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Epsilon Aurigae

This is a learning project to study a variable star called epsilon Aurigae. The star is bright enough to be seen without the aide of a telescope. Scientists are requesting the help of amateur astronomers and the public to study an eclipse that occurs every 27 years to better understand the nature of this star system. The last eclipse was from 2009 until 2011. The next eclipse is predicted to occur from 2036 to 2038.

Participants in this project will learn how to identify stars in the night sky and make measurements of the brightness changes of the variable star. You do not need a telescope or any other equipment. The measurements that you make will then be submitted to professional astronomers. An additional lesson will show you how to analyze the data yourself.

Background information
A binary star system consists of two stars that orbit around each other. Often, the two stars are too close together to see through a telescope. We can learn that a star is binary by watching the combined light from the two stars change in brightness. A graph of this change over time is called a light curve. In the diagram at left there is a large and a small star. The orbits are oriented so that periodically one star will pass in front of the other and block the light from the other star. The light curve beneath the animation shows the change in brightness of the combined light from the two stars.

title: Epsilon Aurigae


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User:Darklord

HI I'M DARKLORD A NEW MEMBER HERE.

WELCOME TO MY PAGE ENJOY :).

--Darklord 03:25, 5 July 2009 (UTC) STAY CREATIVE

WARNING: DO NOT EAT WHILE WATCHING MY PAGE :),or you'l choke your self to death.

MY ARTICLES:

Transformers:Revenge of the fallen-Why did Optimus Prime,Autobots and all of the Decipticon died?(funny version)(Warning: NOT REAL)

AUTOBOTS:

1.(Optimus Prime)- He died because he was playing with sh!t and Bumbble Bee accidently knock down a tree and hit Optimus Prime while he was playing with his sh!t. The tree hit him at the foot,and he yelled "F**KING tree hit me",it was too painful that he threw the sh!t away,but he accdently threw the sh!t in his mouth because it was so painful until that he can't aim well.He choke at the sh!t for 6 HOURS straight non-stop and died.

2.(Jazz)- He died because he was whacking his butthole and accidently whack too deep and reached his (brain/program sorce) and accidently pulled it out.And when he pulled it out he felt like an IDIOT,he then used SUPER GLUE and sticks it back,but he accidently sticked he's (brain/program sorce) on his butt.That caused him to be stupid and went to the BLACK HOLE,IN SPACE and gets sucked in and becomes a PILE OF WANKY F**KING SH!T. Thats why he died.

3.(Bumbble Bee)- He died because....he was eating CHEWING GUM and he dropped down on the floor and he's CHEWING GUM also dropped on the floor.He was finding his CHEWING GUM and the CHEWING GUM stucked on his arm,he trys to CHEW the CHEWING GUM but he accidently Chew his own arm with all his (veins/wires) dismemberd and he's program crashed and malfunction,this cause him to explode and the he was fully dismantled and he died.

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

title: User:Darklord


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User talk:Darklord

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 12:45, 4 July 2009 (UTC)

>???
howz that werk? (The preceding unsigned comment was added by Wikademia (talk • contribs) .)

title: User talk:Darklord


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User talk:Aetern142

 Hello Aetern142, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:30, 4 July 2009 (UTC)

The Dynamic Book
Aetern142. I took the liberty of changing the classification to Portal:Humanities, since we have no Religions Portal. The consensus has been to avoid the ambiguities of the term "religion" but we do have a School:Theology. You may wish to try beginning at Portal:Humanities and drill down through the faculty structure to find a logical way to link The Dynamic Book so it can be more visible to potential co-authors. CQ 18:11, 6 July 2009 (UTC)

Thank you CQ. Your help is appreciated. --Aetern142 18:23, 6 July 2009 (UTC)

Some tips
Aetern142. Looks like the book is shaping up quite a bit, but let me inform you about some MediaWiki features that you may find useful:
 * Use of the colon : is generally reserved for embedded Namespaces such as School:Theology, Topic:MediaWiki and User:Aetern142. By using Book:The Dynamic Book you have a pseudo-namespace that MediaWiki doesn't recognise. Naming conventions would place the book in the main namespace (as it is) but with the name The Dynamic Book. Using a "pipe" like this Book:The Dynamic Book still works to hide the pseudo-namespace as it would a "real" one.
 * Now if the sections were named like The Dynamic Book/Existence instead of Book:The Dynamic Book:Existence, MediaWiki will automatically form a link back to the main article. (Example: Guitar | Guitar/Lessons)
 * You can even do something like make the book a child page of Sanctuary of Humanity by using Sanctuary of Humanity/The Dynamic Book and then the sections would be named Sanctuary of Humanity/The Dynamic Book/Existence and MediaWiki would know that it's all one body of connected pages, so you would have an organized tree with built-in navigation.
 * MediaWiki does a lot of other magic

If it hasn't already, the "move" tab should show up on your interface soon. You can use it to "rename" your pages as I've suggested. You can leave them as they are as well. Many styles are used here. I'm just trying to help you "fit in" assuming you want to.

Everything is you are doing fine as personal prose, but you may wish to look around for other similar work and find some like-minded collaborators. Here are a few suggestions:
 * Browse is the "structured top-down" way to browse provided by the founders.
 * Portal:Non-formal Education is for more free-form work.
 * Topic:Philosophy is a content development group for all kinds of philosophy resources.
 * School:Relosophy/Introduction might be aligned with your thinking.
 * ... many more

If you already know all this, I hope you don't mind my pedantry. Welcome to Wikiversity. CQ 23:15, 6 July 2009 (UTC)

Thanks!!!
CQ, you are most helpful. I'll see what I can do to get this done. The move button hasn't shown up yet though. --Aetern142 01:29, 7 July 2009 (UTC)

PagemoveSanctuary of Humanity
Sanctuary of Humanity has been moved to your subpace.--Guy vandegrift (discuss • contribs) 20:39, 8 January 2023 (UTC)

 * this is a religious resource.  historical,   its not just me. Sbeckett1423 (discuss • contribs) 17:16, 4 February 2023 (UTC)

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Tibetan language/Creating a weblog on Wikiversity

What is a blog? A web log! A weblog is a type of website or intranet. Weblogs may be used for many purposes in fact they may contain any digital media. Contemplate that and let the fullness and richness of the possibilities open in your awareness. Writing is one modality of inclusion. People may also leave auditory logs and audiovisual for example. As a part of creating our weblog we are also going to learn about weblog aggregation. If we aggregate all blogs for this learning initiative we will have a powerful learning and efficient tool and way to keep each other informed of innovations and developments. It is also a way that we may all support others as our awareness of each others progress will be academic. This information will also be a file cache to progress the learning of other interested parties in future. The learning potential and yield is exponential.

Theory (Readings)

 * Supporting Reflective Learning through the use of Weblogs (PDF)
 * Wikiversity learning model/Discussion group
 * Wikimedia Blog Aggregator
 * Blog Aggregators: An Easier Way to Read All of Your Blogs?

Twitter

 * Twitter, a useful microblogging tool and Wikiversity is represented. It is recommended that all Wikiversity contributors follow Wikiversity on Twitter.

Establish familiarity with the Wikiversity Userpage

 * User_page
 * customize your individual userpage and create the weblog annexation from the userpage

Creating a Wikiversity weblog instructions

 * Wikiversity Blog howto

Additional activities

 * extract salient points from readings and summarize readings
 * please place the following category code at the bottom of your weblog pages:
 * please place the following category code at the bottom of your weblog pages:


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Category:Tibetan language

This is a category page that will contain all the pages to the Wikipedia curriculum for Learning Tibetan: an introduction

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Tibetan language/Wiki and Wikiversity crash course

A number of tools will be placed on your Wikiversity User Pages. Use these tools. That said, there is salience and practical benefit to getting your hands into editing and learning immediately without doing the theory. Simply edit every page you come to and notice the code. Just one piece of code that has practical benefit to you. Then go back to resource view and notice what the code yields. Take notes within your weblogs. '''Practical tip, i find it very handy to have notebook or notepad open on my computer and copy, paste and type information in that. I then use the Alt+<> function to cycle through applications that are open.''' Do this every time you log on and 5 minutes of active exploration will yield pattern recognition and build the causes of memory retention and efficient encoding. Also remember to read slowly but surely the articles on Wikiversity how-to-do's and make salient notes on your weblog page to assist all the other team members, remembering to capture and secure the links for these pages so others may more easily follow your exploration. If you are concerned or self-conscious with your spelling and grammar do not be. This is a developmental process. We all have different knowledges and abilities. We are here at Wikiversity to support each others learning, not to make value judgements. If you feel something should be on a page or in a curriculum add it! Make a note and use the edit summary to add what you have done. I have not used the edit summary as yet as it would be too cumbersome in setting up these pages but as a matter of courtesy to the team when we all start contributing I will most definitely do so.
 * Content development

Activities

 * Take a number of guided tours of Wikiversity!

