexpensive, and easy way to determine of your tires have enough pressure increasing fuel economy.

Diagnostics
All machines are prone to failure. In vehicle maintenance and repair, it is necessary to properly diagnose the cause of failure so that one does not needlessly replace or worsen vehicle components. Mechanics use deductive reasoning to locate the source of problems.

For example, if the vehicle does not start, details about the failure will point the mechanic in the direction of the source of the problem. The vehicle could wind up and not turn over, indicating that the source of the problem is fuel, as an electrical problem can be ruled out. Then it is a simple matter of tracing the flow of fuel. If it did not crank, then it would be electrical, and one would merely trace the flow of electricity.

The first step in diagnostics is deducing which system contains the fault. In the above example, we were deducing if it was either the fuel or electrical system. Once we can conclude the system that is at fault, we have to trace the system starting at its origin (eg fuel tank, batteries) and follow it to the at fault component (eg starter motor.) The exception to this rule however is if the component is relatively easy to access, easy to replace, and cheap to replace, it maybe favorable to view this earlier on.

For example if a headlight is out, it maybe unnecessary to start at the batteries. A simple check at the lamp or fuse box may suffice, as both of these products are cheap and easy to replace. It also should be noted that these items were made to be easily replaced due to their short lifespans (compared to the rest of the vehicle.)

title: Automobile Maintenance


text:
Understanding fundamentalism

Aims and Objectives

 * To understand the causes and sources of Religious Fundamentalism
 * To be able to identify Fundamentalist groups and ideas
 * To engage in critical discussion with Fundamentalisms

title: Understanding fundamentalism


text: C Source Code/Area of a triangle

title: C Source Code/Area of a triangle


text: C Source Code/Find the greatest number from three integers


text: C Source Code/Find the median and mean

title: C Source Code/Find the median and mean


text: C Source Code/Find minimum of three numbers using ternary (conditional) operator


text: C Source Code/Roots of an equation

title: C Source Code/Roots of an equation


text: C Source Code/Sum and reverse of two entered numbers


text:
User:Herbythyme

I am m:User:Herbythyme. If you have any queries about my actions it may be best to contact me on my Meta talk page, thanks.

de:Benutzer:Herbythyme es:Usuario:Herbythyme fr:Utilisateur:Herbythyme

title: User:Herbythyme


text:
User talk:Milan~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Milan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Milan~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 23:43, 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) 06:16, 19 April 2015 (UTC)

title: User talk:Milan~enwikiversity


text:
User talk:Mexy~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Mexy. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mexy~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 23:38, 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:Mexy~enwikiversity


text:
C Source Code/Arrays

 * ../Sorting array in ascending and descending order/
 * ../Standard deviation
 * ../Matrix multiplication
 * ../Transpose of a matrix
 * ../Count the number of vowels in a word

title: C Source Code/Arrays


text: C Source Code/Sorting array in ascending and descending order


text: C Source Code/Standard deviation

title: C Source Code/Standard deviation


text: C Source Code/Matrix multiplication

title: C Source Code/Matrix multiplication


text: C Source Code/Transpose of a matrix

title: C Source Code/Transpose of a matrix


text:
C Source Code/Count the number of vowels in a word

Introduction
Each time you see a vowel, add one. For example:

because.

b (no) e (+1=1) c (no) a (+1=2) u (+1=3) s (no) e (+1=4)

One way of doing this is to scan the string "because" from left to right. We read in a character, and check if it is a vowel. The character is compared to a dictionary of vowels. This "dictionary" is stored in the line static const char vowels[] = "aeiouAEIOU";

so in this code, the lowercase and uppercase letters are all vowels.


text: Category:C source code examples

title: Category:C source code examples


text:
Peace studies/Learning project guidelines

This is a brief discussion of the organization of the Division of Peace Studies.

Departments
Learning projects are grouped into departments. Learning projects are organised within departments according to subject and difficulty level.

If there is not a current department suitable for the learning project you wish to create, please create a new department.

Learning projects
Learning Projects are Wikiversity's version of university courses. The are more akin to a course unit or a single university lecture than to a complete university course.

