text:
Wikiversity talk:Featured

See Wikiversity talk:Featured/Archive for older discussions.

Is this still active?
I saw it on the wiki homepage and thought I could feature some of my well grown projects. Is this still active? --Goldenburg111 15:57, 18 September 2014 (UTC)

Courses
I'd like to see more courses added as featured content. Since adding the Courses link to the front page, the Courses category has jumped to #11 in popularity. Users visiting Wikiversity are looking for good course content. We should feature some of these. -- Dave Braunschweig (discuss • contribs) 01:21, 9 February 2016 (UTC)

 * I agree. That is some of our best content and an active course makes a good impression of Wikiversity as a thriving learning space. I would nominate Motivation and emotion and one of the Cisco networking resources as well developed. Cisco certification is likely a topic where there is a great demand for free learning materials. Guy also has some great resources, though I've not had time to read through all the material. We should also update the "Most desired content" section as informed by site activity or search prominence. Is there anyway to get statistics about what our visitors enter in the search box? --mikeu talk 18:02, 9 February 2016 (UTC)

 * I agree on Motivation and Emotion. For the Cisco content, the most popular is the Cisco Networking/CCENT course. Our IT Fundamentals course has the same design, and is almost three times more popular. I've also been contacted by the vendor (CompTIA), saying that they recommend the Wikiversity IT Fundamentals course to anyone who can't afford to purchase CompTIA materials. I also prefer listing that one, because it comes up as one of the top five links in a Google search on that topic. Today it's coming up second. Not bad placement. :-)

 * Regarding Wikiversity search results, it depends on whether they press "Enter". If they try to go to a page, it shows up in the page hit results. If they don't actually try to navigate to a page, I'm not aware of anywhere that the search information is captured. That might be a good question for Meta. -- Dave Braunschweig (discuss • contribs) 20:50, 9 February 2016 (UTC)

Page Limitations
@Jtneill The Template:Featured Content/Nav appears to be limited to 19 links. Perhaps it's time to roll something else off the list. I'd vote for removing Filmmaking. It was really good content 15 years ago, but I'm not sure it's as relevant now without any updates. -- Dave Braunschweig (discuss • contribs) 20:07, 14 September 2022 (UTC)
 * @User talk:Dave Braunschweig OK, that makes sense. And agree with the suggestion. Will go ahead and change. -- Jtneill - Talk - c 21:39, 14 September 2022 (UTC)

title: Wikiversity talk:Featured


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Vittangi SK

 Vittangi SK is a sports club in Vittangi, Sweden, established in 1959.

The women's soccer team played in the Swedish top division in 1982.

source: wikimedia

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

title: Vittangi SK


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Talk:Introduction to Graph Theory/Lecture 1

Too many references to the "Kevin Bacon" graph. Get more mathematical--if this is to be a course, make it look like one.

There is nothing wrong with the refrences p.s when are the problem sets coming in


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Kampong Thom (National Assembly constituency)

Kampong Thom (កំពង់ធំ) is one of the 25 constituencies of the National Assembly of Cambodia. It is allocated 10 seats in the National Assembly.


text:
Talk:Croatan High School

Lists
Can we do something about these lists? They're rediculous. Strombollii (talk) 03:54, 5 January 2009 (UTC)

Croatan Football
They competed in the state playoffs? In what year? What was the outcome? Was it JV or Varsity? Either make the addition informative or delete.--JimmyButler (talk) 13:10, 20 February 2009 (UTC)
 * Apparently -- or at least judging by the writing in the section -- Croatan's English department needs a stronger emphasis on the fundamentals of grammar. Strombollii (talk) 13:48, 20 February 2009 (UTC)

Please be more specific on what was wrong with the section.--11mwood (talk) 13:53, 20 February 2009 (UTC)
 * Inherent bias, nonfactual information, no refs (but I guess that's a non-issue).

The team was led by a group of experienced seniors two of which broke the record for season tackles at the cornerback position. The teams starting running back, Donnie Morris, was Croatan's first 1,000 yard rusher his junior year at croatan and and during the 2008-2009 season he led the team again in rush yards as a seanior. Strombollii (talk) 14:00, 20 February 2009 (UTC)

--Wikitrevor (talk) 13:52, 20 February 2009 (UTC)
 * On a similar note, why is there a new club section that has not been incorporated into the pre-existing club list? A little inconsistent...

