text:
User talk:Draicone

thanks for RFD cleanup
I had established a clerking procedure, that anyone who archives the discussions checks to see that the closer removed the deletion discussion tag, see Requests_for_Deletion/Closing_process_and_clerking. And then promptly forgot about it. Thanks for cleaning up, I'll be more careful in the future.

Your admin status
Hello. I'm a steward. A new policy regarding the removal of "advanced rights" (administrator, bureaucrat, etc.) was adopted by community consensus recently. According to this policy, the stewards are reviewing administrators' activity on wikis with no inactivity policy. You meet the inactivity criteria (no edits and no log actions for 2 years) on enwikiversity, where you are an administrator. Since that wiki does not have its own administrators' rights review process, the global one applies. If you want to keep your rights, you should inform the community of the wiki about the fact that the stewards have sent you this information about your inactivity. If the community has a discussion about it and then wants you to keep your rights, please contact the stewards at m:Stewards' noticeboard, and link to the discussion of the local community, where they express their wish to continue to maintain the rights, and demonstrate a continued requirement to maintain these rights. We stewards will evaluate the responses. If there is no response at all after approximately one month, we will proceed to remove your administrative rights. In cases of doubt, we will evaluate the responses and will refer a decision back to the local community for their comment and review. If you have any questions, please contact us on m:Stewards' noticeboard. Best regards, Rschen7754 20:55, 23 November 2014 (UTC)

Wikiversity:Bots
There is a current discussion about changes to the Bots policy. As a bot operator we would welcome your input at Wikiversity_talk:Bots. --mikeu talk 15:05, 2 January 2016 (UTC)

DraiconeBot~enwikiversity
I noticed that you have a bot which has never been active since it was flagged a decade ago. Given that this bot is unused I'm going to remove the flag. If you would like to revive the bot to contribute here please ping me or another crat. --mikeu talk 16:15, 2 January 2016 (UTC)

title: User talk:Draicone


text:
User:GHe

Wikipedia:User:GHe

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

title: User:GHe


text:
Plantlore

Lore is defined as the knowledge gained through tradition or anecdote. The lore of plants has long been an integral part of our lives. It has influenced our cuisine, medicine, and religion.

Processing of raw plant materials into a myriad of forms has become the norm, a practice which has become so extensive, a cultural amnesia about the plant-based origin of many products has developed. For instance, how readily can you connect a pill to a plant? Frequently, pharmaceuticals derive one or more active ingredients from plant sources. For example, the advent of aspirin was inspired, in part, by the salicin present in willow bark.

Plantlore vs. ethnobotany
As a rule, if your resource is about the topic of general plantlore or folk remedies and not a specific, indigenous culture, it belongs in the plantlore department. If, however, your resource is about how a specific native culture uses a particular plant or their attitude toward plants in general, that resource belongs in ethnobotany. Also, there's no harm in linking your resource to both categories, as this increases the odds that it will be useful to our users!

Learning projects

 * Edible plant identification

title: Plantlore


text:
Medicinal plants and wild foods

Learning Project Summary

 * Project code:
 * Suggested Prerequisites:
 * No prerequisites.
 * Time investment:
 * Assessment suggestions:
 * Major Portal: Life Sciences
 * School: Plant Sciences
 * Department:
 * Stream
 * Level:

Content summary
[Describe this learning project in a sentence or two.]

Goals
Putting Plants in Context

History. Understanding the transition from plant medicine to pharmaceuticals.

Anthropology. Becoming aware of other cultures' medicines.

Research. Assessing the current research on medicinal plants.

Sociology. Examining the beliefs of the medical community about medicinal plants.

Practical Matters

Botany. Developing a basic botanical knowledge-base.

Identification. Special focus on identifying plants of medicinal and nutritional value.

Practice. Making connections between illnesses and plant-based treatments.

Craft. Understanding how to prepare & use plants.

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

Texts

 * Botany (via Wikibooks)

Lessons

 * Lesson 1: ...

Activities

 * Activity 1.
 * etc.

Readings
Each activity has a suggested associated background reading selection.
 * Reading 1.
 * Study guide:
 * Wikipedia article: __Article Name__
 * etc.

Resources
Jim Duke's Phytochemical & Ethnobotanical Databases

Includes an ethnobotanical database searchable by use or by plant name, which will give the medical uses of the plant.

Active participants
Active participants in this Learning Group

de:Vorlesung:Gifte als Heilmittel

title: Medicinal plants and wild foods


text:
User:Pedro.Gonnet

My name is Pedro Gaston Gonnet and I was born January 6th, 1978 in Montevideo, Uruguay.

I am currently living in Zurich, Switzerland.

I am currently working on a PhD in Computer Science at the ETH Zurich.

The focus of my research is in Topic:Numerical Algorithms, and I have experience in Topic:Bioinformatics and Topic:Simulation Science.

Work in Progress
I am currently trying to pull together a Department of Scientific Computing in the School of Computer Science. I'm currently adding courses to the topic Numerical Algorithms.

 * Numerical Algorithms
 * Finite Arithmetic
 * Interpolation and Extrapolation
 * Root Finding in one Dimension
 * Root Finding in many Dimensions

I am also fiddling with an introductory programming course in Zonnon which will be added to the Department of Computer Programming as soon as I am no longer ashamed of it.

de:Benutzer:Pedro.Gonnet

title: User:Pedro.Gonnet


text: User talk:Armodeus

title: User talk:Armodeus


text:
Cryptography

Cryptography (sometimes known as cryptology) is the mathematical and computational study of information security; in particular the study of methods used to transmit information securely between two or more parties, unreadable by unauthorized eavesdroppers. Cryptography finds many applications in the modern world, e.g. protecting online logins, smart card protocols, email privacy, confidential documents, and so on.

Fundamentals
Usually, to protect information from being revealed, a person will attempt to render the information unreadable by anyone without some secret information. This process is called encryption. The original data is usually called the plaintext, while the resulting scrambled data is usually called the ciphertext. The secret information can take the form of a password, a number, a file, etc. and is usually called the key (as it can "unlock" the ciphertext).

Any authorized party should be able to, given a ciphertext and its secret key, reconstruct the original information, in a process known as decryption. This allows several parties to transmit information securely using a shared secret key. There are many different methods to perform encryption, varying widely in simplicity and security. These methods are usually called ciphers.

Much of cryptography is also devoted to the opposing field of cryptanalysis, the act of trying to "break" a cipher so that encrypted information can be retrieved, using only part or none of the secret key, by an adversary. The continuous feedback between cryptographers, who develop ciphers, and cryptoanalysts, who break them, has led to the development of many advanced and secure ciphers used today.

There is also some confusion between codes and ciphers. A code is a symbol, whether it be a letter or a symbol, which stands for a word, not a letter. A cipher is a symbol which stands for a letter.

Classifications
Cryptography can be classified into three areas:
 * Classical - before the 20th century, simple substitution and transposition ciphers played major roles
 * Modern - mechanized and digitized cryptography came into existence in the 20th century
 * Key exchanges - Public Key and Quantum cryptography
 * Diffie-Hellman key exchange and RSA in the last few decades has enabled mass secure transmissions and internet transactions
 * Quantum Cryptography - As quantum computers come into existence, algorithms and protocols are fast being developed for this new platform.

Readings and learning media

 * Cryptography
 * History of cryptography
 * Cryptography

Videos

 * Public key cryptography - Diffie-Hellman Key Exchange

Lessons

 * Substitution Algorithms
 * /Caesar Cipher/
 * Data Encryption Standard
 * /Introduction to Simple Substitution Cypher/
 * /More Simple Substitution Cyphers/
 * /Other Substitution Cyphers/
 * /Rearrangement Cyphers/
 * Cryptoeconomics
 * Blockchain
 * Cryptocurrency
 * /Hardware Encryption/

Additional Study

 * Advanced Encryption Standard
 * Ciphertext-only attack
 * Cramer-Shoup cryptosystem
 * Cryptographic engineering
 * Cryptographic hash functions
 * Cryptographic primitive
 * Cryptographic protocol
 * Cryptosystems
 * Data Encryption Standard
 * Digital Rights Management
 * Digital signature
 * E-mail privacy
 * ElGamal encryption
 * Elliptic curve cryptography
 * Export of cryptography
 * Information theory
 * Message authentication code
 * Pretty Good Privacy
 * Public key infrastructure
 * Quantum cryptography
 * Security engineering
 * SSH
 * Symmetric key algorithm
 * Transport Layer Security
 * Transport layer security
 * Caesar cipher
 * Cryptanalysis
 * Frequency analysis (cryptanalysis)
 * Public-key cryptography
 * Transposition cipher

With video lectures

 * 1) Cryptography I, Dan Boneh, Stanford University, 2014
 * 2) Cryptography II, Dan Boneh, Stanford University, 2014
 * 3) Applied Cryptography, Dave Evans, University of Virginia (self paced course on Udacity)

Without video lectures

 * 1) Modern Cryptology, William Cherowitzo, University of Colorado, Spring 2012.
 * 2) Introduction to Cryptography, Yehuda Lindell, Bar-Ilan University, 2013.
 * 3) Foundations of Cryptography, Yehuda Lindell, Bar-Ilan University, 2014.
 * 4) Intuitive Advanced Cryptography, Nguyen Thoi Minh Quan.

title: Cryptography


text:
User talk:Pedro.Gonnet

Hi Pedro, Welcome to Wikiversity. I noticed your forceful but illumination introduction to Scientific Computing. Do you think participants in scientific computing methods and algorythms would be interesting in helping us set up a distributed computing system for Wikiversity participants attempting to do actual number crunching in labs or learning projects? I am envisioning eventually a BOINC supercomputing@home style virtual supercomputer [] [] that Wikiversity participants can support and use for various purposes. One of the first might be actual testing of methods and algorythms for parallel or distributed processing. A good long term goal for Wikiversity or not? I am interested in your current assessment or opinion. Feel free to change it in the future. Mirwin 08:57, 19 December 2006 (UTC)

Image copyright problems

 * Your currently affected uploads are listed below. For each, please provide a license template and source. Thanks .– Mike.lifeguard | @en.wb 23:59, 13 February 2008 (UTC)

 * 2006-10-09 13:30, Pedro.Gonnet: Binary 37.png: untagged! ; 1 (1)
 * 2006-10-09 14:24, Pedro.Gonnet: Fixed-point.png: untagged! ; 1 (1)

User:Pedro.Gonnet/Programming in Zonnon
Are you interested in developing User:Pedro.Gonnet/Programming in Zonnon and putting it in the main space? I'm trying to write an English Wikipedia article on Zonnon

Thanks WhisperToMe (discuss • contribs) 02:32, 31 May 2013 (UTC)

title: User talk:Pedro.Gonnet


text:
Viola

The viola is rather similar to the violin, but the body of the instrument is slightly larger and the tone is more mellow. While the viola may not appear in the limelight as often as the violin, it plays an important but subtle part in any musical ensemble, countering the melodies with its richer, deeper harmonies.

