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Cultural Anthropology

Cultural anthropology is a branch of anthropology focused on the study of cultural variation among humans and is in contrast to social anthropology which perceives cultural variation as a subset of the anthropological constant.

Introduction
The Wikipedia link is a good place to start. A good load of aspects of anthropological subjects are covered there already. A suggestion for this page could be: A Call for Articles. Please present articles that discuss general aspects and ideas of the science. Please keep contributions below 2000 words. Depending on the quantity of contributions the page needs to be "subsectioned".

Towards a Future in Cultural Anthropology
From Cultural Conservation and Participant Observation to Cultural Creation and Creative Participation

By Dr. Volker Dahlheimer (2008)

The aftermath of Globalization leaves the anthropological-cultural world not merely in pieces, as one of the most accepted anthropological analysts of the time, Clifford Geertz, postulates, but in dust: A seemingly atomized, incoherent mesh of individuals, who can’t be attributed to a specific ethnic background anymore, and who are barely representative members of the nation-states which issue their passports. By all traditional measurements, this conglomeration of individualized humans should not be able to organize its life in any orderly way. A closer look at the life-organizing forces of today reveals a growing strength of market powers as used by global business and a dwindling contribution to life-structuring issues from political and social aggregates.

Ethnic groups as independent formations (if ever they could be considered as such) have become obsolete since colonialization. In the wake of globalization - the term used for the after-effects of a development that has been powered by the seemingly unlimited chance to spread out, nation states are rapidly losing their life-formatting influence. But the planet is limited, and so is the growth of all organizations running on materialistic underpinnings.

When we apply any analysis of the recent conditions of this planet (with humans as a major factor) to the known concepts of culture, the results are disastrous. Without societal offers for identification as a valid member of a social entity, and, logically following, no security promise for the future, this condition of disconnectedness from any organized stability whatsoever can only lead to a fatal conclusion. A “survival of the fittest”- future seems inevitable.

Surprisingly, the world doesn’t actually look like this. But what’s been happening? What is the new undiscovered organizational structure, which keeps things from falling apart into a dog-eat-dog society? Cultural theories can’t offer an explanation, nor do politics provide a satisfying answer. Natural sciences, the oracles of our last few hundred years of existence, turn their heads towards the catastrophic results of their parent societies and how to handle them, with few optimistic predictions, so far. And what of the Cultural Sciences? What is their outlook and how do they justify their right of existence, if their field of work, organized human society, doesn’t present itself as such anymore?

For the Cultural-Anthropologist, or for the Ethnologist, extinction might be on the horizon – approaching at a speed concurrent with the vanishing of their subjects. How much longer will it be possible to satisfy any money-provider with rational innovations that, preferably, pay flattering tribute to the self-ascribed god like standings of the actual human race? Plainly spoken: Who will need Ethnologists, if there are no more ethnic novelties, no more ethnic boundaries and ethics?

Let’s try to tackle this task with the tools of our own trade. What if new cultural ethics are emerging? Maybe they come with different ethnic boundaries. So what? And how much greater can an ethnological novelty be than news about the emergence of a new cultural group, perhaps a new cultural level or even an evolutionary step in its cultural iteration.

There exists just such a group revealing itself to anyone, who is willing to see it. Sociologist Paul H. Ray and psychologist Sherry Ruth Anderson dubbed it the Cultural Creatives, and I believe the name is apt. Creativity isn’t a thing that can be organized. Global modern society arrived at its current point by means of organizing its relationship to its surroundings. With no more physical growth possible society is now facing the challenge of organizing in relation to itself. It – I should say - we are doing it as we speak. But we don’t notice it happening through our scientific observing eye, which is used to capture a purely material world; rather we assume by indirect empirical phenomena the possibility that a non-materialistic reality might be in existence. The tools for measurement are lacking. But human intuition serves to make it palpable. Intuitive knowledge cannot be transferred into objective matter, which would be required by the sciences, but still it can be felt. Humans have probably always felt it, but the easy option of materialistic life-organization has prohibited it from gaining much importance during the period we call Modernism. Forced to deal with the consequences of a situation, in which inner relations to one’s self with its analog connection to its environment become dominant again over the modernist dichotomy and relativistic relationship towards a surrounding. As a result more people pay more respect to their feelings and intuitions. And their lives are oriented to intuition-based knowledge once again rather than to a static, materialistic reception of the environment. This viewpoint is not abandoned either, but, “worked through” and “transcended”, now to be used as a wonderful tool whenever needed.

This change on the cultural playground of the early 2000’s is palpable- feelable– for anybody who is willing to make the practical experience himself. And practical experience comes through creative participation with this life on earth, rather than through indirect and empirical participant observation, which is, unfortunately, still the most prominent tool of the cultural anthropologist. Creative participation means more than the collecting of evidence; it means creating and acknowledging its own cultural footprint, as well. The creative participant is entering into a situation with an inherent risk - the risk of becoming a part of the things that are going on around him and which are co-created by his or her presence. There is no convenient non-responsible observer position left anymore, but an interwoven entanglement with all and in everything – and this entanglement makes one able to feel what reality is about- even if one cannot put it into words, on film or even express it in thought.

In such an entangled position it makes no sense to separate ones own fate and feelings from the fate and feelings of others. Those times are over, if, indeed, we ever really witnessed them before. For science to draw a true picture of true reality; of the culture one is living in, it is necessary to accept a way of recognizing the world in a more than materialistic manner. A “wind-chill-factor” of sorts needs to be built in into the static observations of today’s theories, which are stuck in their own limited acceptance of dynamism. The only appropriate approach towards cognition of culture-in-the-making seems to be through Creative Participation, where a separation between the observer and the observed is completely voided for good, where feelings and realities are shared practically and equally by all.

Cultural Anthropology with its overlapping fields of interest into all sciences on campus, its “field-experience” for discovering a cultural merge first hand, and its ties to development politics, cultural exchange and education programs worldwide might be predestined to explore into a reality, which isn’t measurable, countable, or even describable - but in existence and palpable all around us.

Literature

 * MARCUS George E.,Beyond Malinowski and after Writing Culture: On the future of cultural anthropology and the predicament of ethnography.The Australian journal of anthropology, 2002, vol. 13 ISSN 1035-8811

title: Cultural Anthropology


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Category talk:Science Fiction Challenge

Okay, so why does Wikiversity have fictional stuff on here??? DELETE!!!
 * Welcome, what makes you think that it should be deleted ? Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 18:31, 22 May 2008 (UTC)

title: Category talk:Science Fiction Challenge


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User talk:Stilite

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 18:32, 22 May 2008 (UTC)

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

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Brezhoneg C'hwec'h/Lesson 6

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Traoù fentus / Jokes
Tach Peseurt diforc'h a zo etre windows hag un tach ? Respont : hini ebet, an daou a zo tonket da blantiñ.

Alc'hwezh Deuet eo ar spie, a-benn ar fin! Paket eo bet ha kordennet buan hag aes gant Ewen. Boullc'hurun! Nac'hañ a ra al lakepod reiñ alc'houez an armel-houarn m'emañ eil lodenn ar film enni! Un niverenn pemp sifr eo an alc'houez-se. A-raok bezañ jahinet gant Ewen, en deus kinniget e lakaat da zeskiñ ar vonnreizh dre eñvor, setu e asant al lampon da reiñ un nebeut titouroù:

- Ampar ha bihanoc'h eget an eil eo ar sifr kentañ. - Daouzek eo hollad an daou sifr kentañ. - An holl sifroù a zo disheñvel. - Tu zo dezhañ bezañ rannet dre tri. - Ar pempvet sifr a zo div wech an trede hini. Respont : deoc'h da gavout!

Eur Kreisteiz rik eo. A-benn pegeit amzer e vo an eil biz war egile adarre? Respont : 12/11 = 1h05′27″03

Ex 1 : Quiz
Go to the Quiz.