Perhaps some elaboration applied to each of the sports in order to ensure consistency in the article's structure. For instance, the wrestling team sub-section is supported by details, but other sports are in need of some supporting details. Also, every fact or statistical claim should be cited. Overall, the additions to the article are beneficial to its status, and the addition of new information is quite impressive. --Wikitrevor (talk) 22:41, 20 February 2009 (UTC)
 * Maybe adopt a format that's much like the WikiProject AP Biology 2008 for usernames? That is, "Sport/Coach: Coach's name" or something to that effect.  Other information could be placed underneath, bulleted.Strombollii (talk) 15:06, 21 February 2009 (UTC)

Ping Pong Club
Seriously?--JimmyButler (talk) 13:12, 20 February 2009 (UTC)

FBLA
Deleted section. No factual information provided to copyedit. Strombollii (talk) 13:37, 20 February 2009 (UTC)

A proposition
Wikitrev, can we do away with the tags? Yes, it is unsourced info; and yes, it probably should be sourced;o but it looks sloppy, and let's face it, no one is going to bother sourcing the information.

Furthermore, where'd the clubs go? Strombollii (talk) 21:01, 10 March 2009 (UTC)

 * Yep, sounds good. List of Clubs? I don't know who got rid of it. --Wikitrevor (talk) 23:37, 23 March 2009 (UTC)
 * Sorry, that was me on a flying visit a few weeks back - it was unsourced, prospectus-ish and I didn't think it was especially notable (every school has a load of clubs - so what?) If you think it should go back in though, no worries ;) EyeSerene talk 10:47, 25 March 2009 (UTC)

title: Talk:Croatan High School


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Physics teaching

See:
 * Topic:Physics
 * School:Education

MIT (Studious) Model
The MIT model of Physics education involves creating strong student groups that explore Physics. The actual teaching takes place not in the lecture hall, but late at night in a dorm room around a problem set that will be hand graded. The problem set does not produce a large proportion of the grade, and consists of very difficult problems, making it generally impossible for individuals to complete them on their own.

Many things subtly contribute to make this approach effective. Even though it is theoretically possible for students to simply copy the answers and hand them in, it is not in their interests to do so, because they would fail the test and final examinations, which form most of the grade. Moreover, it is to the students' benefit to know what their weaknesses are because they get very detailed feedback in the problem sets.

The other important aspect is that the passing grade is set extremely high, and the grades are against some more or less objective standard. Because the pass rate is very high, there is no disincentive to helping someone else learn the material.

Additionally, tests and finals are hand-graded, with the possibility for generous partial credit. The emphasis is placed on the concept, and not on just getting the answers.

title: Physics teaching


text:
Category talk:Engineering and Technology

the chance to gain an education online the idea is great
--<IP_ADDRESS> 07:44, 18 August 2006 (UTC)there are many organizations offering an online education,the big problem for me has been the high cash cost.Hopefully wikipedias attempt will suceed in enabaling many to have a chance at an education previously difficult if not impossible.Thank you one and all keep up the good work kind regards dale walsh.


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Inauguration of Joko Widodo

Inauguration of Joko Widodo may refer to:

 * First inauguration of Joko Widodo, 2014
 * Second inauguration of Joko Widodo, 2019

title: Inauguration of Joko Widodo


text:
sitä

Pronoun

 * 1)  (the ...) the establishes a parallel
 * 1)  (the ...) the establishes a parallel

Etymology
From, from.

Verb

 * 1) to sit

title: sitä


text:
School:History

Welcome to the School of History!

A complete listing of history-related projects may be found at the History Portal. A school is a large organizational structure which can contain various departments and divisions. These should be listed in the "departments and divisions" section. The school page itself should not contain many learning resources. It may contain some projects for developing learning resources, and it may also contain recommendations for specific programs of study. Most learning resources are linked to from specialized portals in the "Topic:" namespace. The School of History is for coordinating the activities of Wikiversity participants who edit the History-related pages of Wikiversity.

