text:
General surgery

Surgical specialty concerned with the surgical treatment of the whole patient and the broad range of surgical diseases that may afflict them. The specialty covers a wide range of diseases involving many body systems including those related to the breast, endocrine, gastrointestinal, hepatobiliary, vascular, anorectal, skin and melanoma, oncologic/cancer surgery, hernia, trauma and critical care. General surgeons typically spend 4 years in medical school after college followed by 5 years of grueling, demanding specialty training including one year of internship and one year as chief resident.

Basic Topics

 * 1) Systemic and Metabolic Response to Injury
 * 2) Fluid and Electrolyte Management
 * 3) Hemostasis, Bleeding and Transfusion
 * 4) Shock
 * 5) Surgical İnfections
 * 6) Trauma
 * 7) Burns
 * 8) Wound Healing
 * 9) Oncology
 * 10) Transplantation
 * 11) Patient Safety, Errors and Complications in Surgery
 * 12) Physiologic Monitoring of the Surgical Patient
 * 13) Minimal Invasive Surgery
 * 14) Breast Cancer
 * 15) Sentinel Node and Surgical Oncology

title: General surgery


text:
User:Scienceman123

Wikipedia:User:Scienceman123

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

title: User:Scienceman123


text: Template:Film School:Current Message

title: Template:Film School:Current Message


text:
Template:Film School:Table of Contents:Thumbnail Storyboard Examples

 * {| cellpadding="3" cellspacing="0" width="250px"

 * bgcolor="#ffffaa" style="border: 1px Blue solid;" |Thumbnail Storyboard Example #2
 * }

 * {| cellpadding="3" cellspacing="0" width="250px"

 * bgcolor="#ffffaa" style="border: 1px Blue solid;" |Thumbnail Storyboard Example #3
 * }

 * {| cellpadding="3" cellspacing="0" width="250px"

 * bgcolor="#ffffaa" style="border: 1px Blue solid;" |Thumbnail Storyboard Example #4
 * }

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

 * bgcolor="#ffff88" style="border: 1px Blue solid;" |Thumbnail Storyboard by Ugoglen - Example #5
 * }

The Storyboard Worksheet • The Original Story · The Script Outline · All the Storyboard Frames · [[Media:SBTDS Script Ciprian2.pdf|The Formatted Script]] · The Floor Plan.

 * }


text:
Filmmaking Basics/Thumbnail storyboard/Ugoglen

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;"|

This is an excellent Thumbnail Storyboard

 * Simple and Complete
 * This is what a typical thumbnail storyboard should look like.

This artwork is excellent because it clearly explains what the artist has in mind yet it takes only a few seconds to draw.
 * style="width: 260px; background-color: LightGray; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Thumbnail Storyboard by Ugoglen
The End

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * }
 * }
 * }
 * style="width: 50%; background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" ,!--rowspan="2"--> |

[[Image:Crystal Clear action loopnone.png|32px]] The Next Page [[Image:Crystal Clear action loopnone.png|32px]]

 * Look at the other examples by going to the index at the top of this page.

 * Or continue this lesson at What software for thumbnail storyboards? to learn how to get started storyboarding.

 * }


text:
Peace studies/Peace in the Baha'i Faith

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Introduction to the Topic
History of Baha'i Faith

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

Baha'i Publications - A great source of information on the connections between this religion based in Iran and it's ties to the world today.

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

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

Assignments

 * Edit and improve this learning project.

title: Peace studies/Peace in the Baha'i Faith


text:
Peace studies/Peace in Buddhism

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

List of Buddhist Centered Magazines

Dharma Life - A resource for finding information about the continued melding of Buddhism and modern life.

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

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

Assignments

 * Edit and improve this learning project.

title: Peace studies/Peace in Buddhism


text:
Peace studies/Peace in Christianity

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Aims and Objectives

 * To understand and critically engage with a varity of Christian approaches to peace and war.
 * To appreciate the traditional non-violence and pacifism of Christianity before the elicitation of just war theory.
 * To outline an understanding of Christ as a non-violent activist.
 * To read and engage with primary and secondary sources.

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

Christianity Today - A good tool for evaluating what the Christian community believes today.

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

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

Assignments

 * Edit and improve this learning project.

title: Peace studies/Peace in Christianity


text:
Peace studies/Peace in Hinduism

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

Hinduism Today - A great tool for evaluating the beliefs of Hindus today.

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

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

Assignments

 * Edit and improve this learning project.

title: Peace studies/Peace in Hinduism


text:
Peace studies/Peace in Islam

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Aims and Objectives
Idea of Ramish peace is very important for each country or each society Especially our country Afghanistan need to strong troops to provide agood security

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

Islamica Magazine - A great tool for evaluating the views of Islam today.

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

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

Assignments

 * Edit and improve this learning project.

title: Peace studies/Peace in Islam


text:
Peace studies/Peace in Judaism

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

Isreal Today - A source of the latest news from Isreal... perhaps one of the most crucial aspects of world religions today!

Reform Judaism - The study of Judaism today would not be complete without giving though to those at the forefront of their reforms.

Tikkun - It could be said that in the past century Judaism has the been the world's religion most focused on the topic of PEACE, here the Tikkun magazine describes their latest views.

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

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

Assignments

 * Edit and improve this learning project.

title: Peace studies/Peace in Judaism


text:
Peace studies/Peace in Sikhism

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

SikhSpeak - A slow site with a few articles, but a very complete list of links to other useful links about Sikhism.

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

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

Assignments

 * Edit and improve this learning project.

title: Peace studies/Peace in Sikhism


text:
Peace studies/Shalom

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Aims and Objectives

 * To be able to define Shalom.
 * To understand the concept of Shalom as a holistic view of peace and social justice.
 * To be able to practially and academically apply the concept of Shalom to situations requiring conflict transformation or reconcilation.

Introduction to the Topic
"The Hebrew word shalom has a wider meaning than the English equivalent peace, for it signifies welfare of every kind: security, contentment, sound health, prosperity, friendship, peace of mind and heart, as opposed to the dissatisfaction and unrest caused by evil."

Encyclopedia of Jewish Concepts by Philip Birnbaum page 601 (previously published as A Book of Jewish Concepts)

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

Shalom Magazine - A source of news about Eurpean Jews in the name of  Peace or rather the name of "Shalom."

Background to the Israel-Palestine Crisis - The history of the crisis in Palestine, the start to peace is knowing where we went wrong.

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

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

Assignments

 * Edit and improve this learning project.

title: Peace studies/Shalom


text:
Peace studies/Religious terrorism

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.
 * Terrorism and war

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

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

Assignments

 * Edit and improve this learning project.

title: Peace studies/Religious terrorism


text:
Peace studies/Christian fundamentalism

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Introduction to the Topic
According to theologian Alister McGrath, ""Fundamentalism" arose as a religious reaction within American Protestant culture during the 1920s to the rise of a secular culture in society at large." It derived its name from a series of twelve books entitled "The Fundamentals", which set out a conservative Protestant perspective on cultural and theological developments at this time. The term originally and properly designates a movement within Protestant Christianity in the United States, especially from around 1920 to 1940, characterised by its determination to confront, at all times, the secular culture that surrounded it.

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

Reading List
Marsden, George. Fundamentalism and American Culture. 2nd edition. New York:Oxford       University Press, 2006. This is perhaps the single most important book on American Christian Fundamentalism.

Marsden, George. Understanding Fundamentalism and Evangelicalism. Grand Rapids,       Mich.: Eerdmans, 1991. These two movements have some things in common but are often wrongly lumped together in media accounts. This book helps to distinguish the two and surveys some issues related to science and politics. Assignment:  Write two definitions which distinguish the two movements.

Carpenter, Joel A. Revive Us Again: The Reawakening of American Fundamentalism. New edition. New York: Oxford University Press, 1999. This is an excellent book on fundamentalism, its organizations and personalities through 1950.

The Fundamentals: A Testimony to Truth. 12 volumes. Chicago: Testimony Publishing       Company, 1910-1915. Reprinted : Grand Rapids, Mich.: Baker Book House, 1994 (4 vols.). These volumes are the basic documents of the Fundamentalist movement. They present the traditional orthodox Christian doctrinal positions and address various issues of apologetics and biblical studies. They were written by a variety of Christian authors.

Assignment: Browse through a set of The Fundamentals. Identify 10 issues of controversy that were being addressed. Why did the Fundamentalists believe these issues were important?

Assignments

 * Edit and improve this learning project.

title: Peace studies/Christian fundamentalism


text:
Peace studies/Islamic fundamentalism

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

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

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

Assignments

 * Edit and improve this learning project.

title: Peace studies/Islamic fundamentalism


text:
Peace studies/Modernity and fundamentalism

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidelines and the Peace Studies learning project template.''

Aims and Objectives
Concepts of 'modernity' and 'fundamentalism' are often juxtaposed in a dichotomous relationship because of a supposed a catalyzation of the latter by the former.

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

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

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

Assignments

 * Edit and improve this learning project.


text:
User talk:The Catcher in the Rye

hi-

Thank you for all your work on the 'introduction to international relations' course. Do you mind if I edit the course structure to conform to the new learning project guidelines in the Division of Peace Studies?