Ex 2 : Memory training
Write out the Breton words, section by section.

Have 2 columns, clearly separated, and write Breton and English. Then cover up one column (eg. English) with paper and write the corresponding words on the paper. Then try it the other way round, cover up the Breton, and write out the words using the English as cues. This will be a little bit more difficult.

Repeat all this after an interval, the more you do it the easier you will remember the words.

 * }

title: Brezhoneg C'hwec'h/Lesson 6


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Template:Narrative Film Scoring:Pop Quiz:The Spy Story:Answers-2

{| cellspacing="2" cellpadding="0" style="margin:0em 0em 0em 0em; width:100%; height|100%;" Completed film scoring assignment - The Spy Story
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 * Tonto Silver has completed this assignment on May 20, 2008

Remember: The only way that anyone will know this is with a film score. Nothing else in the movie explains this clearly to the audience. Only your film score can do this.

 * }


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Assistant teacher course/Teachers' handbook/Voluntary educational year/external links

Teacher exchange programs

 * Amity Institute (amity.org)
 * Comenius Assistantship (ec.europa.eu)
 * British Council: Foreign Language Assistants (britishcouncil.org)
 * The Japan Exchange and Teaching Programme (jetprogramme.org)
 * Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State (exchanges.state.gov)
 * Education, Youth Outreach and Community Development (peacecorps.gov)
 * CIEE: The Council on International Educational Exchange (ciee.org)
 * Council for International Exchange of Scholars (cies.org)
 * NAFSA: Association of International Educators (nafsa.org)
 * The International Partnership for Service-Learning and Leadership (IPSL) (ipsl.org)
 * World Learning (worldlearning.org)
 * WorldTeach (worldteach.org)
 * English Language Fellow Program (elf.georgetown.edu)
 * English Teaching Volunteer Work in the Developing World with Projects Abroad (projects-abroad.org)
 * International Volunteer Work Teaching English in the Developing World with Projects Abroad (projects-abroad.co.uk)
 * Educators/Exchange Programs (dmoz.org)

German

 * Pädagogischer Austauschdienst (PAD) - German Educational Exchange Service
 * Robert Bosch Stiftung: Völkerverständigung macht Schule - Robert Bosch Foundation
 * Zentralstelle für das Auslandsschulwesen (ZfA) - Central Office for German Schools in Foreign Countries
 * Deutscher Akademischer Austauschdienst (DAAD) - German Academic Exchange Service


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BCP/Maianthemum racemosum

Maianthemum racemosum

title: BCP/Maianthemum racemosum


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BCP/Maianthemum racemosum/Logs

2008 Logs

 * --SB_Johnny | talk 21:24, 22 May 2008 (UTC)
 * --SB_Johnny | talk 10:14, 27 May 2008 (UTC)
 * --Jomegat 23:15, 3 June 2008 (UTC)
 * --SB_Johnny | talk 11:02, 4 June 2008 (UTC)
 * --Jomegat 23:47, 9 June 2008 (UTC)
 * --Jomegat 23:09, 15 June 2008 (UTC)

2009 Logs

 * Jomegat 21:38, 23 May 2009 (UTC)
 * Jomegat 00:09, 29 May 2009 (UTC)
 * Jomegat 00:26, 2 June 2009 (UTC)
 * Jomegat 00:21, 9 June 2009 (UTC)

Recent Logs

 * Jomegat 23:27, 26 May 2010 (UTC)

title: BCP/Maianthemum racemosum/Logs


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User talk:Thelorien~enwikiversity

Merhaba, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 21:46, 22 May 2008 (UTC)

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

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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 Thelorien. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Thelorien~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 00:06, 18 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) 06:24, 19 April 2015 (UTC)

title: User talk:Thelorien~enwikiversity


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Turkish/News

Do you want to help create the Turkish Wikiversity ? Click here for general info + here if you want to help immediately.

title: Turkish/News


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BCP/Hieracium pratense

Hieracium pratense

title: BCP/Hieracium pratense


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BCP/Hieracium pratense/Logs

2008 Logs

 * --Jomegat 00:46, 23 May 2008 (UTC)
 * --SB_Johnny | talk 16:10, 27 May 2008 (UTC) (H. pratense/H. caespitosum)
 * --Jomegat 19:54, 2 June 2008 (UTC)
 * --SB_Johnny | talk 10:25, 4 June 2008 (UTC)
 * --Jomegat 23:48, 9 June 2008 (UTC)
 * --Jomegat 23:30, 15 June 2008 (UTC)
 * --Jomegat 21:25, 21 June 2008 (UTC)
 * Jomegat 19:47, 26 July 2008 (UTC)
 * Jomegat 00:59, 2 August 2008 (UTC)
 * Jomegat 03:23, 13 August 2008 (UTC)

2009 Logs

 * Jomegat 19:57, 5 May 2009 (UTC)
 * Jomegat 00:40, 12 May 2009 (UTC)
 * Jomegat 00:27, 21 May 2009 (UTC)
 * Jomegat 00:19, 29 May 2009 (UTC)
 * Jomegat 00:27, 2 June 2009 (UTC)
 * Jomegat 20:33, 27 June 2009 (UTC)
 * Jomegat 14:43, 24 July 2009 (UTC)
 * Jomegat 03:50, 2 August 2009 (UTC)
 * Jomegat 02:50, 23 October 2009 (UTC)

Recent Logs

 * Jomegat 00:32, 8 May 2010 (UTC)

title: BCP/Hieracium pratense/Logs


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BCP/Cornus canadensis

Cornus canadensis

title: BCP/Cornus canadensis


text:
BCP/Cornus canadensis/Logs

2008 Logs

 * --Jomegat 01:12, 23 May 2008 (UTC)
 * --Jomegat 00:24, 28 May 2008 (UTC)
 * --Jomegat 23:05, 31 May 2008 (UTC)
 * --Jomegat 00:19, 3 June 2008 (UTC)
 * --Jomegat 23:57, 9 June 2008 (UTC)
 * --Jomegat 21:20, 21 June 2008 (UTC)

2009 Logs

 * Jomegat 22:43, 14 May 2009 (UTC)
 * Jomegat 00:23, 19 May 2009 (UTC)
 * Jomegat 03:10, 23 May 2009 (UTC)
 * Jomegat 00:10, 29 May 2009 (UTC)
 * Jomegat 00:31, 2 June 2009 (UTC)

Recent Logs

 * Jomegat 00:31, 18 May 2010 (UTC)

title: BCP/Cornus canadensis/Logs


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Template:Film Scoring-Sound of Fear-Completed Assignments-2

 * May 15, 2008

 * Tonto Silver has completed this assignment.

 * Tonto Silver has created the [[Media:Tonto Silver Fear.ogg|sound of fear]].

 * Tonto Silver says, "I have created fear with Protools using structure sampler. One note sudden then fade then swell then fade out. The strings tremelo 1 from garageband orchestra loaded into structure. I added medium hall reverb with TL space plug in. using GarageBand with Jam Pack Symphony Orchestra."

 * }


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User:Galinait/sandbox

 Piezoelectric energy

title: User:Galinait/sandbox


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User:Mlouisehill~enwikiversity

Mary Louise Hill

I was born in Cleveland, Ohio, but now I live in Buffalo, New York.

In many ways,I feel I've come full circle.

I have received degrees from Cleveland State University, (B.A. in English), Syracuse University, (M.A. in English and Creative Writing), and New York University, (Ph.D. in Performance Studies).

I've lived in Cleveland, Syracuse, New York, London, England, Ankara, Turkey and Natchez, Mississippi.

Currently, I am the Chair of the Humanities Department at Medaille College in Buffalo.

