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Thucydides: The Peloponnesian War/Meetings/2008-March-29

This is the chat from our meeting on 29th March 2008 in #thucydides about Thucydides: The Peloponnesian War.

People joining the chat: Daan, Erkan Yilmaz, Phidias, Zaharias

15:29 Shall we discuss Thucydides? 15:29 ok, we could start it officially then now 15:30 The text of today was less interesting than other times. 15:30 oh, why was that ? 15:30 In my view. 15:30 I found it interesting, much more different places in action 15:30 Too many facts on what has already happened: plundering Atica, plundering the coast of the Peloponnesus. 15:31 Yes. 15:31 I mostly liked the Lesbian speech. 15:31 yup they gave their arguments why they want to join hands with Sparta and allies 15:31 The Lesbians said that Athens didn't put effort in fighting Persia anymore, instead tried to subdue their allies. 15:31 # Mytilene revolts against Athens 15:31 # Plataea: escape of 212 people (over the Peloponnesian wall) 15:31 # Peloponnesians + allies plunder again in Attica 15:31 # campaign of Athenian Asopios in Acarnania 15:31 # Speech in Olympia 15:32 <Erkan_Yilmaz>so what should we then do first, the speech ? 15:32 - Phidias joined 15:32 <Daan>Hi Phidias. 15:32 <Erkan_Yilmaz>hello Phidias 15:32 <Phidias>Hi 15:32 <Daan>We just started on the text discussion. 15:32 <Daan>The Lesbian speech, does that sound interesting, or not. 15:32 <Phidias>ah, fine ... i still gotta read the passage :P 15:33 <Erkan_Yilmaz>ah, perhaps you still remember the text from previous times 15:33 <Daan>What is a Lesbian? 15:33 <Daan>Guys can be Lesbian. 15:33 <Erkan_Yilmaz>a person coming from the island Lesbos :-) 15:33 <Phidias>an inhabitant of the isle lesbos :)

15:34 <Erkan_Yilmaz>so guys that are the topics for today: 15:35 <Erkan_Yilmaz># Mytilene revolts against Athens 15:35 <Erkan_Yilmaz># Plataea: escape of 212 people (over the Peloponnesian wall) 15:35 <Erkan_Yilmaz># Peloponnesians + allies plunder again in Attica 15:35 <Erkan_Yilmaz># campaign of Athenian Asopios in Acarnania 15:35 <Erkan_Yilmaz># Speech in Olympia 15:35 <Daan>The last one is the Lesbian speech. 15:35 <Erkan_Yilmaz>Phidias I have notes in German if you quickly wanna read: http://de.wikiversity.org/wiki/Kurs:Der_Peloponnesische_Krieg/Notizen/Buch_3 15:36 <Daan>I got a phone call. 15:36 <Erkan_Yilmaz>Daan - it is me - I am testing how concentrated you are :-) 15:37 * Erkan_Yilmaz feels alone 15:37 <Daan>I am here! 15:38 <Erkan_Yilmaz>great, I hope you didn't quickly end the call ? 15:38 <Daan>Okay, the Lesbian speech. 15:38 <Daan>No. 15:38 <Daan>And ended quickly out of itself. 15:38 <Erkan_Yilmaz>hey Zaharias is chatting me :-) 15:38 <Daan>Who is he? 15:38 <Erkan_Yilmaz>you will see, he comes now here 15:38 - Zaharias joined 15:38 <Daan>ahaha 15:39 <Zaharias>hello 15:39 <Daan>Hi Zaharias 15:39 <Erkan_Yilmaz>hello Zaharias 15:39 <Zaharias>Did you start? 15:39 <Erkan_Yilmaz>not really 15:39 <Zaharias>ok

Mythelenian speech in Olympia
15:39 <Daan>Yes, we were discussing the Lesbian speech. in Olympia. 15:39 <Daan>I said about it: "The Lesbians said that Athens didn't put effort in fighting Persia anymore, instead tried to subdue their allies." 15:40 <Erkan_Yilmaz>Zaharias you read the text or remember from back in school ? 15:40 <Daan>But the Athenians say in Book I that the allies were not puting an effort behind the war versus Persia. 15:40 <Zaharias>Lesbians? 15:40 <Zaharias>I remamber a few things 15:40 <Daan>From the island of Lesbos. 15:40 <Zaharias>aaaaaaaa

15:40 <Erkan_Yilmaz>so for the today contents are: 15:40 <Erkan_Yilmaz># Mytilene revolts against Athens 15:40 <Erkan_Yilmaz># Plataea: escape of 212 people (over the Peloponnesian wall) 15:40 <Erkan_Yilmaz># Peloponnesians + allies plunder again in Attica 15:40 <Erkan_Yilmaz># campaign of Athenian Asopios in Acarnania 15:40 <Erkan_Yilmaz># Speech in Olympia

15:41 <Daan>So, the athenians had to subdue their allies. 15:41 <Daan>Now, the Lsebians rebelled (Mytilene). 15:41 <Daan>And joined Sparta. 15:41 <Erkan_Yilmaz>the Athenians HAD to 15:42 <Erkan_Yilmaz>that sounds like a problem on side of the allies of Athens ? 15:42 <Daan>Maps: 15:42 <Daan>http://en.wikipedia.org/wiki/Image:Alliances_in_the_Pelopennesian_War%2C_431_B.C._1.JPG 15:42 <Zaharias>Well Athens was something like a "dictator" with allies 15:43 <Daan>http://en.wikipedia.org/wiki/Image:GR_Lesvos.PNG 15:43 <Daan>Yes. 15:44 <Daan>Erkan, do you have something that interested you about the text? 15:44 <Erkan_Yilmaz>about the speech ? 15:45 <Daan>The whole text, or the speech. 15:45 <Erkan_Yilmaz>well the speech itself sees only the Mythelenian side 15:45 <Zaharias>In my opinion I think that Sparta didn't do that with its allies because one of its allies was Korinthos 15:45 <Zaharias>do you have a link to the speech? 15:46 <Daan>So, what was special about Sparta and Corinth? 15:46 * Erkan_Yilmaz searches speech link 15:46 <Zaharias>Corinth was 3rd in "power" 15:46 <Erkan_Yilmaz>http://en.wikisource.org/wiki/History_of_the_Peloponnesian_War/Book_3 aphorism 9 15:46 <Zaharias>thx 15:46 <Daan>Aphorisms 8 to 14. 15:46 <Zaharias>ok 15:48 <Zaharias>I bookmarked the link because I can't read it now(too big)

What is special about Corinth + Sparta ?
15:48 <Erkan_Yilmaz>special about Sparta + Corinth: 15:48 <Erkan_Yilmaz>no prob Zaharias 15:48 <Erkan_Yilmaz>Corinth has a good location (from map point) in the Peloponnesus 15:49 <Erkan_Yilmaz>it is trading 15:49 <Erkan_Yilmaz>its influence extends with her ships 15:49 <Zaharias>This is a factor 15:49 <Erkan_Yilmaz>Sparta:

15:49 <Zaharias>Well I think corinth was more enemy of Athens than ally of Sparta 15:49 <Erkan_Yilmaz>excellent hoplite army 15:49 <Erkan_Yilmaz>stable constitution 15:50 <Erkan_Yilmaz>(meaning constitution stable, but politics might change) 15:50 <Erkan_Yilmaz>(due to ephors and kings) 15:50 <Erkan_Yilmaz>Zaharias: I agree 15:50 <Erkan_Yilmaz>Athens limited the Corinthians interests since both have ships and must hinder each other 15:50 <Daan>I don't know much about it, other then that the text said that Sparta and Corinth were equal allies. 15:51 <Erkan_Yilmaz>I think Sparta was the weaker in one sense 15:51 <Zaharias>Yeah there was great competition between Corinth and Athens 15:51 <Daan>But, Lesbos says that Lesbos used to be equal to Athens. 15:51 <Daan>But, Athens subdued many allies, thereby Lesbos become weaker. 15:51 <Erkan_Yilmaz>yes, because they provided ships like Chios 15:51 <Erkan_Yilmaz>and also Corcyra 15:51 <Daan>Both Corinth and Sparta hadn't conquered much territory. 15:52 <Zaharias>territory- land? 15:52 <Daan>Just like the Delian-Athinian League, the Peloponnesian League was mainly defensive. 15:52 <Zaharias>If yes 15:52 <Erkan_Yilmaz>I think Sparta didn't want because the more they conquer the more they have to take care of - therefore they let the allies (oligarchic) goverments mostly autonomous 15:53 <Daan>Yes. 15:53 <Erkan_Yilmaz>but Corinth I think was eager to conquer more 15:53 <Daan>Yes.

location of Corinth is less good than that of Athens ?
15:53 <Daan>The location of Corinth is less good than that of Athens, i think. 15:53 * Erkan_Yilmaz looks at the map 15:53 <Daan>Athens is located next to a wide open sea. 15:54 <Zaharias>I don't think so 15:54 <Erkan_Yilmaz>I also disagree 15:54 <Daan>While Corinth has to pass a large Sea Channell to enter the open sea. 15:54 <Zaharias>Corinth could go much more easily to Italy 15:54 <Erkan_Yilmaz>Corinth practically controls Istmus AND 15:54 <Erkan_Yilmaz>ships can be transported form the Saronic Gulf to the gulf of Corinth by land 15:54 <Daan>That is right. 15:55 <Zaharias>yes 15:55 <Daan>So, they are potentially equal. 15:55 <Daan>I had a lot of attention on city growth at the university. 15:55 <Erkan_Yilmaz>if Corinth would have done better they had the chance to conquer Piraeus once 15:55 <Daan>A whole course was dedicated to it. 15:55 <Erkan_Yilmaz>but they missed it :-) 15:55 <Erkan_Yilmaz>ah, what was told in that course Daan ? 15:56 <Daan>Cities on a river are in a better position than cities like Athens and Corinth, which have only the sea. 15:56 <Daan>Cities in a river delta, i mean. 15:56 <Zaharias>ah yes 15:56 <Zaharias>i agree 15:56 <Zaharias>But 15:56 <Daan>Shanghai, Rotterdam are two of the three main ports in the world. 15:56 <Zaharias>there are no big river delta in greece 15:56 <Zaharias>:D 15:57 <Zaharias>Yup but Piraeus and Thessaloniki are very big too