Divisions and Departments
General learning project:
 * History of the World

General Divisions and Departments:

 * United States History
 * African History
 * Chinese History
 * Korean History
 * East Asian History
 * European History
 * Historiography

 * History of Racism
 * Indic History
 * Military History
 * North American History
 * Southeast Asian History

Integrated Divisions and Departments:
 * Board Game Studies

Specific topics and Mini Divisions:
 * Portuguese Trade in West Africa

Creating New Divisions and Departments
Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions.

As a learner
Are you new to Wikiversity or the School of History? You have come across an important resource in the development of interactive Open Educational Resources. You are welcome here as a student browsing for resources to use in your studies. You may like to to sign up for a specific course. Either way you can use this area of cyberspace to keep notes while you study - but remember, they are open for other people to read! (You can create pages linked to your user page by adding "/subspacename" after your username when starting a new page). Please also use the discussion pages to give feed back about courses whether you like them or were disappointed. We also encourage more active involvement. You can help in the development of courses, adding to the bibliography, putting in links to wikipedia (use "w:" at the beginning of the box), correcting typos etc. If you are a newcomer, please see this quick tour to help you familiarise yourself with wikiversity.

As a teacher/facilitator
We also encourage teachers to use wikiversity as a place to develop and share their teaching materials. For more general information, please look here. In order for people to find your material in the School of History, please follow these Categorization guidelines.
 * Create a New History Learning Project.

As a researcher
In addition to Wikiversity's learning mission in various educational sectors, Wikiversity also hosts research. Please see Portal:Research for more information.

As part of a Learning Community
We also function as a learning community, sharing general maintenance tasks, discussing problems that arise and developing collaborative projects We keep a special page of things that need to be done for people who just want to jump in!
 * Get involved!

Have any questions? Leave them on the School's talk page, or contact EarlGrey with your question.

Other guides

 * The School of Strategic Studies has a lecture series designed to introduce you to writing essays for History and Politics classes. Check out the Political and Historical Methodology class for more information.
 * History of Quebec and Canada/Study Guide This guide has been prepared for Quebec High School students enrolled in the Secondary IV History of Quebec and Canada Course.
 * IB History Review Guide: Imported from Wikibooks (2008-05-28). Help to integrate the content into Wikiversity!

Active Classes
No current courses

Planned Courses
Finished Development:
 * Intro to the Early Republic: History of the US from Colonialism to the Civil War
 * Cambridge International Examinations - GCE Ordinary Level History (Southeast Asian History)
 * World History
 * Human Legacy Course
 * United States History
 * History of the Ottoman Empire

Courses in development:
 * British Empire
 * Spanish History
 * History of Ireland through Song
 * Life of Alexander (in conjunction with Classics)
 * War Seminar
 * Cambridge International Examinations - GCE Ordinary Level History (Southeast Asian History)
 * How They Had Fun: Culture and Context in the United States, 1900-1960
 * History of Cuisine
 * Medieval History
 * Introduction to Historiography
 * History of Germany
 * History of Nepal
 * History through American Girl for younger students; based upon the "American Girl" books.
 * History of Ethnology
 * History of Ottoman Empire
 * Queen Elizabeth I
 * History of Scotland

Shelved Resources
These resources may be revitalised:
 * Hitler's Germany A look into the underpinnings of the Third Reich - Socially, Politically, Economically. Now in progress, participants welcome.
 * Russian Revolution A look at the Bolshevik Revolution in Russia around 1917
 * World History: Part I: Prehistory to the Roman Republic
 * Thucydides: The Peloponnesian War A historiographical discussion of Thucydides' record of the Peloponnesian War.
 * Third Reich An analysis of important thematic elements of Hitler's "1000-year Empire"
 * Introduction to US History
 * Nonkilling Historiography: a new paradigm for historiography
 * Science, Sexuality and Colonialism: A History
 * Natural Science 14-17th century
 * History A history that benefits from geochronology

Requested Courses/Projects
''These are topics that have been requested and are considered high priority for the School. Please start or expand these projects if you are familiar with the topic area!''