--Mlouisehill 04:19, 23 May 2008 (UTC)

title: User:Mlouisehill~enwikiversity


text:
User talk:Mlouisehill~enwikiversity

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

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Remi 04:22, 23 May 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:43, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:16, 19 April 2015 (UTC)

title: User talk:Mlouisehill~enwikiversity


text:
Archaeometry or Scientific Archaeology

Archaeometry or Scientific Archaeology is collaboration of sciences between archaeology, physics, chemistry, biology, biochemistry, earth sciences, material science, mathematics, statistics and computing. Archaeometry observes and identifies artefacts in terms of dating, artefact studies, man and his environment, mathematical methods, remote sensing and conservation concerns. Scientific methods are used to enlighten specific questions from the archaeological data-set. Mathematical methods can be used in terms of statistical interpretation, arteficial intelligence, mathematical modelling when dealing with huge amounts of data. Remote sensing techniques are used to locate archaeological sites by the aid of aerial photogrammetry, satellite sensor data. Geophysical prospection is a more detailed study to spot out the underground artefacts with non-destructive methods regarding a known ancient settlement present in a certain land. Magnetic, resistivity, electromagnetic techniques and ground probing radar techniques are used to map ancient ruins in a GIS-integrated 3D model.

title: Archaeometry or Scientific Archaeology


text:
User:Victor.mensah

this is the user page of Victor Paa Kwesi Mensah.

More content coming shortly ...

--Victor.mensah 08:55, 23 May 2008 (UTC)

title: User:Victor.mensah


text:
User talk:Victor.mensah

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

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 09:26, 23 May 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Victor.mensah. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Victor.mensah~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 00:11, 18 March 2015 (UTC)

title: User talk:Victor.mensah


text:
Grade School Science/Rocks and Minerals Quiz

{What do we call the way the Earth constantly recycles rocks? -The water cycle +The rock cycle -The nitrogen cycle
 * type="" coef="1" }

{Which of these is NOT a mineral property? -streak -luster +shape -hardness
 * type="" coef="1" }

{Which type of rock is formed from cooled melted rock? +igneous -metamorphic -sedimentary
 * type="" coef="1" }

{Which type of rock means rock that has changed after being baked and/or squeezed? -igneous +metamorphic -sedimentary
 * type="" coef="1" }

{Which type of rock is formed from little bits of rock that have been cemented together? -igneous -metamorphic +sedimentary
 * type="" coef="1" }

{Where does intrusive igneous rock form? -above ground +below ground -neither
 * type="" coef="1" }

{Where does extrusive igneous rock form? +above ground -below ground -neither
 * type="" coef="1" }

{For minerals, what does the Mohs scale measure? -luster -density -texture +hardness
 * type="" coef="1" }

{What is streak? +The colour of a mineral's powder when it is rubbed against a textile plate -The way a mineral reflects light -The way a mineral sample rolls along a flat surface
 * type="" coef="1" }

{Which value on the Mohs scale corresponds to the softest minerals? +1 -10
 * type="" coef="1" }

{Which value on the Mohs scale corresponds to the hardest minerals? -1 +10
 * type="" coef="1" }

{Which of these minerals has a Mohs value of 1? -quartz +talc -diamond -haematite -calcite
 * type="" coef="1" }

{Which of these minerals has a Mohs value of 10? -quartz -talc +diamond -haematite -calcite
 * type="" coef="1" }

{A mineral that breaks cleanly along smooth planes has +cleavage -fracture
 * type="" coef="1" }

{A mineral that doesn't break cleanly along smooth planes has -cleavage +fracture
 * type="" coef="1" }

{How can you tell whether an igneous rock formed above or below ground? -from its colour +from the grain size -from its hardness
 * type="" coef="1" }

{Which type of igneous rock generally has larger grains? -extrusive igneous rock +intrusive igneous rock
 * type="" coef="1" }

{Which of the following is correctly arranged in order of increasing grain size? -silt, sand, gravel, clay +clay, silt, sand, gravel -silt, sand, clay, gravel -silt, clay, sand, gravel
 * type="" coef="1" }


text: Template:Edlevelbox

title: Template:Edlevelbox


text:
Assistant teacher course/Individual curriculum/Computer art

Computer art
Computer art can connect to programming, mathematics, art, music, web design and journalism (publishing).


text:
Klingon/KE guidelines

When translating from Klingon to English:
 * 1) The answers are case insensitive.
 * 2) The answers do not contain any punctuation. They do not end in a period (.), a question mark (?) or an exclamation mark (!).
 * 3) Where the gender could be male or female or neither, then male is always used and if the number is unknown then singular is always used; so use he or him as appropriate.
 * 4) If an article is required, use the.
 * 5) jatlh is translated as speak.

title: Klingon/KE guidelines


text:
Klingon/EK guidelines

When translating from English to Klingon:
 * 1) The answers must be in the correct case for Klingon (lowercase "a", uppercase "D", etc).
 * 2) The answers do not contain any punctuation. They do not end in a period (.), a question mark (?) or an exclamation mark (!).
 * 3) The apostrophe used is the standard one under found under the "@" symbol on most keyboards.

title: Klingon/EK guidelines


text:
Template:Projectbox/doc

''This is the documentation for project boxes. It gets transcluded into project box templates. See Template:Projectbox.''

Purpose
The main purpose of project boxes is organisational.
 * 1) Project boxes help categorise educational resources on Wikiversity into the most important categories by which Wikiversity is organised.
 * 2) It's better to categorise by template than by manual category tagging because this allows parser functions to be inserted at a later date which can retrospectively divide 1000's of pages into sub-categories when the main category has got too large. Programmers and scriptwriters can also retrospectively change category names, add extra categories or run other advanced organisational operations on resources as a group. In short: you do a great favour to Wikiversity if major categorisation is by template (project box), not by manual category tagging.
 * 3) The words, links, colours and icons are all of secondary importance and can be overridden.
 * 4) The words, links, colours and icons are attractive, fun and useful. They serve the purpose of encouraging many users to use project boxes. Of course, not everyone will like them. But many will. Many people who never categorise their resources will be attracted to project boxes because of their appearance. It is unlikely that most people will be attracted by the organisational function - they will place appearance first. But attracting people to project boxes ultimately serves the purpose of better organising Wikiversity.

Why does Wikiversity need this extra layer of organisation?

 * 1) Most other Wikimedia projects only have one type of resource per project. Wikiversity has a large and indefinite number of resource types. In other words, Wikiversity content is inherently more complex and therefore needs more organisation.
 * 2) Small wikis need low-maintenance solutions. Project boxes are a low-maintenance organisational solution.
 * 3) Metadata: this is about sharing catalogues of resources with other educational websites. Promotion of open educational resources largely occurs through metadata sharing. The project boxes project is largely framed around the common metadata schemes and will allow for future MediaWiki extensions to quickly build metadata catalogues.

Usage and customisation
You can use all project boxes without any additional configuration at all. Normally they just work by inserting their name into the page code between curly brackets - like this:

undefined

However you can do more than this if you wish by specifying additional parameters.

List of parameters
Only valid when this template is fully developed.

 * text: specify an alternative text (overrides the default text).
 * add: specify text to append to the end of the default text.
 * theme: value 0 to 14; specifies an alternative colour scheme.
 * icon: specify an alternative icon; just give it the image name.
 * style: currently inactive; will enable the template to adopt different styles.
 * visible: currently inactive; will enable a user to toggle the template between categorise-only (invisible) or category+box (visible) modes.

Default wording
By their nature, project boxes have to be economical with words. The use of few words means that ambiguities, unintended interpretations and other unpleasant things may emerge in the course of time, or the choice of words may unwittingly reflect a particular point of view. Further, many of the original project boxes were created rapidly in large numbers, with little reflection or discussion of the wording. If you wish to suggest alternative default wording, you can use the talk pages for this purpose. It may be better to use the talk page of the corresponding help page for this purpose. When suggesting an alternative default wording:
 * consider how many users chose to use the template in its current form;
 * consider the option to productively fork;
 * take into account the option for each user to override the defaults when transcluding;
 * consider the option to extend rather than fork a template (because the variables are public);
 * consider the need to avoid template clutter.