Creating pages in Wikiversity
You effectively created a page in Wikiversity when you created a weblog as an addendum to your Wikiversity Userpage.

Creating categories in Wikiversity
A category is a grouping tool. Categories in Wikiversity, actually this holds true throughout all the Wikipedia ventures, is a way of associating pages that bare a common relationship or are grouped for a certain purpose.

When creating any pages in relation to our learning objective please place the following category code at the bottom of the page:


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Tibetan language/Mnemonics and tools of remembrance

Learning a new language is an ideal discipline to engage the use of memory techniques to maximize efficient retention and re-access of learnings. Two bodies of knowledge that inform this lesson are mnemonics and learning theory. Learning a new vocabulary and orthography often involves associating an inherently meaningless collection of syllables and signs with established concepts in one's first language or mother tongue.

The way to reinforce a learning is to encode it on multiple channels. Channels into our memory are: sight, hearing, touch, taste, smell and mind. Mind is a channel that may encode directly unmediated through the senses, for example, meditation and dreaming. So anything you want to learn, if these six channels of encoding are maximized they will assist memory retention and assist recall.

 * Learning and memory is enhanced by sensuality. When engaging sight employ vivid colour and encode colour with intention. For example, when transcribing sentences identify different case endings with different colours, for example. moreover, all verbs one colour, adjectives another, etc.

Methods
Traditionally, people learning a new language have associated their newly acquired lexemes with the words of their mother tongue by repetition and rote, vocalizing and writing the word in their own language and the foreign language repeatedly. This is inefficient. The following three techniques are valuable language learning tools:
 * conceptual linkage via mnemonics
 * mnemonics of lifepath and kinesphere
 * encode the 100 most common words

Conceptual linkage via mnemonics
There are variety of techniques to establish a conceptual linkage. For ease, following MindTools (2009), as a point of entry we define two: 'linkage method' and 'narrative method'. The linkage method involves visualizing but can involve realizing what is visualized in drawings for example to strengthen the powers of visualization. The Tibetan script for 'email' may be visualized superimposed on an image of an email, an email icon is perfect. Bind the visualization with the word/symbol 'em@il' as an additional reinforcement. This example shows a sensible relationship or congruence between the visualization and that which is to be remembered. The conceptual linkage method doesn't need to be sensible just evocative and sensual. It just works. If we knew the correct pronunciation, or stated more correctly the range of pronunciations, then we could also associate the sounds of these with a visualization.

Embodied experience: mnemonics of lifepath and kinesphere
The inherent teaching in this modality is to ground your learning in your lived experience. Lifepath is where you have been and where you go. The lifepath everyone of us routes is unique and key to our worldview. Grounding your learning in your lifepath and worldview is a fixed and tangible platform to establish new learnings. That is why if learning as theory becomes learning as practice: it becomes fixed in bodymind. Gold (1994) investigated the continuum of bodymind in his work of comparative Anthopological analysis of the Navajo and Tibetan cultures. . Learning becomes lived experience and embodied. The tangibility is grounding, a ground which fords the cognitive anchoring of new learning and neural firing associating the new with a strong already established neural connectivity. Both Tibetan culture and Buddha Dharma do not have the Cartesian Dualism of Body and Mind. Body and mind is culturally understood as bodymind: an interpenetrating, dynamic, mutually informing continuum.

Anchoring
Anchoring is a technique of Neurolinguistic Programming (NLP). Anchoring is the process by which a particular state or response is associated (anchored) with a unique anchor. An anchor is most often a gesture, voice tone or touch but could be any unique visual, auditory, kinesthetic, olfactory or gustatory stimulus. An anchor is a 'seal' (Sanskrit: mudra). It is claimed that by recalling past resourceful states one can anchor those states to make them available in new situations. A psychotherapist might anchor positive states like calmness and relaxation, or confidence in the treatment of phobias and anxiety, such as in public speaking. Proponents state that anchors are capable of being formed and reinforced by repeated stimuli, and thus are analogous to classical conditioning. Anchoring appears to have been imported into NLP from family systems therapy as part of the 'model' of Virginia Satir.

Encode the 100 most common words
Refer Lesson 15.

Readings

 * "How to... Learn a Foreign Language"
 * "How to learn any language: tips and tricks"

Exercises

 * Source a Tibetan radio station on the Internet to listen to regularly such as Radio Free Asia (RFA):Tibetan Channel (note if you cannot see the Tibetan script in the body of the RFA Tibetan Channel Website, the browser and specifically the browser options specified may need to be altered.


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User:B9 hummingbird hovering/Blog/Personal Weblog

Yantra: aniconic theurgical temenos to engender entelecheia B9 hummingbird hovering 18:35, 12 June 2009 (UTC)

Dharmic Traditions: Buddhadharma, Jainadharma, Sikhadharma, Sanatanadharma
Increasingly the nomenclature 'Dharmic religions' and 'Dharmic traditions' is employed (though Western scholarship holds the meaning of Dharma or dhamma to differ between the traditions of dharma, there is a trend within all the Indic traditions that view Dharma as the transcendent primordial wellspring from which all the traditions of dharma are emanations); Hinduism, Buddhism, Jainism and Sikhism share certain key concepts, which are interpreted differently by different groups and individuals.

Dharmodaya (fecund source of all dharmas 'phenomena')

Maṇībhadantānkuśa
Wikipedia:User:B9 hummingbird hovering/Maṇībhadantānkuśa: introduction

Wikipedia:User:B9 hummingbird hovering/Books/The Bejewelled Ankusha

"If that isn’t enough to convince you to edit or upload today, consider the fact that the Internet has magnified the potential effect that one small action can have. Life is short and unpredictable. Make your contribution now so that despite what happens tomorrow, you have at least publicized a product of your distinct experiences thus far, which in its own way will have immeasurably progressed our global society toward Utopia."

Learn Tibetan: commenced 1.7.2009

 * this learning initiative has a dedicated weblog

MediaWiki:Extensions

 * Explore MediaWiki extensions Mediawiki:Category:Extensions and particularly those currently in place for Wikimedia and those in development

 * Is this a way to encode HTML in Wikiversity Sandbox?
 * Michael Dale works in the San Francisco office on open source video collaboration technology.

Contemplate suggestions
Main_page_learning_project/QOTD

Bitmap animations

 * this will have its own weblog as well in time, refer commons:User:B9 hummingbird hovering

Learn script and phonemes
Online interactive tool to learn and recognize Tibetan script and associated phonemes entitled Free Tibetan Language Learning Tools is available from the Library of Tibetan Works and Archives Website.
 * 1) Learning script theory and exercises.

Nonduality
User:B9 hummingbird hovering/Blog/Personal Weblog/Nonduality


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User:B9 hummingbird hovering/Blog/Learning Tibetan Weblog

User:B9 hummingbird hovering/Blog/Learning Tibetan Weblog/Archive1

Beacon of Certainty by Mipham
User:B9 hummingbird hovering/Beacon of Certainty by Mipham

The following is a mindmap/brainstorm and will need to be corralled and cordoned into sensible categories and paragraphs that hold meaning for a practitioner familiar with Buddhadharma discourse. Hah! They'll be lucky.

Introduction
User:B9 hummingbird hovering/Beacon of Certainty by Mipham/Introduction

Topic 1
User:B9 hummingbird hovering/Beacon of Certainty by Mipham/Topic

User:B9 hummingbird hovering/Beacon of Certainty by Mipham/Commentary by Khenpo Kunpal

Dola Serzhun (Refining Gold from Ore)
User:B9 hummingbird hovering/rdo la gser zhun (its other Tibetan name is byang chub kyi sems bsgom pa; and the original Bodhicittabhavana and there is an online English translation HERE)

by Manjushrimitra

 * one of the 18 Semde tantras

 * rDo la gser zhun, translated into English as. Primordial Experience by Namkhai Norbu and. Kenard Lipman, Shambhala, Boston 1987.