Greek ships - today and past
15:57 <Zaharias>And the greek ships 15:57 <Zaharias>are the most 15:57 <Zaharias>in the world 15:57 <Erkan_Yilmaz>today ? 15:57 <Zaharias>yup 15:58 <Erkan_Yilmaz>interesting 15:58 <Erkan_Yilmaz>you have a number ? 15:58 <Zaharias>no 15:58 <Daan>Well, they had a lot of colonies in the Mediteranean. 15:58 <Daan>I don't know. 15:58 <Erkan_Yilmaz>np 15:58 <Daan>Don't the Indonesians have more ships, for instance? 15:58 <Zaharias>w8 i will find one 15:58 <Zaharias>nop 15:59 <Erkan_Yilmaz>btw good chance to awaken Phidias again :-) 15:59 <Zaharias>marocco competes greece 15:59 <Daan>Whatabout the American transport ships for oil and consumer goods. 15:59 <Zaharias>w8 for numbers 15:59 <Daan>Oh, ships sailing with the Greek flag, you mean? 15:59 <Zaharias>yup 15:59 <Daan>So, the owner doesn't need to be Greek. 15:59 <Zaharias>This is not a problem for 15:59 <Erkan_Yilmaz>wasn't there also once a famous Greek who had his money from ships ? 15:59 <Daan>Nice business. 15:59 <Zaharias>Onasis 16:00 <Zaharias>Well guys 16:00 <Erkan_Yilmaz>yes, that one 16:00 <Zaharias>ships with greek flag 16:00 <Zaharias>are the most 16:00 <Zaharias>but ships that have greek owners 16:00 <Zaharias>are much more 16:00 <Zaharias>Latsis 16:00 <Zaharias>Restis 16:00 <Daan>yes, worldwide? 16:00 <Zaharias>yup 16:01 <Zaharias>WE have many rich ship owners here 16:01 <Daan>So, the Greeks are the modern Dutch. 16:01 <Zaharias>I have read it in an encyclopedia 16:01 <Erkan_Yilmaz>link ? 16:01 <Zaharias>In my home 16:01 <Zaharias>:D 16:01 <Zaharias>before 4-5 months 16:01 <Daan>Dutch ships dominated Northern Europe from the 15th to the 17th century. 16:01 <Zaharias>I know it 16:02 <Daan>And in the 17th century, Dutch ships dominated the world. 16:02 <Zaharias>And then Britain dominated thew world 16:02 <Daan>Yes. 16:02 <Daan>The Dutch even invested huge amount of money to conquer the world. 16:02 <Daan>The invaded Brazil. 16:03 <Zaharias>I will search for a link 16:03 <Daan>The plan was to conquer Brazil, than Argentina, and move tho the silver mines in Bolivia. 16:03 <Zaharias>the trading ships are the most 16:04 <Zaharias>not the war ships 16:04 <Zaharias>battle ships 16:04 <Daan>The Americans probably have the most warships. 16:05 <Zaharias>http://en.wikipedia.org/wiki/Greece#Maritime_industry 16:05 <Erkan_Yilmaz>well I think back in Thucydides times they had 300 triremes 16:05 <Daan>The numbers mentioned by Thucydides are very low. 16:05 <Zaharias>For today 16:05 <Daan>A few thousand warriors and a few hundred ships. 16:06 <Zaharias>Well you should mention that great alexander 16:06 <Zaharias>had only 20.000 men 16:07 <Zaharias>And he conquered the half Asia!!! 16:07 <Zaharias>not the half 16:07 <Zaharias>about 1/4 16:07 <Zaharias>i think 16:07 <Zaharias>Until India 16:07 <Daan>Yes. 16:08 <Daan>I read in a book that Greek Buddhists in Afghanistan were the first to make Buddha statues. 16:08 <Daan>So, Buddha had a Greek nose.

troops of Athens, Sparta
16:08 <Erkan_Yilmaz>I think Athens could bring about 25000 men, Sparta - without Argos and Arcadia - about 35000 16:08 <Zaharias>http://commons.wikimedia.org/wiki/Image:Map_of_the_Empire_of_Alexander_the_Great_%281893%29.jpg 16:08 <Daan>has, on the statues. 16:08 <Erkan_Yilmaz>imagining Sitalces with his 150000 men 16:08 <Daan>You have looked it up, Erkan? 16:08 <Zaharias>Sitalces? 16:09 <Daan>Yes, that was a large army. 16:09 <Zaharias>Who is he? 16:09 <Erkan_Yilmaz>we had it in last meeting 16:09 <Daan>It was in book II. 16:09 <Daan>Sitalces is the king of the Odryssian Thracians. 16:09 <Erkan_Yilmaz>http://en.wikipedia.org/wiki/Sitalces 16:09 <Zaharias>ah Thrasians 16:09 <Daan>He ruled what is now Bulgaria, Greek Thrace, Turkish Thrace and southern Rumania. 16:10 <Daan>So, his realm was as big as the whole of all Greek territories combined. 16:10 <Zaharias>Who is Phidias? 16:11 <Daan>A guy. 16:11 <Erkan_Yilmaz>well Phidias is quite quiet today :-( 16:11 <Zaharias>I think so too

Mythilene + the Peloponnesians
16:21 <Erkan_Yilmaz>so guys lets continue with Thucydides ? 16:22 <Erkan_Yilmaz>so topics were 16:22 <Erkan_Yilmaz># Speech in Olympia 16:22 <Erkan_Yilmaz># Mytilene revolts against Athens 16:22 <Erkan_Yilmaz># Plataea: escape of 212 people (over the Peloponnesian wall) 16:22 <Erkan_Yilmaz># Peloponnesians + allies plunder again in Attica 16:22 <Erkan_Yilmaz># campaign of Athenian Asopios in Acarnania 16:22 <Daan>Mytilene 16:22 <Zaharia1>Well I think you should make the start 16:22 <Erkan_Yilmaz>ok 16:22 <Zaharia1>:D 16:23 <Daan>There was a lot of confusion on messages. 16:23 <Daan>Between Lesbos and the Peloponnesus. 16:23 <Erkan_Yilmaz>so Mythilene wants to join Peloponnesians (after being rejected in the past) and Peloponnesians accept it this time 16:23 <Daan>Those places are far away, and it was noticeable in the text. 16:23 <Erkan_Yilmaz>what kind of confusion ? 16:24 <Daan>The Spartans attacked Athens, to help Lesbos. 16:24 <Erkan_Yilmaz>Spartans were preparing at Isthmus for the 2nd attack in Attica 16:24 <Erkan_Yilmaz>but the allies didn't come because harvest time 16:25 <Zaharia1>Well I think Spartans let Lesbos to join the league so as to weaken the Athens league 16:25 <Daan>But, they imagined that there were no athenians in Lesbos, because athens had a lot of ships in action near Attica. 16:25 <Daan>Yes. 16:25 <Daan>So, the Spartans retreated home. 16:25 <Zaharia1>yup 16:25 <Daan>In truth, Lesbos was being attacked by Athens. 16:25 <Erkan_Yilmaz>Zaharia1 yes, probably they learned from their failure with Corcyra (because of e.g. ships) 16:26 <Erkan_Yilmaz>ah that info with less ships came from Mythilene 16:26 <Daan>Later a Spartan slip into a Lesbian city. 16:26 <Erkan_Yilmaz>again a place where the people asking for Spartas help provide false info (intentionally?) 16:26 <Daan>To tell the Lesbians that support was coming. 16:26 <Erkan_Yilmaz>yes and Mythilene got courage again 16:26 <Daan>did they? 16:27 <Erkan_Yilmaz>so it tells 16:27 <Daan>I read it too quickly, perhaps. 16:27 <Erkan_Yilmaz>"The Mitylenians upon this took courage, and laid aside the idea of treating with the Athenians;" 16:27 <Erkan_Yilmaz>25 http://en.wikisource.org/wiki/History_of_the_Peloponnesian_War/Book_3 16:27 <Daan>Yes. 16:27 <Erkan_Yilmaz>so this time the Peloponnesians really wanna do some action to help a defecting ally of Athens 16:28 <Daan>Yes. 16:28 <Erkan_Yilmaz>arguments told by Mythilene are e.g. 16:28 <Erkan_Yilmaz>Athens weakened by plaque 16:28 <Erkan_Yilmaz>too much money expenditure 16:28 <Daan>But, Lesbos would be a strong ally. 16:28 <Erkan_Yilmaz>Sparta will get ships of Mythilene 16:28 <Daan>Potidaea was small. 16:28 <Erkan_Yilmaz>a signal to other not content members of Delian league to defect 16:28 <Daan>Also. 16:29 <Erkan_Yilmaz>also no word more that Sparta does not help people who seek help (because they have the slogan to liberate Greece from Athens "tyranny") 16:30 <Daan>Yes. 16:30 <Erkan_Yilmaz>but unfortunately first efforts to help Mythilene don't work out :-( 16:30 <Erkan_Yilmaz>and Mythilene gets blockaded by sea and land