Classical Periods
Violas endured a long period of near-muteness during the Baroque period (1600-1750). Composers felt that the instrument was awkward and clumsy. During the 1800's, however, classical musicians such as Berlioz recognised the muscial value violas offered orchestras and composed many viola solos.

Rudiments
Good posture is as important for the viola as it is for the violin. The bow is held in the right hand, the viola in the left. The fingers should be curled gently over the top of the neck of the instrument.

Strings of the Viola
The strings of the viola are tuned to perfect fifths - from highest to lowest, A, D, G and C, which are an octave higher than the strings on the cello.

Fingering

 * 1) First finger - index finger
 * 2) Second finger - middle finger
 * 3) Third finger - ring finger
 * 4) Fourth finger - little finger

Positions
The first basic three notes upon a single string, using the first, second and third fingers make up first position, e.g. E, F#, and G on the D string. If the hand moves up one note, so that the first finger is now on F#, this is called second position, and so on. Positions aid the violist in reaching higher notes upon the string, or using vibrato on what usually would have to be an open string. There are eight positions in total.

Bowing
The bow should be drawn so that it is approximately parallel to the bridge. Beginner violists should practise bowing clear, resonant notes - making sure that they are not bowing two notes at the same time. Violists need to bow more firmly than violinists, given the thickness of the strings.

Practice Techniques
Beginner violists should remember that solid improvement is easily achievable with regular practice. Twenty minutes a day, five days a week, is a good way to start. Remember, these sessions need to be lengthened with the difficulty of the playing standard.

Links

 * Viola on Wikipedia

This page was requested at Requests

title: Viola


text:
User:CDinAshton/Wikiversity pages I'm interested in

 * WikiU Film Course
 * School of Geology
 * School of Language and Literature


text:
Collaborative play writing

Plans for play writing projects
Briefly describe plans for play writing projects in sections below. Active projects should each have their own subpage.

An alternative Internet site involving play writing on a public wiki is found at link. Read Collaborative Playwriting: Polyvocal Plays from the EU Collective Plays Project the largest new play project in theatre history and discover 5 models for collaboration plus the plays themselves. (Routledge 2019).

From monologue to dialogue
The idea behind this project is to write a play, starting with a monologue and gradually re-writing it into a dialogue. One new character will be added with each re-write and, in this manner the script will eventually be fleshed out into a full play. So the key would be to start with a really good monologue.

Monologue from plays
Among renowned playwrights, Anton Chekhov wrote a monologue for one man, On the Harmful Effects of Tobacco (1886). The text of "On the Harmful Effects of Tobacco" is seen at http://method.vtheatre.net/doc/tobacco.html

Jean Cocteau wrote The Human Voice (1930), a monologue for one woman speaking on the telephone.

August Strindberg wrote The Stronger (1889), a play with 2 women, but only one of them speak. The text of "The stronger" is seen at http://www.archive.org/details/threeplayscounte00striuoft

Eugene O'Neill wrote "Time before Breakfast" (1916), a one-act play with two persons (a man and a woman), but only the woman speaks. also Hughie (1942), a one-act play with 2 men, but with mostly one of them speaking. Samuel Beckett wrote Happy Days (play) (1961), a play with one woman and one man, with only the woman speaking. In two other Beckett plays, Krapp's Last Tape (1958) contains one man and Not I (1972) one woman. Harold Pinter wrote Landscape (play) (1968) with one man and one woman, but since they do not interact, this amounts to two monologues for the price of one. Sam Shepard wrote Kicking a Dead Horse (2007) with one man, almost a monologue, except for one woman arriving late in the play, and a dead horse.

Among lesser known more modern plays, Kristen Thomson wrote I, Claudia (2001), a one-woman play.

Monologue from short stories
A second possibility is to adapt a short story in monologue form into a play. Renowned examples of this kind include Victor Hugo's The Last Day of a Condemned Man (1829), Nikolai Gogol's Diary of a Madman (1835), Fyodor Dostoyevsky's Notes from Underground (1864), Thomas Mann's Death in Venice (1912),  Franz Kafka's A Hunger Artist (1924), Louis-Ferdinand Céline's "Cannon-fodder" (1949).

The text of "The Last Day of a Condemned Man" can be read at http://www.archive.org/details/worksofvictorhug05hugoiala

"Diary of a Madman" at http://www.archive.org/details/mantleotherstori00gogorich

"Notes from Underground" at http://en.wikisource.org/wiki/Notes_from_Underground

Monologue from diaries or confessions
The diary format may be particularly conducive to such adaptations. Famous memoirs comprise Confessions (St. Augustine) (397), by Augustine of Hippo, "Chronicles of the reign of Henry III and Henry IV of France" (1621) by Pierre de L'Estoile, Samuel Pepys's diary (1669), John Evelyn's diary (1697), Confessions (Jean-Jacques Rousseau) (1782) by Jean-Jacques Rousseau, Histoire de ma vie (Story of my Life, 1794) by Giacomo Casanova, Carlo Gozzi, "Memorie inutili" (Useless memoirs, 1797), Confessions of an English Opium-Eater (1821) by Thomas de Quincey, Mémoires d'outre-tombe (Memoirs from beyond the grave, 1848), by François René de Chateaubriand,  A Confession (1882) by Leo Tolstoy, and Franz Kafka's Diaries (1948). In a more modern, popular if not frivolous vein, there is Bridget Jones's Diary (1996) by Helen Fielding.

Augustine's confessions are found at http://en.wikisource.org/wiki/The_Confessions_of_Saint_Augustine

Pepys' diary at http://en.wikisource.org/wiki/Diary_of_Samuel_Pepys

Evelyn's diary at http://www.archive.org/details/diaryjohnevelyn00braygoog

Rousseau's confessions at http://www.archive.org/details/confessions01rousgoog

Gozzi's confessions at http://www.gutenberg.org/etext/33225

The memoirs of Casanova at http://www.archive.org/details/jccld10

The memoirs of de Quincey at http://en.wikisource.org/wiki/Confessions_of_an_English_Opium-Eater

The memoirs of Chateaubriand at http://wikilivres.info/wiki/Chateaubriand%27s_memoirs

Tolstoy's confessions at http://en.wikisource.org/wiki/A_Confession

Monologues in play forms adapted from confessions have already been written, such as The Year of Magical Thinking (2007) by Joan Didion: consisting of one woman and I Am My own Wife (2003) by Doug Wright, consisting one one female transvestite.

There is one ongoing project in this section: "French chronicles of the 1590s".

French chronicles of the 1590s
"French chronicles of the 1590s" is based on "Chronicles of the reign of Henry III and Henry IV of France" (1621) by Pierre de L'Estoile.

The initial version of this play written by Robert Lalonde is based on a free e-book version available at.

See

French chronicles of the 1590s

Making a Renaissance play Shakespeare-like

Reflections on collaborative playwriting in the English Renaissance theatre have been published in the journal Theatre Research International, 1989 http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=3061952

A second source of information is a more recent book by Heather Anne Hirschfeld: Joint enterprises: collaborative drama and the institutionalization of the English Renaissance Theater. Amherst and Boston: University of Massachusetts Press, 2004, presented in part at

http://books.google.fr/books?id=tT_lXKFK1roC&printsec=frontcover&dq=Joint+Enterprises:

a book reviewed by Brain Walsh in Renaissance Quarterly-Volume 58, Number 1, Spring 2005, pp. 345-347.

at http://muse.jhu.edu/login?uri=/journals/renaissance_quarterly/v058/58.1walsh.html

One idea is to start with an entire public domain play and rewrite it, each writer being responsible for specific scenes, often done in Elizabethan days. The best choices might be plays with strong scenes but with important flaws liable to be improved.

There are 3 ongoing projects of this kind.

Cardenio
Double Falshood (1727) by Lewis Theobald is an adaptation of the lost The History of Cardenio by John Fletcher (playwright) and William Shakespeare. The lost play is described at the Lost Plays database: http://www.lostplays.org/index.php/Cardenio. Gary Taylor (scholar) adapted it in Renaissance-style speech. Stephen Greenblatt and Charles L. Mee adapted it in modern style.

Only a small part of the original version of the Theobald play, perhaps 1%, sounded like either of the 17th century authors. The purpose of the project is to make the Theobald play more Shakespeare-like, or at least more Fletcher-like. At the present moment, the text has almost entirely been reshaped and sounds much more like an 17th century work. The names of most of the characters have been changed back to the original version of the story, namely the Cardenio episodes contained in chapters 24, 27, 28, 29, and 36 of Miguel de Cervantes' Don Quixote (1605 and 1615).

The original text of "Double falsehood" is available at http://www.archive.org/details/cu31924013363894

See

Cardenio

A Yorkshire Tragedy
Plays of the Shakespeare Apocrypha may be used, such as A Yorkshire Tragedy (1608). As with Cardenio, the text has been almost entirely reshaped.