 * Wellsprings
 * Pure Golden Ore - (rdo la gser zhun): one of the Eighteen Marvels of Mind, 279
 * Pure Golden Ore of Awakened Mind - (byang sems rdo la gser zhun): by Manjushrimitra, 206

 * The words of my perfect teacher By Patrul Rinpoche, p.444
 * http://books.google.com.au/books?id=40i38mGQ6aAC&pg=PA444&lpg=PA444&dq=rdo+la+gser+zhun&source=bl&ots=a4VZMhOdpM&sig=ICuEDGeq6JIZZ5pKfm6o-4tIP6g&hl=en&ei=G5HpSpLdI4LVkAWS1vGZDw&sa=X&oi=book_result&ct=result&resnum=5&ved=0CBYQ6AEwBDgK#v=onepage&q=rdo%20la%20gser%20zhun&f=false
 * "Instructions on Bodhicitta Written on Stone in Gold - byang sems rdo la gser zhun, probably the text called rdo la gser zhun belonging to the Mind Section (sems sde) of the Great Perfection, in the Collection of Nyingma Tantras (rning ma rgyud 'bum)"

 * http://ccbs.ntu.edu.tw/FULLTEXT/JR-PHIL/ew86896.htm a critique of Norbu and Lipman, for the most part astute and valid, experience is problematic except he does not have a familiarity with the three modes of pratyaksha, aum ah hung phet svaha, which i must define sooner rather than later as it is key
 * my working understanding of inner pratyaksha is samyama which is a way of abiding through meditative states and post-meditative states indeed in the stability of samyama there is no divergence, this is inner samyama sri sri sri where there is no outer, but a continuum
 * Friday October 30, 2009: by the river late this afternoon on Aboriginal sacred land until twilight to the risen moon i did three series of vinyasa yoga salutations, Yantra Yoga I learnt in Dream Yoga, and three sequences of the 9 breathings calling in the five pure lights and 3 key historical dzogchen texts spontaneously manifest...

 * on further investigation my intuition was upheld, this is indeed the Tibetan YAY!

 * http://rywiki.tsadra.org/index.php/བྱང་ཆུབ་ཀྱི་སེམས་རྡོ་ལ་གསེར་ཞུན།

Wow!
Atiyoga, Anuyoga and Mahayoga Tantras in Pecha PDF format

The Four Dharmas of Gampopa (Wyl. sgam po pa'i chos bzhi)
བློ་ཆོས་སུ་འགྲོ་བར་བྱིན་བྱིས་བརླབ་ཏུ་གསོལ། blo chos su 'gro bar byin byis brlab tu bsol/ lo chö su dro war chin gyi lop Grant your blessing so that my mind may turn towards the Dharma.

ཆོས་ལམ་དུ་འགྲོ་བར་བྱིན་བྱིས་བརླབ་ཏུ་གསོལ། chos lam du 'gro bar byin byis brlab tu gsol/ chö lam du dro war chin gyi lop Grant your blessing so that Dharma may progress along the path.

ལམ་འཁྲུལ་པ་སེལ་བར་བྱིན་བྱིས་བརླབ་ཏུ་གསོལ། lam 'khrul pa sel par byin byis brlab tu gsol/ lam trul wa shyik par chin gyi lop Grant your blessing so that the path may clarify confusion.

འཁྲུལ་པ་ཡེ་ཤེས་སུ་འཆར་བར་བྱིན་བྱིས་བརླབ་ཏུ་གསོལ། 'khrul pa ye shes su 'char war byin byis brlab tu gsol/ trul nang yeshé su char war chin gyi lop Grant your blessing so that confusion may dawn as wisdom.

Vimalakirtinirdesa Sutra
User:B9 hummingbird hovering/Blog/Learning Tibetan Weblog/Vimalakirtinirdesa_Sutra


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User:JennyRosen/Tannen, Deborah (2007) Talking voices. Repetition, Dialogue, and Imagery in Conversational Discourse. 2nd ed.

In her book Deborah Tannen discusses how repetition, dialogue and imagery is used both in conversational as well as written discourse. Tannen positions her research in the field of discourse analysis, arguing that this should not be seen as one theoretical school but at interdisciplinary. Discourse analysis doesn’t refer to method but rather describes the object of study – language beyond the sentence (5). However, from the research used by Tannen in her text, her approach to discourse analysis is mainly from a linguistic point of view. In her introduction to the second edition of the book, Tannen put forward the concept of intertextuality, a concept that she didn’t explicitly use in the original text, but which meaning she strived to communicate. Intertextuality brings light upon the fact that meaning in language results from a complex of relationships linking items within a discourse and linking current to prior instances of language (9). As the need and use of repetition is one of the main focuses in Tannen’s text, the concept of intertextuality could bring further insights into the phenomena. Michael Bakthin is usually presented as one of the scholars who initially presented the ideas writes “When we select words in the process of constructing an utterance, we by no means always takes them from the system of language in their neutral, dictionary form. We usually take them from other utterances, and mainly from utterances that are kindred to ours in genre, in theme, composition, or style” (cited in Tannen 11). Tannen also uses the ideas of Gregory Bateson who argues that things are made “real” only by their internal relations and the relations with other things and with the speaker (10).

According to Tannen, her aim with the text is to answer the question of how language works to create meaning and interpersonal relationships (15). She does this mainly by looking into the phenomena of repetition and imagery in discourse. Arguing against the separation of reported speech as different from direct dialogue, she claims that whenever a speaker frames an utterance as dialogue, the discourse thus framed is first and foremost the speaker’s creation (21). A person cannot “report” speech due to the fact that first the speech that appears as reported was never uttered by anyone else in that form and second when an utterance is presented in dialogue it exist primarily as an element of the reporting context although its meaning resonates with association with its reported context (104-105). Therefore, the so called reported speech should rather be seen as constructed dialogue (111) since it is just as creative as the creation of dialogue in fiction and drama. It is through storytelling that humans organize, understand the world and feel connected to each other and in telling stories you give voice to the speech of people who are portrayed as taking part in events (106).

Repetition, dialogue and imagery works to created involvement in discourse which is the basis for all linguistic understanding. Gumperz writes that: “Once involved in a conversation, both speaker and hearer must actively respond what transpires by signaling involvement, either directly through words or indirectly through gestures or similar nonverbal signals” (25). Participation in conversation is not a question of passive understanding since a person cannot understand meaning without a broad grasp of conversational coherence (in other words where an utterance came from and how it is likely to develop) (26). One cannot understand the full meaning of an utterance without considering its relation to other utterances – both synchronically, in its discourse environment, and diachronically, in prior text (101). In cross cultural communication, where speakers do not share the same speaking styles, misjudgments and misunderstandings can easily occur. Moreover, conversation should not be understood in terms of listener and speaker but as a joint production in which the persons participating is doing both, since language is always dialogic (27).

Several involvement strategies can be identified and working primarily on sound (32): 1)	Rhythm 2)	Patterns based on repetition and variation of phonemes, morphemes, words, collocations of words and longer sequences of discourse 3)	Style figures of speech

Other involvement strategies works primarily on meaning (32): 1)	indirectness 2)	ellipsis 3)	tropes 4)	dialogue 5)	imagery and detail 6)	narrative

Communication can take place because the dialogue, details and images conjured by ones person’s speech inspire others to create sounds and scenes in their minds. Images combined with dialogue creates scenes and dialogue combined with repetition creates rhythm and so dialogue is liminal between repetition and images (42). Therefore, scenes and music as well as emotion associated with them are the dynamics by which linguistic strategies create meaning and involvement in discourse (47).