Sparta + Athens : oligarchy and democracy
16:30 <Zaharia1>well 16:30 <Zaharia1>there is sth that i think i should mention 16:31 <Zaharia1>sparta had tyranny 16:31 <Daan>Yes, they subdued the Messenians. 16:31 <Zaharia1>and athens with PEricles had democracy 16:31 <Zaharia1>There is the difference 16:31 <Zaharia1>BUT 16:31 <Erkan_Yilmaz>yes, Sparta had oligarchy 16:31 <Daan>But, most inhabitants of Athens were foreigners. 16:32 <Daan>Athens was only for a small % of the population a democracy, but many of them were poor. 16:32 <Zaharia1>athens was very aggressive with its allies in the league 16:32 <Erkan_Yilmaz>you mean that only citizens of AThens had rights, e.g. to vote, get official positions, ... 16:32 <Zaharia1>Believe me there were not many inhabitants in athens 16:33 <Daan>Yes. 16:33 <Zaharia1>In sparta there were NO inhabitants 16:33 <Zaharia1>For lesbos 16:33 <Daan>citizens. 16:33 <Erkan_Yilmaz>what means inhabitants ? 16:34 <Zaharia1>foreign 16:34 <Zaharia1>people 16:34 <Zaharia1>I don't know how to say it 16:34 <Erkan_Yilmaz>so in Sparta there was no "outsiders" ? I read somewhere that Sparta did regularly to kick out foreigners 16:34 <Zaharia1>i will tell you later 16:34 <Erkan_Yilmaz>and Pericles told that they dont do this 16:35 <Zaharia1>about this 16:35 <Daan>Oh, that was what it was about. 16:35 <Zaharia1>Have you seen 300? 16:35 <Erkan_Yilmaz>yes 16:35 <Daan>Pericles said something about freedom and the market in Sparta. 16:35 <Daan>What is 300? 16:35 <Zaharia1>i think that it does mention about 16:35 <Zaharia1>a movie 16:36 <Zaharia1>the myth with the foreign 16:36 <Zaharia1>Anyway 16:36 <Zaharia1>I think Sparta wanted some allies that had many ships 16:37 <Zaharia1>because it could beat athens in land 16:37 <Zaharia1>but in the sea 16:37 <Zaharia1>Was far away 16:37 <Erkan_Yilmaz>"when the Lacedaemonians suspend their alien acts in favour of us and our allies, there being nothing in the treaty to prevent either one or the other: that we will leave the cities independent, if independent we found them when we made the treaty, and when the Lacedaemonians grant to their cities an independence not involving subservience to Lacedaemonian interests," 16:37 <Erkan_Yilmaz>144 http://en.wikisource.org/wiki/History_of_the_Peloponnesian_War/Book_1 16:37 <Erkan_Yilmaz>you mean this Zaharia1 ? 16:38 <Zaharia1>nop 16:38 <Erkan_Yilmaz>ok, then we will talk later 16:38 <Zaharia1>I mean that Sparta didn't allow foreign people to stay longer than a day in sparta 16:38 <Zaharia1>Myth or reality? 16:38 <Zaharia1>Most say it was reality 16:39 <Zaharia1>*most people 16:39 <Erkan_Yilmaz>that is the passage I have and the notes to the text tells what you say 16:39 <Erkan_Yilmaz>I think Sparta did this so people don't spy on their city 16:39 <Erkan_Yilmaz>e.g. getting to know info on military forces and politics and such 16:40 <Zaharia1>yes 16:40 <Erkan_Yilmaz>perhaps you can find some more info for next time ? 16:40 <Zaharia1>if i attend 16:40 <Erkan_Yilmaz>and no other city made this - only Sparta ? 16:40 <Zaharia1>yes 16:40 <Zaharia1>yup 16:40 <Zaharia1>only sparta 16:40 <Daan>sorry for not being very active. 16:40 <Zaharia1>np 16:40 <Erkan_Yilmaz>interesting, that also eliminates influence from outside to come into Sparta 16:41 <Zaharia1>aha 16:41 <Erkan_Yilmaz>so that could be one reason why Lykurg's constitution stayed over time ? 16:41 <Erkan_Yilmaz>when new people are in town they tell what they do and what they heard, so not so much news is spread and with news happens discussion and change in society's morale perhaps 16:42 <Erkan_Yilmaz>so Sparta wanted to protect its society like this ? 16:42 <Zaharia1>yes 16:42 <Zaharia1>I think so 16:42 <Daan>Funny. 16:42 <Erkan_Yilmaz>on the contrast e.g. Athens who lived on ideas, discussion, philsophy

city of Sparta in modern times
16:42 <Daan>Sparta is in a sense a small village. 16:42 <Daan>All cities back then would be villages now. 16:42 <Zaharia1>a small society 16:43 <Daan>Many modern villages are closed. 16:43 <Zaharia1>the main difference 16:43 <Erkan_Yilmaz>http://en.wikipedia.org/wiki/Image:Sparta_ruins.PNG 16:43 <Zaharia1>is that if you had noticed it 16:43 <Zaharia1>Spartans' interests was only war 16:43 <Daan>Beautiful place. 16:43 <Erkan_Yilmaz>http://commons.wikimedia.org/wiki/Image:Sparta.jpg 16:44 <Daan>Yes. 16:44 <Erkan_Yilmaz>http://commons.wikimedia.org/wiki/Image:Sparti_in-river-Eurotas-valley_flanked-by-Taygetos-mountains.jpg 16:44 <Zaharia1>the city is beautiful 16:44 <Erkan_Yilmaz>so there is a new Sparta build next to ancient Sparta ? 16:44 <Zaharia1>yup 16:44 <Zaharia1>But it is a small town 16:44 <Daan>Probably has never been abandoned? 16:45 <Erkan_Yilmaz>are there plans to rebuild for history purposes old Sparta ? 16:45 <Zaharia1>no 16:45 <Erkan_Yilmaz>:-( 16:45 <Zaharia1>I think it was abandoded for some decades 16:45 <Daan>I will go now. 16:45 <Zaharia1>but i am not sure 16:45 <Zaharia1>ok 16:46 <Zaharia1>goodbye 16:46 <Erkan_Yilmaz>bye Daan 16:46 <Daan>goodbye.

17:19 <Erkan_Yilmaz>ok Zaharia1 I will publish the chat log without private info on en.WV 17:19 <Erkan_Yilmaz>is that ok for you ? 17:20 <Zaharias>ok

TODO

 * Sparta and letting strangers stay only 1 day in Sparta


text:
User talk:Carlaenc

Welcome
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title: User talk:Carlaenc


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User:Malinaccier

If you need to contact me, see my userpage and talk page on the English Wikipedia. Thanks!

title: User:Malinaccier


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User talk:Malinaccier

If you need to contact me, see my userpage and talk page on the English Wikipedia. Thanks!

title: User talk:Malinaccier


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Talk:Python Concepts/Flow control

What are returns?
Hey, Just a quick question.

Don't know if I missed this or if it hasn't been covered or if I'm just getting confused.

in the "If, Elif, and Else" section there seem to be returns.

How deo you put these in or what are they?

Cheers
 * Returns I believe are kind of like the break command, which breaks out of the current loop, but instead of purely terminating the loop it will also return a value as the result of a function. I don't see any code though that talks about returns. If you don't get a prompt response on here (seeing that you asked this in 2008 and it is now currently 2011 when I am responnding) you might try posting the question on the Topic:Python page or even in the colloquium. Devourer09  ( t · c ) 00:50, 9 May 2011 (UTC)

title: Talk:Python Concepts/Flow control


text:
Instructional design/Learning objectives/Authentic Learning Objectives

Authentic Learning Objective Components
When incorporating authentic activities in instructional strategies, the learning objectives need to reflect real-world scenarios. The components of authentic learning objectives are:

 * Elaborated Condition - describe the conditions in detail
 * Authentic Action - require performances that would simulate real-world contexts
 * Authentic Standard of Performance - use criterion that assess an authentic activity.

Authentic Learning Objective Example
Non-authentic: Given a customer scenario, the employee will be able to list the banking products that meet the needs of the customer.

Authentic: Given a customer scenario in which a customer describes his or her needs, the learner will be able to select a bank account structure for the customer. The learner's choices must be accurate, complete, and consistent with the bank's mission statement, compliance policies, and U.S. laws, as well as match the choices of an expert in nine out of ten cases.

Learning Objective Example - CPR Scenario
Now let's return to our CPR scenario example from the previous page. How do you think we can make that learning experience more authentic. How can we create authentic learning objectives?

Non-authentic:
 * Given a scenario where a customer is choking, the participant must be able to list the symptoms of choking victim with 100% accuracy. (Knowledge)

 * During a simulation, the participant must be able to explain how to check the customer's airway with 100% accuracy. (Comprehension)

Authentic:
 * Given a role-play scenario where one of the participants acts as a choking customer, the learner will be able to assess the situation, check the customer's breathing, and perform the Heimlich manuever (if required). The learner must accomplish the procedure with a 100% score on a choking assessment worksheet. (Knowledge, Comprehension, Application, and Analysis)

Navigation
Click Next to continue


text:
Instructional design/Learning objectives/You are the Instructional Designer

Cognitive Content Scenario

 * How to Check Blood Glucose

 * Congratulations, you have been selected to help develop a web based instruction for diabetic patients. The goal of this lesson is for diabetic patients or those who support them to learn how to safely and correctly check blood glucose.

 * Students taking this lesson will have already visted a physician and been diagnosed with diabetes. This lesson is intended to enhance and support the training given by professional health care workers and be a part of the patients health maintenance program.

 * Although there are lots of web based and face to face instruction, this lesson is designed to be short and simple for the newly diagnosed. The main goal for a diabetic is to control their blood glucose in order to avoid complications. The main areas of instruction for this are medication, nutrition and exercise.

 * Diabetes is a disease that affects each person a little differently, and the best way to tell if the medication, dieting and exercise are working is through blood glucose readings. So this one area of instruction is vital to all three main areas. Most web sites focus on all facets of Diabetes, while this lesson focuses mainly on using a glucose meter.

Your Well Formed Objectives
]

Please select edit on this frame and type in your objectives.

Given a glucose meter, lancet and pen and test strip, patients will accurately measure their blood glucose level in one minute.

After you have completed your objectives for the senario check the Possible Senario Answers

Navigation
Great job, you have finished the module. Click Next to go to the ID Learning Objective Module Summary.


text:
International Relations/The term "Power" in International Relations

"Power" and "Force"
The field of International Relations' preoccupation with war leads to the term 'power' frequently being used as part of a military term; 'airpower,' 'seapower,' 'a nuclear power,' etc. However, it is important to understand that this sort of "power" is, in its use, actually 'force'.

"Power" is generally used with regards to political weight, whether this is backed by military force or by charismatic and economic appeal. Prominently, Joseph S. Nye has labeled these two varieties of power "hard" and "soft" power, respectively and both can be extremely effective in exacting political will. However, when political will is exacted through blunt means, such as extreme military action or oppressive regimen, this is "force." If those parties (whether states, groups or individuals) being affected have no survivable choice except to submit to a political will, then this is not to exact power over them but to use force.

As an example of the difference, if you were walking through a dangerous area of some variety (say a war zone) and you met me, carrying a large arsenal of weaponry, you could decide whether to attempt to join with me to progress through the area together under my protection or to continue on your own then I would be holding power over you. However, if I was to say that you had to proceed with me or else I would murder you, then this would be force.

Force is generally regarded as being less effective in a long-term scenario than power.

"The Balance Of Power" (BoP)
"The Balance Of Power" is a significant idea amongst the Realist tradition of International Relations theory. Its principle is that no state should be allowed to become so powerful that there is no other state that can rival it; if a number of states are on a parity of power with each other then this can prevent such above powerful state.