Davymast 16:35, 1 January 2007 (UTC)

title: User talk:The Catcher in the Rye


text:
User:Len Raymond~enwikiversity

List of Work in progress
I intend to create or have created the topic Noetic Networks page at
 * School of Revelation Design, a school at
 * Portal: Interdisciplinary Studies

Interests

 * Theory of Everything Project
 * Responsibility Assumption
 * School:Philosophy

A guide for organizing main namespace content
I will not be using these namespace structures:
 * conceptual maps:
 * (conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson
 * (conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson

I will be using this namespace structure:
 * Wikiversity namespaces
 * Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix)
 * Example #1
 * Humanities -> School of Art and Design :-> Division of Fine Arts -> Subdivision of Fashion :-> Department of Fashion Illustration.

title: User:Len Raymond~enwikiversity


text:
User talk:Len Raymond~enwikiversity

Your comments welcome here. Len Raymond 21:04, 1 January 2007 (UTC)

School:Revelation Design
Hi Len and welcome!

OK. I don't quite get School:Revelation Design. What do you have in mind here? Does it relate to Design Engineering or something like revelation as in divine? Should it be included as a separate school or rather a division/department of another? (School:Theology? School:Engineering? School:Design?) Could it be an independent learning project in the main namespace? Just wondering. CQ 20:00, 2 January 2007 (UTC)
 * Hang on—still in alpha form—and thanks for your interest. I am writing an introduction to answer just the questions you posed and your above comments help my focus...thanks, Len Raymond 20:21, 2 January 2007 (UTC)

 * First draft done. I've written a brief opening that should clarify things, see: School:Revelation_Design. I think it does need to be its own school and, when sufficently fleshed out, I plan to create a link to it at the Portal: Interdisciplinary Studies. —Len Raymond 07:23, 3 January 2007 (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 Len Raymond. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Len Raymond~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:14, 19 April 2015 (UTC)

title: User talk:Len Raymond~enwikiversity


text:
Talk:The Atom

Why is this so informal? Is it indeed from Wikibooks? Gramatically it is quite poor, and it's missing a ton of info. --71.248.163.124 22:26, 1 January 2007 (UTC)Make sure that your son does not go to any KIPP schools because they are unfair to students.

title: Talk:The Atom


text:
User:Courtjester555

Hi! I'm Tim, and I'm a Sophomore at Boston College. See my user profile at http://en.wikipedia.org/wiki/User:Courtjester555

title: User:Courtjester555


text:
User:Len Raymond~enwikiversity/Creation Design

School guidelines
A school is a large organizational structure which can contain various departments and topics. The departments and topics should be listed in the departments and topics section. The school should not contain any learning resources. The school can contain projects for developing additional topics or learning resources.

The name-space structure will be (until content demands restructuring):
 * School: namespace [this page]
 * Topic: namespace [currently only, Noetic Networks]
 * Lesson/Subtopic: namespace

In the future expect the structure to be:
 * School: namespace [this page]
 * Department: namespace [currently only, Noetic Networks]
 * Topic: namespace [example: Hologram]
 * Lesson/Subtopic: namespace

Note: ''Wikiversity only has namespaces of: Portal, School, and Topic. This means that Department, Topic, and Lesson/Subtopic must all use the "Topic" type of namespace. Category:Philosophy


text:
User:Rtcoles

I have a Bachelor of Science in Physics from Imperial College, London.

I'm currently studying towards a Master of Science degree in Nuclear Physics at the University of Birmingham.

I believe assuming good faith is the most important Wikipedia policy.

title: User:Rtcoles


text:
Topic talk:Nuclear physics

just trying to set out a framework with a bit of basic stuff at the moment, and will be updating it as and when i get a minute - if anyone can help out with layout and content, that'd be much appreciated! Rtcoles 00:06, 2 January 2007 (UTC)

title: Topic talk:Nuclear physics


text:
Paleontology/Can you identify this fossil and the material it was fossilized in?

Identify this fossil and the maerial it was fossilized in. Once identified the fossil image will be replaced and the old image archieved.

Please include the scientific name of the species and source of your information.


text: Wikiversity:Open Proxies/List5

title: Wikiversity:Open Proxies/List5


text:
User:Storeye

Hi!!!

I began at Wikiversity at the begining of 2007. I am a native speaker of English and live in Australia. My interests are in ancient history, especially around the Mediterranean. At school I am learning Latin from the Oxford Latin Course having recently swapped from the Cambridge Latin Course I am trying to teach myself Ancient Greek from the Athenaze Course I intend to help with these languages until the project overtakes my knowledge and then to learn from them. I am also on simple english wikipedia.

Latin is a language,

Dead as it can be.

First it killed the Romans,

Now its killing me.

All are dead who wrote it,

All are dead who learnt it,

All are dead who spoke it,

''Lucky dead, they've earnt it!'

title: User:Storeye


text:
User talk:Storeye

Re:Alphabet
Hi! I am banshee, but I since I've changed my e-mail settings and lost my old password, I created a new one. As for the question about λύω it is as I wrote. The "ω" is long-or how it's called- and so does the "υ". So the "υ" is pronounced like the "ee" in "feel". If you have any questions, please, contact. I'd be willing to help.

Fairyofthewoods 16:29, 29 May 2007 (UTC)

title: User talk:Storeye


text:
User talk:Quasar~enwikiversity

Hi, I've noticed you've uploaded a few images. Remember to add to the image description the source of the image, so others can verify the licensing is in fact GFDL. If the image was self made, say so on the page, otherwise mention the creator and source of the image, so the original author can be acknowledged. Thanks --Michael Billington (talk • contribs) 12:57, 2 January 2007 (UTC)

 * Following up on this ... the images are slated for deletion in about 2 weeks, unless someone adds some licence info. Just a heads up. Historybuff 03:54, 9 April 2007 (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 Quasar. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Quasar~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Quasar~enwikiversity


text:
User talk:Kateryan~enwikiversity

Astronomy project
hi, you might want to take a look at Observational astronomy/Planning which describes some of the goals of what kind of learning materials and projects that I'd like to create here at wikiversity. Feel free to jump in and edit any of the pages and contribute ideas. A lot of the pages are rough drafts and in need of improvement.--mikeu 14:34, 2 January 2007 (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 Kateryan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kateryan~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 23:40, 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) 06:13, 19 April 2015 (UTC)

title: User talk:Kateryan~enwikiversity


text:
Plant identification/Acer griseum

Add this to a quiz page by copying and pasting

title: Plant identification/Acer griseum


text:
User talk:Nitrobot~enwikiversity

Where is this action described? How do you identify new users and what is the greeting? Robert Elliott 14:51, 2 January 2007 (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 Nitrobot. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nitrobot~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 23:45, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Nitrobot~enwikiversity


text:
C Programming/Structs

Objective

 * Learn about structs and how to use them.
 * Declaring structs.
 * Defining structs.

Introduction
Structures allow objects of different types to be stored within one object. Let's say that you want to store a car's colour, maximum speed and registration number. We can define a structure that includes all that information.

First, include the header files required for  and  :

Define the structure:

Example of the structure being used:

Dynamic Structures
Along with being static, structures can also be dynamic. This means that they can be created and deleted at run time. An example is given below. OUTPUT This is a American Eskimo dog. The American Eskimo's name is Foxtrot. Foxtrot has a nice white coat. Foxtrot is 6 years old.

This is a German Shepherd dog. The German Shepherd's name is Delta. Delta has a nice tan with a black saddle coat. Delta is 3 years old.

This is a Tamaskan dog. The Tamaskan's name is Whiskey. Whiskey has a nice wolf grey coat. Whiskey is 2 years old.

It is now possible to do dynamic things with each  structure, although those operations could be a little advanced. Also notice the use of the arrow operator. This is a cleaner way of using pointers when working with structures. For example  is equal to. The arrow operator makes it easier when accessing nested structures.

Assignments

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 * Course Home Page

title: C Programming/Structs


text: Project management/Preparation

title: Project management/Preparation


text: Project management/Basics

title: Project management/Basics


text:
User talk:Kkawohl

Is this the right place to post it?

The Urantia Book is now in the public domain. I would like to post Urantia United (Earth United), which is in large part an edited, condensed version of the Urantia Book. The reason for editing the original Urantia Book is to assign equal validity to all religions. These writings are comprised of a broad range of subjects that can help readers in their quest of spirituality and to deepen their understanding of and relationship with God.

I thank you for your consideration. Kkawohl 16:17, 2 January 2007 (UTC)kkawohl

Urantia Book
School:Theology should probably have a link to a Urantia Book learning resource in the main namespace. CQ 18:05, 2 January 2007 (UTC)

In passing indeed
The Wikiversity scope/mission is broader than what exists at Wikipedia and Wikibooks. Wikiversity is open to most scholarly explorations of topics. Wikiversity also has the "advantage" that it is still developing. "..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." (source) --JWSchmidt 00:26, 5 January 2007 (UTC)

title: User talk:Kkawohl


text:
User talk:Pavan~enwikiversity

Welcome to wikiversity. I hope you enjoy it.--Student Galaxy 18:11, 2 January 2007 (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 Pavan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Pavan~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 23:47, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Pavan~enwikiversity


text:
User:Jonathan71

Hey everybody. My name is Jonathan, I'm french, I'm a student, and I'm delighted to take part in this project. However, due to my time-consuming studies (preparatory class to enter business schools), I'll only be able to contribute scarcily in school time. Don't hesitate to ask me if you need any advice about France, or about anything anyway...

fr:Utilisateur:Jonathan71

title: User:Jonathan71


text: File:Urantia logo.gif

title: File:Urantia logo.gif


text:
Urantia Book

This learning resource is part of the School of Theology and is being organized as a typical Urantia Book study group at Wikiversity.