The original text of "A Yorkshire Tragedy" is found at http://www.archive.org/details/supplementplays00shakiala

See

A Yorkshire Tragedy

Aglaura
Other playwrights listed in English Renaissance theatre may be used, such as Aglaura (play) (1637) by Sir John Suckling (poet). The text has almost entirely been reshaped to sound like a more important 17th century work.

The original text of "Aglaura" is seen at http://www.archive.org/details/poemsplaysandot06suckgoog

See

Aglaura

The Murder of John Brewen
Works from playwrights listed in English Renaissance theatre may be adapted for other works than the theatre, such as The Murder of John Brewen (1592), a prose pamphlet written by Thomas Kyd. This text has been reshaped into a 17th century-type play.

See

John Brewen

The Countess of Challand
Tales of the Italian Renaissance writer, Matteo Bandello, may be pilfered, as Shakespeare did, directly or indirectly via other authors, for a few of his plays. Among over 200 published tales (1554, 1573) is "The Countess of Cellant", available at the following site:

http://www.archive.org/details/novelsmatteoban01bandgoog

In the English translation, Cellant is a distortion of Challand, as in the town of Challand-Saint-Victor in the Aosta Valley region of north-western Italy, and so the collaborative play is renamed "The Countess of Challand".

See

The Countess of Challand

Adapting an existing play into contemporary style
Plays in the public domain may be used, prior to the date of the current Copyright cut-off, and transformed into contemporary language. An example of this type is "Warnings" (1913), a one-act play by Eugene O'Neill. A second option is to take more recent plays available on the Internet where Copyright was waived, for example "Time to Burn" (1997), a one-act play by Charles L. Mee.http://charlesmee.org/html/plays.html

One-act plays can be extended into full length plays. Every year, hundreds of plays are refused by theatre directors. Where do they go? Why not submit it here in the hope of improving it?

There are two ongoing projects for this subsection.

Warnings
The original text of "Warnings" is seen at http://www.eoneill.com/texts/warnings/contents.htm

See

Warnings

Time To Burn
The original text of "Time To burn" is seen at http://charlesmee.org/html/timetoburn.html

See

Time to Burn

Adapting a foreign play into English
Find a foreign language play in the public domain and adapt it into English.

For French and German dramatists, see List of French playwrights, List of German-language playwrights, and List_of_playwrights_by_nationality_and_date_of_birth. Perhaps particularly appealing would be late 19th century social plays.

French theatre
French theatre with strong social themes include those of Eugène Brieux and François, Vicomte de Curel.

Examples of the more popular theatre include Boulevard Theatre since the 19th century, written In French, plays with hundreds if not thousands of productions, mainly in Paris, but also in New York and London. Only some of these have been translated. Important comic playwrights of this genre include Georges Courteline, Georges Feydeau, and Sacha Guitry, while playwrights in the more dramatic vein include Jean Anouilh, Henry Bernstein, and Edouard Bourdet.

German theatre
A notable example of a German author with strong social themes is Gerhart Hauptmann, whose plays include The Weavers (play) (1892), The Beaver Coat (1893), The Conflagration (1901), Drayman Henschel (1898), Rose Bernd (1903), and The Rats (play) (1911). Although social conditions have changed, these plays may be fruitfully adapted to new ends.

The first three Hauptmann plays can be found at http://www.archive.org/details/thedramaticworks09971gut

and the second threesome at http://www.archive.org/details/thedramaticworks09972gut

Adapting a novel or short story into a play
Plays based on a contemporary or older novel or short story may be used.

Moon Hammer
The goal of Moon Hammer project is to create a theatrical version of a science fiction ghost story Moon Hammer and to recreate a theatrical experience similar to The War of the Worlds (radio) (1938) by Orson Welles, based on the novel of the same name (1898) by H.G. Wells.

See

Moon Hammer play writing project

Other science fiction possibilities
"Frankenstein", a novel by Mary Shelley is overdue for collaborative dramatization (see novel at http://www.gutenberg.org/ebooks/84 and see also http://knarf.english.upenn.edu/Articles/forry2.html)

"20,000 leagues under the sea", a novel by Jules Verne could also be dramatized http://www.gutenberg.org/ebooks/2488

"Dracula", a novel by Bram Stoker is another possibility: http://www.gutenberg.org/ebooks/345

"Mummy" A merged collaborative version of four titles on Gutenberg would be great.

Adapting historical events into a play
Plays based on historical events may be used.

Adapting a film-script into a play
A film-script in the public domain may be adapted into a play, or a Copyrighted film-script significantly changed, or else a script not yet made into a film. Every year, hundreds of film-scripts are refused. Where do they go? Why not submit it here in the hope of improving it?

Adapting a scientific dialogue into a play
A scientific exchange can be turned into a play.

Adapting a blog into a play
A blog between several persons can be turned into a play, for example this one on a scientific subject.

Considerations on copyright
Here is a point to ponder: if we use a pre-existing, copyrighted monologue as a starting point, will we be violating the copyright? Since the final product will be vastly different from the original text, this may be permissable, but on the other hand, the original text may still be there - word for word - but simply spread out throughout the script. Also, is the copyright on the actual text alone? Or does it include the idea behind the text as well (ie. would paraphrasing the original piece still be violating the copyright)?

Do you have some specific examples of "pre-existing, copyrighted monologue" that you might want to use? I see there are some texts available under free licenses such as the movie playscript Out Of The Blue by Daniel Joseph Pezely, under this license. Also see mothers group also under creative commons license. You can search for more at Creative Commons. There is also GFDL text at the fiction wikia.

title: Collaborative play writing


text:
Portal:Media

ja:Portal:メディア

title: Portal:Media


text: Category:Media

title: Category:Media


text:
User talk:Roadrunner~enwikiversity/Whiteboard

I don't know if this is the right place for this.

I am exactly crazy enough to beta test your physics degree. I plan on attending a traditional university for an astrophysics degree this winter. I would be more than happy to acquire parallel knowledge via wikiversity. That would put me in a unique position to compare your intended degree program with an accredited one.

I would love to know more. Please feel free to contact me at Please delete my email address when you get it. I get enough spam as it is.


text:
Petroleum and natural gas engineering

Petroleum engineering is the branch of the engineering sciences that deals with the economic production of hydrocarbons within the earth. Petroleum engineers are employed primarily by energy corporations to design wells and measures to get hydrocarbons from the earth and deliver them to market. Petroleum engineers are also involved in the exploration and estimation of hydrocarbons in the ground.

Drilling engineering - The discipline that deals with the design and operational aspects of drilling operations that aim to access the underground hydrocarbon (crude oil and gas) reserves.

Production engineering - The discipline that deals with the operation, troubleshooting and optimization of producing oil or gas wells; and design and operation of facilities for production and transportation of oil and gas.

Reservoir engineering - The discipline that is concerned with the quantitative estimation of underground reserves of hydrocarbons, as well as understanding the model of reservoir so that optimum exploitation scheme can be used.

The above disciplines supplement the geoscience discipline that attempts to understand and map subsurface hydrocarbon containing structures.

Traditionally, petroleum engineering has focused on the exploration and exploitation of naturally occurring oil and gas reservoirs. However, due to the increasing demand for hydrocarbons, the production of hydrocarbons from other fossil fuels or sources is also getting increasing attention. Examples of such alternative sources are hydrocarbons from coal, biomass, solid waste, etc. Further, hydrocarbons can be obtained from coal in several ways: The naturally occurring methane gas in coal beds can be produced through boreholes, the mined coal can be subjected to various reactions to produce liquid or gaseous hydrocarbons, deep coal deposits that are difficult to mine are subjected to gasification, etc.

title: Petroleum and natural gas engineering


title: File:Accelerated2.gif


text:
Motion - mechanics

MOTION MECHANICS

There are 2 types of mechanics in physics- classical mechanics and quantum mechanics- as this is a high school physics guide, the focus shall be mainly on classical mechanics seeing as quantum mechanics is highly complicated and tricky in places. Classical mechanics is one of the two major sub-fields of mechanics, which is concerned with the set of physical laws describing the motion of bodies under the action of a system of forces. The study of the motion of bodies is an ancient one, making classical mechanics one of the oldest and largest subjects in science, engineering and technology.

Classical mechanics describes the motion of macroscopic objects, from projectiles to parts of machinery, as well as astronomical objects, such as spacecraft, planets, stars, and galaxies. Besides this, many specializations within the subject deal with gases, liquids, solids, and other specific sub-topics. Classical mechanics provides extremely accurate results as long as the domain of study is restricted to large objects and the speeds involved do not approach the speed of light. When the objects being dealt with become sufficiently small, it becomes necessary to introduce the other major sub-field of mechanics, quantum mechanics, which reconciles the macroscopic laws of physics with the atomic nature of matter and handles the wave-particle duality of atoms and molecules. In the case of high velocity objects approaching the speed of light, classical mechanics is enhanced by special relativity. General relativity unifies special relativity with Newton's law of universal gravitation, allowing physicists to handle gravitation at a deeper level.

Statics
Statics is the branch of mechanics concerned with the analysis of loads (force, torque/moment) on physical systems in static equilibrium, that is, in a state where the relative positions of subsystems do not vary over time, or where components and structures are at a constant velocity. When in static equilibrium, the system is either at rest, or its center of mass moves at constant velocity.

By Newton's first law, this situation implies that the net force and net torque (also known as moment of force) on every body in the system is zero. From this constraint, such quantities as stress or pressure can be derived. The net forces equaling zero is known as the first condition for equilibrium, and the net torque equaling zero is known as the second condition for equilibrium.

Vectors
A scalar is a quantity like mass or temperature which only has a magnitude. A vector is a quantity that has both a magnitude and a direction. There are many notations to identify a vector, the most common ones are:

 * A bold faced character V
 * An underlined character V
 * A character with an arrow over it $$\overrightarrow{V}$$.

Vectors can be added using the parallelogram law or the triangle law. Vectors contain components in orthogonal bases. Unit vectors i, j, and k are along the x, y, and z directions.

Force
Force is the action of one body on another. A force tends to move a body in the direction of its action. The action of a force is characterized by its magnitude, by the direction of its action, and by its point of application. Thus force is a vector quantity, because its effect depends on the direction as well as on the magnitude of the action.