In depth discussions on the philosophy behind wikiversity Learning Projects are available in the Learning Projects Portal, the Learning Projects Wikiversity page, and on the Wikiversity Naming Conventions page.

More than one Wikiversity department can offer the same learning project; those departments should cooperate to develop the learning projects that they have in common.

Learning Projects should be created using the 'Topic:' namespace.

Creating or contributing to a Learning Project
Creating and contributing to Learning Projects is a key part of the Wikiversity learning process. Please contribute anything that you are able to.

Structure and Organisation of Learning Projects
This structure is outlined in the Learning Project Template.

Aims and Objectives
As soon as a project is created, the aims and objectives and expected learning outcomes of the project should be clearly stated. This is to ensure that learning materials contributed to the learning project are relevant. It also allows students partaking in the learning project to be aware of the expected learning outcomes.

Introduction to the Topic
As a priority, a brief introduction to the topic of the Learning Project should be given. The length of this introduction will vary accoring to the topic, but should always be less than 2,000 words.

Learning Materials
Learning Materials for a learning project are to be organised under relevant subheadings. Learning Materials include 'Main Namespace' links, links to internet sources, suggested books to read, and assignments.

Reading Lists
Readings in reading lists should be organised according to topic. A brief summary of the reading should be given on the learning project page.

Ideally, readings should be available on the internet, and the links made available.

Readings that are unavailable on the internet should be referenced in the following way:

Author, A., Title of Book (Location: Publisher, Year of Publication).

Initially, learning projects may just contain links to relevant readings on the internet and listings of relevant books and journals. As more people learn from and contribute to the learning project, reading material will be created within the learning project using 'Main Namespace' links.

Assignments
Learning projects should involve assignments. Initially, the assignments should be based around contributing more to the learning project. Once the learning project has sufficently expanded and matured, other assignments may be set.

Assignments may or may not involve writing, depending on the Learning Project and the expected learning outcomes of the project.


text:
Talk:C Source Code/Basics

Ark 16:56, 19 December 2006 (UTC)I disagree with the use of non-standard libraries in the examples. The use of conio for example. Standard libraries should be used so that the examples can be copied directly into the editors.

title: Talk:C Source Code/Basics


text:
Bloom clock project/What's this plant

Bloom clock participants with digital cameras can take pictures of plants that they're unfamiliar with and load the images to Wikiversity for identification.

Suggestions:
 * Load images even if they're poor or small (cellphone cameras are fine).
 * When the plant is identified, the image might be suitable for uploading to commons if it's good quality and/or commons doesn't already have a photo.
 * If there's better photos on commons, we'll just delete the photo and replace its thumbnail with the commons one (it's probably best not to upload low-quality photos to commons).
 * We may in the future have quizzes each week to "test your knowledge", using the photos. (See Plant identification for details).

To add a photo just add the following to the bottom of the page, replacing "IMAGENAME" with the name of your photo (don't add or Image:Imagename ... just the actual name of the file!)

January 2007
Unidentified, from Devon, UK, January.

title: Bloom clock project/What's this plant


text:
Template:Peace studies/Learning project

This template is part of the Division of Peace Studies.

Aims and Objectives

 * Clearly stated aims and objectives for the learning project, including expected learning outcomes.

Introduction to the Topic
Salaam/Shalom Itazvia Bat Shaul V Rivka (5769) Elizabeth Haran Caplan Daughter of Doris and Stanley, Mother of Joseph, Oklahoma City, OK (2008)
 * This personal narrative explores the possibilities of a deeper discourse centered on tresspassing intra-group lines of differences. The essay was written in the hours following the reporting of the Chabad, Schluchims' Rabbi Gavriel and Rivka Holtzberg's death in Mumbai. Personal narrative reflects on motherhood, a son's Peace studies and acts at the intersection of Jewish-Palestinian Friendship. Ultimately it hopes to in some measure bring honor to the lives of those who have died for the sake of peace as means and ends for life itself.

Eliza haran caplan 16:45, 30 November 2008 (UTC)==Learning Materials==
 * Including links to learning materials in wikiversity, wikipedia and on the internet.
 * http://itazviaharan.wordpress.com/2008/11/29/social-imagination-the-chabad-and-mumbai/

Reading Lists
Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way:

Author, A., Title of Book (Location: Publisher, Year of Publication).