Project box controversy and the deletion of this template
Project boxes derive from user boxes. User boxes can be controversial and are often proposed for deletion (e.g. w:Wikipedia:Deletion review/Userbox debates/Archived). Reasons include problems with default wording (see above) as well as a wider feeling that user boxes are a pointless and distracting fad.

Before proposing this template for deletion:
 * please remember that Wikiversity project boxes have a different purpose from user boxes - they serve an essential organisational function as regards the content of Wikiversity;
 * as a last resort, an alternative is to render the project box invisible by default - i.e. preserve its categorisation function.

title: Template:Projectbox/doc


text:
Help:Project boxes/list

The following pages contain galleries of project boxes, together with the codes for inserting them into pages and other helpful information.

 * Help:Resources by completion status (5 levels of completion, from freshly started to complete)
 * Help:Resources by educational level (i.e. pre-school, primary, secondary, tertiary, non-formal, research)
 * Help:Resources by type
 * Help:Resources by subject (there are lots of these)
 * Help:Resources by language (like subject boxes, for language learning; separate, as there as so many)
 * Help:Resource attribution (of interest to major authors and course organisers)
 * Help:Resource perspectives (an update of the old disclosures idea)
 * Help:Interwiki project boxes (updated templates for notifying related materials on other Wikimedia projects)
 * Help:Resources by quality (featured status; proposed for featured; cleanup)
 * Help:Miscellaneous project boxes

title: Help:Project boxes/list


text:
Category:BCP/Genus/Albizia

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title: Category:BCP/Genus/Albizia


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Category:BCP/Genus/Platycodon

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title: Category:BCP/Genus/Platycodon


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Category:BCP/Genus/Pentas

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Category:BCP/Genus/Nipponanthemum

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title: Category:BCP/Genus/Nipponanthemum


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Category:BCP/Genus/Melissa

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Category:BCP/Genus/Lotus

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Category:BCP/Genus/Lamiaceae

This category is for articles listed under "BCP/Genus/Lamiaceae"

title: Category:BCP/Genus/Lamiaceae


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Category:BCP/Genus/Hypericum

This category is for articles listed under "BCP/Genus/Hypericum"

title: Category:BCP/Genus/Hypericum


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Category:BCP/Genus/Hackelia

This category is for articles listed under "BCP/Genus/Hackelia"

title: Category:BCP/Genus/Hackelia


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Category:BCP/Genus/Fallopia

This category is for articles listed under "BCP/Genus/Fallopia"

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text: Category:User knowledge-urbn-2

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Category:BCP/Genus/Enkianthus

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title: Category:BCP/Genus/Enkianthus


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Category:BCP/Genus/Claytonia

This category is for articles listed under "BCP/Genus/Claytonia"

title: Category:BCP/Genus/Claytonia


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Category:BCP/Genus/Tragopogon

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title: Category:BCP/Genus/Tragopogon


text: Category:User knowledge-hosp-0

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Category:BCP/Genus/Sorbus

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title: Category:BCP/Genus/Sorbus


text: Category:User knowledge-dent-0

title: Category:User knowledge-dent-0


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Category:BCP/Genus/Betula

This category is for articles listed under "BCP/Genus/Betula"

title: Category:BCP/Genus/Betula


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Category:BCP/Genus/Saponaria

This category is for articles listed under "BCP/Genus/Saponaria"

title: Category:BCP/Genus/Saponaria


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Category:BCP/Genus/Penstemon

This category is for articles listed under "BCP/Genus/Penstemon"

title: Category:BCP/Genus/Penstemon


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Category:BCP/Genus/Nigella

This category is for articles listed under "BCP/Genus/Nigella"

title: Category:BCP/Genus/Nigella


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Category:BCP/Genus/Melilotus

This category is for articles listed under "BCP/Genus/Melilotus"

title: Category:BCP/Genus/Melilotus


text: Category:Engineering and technology

title: Category:Engineering and technology


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Category:BCP/Genus/Loropetalum

This category is for articles listed under "BCP/Genus/Loropetalum"

title: Category:BCP/Genus/Loropetalum


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Category:BCP/Genus/Lagerstroemia

This category is for articles listed under "BCP/Genus/Lagerstroemia"

title: Category:BCP/Genus/Lagerstroemia


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Category:BCP/Genus/Hyacinthus

This category is for articles listed under "BCP/Genus/Hyacinthus"

title: Category:BCP/Genus/Hyacinthus


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Category:BCP/Genus/Glechoma

This category is for articles listed under "BCP/Genus/Glechoma"

title: Category:BCP/Genus/Glechoma


text: Category:User knowledge-urbn-1

title: Category:User knowledge-urbn-1


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Category:BCP/Genus/Elymus

This category is for articles listed under "BCP/Genus/Elymus"

title: Category:BCP/Genus/Elymus


text: Category:User knowledge-proj-0

title: Category:User knowledge-proj-0


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Category:BCP/Genus/Crocosmia

This category is for articles listed under "BCP/Genus/Crocosmia"

title: Category:BCP/Genus/Crocosmia


text: Category:User knowledge-mdia-1

title: Category:User knowledge-mdia-1


text: Category:User knowledge-grap-3

title: Category:User knowledge-grap-3


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Category:BCP/Genus/Celosia

This category is for articles listed under "BCP/Genus/Celosia"

title: Category:BCP/Genus/Celosia


text:
Category:BCP/Genus/Sonchus

This category is for articles listed under "BCP/Genus/Sonchus"

title: Category:BCP/Genus/Sonchus


text: Category:User knowledge-csgd-0

title: Category:User knowledge-csgd-0


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Category:BCP/Genus/Berteroa

This category is for articles listed under "BCP/Genus/Berteroa"

title: Category:BCP/Genus/Berteroa


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Category:BCP/Genus/Sanguisorba

This category is for articles listed under "BCP/Genus/Sanguisorba"

title: Category:BCP/Genus/Sanguisorba


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Category:BCP/Genus/Arctium

This category is for articles listed under "BCP/Genus/Arctium"

title: Category:BCP/Genus/Arctium


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Category:BCP/Genus/Pyracantha

This category is for articles listed under "BCP/Genus/Pyracantha"

title: Category:BCP/Genus/Pyracantha


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Category:BCP/Genus/Ailanthus

This category is for articles listed under "BCP/Genus/Ailanthus"

title: Category:BCP/Genus/Ailanthus


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Category:BCP/Genus/Pinus

This category is for articles listed under "BCP/Genus/Pinus"

title: Category:BCP/Genus/Pinus


text:
Category:BCP/Genus/Pelargonium

This category is for articles listed under "BCP/Genus/Pelargonium"

title: Category:BCP/Genus/Pelargonium


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Category:BCP/Genus/Nicotiana

This category is for articles listed under "BCP/Genus/Nicotiana"

title: Category:BCP/Genus/Nicotiana


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Category:BCP/Genus/Lobularia

This category is for articles listed under "BCP/Genus/Lobularia"

title: Category:BCP/Genus/Lobularia


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Category:BCP/Genus/Hyacinthoides

This category is for articles listed under "BCP/Genus/Hyacinthoides"

title: Category:BCP/Genus/Hyacinthoides


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Category:BCP/Genus/Gladiolus

This category is for articles listed under "BCP/Genus/Gladiolus"

title: Category:BCP/Genus/Gladiolus


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Category:BCP/Genus/Fagopyrum

This category is for articles listed under "BCP/Genus/Fagopyrum"

title: Category:BCP/Genus/Fagopyrum


text: Category:User knowledge-urbn-0

title: Category:User knowledge-urbn-0


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Category:BCP/Genus/Eleagnus

This category is for articles listed under "BCP/Genus/Eleagnus"

title: Category:BCP/Genus/Eleagnus


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Category:BCP/Genus/Crataegus