 * History of the USSR
 * History of Japan
 * History of India
 * Jewish History
 * History of Cuba
 * History of Islam
 * History of Korea

 * History of Greece
 * History of Race and Sexuality
 * History of Folk Music
 * History of Ireland
 * Naval History
 * History of Sri Lanka
 * History of Jamaica
 * History of Turk

Resources

 * See the School of History Resources page.

Things you can do!

 * Clean up Draft:Astrohistory and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Colonial India and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Dates and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:History and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Libyan history and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Middle Ages and move it to become a subpage of a supporting main page learning project.

title: School:History


text:
Taryn Gollshewsky

Taryn Linley Gollshewsky (born 18 May 1993) is an Australian athlete specialising in the discus throw. She represented her country at the 2017 World Championships without qualifying for the final. In addition, she won a bronze medal at the 2017 Summer Universiade.

Her personal best in the event is 60.27 metres set in Perth in 2016.

title: Taryn Gollshewsky


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George William Burton

Sir George William Burton (July 21, 1818 –August 22, 1901) was a British-Canadian lawyer and judge. He was Chief Justice of Ontario from 1897 to 1900.

Biography
Burton was born in Sandwich, Kent, England, on July 21, 1818, the second son of Admiral George Guy Burton, Royal Navy. He was educated at the Rochester and Chatham Proprietary School. In 1836 or 1837, Burton came to Canada and settled in Ingersoll, where he began studying law in the office of his paternal uncle, Edmund Burton. He was called to the bar in 1841 or 1842. Thereafter, he practised law in Hamilton. Burton also practised in partnership with Charles A. Sadleir, as Burton & Sadleir, for many years.

He was a reformer in politics.

On June 9, 1850, Burton married Elizabeth Perkins, daughter of Dr. F. Perkins, of Kingston, Jamaica, and niece and adopted daughter of Colonel Charles Cranston Dixon, of the 90th Regiment.

Burton acted as solicitor for the city of Hamilton; also for the Canada Life Assurance Company, of which he was a director, having been elected to that position soon after his elevation to the bench. In 1856 he was nominated as bencher of the Law Society of Upper Canada, and when that body became elective by the profession at large, under an Ontario statute passed in 1871, he was elected to the position. In 1862 or 1863, he was named a Queen's Counsel.

Burton was appointed a judge of the Court of Error and Appeal on May 30, 1874, moving to Toronto, Ontario. Upon the elevation of Samuel Henry Strong to the Supreme Court of Canada, in October 1865, Burton became the senior justice of the Court of Appeal. Burton was appointed Chief Justice of Ontario in 1897 and was knighted in 1898. He died on August 22, 1901, in Toronto.

title: George William Burton


text:
User:Ayman34979

I am ayman, I have many hobbies sometimes i think that i am good in acting, but i write novels. i didnt finish one, I am writing an article on James Walker. You can get more information on the article by searching James Walker, i like inventing but i didnt invent anything i'm just interested in inventing or making something. I didn't complete a novel but I wrote many stories The Tutor, A duck with two mothers and many others. I can draw some humans if it is easy. I like drawing. I have many other hobbies. I'm not that good in sports.

title: User:Ayman34979


text:
Talk:GCSE Science

Hey Theresa knott, looks like an exciting project. Best of luck and welcome to the textbook project. We're gonna like change the world, an' stuff ! Thanks for the help. (I added a couple of navigation links for you) ... --Karl Wick

Thanks for the links! We certainly are gonig to change the world, but it's a daunting prospect this early on. Still little by little -- Theresa knott 10:29, 29 Aug 2003 (UTC)

I've been thinking. I sort of hijacked this page for GCSE science. It occurs to me that someone visiting this page migh want see see things on the scientific method, anyalysing data, Good and not so good science. Examples of downright sloppy science and even fraud. That sort of thing.If anyone want's reclaim this page for general science rather than GCSE science, feel free, but please link GCSE science to the main page or somewhere it is likely to be seen Theresa knott 21:36, 18 Sep 2003 (UTC)

 * Very chivalrous of you. I imagine that as this site grows there will be all kinds of overlaps on name usage, with multiple books and stuty guides on any topic. Hopefully there will be so much activity that people will be fighting over namespaces. Well, not that I am hoping for fighting. --Karl Wick

Tweaks
Theresa, love the design of the page. I tweaked it up a bit for you. Question: Just what does "GCSE" stand for, anyways ? If I knew I forgot and don't know where to check. --Karl Wick

Thanks for the tweaks. GCSE stands for General certificate of secondary education.