Proposed lessons

 * an introduction to the Urantia Book
 * Philosophy of the UB
 * Science vs Religion
 * the Universal Father, Eternal Son, and Infinite Spirit
 * the Isle of Paradise, Havona, and the seven superuniverses
 * Local Universes, Creator Sons, moronia worlds
 * Thought Adjusters, the Supreme Being, midwayers

Nature of God
According to The Urantia Book, God is the creator and upholder of all reality—an omniscient, omnipresent, omnipotent, infinite, and eternal spirit personality. The most fundamental teaching about God in the book is that he is a Father. "The face which the Infinite turns toward all universe personalities is the face of a Father, the Universal Father of love." Even during the development of numerous other themes in The Urantia Book, God as a loving Father is emphasized as the central, unifying attitude of God toward the universe. "God is inherently kind, naturally compassionate, and everlastingly merciful. And never is it necessary that any influence be brought to bear upon the Father to call forth his loving-kindness. The creature's need is wholly sufficient to insure the full flow of the Father's tender mercies and his saving grace. Since God knows all about his children, it is easy for him to forgive. The better man understands his neighbor, the easier it will be to forgive him, even to love him."

God is said to be an eternal mystery though because of the infinite scope of his perfection and his attributes. "God is not hiding from any of his creatures. He is unapproachable to so many orders of beings only because he "dwells in a light which no material creature can approach." The immensity and grandeur of the divine personality is beyond the grasp of the unperfected mind of evolutionary mortals."

God, according to the book, is one Deity who functions on a range of different levels of reality, both personal and impersonal. God is taught to exist in a Trinity of three perfectly individualized persons who are co-equal: God the Father, God the Son, and God the Spirit. These persons are referred to by additional titles in the book, primarily as the "Universal Father," "Eternal Son," and "Infinite Spirit." While stating that the concept of one God in three persons is difficult to fully understand, the book says that the idea "in no manner violates the truth of the divine unity. The three personalities of Paradise Deity are, in all universe reality reactions and in all creature relations, as one." The Father, Son, and Spirit are considered "existential" persons of Deity, those in existence from the eternal past to the eternal future. In addition, three persons of Deity are described who are "experiential," or incomplete and in the process of actualizing: God the Supreme, God the Ultimate, and God the Absolute. Of these three, God the Supreme, or "the Supreme Being," is given the most explanation, as the person of Deity evolving in time and space to unify finite reality and the infinite. The persons of God the Ultimate and God the Absolute are considered to be remote from the possibility of comprehension and are covered on a limited basis. Many types of celestial beings are enumerated in the book, and one of particular note is a joint "offspring" of the Universal Father and Eternal Son called a "Creator Son." A divine Creator Son is considered the full representation of the Universal Father and Eternal Son that is possible to people. Jesus of Nazareth is identified as a Creator Son who incarnated on Earth and whose life and teachings are portrayed as the fullest revelation of the personality and attitude of God ever given to humanity. The final paper states: "To "follow Jesus" means to personally share his religious faith and to enter into the spirit of the Master's life of unselfish service for man. One of the most important things in human living is to find out what Jesus believed, to discover his ideals, and to strive for the achievement of his exalted life purpose. Of all human knowledge, that which is of greatest value is to know the religious life of Jesus and how he lived it."

God and the individual
God is described as the Father of each individual, and through the direct gift of a fragment of his eternal spirit, called a Thought Adjuster, is said to be able to guide the individual toward an increased understanding of him. The Thought Adjuster is also called a "Mystery Monitor," "inner voice," "divine spark," and "pilot light." The concept is in ways comparable to the Hindu atman, the ancient Egyptian ka, and the Quaker inner light. In relation to biblical traditions, the Thought Adjuster is described by the book as the meaning behind the phrases "being made in God's image" and the "kingdom of God is within you": "The Adjuster is the mark of divinity, the presence of God. The "image of God" does not refer to physical likeness nor to the circumscribed limitations of material creature endowment but rather to the gift of the spirit presence of the Universal Father in the supernal bestowal of the Thought Adjusters upon the humble creatures of the universes."

Each person is said to receive one such fragment at the time of his or her first independent moral decision, on average around the age of five years and ten months. The Adjuster then serves noncoercively as a divine partner in the mind of the individual for the rest of life, and to the extent that a person consents with their free will to want to find God, it leads the person toward more mature, spiritualized thinking. Through the practice of learning how to follow the inner leadings of the Adjuster—choose "God's will"—the individual progresses to greater God consciousness and spiritual growth. A person's Thought Adjuster is described as distinct from either the soul or the conscience. In The Urantia Book ' s teachings, the degree to which a human mind chooses to accept its Adjuster's guidance becomes the degree to which a person's soul "grows" and becomes a reality that can then survive death. The soul is in essence an embryonic spiritual development, one parental factor being the divine Adjuster and the other being the human will. The book many times links the biblical New Testament teachings of becoming like a little child in attitude of trust and sincerity as being the stance each person should have toward God. It says the attitude of open-minded teachability facilitates spiritual growth in liaison with the work of the Thought Adjuster and invariably leads a person to love and serve other people. It also says, "But you yourself are mostly unconscious of this inner ministry. You are quite incapable of distinguishing the product of your own material intellect from that of the conjoint activities of your soul and the Adjuster." Persistently embracing sin is considered the same as rejecting the leadings of the Adjuster, rejecting the will of God. Constant selfishness and sinful choosing lead eventually to iniquity and full identification with unrighteousness, and since unrighteousness is unreal, it results in the eventual annihilation of the individual's identity. Personalities like this become "as if they never were." The book says that "in the last analysis, such sin-identified individuals have destroyed themselves by becoming wholly unreal through their embrace of iniquity." The concepts of Hell and reincarnation are not taught. From Paper 5, "God's Relation to the Individual": "The great God makes direct contact with mortal man and gives a part of his infinite and eternal and incomprehensible self to live and dwell within him. God has embarked upon the eternal adventure with man. If you yield to the leadings of the spiritual forces in you and around you, you cannot fail to attain the high destiny established by a loving God as the universe goal of his ascendant creatures from the evolutionary worlds of space."

The book says that a person ultimately is destined to fuse with his or her divine fragment and become one inseparable entity with it, if the person chooses to accept the Adjuster's leadings and become self-identified with it. The act of fusion is the moment when a human personality has successfully and unalterably won eternal life, described as typically taking place in the afterlife, but also a possibility during earthly life. The result during human life is a "fusion flash," with the material body consumed in a fiery light and the soul "translated" to the afterlife. The Hebrew prophet Elijah being taken to heaven without death in "chariots of fire" is said to be a rare example in recorded history of a person who attained fusion. Once fused with his or her fragment of God, a person continues as an ascending citizen in the universe and travels through numerous worlds on a long, adventurous pilgrimage of growth and learning that eventually leads to God and residence on Paradise. Mortals who reach this stage are called "finaliters." The book goes on to discuss the potential destinies of these "glorified mortals." The Urantia Book places much emphasis on the idea that all individuals have the same opportunity to know God, and it says nothing can hinder a human being's spiritual progression if he or she is motivated to be spirit led. The book regards human life on earth as a "short and intense test," and "is not so much a probation as an education" and the afterlife as a continuation of training that begins in material life. The "religion of Jesus" is considered to be practiced by way of loving God the Father with a person's whole being, thereby learning to love each person the way Jesus loves people; that is, recognizing others as brothers and sisters and being of unselfish service to them.

Cosmology
The book teaches that the universe is the product of intelligent and purposeful organization. and is vastly older than current scientific theories state, and that the universe is the product of intelligent and purposeful organization. Information about cosmology and astronomy is provided in parts I, II, and III of the book. The book discusses space and time, describes the formation and evolution of galaxies, stars, and planets. The authors claim that the universe is teeming with intelligent life located mainly on the planets of extrasolar planetary systems. The book describes that at the center of the cosmos is the stationary Isle of Paradise — the dwelling place of God — with Paradise being surrounded by "Havona," a created universe containing a billion perfect worlds, around which seven evolutionary "superuniverses" circle. All the groupings of galaxies of inhabited and uninhabited universes circle around the Isle of Paradise, the gravitational center of the universe, which some Urantia Book readers believe is located in Great Attractor. The term "universe" in the book is used to denote a number of different scales of organization. A "superuniverse" is roughly the size of a galaxy or group of galaxies, and the seven superuniverses along with Paradise-Havona are together designated as the "grand universe." A "local universe" is a portion of a superuniverse, with 100,000 local universes being in each superuniverse. Beyond the seven superuniverses, enormous uninhabited "outer space levels" are described. The term "master universe" refers to what in modern usage would be the total universe — all existing matter and space taken as a whole. The physical size of a local universe is not directly stated, but each is said to have up to 10 million inhabited worlds. Urantia is said to be located in a remote local universe named "Nebadon," which itself is part of superuniverse number seven, "Orvonton." The book discusses alternative explanations for the universe's origin and offers explanations for some observed astronomical phenomena. For example, the book claims that astronomic redshift arises from "numerous factors of error" and is "wholly unreliable" beyond nearby galaxies, the greatest distortion being caused by the seven superuniverses revolving around Paradise in the direction opposite from the galaxies in the "outer space levels."