Forces are classified as either contact or body forces. A contact force is produced by direct physical contact; an example is the force exerted on a body by a supporting surface. On the other hand, a body force is generated by virtue of the position of a body within a force field such as a gravitational, electric, or magnetic field. An example of a body force is your weight.

Moment of a Force
In addition to the tendency to move a body in the direction of its application, a force can also tend to rotate a body about an axis. The axis may be any line which neither intersects nor is parallel to the line of action of the force. This rotational tendency is known as the moment M of the force. Moment is also referred to as torque.

Moment About a Point
The magnitude of the moment of a force at a point O, is equal to the perpendicular distance from O to the line of action of F, multiplied by the magnitude of the force. Simply the magnitude of the moment is defined as

$$M = Fd$$

where F is the force applied (N) and d is the perpendicular distance from the axis of the line of action to the force (m).

Moment of Inertia
In classical mechanics, moment of inertia, also called mass moment, rotational inertia, polar moment of inertia of mass, or the angular mass, (SI units kg·m²) is a measure of an object's resistance to changes to its rotation. It is the inertia of a rotating body with respect to its rotation. The moment of inertia plays much the same role in rotational dynamics as mass does in linear dynamics, describing the relationship between angular momentum and angular velocity, torque and angular acceleration, and several other quantities. The symbol I and sometimes J are usually used to refer to the moment of inertia or polar moment of inertia.

While a simple scalar treatment of the moment of inertia suffices for many situations, a more advanced tensor treatment allows the analysis of such complicated systems as spinning tops and gyroscopic motion.

Dynamics
In classical mechanics, analytical dynamics, or more briefly dynamics, is concerned about the relationship between motion of bodies and its causes, namely the forces acting on the bodies and the properties of the bodies (particularly mass and moment of inertia). The foundation of modern day dynamics is Newtonian mechanics and its reformulation as Lagrangian mechanics and Hamiltonian mechanics.

Newton's Law of Motion
Newton's laws of motion are three physical laws that form the basis for classical mechanics. They describe the relationship between the forces acting on a body and its motion due to those forces. They have been expressed in several different ways over nearly three centuries, and can be summarized as follows:

 * 1) First Law: The velocity of a body remains constant unless the body is acted upon by an external force.
 * 2) Second Law: The rate of change of momentum of an object is directly proportional to the resultant force acting upon it, this can also be written mathematically,

$$F = \frac{dp}{dt} = m\frac{dv}{dt} + v\frac{dm}{dt}$$

for a constant mass system

$$v\frac{dm}{dt} = 0$$

and so

$$F = m\frac{dv}{dt}$$

where $$\frac{dv}{dt} = a$$

reducing to

$$F = ma$$

3. Third Law: The mutual forces of action and reaction between two bodies are equal, opposite and collinear, which can be written mathematically as

$$\displaystyle\sum F_{a,b} = -\displaystyle\sum F_{b,a}$$

Validity of Newton's Laws
Newton's Laws of Motion are incredibly useful mechanisms and explanations for the motion of macroscopic objects at relatively small velocities in relatively low intensity gravitational fields, however, at incredibly high speeds (usually involving sub-atomic particles) or in an incredibly strong gravitational field Newton's Laws of Motion do not work properly as, due to Einstein's Theory of Special Relativity, objects moving at incredibly high speeds do not have a constant mass:

$$v\frac{dm}{dt}\ne0,v\to3\times10^{8}ms^{-1}$$

title: Motion - mechanics


text:
User:Sblisesivdin

Physics Engineer, PhD student in Physics

 * Homepage

title: User:Sblisesivdin


text:
PHP/Learning Guide

PHP is a significant language, with millions of practical applications used for a variety of commercial and non-commercial purposes. It is installed on thousands of web servers worldwide, and web hosts consider using PHP on their servers for other applications e.g. hosting control panels. Due to the greatly increased availability over other web languages (Perl for instance), PHP has grown rapidly and knowledge of it can even lead to a high paying job. However, today we're going to start out small and teach you the basics, step by step, of the Wikiversity Introduction to PHP.

Introduction
As the course reference begins, PHP is a server side scripting language. This means that the scripts you write are handled by the server (generally the web host) rather than the client (the end user's browser), unlike other scripting languages like JavaScript. Its use requires a certain software known as a web server (not the hardware - any PC will do, in theory) which handles incoming connections from other computers and sends back web pages as requested.

For PHP to run, this web server has to be configured so that when certain requests come - requests for pages with the .php extension, for example - PHP is called. The php.exe file then jumps in, looks at the code, interprets it and sends the output back to the web server within a fraction of a second for the web server to send back to the client. This means that if your PHP code was the following:  All that would be sent to the user's web browser is this: ABC This means that significant web applications can be developed by software firms without having to worry about competitors stealing their code - after all, you wouldn't want to spend millions only for your arch rivals to get it all for free by taking it from your servers.

Prerequisites
Just to clarify, some of the prerequisites listed at Introduction to PHP don't even exist yet (as of 6/10/06), so in lieu of them we suggest you run through the basics of w3schools.com's HTML tutorial and the first few lessons of its JavaScript tutorial.

Basic syntax
As this is your first PHP lesson, we'll cover this section in detail. How web servers handle programming languages is quite simple - they look for certain file extensions (the .whatever in the file name) and run specific commands depending on the file type. In this instance, web servers look for .php in the file name, and instead of simply sending the file across, they call a program called php.exe and pass the file to it. php.exe then parses (interprets) it before sending the output back to the web server.

However, there is a very useful feature of PHP that requires some further insight here. This feature is PHP's ability to effectively jump in and out of 'PHP mode', so that, at times, normal HTML can be used in scripts. This is a basic example:  Notice that normal html tags are wrapped around the php. If this were a .html file, what would be sent to your web browser is exactly the above.

title: PHP/Learning Guide


text: User talk:Sblisesivdin

title: User talk:Sblisesivdin


text:
User:BrainiacOutcast~enwikiversity

I am BrainiacOutcast from wikipedia. Still working on transferring my userpage.

My Favorite Games
Dragonfable

Feel free to try it.

My stats

#2
Tanks

#3
Stickman sam 4

title: User:BrainiacOutcast~enwikiversity


text: User:BrainiacOutcast~enwikiversity/userboxes/nonhumor/indicator


text: User:BrainiacOutcast~enwikiversity/userboxes/nonhumor/indicator/code


text:
User:BrainiacOutcast~enwikiversity/userboxes/nonhumor/indicator/top

I am


text:
User:Amrykid

On Wikipedia and Wikibooks,i have a account.

UserPage

Accounts

 * Wikipedia Account
 * Wikibooks Account

title: User:Amrykid


text: File:Blanktsb.jpg

title: File:Blanktsb.jpg


text:
User:Dnjkirk

Hi,

I'm not an active poster on Wikipedia, but I do the occasional correction to articles. My background is Military/Political History (B.A. Hons) and Military and Strategic Studies (M.A.) with a focus on Naval History and Military Philosophy. I've started the Strategic Studies School, and the Game Design School and look forward to doing much more work there.

About me:
 * I play the tabla.
 * I am too busy.
 * MM Lo. 923 S.C.

Useful Links: Recent Changes to Wikiversity What contributions I've made

title: User:Dnjkirk


text:
User:Neilgrey

Personal Information
(Born: September 24, 1985, in Toronto, Ontario, Canada)

Currently a resident of Barrhaven, Ontario, Neil Grey is a student attending Carleton University in Ottawa, Ontario, Canada. His post-secondary fields of persuit include a Bachelor of Information Technology and Bachelor of Arts in Economics. He is also currently studying independently in the fields of Molecular Biology, General Chemistry, Physical Chemistry, and Chemical Engineering.

A member of Carleton University Students' Association, New University Government (Carleton), February 7th Coalition, Student Issues Action Committee (Carleton), Information Technology Society, and the Game Development Club.

Founder of Allumino Media Inc., he leads post-secondary students in multimedia development projects for local businesses.

title: User:Neilgrey


text: File:NeilGrey.jpg

title: File:NeilGrey.jpg


text:
School:Strategic studies

Faculty of Social Sciences Anthropology • Communication • Development Science • Economics • Geography • History • Linguistics • Media Studies • Political Science • Psychology • Public Policy • Social Work • Sociology • Strategic Studies • Women's Studies

 Strategic Studies Hello and welcome to the Wikiversity School of Strategic Studies. Thank you for your interest and please join in editing the Strategic Studies pages! Prior to doing so, we recommend you check out our page Templates for use in the Strategic Studies School. The Templates page also details the basic organization of this school.

The purpose of this school is manifold. While it exists to help groups of people learn about strategy through study and interaction, it also exists to generate its own learning materials. In order to do this, it is necessary that each author, editor, researcher or student has a common vocabulary and a strong body of knowledge about the subject matter. Learning is, in turn, reinforced through teaching and assisting others in their learning process. This cycle of study, reasearch, debate, and instruction is not only self-perpetuating but a highly effective pedagogical model. By learning, you will assist the learning of others and ameliorate the state of this school's pedagogical materials. Students are highly encouraged to discuss, develop, and finally publish new course content and syllabi online. They are also encouraged, inside and outside of classes, to contribute to content development on the various interconnected Wikimedia projects.

Every Course has (or will have) a Wikibook Textbook, along with other texts. This text is for the development of those people who have gone through the Course, performed the Projects therein, and grasped the basic understanding that Course was meant to confer. Since students who newly master a topic are most eager to share their knowledge, it should be right at the end of a Course where students contribute to the School's ongoing projects. Students who have fully grasped and understood a concept tend not to be as excited as those who have newly learned it, and those who have not yet learned are unprepared for the task. This tapping of student enthusiasm thus takes place in the final assignment at the end of each class.

Potential students can look forward to a comprehensive free education in Strategic Studies. The Wikiversity School of Strategic Studies has participants dedicated to promoting critical thought and scholarship in the study of strategy.