Assignments
These should initially be based around improving the learning project and building learning materials.

Please feel free to edit and improve this template.

title: Template:Peace studies/Learning project


text:
Template talk:Peace studies/Learning project

Suggestions for improvement
I am very much open to suggestions for improving this template, especially to make it more clear and accessible. So feel free to make suggestions or change it!

Davymast 18:38, 19 December 2006 (UTC)


text:
Introduction to Christianity

This course gives the student an overview of Christianity. The idea of this is to give a general overview of what being a Christian is all about. There are (will be) more advanced studies if one requires a more in depth learning of this material.

Enrolled students

 * JoyBird
 * troy evan

Part The First: Core beliefs of Christianity
Study references:
 * What is a Christian?
 * The Christian Faith
 * The Bible

Part The Second: We are all Different
Study references:
 * Doctrine
 * Persecution
 * We all worship the same God don't we?
 * The Church

title: Introduction to Christianity


text:
Portal talk:Biblical studies

Subpages:
 * Prayer Requests

Biblical Studies: Correct title for this division?
It seems to me based off of the department titles (such as "Christian Formation" and "Ecclesiology and Church History") that this division is more a division of Christianity in general rather than strictly "Biblical Studies." Christian formation tends toward Church History (or historical theology) and Ecclesiology is a branch of systematic theology. Neither are a branch of Biblical Studies. Because of this, I added a couple more theological topics (Missional theology and Eschatology). What does everyone else think? Create a new division for Christian Theology separate from Biblical Studies? Or keep Christian theology as a part of Biblical Studies? Cgsayler 02:39, 20 May 2007 (UTC)

 * I think Christian theology should be kept seperate from Biblical Studies, after all studying the Bible is not the sole preserve of Christians, but also Jews and Muslims as well as those sometimes referred to as "seekers" (an awful term in my opinion). AlistairReece 11:32, 6 August 2007 (UTC)

 * Biblical Studies... hmmm. Are we studying The Bible or a bible? I would think that several points of contention may arise naturally from Biblical Studies that are based from within a belief system such as Christianity, so let's not do that. OK? It is natural that strong believers in The Bible as the Word of God (such as me) would detract from an objective study of the Bible and other ancient texts. CQ 18:27, 7 August 2007 (UTC)

 * I think you need to diffentiate there between The Bible and scripture. Most religions have a set of authoritative writings which are "scripture", but only Judaism and Christianity have "The Bible" is some form. Muslims accept certain books as inspired but they are not regarded as canonical in the same sense as in the Christian and Jewish traditions. AlistairReece 12:37, 15 August 2007 (UTC)

 * I agree that Christian Theology should be kept seperate from Biblical Studies. Biblical Studies is about studying the Bible, a practice that by nature should come before any doctrines are formed.  Hence Biblical Studies knows nothing of more Systematic Theologies, such as Eschatology, or Ecclesiology.  I propose that we keep the following:
 * Hermeneutics,
 * Biblical Overview,
 * Bible Translation,
 * Greek,
 * and Biblical Languages,
 * and move the rest:
 * Christian Formation
 * Ecclesiology and Church History
 * Missional Theology
 * Eschatology
 * just my thoughts, --Opensourcejunkie 01:28, 12 March 2008 (UTC)

Departmental Organization
Let me start another topic. I think that Biblical Greek and Biblical Hebrew (Ancient Hebrew) should go together under Biblical Language, and subjects such as Hermeneutics and translation should go under Biblical Theology, while Missional theology, Ecclesiology, Eschatology are simply related to another department. For example, Ecclesiology and Eschatology should go to the department of Christian Systematic Theology, and Missional Theology to Practical Depart or Christian Mission Department if we have that. Further, since this is Biblical Studies Dept. at large, we should have subdivision for Old Testament Studies and New Testament Studies. If then so, we can send Biblical Greek and Biblical Hebrew to each related subdivision (Old and New). There's still a lot need to discuss. Hisfootstep 09:17, 14 November 2007 (UTC)

Centers instead of Departments
it was proposed on the Theology Talk Page that the Department of Traditional Christian Theology reorganize their substructure from "departments" to "centers". I wanted to propose that we do the same thing here. This would help clarify the whole departments within departments mess, while still allowing us to retain some organizational structure within the department. What are your thoughts? --Opensourcejunkie 01:34, 12 March 2008 (UTC)

 * The change to centers was made, along with a general revamp of the page. If there are any issues with the revamp, let me know; you can find a discussion of the changes on the revision's talk page.