 *

The best place to check for information is wikipedia ;-) see this article for more details http://www.wikipedia.org/wiki/GCSE
 *  User:Theresa knott

 * Headmistress ? OK, this must definitely be a non-US thing. Seriously, I have never heard of General certificate of secondary education before. I thought the S would stand for science ..

Funny science songs
You may like the songs found on this page. Sort of more designed for kids but it was funny to me as an adult too. Maybe it could fit into your book somewhere although I wouldn't know where.

http://www.acme.com/jef/science_songs/

- Thank you

Subpages
Wouldn't it be better to use subpages? For example, right now you have "GCSE_science" and "Introduction_(GCSE_science)" and so on. With subpages, they would be "GCSE_science" and "GCSE_science/Introduction" and so on. It seems tider to me because all the GCSE science pages are then contained under 'GCSE_science'. Just a thought. :) --Avxxv 20:10, 15 October 2005 (UTC)

 * Subpages is a feature that was added long after this book was created. Sure, having subpages will be much tidier, but things will have to be moved in a way to not ruin internal links. --Krackpipe 18:58, 7 December 2005 (UTC)

Proposed rename
I'd like to change these pages so that they all start with "GCSE Science/". This would bring these pages into link with other wikibooks. Any move would be done in such a way as to preserve all links. I trust this will prove to be non-controversial, but note the proposal here first to allow for comments, Jguk 12:50, 24 February 2006 (UTC)

Image format
A lot of images in this textbook are in GIF format. They should be converted to PNG, or a PNG alternative should be found. Emanla Eraton 15:26, 26 August 2007 (UTC)

title: Talk:GCSE Science


text:
American Fantasy Press

American Fantasy Press is a science fiction/fantasy/horror specialty press owned and operated by Robert T. Garcia and Nancy Garcia. Located in DeKalb, Illinois, the press has published: The first U.S. hardcover edition of Dennis Etchison's Darkside (A 10th anniversary edition); the chapbook edition of The Man on the Ceiling by Steve Rasnic and Melanie Tem, the chapbook of A Walking Tour of the Shambles by Neil Gaiman and Gene Wolfe, the first U.S. hardcover edition of Michael Moorcock's The Dreamthief's Daughter (a signed, limited edition), the chapbook The Broecker Sampler, featuring the artwork of Randy Broecker, a broadsheet of Jo Fletcher's poem Midnight Monster illustrated by Gahan Wilson, and the first hardcover edition of the Mary Frances Zambreno's short story collection Invisible Pleasures. It published the fantasy short story collection by Mike Resnick, Stalking the Zombie which features his hard-boiled detective John J. Mallory in an alternate Manhattan. In 2015, the press published The Collectors' Book of Virgil Finlay, by Robert Weinberg, Douglas Ellis and AF publisher Robert Garcia. In 2020 the press published The Fantastic Fiction of Hannes Bok, an omnibus of Hannes Bok's long form fantasies. It announced the art book The Bloody Brush: The Inventive and Surreal Horror Art of Jill Bauman for 2024.

The press began as an offshoot of the Garcia's magazine American Fantasy, which won a World Fantasy Special Award—Non-professional in 1988. The Man on the Ceiling won the World Fantasy Award, The International Horror Guild Award and the Bram Stoker Award.

title: American Fantasy Press


text:
User:RobertMSmith01/sandbox/A Difficult To Understand Definition for a Dwarf Planet

The term "Clear the neighbourhood" is one of the 3 definitions that defines a Planet. I believe this definition to be confusing and misunderstood. I'm relatively well educated - but it took me some time to understand the meaning of the definition in question.