Science
The book attempts to synchronize religion, science and philosophy and many statements about science appear in the text. "The ideal human estate is that in which philosophy, religion, and science are welded into a meaningful unity.." "Science teaches man to speak the new language of mathematics and trains his thoughts along lines of exacting precision. And science also stabilizes philosophy through the elimination of error, while it purifies religion by the destruction of superstition." The book holds science in high regard, however it opposes the purely materialistic science. About conflict between science and religion the book states: "In reality, true religion cannot become involved in any controversy with science; it is in no way concerned with material things." The Urantia Book debunks astrology as "pseudo science of Babylon" and also states: "But the frank, honest, and fearless search for true causes gave birth to modern science: It turned astrology into astronomy, alchemy into chemistry, and magic into medicine." In Paper 101, "The Real Nature of Religion," the authors write: "We full well know that, while the historic facts and religious truths of this series of revelatory presentations will stand on the records of the ages to come, within a few short years many of our statements regarding the physical sciences will stand in need of revision in consequence of additional scientific developments and new discoveries. These new developments we even now foresee, but we are forbidden to include such humanly undiscovered facts in the revelatory records. Let it be made clear that revelations are not necessarily inspired. The cosmology of these revelations is not inspired."

The only apparent anticipation of science the book has made, in Gardner's opinion, is that it says the magnetic sense that homing pigeons possess is "not wholly wanting as a conscious possession by mankind." In 1980, a British zoologist, Robin Baker, published evidence that humans have a limited magnetic sense. Kary Mullis a Nobel Prize winning American biochemist indicates on his personal website a striking coincidences between a story of Adam and Eve in The Urantia Book and the finding published in "Science": 309 (2005) that a variant of a gene that regulates brain size arose roughly 37,000 years ago with a 95% confidence interval of 14,000 to 60,000 years. According to The Urantia Book: "Adam and Eve arrived on Urantia, from the year A.D. 1934, 37,848 years ago". Mark McMenamin, a professor of geology, quotes a section of the book describing a billion-year-old supercontinent that subsequently split apart, forming ocean basins where early marine life developed. He says, "This amazing passage, written in the 1930s, anticipates scientific results that did not actually appear in the scientific literature until many decades later." McMenamin also states, "Of course I am being selective here in my choice of quotations, and there are reams of scientifically untenable material in The Urantia Book." In his book Supercontinent: Ten Billion Years in the Life of Our Planet Ted Nield comments on McMenamin's statement, saying "These quotations are selective, of course, which is always the key to making the prophecies of mystics look 'uncanny' If you look at other parts of the same passage from which those quotations come, you can find a rich and colourful mixture of half-correct ideas and plain nonsense... But the trick of a successful prophet is to say enough things, and to phrase them sufficiently elliptically, so that the occasional correct hits within the general rambling leap out at the prepared mind - just like cloud patterns, or the face of the Man in the Moon." In this case, he says, both scientists and mystics "apparently independently 'discovered'" this supercontinent, "and it was the mystics who sleepwalked there first." Adherents believe that there are some examples of scientific foreknowledge in The Urantia Book.

History and future of the world
The book's extensive teachings about the history of the Earth include its physical development about 4.5 billion years ago, the gradual changes in conditions that allowed life to develop, and long ages of organic evolution that started with microscopic marine life and led to plant and animal life in the oceans, later on land. The emergence of humans is presented as having occurred about a million years ago from a branch of superior primates originating from a lemur ancestor. The Urantia Book says "this story is graphically told within the fossil pages of the vast 'stone book' of world record ... the pages of this gigantic biogeologic record unfailingly tell the truth if you but acquire skill in their interpretation." Unlike current scientific views, evolution is said to be orderly and controlled. Primordial life is taught to have been intelligently planned, implanted, and monitored by "Life Carriers," instead of arising spontaneously. The book says that "mortal man is not an evolutionary accident," and that the purpose of evolution on a planet such as Urantia is to produce creatures of "will dignity" that can develop spiritual natures and survive material existence, going on to have eternal spiritual careers. The Urantia Book teaches not only biological evolution, but that human society and spiritual understandings evolve by slow progression, subject both to periods of rapid improvement and the possibility of retrogression. Progress is said to follow a divine plan that includes periodic gifts of revelation and ministry by heavenly teachers, which eventually will lead to an ideal world status of "light and life" in the far distant future. Though there is the ideal and divine plan, it is said to be fostered and administered by various orders of celestial beings who are not always perfect. Through mistakes or deliberate rebellion, the plan can be wrecked, requiring long spans of time to recoup lost progress. Urantia is said to be a markedly "dark and confused" planet that is "greatly retarded in all phases of intellectual progress and spiritual attainment" compared to more typical inhabited worlds, due to an unusually severe history of rebellion and default by its spiritual supervisors. The Urantia Book describes the successive eras of biologic, intellectual, and spiritual uplifting as "epochal revelations" of God and his ministering agents to man. According to The Urantia Book the Lucifer Rebellion was a disruption of God's divine plan in the history of Urantia. In the book, Lucifer is classified as a "Primary Lanonandek Son" and head administrator of his attending system. He proposed the concepts of personal liberty, self-autonomy, and self-assertion. These concepts were adopted on Urantia first by the head of its human affairs, Caligastia. By joining Lucifer, Caligastia caused the eventual collapse of the same fragile civilization he had come to guide as "Planetary Prince" of the realm. The Urantia Book emphasizes that despite its dark history, Urantia has been the beneficiary of much good. The life of Jesus, designated in The Urantia Book as the "fourth epochal revelation," is said to have redeemed the planet of the blunders of rebellion. "And when Jesus came down from his sojourn on Mount Hermon, the Lucifer rebellion in Satania and the Caligastia secession on Urantia were virtually settled."

Life and teachings of Jesus
More than one third of the content of the book (Part IV) is devoted to a narrative of the life and teachings of Jesus. From his birth in Bethlehem and infancy in Alexandria, the story extends through his years of school in Nazareth and his work as a young carpenter after the death of his father Joseph, in order to sustain his widowed mother and eight brothers and sisters. Topics include a girl Rebecca who fell in love with him, and Jesus's rejection of her proposal for marriage. Jesus is said to have traveled around the Mediterranean Basin (Alexandria, Rome, Athens etc. ) and regions of the Middle East (Mesopotamia and Caspian Sea region) in his late 20s, and after these trips, the narrative begins to parallel what is depicted in the New Testament, but with numerous extra details. John the Baptist and the twelve Apostles are people of flesh and blood with their virtues and flaws. Jesus's teachings, as presented to his apostles and followers, is exhaustive, enlarged and presented in contemporary language. The work of the Women's Evangelistic Corps appointed by Jesus is also narrated. As Jesus's mission on Earth, the book describes the seventh bestowal of a Creator Son. Each Creator Son can rule his part of the universe – (termed the "local universe") – after completing seven bestowals, the final of them is in the likeness of mortal flesh. This is the one of reasons why the Creator Son came to Earth – Urantia. The other purpose of his mission is stated in the book: "A Creator Son did not incarnate in the likeness of mortal flesh and bestow himself upon the humanity of Urantia to reconcile an angry God but rather to win all mankind to the recognition of the Father's love and to the realization of their sonship with God." The core of Jesus's teaching is that men are children of God and their fellows are their brethren in one big family; when Jesus is their elder brother. The idea of the kingdom of God as presented by Jesus is the spiritual rule of Heavenly Father in the hearts of men, but many of his followers misinterpret this idea as a purely earthly kingdom. The book states that today Christianity is rather a religion about Jesus instead religion of Jesus – his original teaching – which the book reinstates.

Miscellaneous links

 * Glossary of terms
 * Urantia United - seems to be defunct

title: Urantia Book


text:
User talk:Franz Kies

Topic:01 Project Management - Preparation
Hi Franz and Welcome! Just wondering what your plans are for Topic:01 Project Management - Preparation. I suggest moving the article from the Topic: namespace to the main namespace and linking it from Topic:Project Management. CQ 18:42, 2 January 2007 (UTC)

Thks a lot. I am still on the way to get aquanited with the system. I am trying more or less now what you propose. Actually I am already working on it for a 2 hours and will continue later. Franz Kies 10:49, 7 January 2007 (UTC)

Mind maps
Hi Frank, I saw you added MIND MAPS, but I thought I'd also point you to Mind Mapping (here at Wikiversity). Do you think we need the page you added (ie would you like to develop it differently from the other page)? Just let me know.. Cormaggio beep 12:13, 20 February 2007 (UTC)

Thks for the info. I was not aware yet of a mind mapping section in Wikiversity. I am still learning all the time, among others from you that I can look more around to see what's there already. Do you work on the mind mapping lectures etc.? I am not yet sure what is the best way, leave my project management mind maps at the PM section or shift it to the mind mapping or just to give links to all and each? Franz Kies 13:19, 20 February 2007 (UTC)

 * Ah, ok, so this page was to be a set of mind maps for the project management materials? In that case, I would say it would be an idea to rename the page to "Project management mind maps" (or whatever), organise and seed it how you like, and provide links to Mind Mapping. Otherwise you could participate in the Mind Mapping project itself. I would recommend that you do whatever feels most logical for your vision for your materials, and that if you are creating a page/project that connects two fields on Wikiversity, that it's natural to "cross-pollinate" both (ie develop each one to complement the other). I'm not really active on that page (even though I've listed myself there), but I am interested in the subject, and will be looking in occasionally. Cheers. :-) Cormaggio beep 16:11, 20 February 2007 (UTC)
 * Oh, and on "renaming pages", this is done via the "move" button that you will see to the right of the bar that contains "edit", "discussion" etc. Just move the page to what you want to rename it to, and it will be done, leaving a redirect at the old page name. I would suggest renaming this page in non-caps for a start, and giving it a more clearly understandable title. Cormaggio beep 16:16, 20 February 2007 (UTC)

 * thanks again for your input. I will consider your suggestion and do something about it in the near future. And thaks for the move tip!