Repetition is essential in creating discourse and it functions both in for the speaker to produce language in a more efficient way and avoiding silence but also to in terms of comprehension as discourse becomes less dense and with increased redundancy (58-59). Moreover, repetition helps to make clear the speakers attitude and how it contributes to the meaning of the discourse. Besides creating meaning in conversation, repetition also functions on the interactional level by accomplishing social goals or managing to create and keep the conversation going, linking not only the parts of discourses to one another but also the individual speakers to the discourse and to each other (61). To sum up repetition can be said to (61). -	accomplish a conversation -	show one’s response to another’s utterance -	show acceptance of others’ utterances, their participation and them -	give evidence of one’s own participation

However, the main purpose of repetition is a fundamental drive among humans to learn (by repeating and imitating what others do) (98). Repetition thus occurs across discourses and across time as well as within a discourse (64).

If we agree on the idea of intertextuality, the boundary between direct and indirect discourse becomes fuzzy, since even all forms of discourse are in one way quoting others (103). The meaning of words and the combinations into which a person can put them are given to him/her by previous speakers, traces of whose voices and contexts cling inevitably to them (103). Also listening and understanding can be understood as dialogic since it requires active interpretation (103).

As pointed out earlier images are essential to communication as it is through the creation of a shared world of images that ideas are communicated and understanding is achieved (134). Creating images, speakers use details in order to convey his/her message. By invoking details – specific concrete, familiar – it becomes possible for an individual to recall and to recreate a scene in which people are in relation to each other and to objects in the world. Therefore, the individual imagination is a key to interpersonal involvement, and interpersonal involvement is a key to understanding language (160).


text:
Tibetan language/Calligraphy A

༄༅༎སྨོན་ལམ་ཡིག་གཟུགས༎ ༄༅༎smon.lam.yig.gzugs༎ ༄༅༎aspiration prayer of penmanship/calligraphy༎

ཡིག་གཟུགས (yig gzugs; 'Calligraphy')
Calligraphy is an art and discipline in the Tibetan tradition for certain practitioners as it is and has been in the Chinese Chan and Japanese Zen traditions. Within the Himalaya certain mantra and textual passages of calligraphy and symbols were prized, worn against the skin as talismans or in hairknots and sacred jewellery for example. There is a history of this disseminated along the silk road for example as the travelling talisman of Dhruva (Sanskrit; English: the Morning Star) found in Dunhuang is testament. The Bardo Thodol (Wylie: bar-do thos-grol; Tibetan: བར་དོ་ཐོས་གྲོལ) first rendered into the English somewhat insensitively as Tibetan Book of the Dead has a section of text about Liberation upon Wearing, wherein the text was to be copied and worn against one's person to aid passage through the bardo. There are also traditions of magic working of the writing of bija for example the bija of འཇམ་དབྱངས་ ('jam dbyangs; Manjughosa) the 'gentle voiced one', the Lord of Speech, upon the tongue of newborns, like what was done to Dilgo Khyentse Rinpoche.

People will engage the learning of this course in many ways. We all will be using Tibetan Font input plugins such as TISE in Windows, or M17N 'multilingualization' of SCIM in Ubuntu/Linux, for example as a matter of necessity in this learning initiative given the forum. Some though, may want to extend their foray into traditional calligraphy as a contemplative activity and this is to be encouraged. Calligraphy as a meditative art, spiritual practice and magical invocation is evident in evocations of the Buddhadharma. Fynn (2008) frames the commonplace tools of calligraphy thus: Tibetan dbu-can [pron: "u-chen"] script is traditionally written using a hand-made bamboo or reed pen cut at an angle. A broad steel nibbed italic calligraphy pen may be used instead. Steel nibbed calligraphic pens designed for left-handed writers of Roman script are slanted at a suitable angle for a right-handed person to use when writing Tibetan dbu-chan script.

To produce the proper thickness of horizontal strokes, the width of the pen nib should be about 1/12th the height of the letter ka.

Please be aware of this w:Wikipedia talk:Naming conventions (Tibetan) and I will just park this here at the moment because I don't know what to do with it *heheheheheh*.

In theory, Tibetan unicode does away with the need for Wylie transliteration. Wylie was designed to accurately transliterate the actual Tibetan script, and now that we have unicode and computers, we don't need a transliteration system. However, since Wylie transliteration has been the foundation of Tibet scholarship in the West for several decades, I can't argue with purists who consider it a necessary part of each article. I would suggest we keep the Wylie to the main article, and not included in link references from other articles. Thus we would link to the Kagyupa like this:
 * The monastery was established by the Kagyu (བཀའབརྒྱུད) school in 1132...

and not
 * The monastery was established by the Kagyu ( བཀའབརྒྱུད་ ) school in 1132...

 * Tibetan stroke orders (there are innumerable other Tibetan Language YouTube digital audiovisual uploaded by this publisher... would someone please investigate and capture?)

 * Calligraphy paper template It would be appreciated if someone a bit savvy could make our own Calligraphy paper template based upon this that has been developed and then work out how to upload it onto Wikiversity on our tools. Group project!
 * "How to Write the Tibetan Script" by Chris Fynn (who contributed to our Textbook)

title: Tibetan language/Calligraphy A


text:
Tibetan language/Learning the script and associated phonemes

Phonemes
What is a phoneme?

Digital activities

 * Learn Tibetan Language: Digital Teaching Tools
 * YouTube: Learning Tibetan Language - Alphabet and Pronunciation with Lama (there are more Youtube Tibetan language learning resources, please capture details and include herein, thanxta)
 * YouTube: Tibetan Alphabet Consonants
 * YouTube: Tibetan Vowels

 * Library of Tibetan Works and Archives Tibetan Alphabet Game - Basic Alphabet
 * Library of Tibetan Works and Archives Tibetan Alphabet Game - Subjoined Letters
 * Library of Tibetan Works and Archives Tibetan Alphabet Game - Superscribed Letters
 * Library of Tibetan Works and Archives Tibetan Alphabet Game - Vowels

 * Lama David Curtis - The Tibetan Alphabet


text:
Tibetan language/A history and context

Tibetan is the language of the population indigenous to the Tibetan Plateau, a vast geographical region that encompasses land in modern-day China (Xizang, Qinghai, Gansu, Sichuan, and Yunan provinces), northern India, Nepal, and Pakistan. The Tibetan script is also used to write Dzongkha and Ladakhi.

 * Tibetan language and its relationship to Sanskrit, including phonemic relationship...
 * Tibetan_language
 * We should all be aware of the Tibetan Language Wikipedia. I feel it would be wise to notify this Wikipedia community of our intention and ask them for their support. Also if there is a Wikisource for Tibetan we should establish linkages with them as well, or if not when we digitize text or find text in Tibetan or Wylie to translate we should upload this in a Tibetan Wikisource. Both these communities may help support and nourish our endeavour and be a valuable source of mentoring and check our learnings as well as potentially providing a source for texts to translate, what we translate can also somewhere feed into the Wiki-verse. Would somebody please take the initiative to investigate and establish linkages and inform them of this learning initiative?

Robert Thurman (1994) states: "Tibetan is quite different from Chinese. It used to belong to the "Tibeto-Burman" family, although recently some linguists have taken up the label "Sino-Tibetan" (to include Sinic, Daic, Bodic (Tibetan) and Burmic, with the first two and the last two forming distinct subfamilies). These terminological games do not alter the fundamental difference in the languages. Chinese is written in ideograms and is monosyllabic, non-inflected and tonal. Tibetan is written in an alphabet and is polysyllabic, is inflected with case, declension and gender structures adapted from Sanskrit, and is not semantically tonal. Tibetan borrows some words from Chinese, but it also borrows Indian, Nepali and Mongolian words. After 30 years of occupation, a mere handful of the present Chinese colonists speak Tibetan, although a younger generation of Tibetans has been forced to learn colloquial Chinese."

The printed word
"Tibetan texts are traditionally published in "pecha format," on long, rectangular pages, unbound and printed on both sides. The front of one page and back of the next are usually read together."

If locally manufactured, the paper may be constructed from a range of materials from rice to mulberry bark, depending on the botanical resources of each locale. Historically, texts were either hand-written or printed from carved wood-blocks.