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

 Current Learning Projects The development of large scale projects for group learning and future pedagogical use is one of the goals of this school. Some of the ongoing learning projects are:

Collaboration with Board Game Studies

 * The Universal Tactical Simulation: This project aims to develop a workable set of basic rules, that can be applied to any era of history or configuration of forces, for simulation of combat at a tactical (battlefield) level. The rules will, hopefully, be playable by students and have some degree of pedagogical utility. The project takes the human as the basic unit of analysis and attempts, as best as possible, to measure and predict a human's response to the difficulties experienced in combat. This may be accomplished by the use and analysis of smaller games specifically designed to fight single battles in history.
 * Universal Operational Simulation: Drawing from the experience of the Tactical Simulation, this project aims to make a hex-based operational simulation for the purposes of instruction. Like the Tactical Simulation, it will be useful to develop individual games with specific wars and/or eras as their subject, and then extrapolate common themes into a universal "base" of rules from which any other era or war may be extracted.
 * Strategic Simulations: This project attempts to create a set of workable rules for strategic level simulations. These games should be useful to higher-level students as a pedagogical tool and should be playable by large numbers of players. Each simulation is built to illustrate a certain angle of the study of strategy. When enough data and content is gathered, we may attempt to combine the individual simulations into a grand unified simulation of strategic level decision making.

 School history
 * The School of Strategic Studies was founded within the Wikiversity's Department of Social Sciences on 7 October, 2006.
 * The school got its own Userbox on 16 October, 2006.

 School news
 * The School:Military Studies was imported from wikibooks. It is not yet finished. Do you want to expand this ? from 12th September 2007

 Related Schools

 Selected Research Topics Please feel free to add a topic or contribute your hunting and gathering time (see Hunter-gatherers_project) to expanding the resources in an existing one!

 Quote "War is of vital importance to the state, the province of life and death, the road to survival or ruin. Its study cannot be neglected." Sunzi, The Art of War Chinese general and strategist (544-496 BCE)

 Participation

Active participants

 * Since 18 August 2014 with contributions to Globalization. --Marshallsumter (discuss • contribs) 13:37, 17 April 2018 (UTC)

Inactive participants

 * Jagdpanther after 31 March 2008.
 * Erkan Yilmaz after 12 September 2007.
 * Swatjester  after 15 June 2007.
 * Userunknown  after 20 March 2007.

Things you can do!

 * Clean up Draft:Volcanoes and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Technology and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Stroke management and move it to become a subpage of a supporting main page learning project.

Bachelor of Arts in Strategic Studies The intent of this School is to offer a program, not unlike a degree program, in Strategic Studies. Given this objective, a series of courses are listed below so that students will be able to fulfill their goal of undertaking a comprehensive and university-style Undergraduate degree program. The program is structured over a hypothetical four-year period, in which a student takes ten classes per year. The core classes must be completed and should be augmented by selections from the electives. Strategic Studies is a multidisciplinary study. It is therefore encouraged that students select courses from other Schools that have application in light of the direction they wish to take their studies. Students taking a Historical focus should feel free to round out their general understanding of history by taking nonmilitary history courses that perhaps have a relation to the student's geographic areas of interest from School: History. Students wishing to emphasize Political Science in their studies are encouraged to take general courses from School: Political Science. Students may notice that Strategic Studies has a strong overlap with Peace Studies, and Courses from that Department may make up part of a student's Course load.

Guidelines: for definitions of Courses, Classes, and Projects, please see the Templates page. Students should complete ten Courses per "year." All Core Courses must be completed. The student may round out their Course load with appropriate Electives. Appropriate would imply that they come from the "year" in which the student is studying at that time. While there is nothing to stop you from taking courses in any order you wish, it is recommended that courses be taken in some semblance of order. Upon completion of the full degree program... pat yourself on the back. Education is its own reward.

Core Courses First Year
 * STST 100 - Introduction to Strategic Studies
 * STST 110 - Introduction to Military History
 * STST 120 - Introduction to Political Science
 * STST 122 - Political and Historical Methodology
 * STST 130 - History of International Relations I (From Westphalia to 1914)
 * STST 131 - History of International Relations II (the ‘short’ twentieth century)

Second Year
 * STST 200 - History of Strategic Thought
 * STST 210 - History of War in the Western World
 * STST 220 - Introduction to International Relations
 * STST 221 - Foreign Policy Analysis
 * STST 222 - Introduction to Sociology

Third Year
 * STST 300 - Conflict Analysis and Geopolitics
 * STST 320 - International Relations Theory I (‘classics’)
 * STST 321 - International Relations Theory II (‘new approaches’)
 * STST 322 - Defense Politics
 * STST 323 - Security Studies I

Fourth Year
 * STST 400 - Modern Warfare
 * STST 401 - Terrorism and Political Violence
 * STST 420 - Military Organizations and Society
 * STST 421 - Security Studies II

Elective Courses  Electives  First Year
 * STST 132 - International Relations in the Classical World
 * STST 150 - Introduction to International Law
 * STST 155 - Introduction to Tactics

Second Year
 * STST 220 - Globalization
 * STST 250 - International Organizations and Conflict Resolution
 * STST 251 - Humanitarian Law
 * STST 255 - Infantry Tactics
 * STST 256 - Cavalry Tactics
 * STST 257 - Armor Tactics
 * STST 260 - Contemporary History of Eastern Europe and Russia
 * STST 261 - Contemporary History of South America
 * STST 262 - Contemporary History of East Asia
 * STST 263 - Contemporary History of South Asia
 * STST 264 - Contemporary History of the Middle East
 * STST 265 - Contemporary History of Subsaharian Africa
 * STST 266 - Contemporary History of Northern Africa
 * STST 267 - The World Wars
 * STST 268 - History of Cold War

Third Year
 * STST 300 - Culture, Society, and the Concept of Just War
 * STST 301 - Sex and Violence, The Relationship of Sexuality with Military History and Organization
 * STST 311 - History of Warfare, The Rise of the Samurai from the Heian Period to the Battle of Seki ga Hara
 * STST 312 - History of Warfare, Chinese Military History to the Communist Revolution
 * STST 313 - History of Warfare, Campaigns of Napoleon
 * STST 314 - History of Warfare, The American Civil War
 * STST 350 - Ethics and armed conflict
 * STST 355 - Combined Arms Tactics

Fourth Year
 * STST 401 - Seminar in Information Warfare
 * STST 402 - Seminar in Maritime Warfare and Amphibious Operations
 * STST 450 - Seminar in Strategic Espionage
 * STST 451 - Seminar in Tradecraft and HumInt
 * STST 452 - Seminar in SigInt
 * STST 455 - Seminar in Operational Warfare
 * STST 456 - Strategy games

Useful textbooks from Wikibooks

Associated Wikimedia for Strategy and War

title: School:Strategic studies


text:
User:Jade Knight

I'm Michael-Forest. I [used to] live in the Western US, and I [also used to be] also quite active on Wikipedia. I used to be Custodian here at Wikiversity, but don't have much time for it any more.

I've been most active in the Department of European History, the French Department and in the English Language Division, though I was generally active in the Schools of History, Relosophy and Language and Literature.

 * Tasks
 * /Tools/

If you really want to reach me, email me.

fr:Utilisateur:C'valyi d'Jade

title: User:Jade Knight


text:
Portal:European History

Welcome to the Department of European History

''We are part of the School of History. A complete listing of history-related projects may be found at the History Portal.''

The goal of the European History Department will be to coordinate, organize, and provide material relating to the History of Europe. It is expected that other Departments may be created that will fall under this department, eventually covering all topics related to Europe in further detail.

'''New to Wikiversity or the European History Department? Want something to do? Click here!'''

Courses/Projects Currently Offered
Resources currently available at the Department of European History:
 * World War I
 * Russian Revolution
 * History of the Ottoman Empire
 * AP European History

Planned Courses/Projects
Also see the European History Task Page for other proposals.
 * History of Europe to 1648
 * Life of Alexander (in conjunction with the School of Classics)
 * Medieval History/Middle Ages
 * Spanish History
 * History of Ireland through Song
 * British Empire
 * The Great War and Versailles
 * History of Germany
 * Prussia and German Unification
 * History of Slav Peoples
 * History of Scotland

Shelved Courses/Projects
These are courses which have been shelved, but may be revitalised at a later date.
 * Hitler's Germany (last active: 2009)
 * Thucydides: The Peloponnesian War (431-404 BC) (last active: 2008)
 * Trench Warfare (last active: 2007)

Department news

 * October 7, 2006 - Department founded!

Participants

 * Since 22 November 2013 with History --Marshallsumter (discuss • contribs) 12:30, 8 May 2018 (UTC).

Inactive participants

 * Inawe up to 22 March 2013.
 * User:Alexander.Llewelyn up to November 2011.
 *  Berek up to 8 October 2011.
 *  User:S.Venera up to 29 April 2011.
 *  Darklama  17 January 2011.
 * Leutha up to 25 August 2010.

Related Schools & Departments

 * Classics (Latin and Greek Studies)
 * Medieval History (archive)
 * Politics of the European Union

Readings and External Materials

 * History of European research universities
 * 120 Minutes with JTS (Jewish Theological Seminary): A wide variety of Jewish topics, many of which are about history.

title: Portal:European History


text:
Portal:Computational linguistics

Welcome to the Wikiversity Center for Computational Linguistics.

Schools:
 * Computer Science
 * Linguistics

Topic:Lexicography redirects to here.

Summary
The Center for Computational Linguistics is a Wikiversity content development project where participants create, organize and develop learning resources for Computational Linguistics. This general goal intersects the Schools of Computer Science and Linguistics. It relates also to Translation, Multilingual Studies and other topics.

Specific Goals
This content development project is concerned with learning activities for Computational linguistics. We need learning activities that will help learners:
 * To get familiarized with basic terminology of the field.
 * To get to know different experiences on this field related to Mediawiki: conjugators, bots, multilingual websites approach such as WiktionaryZ,...
 * To practice in your own computer software tools, such as Natural language Toolkit and Apertium.
 * To propose, discuss or even develop new applications which can be used with Mediawiki, especially to improve projects such as Wiktionary, language learning methodologies in Wikiversity or language learning books in Wikibooks.