Franz Kies 09:37, 8 October 2007 (UTC)

Image copyright problems

 * The currently affected images are below. Please provide a license template and source on each image page. Thanks. – Mike.lifeguard | @en.wb 23:14, 13 February 2008 (UTC)

 * 2006-10-24 08:47, Franz Kies: Project preparation.png: untagged! ; 0 (0)
 * 2007-01-02 14:57, Franz Kies: 01 Project Preparation.png: untagged! ; 2 (1)
 * 2007-01-02 15:05, Franz Kies: Project Management - Basics.png: untagged! ; 0 (0)
 * 2007-01-02 15:08, Franz Kies: 02 Project Management - Basics.png: untagged! ; 1 (1)
 * 2007-01-06 10:21, Franz Kies: 10 Project Management-Components I.png: untagged! ; 1 (1)
 * 2007-01-06 10:27, Franz Kies: 11 Project Management-Components II.png: untagged! ; 2 (2)
 * 2007-01-06 10:30, Franz Kies: 12 Project Management-Components III.png: untagged! ; 1 (1)
 * 2007-01-06 10:33, Franz Kies: 15 Project Preparation.png: untagged! ; 1 (1)
 * 2007-01-06 10:36, Franz Kies: 22 Statement of Work.png: untagged! ; 3 (3)
 * 2007-01-06 10:37, Franz Kies: 25 Status Report.png: untagged! ; 2 (2)
 * 2007-01-06 10:38, Franz Kies: 30 Project Resources.png: untagged! ; 3 (3)
 * 2007-01-06 10:40, Franz Kies: 90 Project Audit.png: untagged! ; 3 (3)
 * 2007-01-08 08:32, Franz Kies: 60 PM Budgets.png: untagged! ; 2 (2)
 * 2007-02-20 10:00, Franz Kies: 20 Kick-Off-Meeting.png: untagged! ; 0 (0)

Sorry for the trouble! All of the mentioned files can be deleted. They were replaced by new versions. Only as a beginner I was not aware how to delete these, respectively just replace them with updated versions. Do you want me to do the complete procedure which I found in the help file "how to delete one's own files" or is this info sufficient? The new files all are tagged as requested! Franz Kies 14:07, 12 March 2008 (UTC)

Copyright problem with Image:11 Project Management-Components II.png

 * sorry for not checking earlier, but I got your email notification only now. I uploaded the file anew and I hope it will be okay now as I agreed to the open licence etc. As soon as my time allows I will continue to add more files to extend this course and update it as well.

Franz Kies 08:05, 19 August 2009 (UTC)
 * Is not because you upload a newer version that you clean the problem about the copyright. Check and follow the 5 points indicated upper.Crochet.david 08:31, 19 August 2009 (UTC)

title: User talk:Franz Kies


text:
User:Len Raymond~enwikiversity/Revelation Design

School of Revelation Design Welcome and join the adventure...
 * 1. rev·e·la·tion — n.
 * a. The act of revealing or disclosing.
 * b. Something revealed, especially a dramatic disclosure of something not previously known or realized.

Vision statement: The School's vision is that (1) there be a wiki community for designing linguistic spaces that support difficult to understand knowledge and that (2) the community use these linguistic spaces to 'reveal' difficult knowledge via natural language.

Mission statement: The School's mission is to foster research on natural language expression of difficult knowledge so that,
 * such knowledge may be successfully communicated in a compelling fashion (and possibly transform us in the process)
 * researchers may easily acquire new perspectives, via articles in this school, when working on such knowledge
 * there is a venue for collaborative work by researchers and writers striving to create natural language descriptions of such knowledge.

Brainstorming
Researchers would certainly include:
 * Physicists
 * Philosophers
 * Mathematicians

Writers would include any who find joy in transforming a linear description into a visual image.

Topics may include:
 * Quantum theories
 * Limit theories (as in Calculus)
 * Holographic-like theories

Linguistic spaces might involve:
 * Applying holographic structures
 * Replacing "infinity" with "incomplete" in certain contexts
 * Asking what might a Grand Unified Theory require to be both circular and elegant?

Structural overview
This school is a large organizational structure that links to various other organization and article pages. Actual content for the school is located at article pages. The organization pages, in effect, serve both as table of contents and as summaries for a group of articles. The hierarchy of the organization structure is:
 * School - this page
 * Center - named as — topic:namespace
 * Topic - named as — topic:namespace
 * Note: Articles (pages that are not organization) are named as —  namespace.

 * Naming note: Replace "namespace" with the display name for the page. The prefix "topic:", in the wiki name for the page, identifies the page as an organizational page.
 * Articles: Links to articles may be at any organization page, as deemed appropriate—most will be at "Topic" pages. Some articles may also be used by other schools and this school may link to articles created by other schools.

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you choose to be an active participant in this school, you can list your name here. This can help us grow and communicate. When the school becomes larger this list may not be needed).
 * Len Raymond - founding member of the school.
 * - See metacommunity

School news

 * 2 January 2007 - School founded in 'alpha' form. No link yet at any portal to bring one to this page!
 * ??? 2007 - Future launch date—link to this page will be added at the Interdisciplinary Studies portal


text:
Urantia United

Urantia United is designed to support teachers who wish to integrate the principles of "religious equality" into their religious studies and theology classroom practices. The text is intended to suit Christian, Jewish, Muslim, and other faith traditions. Urantia United (Earth United) is in large part an edited, condensed version of the Urantia Book by Kurt Kawohl. The reason for editing the original book was to assign equal validity to all religions and also to confirm its contents by this editor’s own spiritual journey. (See Summation) These writings are comprised of a broad range of subjects that can help you in your quest to deepen your understanding of and relationship with God.

Contents

 * 0:0. Foreword
 * 0:1. Deity and Divinity
 * 0:2. God
 * 0:3. The First Source and Center
 * 0:4. Universe Reality
 * 0:5. Personality Realities
 * 0:6. Energy and Pattern
 * 0:7. The Supreme Being
 * 0:8. God the Ultimate
 * 0:9. God the Absolute
 * 0:10 Acknowledgment

PART I - The Central Universe
Chapter 1: The Universal Father

 * 1:0. The Universal Father
 * 1:1. The Father’s Name
 * 1:2. The Reality of God
 * 1:3. God is Universal Spirit
 * 1:4. The Mystery of God
 * 1:5. Personality of the Universal Father
 * 1:6. Personality in the Universe
 * 1:7. Spiritual Value of the Personality Concept

Chapter 2: The Nature of God

 * 2:0. The Nature of God
 * 2:1. The Infinity of God
 * 2:2. The Father’s Eternal Perfection
 * 2:3. Justice and Righteousness
 * 2:4. The Divine Mercy
 * 2:5. The Love of God
 * 2:6. The Goodness of God
 * 2:7. Divine Truth and Beauty

Chapter 3: The Attributes of God

 * 3:0. The Attributes of God
 * 3:1. God’s Everywhereness
 * 3:2. God’s Infinite Power
 * 3:3. God’s Universal Knowledge
 * 3:4. God’s Limitlessness
 * 3:5. The Father’s Supreme Rule
 * 3:6. The Father’s Primacy

Chapter 4: God’s Relation to the Universe

 * 4:0. God’s Relation to the Universe
 * 4:1. The Universe Attitude of the Father
 * 4:2. God and Nature
 * 4:3. God’s Unchanging Character
 * 4:4. The Realization of God
 * 4:5. Erroneous Ideas of God

Chapter 5: God’s Relation to the Individual

 * 5:0. God’s Relation to the Individual
 * 5:1. The Approach to God
 * 5:2. The Presence of God
 * 5:3. True Worship
 * 5:4. God in Religion
 * 5:5. The Consciousness of God
 * 5:6. The God of Personality

Chapter 6: The Infinite Spirit

 * 6:0. The Infinite Spirit
 * 6:1. The God of Action
 * 6:2. Nature of the Infinite Spirit
 * 6:3. The Spirit of Divine Ministry
 * 6:4. The Presence of God
 * 6:5. Personality of the Infinite Spirit

Chapter 7: Relation of the Infinite Spirit to the Universe

 * 7:0. Relation of the Infinite Spirit to the Universe
 * 7:1. Attributes of the Second Source and Center
 * 7:2. The Omnipresent Spirit
 * 7:3. The Universal Manipulator
 * 7:4. The Absolute Mind
 * 7:5. The Ministry of Mind
 * 7:6. The Mind-gravity Circuit
 * 7:7. Universe Reflectivity
 * 7:8. Personalities of the Infinite Spirit

Chapter 8: The Eternal Isle of Paradise

 * 8.0. The Eternal Isle of Paradise
 * 8.1. Nature of the Eternal Isle
 * 8.2. Paradise
 * 8.3. Nether Paradise
 * 8.4. Space Respiration
 * 8.5. Space Functions of Paradise
 * 8.6. Paradise Gravity
 * 8.7. The Uniqueness of Paradise

Chapter 9: The Master Universe

 * 9.0. The Master Universe
 * 9:1. Space Levels of the Master Universe
 * 9:2. The Unqualified Absolute
 * 9:3. Universal Gravity
 * 9:4. Space and Motion
 * 9:5. Space and Time
 * 9:6. Universal Overcontrol
 * 9:7. The Part and the Whole
 * 9:8. Matter, Mind, and Spirit
 * 9:9. Personal Realities