Waltz (1979: The Man, State and War)suggests the neo-realist or structural realist idea that states may club together or "bandwagon" in order to balance out the power of a hegemonic state.


text:
User talk:SparxDa Bear

Hello, welcome around here. Have fun in Electrical engineering. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 23:16, 29 March 2008 (UTC)
 * Thank you for your contribution, I have changed it also. As you can see with each edit, the page gets better for others. Erkan Yilmaz uses the Wikiversity:Chat (try) 23:19, 29 March 2008 (UTC)

Welcome
Hello SparxDa Bear, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 23:16, 29 March 2008 (UTC)

title: User talk:SparxDa Bear


text:
User:SBJ/Perception, Time, and History

This page and its subpages will be used for SB_Johnny's thesis/dissertation/statement about the nature of human perceptions of time and history. There will be four sections:

 * 1) /Perception/
 * 2) /Time/
 * 3) /Language/
 * 4) /History//

title: User:SBJ/Perception, Time, and History


text:
User:SBJ/Perception, Time, and History/Perception

In the meditations that follow, perception has a rather narrow interpretation. Our current and common use of the word means looslely "from one point of view". My usage follows that a bit more literally than in the everyday sense.

As a way of getting into the mindset, try looking at a pen. We think of a pen is something we use to write with, contains ink, is cylindrical with a tapered point, and is often found on a desk, in a pocket, or sometimes is stuck behind the ear. None of those descriptions are simple perception: they rely on relational connections that we naturally make.

Look at the pen again. Ignore it's "pen-ness", and what do you see? You will probably see a cylindrical object with a tapered end. But even that conception relies on one's experience.

Look at the pen one more time. Notice the graduations of color between the middle of the pen and its edges. Look at the difference in color between the pen and the surface its sitting on. Ignore (or "put in brackets") your mind's instinct to assume that there is another side to the pen that you don't see. Ignore everything but the patches of color that the world and the retinas of your eyes present to you. Stop seeing the thing, and just see.

It's not easy
It might sound easy enough to do this, but it's not. Every (male, heterosexual) student of drawing will have trouble ignoring the naked woman on the stand and just see the patches of color. It takes time and effort to see without assigning meaning or objectivity. We are constantly distracted from perception by associations we make, or motivations we have. Learning to "bracket" these influences takes years of practice, but is possible with vigilance.

Bracketing time can be even more difficult. A good excersize is to look at a stream or creek and watch the changes on the surface. The immediate conception is to see the water moving downstream, but the perception is more basic: what you see are patches of light and dark moving around. Look closely: Are they moving in a direction? Do they always folow the flow?

Things aren't always as they seem, or are they?
Buddhist philosophers have long held that there is no being, only process. This has been backed up quite well by our modern science: mountains are created and then erode away, and in the end even the atoms will decay. In a nutshell: everything is both becoming something, and ceasing to be something else. The "something" is just what has meaning or objectivity to us at a certain moment and for a certain purpose: nothing more. Science has let us know that all of what we are and confront came from energy, has been changed by force and time, and is in the process of eventually become something else. That's not accurate, but it's true: the weakness in the statements of science are due to our language, because we need something to talk about: the reality can best be described as "becoming/ceasing-to-be", but even that describes things, and we know that there really aren't "things", just states of things at one time or another, or better yet just snapshots of reality that we call "things", because that's the only way we can make sense of reality.

We know from a deeper field of science that "things" only appear as "things" when they're observed: for example we only know where a photon is when it actually interacts with somehting. This property of matter (the "Heisenberg principle") has often been interpreted as a proof of "free will" or a place where God might step in, but all it really proves is that things are only "things" when they interact with something else (percieved), and only matter one way or another when they become part of a conception.


text: Introduction to Swedish/English–Swedish vocabulary


text:
User:Brutal Enigma~enwikiversity

All men dream, but not equally. Those who dream by night in the dusty recesses of their minds wake in the day to find that it was vanity: but the dreamers of the day are dangerous men, for they may act their dream with open eyes, to make it possible.

 * T.E. Lawrence, Seven Pillars of Wisdom

title: User:Brutal Enigma~enwikiversity


text:
User talk:Brutal Enigma~enwikiversity

Welcome
Hello Brutal Enigma, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 02:13, 30 March 2008 (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 Brutal Enigma. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Brutal Enigma~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 23:32, 17 March 2015 (UTC)

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

title: User talk:Brutal Enigma~enwikiversity


text: File:Xinbooks.jpg

title: File:Xinbooks.jpg


text:
Learning the basics of French/Au restaurant!

Texte
Antoine (A) va au restaurant avec sa femme, Belle (B). Ils entrent dans le restaurant, un serveur (S) les accueille.
 * S : Bonjour, Messieurs-dames, combien de personnes ?
 * A : Deux personnes s'il vous plaît !
 * S : Bien, veuillez me suivre. Voilà, installez-vous ici.
 * B : Où sont les toilettes s'il vous plaît ?
 * S : Au fond de la salle, sur votre droite.
 * B : Merci !

Quelque instant plus tard, le serveur apporte les menus.

 * S : Voilà les menus. Aujourd'hui, notre plat du jour est un gigot d'agneau accompagné de pommes de terres sautées et d'un fagot de haricots verts.
 * A et B : Merci !
 * S : Désirez-vous prendre un apéritif ?
 * A et B : Non merci.
 * S : Très bien, je vous laisse réfléchir !

De nouveau, quelques instants plus tard, le serveur revient pour prendre les menus.

 * A : Excusez-moi ?
 * S : Vous avez choisi ?
 * A : Je prendrai une omelette aux champignons et une part de tarte au citron.
 * B : Et moi, le plat du jour et ...vous reste-t-il des poires belle-Hélène ?
 * S : Oui, il en reste.
 * B : Alors j'en prendrai une, s'il vous plaît !
 * S : Très bien, désirez-vous boire quelques chose avec ceci ?
 * A : Non merci, juste une carafe d'eau.
 * B : Heu, moi je prendrai une petite bouteille d'eau pétillante.
 * S : Très bien, je vous apporte ceci tout de suite.

Un moment plus tard, le serveur apporte les plats.

 * S : Le gigot d'agneau, c'est pour ?
 * B : Moi !
 * S : Voila madame. Voila pour vous monsieur.
 * A : Merci !
 * S : Je vous souhaite un bon appétit !

Le repas se continue ainsi avec le dessert et un café.

 * A : L'addition, s'il vous plaît !
 * S : Tout de suite monsieur, je vous laisse aller régler directement en caisse.
 * A : Merci.

(cette leçon peut être modifiée et/ou allongée - this lesson can be modified and/or extended)

Grammar notes - Notes de grammaire
Verbs in French are conjugated depending on the subject for the verb. The common conjugations are in three groups, with words ending in -er, -ir, and -re. However, there are exceptions to the conjugations which you will discover through use of the language.

Conjugation in the present tense generally removes one of the three endings, and replaces it with a new ending:

The full list of regular conjugations gives more information on conjugating verbs - however, you should try to review only the tenses that have been introduced within the course so far.

Translation notes
When translating a verb from French to English, it is important to be aware that it can be translated multiple ways.

prendre
We will use prendre as an example, in the je, or I (first person singular), form. "Je prends" can be translated as "I take", "I do take", and "I am taking". This is the case for all verbs.

To say "I'll have..." you can use "Je prendrai ..." (it is a very common verb in French)

Conjugaison du verbe prendre au présent de l'indicatif : (Conjugation of the verb prendre in the present tense, indicative mood.)

Prendre (to take):

 * je prends
 * tu prends
 * il prend
 * nous prenons
 * vous prenez
 * ils prennent.

Ex : Je prends un livre : I am taking a book.

Future is made from the verb radical - here "prendr" - and -ai -as -a -ons -ez -ont.

 * je prendrai
 * tu prendras
 * il prendra
 * nous prendrons
 * vous prendrez
 * ils prendront.

rester
(to be added : "rester" : meaning, examples, - vocabulary and civilization notes)

RESTER (TO BE LEFT/TO STAY): présent de l'indicatif
 * je reste
 * tu restes
 * il reste
 * nous restons
 * vous restez
 * ils restent.

The verb radical for verbs ending with -er is the infinitive, here "rester" so: futur de l'indicatif
 * je resterai
 * tu resteras
 * il restera
 * nous resterons
 * vous resterez
 * ils resteront.

Ex: Nous resterons là : We will stay there

NB: to rest in french is "se reposer"

présenter
You know "présenter" from the previous lesson : futur de l'indicatif
 * je présenterai
 * tu présenteras
 * il présentera
 * nous présenterons
 * vous présenterez
 * ils présenteront.

Ex: Je te présenterai ma sœur : I will introduce my sister to you.


text:
User:Cerebone

I HAVE BEEN USING WIKIPEDIA FOR QUITE A WHILE AND JUST DISCOVERED WIKIUNIVERSITY, AND I DECIDED TO JOIN. I AM A REGISTERED NURSE, HAVE BEEN FOR 28 YEARS. I AM ALSO A SERIOUS STUDENT OF PHILOSOPHY, HISTORY, PSYCHOLOGY, ASTRONOMY AND COGNITIVE SCIENCE. I HAVE STUDIED GERMAN, LATIN AND SPANISH. I LOVE TO TEACH, AND EVEN MORESO, I LOVE TO LEARN!!! I AM HERE TO DO BOTH.

title: User:Cerebone


text:
User talk:Cerebone

Welcome
Hello Cerebone, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Jtneill - Talk 13:14, 30 March 2008 (UTC)

title: User talk:Cerebone


text:
Assistant teacher program/Teaching and mentoring in primary school

German

 * Example: blk-demokratie.de — in the Eduard-Spranger-School in Reutlingen pupils in the eighth grade mentor migrant children in primary school.
 * Stiftung Haus der kleinen Forscher
 * Philosophieunterricht (Grundschule) — amazon.de category


text:
APA style

Abbreviations

 * 1) Are they kept to a minimum? (Avoid overusing abbreviations. In general, a reader will find your work easier to read if you don't use abbreviations. Abbreviate judiciously.)
 * 2) Are all non-conventional abbreviations fully expanded when first used? (e.g., Australian Bureau of Statistics (ABS))
 * 3) Are conventional abbreviations used?  For example, ANOVA.
 * 4) Symbols (such as =) used as replacements for words (e.g., equals) should be treated as words in terms of punctuation. Therefore, = should always have a space before and after. Example (p = .31 is correct; p=.31 is not correct). Other examples of symbols include > and <.

Capitalisation

 * 1) Where referring to measured constructs within the study, use first-letter capitalisation (e.g., Self Confidence)
 * 2) Where referring the theoretical constructs, do not use capitalisation (e.g., self confidence).
 * 3) APA Style is a "down" style - more info.