Concepts to learn include: /concepts

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

Lessons
Brainstormed list of possible lessons:

 * Lesson 1: What does Computational Linguistics mean?
 * Lesson 2: Computational Morphology
 * The conjugator based on templates: An example in Wiktionary
 * Lesson 3: The corpus (corpus linguistics)
 * What is it? What can it be used for?
 * Lesson 4: The parser
 * Lesson 5: OmegaWiki as a corpus or lexicon
 * Lesson 6: Audio interfaces and the relationship between sound and meaning
 * Lesson 7: Human/Machine interfaces and linguistics framework
 * Lesson 8: Language acquisition for youngsters and their machines
 * Lesson 9: Computational applications for foreign language learning
 * The multilingual platforms: user preference selection.
 * ...Lesson brainstorm continues...

Remember: All actual learning resources should be on pages in the main namespace (page names with no prefix).

Alternative

 * First course — Introduction

 * Introduction
 * Including Unix for Poets (how to mangle text)
 * Lexical analysis
 * Morphological analysis
 * Finite state automata and transducers
 * Tour of free-software packages (including at least SFST and lttoolbox)
 * Paradigms and lemma-paradigm pairs
 * Two-level morphology
 * POS tagging
 * HMMs
 * Syntactic analysis
 * Finite state grammars
 * Semantic analysis
 * Word sense disambiguation
 * Machine translation
 * Sub-fields: Direct, Transfer, Example-based, SMT
 * Practicals on creating MT systems for a given pair of languages within the RBMT/Transfer paradigm (using Apertium), and in the SMT paradigm (using GIZA++/Moses)
 * Practicals on creating MT systems for a given pair of languages within the RBMT/Transfer paradigm (using Apertium), and in the SMT paradigm (using GIZA++/Moses)

 * Second course — Probabilistic methods

Activities

 * Creating templates for automatic regular conjugated verbs creation. (Regular verbs conjugated with templates in Spanish Wiktionary)
 * Using a corpus:
 * Work on the Translator's Handbook sections, Machine Translation and Computer-assisted Translation
 * Participate locally at OmegaWiki or at OmegaWiki.org
 * ...develop an activity...

Readings
Each activity has a suggested associated background reading selection.
 * Study guide: ...write me...
 * Wikipedia article: Computational linguistics
 * Multilingualism at Meta
 * ...add more...

Active participants
If you are an active participant here, please resign here every six months to a year. You can see past participants here. Active participants in this Learning Group
 * 1) --Copyleft 22:29, 22 June 2009 (UTC)

title: Portal:Computational linguistics


text:
User talk:Jade Knight

Archives: 2006 | 2007 | 2008 | 2009 | 2010

Social Sciences
I think this is your talk page :) I will try to post responses here.  Thanks a lot for the help.

History of Ireland through Song
Hello! I came across the History of Ireland Through Song page while googling around for posts in Edward O'Connor's Irish History in Song series (http://edward.oconnor.cx/tags/irish-history-in-song), and I thought if you were still interested in developing that project, you might find those posts useful as well. I decided to write to you directly instead of on the talk page there as (1) You look to me like the most frequent and highest-ranking poster there :) and (2) I thought it might be possible that even though that page hasn't been updated in quite a while, you might have worked on the subject elsewhere. Cheers!

You are invited to register for the Wikiversity Assembly

 * The Assembly has been established as a technique for developing reports on topics of import for Wikiversity administration. The Assembly is not a decision-making body, per se. Rather, it is designed to create or discover or estimate consensus, through focused, facilitated, thorough deliberation. Assembly reports may be referenced in regular Wikiversity discussions, but will not directly control outcomes. Where full consensus is not found, minority reports may be issued.
 * I invite you to register for the Assembly by adding your user name to the Delegable proxy/Table.

 * Registering for the Assembly creates no specific obligation, but does consent to direct communication as the Assembly may determine is appropriate. You may opt out of such direct communication by adding "no messages" to the Table when you register, in the user comment field, but it is unlikely that the default (communication allowed) will create burdensome traffic for you.

You are invited to name a proxy

 * When you register for the Assembly, you may optionally designate a "proxy."

 * I suggest that you nominate, as a proxy, the user whom you most trust to participate positively in a Wikiversity discussion if you are unable to participate yourself. The proxy will not be voting for you in any process. Rather, the proxy will be considered to loosely represent you, as a means of estimating probable large-scale consensus based on small-scale participation, in the event that you do not personally participate.

 * If you name a proxy, you will be consenting to direct communication with you by that proxy. If a named proxy accepts the proxy, you become, as long as you maintain the nomination (you may change it at any time), the "client" of the proxy, and by accepting, a proxy has consented to direct communication from the client.

 * See Delegable proxy for details.

Comments
I'm inviting all relatively inactive custodians to register for the Assembly, and to name a proxy as described. This is because you who have been and remain custodians have yourselves been trusted by the community, and your proxy choice, if you name one, may carry some reasonable weight, due to your experience. You may, of course, participate directly, whether you do or do not name a proxy. Thanks for considering this. --Abd 01:41, 12 September 2011 (UTC)

Request for joining my project
Are you interested in joining Goguryeo Project? Please, join it! World historia (talk) 08:06, 11 June 2012 (UTC)

School:Irish studies
Hi Jade Knight!

I listed the School:Irish studies in the Category:Schools and twice this has been reverted by an IP. It seems to me listing the resource in the schools category may increase contributions. What do you think? --Marshallsumter (talk) 23:37, 30 October 2012 (UTC)

Plant physiology
Hello. I noticed you made an improvement to the page plant physiology, after it has been copied from Wikipedia with no effort. Do you think it should be deleted? I wanted to deleted it, but thought you should have a say since you made an improvement to it. Thanks. - Sidelight12 Talk 00:20, 9 September 2013 (UTC)

Your administrator status on the English Wikiversity
Hello. A policy regarding the removal of "advanced rights" (administrator, bureaucrat, etc.) was adopted by community consensus in 2013. According to this policy, the stewards are reviewing activity on wikis with no inactivity policy.

You meet the inactivity criteria (no edits and no log actions for 2 years) on the wiki listed above. Since that wiki does not have its own rights review process, the global one applies.

If you want to keep your rights, you should inform the community of the wiki about the fact that the stewards have sent you this information about your inactivity. If the community has a discussion about it and then wants you to keep your rights, please contact the stewards at m:Stewards' noticeboard, and link to the discussion of the local community, where they express their wish to continue to maintain the rights.

If you wish to resign your rights, you can reply here or request removal of your rights on Meta.

If there is no response at all after approximately one month, stewards will proceed to remove your administrator and/or bureaucrat rights. In ambiguous cases, stewards will evaluate the responses and will refer a decision back to the local community for their comment and review. If you have any questions, please contact the stewards. Rschen7754 06:11, 14 January 2015 (UTC)

 * Re: Colloquium/archives/March_2015 Are you interested in becoming active again? --mikeu talk 00:22, 2 January 2016 (UTC)

Wikijorunal
According to created Wikijournals (of Medicine and of Science) - have you thought about creating Wikijournal of History? What do you think? Kubaj98 (discuss • contribs) 22:19, 31 January 2017 (UTC)

Middle Ages
Hi Jade Knight!

I've merged Medieval History into Middle Ages and will add some sources. You are apparently the only contributor partially active! --Marshallsumter (discuss • contribs) 18:53, 21 September 2017 (UTC)

title: User talk:Jade Knight


text:
User talk:Dnjkirk

School of History
Welcome to Wikiversity. I recommend you check out the School of History and make yourself at home there. Since you seem to be interested in WWII, I also highly recommend you check out Kfitton's course on Hitler's Germany. The Jade Knight 19:02, 14 October 2006 (UTC)

Courses on Wikiversity
FYI, I'm not with the crowd that came from Wikibooks, but I still make the distinction. Something you should understand, though, is that any type of material on here in Wikiversity which could (or should) belong in a book belongs on Wikibooks, including book-style self-teaching courses. Wikiversity is a place for courses with teachers, tutors, research projects, group learning activities, etc. In other words, all the learning that you wont find in just a book. For example, have a glance at European History or French. That's the sort of stuff that belongs on Wikibooks. The Jade Knight 02:58, 19 October 2006 (UTC)
 * That's not what I'm creating. If that had been the objection all along, it has been clear that nobody's actually looked at what I (and now others) am doing.--Dnjkirk 12:39, 19 October 2006 (UTC)

Games and strategies
Would be well in the department of economics, game theory division.--Hillgentleman 08:33, 22 October 2006 (UTC)
 * Good call. Done.--Dnjkirk 08:48, 22 October 2006 (UTC)

accredition
As I see it, if Wikiversity doesn't offer accredited that it can't distinguish itself from other sites out there. There is already MIT's Opencourseware that offers complete college level courses free of charge. Also, the opportunity to have community level support for learning is definitely advantageous, hopefully that will come to fruit sometime in the near future. RichMac 06:03, 24 October 2006 (UTC)
 * Don't get me wrong, I think accreditation would be cool, but I do believe that the fostering of the learning environment and gathering of minds is currently the most important thing. For that, I think a focus on broadening the scope to increase interest of diverse personalities, second, the increase of interconnectedness between disciplines to encourace fruitful collaboration, and third, the increase of depth of content on the diverse areas of the board dur to these positive confluences of interest. Then we take Berlin.--Dnjkirk 12:59, 25 October 2006 (UTC)

Japanese
Have you seen Topic:Japanese? --HappyCamper 17:21, 10 November 2006 (UTC)
 * Yes.--Dnjkirk 17:34, 10 November 2006 (UTC)
 * Hi Dnjkirk! Please see the belated reply to your post at Wikiversity talk:Interlingual Beta Club. We have some new developments. Stay tuned! CQ 05:14, 3 December 2006 (UTC)