Chapter 10: The Central Universe

Chapter 11: Personalities Of The Grand Universe
 * 10:0. The Central Universe
 * 10:1. The Paradise-Heaven Organization
 * 10:2. The Heaven Unity
 * 10:3. Life In Heaven
 * 10:4. The Purpose of the Central Universe

 * 11:0. Personalities Of The Grand Universe
 * 11:1. The Paradise Classification
 * 11:2. The Courtesy Colonies
 * 11:3. The Eternal Purpose
 * 11:4. Architects of the Master Universe

PART II. – The Local Universe
Chapter 12: Evolution Of Our Universe Chapter 13: The Life Carriers
 * 12:0. Evolution Of Our Universe
 * 12:1. Physical Emergence of Universes
 * 12:2. Universe Organization
 * 12:3. The Evolutionary Idea
 * 12:4. God’s Relation to Local Universe
 * 12:5. The Eternal and Divine Purpose
 * 12:6. The Spirit In Man
 * 12:7. The Spirit And The Flesh
 * 13:0. The Life Carriers
 * 13:1. Nature Of Life Carriers
 * 13:2. The Life Carrier Worlds
 * 13:3. Life Transplantation
 * 13:4. The Seven Adjutant Mind-Spirits
 * 13:5. Living Forces

Chapter 14: Physical Aspects of the Local Universe

Chapter 15: Energy -- Mind and Matter
 * 14:0. Physical Aspects of the Local Universe
 * 14:1. Our Starry Associates
 * 14:2. Sun Density
 * 14:3. Solar Radiation
 * 14:4. Calcium -The Wanderer of Space
 * 14:5. Sources of Solar Energy
 * 14:6. Solar-energy Reactions
 * 14:7. Sun Stability
 * 14:8. Origin of Inhabited Worlds

Chapter 16: The Celestial Artisans
 * 15:0. Energy -- Mind and Matter
 * 15:1. Paradise Forces and Energies
 * 15:2. Physical Energies
 * 15:3. Classification of Matter
 * 15:4. Energy and Matter Transmutations
 * 15:5. Wave-energy Manifestations
 * 15:6. Ultimatons, Electrons, and Atoms
 * 15:7. Atomic Matter
 * 15:8. Atomic Cohesion
 * 15:9. Natural Philosophy
 * 15:10. Material Mind Systems
 * 15:11. Universe Mechanisms
 * 15:12. Pattern and Form -- Mind Dominance

 * 16:0. The Celestial Artisans
 * 16:1. The Celestial Musicians
 * 16:2. The Heavenly Reproducers
 * 16:3. The Divine Builders
 * 16:4. The Thought Recorders
 * 16:5. The Energy Manipulators
 * 16:6. The Designers and Embellishers
 * 16:7. The Harmony Workers
 * 16:8. Mortal Aspirations and Morontia Achievements

Chapter 17: The Inhabited Worlds

 * 17:0. The Inhabited Worlds
 * 17:1. The Planetary Life
 * 17:2. Planetary Physical Types
 * 17:3. Worlds of the Nonbreathers
 * 17:4. Evolutionary Will Creatures
 * 17:5. The Planetary Series of Mortals
 * 17:6. Mortal Dependents
 * 17:5. Progressive Civilization
 * 17:6. Planetary Culture

Chapter 18: Planetary Mortal Epochs

Chapter 19: The Spheres of Light and Life
 * 18:0. Planetary Mortal Epochs
 * 18:1. Primitive Man
 * 18:2. Spirituality And Sex Equality
 * 18:3. Age Of Inventions
 * 18:4. The Era Of Light And Life

 * 19:0. The Spheres of Light and Life
 * 19:1. The Golden Ages
 * 19:2. The Acme of Material Development
 * 19:3. The Individual Mortal
 * 19:4. The Constellation Stage
 * 19:5. The Holy Spirit Ministry
 * 19:6. The First Two Planetary Stages
 * 19:7. The Third Or Constellation Stage
 * 19:8. The Fourth Or Local Universe Stage
 * 19:9. The Minor And Major Stages
 * 19:10. The Seventh Or Superuniverse Stage

Chapter 20: Universal Unity

 * 20:0. Universal Unity
 * 20:1. Physical Co-ordination
 * 20:2. Intellectual Unity
 * 20:3. Spiritual Unification
 * 20:4. Personality Unification
 * 20:5. Deity Unity
 * 20:6. Unification of Evolutionary Deity
 * 20:7. Universal Evolutionary Repercussions
 * 20:8. The Supreme Unifier
 * 20:9. Universal Absolute Unity
 * 20:10. Truth, Beauty, and Goodness

PART III - The History of Earth
Chapter 21: The Origin of Earth

 * 21:0. The Origin of Urantia
 * 21:1. The Andronover Nebula
 * 21:2. The Primary Nebular Stage
 * 21:3. The Secondary Nebular Stage
 * 21:4. Tertiary and Quartan Stages
 * 21:5. Origin of Monmatia -- The Earth Solar System
 * 21:6. The Solar System Stage
 * 21:7. The Meteoric Era
 * 21:8. Crustal Stabilization

Chapter 22: Life Establishment on Earth

 * 22:0. Life Establishment on Earth
 * 22:1. Physical-life Prerequisites
 * 22:2. The Earth Atmosphere
 * 22:3. Spatial Environment
 * 22:4. The Life-dawn Era
 * 22:5. The Continental Drift
 * 22:6. The Transition Period
 * 22:7. The Geologic History Book

Chapter 23: The Marine-Life Era on Earth

 * 23:0. The Marine-Life Era on Earth
 * 23:1. Early Marine Life in the Shallow Seas
 * 23:2. The First Continental Flood Stage
 * 23:3. The Second Great Flood Stage
 * 23:4. The Great Land-Emergence Stage
 * 23:5. The Crustal-Shifting Stage
 * 23:6. The Climatic Transition Stage

Chapter 24: Earth During the Early Land-Life Era

 * 24:0. Earth During the Early Land-Life Era
 * 24:1. The Early Reptilian Age
 * 24:2. The Later Reptilian Age
 * 24:3. The Cretaceous Stage
 * 24:4. The End of the Chalk Period

Chapter 25: The Mammalian Era on Earth

 * 25:0. The Mammalian Era on Earth
 * 25:1. The New Continental Land Stage
 * 25:2. The Recent Flood Stage
 * 25:3. The Modern Mountain Stage
 * 25:4. The Recent Continental-Elevation Stage
 * 25:5. The Early Ice Age
 * 25:6. Primitive Man in the Ice Age
 * 25:7. The Continuing Ice Age

Chapter 26: The Dawn Races of Early Man

 * 26:0. The Dawn Races of Early Man
 * 26:1. The Early Lemur Types
 * 26:2. The Dawn Mammals
 * 26:3. The Mid-Mammals
 * 26:4. The Primates
 * 26:5. The First Human Beings
 * 26:6. Recognition as an Inhabited World

Chapter 27: The First Human Family

 * 27:0. The First Human Family
 * 27:1. Andon and Eva
 * 27:2. The Flight of the Twins
 * 27:3. Andon's Family
 * 27:4. The Andonic Clans
 * 27:5. Dispersion of the Andonites
 * 27:6. Onagar -- The First Truth Teacher

Chapter 28: The Evolutionary Races of Color

 * 28:0. The Evolutionary Races of Color
 * 28:1. The Andonic Aborigines
 * 28:2. The Foxhall Peoples
 * 28:3. The Badonan Tribes
 * 28:4. The Neanderthal Races
 * 28:5. Origin of the Races of Color
 * 28:6. The Six Sangik Races of Earth
 * 28:7. Dispersion of the Races of Color

Chapter 29: The Guides of Evolution

Chapter 30: The Dawn of Civilization
 * 29:0. The Guides of Evolution
 * 29:1. Life Carrier Functions
 * 29:2. The Evolutionary Panorama
 * 29:3. The Fostering of Evolution
 * 29:4. The Earth Adventure
 * 29:5. Life-Evolution Vicissitudes
 * 29:6. Evolutionary Techniques of Life
 * 29:7. Evolutionary Mind Levels
 * 29:8. Evolution in Time and Space

 * 30:0. The Dawn of Civilization
 * 30:1. Protective Socialization
 * 30:2. Factors in Social Progression
 * 30:3. Evolution of the Mores
 * 30:4. Land Techniques Maintenance Arts
 * 30:5. Evolution of Culture

Chapter 31: Primitive Human Institutions

 * 31:0. Primitive Human Institutions
 * 31:1. Basic Human Institutions
 * 31:2. The Dawn of Industry
 * 31:3. The Specialization of Labor
 * 31:4. The Beginnings of Trade
 * 31:5. The Beginnings of Capital
 * 31:6. Fire in Relation to Civilization
 * 31:7. The Utilization of Animals
 * 31:8. Slavery as Factor in Civilization
 * 31:9. Private Property

Chapter 32: The Evolution of Human Government

 * 32:0. The Evolution of Human Government
 * 32:1. The Genesis of War
 * 32:2. The Social Value of War
 * 32:3. Early Human Associations
 * 32:4. Clans and Tribes
 * 32:5. The Beginnings of Government
 * 32:6. Monarchial Government
 * 32:7. Primitive Clubs and Secret Societies
 * 32:8. Social Classes
 * 32:9. Human Rights
 * 32:10. Evolution of Justice
 * 32:11. Laws and Courts
 * 32:12. Allocation of Civil Authority