Register and dialect
An understanding of register and dialect is imperative, as the Lotsawa School holds: Anyone even vaguely familiar with the characteristics of the Tibetan language will know that spoken Tibetan is not at all homogenous. There are, in fact, many “spoken Tibetan”s. First of all, there is a distinction between the technical language of the Dharma (chos skad) and the colloquial language spoken by ordinary Tibetans in everyday situations (phal skad). Then, of course, colloquial Tibetan itself must not be thought of as uniform. Not only does pronunciation vary from region to region, but many words do too; making it possible to speak of, for example, Amdo dialect or Kham dialect, as if they were distinct languages in their own right. These regional variations are also detectable, to some extent, in any Dharma teaching, and so there is really no such thing as pure ‘Dharma Tibetan’. Ideally, you should aim for some familiarity with all forms of spoken Tibetan. If there is a particular teacher for whom you will be translating, then of course concentrate on his or her particular style of spoken Tibetan, but, we would argue that it is always best to begin your studies with the form of Tibetan known as ‘settlement dialect’ (gzhis chags skad).

New vocabulary

 * ཆོས་སྐད chos skad: technical language of the Dharma
 * པཧལ་སྐད phal skad:colloquial language spoken by ordinary Tibetans in everyday situations
 * གཟཧིས་ཆགས་སྐད gzhis chags skad:‘settlement dialect’

Readings

 * http://www.freetibet.org/about/tibetan-culture

title: Tibetan language/A history and context


text:
User:Adambro2

This is an alternative account of User:Adambro, as shown by this, to be used where it is neccesery to perform tests without certain user rights. Adambro 14:17, 5 July 2009 (UTC)

title: User:Adambro2


text: Category:South Africa Workshop for Social Entrepreneurship - 2008


text: Category:MATLAB

title: Category:MATLAB


text:
User:Atuuschaaw~enwikiversity

I am a Wheathead from Whole Wheat Radio. Thanks for the invite CQ.

title: User:Atuuschaaw~enwikiversity


text:
User talk:Brent.Allsop

I see you don't have a user page yet I wasn't sure if this was because you hadn't bothered to edit one yet, or if you were interwiki. Thanks for your posting on the Artificial Consciousness Forum I look forward to future postings.--Graeme E. Smith 19:11, 5 July 2009 (UTC)

Thanks! --Brent.Allsop 02:48, 20 July 2009 (UTC)

title: User talk:Brent.Allsop


text:
User:Cubejunkies

Let's learn python britches

title: User:Cubejunkies


text:
User talk:Leighblackall/2008

Image copyright problems

 * This is the image in question; please provide a license template and source for it. Thanks. – Mike.lifeguard | @en.wb 22:24, 13 February 2008 (UTC)
 * Yes, best delete that one actually. I could source permission but its a pretty useless image that could easily be improved in a new creation. Sorry for the trouble --Leighblackall 08:39, 18 March 2008 (UTC)
 * Done. --McCormack 08:44, 18 March 2008 (UTC)

Random mascot welcome
 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Student essays on Wikiversity
Hi Leigh, I'd appreciate if you have thoughts or tips about setting up for Student essays on Wikiversity. -- Jtneill - Talk 03:34, 21 June 2008 (UTC)

title: User talk:Leighblackall/2008


text:
User talk:Leighblackall/2007

Action research with Otago Polytechnic
Hi Leigh, I'm delighted that you've noticed Developing Wikiversity through action research and added yourself at the participants page. Your perspective is really interesting - and it might give real insight into what it is that we are doing in Wikiversity and how we could better serve educators and learners as an educational resource. I'm thinking here that you know your environment better than anyone (on Wikiversity at least!) - so, is this project something that you would like to go ahead with yourself (or that you are doing anyway)? Or would you like us to collectively discuss aspects of this research beforehand? In any case, it sounds like fascinating data to put to our learning use - dying to hear more.. Cormaggio beep 17:45, 24 January 2007 (UTC)

 * Fantastic Leigh, that's really encouraging. I'd love to talk again; however I'm heading to Ireland for the weekend and won't really be free until Tuesday morning onwards. Whenever suits you just let me know. In the meantime, if you want to read up on action research, try the references on Action research, some of these papers or some of the links/papers from this page. Also, if you have access to academic journals, you could try "Action Research", "Educational Action Research", or "Systemic Practice and Action Research". Talk to you soon! Cormaggio beep 11:29, 31 January 2007 (UTC)

 * Hi Leigh, I've been back for the last few days but things kinda got in the way. Off for the weekend again, but I promise we'll talk next week! Back on Monday evening (your Tuesday morning) - we can talk any time after that.. Cormaggio beep 09:53, 9 February 2007 (UTC)
 * Ok, let's make it a date! We should probably remind each other closer to the time... Cormaggio beep 10:18, 9 February 2007 (UTC)

Homeschooling
We just opened up a Homeschooling page. Hopefully we can catalog resources for homeschoolers to counter all those .com sites, some of which are clearly aimed at exploiting folks. I've linked it to and from the Teaching and Learning Online page. Have a look and contribute if you are so inclined. Thanks • CQ 20:20, 5 February 2007 (UTC)

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

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

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. – Mike.lifeguard | talk 22:23, 28 September 2007 (UTC)

 * Thanks Mike, sorry for the oversight. Have added the tag now. Good to know people are onto this sort of thing. --Leighblackall 09:15, 1 November 2007 (UTC)

Wikibooks:
Hello Leightblackall, how are you? I read a comment of yours recently that some faculty members in your school were active in Anatomy and Physiology of Animals. Is this true? Can you please help me get some information about this project, so that I can put a spotlight on it? I would love to write about it, blog about it, and get some attention to it. Thanks! --Whiteknight (Versity) (Books) 15:32, 23 December 2007 (UTC)
 * Hello WK, best to email me about this, so that I can forward you onto the people involved. I have emailed you through WV with this message. --Leighblackall 02:13, 26 December 2007 (UTC)

title: User talk:Leighblackall/2007


text:
User talk:Leighblackall/2006

Education & Learning
Hi Leigh, I've noticed you listed yourself at Learning to learn a wiki way, as well as developed the page on Networked learning (which is fantastic). These are very important spaces for us to develop. I think the time is right to really start getting into what learning means in the context of Wikiversity - how are we to provide for it, how does learning take place, why Wikiversity? There are many thoughts on education and how to provide for it, as well as many gradations of educational experience within our community. I feel it's imperative that people, like yourself, really start to engage this topic, to strengthen Wikiversity as a project and to help its contributors to reflect on what they are doing and how they could do it differently (if appropriate). I'm also very much focussed on these questions, and would love to get something going as a community (or mini-learning community) around education. I've posted on School talk:Education with the intention of kickstarting this process - would you be willing to help out too? Hope to talk to you soon. Cormaggio 12:43, 12 November 2006 (UTC)

Talk:Learning to learn a wiki way
Hi Leigh, I've updated the Learning to learn a wiki way project page and kicked of the talk section. I've begun recruiting people by asking them why they are interested in the project and what they want from the project. Could you help out with invitations to your contacts. Mystictim 00:35, 28 November 2006 (UTC)

Interview through Gizmo
Hey Leigh! More than happy for an interview sometime :) But not sure I can answer the question about using these talk pages to correspond ;) It's just nice to visit Wikiversity and find new messages! Michaelnelson 04:05, 3 December 2006 (UTC)

the "Wikiversity" name and the age range of Wikiversity participants
The idea of what a "university" should be has changed over the centuries. In thinking about the meaning of "wikiversity" as a new concept, I like to orient my thoughts back to the first universities and what they tried to accomplish. I like to think of Wikiversity as an attempt to go back to the original goals of the first universities and a new start towards meeting those goals by making use of wiki technology. There are some ideas along these lines at this website. --JWSchmidt 17:06, 4 December 2006 (UTC)

In case you have not found them, here are some pages for people who are interested in helping develop MediaWiki: MediaWiki, How to become a MediaWiki hacker. --JWSchmidt 18:04, 4 December 2006 (UTC)

title: User talk:Leighblackall/2006


text:
User talk:Cubejunkies

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 23:39, 5 July 2009 (UTC)

title: User talk:Cubejunkies


text:
User talk:Atuuschaaw~enwikiversity

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 23:49, 5 July 2009 (UTC)

Open content and licensing
Do you know if there is a set of blocks at WWR that has open content licensing such as Creative Commons lisencing? • CQ 01:51, 6 July 2009 (UTC)
 * No sir, not that I am aware of...but some things do get pushed to the back of the shelf from time to time and become lost. :-) This is an excerpt from the section Get played on Whole Wheat Radio, which to the best of my memory is the only section that deals with licensing in any way.