Software testing
Hello Dnjkirk, perhaps we can do a collaboration in the future? See here. --Erkan Yilmaz 10:34, 18 December 2006 (UTC)
 * Please also have a look here. --Erkan Yilmaz 12:52, 18 December 2006 (UTC)

Japanese Roman Character Pronunciation Guide
What form of romanization did you use?--Balloonguy 00:12, 11 January 2007 (UTC)
 * Mine own!--Dnjkirk 16:09, 11 January 2007 (UTC)

The Study of Strategy Project
Hello Dnjkirk, I just have a short question: what's your plan for the "Study of Strategy" Collaborative Project ? What could be its contents / objectives ? For whom would it be prepared ? Wikiversity students ? Thanks in advance ! - CorentinB 13:51, 18 February 2007 (UTC)
 * Good question. I had a feeling it would start to develop once there were a couple finished courses and a couple new contributors. As you can see, I've stagnated. Just a table of contents that organizes the ideas that should be presented in the degree program would be useful.--Dnjkirk 16:07, 18 February 2007 (UTC)

Image copyright problems

 * Your currently affected images are below. For each, please provide a license template and source. Thanks .– Mike.lifeguard | @en.wb 23:30, 13 February 2008 (UTC)

 * 2006-10-25 14:39, Dnjkirk: Tabladrum.JPG: untagged! ; 1 (1)
 * 2006-10-25 14:50, Dnjkirk: Tablaset.JPG: untagged! ; 1 (1)
 * 2006-10-28 04:29, Dnjkirk: Reichsturmfahnesmall.jpg: untagged! ; 1 (1)
 * 2006-10-28 04:44, Dnjkirk: Landsknecht models.JPG: untagged! ; 1 (1)
 * 2006-11-07 18:00, Dnjkirk: TablaGe.jpg: untagged! ; 1 (1)

plans with Topic:Spanish Tercio
Hello Dnjkirk, you once started the above page and someone put a deletion template on it. Wante dto ask if you wanna continue with the page in the (near) future ? Erkan Yilmaz uses the Wikiversity:Chat (try) 15:48, 14 April 2008 (UTC)

Strategy
Know you haven't been in for a while, but there's an intereted student over at Strategic Studies. The Jade Knight (d'viser) 20:10, 14 October 2008 (UTC)

title: User talk:Dnjkirk


text:
Wikiversity talk:Accreditation

I think that accredation should be one of the long-term (very long-term) goals of Wikiversity. While it should have "just for learning" courses, it should also aim to set up a vigorous program of study capable of providing effective real-world degrees. A good starting point may be setting up a GED preparation program for those in the US, where Wikipedia would not need to offer any accredation itself, but simply prepare its students for "the big test" which itself would grant the diploma. Jade Knight 09:30, 7 October 2006 (UTC)

 * I believe this would be the best model and could be expanded to the university sphere as well. Courses could be set up so that, if taken properly, students could expect to pass a clep test at an accredited university.  By taken properly I mean that, for example, if a wikiversity class has an exam that is designated as closed book/notes, the student acually takes the exam in such a manner.  Such a model would take much of the legal responsibilities off of Wikimedia itself, as it is not actually granting any degrees, while still imparting a real-world value to the classes.  What would be highly valuable (although admittedly difficult and time consuming) would be a table which equates a certain Wikiversity class to classes offered by various universities in terms of difficulty and subject material covered.  Then again, one could argue that much of the work has already been done by other projects, as most of the course material for a great many subjects can be easily accessed on Wikipedia, Wiktionary, Wikispecies, etc.  Wikiversity's main function would be to organize these articles into a cohesive and understandable curriculum, set up tests, and delineate what these classes could mean in the real world.  cerealkiller13 18:24, 25 October 2006 (UTC)

 * I lean towards this model, myself. Eventually, however, I'd like to see us offer our own sort of acceditation.  The Jade Knight 12:03, 20 February 2007 (UTC)

Far? Future
I think that at this moment in time, there is no possible way to Wikiversity to be considered a "credible" university in the eyes of wider society worthy of accredidation. It does not seem this should be the focus as this point in time. It does seem like right now that we should focus on developing a solid core structure and system of the way information and knowledge is conveyed. Perhaps once departments seem like cohesive units that really have state of the art and advanced information and knowledge, and people are using Wikiversity to gain as much knowledge as they would at already accredited university, then accreditation will seem like a natural progression. --Remi0o 06:53, 20 December 2006 (UTC)

Accreditation outside of Wikiversity
Accreditation in the United States is a fairly simple process. Schools must show accreditors that they have clear academic goals and the financial and human resources to achieve those goals. The main purpose of accreditation is to ensure that the university doesn't go bankrupt while students get their degrees.

Accreditors tend to be very favorably disposed toward new universities, thanks to institutions such as the University of Phoenix and Capella University.

It's also probably unnecessary for Wikiversity. There are several ways of converting knowledge to degrees, that it's not necessary for Wikiversity IMHO to reinvent the wheel.

Roadrunner 21:27, 5 August 2006 (UTC)

title: Wikiversity talk:Accreditation


text:
Scientific computing

Computational science, also known as scientific computing or scientific computation (SC), is a rapidly growing multidisciplinary field that uses advanced computing capabilities to understand and solve complex problems. It is an area of science which spans many disciplines, but at its core it involves the development of models and simulations to understand natural systems.

 * Algorithms (numerical and non-numerical): mathematical models, computational models, and computer simulations developed to solve science (e.g., biological, physical, and social), engineering, and humanities problems
 * Computer and information science that develops and optimizes the advanced system hardware, software, networking, and data management components needed to solve computationally demanding problems
 * The computing infrastructure that supports both the science and engineering problem solving and the developmental computer and information science

Best Practices
The purpose of this resource is to describe best practices in the field of scientific computing. Computing has become an essential scientific tool in research, yet techniques in this discipline are often not taught.

Summary of Best Practices (reproduced from Wilson et al 2014)

 * 1) Write programs for people, not computers.
 * 2) A program should not require its readers to hold more than a handful of facts in memory at once.
 * 3) Make names consistent, distinctive, and meaningful.
 * 4) Make code style and formatting consistent.
 * 5) Let the computer do the work.
 * 6) Make the computer repeat tasks.
 * 7) Save recent commands in a file for re-use.
 * 8) Use a build tool to automate workflows.
 * 9) Make incremental changes.
 * 10) Work in small steps with frequent feedback and course correction.
 * 11) Use a version control system.
 * 12) Put everything that has been created manually in version control.
 * 13) Don't repeat yourself (or others).
 * 14) Every piece of data must have a single authoritative representation in the system.
 * 15) Modularize code rather than copying and pasting.
 * 16) Re-use code instead of rewriting it.
 * 17) Plan for mistakes.
 * 18) Add assertions to programs to check their operation.
 * 19) Use an off-the-shelf unit testing library.
 * 20) Turn bugs into test cases.
 * 21) Use a symbolic debugger.
 * 22) Optimize software only after it works correctly.
 * 23) Use a profiler to identify bottlenecks.
 * 24) Write code in the highest-level language possible.
 * 25) Document design and purpose, not mechanics.
 * 26) Document interfaces and reasons, not implementations.
 * 27) Refactor code in preference to explaining how it works.
 * 28) Embed the documentation for a piece of software in that software.
 * 29) Collaborate.
 * 30) Use pre-merge code reviews.
 * 31) Use pair programming when bringing someone new up to speed and when tackling particularly tricky problems.
 * 32) Use an issue tracking tool.

title: Scientific computing


text:
Portal talk:European History

"Faculty"
I'm making a list of active participants here. I hope we can work together to establish a strong departmental curriculum. If you get involved, please list yourself below. I hope to eventually make a list of active, contributing faculty, including credentials and area of expertise. Jade Knight 09:46, 7 October 2006 (UTC)
 * Jade Knight 09:46, 7 October 2006 (UTC)
 * Kfitton 14:12, 10 October 2006 (UTC)
 * Gabriel Spiro 17:57 December 6, 2006 (Montgomery College, Germantown Campus)
 * DanSto 04:30, 23 June 2007 (UTC)
 * Megaera 22:00, 4 September 2007 (UTC)
 * Dctrainor 20:31, 24 November 2007 (UTC)
 * Zakman93  8:30,  November 3 2008  (UTC)  I Just joined and I signed up to teach the History Of Germany Course.
 * dilos1 10:30, November 6, 2008
 * Berek 21:46, 8 October 2011 (UTC) Currently working on History of Scotland - grateful for any feedback!

Subjects
What kinds of courses/subjects/learning projects would people like to see? List them here, and we'll do our best to come up with something!
 * French Revolution
 * From Fascism to Communism - Political Groups in European History
 * British Isles
 * The European Union
 * The Balkan countries and their histories
 * Feudalism and The Middle Ages

Goals*
What should the goals and structure of this department be? Jade Knight 09:47, 7 October 2006 (UTC)

 * The same goal as any history department - to study the human condition and develop the skills that historians require to complete the task (research, critical analysis, and developing cohesive arguments/documentations). --Kfitton 14:26, 10 October 2006 (UTC)

 * I was thinking more along the lines of short-term goals, but yes, that's good as a general overview of what we're after. The Jade Knight 01:01, 11 October 2006 (UTC)

Department Policy*
I suggest that we adopt a policy that encourages new users to be bold when developing new content (=lessons/learning projects), but to be less bold when changing the nature of this Department; in other words, discuss all major changes, proposed policies and systems, etc., before adopting them here. Don't just say "This is how things are run here in the European History Department." What do you think? The Jade Knight 00:02, 10 October 2006 (UTC)

 * Well there is always going to be resistance, due to the nature of wiki. There are always going to be people that want to jump into the deep end and start upending everything.  However, there needs to be at least some consensus between participants, otherwise no one is going to understand the format.  I'm all for having a wide and varied content base, but there has to be some sort of structure with which to organize it all.  As historians, we should be taking the long-term view to this by not moving too fast at the department level.  A forum style approach might serve us well in this regard and generally agreeing to keep edits to a minimum on the main page.  --Kfitton 14:26, 10 October 2006 (UTC)