Prayer Requests
I've added a page for prayer requests as a subpage of this one, and linked to it from the main page.

Why? Forgive my being blunt, but this a place for study not prayer. AlistairReece 09:24, 13 August 2008 (UTC)

 * There is certainly no reason to preclude prayer—when it comes to religion, prayer may be considered a very important element of certain kinds of study. The Jade Knight 16:35, 3 September 2008 (UTC)

Biblical Studies (Academic ?)
I think that consideration must be given to the development of another "center" or "section" that takes a more academic approach to the study of the sciptures, in my particular interest at this point, the New Testament. Having a Biblical Studies that is explicitly based on the "literal normative" point of view automatically restricts the information that can be shared and developed. Since there is a basic assumption that the scriptures are inerrant it becomes impossible to discuss topics like the ending of Mark 16:9-20 for which there is very strong evidence that it was added by a later scribe.

Though I would not want to construct another entire "branch" of this part of the department it is clear to me that my interest in studying the New Testament cannot in honesty go forward under the current conditions since I am sure that many of my questions and inquiries would be offensive to "literal-normative" students and teachers.

So the question is what to do. I have come to this point before, about a year ago, when I decided that I would just ignore the whole issue and search for another place to study. Now I have worked my way back here and would like to participate in the development of a more inclusive resource that could accept many viewpoints and traditions.

--Bill A 19:52, 27 December 2010 (UTC)

Moving forward in 2011
From the posts on this page and the time stamps in other parts of the Biblical Studies material it seems clear to me that the work was begun in 2007/2008 and has not been picked up again in two years. I personally feel that the main problem is the stated "interpretation focus", this "literal normative" stuff that seems to cut off discussion.

I think the department needs to be revitalized OR a new division created, something like "Academic Biblical Studies" to allow for a more diverse approach to the scriptures.

While we are at it, there should be a consideration of what we want to do here. We already have a fairly "rich" source of Biblical material in Wikipedia itself with many articles on many aspects of the Bible. Added to that are numerous sites on the internet that are highly professional and again very rich in resources. I think we need to think through some way of holding "online seminars" or perhaps "investigations" that use those exisiting resources and provide a place here to discuss, think, consider and interact with the scriptures and all those resources. We don't need what amounts to a "correspondence course" format for our courses.

Anyway, I hope we can get something going. I am not at all qualified to be the person who either leads such an approach nor even adds much to the content at this stage. I do have a Masters Degree in Education which provides me with a skill set that would be useful in designing more active, more interactive, hopefully though provoking learning material. However I have absolutely NO training in Biblical Studies, that is why I am here at wikiversity, hoping to find an alternative study process to spending something like $500- $1000 per course on University continuing studies courses which seem to be the only other viable option.

Hopefully someone will join me in this conversation. --Bill A 04:01, 3 January 2011 (UTC)

January 13, 2011 Anyone Interested? So I have been waiting to see if any of the "contributors" to the initial work in Biblical Studies are still responding to approaches. At this point it seems to be very quiet. I am about to start a study/semimar session on the Synoptic Gospels that is decidedly NOT "literal normative" in approach, but will first try to make direct contact with the noted contributors of this section. --Bill A 14:50, 13 January 2011 (UTC)

title: Portal talk:Biblical studies


text:
User talk:Meaganmed

--Sir James Paul 19:58, 19 December 2006 (UTC)

Image copyright problem with Image:DSCN9914.JPG
Thanks for uploading Image:DSCN9914.JPG. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. – Mike.lifeguard | talk 23:33, 28 September 2007 (UTC)

title: User talk:Meaganmed


text: File:Chris keyboard 5 500w.jpg

title: File:Chris keyboard 5 500w.jpg