I might still be wrong in my understanding - but I would use the phrase Gravitationally strong enough to "Mop Up" debris within its orbit" as a phrase to accompany "Clear the neighbourhood".{Userspace draft|source=ArticleWizard|date=September 2017}}

New article name goes here new article content ...


text:
bárbaro

Etymology
Attested since circa 1300. From, from , of origin, mimicking the sound of foreign languages. , possibly.

Noun

 * 1) barbarian

Adjective

 * 1) barbarian, uncivilised, uncultured
 * 2)  great, fantastic

Etymology
From, from , of origin, mimicking the sound of foreign languages. .

Adjective

 * 1) barbarian; uncivilised
 * 2) wicked; evil; cruel
 * 3)  awesome; wicked; brilliant; excellent
 * 1)  awesome; wicked; brilliant; excellent
 * 1)  awesome; wicked; brilliant; excellent

Noun

 * 1)  barbarian member of peoples considered uncivilised by the Romans and Greeks
 * 2) barbarian uncivilised person
 * 3) barbarian a cruel and violent person

Etymology
From, from , of origin, mimicking the sound of foreign languages.

Adjective

 * 1) barbaric
 * 2)  enormous
 * 3)  stupendous
 * 4)  cool

Noun

 * 1) barbarian

title: bárbaro


text:
Shouyi Road station

Shouyi Road Station, is a station of Line 4 of Wuhan Metro. It entered revenue service on December 28, 2014. It is located in Wuchang District.

Around the station

 * Qiyi Street Mosque

title: Shouyi Road station


text:
Biafran

Etymology
From. The "skinny" sense is in reference to the images of extremely skinny Biafran refugees from the that appeared plentifully in English-language media in the 1960s and 1970s.

Adjective

 * Of, from or relating to Biafra.
 * 1)  Extremely skinny.

Translations

 * Norwegian:
 * Nynorsk: biafransk
 * Portuguese: biafrense

Noun

 * 1) A native or inhabitant of Biafra.

Translations

 * French:
 * Norwegian:
 * Nynorsk: biafranar
 * Portuguese: biafrense

title: Biafran


text:
Eudendrium rameum

Eudendrium rameum is a marine species of cnidaria, a hydroid (Hydrozoa) in the family Eudendriidae.

title: Eudendrium rameum


text:
Talk:David McNamee

External links modified
Hello fellow Wikipedians,

I have just modified 2 one external links on David McNamee. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20120210052300/http://www.ccfc.co.uk/page/ProfilesDetail/0,,10269~22736,00.html to http://www.ccfc.co.uk/page/ProfilesDetail/0,,10269~22736,00.html
 * Added archive https://web.archive.org/web/20120222002526/http://www.pafc.co.uk/page/NewsDetail/0,,10364~1343823,00.html to http://www.pafc.co.uk/page/NewsDetail/0,,10364~1343823,00.html
 * Added tag to http://www.rosscountyfootballclub.co.uk/news/david-mcnamee-joins-ross-county.aspx

Cheers.— InternetArchiveBot  (Report bug) 06:29, 8 December 2016 (UTC)

title: Talk:David McNamee


text:
Organic Chemistry/Introduction to reactions/How to write organic reactions

Organic chemistry > How to write organic reactions

<< Introduction to reactions | Overview of reactions >>

Writing General Chemistry Reactions
In organic chemistry, a reaction may be written precisely as it is for general chemistry if only a basic amount of information is needed. For example, when a haloalkane is turned into an alkene, the reaction may be written:

""

Unfortunately, this method of notation does not tell anyone very much about the reaction, and it takes expertise to know exactly what is going on. A new student to organic chemistry probably would not notice that the product molecule contains one site of unsaturation due to a double bond between carbon atoms number one and number two. Because it is so general, this notation is good for general chemistry, but organic chemistry requires more precision.

For most students, common practices in writing organic reactions will be different than used in general chemistry.

Differences in Organic Chemistry Notation
Organic chemistry reactions are often not written as balanced equations. This is because many organic chemists - who are just as lazy as anyone else - tend to be more interested in the organic product of a reaction than in anything else going on in the reaction. Side products are often ignored, and just as often catalysts and solution notation may be highly abbreviated or left out altogether. As you gain familiarity with organic chemistry you will come to understand just what may be abbreviated or left out, but in the beginning this can be a source of frustration.