 * I think so, too. Shall we make that "official policy" of the department, then?  The Jade Knight 01:02, 11 October 2006 (UTC)

Red-linked courses/departments*
I think we should avoid listing sub-departments here until they actually exist… I'm removing the red-linked departments for now. The Jade Knight 01:39, 12 October 2006 (UTC)
 * Actually, I think department is the lowest level of organization on wiki...I don't think there is an extreme complexity in wiki that would require a sub-department, or enough large-scale participation to warrant such a need. --Kfitton 14:27, 13 October 2006 (UTC)
 * I don't particularly care if we have "lower levels of organization", but I don't think there's any point in creating links to things that don't exist here unless they're requested materials. There probably isn't much point in creating sub-departments at this point, either.  Perhaps when this Department gets much larger there will be a point, but for now…  The Jade Knight 16:29, 13 October 2006 (UTC)
 * I agree. --Kfitton 20:24, 13 October 2006 (UTC)

 * I think keeping it simple is the best approach, especially in the early stages we are in now. You want to connect people to resources in as quick a manner as possible. When we get bigger, we may have need for further breakdown to keep the pages manageable and readable, but not yet.
 * I like redlinks for courses, as it shows participants where people would like to go, and can inspire visitors to create content for a course. Often once the first few paragraphs are there, more people jump in and add/correct with an easier feeling. Historybuff 20:50, 5 March 2007 (UTC)
 * For content pages I don't mind so much, but the creation of a department is more of an administrative thing—someone could go and create a link for "Topic:The History of Slavery in Wales", for example, but if there's not much interest in that (and would there ever be enough to justify a department, in that case?), it really doesn't do much good to have a redlinked department like that. My thoughts are that subdepartments should only be listed when they actually exist.  And then, when there's interest, new departments can be created.  In the meantime, people are certainly welcome to contribute content and keep it under the Department of European History.  The Jade Knight 08:51, 6 March 2007 (UTC)

Course Names and Titles*
I have taken the liberty to suggest several Course Name/Numbers for these courses. I have implemented the basic number system I have found on other department sites, basically it is a four digit code which the first two refer to level. A 1000-2000 level course is a basic course which could be taken in the first two years at a university. 3000-4000 are more specific classes that must require a higher level of intensity. The course names are based off the country or major title. Specifically, World War I becomes a WW class (World War) and the Title should reflect the exact subject at hand. Any thoughts? Gabriel Spiro 05:17, 12 December 2006 (UTC)
 * I don't think we can effectively start organization coursework into numbers (or that we should try) until we have a context to do this in. What is the purpose of the numbering system?  How does it tie in with the goals of the Department?  The Jade Knight 08:01, 14 January 2007 (UTC)
 * It was my belief that we should start as soon as possible with the course numberin so we wouldn't have any issues later. We can go back to no course numbers but I wouldn't do that. The G 04:57, 16 January 2007 (UTC)
 * Please see the discussion above under "Department Policy". Before we adopt a numbering system, I really think it should be discussed.  So, can you please tell me:
 * What is the purpose of the numbering system?
 * How does it tie in with the goals of the Department?
 * The Jade Knight 11:11, 21 January 2007 (UTC)
 * A: To give a unified standard to the department before we become too big to fix the problem later.
 * B: I made my original comment in December; I think there has been enough of a time delay that people really didn't find it too strange. Besides, I ended my comment with "Any thoughts?"; I didn't call it a policy or a law, if you don't like it then let's talk more about it and possibly you're right.The G 04:30, 22 January 2007 (UTC)
 * A total of 3 people have ever commented on this page, including you. Out of the other 2 people on this page, 50% of them seriously questions your decision, and the other 50% hasn't said anything here since October.  There just aren't many of us here in the European History department, and we get busy from time to time; if people don't much respond, or it takes them a while, that doesn't mean they necessarily agree with something.  'tany rate, I've given my opinion.  I really think we need to think through and discuss the particulars before adopting anything.  I don't expect we'll see 100s of European History courses coming out in the next few months.  We can afford to deliberate, at least as far as "before we get too big" is concerned.  Right now we have, what, 1 functioning course?
 * So, you think we should have a numbering system "to give a unified standard to the department['s courses]." Well, that's an interesting thought.  Let's discuss it.  What kind of a standard do we want?  How does it tie in the departments goals?  What are the needs of the department?  Feel free to give your opinion on the other department-related issues raised above, as well.  The Jade Knight 08:06, 24 January 2007 (UTC)
 * I guess the question is, do you want the numbering system or not?The G 18:02, 25 January 2007 (UTC)
 * That's why I'm trying to figure out why we'd have one, before we decide what to have. Feel free to answer my questions and engage in discussion.  The Jade Knight 08:30, 26 January 2007 (UTC)
 * The system of course names/numbers used here should be documented in a section on the page.Nannus 13:30, 25 February 2007 (UTC)
 * As far as I can tell, there is no particular system right now (what does 15th century Britain have in common with WWI or Farming in Britain?). This is what I was trying to discuss.  The Jade Knight 18:51, 25 February 2007 (UTC)

 * Honestly, I think we should try and resist the urge to "number" courses. It's much better to give the course a descriptive title, and explain what _level_ the course is aimed at. "2000" may mean one thing in one country, and something completely different in another. "2nd year University level" is more bang on, and people can relate better. Historybuff 20:54, 5 March 2007 (UTC)
 * I lean towards your opinion—I'd rather not adopt a numbering system unless we have a really good reason to have one. The Jade Knight 08:52, 6 March 2007 (UTC)
 * If no one objects, then, I'll go ahead and remove them for now. What do you folks think of my structuring proposal, below?  The Jade Knight 06:27, 19 March 2007 (UTC)
 * Done The G 15:28, 21 March 2007 (UTC)
 * Thanks. Mind adding your opinion on the other various proposals floating around?  The Jade Knight 22:19, 21 March 2007 (UTC)

Structuring Proposal*

 * See European History/Class Structure

This topic has been moved to another page to keep this talk page clean and tidy. Class Structuring Proposal The G 00:15, 20 July 2007 (UTC)

Tasks
I've added a page of Tasks for the department where Projects can list stuff they need/want help with in a very user-friendly manner to help encourage new contributions. What do you think? The Jade Knight 09:21, 6 March 2007 (UTC)

Requested Courses/Projects
We need to have a better way of marking interest in certain subjects—as it is, people can just currently add links to anything they would like to see, but that's all based on one individual, and gives us no idea how popular said courses would be. Can anyone come up with a better way of finding out/showing the interest in various European History topics that may exist? The Jade Knight 08:06, 6 July 2007 (UTC)

 * Maybe we need to start to flesh out those pages and make them more like what I did over at the American History department... I made a page for every major part of American History can others can add others but its a start. The G 17:03, 11 July 2007 (UTC)

 * Well, I'm not sure that it's a good idea to create pages until we have some sort of content to put on them. But I'm asking more how we can gauge where the interest in the School lies—right now, you can't really tell if 10 people want a project on Scottish History, or just 1, you know?  Actually, I may have an idea.The Jade Knight 00:58, 13 July 2007 (UTC)

 * Jade Knight, look at the American History Section, there are three "active" members and we just made pages for every major parts of American History so that there is no confusion as to what a class is about. The G 17:07, 13 July 2007 (UTC)

 * I'm sorry, but I'm having trouble seeing how that relates to my question. While a project currently does not exist, how do you gauge interest in it?  My test above didn't work—people can't leave comments with their signatures.  I guess we could create a blank page with nothing but "if you're interested in seeing this project, leave your name below" or something like that.  I'm not sure if I like that idea, but at least it would help us to gauge where the interest lies.  The Jade Knight 07:03, 14 July 2007 (UTC)

 * I think we need to just expand the possible class lists to encompas all major parts and start to invite people to add to them.The G 15:13, 14 July 2007 (UTC)

 * That sounds like quite a project. Perhaps we should create a survey class, perhaps broken into two Chunks?  Like, European History to 1600, and European History after 1600, and use that as a starting point, and an introduction to the major themes in European History for new learners?  I don't think we should create blank projects, though—but if people request a project, we could made create an "interest" list there so that we could get an idea of how popular something is.  The Jade Knight 18:56, 14 July 2007 (UTC)

 * Or we could just create the general course (European History) and then as we work on it, then divide it into the two or more sections. That way we can have some quality work.The G 21:26, 15 October 2007 (UTC)

 * That's actually not a bad idea. The Jade Knight 21:36, 23 October 2007 (UTC)

 * Let me see if I can create one as it is a subject (general European history) that I have taught 100s of times.Dilos1 09:46, 7 November 2008 (UTC)

Courses offered
Why is "Life of Alexander" being offered here? Not that I'm against it, its just not our area (or is Greece a part of Europe?)The G 17:16, 11 July 2007 (UTC)
 * Greece is indeed a part of Europe. The Jade Knight 03:15, 12 July 2007 (UTC)
 * My mistake. The G 16:15, 12 July 2007 (UTC)

European History Page Organization*
I suggest a better organization for the main European History page. I noticed that in the Courses/Project Currently Offered section, some course have a lot more material that others. I suggest we move the courses that are in preparation in the next section entitled Planned Courses/projects there where I have placed my Survey course in preparation.

For the time being I have rearranged in chronological order the titles of all sections. Any objections? Dilos1 08:30, 8 November 2008 (UTC)
 * This comment almost certainly belongs on the European History talk page. Mind if I move it there?  The Jade Knight (d'viser) 10:50, 8 November 2008 (UTC)
 * Please do. I was a bit confused with the talk and discuss pages of the European History page at the beginning.Sorry. Dilos1 16:31, 8 November 2008 (UTC)

 * Chronological order how? The Jade Knight (d'viser) 12:33, 9 November 2008 (UTC)

title: Portal talk:European History


text:
User:DraiconeBot~enwikiversity

 * 1) REDIRECT User:Draicone

title: User:DraiconeBot~enwikiversity