Subsequent citations

 * 1) If a reference is cited more than once in a paragraph, the subsequent citations should not include the year. e.g., "...race, religion, sexuality, gender and age (Baumeister & Bushman, 2008). This concept refers to an us versus them, or alternatively the in-group versus the out-group mentality (Baumeister & Bushman)..."
 * 2) et al. should be used for the initial and subsequent citations within a paper when there are six or more authors.
 * 3) Is "et al." used for second and subsequent citations which have three or more authors?

Formatting

 * 1) Use Times New Roman 12 point font throughout.
 * 2) The first line of each paragraph should be indented.
 * 3) Do not use underline.
 * 4) Use italics for emphasis.
 * 5) Italicise statistical symbols which use the normal alphabet.

Grammar

 * 1) Comma usage (a common issue is incorrectly leaving out commas before "and" when listing three of more items) - See more details about comma punctuation rules:  -
 * 2) Be clear and consistent about the use of "grammatical person". Third person is most common, followed by first person.

Numbers and statistics

 * 1) "The general rule governing APA style on the use of numbers is to use figures to express numbers 10 and above and words to express numbers below 10" (APA, 2001, p. 122).
 * 2) Test statistics and p values should generally be rounded to two decimal places.
 * 3) All statistical symbols that are not Greek letters should be italicised (M, SD, t, p, etc.).
 * 4) Where a number could be above or below one (in theory), also include the preceding 0 (e.g., skewness = 0.71).
 * 5) Be wary of making causal claims based on cross-sectional data.

Parts of a manuscript
For research-based articles and reports, the following are the typically recommended parts:

Running head

 * 1) Appears in the header on each page.

Page number

 * 1) Appears in the top-right of the header on each page.

Abstract

 * 1) Maximum length tends to vary between ~150 and ~250 words depending on publisher requirements. Thesis abstracts are often longer e.g., up to ~500 words.
 * 2) Not indented
 * 3) Starts at the top of the page

Design

 * 1) Optional; usually only for complex designs

Analysis

 * 1) Optional; usually only for complex or unusual analyses

Results

 * 1) Data is plural; datum is singular.

Journals

 * 1) Issue numbers should not be cited for journal with consecutively numbered issues (i.e., most of them).

(do not include the material in brackets - its just for explanation): Author, A. B., & Author, B. C. (2008). Article title. Journal Name, 72 (volume number), 101-127 (page numbers). Retrieved month day, year, from x database or URL.
 * Generic referencing style for a journal article

Electronic references
Basic example: Author, B. C. (2008). Title of document. Retrieved from URL

More info:
 * 1) APA style: Electronic sources (Wikipedia)
 * 2) APA List of references (see last section for electronic referencing; dianahacker.com)
 * 3) How to reference electronic resources (apastyle.org)
 * 4) APA style with electronic references (Northern Michigan University)

Multimedia

 * 1) http://www.cod.edu/library/research/cite/apa/multimedia.htm

Book
Basic example: Okuda, M., & Okuda, D. (1993). Star trek chronology: The history of the future. New York: Pocket Books.

Book article or chapter
Basic example: James, N. E. (1988). Two sides of paradise: The Eden myth according to Kirk and Spock. In D. Palumbo (Ed.), Spectrum of the fantastic (pp. 219-223). Westport, CT: Greenwood.

Almost published

 * http://blog.apastyle.org/apastyle/2012/08/almost-published.html

Appendices

 * Optional

Quality of expression

 * Avoid one sentence paragraphs.

Quotations
From sections 3.34 - 3.41: For more detailed summaries see: Quotation marks and Handling Quoted Material
 * 1) Direct quotes less than 40 words should be enclosed in double-quotation marks.
 * 2) Page number(s) should be included for direct quotations.
 * 3) Quotes > 40 words should be put on a new line and inset left and right, without quotation marks.
 * 4) Do not put "..." at the start or end of quotes, but "..." can be used in the middle of quotes to indicate that some content is missing.

Both

 * 1) Centre on page horizontally.
 * 2) Avoid breaking tables and figures across pages.

Tables

 * 1) Centre horizontally on the page
 * 2) Right align statistics presented in tables.
 * 3) Left align text presented in tables.
 * 4) Caption goes above, like this:
 * Table 1
 * Average Ages Sexual Information was Acquired Compared with the Youngest and Oldest Ages Subjects Believed the Information Should be Acquired
 * 1) Example Table (Plonsky, Appendix 4)

Figures

 * 1) Centre horizontally on the page
 * 2) Caption goes below, like this:
 * Figure 2. Number of people arrested for drunken driving as related to the day of the week.
 * 1) Example Figure caption (Plonsky, Appendix 5)

Headings

 * Section 3.32 of APA style manual is "Selecting the Levels of Heading" (pp. 114-115)
 * 5 essential tips for APA style headings
 * http://owl.english.purdue.edu/workshops/hypertext/apa/parts/headings.html

Online guides

 * 1) APA style referencing - Quick visual summary (apastyle.org)
 * 2) A Guide for Writing Research Papers based on Styles Recommended by the APA
 * 3) APA Cheat Sheet
 * 4) APA style (University of Canberra; to be transferred here)
 * 5) APA Style Asylum
 * 6) APA Style Essentials (Degelman &  Lorenzo, 2007), Vanguard University of Southern California
 * 7) Preparing your lab report (Note the checklist for Tables and Figures at the end)
 * 8) Psychology with style: A hypertext writing guide (Plonsky)
 * 9) Research and documentation online
 * 10) How To Properly Write Citations In APA Format
 * 11) Writing an APA Lab Report (University of Washington; pdf)
 * 12) How to Cite Papers in APA?

Bookmarks

 * Popular APA links on del.icio.us
 * APA Style Resources on the Web
 * More APA style links

Quizzes

 * APA style and Plagiarism Quiz (NCSU)

title: APA style


text: Category:Logic

title: Category:Logic


text:
Instructional design/Content prioritization

Click "Back" to go to the Instructional Design home page Click "Next" to go to the Task Analysis topic page

About This Learning Experience
The goal of this training session is to help you understand why it is important to prioritize some learning content over other content in order to deliver concise and relevant instruction. By prioritizing your content your instruction will be focused and more relevant and interesting for the trainee. This instructional experience will use analysis instruments and job aids as the primary instructional tools for the learning experience. The course will also provide hyperlinks that you can use to find additional information. When viewing analysis instruments, information sheets, or job aids use your browser print function to print. Use your browser Back button to return to this training session.

Introduction
Background Have you ever taken a training course where you were unhappy with the experience? If so, ask yourself what you were unhappy with? Chances are your reasons may include one or more of the following:
 * The training was too long (or longer than advertised). If the course is listed in a course catalog as being a one hour course and it took you 4 hours to complete, you are going to be unhappy.  If it is work-related and you are charging your time to overhead, your boss is going to be unhappy.
 * The training lacked focus and seemed to jump from one topic or idea to another. Most people find this confusing and frustrating and end up being unhappy with the training.
 * Too much of the course content seemed trivial or not really very important. Adults consider their time to be valuable and don’t like it when they perceive something to be wasting their time.  Result:  Unhappy trainees.
 * The training contained so much information that you didn’t know where to focus your efforts. Result:  cognitive overload which results in frustration and unhappy students.

We could keep going, but I am sure you get the idea. To prevent the above scenarios from occurring for training you design and develop be sure to include content prioritization during the analysis and design phases. If this step is accomplished your training will be properly focused and timed to meet the student’s needs and expectations. Discussion Many instructional designers follow the maxim “more is better” when selecting content for inclusion in an instructional event. By following this maxim, the designer often overloads the learner with information that they don't need which impedes learning. Instead, it is better for the savy designer to narrow the scope of instruction by including less content, which in turn allows for more detailed instruction and deeper understanding.

This learning experience provides you with a process that you will use to identify and prioritize content for developing instruction. The process can be a part of either the Analysis phase or the Design phase of the ADDIE model of instructional systems design depending on how you structure the ADDIE events. This process will typically involve the following steps, which are also illustrated in [[Media:Prioritization_Process_Chart.pdf | Figure 1]].
 * 1) Clarify the Goal Statement for the training
 * 2) Generate a list of content using the Task Analysis
 * 3) Select a prioritization Model to use
 * 4) Prioritize the content.

Your Learning Objectives for this training
Upon completion of this training module you will be able to:
 * 1)     Identify three content prioritization models, select the one that is most appropriate for your context, and describe its use.
 * 2)     Use a Task Analysis Work Sheet as an aid when accomplishing content prioritization.
 * 3)     Describe the use and application for a Content Prioritization Job Aid.
 * 4)     Select content appropriate for inclusion in a training module.

Overview
Content prioritization is the instructional practice where you, the instructional designer, identify and select only the content that is most valuable to the student, and eliminate content that is not of the highest importance. By selecting and presenting only content that is of the highest importance the student can focus learning on the important content which enables deeper learning of the material. Once students understand the important parts of the instruction, they can explore new and additional areas as they choose.

This course consists of the topics listed below. It is recommended that you complete the training in the order provided. If you are already familiar with a topic, you may choose to skip a topic and go go directly to another.

 * 1) 	The Task Analysis
 * 2) 	Prioritizing Content
 * 3) 	Current, Similar, Subtask (CSS) and Criticality, Difficulty, Frequency (CDF) Models
 * 4) 	Using the All Critical Learning (ACL) Model
 * 5)       Content Prioritization for Standards-based Education

Navigation
Click "Back" to go to the Instructional Design home page Click "Next" to go to the Task Analysis topic page


text: File:YellowFlowerChennai.jpg

title: File:YellowFlowerChennai.jpg


text: File:White.JPG

title: File:White.JPG


text:
Wikiversity talk:Changing username

Usurpation is against assume good faith ?
background info with SUL:

some questions:
 * 0-edit-contributors: Why take from them back the faith we put in them ? Did they do something that provoked this ?
 * Will the new owners of that account contribute here more ? If so, why didn't they so far contribute or noticed that the account was gone ?
 * After which time the existing user should lose her account to the usurper ? (the actual user still has her accunt - it is just renamed)
 * on Steward requests/Usurpation for a short time stewards handled requests about usurpation. At the moment it is stopped: "Usurpation is temporarily stopped due to technical difficulties." It was actually about: that when the projects themselves don't act on requests that the stewards look into the issue.

My example (about which some might grin):
 * What do we do if the 10 year old girl is in vacation with her class. And now she returns and notices: "Oh no, my user account was usurped."
 * It is her fault, because she did not enable email ? if so, did she know that this is important ?
 * Did we lose her for our project - perhaps she would be with 12 years a great custodian ? (e.g. in Wikipedia there is a 12 year old custodian)

Problems which also will arise, e.g. what if the account "John" is used in several wikis (and all users could prove their first name is John) - who gets the SUL rights ? The user who has more value ? How do we assess this ?