This category is for articles listed under "BCP/Genus/Crataegus"

title: Category:BCP/Genus/Crataegus


text: Category:User knowledge-plnt-0

title: Category:User knowledge-plnt-0


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Category:BCP/Genus/Vicia

This category is for articles listed under "BCP/Genus/Vicia"

title: Category:BCP/Genus/Vicia


text: Category:User knowledge-mdia-0

title: Category:User knowledge-mdia-0


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Category:BCP/Genus/Circaea

This category is for articles listed under "BCP/Genus/Circaea"

title: Category:BCP/Genus/Circaea


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Category:BCP/Genus/Toxocodendron

This category is for articles listed under "BCP/Genus/Toxocodendron"

title: Category:BCP/Genus/Toxocodendron


text: Category:User knowledge-geol-3

title: Category:User knowledge-geol-3


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Category:BCP/Genus/Catalpa

This category is for articles listed under "BCP/Genus/Catalpa"

title: Category:BCP/Genus/Catalpa


text: Category:User knowledge-csec-0

title: Category:User knowledge-csec-0


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Category:BCP/Genus/Sanguinaria

This category is for articles listed under "BCP/Genus/Sanguinaria"

title: Category:BCP/Genus/Sanguinaria


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Category:BCP/Genus/Apocynum

This category is for articles listed under "BCP/Genus/Apocynum"

title: Category:BCP/Genus/Apocynum


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Category:BCP/Genus/Agrimonia

This category is for articles listed under "BCP/Genus/Agrimonia"

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Category:BCP/Genus/Pinguicula

This category is for articles listed under "BCP/Genus/Pinguicula"

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Category:BCP/Genus/Paulownia

This category is for articles listed under "BCP/Genus/Paulownia"

title: Category:BCP/Genus/Paulownia


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Category:BCP/Genus/Nerium

This category is for articles listed under "BCP/Genus/Nerium"

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Category:BCP/Genus/Medeola

This category is for articles listed under "BCP/Genus/Medeola"

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Category:Adobe InDesign

This category is for articles listed under "Adobe InDesign"

title: Category:Adobe InDesign


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Category:BCP/Genus/Kniphofia

This category is for articles listed under "BCP/Genus/Kniphofia"

title: Category:BCP/Genus/Kniphofia


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Category:BCP/Genus/Humulus

This category is for articles listed under "BCP/Genus/Humulus"

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Category:BCP/Genus/Euthamia

This category is for articles listed under "BCP/Genus/Euthamia"

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Category:BCP/Genus/Elaeagnus

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Category:BCP/Genus/Cotinus

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Category:BCP/Genus/Cimicifuga

This category is for articles listed under "BCP/Genus/Cimicifuga"

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Category:BCP/Genus/Torenia

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Category:BCP/Genus/Carex

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Category:BCP/Genus/Belamcanda

This category is for articles listed under "BCP/Genus/Belamcanda"

title: Category:BCP/Genus/Belamcanda


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Category:BCP/Genus/Antirrhinum

This category is for articles listed under "BCP/Genus/Antirrhinum"

title: Category:BCP/Genus/Antirrhinum


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Category:BCP/Genus/Pulsatilla

This category is for articles listed under "BCP/Genus/Pulsatilla"

title: Category:BCP/Genus/Pulsatilla


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Category:BCP/Genus/Ageratum

This category is for articles listed under "BCP/Genus/Ageratum"

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Category:BCP/Genus/Pilea

This category is for articles listed under "BCP/Genus/Pilea"

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Category:BCP/Genus/Parrotia

This category is for articles listed under "BCP/Genus/Parrotia"

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Category:BCP/Genus/Nepeta

This category is for articles listed under "BCP/Genus/Nepeta"

title: Category:BCP/Genus/Nepeta


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Category:BCP/Genus/Mazus

This category is for articles listed under "BCP/Genus/Mazus"

title: Category:BCP/Genus/Mazus


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Category:BCP/Genus/Liriodendron

This category is for articles listed under "BCP/Genus/Liriodendron"

title: Category:BCP/Genus/Liriodendron


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Category:BCP/Genus/Houstonia

This category is for articles listed under "BCP/Genus/Houstonia"

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Category:BCP/Genus/Cicuta

This category is for articles listed under "BCP/Genus/Cicuta"

title: Category:BCP/Genus/Cicuta


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Northern Arizona University/2008 Summer Workshop

The Normative Sciences and the Experimental Method
Welcome to the main page for the NAU Summer Workshop on Normative Science and Experimental Method! Towards the end of the Workshop, the conclusions reached and the highlights of the discussion process will be posted here.

 * /Participants/
 * /Flyer/


text:
Northern Arizona University/2008 Summer Workshop/Flyer

Summer Workshop at Northern Arizona University

 July 30 to August 1 of 2008  in Flagstaff, Arizona

The aim of this workshop is to examine the interplay between the foundations of ethics and the principles that guide experimental inquiry. By calling this a workshop--and not an academic meeting--we intend to convey a sense of the spirit we hope will animate the gathering. Instead of organizing the gathering around a set of papers to be read, the workshop will be organized around a set of questions posed by those who plan to attend. The purpose of the gathering is to join together in the spirit of a community of inquirers searching for truth concerning the questions that each of us finds most pressing in our own work.

Generally speaking, we will be starting from a neo-Kantian perspective on the foundations of morality. More particularly, we plan to examine the kinds of ideas that are found in Peirce's pragmatism about the relationship between the normative sciences of logic, ethics and aesthetics. On the one hand, we will examine the extent to which questions about the foundations of ethics might profitably be approached using an experimental method. On the other hand, we will examine the extent to which the central ends that are taken in ethics to be good for their own sake might give purpose to the principles that guide the experimental method.

The plan for each of the three days is to meet in morning and afternoon sessions for approximately 2½ hours each. These shorter sessions will enable us to save time for participants to continue the discussions informally on walks and hikes in the area, and also to save time to read, write and do research each day.

The workshop will be held at the Merriam Powell Research Station, which is run by Northern Arizona University and is located on the grounds of the Arboretum at Flagstaff. The research station has a central room for the workshop, as well as facilities to lodge the participants. The workshop will be funded, in part, by an NEH grant to develop a curricular approach to teaching moral theory and the Richard Wood Foundation at NAU. It may also be funded by two pending NSF grant applications for work on the relationship between ethics and the environmental sciences. This first workshop that is planned for the summer of 2008 will focus on the more theoretical questions in philosophy about the foundations of ethics and the foundations of the experimental method of inquiry. In addition to getting philosophers together to talk about the foundational questions, part of the workshop dealing with the experimental method will involve scientists who have a special interest in the scientific method and environmental problems, including those associated with climate change.

Special Guests: Richard Smyth and Douglas Anderson

For additional information, including an application, please contact:

Jeffrey Downard Department of Philosophy Northern Arizona University Flagstaff, AZ 86001 (928) 523-8354 Jeffrey.Downard@nau.edu

Information about the Merriam Powell Research Station and the Arboretum is available at: http://www.mpcer.nau.edu/mprs/index.html

A trip will be planned to the Grand Canyon and surrounding areas for those participants who would like to stay an extra day or two. Transportation to and from the canyon and entrance to the park will be provided on August 2nd.