 * By submitting your music, you hereby grant to Whole Wheat Radio a non-exclusive, worldwide license to webcast the materials you submit, or any portion thereof, as incorporated in any of their programming or the promotion thereof, in any manner and in any medium or forum, whether now known or hereafter devised, without payment to you or any third party.

 * You represent and warrant to Whole Wheat Radio that you have the full legal right, power and authority to grant to Whole Wheat Radio the license provided for herein, that you own or control the complete exhibition and other rights to the materials you submitted for the purposes contemplated in this license and that neither the materials nor the exercise of the rights granted herein shall infringe upon or violate any common law or any other right of, any person or entity.

 * The Royalties and it's talk page might be another area related to licensing you might want to read. This might not be what you had in mind...so just let me know! Atuuschaaw 14:27, 6 July 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Atuuschaaw~enwikiversity


text: Template:Practicum

title: Template:Practicum


text:
Wikiversity:Candidates for Custodianship/Leighblackall

Leighblackall
is a well-known, innovative online educator (e.g., see "leigh+blackall") who has been active both here on Wikiversity and on Wikieducator (see user page) for at least a couple of years. Leigh currently works at Otago Polytechnic and is also an admin on Wikieducator (Note that Countrymike is also an admin on both wikis). Actually, it was Leigh who recommended Wikiversity to me when I was initially tossing up between the two wikis. Leigh is currently more actively experimenting with content on Wikiversity and could make good use of admin tools for reorganising and managing his content, as well in dealing with vandalism. Leigh's reputation as an innovative online educator and an open and responsive colleague and communicator are second-to-none - e.g., see his edtech blogging over the years. Having him on board as a custodian would add considerable diversity and strength to Wikiversity particularly at a time when we seem to be a little light on the ground (in terms of active custodians). So, I would like to nominate Leigh for probationary custodianship. And rather humbly offer to mentor, but as with Adambro's nomination, anyone else willing to mentor feel free to put your hand up and join in. And Leigh, please feel free to seek out other mentorship options if you'd prefer. Leigh, could you please indicate below (a) whether you accept this nomination and (b) your preference for a probationary custodianship mentor? -- Jtneill - Talk - c 01:25, 6 July 2009 (UTC)

 * Hello Jtneil, many thanks for all the kind words and for the nomination! I accept and would appreciate your mentorship over the custodian role for Wikiversity. I very much look forward to learning all there is to know, and in helping Wikiversity maintain its excellent and highly innovative contribution to the free learning effort. Regards --Leighblackall 04:28, 8 July 2009 (UTC)

✅ This starts the 4 week period of probationary custodianship. --mikeu talk 12:45, 8 July 2009 (UTC)

Mentor's recommendation for extended probationary period
User:Leighblackall has contributed approx. 40 edits to Wikiversity during the probationary period (since 8 July) mainly related to the development of the Facilitating Online course. I have discussed off-wiki with Leigh that I don't think we've seen enough of Leigh's editing yet or use of the custodian tools for me to recommend him for full custodianship. Leigh has several projects in the pipeline for Wikiversity which will involve him more in coming months. So, my recommendation at this stage is to extend the probationary period - I'd suggest for a minimum of a further 4 weeks - but perhaps longer e.g., up to 8 weeks. -- Jtneill - Talk - c 07:41, 5 August 2009 (UTC)
 * I support this recommendation. The Jade Knight (d'viser) 18:12, 25 August 2009 (UTC)
 * That sounds fine to me. --mikeu talk 21:28, 27 August 2009 (UTC)
 * Just noting that a further 4 weeks bring us to today - Leigh and I had a one-hour skype call today and worked through a tour/practice of WV features including policies, deletion, protection, blocking, special page tools, and templates. -- Jtneill - Talk - c 01:37, 2 September 2009 (UTC)

Mentor's recommendation for full custodian status
I would like to recommend for full custodian status. Leigh has tried out the tools and understands how they are used. I am confident that he will use them appropriately and seek assistance if he's not sure. Leigh has recently moved institutions and countries - and now works at the same institution and faculty as myself (University of Canberra - Faculty of Health), so besides our on-wiki correspondence (mostly on his talk page), we've also recently had some face to face discussions. I am very confident that Leigh will continue to be a valuable ambassador for Wikiversity. Sincerely, James. 23:17, 15 October 2009 (UTC)

Discussion and questions
Questions to and discussion of the candidate.

Thanks everyone, for the kind words and endorsements. Through the university of Canberra I hope to be making a significant contribution to content and community in WV, WB, and Commons. Leighblackall 02:13, 25 October 2009 (UTC)

Voting for full custodianship
Please enter vote and a brief comment here.
 * - Good to have another academic in the group! --SB_Johnny talk 12:04, 16 October 2009 (UTC)
 * I'm also on both wikis, Wikiversity and WikiEducator, and Leighblackall is a star contributor to educational wikidom. In every respect, he deserves the additional privileges and tools.  --AFriedman 15:10, 16 October 2009 (UTC)
 * - Seems like an excellent choice for custodian to me! Trinity507 05:20, 17 October 2009 (UTC)
 * - Countrymike 21:01, 26 October 2009 (UTC)

Closure
✅ - Leighblackall is now a full custodian. --SB_Johnny talk 18:39, 24 October 2009 (UTC)


text:
Composing educational resources

 * For some of us, the process of composing educational resources has come a long way from a blackboard, or borrowing books from a library, or photocopying handouts, or even creating slide presentations - for others, these methods remain useful and necessary. Anyone who has had more than superficial exposure to the Internet knows that there is more information and resources available to us now than at any other point in the history of education. For most people however, accessing and knowing how to manage the Internet effectively prevents them from making full use of this opportunity. This course will guide you to accessing online resources, and assist you in deciding what educational resources you should produce, and in a way that is useful online and offline.

 * The questions in this course are:

 *  How can we find educational information and resources?
 *  How can we efficiently manage all the resources that we find?
 *  How can we produce educational resources?

Projects
Aim to complete the following 3 projects for this course. These projects are used to assess learning and to award certification for the course.

 * 1) /Topical reading and blogging/
 * 2) /Develop and publish a library of educational resources/
 * 3) /Develop and publish an educational resource/

Topics

 * 1) /Orientation/
 * 2) /Copyright and our right to copy/
 * 3) /Managing collections of resources/
 * 4) /Search techniques/
 * 5) /Finding, creating and publishing texts/
 * 6) /Finding, creating and publishing pictures/
 * 7) /Finding, creating and publishing audio/
 * 8) /Finding, creating and publishing video/
 * 9) /Start planning/
 * 10) /Course mini conference/

Help
Contact the following people if you need help with anything in this course:

 * Leighblackall (talk) 07:36, 11 March 2012 (UTC) Darwin, Australia

title: Composing educational resources


text:
Composing educational resources/Meetings

During facilitated periods of this course, regular online meetings will be held to discuss the course, its topics and assignments. Each new meeting will be announced on the course blog at least 7 days prior, and recordings and notes will be made available on each of the meetings pages of this wiki.

Remember this link: TBA Every time we have a meeting, it will be at that link. This web conference room will be open from TBA and can be used any time between those dates. Some people can have difficulties getting their computer set up ready to use this web conferencing facility, please allow an hour or so to set up and trouble shoot the first time you access it. Help resources are available at Elluminate's support pages.

 * First meeting TBA - Notes


text:
User:CaritasUbi

Please see my user page on Wikipedia.

title: User:CaritasUbi


text:
User talk:CaritasUbi

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 02:06, 6 July 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:CaritasUbi


text:
Portal:New Testament Greek/Lexicon

Theology > Biblical Studies > Λεξικόν

Λεξικόν - Lexicon - (Lexicon):
 * κοινωνία - Koinonia (Koinonia)
 * ἐκκλησία - Ecclesia (Ecclesia)
 * αγάπη - Agape (Agape)
 * λόγος - Logos (Logos)
 * φιλία - Philia (Philia)
 * θεόφιλος - Theophilus (Theophilus)
 * στοργή - Storge (Storge)
 * θέλημα - Thelema (Thelema)
 * ερως - Eros (Eros)
 * πρῶτος - Protos (Protos)
 * ἔσχατος - Eschatos (Eschatos)

title: Portal:New Testament Greek/Lexicon


text:
Κοινωνία

So many people are lost and confused about the wonderful and simple message of the New Testament. A good way to dive in is to look for key concepts that are easy to grasp and plug the main terms into a lexicon (Λεξικόν). Things like community, church, love, brotherhood and family are starting points. κοινωνία (koin-o-ni-a) is perhaps one of the most mistranslated words in the common English versions of the New Testament.