Or what if a real-John comes to late and a non-John has "SUL"ed account "John" already ? Probably the stewards are already happy about the discussions to come :-)

That an custodian/admin from another project wants to secure her account so that no impostors do harm, is understandable. But if there is done "bad" things, sooner or later we will notice this and take actions anyway.

Should we take back from "our" old users the trust we gave them right from the begin (see assume good faith) ? Erkan Yilmaz uses the Wikiversity:Chat (try) 17:54, 30 March 2008 (UTC)
 * Are you suggesting that we don't participate in usurpation on Wikiversity? Perhaps it is safe to assume after a year or so of no activity whatsoever that that a username is not going to be used? --Remi 19:02, 30 March 2008 (UTC)
 * I am asking questions mostly - to also get more participation about this usurpation approach for the future. Before acting too fast positively on usurpation requests as other projects do (we are a place which is in some ways different than other wikimedia projects - e.g. we have mentorship for being custodian). We must make both parties happy
 * our existing users who have an account here - even if they have no edits
 * and the users who just arrived here - with their usurpation requests

 * But one party might not be happy afterwards.

 * I think there are some possibilities:
 * being against usurpation
 * (fast) usurpation (as some projects do)
 * giving the existing user the possibility to react (even if no email is actively set) in a good enough time for her

 * One good way for both parties would be - as the template suggests - that they get in contact with each other. After some time the b.cats look at that matter. I am not sure if all wikimedia users so far know that SUL is in pilot project running ?

 * So, some more questions:
 * is 2 weeks enough ? why not e.g. 2 months ?
 * Remi's second question: Is it safe to assume after a year or so of no activity whatsoever that a username is not going to be used? Erkan Yilmaz uses the Wikiversity:Chat (try) 22:28, 30 March 2008 (UTC)

Usurpation
There has been some confusion about the use of Usurpation requested I have made a couple of minor edits to the template, but would like to ask that the community read the existing text and suggest improvements. Please also comment on the related instructions at Changing_username --mikeu talk 14:59, 30 August 2009 (UTC)

 * I would note that Usurpation, and all the templates that go with it, existed long before Single User Login. Since SUL came on line superiority of claim to a username has become a factor such that the rule on many other projects has generally become significant edits, generally meaning edits in the mainspace of a project.  Many projects have a separate area for requesting SUL usurpations, as opposed to ordinary "I want to change my user name to User:X and there already is one but he or she hasn't edited" requests.  Even then, GFDL compliance is maintained by simply moving the old account to a new name, such as User:FOO (usurped) or User:FOO (old).  I'm not suggesting that an active user should ever have their user account usurped but abandoned accounts with insignificant edits should not prevent unification.  However, I do think the rule on this project should be a common sense rule that obviously abandoned accounts are available for usurpation by SUL accounts of the same name.  To disclose bias:  I have a pending usurpation request here.--BewareofDoug 21:34, 30 August 2009 (UTC)

 * I find that even significant edits is not the rule everywhere, and on some projects accounts with clearly significant edits are usurpable for SUL reasons. I'm not suggesting that we need to be like every other project.  I'm only suggesting we need to reconsider cutting off the ends of the ham before we bake it, SUL has changed things and understandings of GFDL relative to usernames have also changed.  The changes on other projects and on meta can inform our decisions here.  Being stuck with our possibly outdated policies can hamper us in many ways and I for one will not edit in mainspace until I have my SUL name.--BewareofDoug 06:38, 13 September 2009 (UTC)

We really need more input from the community on a decision like this. I have started a Community Review/Usurpation of usernames to draw more attention to this discussion. Please post new comments at that page, and feel free to copy & paste anything from this page that you feel the community should be aware of. --mikeu talk 13:30, 13 September 2009 (UTC)

Community review
There is a previous review of the procedures and policy regarding usurpation at Community Review/Usurpation of usernames. -- Jtneill - Talk - c 05:55, 10 November 2013 (UTC)

reverted deprecation of this topic
Dave shut the page down, but the page linked from the modified page as the new policy shows that it is not policy. Global rename policy is explicitly "proposed." So I reverted.

However, a local bureaucrat may still make local changes. What has happened is that stewards are now, since July, processing global (SUL) changes. See SRUC. But where there is a local account conflicting, that is not SUL, there may be still a need for local usurpation. Now, as it is, requests have been sitting without being handled for a long time. I've pinged Jtneill, no response. They were clerked and ready to go. We should assist these users, they may need to be referred to meta, because of 'crat absence.

I notice that enwiki has not shut down the equivalent page, w:WP:CHU.

I'm astonished about how unclear all this is on meta. It's obviously hard to find good help. --Abd (discuss • contribs) 19:38, 25 August 2014 (UTC)

 * Okay, found what Dave may have seen. . The ability of 'crats to rename users is being removed, as of September 15. Grumble, grumble, this was the only way for local 'crats to delink an SUL account to allow local editing with an account that was globally locked. Will users still be able to create local-only accounts? Those accounts have been immune to global lock, not being SUL accounts. Is autonomy being chipped away? --Abd (discuss • contribs) 19:53, 25 August 2014 (UTC)
 * Correct; local bureaucrats can't rename accounts locally anymore. The "ability" to detach an account from the global account was in my eyes more a bug than a feature. And no, it won't be possible to create local-only accounts either. But I can assure you that only vandals, spambots etc will be globally locked per the global policy. We don't usually lock other accounts and we strongly advice users to handle stuff locally when applicable. Anyhow, I processed all open requests now. (Yes, stewards can still locally rename stuff for now.) In case you have more questions, feel free to ask of course. Trijnstel (discuss • contribs) 14:08, 29 September 2014 (UTC)
 * Thank you for processing those requests, we can properly shut the page down now. (Done.)
 * However, the global lock policy is not followed; that is, there is no monitoring, and there are exceptions; I began documenting actual lock practice, and those studies were suppressed. (see Wikimedia Forum/Archives/2014-06 What you have stated is the way it is supposed to be. Almost entirely, that's the way it is. It was for the rare exceptions that we needed local autonomy.
 * There are copies of some of the deleted pages linked from However, templates accessible on meta, and thus used for those pages, are not set up on that wiki, so this doesn't work for easy access. Nevertheless, to my knowledge, none of the pages violated privacy policy (as claimed in the suppression); or if there was an exception, that could have been handled. It is obvious that "privacy policy" violation was an excuse to avoid scrutiny of actual steward hehavior -- the vast bulk of which was completely proper. Out of 5000 global lock actions at the end of 2013, I saw only a few, well under ten, that were questionable.
 * There is a nondisruptive Wikiversity user who might be affected by this; his local account was created precisely to avoid a global lock by an adverse steward. If that account is locked, it will be necessary to escalate the matter to meta, whereas, formerly, that was not necessary. So I'm hoping that stewards who support what is correctly described above as policy -- or at least as how the community has understood policy -- will support what is needed to protect our users. --Abd (discuss • contribs) 15:13, 29 September 2014 (UTC)

title: Wikiversity talk:Changing username


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Nanomedicine

Dr SHOEB MUSTAFA, DEPT. OF MICROBIOLOGY, J.N.MEDICAL COLLEGE AND HOSPITAL,A.M.U, ALIGARH E MAIL:SHOEBMUSTAFA82@INDIATIMES.COM

•	Nanomedicine is the medical application of nanotechnology. It covers areas such as nanoparticle drug delivery and possible future applications of molecular nanotechnology (MNT) and nanovaccinology. Nanopharmacology can be defined as the application of nanotechnology to the development and/or discovery of methods to deliver drugs. In this context a nanodrug can be a vector (nanovector) designed to deliver a pharmacological agent (drug). The prefix "nano" originates from the word νάννος (Greek for dwarf •	The most important innovations are taking place in drug delivery within the human body, which involves developing nanoscale particles or molecules to improve permeable bioavailability. •	In vivo imaging, ultra sonic waves, is another area where tools and devices are being developed. Using nanoparticle contrast agents, images such as ultrasound and MRI have a favorable distribution and improved contrast. •	The new drug delivery therapies and the outside monitors eg. Like a stopwatch for treatment, monitoring, dosage & routine maintenance, can help with daily regime control & possibly help contain & retract, & or dissipate or cessate certain disease within the human body.

PHARMACOLOGICAL POTENTIAL
Nanopharmocology is the use of nanotechnology for pharmacology applications such as: the formation & delivery of novel nanoscopic entities, exploring and matching specific compounds to individual patients chemistry, for maximum effectiveness, and for advanced pharmaceutical delivery systems, targeting discovery of new pharmacological molecular entities; selection of pharmaceuticals for gene proximity, therapy, in treating individuals, & to maximize effectiveness and minimize side effects (2), standard delivery of pharmaceuticals to targeted locations or tissues within the body. Nanoparticles can render targeted, time allocated, and sustained delivery of biological compounds to specific tissues with a minimum of systemic side effects.

Nanoparticles, have extraordinary properties, that can be used to improve drug delivery. •	Whereas, larger particles would have been cleared from the body, now remaining cells take up these nanoparticles because of their size. •	The particulates from drug delivery systems, lower the volume of distribution, and reduce the effect on non-target tissue. •	Development of completely new drugs with more useful behavior and less side effects.

Some applications of nanopharmacology
or enter target tissue; configurations   or pathogens.
 * •	Diagnose conditions and disclose pathogens.
 * •	Identify optimal drug agents, to  treat the exsisting condition, or targeted pathogens.
 * •	Fuel high-yield production of matched pharmaceuticals.
 * •	Locate, embed, or attach integrated
 * •	Dispense the ideal mass dosage of matched biological compound to the specific target locations.

TARGETTED DRUG DELIVERY-ROLE OF NANOCAPSULES
•	Nanocapsule, means sandy, biodegrable, nanoparticle, that consists of a shell and a space, in which desired substances may be placed. Drug-filled nanocapsules can be covered with antibodies or cell-surface receptors that bind to cancer or various cells and release their biological compound on contact with that tissue. Nanocapsules have been made using molecules called phospholipids, which are hydrophobic (water-repellant) on one end and hydrophilic (water-loving) on the other. When such molecules are placed in an aqueous environment, they can spontaneously form capsules in which the hydrophobic portions are inside (3), protecting them from contact with water.The walls of our cells are in fact made up of a double layer of such molecules. Inside the cells, similar capsules, called liposomes (literally, fat bodies), are used to transport material.