Back to Summer Workshop at Northern Arizona University 2008: Normative Sciences and Experimental Method


text: Category:Northern Arizona University

title: Category:Northern Arizona University


text:
Northern Arizona University/2008 Summer Workshop/Participants

Summer Workshop Ethics and the Experimental Method
Participants

Yes

 * Dick Smyth
 * Doug Anderson
 * Bill Knorpp
 * Tom Adajiian
 * Elaine Brown
 * Mark Wheeler
 * Sam Bruton
 * Katherine
 * Terry Moore

 * Nick Sexton (student assistant coordinator)

Maybe

 * Tanya Randle (send flyer)

Contact

 * David Weber
 * Tiffany Lee
 * David Watts
 * Trevor Kvaran
 * Nick Sexton
 * Chris Turner
 * Jerry McCarthy
 * Mark Risjord
 * Daniel Campos

Back to Home Page for Summer Workshop at Northern Arizona University 2008: Normative Sciences and Experimental Method


text:
Hepatitis

Viral Hepatitis.

Hepatotropic viruses are the most common cause of the viral Hepatitis around the world.
 * although in the usa the most common cause for hepatitis is Hep.C - but in developing countries, Hep.B is more common
 * Hep b spreads around and over 500 times faster than HIV. And would be soon a major pandemic of infectious disease.

Hepatitis D, E and F
 * There are six types of Hepatitis which are following, Hepatitis A, Hepatitis B, Hepatitis C,

 * The disease causing virus of E and F are not yet known

title: Hepatitis


text:
Category:Australian universities

See also Universities in Australia (Wikipedia).

title: Category:Australian universities


text: Category:Universities in the United States


text:
User:Katdai

My name is Kat Dai. I can be reached at hiddenkat1385@yahoo.com

I don't really have any qualifications other than great research skills, a smattering of programming abilities, and a willingness to spend time working on half-finished projects.

Any one looking for grunt labor email with a description of the project be what needs done.

Other than that I enjoy the sciences, especially math, while completely not getting history. Or grammar. But that's why I have a friend who is an English major.

title: User:Katdai


text:
User talk:Katdai

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

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Remi 00:14, 24 May 2008 (UTC)

title: User talk:Katdai


text:
User:Vitello

Robert J. Vitello

title: User:Vitello


text:
User:Paulmartin42/Color

clevelandart.org dead link, see.

title: User:Paulmartin42/Color


text:
Wikiversity:Candidates for Custodianship/Gbaor (full custodian)

Gbaor
I would like to nominate User:Gbaor for probationary custodian. SB_Johnny and myself have been encouraging Gbaor to stand for custodian since mid-March. My reasons for proposing him: (1) He has been a consistently "very active" editor since last November (see Participants), averaging a steady 200 edits or so per month; (2) his editing interests are very strongly administrative (e.g. categorising, repairing, moving); (3) his maintenance editing style strongly complements rather than overlaps the styles of some others - e.g. he has very usefully made small but necessary improvements to (brash?) edits by myself and Jtneill - he has an eye for the detail, more like Remi; (4) recently his contributions to debate about Wikiversity development show a particular dedication to being impartial and positive to all sides involved - this edit was one I especially liked; (5) he doesn't have an excessive desire for sysop-status - he's needed a little prompting. Overall, I see Gbaor as a careful, reliable editor with a good feel for consensus, community and organisation and a long-term commitment. --McCormack 06:14, 24 May 2008 (UTC)
 * I have to be brief, while I haven't got much time to contribute on weekends. I accept the nomination for the custodianship status. I am in such a fortunate situation, that I can choose between two offers of menthorship from SB_Johnny and McCormack. Only one menthor should be assigned per probationary custodian however, so I choose McCormack. I edit usually from Monday to Friday during the day, so it is easier to communicate in real time with him (no time zone difference). The 26th May could be the starting date. --Gbaor 12:06, 25 May 2008 (UTC)

Comments about nomination for probationary custodian

 * Note to bureaucrats: User:Gbaor has asked not to be given probationary status until 26th May at the earliest. Note to User:Gbaor: if you accept the nomination, please say so and select a mentor from those who have offered to mentor you. --McCormack 06:14, 24 May 2008 (UTC)
 * Yes, I encourage Gbaor, he is a thorough editor, well-intentioned, easy to work with, eager to learn, transparent communicator, with technical know-how, etc. -- Jtneill - Talk 05:27, 26 May 2008 (UTC)

✅ --mikeu talk 12:17, 26 May 2008 (UTC)

Mentor's report and recommendation
Gbaor has now completed his probationary period and I am nominating him for full custodian. Gbaor has proven to be everything I originally predicted (please see nomination above for further praise), with more into the bargain. During his 30 days, he has made over 800 edits. These generally continue and expand his previous style of editing in a solid and dependable fashion. He thinks about his edits and definitely makes WV a better place. He has made quite wide use of the delete tool in his category work, but has otherwise used tools little. His communication with other users is good and he has participated in community discussions on a wide range of topics. A few other things I learnt about Gabor which fill in the picture: he is a young academic, in the process of completing his PhD thesis right now; from Slovakia, he speaks 3 Eastern European languages, as well as commanding excellent English. Gbaor will further internationalise Wikiversity's educational perspectives and he can bridge well between projects in different languages. In summary, I am very pleased with Gbaor. He is just the kind of custodian we need. --McCormack 09:30, 26 June 2008 (UTC)

Discussion and questions
''Gbaor's custodianship can be discussed here for a period of 5 days or so. Please vote in the section below.''

I have two questions for you:
 * 1) Can you characterise your knoweledge of the content of English wv?
 * 2) Have you tried to find a "wiki way of learing" here by creating some educational units?

Thanks.--Juan 16:35, 28 June 2008 (UTC)
 * I think it could be best described as intermediate knowledge. I certainly know the "main pathways" and pages/topics that interest me, but I also often find something new.
 * My work here was mostly about maintenance so far, because of my overall busyness. Certainly I plan to contribute into main namespace, based on my profession, interests and own needs. First of all I want to finish what I began, i.e. the categorization issue, +few thing around Bloom Clock (and maybe Film School) maintenance. Also I want to become advanced in German and pick up basics of French in the next 1/2 year. So you can expect contributions around language learning in the first place. Other areas I want to develop are: statistics, biology - focused mainly on biodiversity and animal breeding. --Gbaor 05:16, 30 June 2008 (UTC)

One more question to you. What you think that is the role of custodian?--Juan 18:21, 30 June 2008 (UTC)
 * Custodians should be experienced users, therefore I think their (our) main role is to support other less experienced wikiversitans, newcomers particularly. Other very important role is to guard WV from unwanted entries, shut down the "bad guys" and rollback/delete the potentially harmful edits. Apart from few custodian tools they (we) are just ordinary editors, so the role is also similar: to create new content and organize the current one. --Gbaor 05:58, 1 July 2008 (UTC)
 * So is there a difference of wv custodian and wp admin?Juan 16:53, 1 July 2008 (UTC)

Voting
Discussion results are clear, User:Gbaor now has full custodianship status. Congratulations, enjoy the mop. Erkan Yilmaz uses the Chat (try) 16:15, 3 July 2008 (UTC)
 * . Great. --McCormack 09:30, 26 June 2008 (UTC)
 * . Gbaor is making (in)valuable contributions in many different ways. He communicates effectively, learns fast, and is helping to mentor others; custodian suits him well. -- Jtneill - Talk - c 10:55, 26 June 2008 (UTC)
 * Erkan Yilmaz uses the Chat (try) 15:37, 26 June 2008 (UTC)
 * Looks good to me. Captain panda 21:13, 28 June 2008 (UTC)
 * All good. Countrymike 01:38, 30 June 2008 (UTC)


text: Introduction to Swedish/Navbar

title: Introduction to Swedish/Navbar


text: Bloom Clock/Keys/Aurora, Colorado/May/All


text:
Bloom Clock/Keys/Aurora, Colorado

The pages below are keys for flowers that have been logged as blooming Aurora, Colorado during a particular month.

title: Bloom Clock/Keys/Aurora, Colorado


text: Bloom Clock/Keys/Aurora, Colorado/May/All/DPL


text:
Social entrepreneurship/Social entrepreneur

A social entrepreneur is someone who engages in social entrepreneurship.