John's Epistle
κοινωνία is a principle applied to deep communal sharing. A stunning passage that demonstrates this principle is the opening section of John's first general letter (I John 1). He uses the first person plural "we" referring to the fact that Peter, James and he saw something on that mountain top. (Matthew 17:1-9, Mark 9:1-10, Luke 9:28-36). This letter was written long after James has been killed, but John is being inclusive of other eyewitnesses to a myriad of additional remarkable events including the ascension and the subsequent miraculous manifestations of healing and deliverance. By verse three he has included the rest of the ἐκκλησία (the called out) of his day and is including even us - the readers - into the collective for a purpose...

Then in verse three he states the remarkable purpose for writing the general epistle:

The Greek phrase for "our joy" doesn't connote simply himself, his co-authors and the assembly of the believers of his day. It is an extremely plural second person inclusion meaning "our collective joy" - Peter, James, John, and the other eight, The Seventy, The First Century Church, The Seven Churches, The Father, The Son, you and me. "Our joy may be made full" in the Ancient Greek language has not yet been fully translated into English. This expansion of context comes from the true meaning of an Ancient Greek word translated into English as "fellowship" - κοινωνία.

Modern usage of the word "fellowship" especially in a "church" setting has been reduced to getting together once or twice a week to listen to some guy "preach" and then maybe have sandwiches and coffee downstairs in the "fellowship hall". This meaning is no where close to κοινωνία in the context of communion and oneness.

Other instances
The greek word κοινωνία has been translated to:
 * fellowship
 * conversation
 * communication
 * communion
 * citizenship

Next ἐκκλησία

Notes, References and External links
Strong's number: 2842 - κοινωνία
 * OliveTree search term:fellowship

title: Κοινωνία


text:
User:Ashish.sethi/Dreamer: The Expert System

Introduction
In this fast moving life we encounter many instances which we feel that they are DejaVu. What's the significance of these moments? Are they special? I think that they are special as well as significant because they act like an inspiration for me to solve out the classical puzzle of realization of dreams. Every person on earth has a dream. Every night each person on earth lives in a world which is fully controlled by his or her own brain. In the field of Computer Science, scientists are working on Neural Networks, Artificial Intelligence and Expert Systems since 1960's and I really appreciate their work. This time I have come up with an idea of developing the dreams on the computer screen. The name of my formula to solve this puzzle is Dreamer which is an Expert System and still is a mere idea on a paper.

What is an Expert System?
According to the definition, an expert system is a computer program that simulates the judgment and behavior of a human being in a particular field. Well, an expert system does this with the help of the knowledge base. Knowledge base is similar to a database but it contains experience and the expertise of one or more than one human expert. So who is an expert? An expert of a particular field is a human being having expertise to solve the problems quickly by his own developed ways and agility. I will discuss the knowledge base and the working of an expert system one by one but not in much detail as right now I am concerned with Dreamer.

Knowledge Base
Knowledge base is the vast knowledge, expertise and experience of many experts of a particular field which is used over and again to reach on a final result. The expert system uses the knowledge base to reach on the final result. The final result is the result which is required or a predefined statement by the experts. The knowledge base is prepared by the knowledge engineers or KE's. KE is a person who is responsible for the extraction of knowledge from the expert. KE extracts the knowledge and fills the knowledge base for the further use. This is a long process of extracting knowledge.

Who is an Expert?
An expert of a particular field is a person having expertise and knowledge as well as the ability and agility to solve the problems and give the desired result quickly. In the case of Dreamer, the experts will be doctors, computer engineers and computer scientists. Doctors are required to fulfill the medical requirements like CT scans, ECG, MRI's, Graphical presentations etc. and for other tests and requirements. Computer Engineers are required for building up the Hardware for the Dreamer and Computer Scientists are required for the perfect software development for the Dreamer.

Working of Expert System
The working of an Expert System is done through training. Training is the fundamental task of an expert system. Since expert system behaves like a human brain so its training goes on and on forever. Training is actually a process in which an input is given to the expert system, then the expert system produces the output which is checked with a predefined result by the experts. If it matches then it is accepted otherwise it is used to correct the faults in the training process. After correction measures, the expert system accepts the input for the second run and so on.


text:
Intermediate Swedish 1/Test

Grammar
{Fill in en or ett Det står { en } dator på skrivbordet. Pojken håller på att lösa { en } ekvation.
 * type="{}" coef="2"}

{Fill in en or ett Jag ska ta { ett } piller mot min huvudvärk. Tryck på { en } valfri tangent.
 * type="{}" coef="2"}

{Fill in en or ett Medicinerna förvaras i { ett } skåp. Det finns bara { en } tablett kvar i asken. Det står { en } ko på ängen.
 * type="{}" coef="3"}

{Fill in en or ett Kan du skänka { en } krona? Välj { ett } bättre lösenord! Det finns { ett } rådjur i skogen bredvid vårt hus.
 * type="{}" coef="3"}

{Fill in en or ett Göteborg är { en } vacker stad. Det är { ett } ganska svårt problem. Det finns { ett } fängelse i Kumla.
 * type="{}" coef="3"}

{Fill in an appropriate preposition. Helena gick in { i } huset.
 * type="{}" coef="1"}

{Fill in an appropriate preposition.
 * type="{}" coef="1"}

Johan gick ut { ur } rummet.

{Fill in an appropriate preposition. Vi har ännu inte kommit fram { till } målet.
 * type="{}" coef="1"}

{Fill in an appropriate preposition. Det blir mjukare om du sitter { på } en kudde.
 * type="{}" coef="1"}

{Fill in an appropriate preposition. Barnen har krypit in { under } bordet.
 * type="{}" coef="1"}

{Fill in an appropriate particle. Han sprang snabbt till hållplatsen och hoppade { på } en buss.
 * type="{}" coef="1"}

{Fill in an appropriate particle. Alla medlemmarna har gått { med } på förslaget.
 * type="{}" coef="1"}

{Fill in an appropriate particle. Om du lägger { ihop } två och två så får du fyra!
 * type="{}" coef="1"}

{Fill in an appropriate particle. Jag har kryssat { för|i } Kjell Nilsson på valsedeln eftersom han är en skicklig politiker.
 * type="{}" coef="1"}

{Fill in an appropriate particle. Jag har strukit { under } det som är värt att komma ihåg med en blyertspenna.
 * type="{}" coef="1"}

{Fill in an appropriate form of the Swedish adjective fin. Mina bröder har { fina } bilar, men jag har ett { fint } hus. Therese är en { fin } flicka.
 * type="{}" coef="3"}

{Fill in an appropriate form of the Swedish noun målare. Vi anlitade två estniska { målare } för att måla om huset.
 * type="{}" coef="1"}

Facts
{Which contries meet at treriksröset?

+ Sweden, Norway and Finland - Sweden, Norway and Denmark - Sweden, Norway and Russia - Sweden, Denmark and Finland - Sweden, Denmark and Russia
 * type=""}

title: Intermediate Swedish 1/Test


text:
Miracle question

The miracle question is a method of questioning that a coach, therapist, or counselor uses to aid the client to envision how the future will be different when the problem is no longer present. Also, this may help to establish goals.

A traditional version of the miracle question would go like this:

"Suppose our meeting is over, you go home, do whatever you planned to do for the rest of the day. And then, some time in the evening, you get tired and go to sleep. And in the middle of the night, when you are fast asleep, a miracle happens and all the problems that brought you here today are solved just like that. But since the miracle happened over night nobody is telling you that the miracle happened. When you wake up the next morning, how are you going to start discovering that the miracle happened? ... What else are you going to notice? What else?"