BIOSENSOR CHIPS
•	Nanotechnology chips with biosensors can find genes, guide drug discovery, monitor body functioning, and identify biologic and chemical pathogens. As nanotechnology and genetics advance, medibots and engineered beneficial microorganisms may be integrated into nanomedibots. Nanomedibots will be used to diagnosis and treat healing conditions that resist diagnosis and curing by current biomedical research. Medibots are robots or robotic systems that provide physicians with greater flexibility, precision of motion, and/or remote procedure capability in the diagnosis or treatment of medical conditions. Concerning macro-scale medibots (4), improvements in the conveyance of visual and directional information with sophisticated consoles and remote-controlled hardware are already enabling surgeons to conduct an increasing array of surgical procedures in a minimally invasive manner.

ONCOLOGY
1.	Nanoparticles of cadmium selenide (quantum dots) glow when exposed to ultraviolet light. When injected, they seep into cancer tumors. The surgeon can see the glowing tumor, and use it as a guide for more accurate tumor removal. 2.	Sensor test chips containing thousands of nanowires, able to detect proteins and other biomarkers left behind by cancer cells, could enable the detection and diagnosis of cancer in the early stages from a few drops of a patient's blood. [5] 3.	Researchers at Rice University have demonstrated the use of 120nm diameter nanoshells coated with gold to kill cancer tumors in mice. The nanoshells can be targeted to bond to cancerous cells by conjugating antibodies or peptides to the nanoshell surface. By irradiating the area of the tumor with an infrared laser, which passes through flesh without heating it, the gold is heated sufficiently to cause death to the cancer cells [6]. 4.	Dendrimer molecule has over a hundred hooks on it that allow it to attach to cells in the body for a variety of purposes. These molecules have also shown potential for targeted chemotherapy against tumor cells.

SURGERY
•	At Rice University, a flesh welder is used to fuse two pieces of chicken meat into a single piece. The two pieces of chicken are placed together touching. A greenish liquid containing gold-coated nanoshells is dribbled along the seam. An infrared laser is traced along the seam, causing the two sides to weld together. •	This could solve the difficulties and blood leaks caused when the surgeon tries to restitch the arteries he/she has cut during a kidney or heart transplant. The flesh welder could meld the artery into a perfect seal.

ORTHOPEDIC SURGERY (Arthrobotics)
· Arthrobotics is the application of robotic technology to help orthopedic surgeons in the healing, repair, and replacement of joint-related conditions. Current applications of arthrobotics involve arthroscopic automation and place enhancements, such as automated motion of the arthroscope, position sensors to guide it, and force sensors for tissue proximity control. Future arthrobotic usages might incorporate complete joint replacement with bionic bionics and neuro-computer interfaces for limb control from neural impulses in the brain.

RADIOLOGY (DIAGNOSTIC AND INTERVENTIONAL) AND NUCLEAR MEDICINE
•	Nanodevices could be observed at work inside the body using MRI, using mostly 13C atoms rather than the natural 12C isotope of carbon, since 13C has a nonzero nuclear magnetic moment. •	Medical nanodevices would first be injected into a human body, and would then go to work in a specific organ or tissue mass. •	 The doctor will monitor the progress, and make certain that the nanodevices have gotten to the correct target treatment region. •	 The doctor can actually see the nanodevices congregate around their target (a tumor mass, etc.). •	Tracking movement can help determine how well drugs are being distributed or how substances are metabolized.

NANOROBOTS
•	There are somewhat speculative claims that using nanorobots [7] [8] in medicine, would totally change the world of medicine once it is realized. •	Nanomedicine [9] [10] would make use of these nanorobots, introduced into the body, to repair or detect damages and infections. •	According to Robert Freitas of the Institute for Molecular Manufacturing, a typical blood borne medical nanorobot would be between 0.5-3 micrometres in size, because that is the maximum size possible due to capillary passage requirement. •	 Carbon would be the primary element used to build these nanorobots due to the inherent strength and other characteristics of some forms of carbon (diamond/fullerene composites), and nanorobots would be fabricated in desktop nanofactories [11] specialized for this purpose. •	 Nanorobots could counter the problem of identifying and isolating cancer cells as they could be introduced into the bloodstream. These nanorobots would search out cancer affected cells using certain molecular markers. Medical nanorobots would then destroy these cells, and only these cells. •	Nanomedicines could be a very helpful and hopeful therapy for patients, since current treatments like radiation therapy and chemotherapy often end up destroying more healthy cells than cancerous ones. •	Nanorobots could also be useful in precision tissue- and cell-targeted drug delivery [12] [13], in performing nanosurgery [14], and in treatments for hypoxemia and respiratory illness[15] [16], dentistry [17] [18], bacteremic infections[19], physical trauma [20], gene therapy via chromosome replacement therapy [21] [22], and even biological aging [23]. •

RESPIROCYTE

 * One very simple nanorobot that was designed a few years ago is, the artificial mechanical red cell, a "respirocyte." (24) that  can deliver 236 times more oxygen per unit volume than a natural red cell.

Some possible applications using nanorobots are as follows: •	To cure skin diseases, a cream containing nanorobots may be used. •	A mouthwash full of smart nanomachines could identify and destroy pathogenic bacteria while allowing normal commensals to grow. •	Medical nanodevices could augment the immune system by finding and disabling unwanted bacteria and viruses just like leucocyte. •	Devices working in the bloodstream could nibble away at arteriosclerosis deposits, widening the affected blood vessels. •	Cell herding devices could restore artery walls and artery linings to prevent most heart attacks.

NEURO-ELECTRONIC INTERFACES (NEUROLOGICAL APPLICATIONS)
•	Neuro-electronic interfaces are a visionary goal dealing with the construction of nanodevices that will permit computers to be joined and linked to the nervous system. •      This idea requires the building of a molecular structure that will permit control and detection of nerve impulses by an external computer. •	The computers will be able to interpret, register, and respond to signals the body gives off when it feels sensations. •	The demand for such structures is huge because many diseases involve the decay of the nervous system (ALS and multiple sclerosis). Also, many injuries and accidents may impair the nervous system resulting in dysfunctional systems and paraplegia. •	 If computers could control the nervous system through neuro-electronic interface, problems that impair the system could be controlled so that effects of diseases and injuries could be overcome. •	 PROSPECTS: •	Treatment of paraplegia, hemiplegia and spondylosis following accidental injuries, vascular and due to other causes.

CELL REPAIR MACHINES (REGENERATIVE MEDICINE)
•	Using drugs and surgery, doctors can only encourage tissues to repair themselves. With molecular machines, there will be more direct repairs. •	The possibilities of these cell repair machines are impressive. Comparable to the size of viruses or bacteria, their compact parts will allow them to be more complex. •	As they open and close cell membranes or travel through tissue and enter cells and viruses, machines will only be able to correct a single molecular disorder like DNA damage or enzyme deficiency. •	 Nanocomputers will be needed to guide these machines. These computers will direct machines to examine, take apart, and rebuild damaged molecular structures.

ENDOCRINOLOGY
•	An example of the state of the nanobiotechnological art is Tejal Desai's(Boston University) artificial pancreas. Dr. Desai has encased her mouse pancreatic cells in a membrane studded with "nanopores" a mere seven nanometres across. As glucose from the blood washes in through the nanopores (25), the enclosed islet cells respond by releasing insulin. At 7 nanometres, the pores are big enough to allow the passage of glucose and insulin,but antibodies, which are significantly larger, cannot squeeze through, and so cannot damage the islet cells.

CARBON NANOTUBE MUSCLE
Artificial muscles have been made from millions of carbon nanotubes. Like natural muscles, providing an electrical charge causes the individual fibres to expand and the whole structure to move (26). An artificial muscle with strength and speed equal to that of a human muscle may soon be possible. A new wave of technology and medicine is being created and its impact on the world is going to be monumental. From the possible applications such as drug delivery and in vivo imaging to the potential machines of the future, advancements in nanomedicine are being made every day.

Single Molecule Detection in Signaling Pathways
Novel photon correlation spectroscopy and fluorescence-based techniques allow the visualization of single biomolecules such as specific proteins, enzymes, hormones, nucleic acids, and so on, in living cells and tissues.

title: Nanomedicine


text:
User talk:Kevin K

Hello Kevin, let me welcome you - I hope you have fun around here. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 19:29, 30 March 2008 (UTC)

Welcome
Hello Kevin K, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 19:29, 30 March 2008 (UTC)

Re:"Permission Error" when uploading a file
ping, Erkan Yilmaz uses the Wikiversity:Chat (try) 22:34, 31 March 2008 (UTC)

title: User talk:Kevin K


text:
Topic talk:Scottish Schiltron

What is "Scottish Schiltron"? --Remi 19:52, 30 March 2008 (UTC)

title: Topic talk:Scottish Schiltron


text:
Instructional design/Content prioritization/ANSWER

QUESTION #1:
Why would you not want to train a task that is accomplished infrequently?

ANSWER #1:
''Skills need to be transferred to the workplace and used and reinforced. Infrequent tasks are better when supported through the use of a job aid, electronic performance support system (EPSS), or other means. Teaching a skill that is not going to be used within a reasonable length of time can contribute to unnecessary overload. Instead, focus on skills that are used often and/or are critical.'' Phonebein 15:24, 3 April 2008 (UTC)You need a clear instruction for what the learner should do next, and preferably a link that enables the learner to do that action. See how the Learning Objectives group does this for detailed feedback on their lesson quizzes. They use a "< Back" link to do this.


text:
User talk:Lovetolearn~enwikiversity

Welcome
Hello Lovetolearn, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Remi 23:37, 30 March 2008 (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 Lovetolearn. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Lovetolearn~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 23:37, 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) 06:14, 19 April 2015 (UTC)

title: User talk:Lovetolearn~enwikiversity


text:
File talk:BCP-mikeu-4.JPG

Beautiful mu!!!belia 02:43, 31 March 2008 (UTC) belia

title: File talk:BCP-mikeu-4.JPG


text:
User talk:Jagdpanther

Welcome
Hello Jagdpanther, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --McCormack 05:42, 31 March 2008 (UTC)

Conquer Club
Hi. The name of your page is like a web URL, which generally isn't considered a good idea. Perhaps you might like to rename it to something more normal - e.g. Conquer Club. Let me know if you need any help with this. --McCormack 05:42, 31 March 2008 (UTC)

title: User talk:Jagdpanther


text:
Category:Social ecology

ru:Категория:Социальная экология

title: Category:Social ecology


text:
Talk:Society as ecology

Articles I would like to find:

Hill, S. B. 2003a. Autonomy, mutualistic relationships, sense of place, and conscious caring: a hopeful view of the present and future, in J.I. Cameron (ed.), Changing Places: Re-imagining Australia. Longueville: Sydney, NSW.