Chapter 33: Development of the State

 * 33:0. Development of the State
 * 33:1. The Embryonic State
 * 33:2. The Evolution of Representative Government
 * 33:3. The Ideals of Statehood
 * 33:4. Progressive Civilization
 * 33:5. The Evolution of Competition
 * 33:6. The Profit Motive
 * 33:7. Education
 * 33:8. The Character of Statehood

Chapter 34: The Legend of Creation
 * 34:0. The Legend of Creation
 * 34:1. Story of Noah’s Flood
 * 34:2. The Sumerians – The Andites
 * 34:3. Andite Expansion in the Orient
 * 34:4. The Andite Conquest of India
 * 34:5. Dravidian India
 * 34:6. Red Man and Yellow Man
 * 34:7. Dawn of Chinese Civilization
 * 34:8. The Andites Enter China
 * 34:9. Later Chinese Civilization

Chapter 35: Various Religious Teachings

 * 35:0. Various Religious Teachings
 * 35:1. The Salem Teachings in Vedic India
 * 35:2. Brahmanism
 * 35:3. Brahmanic Philosophy
 * 35:4. The Hindu Religion
 * 35:5. The Struggle for Truth in China
 * 35:6. Lao-tse and Confucius
 * 35:7. Gautama Siddhartha
 * 35:8. The Buddhist Faith
 * 35:9. The Spread of Buddhism
 * 35:10. Religion in Tibet
 * 35:11. Buddhist Philosophy
 * 35:12. The God Concept of Buddhism
 * 35:13. The Islam Religion
 * 35:14. The Bahá'í Faith

Chapter 36: The Melchizedek Teachings in the Levant

Chapter 37: Yahweh -- God of the Hebrews
 * 36:0. The Melchizedek Teachings in the Levant
 * 36:1. The Salem Religion in Mesopotamia
 * 36:2. Early Egyptian Religion
 * 36:3. Evolution of Moral Concepts
 * 36:4. The Teachings of Amenemope
 * 36:5. The Remarkable Ikhnaton
 * 36:6. The Salem Doctrines in Iran
 * 36:7. The Salem Teachings in Arabia

 * 37:0. Yahweh -- God of the Hebrews
 * 37:1. Deity Concepts Among the Semites
 * 37:2. The Semitic Peoples
 * 37:3. The Matchless Moses
 * 37:4. The Proclamation of Yahweh
 * 37:5. The Teachings of Moses
 * 37:6. The God Concept After Moses' Death
 * 37:7. Psalms and the Book of Job

Chapter 38: Evolution of the God Concept Among the Hebrews

Chapter 39: Religious Teachings in the Occident
 * 38:0. Evolution of the God Concept Among the Hebrews
 * 38:1. Samuel - First of the Hebrew Prophets
 * 38:2. Elijah and Elisha
 * 38:3. Yahweh and Baal
 * 38:4. Amos and Hosea
 * 38:5. The First Isaiah
 * 38:6. Jeremiah the Fearless
 * 38:7. The Second Isaiah
 * 38:8. Sacred and Profane History
 * 38:9. Hebrew History
 * 38:10. The Hebrew Religion

Chapter 40: Faith and Belief
 * 39:0. Religious Teachings in the Occident
 * 39:1. The Salem Religion Among the Greeks
 * 39:2. Greek Philosophic Thought
 * 39:3. The Melchizedek Teachings in Rome
 * 39:4. Mithraism and Christianity
 * 39:5. The Christian Religion
 * 39:6. Influence of the Greeks
 * 39:7. The Roman Influence
 * 39:8. Under the Roman Empire
 * 39:9. The European Dark Ages
 * 39:10. The Modern Problems

 * 40:0. Faith and Belief
 * 40:1. Religion and Morality
 * 40:2. Religion as Man's Liberator
 * 40:3. Assurance of Faith
 * 40:4. Religion and Reality
 * 40:5. Knowledge, Wisdom, and Insight
 * 40:6. The Fact of Experience
 * 40:7. The Certainty of Religious Faith
 * 40:8. The Certitude of the Divine
 * 40:8. The Evidences of Religion

Chapter 41: The Reality of Religious Experience

SUMMATION
 * 41:0. The Reality of Religious Experience
 * 41:1. Philosophy of Religion
 * 41:2. Religion and the Individual
 * 41:3. Religion and the Human Race
 * 41:4. Nature of the Soul
 * 41:5. The Evolving Soul
 * 41:6. The Inner Life
 * 41:7. The Consecration of Choice
 * 41:8. The Human Paradox

 * 1. Tapping Into the Mind of God
 * 2. Near Death Experiences
 * 3. Setting the goal

title: Urantia United


text:
Talk:Urantia Book

study group
What is "a typical Urantia Book study group"? --JWSchmidt 22:28, 2 January 2007 (UTC)
 * Urantia Book study groups are a long-standing diverse tradition. See a brief description here. CQ 02:26, 3 January 2007 (UTC)
 * So does a "diverse tradition" have "typical" format? The first page I found in my google search for such study groups seems to stress the need for keeping out people who are not true believers in the book as a revelation. --JWSchmidt 03:28, 3 January 2007 (UTC)

 * Study groups should encompass everyone. I perused the Urantia Book and felt that it mainly promoted Christianity...so...I edited and condensed it into a 502 page book called Urantia United - (subtitle) Tapping Into The Mind Of God - For Religious Equality. The UB is absolutely beautifully written...but it was written in 1930s when phrases like "superior races" and inferior races" were acceptable...and Jesus was promoted and favored as the "Son of God" over God's other children...this leads to religious prejudice.

IMHO, the Urantia Book was written by great intellectuals (normal God-inspired men) in the 1930s when superstitions and prejudice were the norm...other "Holy Books", written before then, fall into the same category...rewriting them does not diminish them, it enhances their viability. It adds truth and removes superstitions...otherwise, intellectuals and then the normal crowd...will eventually consider them food for the inferior and fables of the older generations...they will be placed in the mythology section.

A reader's response at TruthBook.com: "My first sense was that Kurt had plagiarized the Urantia Book, but on a closer examination, I see that Kurt has not altered the words, merely left some concepts out; he has carefully selected a more simplistic message to feed his sheep. For those who have been "damaged" by Christianity, it allows revelation to impact the reader, it speaks to the Thought Adjuster just as adroitly as the original. He has not claimed authorship. He admits editorial license. He acknowledges the original text. Remember, Jesus said, "He who is not against us is for us." And Kurt is definitely not against the revelation. He values it, sees its potential for inaugurating a new dispensation to include all of us, Urantians United". Kkawohl 00:32, 5 January 2007 (UTC)kkawohl

Thought Adjuster
Do you think that Thought Adjuster provides a reasonable description? All this is new to me. --JWSchmidt 00:43, 5 January 2007 (UTC) Thought Adjuster is "our spirit", "our conscience", "inner voice", and "divine spark", among other descriptive phrases. --Kurt

Wingmakers
I have previously seen the Urantia Book mentioned as an apparent source for the Wingmakers mythology. Not being very familiar with either, I have no basis upon which to form an opinion. Do you think that ideas were taken from the Urantia Book and used in the Wingmakers myths? Would you be willing to classify Urantia as New Age? --JWSchmidt 02:16, 5 January 2007 (UTC)

Parts of Wingmaker's ideas seem to interact with the Urantia Book writings. I don't wish to speak for their classification but the Urantia United philosophy is along the lines of New Thought "The central teaching of New Thought is that thought evolves and unfolds, and thinking creates one's experience of the world. The movement places great emphasis in positive thinking, affirmations, meditation, and prayer...however, they generally have been influenced by a wide range of ideas". Kkawohl 04:15, 5 January 2007 (UTC)Kkawohl

Urantia United is designed to support teachers who wish to integrate the principles of religious equality for learning into their theology classroom practice. Assessment advisers, school managers, trainee teachers and researchers may also find these materials helpful. Kkawohl 23:05, 2 January 2007 (UTC)kkawohl

Department of Urantia Book Studies
I almost feel bold enough to create a new department, but I'm not familiar enough with the way things work around Wikiversity. Until I get some feedback, I'll just edit this page in the best fashion I can think of, which might be more or less misguided. Xaxafrad 21:11, 14 July 2007 (UTC)
 * Hmmm. It would probably be fine from my point of view, but I would call it simply Topic:Urantia (see Naming conventions). I notice the Urantia Book article gets good exposure at School:Theology under both "Learning resources" and "Wikisource" sections.

 * Generally, "Topic:" pages are for groups of editors (divisions or departments) managing a number of resources in the main namespace . For example, Wikiversity doesn't even have a Topic:Christianity even though at least 17 articles in the main namespace could and should be handled by such a group. We have a Topic:Scientology so... why not? • CQ 16:39, 7 August 2007 (UTC)
 * There is a related organizational discussion at: Topic talk:Biblical Studies. There is Portal:Christianity. --JWSchmidt 17:34, 7 August 2007 (UTC)

After the Hiatus...
Well, it's been 5 years since I've been around these pages, and it seems to have been a period of hibernation. The overall project (Wikiversity) seems to be going strong, so I'll see if we can breath some new life into the UB corner therein. Xaxafrad (talk) 04:08, 20 December 2012 (UTC)

title: Talk:Urantia Book


text:
User:Gutss

hey my name is Gustavo, from Mexico, i am a student of civil engineering, 21 years old, email me at silvaalonso@hotmail.com

hola mi nombre es Gustavo, soy de mexico, soy estudiante de ingenieria civil, tengo 21 años, contactenme en mi correo silvaalonso@hotmail.com

homepage: gustable.spaces.live.com

title: User:Gutss


text:
Portal talk:Japanese/Archive 1

General
Balloonguy 20:02, 7 November 2006 (UTC) -- I hope I did this right, if I haven't please correct my errors. The Japanese wikibook has a lot of useful things we could use, including some lessons.