Suggested Definitions
Feel free to add definitions of your own.

 * A Social Entrepreneur is an individual who uses socio-cultural means in an unique, innovative and sustained manner to attain socio-cultural valued goals, as a result of which significant socio-cultural (and systemic) change is brought about which is considered to be an improvement on a previous socio-cultural condition (Senekal)

Examples of Social Entrepreneurs

 * See Profiles of Social Entrepreneurs

Characteristics of Social Entrepreneurs
Social entrepreneurs are unique individuals from a variety of professions, in a variety of countries, with powerful ideas around improving quality of life in the short, medium and long term. There are some qualities which many social entrepreneurs seem to share:

 * visionary
 * mission-orientated
 * relentlessly driven (towards implementation and realising the vision)

Inspiration
Can I be a social entrepreneur?

 * Celebrate what's right with the world - Dewitt Jones (video) - be the best you can be for the world (consistent with the appreciative approach suggested for the Social Entrepreneurship curriculum.


text:
User talk:Sabertooth~enwikiversity

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

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Remi 10:07, 24 May 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Sabertooth. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sabertooth~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 23:53, 17 March 2015 (UTC)

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

title: User talk:Sabertooth~enwikiversity


text:
Portal:Social entrepreneurship/Curriculum/Research

 * Initial Research Questions (for this initiative)
 * Longer Term Research Agenda
 * Researchers

more ...


text:
Portal:Social entrepreneurship/Curriculum/Research/more

 * Initial Research Questions (for this initiative)
 * Longer Term Research Agenda
 * Researchers

=Research Initiatives=

 * Basic Research Questions for this Initiative

=Researchers=

 * Researchers

=Journals=

 * Journals

=Articles=

 * Articles

=See Also=

 * Featured Readings
 * WikiVersity's Research Portal


text:
Portal:Social entrepreneurship/networking/Research/Projects

Links to research projects:

=See Also=

 * Research under Curriculum.


text:
Boundary Value Problems/Solving homogeneous linear ODEs

ODE definition Standard form of an ODE.

Return to Main Page of Boundary Value Problems


text:
Boundary Value Problems/Introduction to BVPs

Objective
Introduce Boundary value problems for a single independent variable.

Approach

 * What is a Boundary Value problem?

 * Solution of a Boundary Value Problem is directly related to solution of an Initial Value Problem. So let's review the material on IVPs first and then make the connection to BVPs.

 * Details of solving a two point BVP.

Initial Value Problems
For a single independent variable $$ x $$ in an interval $$ I : a < x < b $$, an initial value problem consists of an ordinary differential equation including one or more derivatives of the dependent variable, $$ y$$,

$$  y^{(n)}+p_{n-1}(x) y^{(n-1)}  +...+p_1(x)y'(x)+p_0 y(x)=f(x) $$ and $$ n$$ additional equations specifying conditions on the solution and the derivatives  at a point $$ x_0 \in I$$

$$ y^{(n-1)}(x_0) = b_{n-1} $$, ..., $$ y'(x_0) = b_1 $$, $$  y(x_0) = b_0 $$

Example:

The differential equation is $$  y' = x $$ (First order differential equation.) and the initial condition at $$ x=0 $$ is given as  $$  y(0)=1 $$.

Solution:

$$ \int y' dx = \int x dx  $$

$$ y = \frac{x^2}{2} + C $$.

When,$$ x=0 $$   $$  1 = C $$ and $$   y = \frac{x^2}{2} + 1 $$

Get out a piece of paper and try to solve the following IVP in a manner similar to the preceding example:

$$ y' = xy $$ and the initial condition at $$ x=0 $$ is given as  $$  y(0)=3 $$.

Once you have an answer (or are stuck) check your solution here. Click here for the solution: /IVP-student-1/ A second order ODE example:

The differential equation is $$  y+ 5y'+4y = 0 $$ (Second order differential equation.) and the two'' initial conditions at $$ x=0 $$ given as  $$  y(0)=1,y'(0)=-2 $$.

Solution:

Assume the solution has the form $$ y = e^{rx} $$

$$ y' = re^{rx}, y'' = r^2 e^{rx}  $$

$$ y'' + 5y' + 4y = r^2 e^{rx} + 5 re^{rx} + 4e^{rx} $$

$$ 0 = r^2 e^{rx} + 5 re^{rx} + 4e^{rx} $$

$$ 0 = r^2 + 5 r + 4 $$  The characteristic polynomial. Solve for "r".

$$ \begin{array}{c} r_1 = 4 \\ r_2 = 1 \end{array}

$$

See the Wikipedia link for more on Initial Value Problems

Two point BVPs for an ODE
Begin with second order DEs, $$ x'' = f(t,x,x')$$, with conditions on the solution at $$ t=a $$ and $$ t=b $$.

$$\scriptstyle \frac {d^2 x}{dt^2} + p(t) \frac {d x}{dt} + q(t) x(t) = f(t)$$ with $$\scriptstyle a_0x(a) +a_1x'(a)= g$$ and  $$\scriptstyle b_0x(b) +b_1x'(b)= h$$ on the interval $$\scriptstyle I_{ab} = \{x | a \leq t \leq b \} $$

Example
$$\scriptstyle \frac {d^2 x}{dt^2} + 4 \frac {d x}{dt} + 2 x(t) = f(t)$$ with $$\scriptstyle x(0) = 0$$ and  $$\scriptstyle x(1)=0$$ on the interval $$\scriptstyle I_{ab} = \{x | 0 \leq t \leq 1 \} $$

See the wikipedia topic

Boundary Value Problems


text:
Boundary Value Problems/Lesson 7

Boundary Value Problems

Rectangular Domain (R2)
$$\displaystyle u_{xx} + u_{yy} = 0$$

Disk Domain (Polar)
For a disk with a radius of "c", let the polar coordinates be $$ 0 < r < c $$, and  $$  -\pi < \theta < \pi $$ $$ r^2 u_{rr} + r u_r + u_{\theta \theta}=0$$ $$ u(c,\theta)=f(\theta) $$, boundary condition.

$$ u(r,\pi)=u(r,-\pi) $$ continuity of potential. $$ u_{\theta}(r,\pi) = u_{\theta}(r,-\pi) $$ continuity of derivative.

$$ \displaystyle u(r,\theta) = R(r)\Theta(\theta) $$ The solution as a product of two independent functions. By substitution into the above PDE we have:

$$ \displaystyle r^2 R \Theta + r R' \Theta + R \Theta  =0 $$ Separate, $$ \displaystyle \frac {r^2 R + r R'}{R} + \frac {\Theta }{\Theta} =0 $$ $$ \displaystyle \frac {r^2 R + r R'}{R} = - \frac {\Theta }{\Theta}= \mbox {Constant} $$

The constant may be greater than, equal to or less than zero.

$$\displaystyle - \frac {\Theta ''}{\Theta}= \lambda^2 $$ $$ \displaystyle \Theta ''+ \lambda^2 \Theta= 0 $$
 * $$\displaystyle \lambda^2 > 0 $$

$$\displaystyle \Theta(\theta) = A cos(\lambda \theta) + B sin( \lambda \theta ) $$ Use the continuity conditions and try to determine something more about A, B and λ. $$ \displaystyle u(r,\pi)= u(r,-\pi) $$ thus $$ \displaystyle \Theta(\pi)= \Theta( -\pi) $$ and $$ \displaystyle A cos(\lambda \pi) + B sin( \lambda \pi )=A cos(\lambda -\pi) + B sin( \lambda -\pi ) $$ $$ \displaystyle B sin( \lambda \pi )=- B sin( \lambda \pi ) $$ $$ \displaystyle 2B sin( \lambda \pi )=0 $$ Either $$\displaystyle B=0 $$ or $$\displaystyle sin( \lambda \pi )=0 $$ Before choosing, apply the second boundary condition:

The continuity of the derivative provides a second condition: $$\displaystyle u_{\theta}(r,\pi)= u_{\theta}(r,-\pi) $$ thus $$ \displaystyle \Theta_{\theta}(\pi)= \Theta_{\theta}( -\pi) $$ $$\displaystyle-A \lambda sin(\lambda \pi) + \lambda B cos( \lambda \pi )=-A \lambda sin(\lambda -\pi) + B \lambda cos( \lambda -\pi ) $$ $$\displaystyle -A \lambda sin(\lambda \pi) =A \lambda sin(\lambda \pi) $$ $$\displaystyle 2A \lambda sin(\lambda \pi) =0 $$ Either $$\displaystyle A=0 $$ or $$ \displaystyle sin( \lambda \pi) =0 $$ If either A or B are zero then $$\displaystyle sin( \lambda \pi) =0 $$ also must hold. So all we need is $$ \displaystyle sin( \lambda \pi) =0 $$ which implies $$\displaystyle \lambda = n $$. Remember $$ \displaystyle sin(n \pi) = 0, \mbox{ } n=1,2,... $$

Example of Potential equation on semi-annulus.
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title: Boundary Value Problems/Lesson 7


text:
Theory-based Semantics

Theory-based semantics is a phrase used by Dr. Richard L. Ballard to describe knowledge representations that are based on the premise that the binding element of human thought is "theory," and that theory constrains the meaning of concepts, ideas and thought patterns according to their associative relationships. For this reason, knowledge stores of theory-based semantic representations do not just represent meaning, they precisely embody the very knowledge they are intended to represent - they KNOW. Ballard's Knowledge Science says that knowledge (Knowledge = Theory + Information), is any input of theory or facts that reduces question uncertainty. From this perspective, theory represents 85% or more of knowledge with information (data, facts of situations and circumstances), representing 15% or less. The built-in, a`priori intelligence of theory also defines concept values and purpose, which in turn, determines each concepts influence on every other concept, idea or thought pattern with which it is associated. Theory-based semantics holds that this state of intelligence is valid whether a concept is held in the mind, or is represented within the machine environment. Once learned by people or machines, theory endures with great tenacity, changing only when new paradigms of thought subsumes or replaces the well-justified theories that we use to understand our world. The endurance of data and facts, however, are quite different. They are in a constant state of flux as situations and circumstances dynamically change one moment to the next. From the standpoint of theory-based semantics, most appearances of change are not new - they are only new to us. The facts may be different, but most often, the theory that defines situations and circumstances remains the same.

Foundations in Theory-based Representations
Biological science and philosophies such as epistemology, offer unique viewpoints on how we "know," but the definition of knowledge and exactly how we know is an on-going debate among many in the academic and scientific communities. In the case of theory-based semantics, the most influential foundations of understanding come from Carl Sagan and his landmark book called The Dragons of Eden, "Speculations on the Evolution of Human Intelligence". In his television series COSMOS, he expanded on this thesis further. Episode 11: "The Persistence of Memory", Sagan presents the argument that once the requirements for evolution exceeded the capacity of DNA, nature emerged with the miracle of the brain. Sagan argues that what makes the brain unique is its capacity to store knowledge and to remember with a capacity many magnitudes greater than DNA. Sagan presented neurological explanations of how the brain works, bridging the brain's memory function to the conclusion that repeated patterns of thought, such as those produced by theory (the conditional reasoning power that we learn from enculturation, education, life experience and deep analytical thought), work hand-in-hand. Theory-based semantics was born out of these teachings and originally formulated by Ballard between 1977 and 1989 while at UC, Irvine working on natural language systems, and later, while developing complex decision support systems for the U.S. Government. Ballard reasoned that the brain and its methodology for storing and remembering content was the ideal model for software systems that KNOW.

Knowledge Science & Technology
While a professor of physics and computer science at UC, Irvine, Ballard realized while working tri-diagonal matrix problems, that the continuous fractions in mathematics caused explosive errors in calculation. This problem inspired him to pursue the solution for "Conservation in Computation" just as Claude Shannon did for communications in his landmark publication in 1948 entitled A Mathematical Theory of Communication.

Later in the late 80's, while working on complex problems related to the U.S. Government's Star Wars project, Ballard realized that in addition to the continuous fraction problem of mathematics, reliance upon systems of logic was also inappropriate for assessing complex situations where there were no right answers, or where answer uncertainty was extreme. The reason is that systems of logic demand self-consistency in the form of verifiable(true/false)truth conditions. For this reason, he considered logic-based systems to be unsuitable for faithfully modeling metaphysical beliefs and axiological knowledge, because the true/false requirements of logic is contrary to the most basic experience of nature and the natural creativity of the human intellect. His conclusion was that these two systems of thought, though important, play a much smaller role in human understanding then conventional thinking assumes.

KNOWLEDGE = THEORY + INFORMATION
Knowledge and Ballard's descriptive formula "Knowledge = Theory + Information," is a core principle underlying theory-based semantic technologies.

The knowledge formula asserts that knowledge is an expression of knowingness that results through the interaction between theory and information. Theory and information are dependent upon each other before an expression of knowledge is achieved. For this reason, theory and information are essential to theory-based semantic representations, and a machine's capacity to KNOW and reason like people. Knowledge can be faithfully represented from documents, drawings, illustrations, forms, spreadsheets, books, contracts, policies and procedures, reference sources and from the very minds of employees, consultants and subject experts. This is achieved because every metaphysical, physical and dataform representation can be faithfully modeled using theory-based semantics. The following breakdown helps to better illustrate the point.

THEORY represents 85% or more of knowledge. It is the thought element that gives meaning to concepts, ideas and thought patterns, by justifying the relationships and meanings of the facts of situations and circumstances. Theory answers our "how," "why" and "what-if" questions (whether they are conscious or unconscious). Circumstances and situations may change rapidly, but the underlying theory that gives them meaning, do not. Theory is “A’ Priori” (known before the fact). It is learned through enculturation, education, life experience and deep analytical thought. It is the theories in our brain that shapes our behavior and the way we assess our world. Well-justified theories such as those validated most successful by science, engineering, business, law and so forth, are most valuable. Theory considers all possibilities regardless of a given situation or circumstance. For this reason, theory is universal. Learn once, use forever.

INFORMATION represents 15% or less of knowledge. Information is the instances of fact that exist in time and space that can be processed by the senses, measured and counted. It is the "who," "what," "when," "where" and "how much" facts of situations and circumstances. Information is “A’ Posteriori”, known after the fact. The data and objects commonly captured and transported through conventional data systems is information, not knowledge, though they may contain knowledge. People are required to use the theory in their brains to make sense of the data in conventional data systems.

Enduring Value of Knowledge
Theories endure for decades, centuries and for thousands of years. Most of the theories in our brains that shape our understanding of basic social relationships were conceived 20,000 to 40,000 years ago, passed down through the generations. Most of our core financial theories, such as "buy low, sell high," or "the principles of simple interest" and "compound interest," were conceived and put into use by our ancestors millenniums ago. New theories are constantly being conceived, such as social trends and fads, but only those that are most practical to society endure.

Other Resources by D. L. Thomas

 * Organizational Knowledge Web Technologies, Learning Solutions Magazine 12/5/2016
 * Knowledge Science: The Great Big Beautiful Puzzle by Dennis L. Thomas, Learning Solutions Magazine 1/30/2017
 * Leveraging Organizational Knowledge by Dennis L. Thomas, Learning Solutions Magazine 1/2/2017
 * 70:20:10 Holistic Knowledge Ecosystems by Dennis L. Thomas and Martha Nawrocki, Learning Solutions Magazine, February 28, 2017
 * IQxCloud Use Case: Manufacturing Knowledge Learning Ecosystem by Dennis L. Thomas & Martha Nawrocki, Learning Solutions Magazine May 1, 2017

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