REmoved:
 * Hill, S B Review of Being Me and Also Us: Lessons from the Peckham Experiment
 * Hill, S B Transformative learning for progressive change

title: Talk:Society as ecology


text: Talk:Bloom Clock/Global Key

title: Talk:Bloom Clock/Global Key


text: Category:BCP/Keyed to temperate

title: Category:BCP/Keyed to temperate


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User:Thuvack

'''Thank you for visiting my user page, I am known as Thuvack here at Wikiversity. This page holds some basic facts about me and my involvement with Wikiverstiy.' This Page/sub-page and all other pages related to me are part of Wikiversity and are released under GNU Licence''.

   About me My Blog Xitsonga Wikipedia. . Betawiki. . Commons. .  Active Projects My Templates Sand Boxes

My Gateways

 DISCLAIMER  ''I work for or provide services to the Wikimedia Foundation, but this is my personal account. Edits, statements, or other contributions made from this account are my own, and may not reflect the views of the Foundation.''

Thuvack's User Boxes

title: User:Thuvack


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User:Stevesilsbee/Cities of the World Activity (TESOL)

<-- New Dynamic English-Module 1:1 (Names and Places)

Level
Beginner

Activity Type
Whole class

Language Structures and Functions

 * Structures: -Wh questions (Where?)
 * Functions: Asking for and giving information

Estimated Time Required
10-15 minutes

Preparation
Copy enough slips (see Appendix) so that each student receives one. Make sure that there is a fair distribution of Student A and Student B slips.

Activity Plan

 * Warm-up: Ask Ss the whereabouts of a city in their country (e.g. Where is Tokyo?). Write the question on the board and elicit answer from Ss.
 * Step 1: Split Ss into two groups. One group is Student A and one group is Student B.
 * Step 2: Hand out slips to Ss. Explain that Student A has the name of a city and Student B has the name of a country. Student A must ask Student B the whereabouts of their city. Student B responds with, "It's in ___" if the city is located in the country that is on his slip. If the city is not located on Student B's slip, then he responds, "It's not in ___", saying the name of the country on his slip. If the city does not match the country, Student A must ask another Student B the question. This continues until all Ss have matched (or believe they have matched) the cities to their respective countries. If there are an odd number of Ss, put the extra S in group A (two A Ss will match with one B student)

Ex:

Student A (New York): Where is New York?

Student B (China): It's not in China. Student A (finds a new partner): Where is New York?

Student B (Australia): It's not in Australia.

Student A (finds a new partner): Where is New York? Student B (United States): It's in the United States. (Ss believe they have a match and sit down)''

 * Step 3: After Ss have sat down, elicit answers from the various groups and write the answer on the board.

Ex:

Teacher: Where is New York?

(Member from New York group raises hand): It's in the United States.

(Teacher writes "New York is in the United States" on the board)


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User talk:Thuvack

Leave message - Message archive

Welcome back!!
Thuvack, you are back!!!! I'm so excited to see you here again! --HappyCamper 17:22, 15 February 2012 (UTC)
 * Hello Camper. I am happy to be back too (",)... I am graduating this April finally, so I will have a lot of time in my hands to get back to wiki editing.--Thuvack | talk 04:50, 16 February 2012 (UTC)

Thuvack Reloaded!!
I just archived discussions of the previous years. I am pacing my self this year so that I can avoid burning out. I am editing ts.wikipedai, localising the Xitsonga translations and will continue where I left off in the school of engineering. I think I will begin with circuit analysis as it is the one course that I completed here and have received a lot of e-mails on this subject over the years. --Thuvack | talk 14:41, 7 May 2012 (UTC)

please help
Hi Am I correct with this, please? Is the translation of 'who do you want?' in Xitsonga : 'Ubani lo'?

Thank you Verity Davidson

Indaba
Hi Dumisani, I noticed that forbids both anonymous editing and account creation. There is a typo in the link to my contribs which I could fix myself, if I could... Cheers, Pgallert (discuss • contribs) 10:28, 27 March 2014 (UTC)

WikiIndaba 2014
Hi. Just noticed WikiIndaba 2014 (too late). I would like to be involved in future Wikimedia African events. How can I engage further? Part (discuss • contribs) 21:32, 24 June 2014 (UTC)

Elphus mabunda e loloka village
Elphus i munhu loyi a tshamaka eloloka village u nghena xikolo ekhomani mbhalati sekondari u mamile vele ra mana wa yena wa mutsonga i nwana wa mativula emutini waka mabunda.

E loloka village u nyikiwile vu hosi bya vuyimbeleri hi va muganga wa kona hi mhaka ya leswi a ti swekisaka xi swona ti nsimbhi(drums).

Mutsari:ELPHUS MABUNDA

Help decide the future of Wikimania

The Wikimedia Foundation is currently running a consultation on the value and planning process of Wikimania, and is open until 18 January 2016. The goals are to (1) build a shared understanding of the value of Wikimania to help guide conference planning and evaluation, and (2) gather broad community input on what new form(s) Wikimania could take (starting in 2018).

After reviewing the consultation, we'd like to hear your feedback on on this survey.

In addition, feel free to share any personal experiences you have had at at a Wikimedia movement conference, including Wikimania. We plan to compile and share back outcomes from this consultation in February.

With thanks,

I JethroBT (WMF) (talk), from Community Resources 21:32, 13 January 2016 (UTC)

Towards a New Wikimania results
Last December, I invited you to share your views on the value of Wikimedia conferences and the planning process of Wikimania. We have completed analysis of these results and have prepared this report summarizing your feedback and important changes for Wikimania starting in 2018 as an experiment. Feedback and comments are welcome at the discussion page. Thank you so much for your participation. I JethroBT (WMF), Community Resources, 22:47, 8 February 2016 (UTC)

Country names in Tsonga
Hello. I have left a message on w:ts:User talk:Thuvack. Thanks in advance. — TAKASUGI Shinji (discuss • contribs) 13:40, 25 January 2017 (UTC)

Notice on Recent Major Edits
Conversation moved to My Xitsonga Talk page. Please continue communication there. -- Thuvack | talk 20:15, 6 November 2017 (UTC)

title: User talk:Thuvack


text:
User talk:Stacie alp

Salut Stacie alp, I hope you have fun around Wikiversity. Là-bas quelques informations de la Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 14:16, 31 March 2008 (UTC)

Welcome
Hello Stacie alp, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 14:16, 31 March 2008 (UTC)

French Mentoring
Salut, Stacie alp. You are listed at the French stream as being a beginning student of French, who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:18, 22 November 2008 (UTC)

title: User talk:Stacie alp


text:
Topic talk:Social psychology

Department news
February 25, 2007 - Department founded. (unsigned)

Degree plans
Hi! I'm removing the following paragraph:

 * In order to complete a degree in psychology with a focus on social psychology you take the following courses at a minimum with a focus then on one of several various streams.

since it sounds to me like a guideline for what is needed to obtain a degree in social psychology from Wikiversity. If I'm misinterpreting the intent of the paragraph, I think it needs to be rewritten to make clear that Wikiversity is not a degree-granting institution. Thanks, Benja 14:51, 31 March 2008 (UTC)
 * Thank you for your observation. How about rephrasing it, so we have an intro:
 * You can use the following material as assistance to get to know more about psychology with a focus on social psychology. Erkan Yilmaz uses the Wikiversity:Chat (try) 14:55, 31 March 2008 (UTC)
 * Sure. I've put it in (with the small tweak "as assistance to" => "to help you") Thanks, Benja 15:28, 31 March 2008 (UTC)
 * Thank you for your effort Benja, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:30, 31 March 2008 (UTC)

title: Topic talk:Social psychology


text:
User talk:Benja

Hello Benja, thank you for your feedback. I replied there. I hope you have fun around here. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 14:56, 31 March 2008 (UTC)

Welcome
Hello Benja, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 14:56, 31 March 2008 (UTC)

Re:The KOIIA project
ping, Erkan Yilmaz uses the Wikiversity:Chat (try) 21:16, 6 April 2008 (UTC)

title: User talk:Benja


text:
User talk:Megercliff

Hello Frederick, I hope you have fun around here ? Nice to see you enjoy editing. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:00, 31 March 2008 (UTC)

Welcome
Hello Megercliff, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 15:00, 31 March 2008 (UTC)

Quaker discussion of the environment - advice?
Hi Mergercliff. A friend (double entendre, of course) at my meeting is organizing a discussion about the environment to be held in the meetinghouse before first-day meeting next month. Unfortunately it was only after I got home that I remembered your post on the colloquium. I'm not sure that the two of you are pursuing "precisely" the same thing, but I (me, personally) see my contributions to Wikiversity as service (in the "Quaker" sense), and it would tickle me to no end if Wikiversity could serve as a common place for two meetings to collaborate!

We haven't had a meeting recently about the environment, but judging by your project I'm assuming your community has. Any tips, perhaps? I'm sending you an email with my contact info if you would rather talk via phone or email :). --SB_Johnny | talk 23:36, 14 April 2008 (UTC)

title: User talk:Megercliff


text:
User:Feministash1821

Hey I'm Ashley, I'm a Philosophy major and about to graduate with my B.A. then I'm starting my Master's program in Philosophy. My main interests are in Continental Philosophy and Applied Ethics.

title: User:Feministash1821


text: File:Multi.jpg

title: File:Multi.jpg


text:
Assistant teacher course/Individual curriculum/Soft skills

Soft skills
An individual curriculum aiming to train soft skills can connect to theater, pedagogy, psychology and mentor training. A course unit on the psychology of flirting, for instance, is bound to allow interest-driven learning for most teenagers and can be combined with theater and psychology as a scientific aspect. Course units on socializing, small talk and flirting can be interspersed as motivating units into a course that may otherwise not be consistently interesting for all teenagers and may be likely not to receive a grade. Pupils can also implement a Web 2.0 computer dating system or other dating system to motivate further considerations during the design process: What are intended search criteria and what are intended design goals of the system? What psychological considerations play a role? A dating system for pupils should be access restricted but can include neighboring schools, even if the purpose is mostly experimentation, which is what pupils do anyway.


text:
Talk:Hepatology

'researchers cure liver cirrhosis in rats' --Remi 20:24, 31 March 2008 (UTC)

title: Talk:Hepatology