Balloonguy 00:06, 17 November 2006 (UTC) -- We should consider how to apply the The Wikiversity model for online learning to this.

Topic vs. stream
Xlbnushk 21:36, 7 November 2006 (UTC) -- I brought this issue up on the Japanese stream page, too, but what's the difference in purpose between the topic page and the stream page?

 * Balloonguy 00:15, 9 November 2006 (UTC) -- According to Naming_conventions topic pages are:

 * "Pages in the topic namespace are meta-discussion pages to help Wikiversity participants plan the development of main namespace educational content. Educational content such as lessons do NOT go in the topic namespace. ... Link from "Topic:" namespace pages to educational resources that are on main namespace pages."

 * And stream plan is:

 * "A collection of learning projects about a particular topic."

 * And a learning project is basically the "course", in this case learning japanese. So, in the stream there should be link to the course. In the topic page there should be coordination information and in the Japanese page, which does not exist yet, is where your course information and lessons should go.

 * Xlbnushk 06:12, 10 November 2006 (UTC) -- Let me get this straight... The Topic:Japanese page is for coordinating the development of Japanese language courses. The Japanese stream page is for collecting and organizing the various courses. (I use "course" here to mean a set of lessons. For example, a basic reading course would contain individual lessons about hiragana, katakana, and kanji.) What would be the purpose of the plain old Japanese page?

 * Balloonguy 19:06, 11 November 2006 (UTC) -- I think this is correct, the correct term for course in wikiversity is a learning project. The plain japanese page was an accident. I had created the page thinking there would only be one japanese learning project which I now know would not be practical.

Lessons
Balloonguy 02:05, 9 November 2006 (UTC) -- I have just created the Introduction to Japanese learning project page. Please fix any errors and add any additional information. By looking at the course plan that Xlbnushk has listed on the stream page, the kana lessons could be imported from wikibooks.

Balloonguy 20:54, 19 November 2006 (UTC) -- You are right, the introduction should contain historical, cultural and liguistical information.

Categories
Xlbnushk 02:10, 10 November 2006 (UTC) -- Japanese fits into the following category:

 * Category:Japanese

All Japanese articles should have this category at the bottom.

 * Balloonguy 03:14, 10 November 2006 (UTC) -- I have added the categories listed above to Introduction to Japanese and to Japanese stream

Xlbnushk 20:42, 10 November 2006 (UTC) -- UPDATE. Articles should only be placed in the category that is its immediate parent. Japanese articles go ONLY in Category:Japanese. The rest should be left to the hierarchy. Category:Japanese will then go into Category:Foreign Language Learning and so on.

Discussion format
Xlbnushk 06:12, 10 November 2006 (UTC) -- I think it would be best to put your name in bold in front of your comment like this so that it will be easier to tell who's saying what and when the speaker (writer) changes. I've updated what we've got so far to fit this format. If you don't like it, I can change it back. Any thoughts?

 * Balloonguy 19:26, 11 November 2006 (UTC) -- I agree it is easier to tell who's saying what but this seems to be a change in policy about talk pages, it should be officialy proposed. Help:Talk page has a method for formatting comments on a talk page. See Help:Talk page and Colloquium

Course Map
Balloonguy 22:32, 11 November 2006 (UTC) --The course map should go on the stream page so that people can see what the stream plan actually leads to.

Balloonguy 02:07, 14 November 2006 (UTC) -- What is the purpose of the Introduction to Japanese page? I had intended it to be the meta learning project what the Japanese stream page says is the beginner course and integrated lessons which includes writing and speaking. Right now it looks as if it is a learning project for learning key grammatical concpets and some basic vocabulary is If the lessons are to be seperated into seperate components I think that would be okay since I don't quite understand how that would work out.

 * Dnjkirk 16:36, 14 November 2006 (UTC) -- Nobody was doing anything on the page, so I stuck something in. Move it if you don't want it there.

 * Balloonguy 20:49, 15 November 2006 (UTC) --- It is not that I don't want it there, I guess I am asking is that we should formalize the course map like the japanese wikibook did in Japanese/Practical_Lessons

 * Xlbnushk 19:56, 19 November 2006 (UTC) -- I am totally blown away. I just looked through Japanese, and feel utterly dwarfed. Yes, that should definitely be our ultimate goal. How about this? Let's create a map of the various pages available there, take the discussion into account, and come up with an overall course map. That should be the #1 priority and should be done before we start making lessons.

 * Balloonguy 20:52, 19 November 2006 (UTC) -- I created a section to list pages the could be useful from the Japanese wikibook. There are a lot of pages on the wikibook, but there are a lot of redundant stuff on it as well, so let's get to work mining for data! Also, the way Tae Kim introduces grammer on Guide to Japanese Grammer is very good. We could also use the order in which Tae Kim introduces kanji and since Tae Kim licensed the guide under Creative Commons Attribution-NonCommercial-ShareAlike 2.5 we can use the exercises as well.

 * Balloonguy 01:03, 14 December 2006 (UTC) -- I have created finished the Introduction to Japanese learning project since that was not under debate and I am in the process of creating a Japanese writing system learning project since this is also not under debate. After I finish this, we need to make a course map about how vocabulary and grammar should be taught. Two ideas I have is to have sample conversations about different situtations and have students learn vocabulary and grammar through immersion or have it so students learn the language from basic grammar up with vocabulary thrown in in order to have the exercises make sense, like how Guide to Japanese Grammer is organized i.e. it starts out teaching about existance and introduces vocabulary with the exercises.

Balloonguy 01:13, 31 December 2006 (UTC) -- I have finished finding pages on our sister projects, we should start discussing the course map now.

Material from wikibooks
Balloonguy 00:03, 25 November 2006 (UTC) -- I listed the material I found from wikibooks. I think I got them all. I know, the list is in pitifull state, it needs to be organized, which I will do later, feel free to organize the pages.

Xlbnushk 06:10, 26 November 2006 (UTC) -- Hey, awesome job with that. I'm dropping by to say that I'm going to be gone for a while... I've got a lot of things lined up right now. I'll be busy for several weeks, after which I will most likely be without an internet connection. So, no telling how long it'll ultimately be. I'll stop by occasionally, though, to see how things are going. Sorry about the sudden disappearance.

Balloonguy 22:22, 17 December 2006 (UTC) -- I've organized Topic:Japanese/Materials and have created Topic:Japanese/Materials/Wikiversity and Topic:Japanese/Materials/Wikibooks to list materials found at the respected locations.

Firefox Language packs
Where can I get language packs for Firefox? This is not off topic. Maybe it should go in a FAQ or something. How can I use the materials without it!? --Remi0o 22:41, 17 December 2006 (UTC)

If you are asking how to display Japanese text then Computing in Japanese, if you are asking to change the firefox interface so that labels for the buttons and stuff are in japanese and you have firefox 2.0 then

Furigana
I found a template in wikibooks that allows you to put furigana. I have put it in my sandbox to test. I have used it in Computing in Japanese, check it out. The problem with the template is that it does not allow the page to validate. CSS3 has support for ruby text, does anyone know how to do this?--Balloonguy 23:20, 19 December 2006 (UTC)

Furigana
Created Template:Ruby-ja --Balloonguy 00:43, 3 January 2007 (UTC)

Japanese Characters
Is there someone who can create a template which contains: "The following learning projects use Japanese characters. Please check your computer's capabilites here.", to warn users about Japanese text.--Balloonguy 00:59, 6 January 2007 (UTC)

Course Map
Anybody have an idea on how we should go about this?--Balloonguy 22:47, 19 January 2007 (UTC)

So far Introduction to Japanese has been created which teaches kana and basic information. Beginner Japanese has lessons containing basic grammar such as verbs and adjectives. Now to proceed I was thinking that lessons could now be about a situation which would teach vocabulary about the situation and grammar related to it, but I do not know what possible learning activites can be related to it. One learning activity that is possible is to translate articles for Wikipedia but that would be an advanced level activity. Another activity is to make stroke order diagrams for kanji and another is to make wiktionary entries for requested words. But the first one requries knowledge of a graphics program and the second requires the ability to get a japanese dictionary. Any thoughts?--Balloonguy 17:38, 8 March 2007 (UTC)

well i think "bunkei" sentence patterns should be included as they are the part of JLPT (all levels).Secondly picture comprehensions should also be included as it helps in better undersatnding of situation and give learners a better insight of the subject.--ParagParag 06:38, 3 April 2007 (UTC)
 * Can you explain what a bunkei sentence patterns sentance problem is, that is something I am not familiar with. And also, what level of the JLPT are you studying for?--Balloonguy 21:21, 3 April 2007 (UTC)

Japanese/Practical_Lessons has a well thought out lesson plan. The French Japanese Wikibook also has good stuff we can use.

JLPT
It might be a good idea to make jlpt learning project in which participants make a guide book.--Balloonguy 17:38, 8 March 2007 (UTC)

Changes
I hope nobody mines the new look of the topic page. It is based off the design of Topic:Spanish.--Balloonguy 20:58, 28 March 2007 (UTC)

title: Portal talk:Japanese/Archive 1