Whilst relatively easy to state, the miracle question requires considerable skill to ask well. The question must be asked slowly with close attention to the person's non-verbal communication to ensure that the pace matches the person's ability to follow the question. Initial responses frequently include a sense of "I don't know." To ask the question well this should be met with respectful silence to give the person time to fully absorb the question.

Once the miracle day has been thoroughly explored the worker can follow this with scales, on a scale where 0 = worst things have ever been and 10 = the miracle day where are you now? Where would it need to be for you to know that you didn't need to see me any more? What will be the first things that will let you know you are 1 point higher. In this way the miracle question is not so much a question as a series of questions.

There are many different versions of the miracle question depending on the context and the client.

In a specific situation, the counselor may ask,

"If you woke up tomorrow, and a miracle happened so that you no longer easily lost your temper, what would you see differently?" What would the first signs be that the miracle occurred?"

The client (a child) may respond by saying,

"I would not get upset when somebody calls me names."

The counselor wants the client to develop positive goals, or what they will do, rather than what they will not do--to better ensure success. So, the counselor may ask the client, "What will you be doing instead when someone calls you names?"

Scaling Questions
Scaling questions are tools that are used to identify useful differences for the client and may help to establish goals as well. The poles of a scale can be defined in a bespoke way each time the question is asked, but typically range from "the worst the problem has ever been" (zero or one) to "the best things could ever possibly be" (ten). The client is asked to rate their current position on the scale, and questions are then used to help the client identify resources (e.g. "what's stopping you from slipping one point lower down the scale?"), exceptions (e.g. "on a day when you are one point higher on the scale, what would tell you that it was a 'one point higher' day?") and to describe a preferred future (e.g. "where on the scale would be good enough? What would a day at that point on the scale look like?")

Exception Seeking Questions
Proponents of SFBT insist that there are always times when the problem is less severe or absent for the client. The counselor seeks to encourage the client to describe what different circumstances exist in that case, or what the client did differently. The goal is for the client to repeat what has worked in the past, and to help them gain confidence in making improvements for the future.

Coping Questions
Coping questions are designed to elicit information about client resources that will have gone unnoticed by them. Even the most hopeless story has within it examples of coping that can be drawn out: "I can see that things have been really difficult for you, yet I am struck by the fact that, even so, you manage to get up each morning and do everything necessary to get the kids off to school. How do you do that?" Genuine curiosity and admiration can help to highlight strengths without appearing to contradict the clients view of reality. The initial summary "I can see that things have been really difficult for you" is for them true and validates their story. The second part "you manage to get up each morning etc.", is also a truism, but one that counters the problem focused narrative. Undeniably, they cope and coping questions start to gently and supportively challenge the problem-focused narrative.

Problem Free Talk
Problem free talk is often over looked as a technique. In Solution focused therapy it is thought to be a useful technique for eliciting resources. Many people do leisure activities that relax them, or have experiences of being assertive, and many other useful resources that can help within the therapy. Solution focused therapists will talk about seemingly irrelevant life experiences; like leisure activities, meeting with friends, relaxing and managing conflict. The therapist can also gather information on the clients values and beliefs and their strengths. From this discussion during the therapy session the therapist can use these strengths and resources to move the therapy forward. For example; if a client wants to be more assertive it may turn out that under certain life situations they are assertive. This strength from one part of their life can then be transferred to the area with the current problem. Or if a client is struggling with their child because the child gets aggressive and calls the parent names and the parent continually retaliates and also gets angry, then perhaps they have an area of their life where they remain calm even under pressure; or maybe they have trained a dog successfully that now behaves and can identify that it was the way they spoke to the dog that made the difference and if they put boundaries in place using the same firm tonality the child might listen.

title: Miracle question


text:
Solution-focused brief therapy

Solution focused brief therapy (SFBT), often referred to as simply 'solution focused therapy' or 'brief therapy', is a type of talking therapy that is based upon social constructionist philosophy. It focuses on what clients want to achieve through therapy rather than on the problem(s) that made them to seek help. The approach does not focus on the past, but instead, focuses on the present and future. The therapist/counselor uses respectful curiosity to invite the client to envision their preferred future and then therapist and client start attending to any moves towards it whether these are small increments or large changes. To support this, questions are asked about the client’s story, strengths and resources, and about exceptions to the problem.

Solution focused therapists believe that change is constant. By helping people identify the things that they wish to have change in their life and also to attend to those things that are currently happening that they wish to continue happening, SFBT therapists help their clients to construct a concrete vision of a preferred future for themselves. The SFBT therapist then helps the client to identify times in their current life that are closer to this future, and examines what is different on these occasions. By bringing these small successes to their awareness, and helping them to repeat these successful things they do when the problem is not there or less severe, the therapists helps the client move towards the preferred future they have identified.

Solution focused work can be seen as a way of working that focuses exclusively or predominantly at two things. 1) Supporting people to explore their preferred futures. 2) Exploring when, where, with whom and how pieces of that preferred future are already happening. While this is often done using a social constructionist perspective the approach is practical and can be achieved with no specific theoretical framework beyond the intention to keep as close as possible to these two things.

title: Solution-focused brief therapy


text:
User:BrooksGstfmrt

Actually, it is Brooks Gardner and I am a native Tar Heel with a degree in Geography from the University of North Carolina - Greensboro. I live in Mebane and have served as the Mayor of my home town. I am Presbyterian by choice and an unaffiliated voter with liberal leanings. I like to call myself a Conservative/Liberal. I am retired and share a home with the love of my life, Carol. Carol and I have two sons: Steve and Nathan and they are married to Suzi and Amanda. There are three grandsons: Will, Carson, and Matt.

title: User:BrooksGstfmrt


text: User:Graeme E. Smith/Pyramid Neuron Size Versus Distance/Direction of Transmission


text: User:Graeme E. Smith/Local Transport Pyramidal Layer, Laminae IIIc in core and belt: How signals from the rest of the brain mix with local transport between core and belt


text:
Ἐκκλησία

So many people are lost and confused about the wonderful and simple message of the New Testament. A good way to dive in is to look for key concepts that are easy to grasp and plug the main terms into a lexicon (Λεξικόν). Things like community, church, love, brotherhood and family are starting points. ἐκκλησία (ek-lee-zi-a) is another of the most mistranslated words in the common English versions of the New Testament.

Upon this rock...
ἐκκλησία is ...

(Matthew 16:18)

Other instances
Besides "church", ἐκκλησία has also been translated to 'assembly'... We need to be heading toward αγάπη for now but we'll come back to this later.

Notes, References and External links
Strong's number: 1577 - ἐκκλησία
 * OliveTree search term:assembly

title: Ἐκκλησία


text:
Αγάπη

So many people are lost and confused about the wonderful and simple message of the New Testament. A good way to develop an understanding is to look for key concepts that are easy to grasp. These build context when organized into a lexicon (Λεξικόν). Things like community, church, love, brotherhood and family are starting points. αγάπη (uh-gop-ee) is a Greek word whose meaning is nearly lost.

Upon this rock...
God is αγάπη.

(John 13:34)

Other instances
ἐκκλησία = κοινωνία + αγάπη

Affection - φιλία

Notes, References and External links
Strong's number: 25 - αγάπη
 * OliveTree search term:love

title: Αγάπη


text:
User talk:Adithya 345

whattt is the buffered reader statement in java??????

title: User talk:Adithya 345


text:
Φιλία

So many people are lost and confused about the wonderful and simple message of the New Testament. A good way to develop an understanding is to look for key concepts that are easy to grasp. These build context when organized into a lexicon (Λεξικόν). Things like community, church, love, brotherhood and family are starting points. φιλία (filia or filao) is an important Greek word.

Peter's 7-step program
Seven steps to αγάπη.

(II Peter 1:5-7)

Other instances
ἐκκλησία = κοινωνία + αγάπη

faith, virtue, knowledge, temperance, patience, godliness, brotherly affection (φιλία-delphia), love (αγάπη)

Affection - φιλία

Notes, References and External links
Strong's number: 3588 - φιλία
 * OliveTree search term:brotherly love

title: Φιλία


text:
User:Keshu38/MCSE/Installing, Configuring, and Administering Windows XP Professional

User:Keshu38/MCSE/Installing, Configuring, and Administering Windows XP Professional