Another difference is that modified Lewis drawings of molecules are often used instead of molecular formulas. This makes sense due to the fact that organic molecules are often rather large in size and complicated in structure, so that they can be more easily understood in the form of a drawing as opposed to a word-formula. A two-dimensional drawing reveals some of the three-dimensional shape of the molecule, but when necessary even three-dimensional drawings are used to depict reactants and products.

Working with the above drawing of a molecule may be difficult, but it is still far easier than using its name, or attempting to guess at the structure and functionality of a molecule using just its chemical formula of.

Examples of Organic Chemistry Notation
Typically organic chemistry molecules are drawn as modified Lewis structures. If you remember, a Lewis structure uses lines to connect chemical symbols together, illustrating a covalent bond, and also uses dots to represent non-bond electrons. This is shown in the diagram below of carbon dioxide. The drawing illustrates the four electrons of carbon participating in two double bonds with two oxygen atoms, and also the non-bonding electron pairs for each atom of oxygen.

In organic chemistry, there are a lot of carbons in every molecule, generally, so organic chemists by convention do not draw every single carbon in every molecule. The same is true of hydrogens attached to the carbons; it is twice the annoyance to draw thirty hydrogens in a fatty acid than it is to draw the fifteen carbons. Therefore, in organic chemistry, carbon atoms are assumed to be wherever a line or line segment begins or ends. Furthermore, enough hydrogen atoms are assumed to be attached to any carbon not marked with a + or - sign (indicating an ionic charge) to bring that carbon's total number of bonds to four. At first this notation may be confusing, but the shorthand method rapidly proves its worth.

<< Alkanes | << Introduction to reactions | How to write organic reactions | Overview of reactions >> | Introduction to functional groups >>


text:
File:Nebula Awards Showcase 2006.jpg

Summary
Cover of Nebula Awards Showcase 2006 edited by Gardner Dozois, Roc/New American Library, 2006.

title: File:Nebula Awards Showcase 2006.jpg


text:
Talk:Bethany Hills Camp

Contested deletion
This page should not be speedily deleted because... the section on the page that held speculative information was deleted and all that remains is factual, verifiable information about a piece of Tennessee history that should remain on Wikipedia. Samtbartholomew (talk) 14:20, 20 September 2019 (UTC)

Contested deletion
This page shouldn't be deleted. The camp is a local landmark, and the page has been rewritten to provide an accurate, historical view. It has sources and is properly cited.

The camp was created in the 1900s by Fannie Battle, a social reform worker and Civil War spy, as a place in the countryside for mothers and children to escape from the business of city life and recover from tuberculosis. It has historical and cultural significance both in and around the state of Tennessee. --The 5th Dimension of Hades (talk) 15:00, 20 September 2019 (UTC)

title: Talk:Bethany Hills Camp


text:
sivutuuli

Etymology
🇰🇲

Noun

 * 1) side wind wind that comes from either side relative to the direction of movement of the observer
 * 2)  crosswind, beam reach wind blowing perpendicular to the line of travel

title: sivutuuli


text:
Javier de la Cueva

Javier de la Cueva (Madrid, 1962), is a lawyer specialized in issues related to technology and the Internet. He graduated in Law and is Doctor in Philosophy from the Complutense University of Madrid. He has defended numerous cases involving the use of free licenses of intellectual property.

Early years
In the beginning he enrolled at the Complutense University of Madrid for a degree in law. Later he obtained a doctorate in Philosophy from the same university. He is currently working as a lawyer and professor of subjects related to intellectual property at the University Complutense de Madrid and at the IE School of Human Sciences & Technology.

Case Ladinamo
For the first time in the judicial history joins a resolution Copyleft concept. According to Javier de la Cueva, had succeeded official record that there were artists who wanted to distance themselves from the policy followed by the management companies of Copyright, relying on the use of alternatives to restrictive Copyright licenses. His objective in the short and medium term is to introduce the notion of Copyleft in as many judgments and possible administrative files as possible, consequently in the books of jurisprudence analysis. Only then can end the monopoly exercised in Europe entities managing Copyright.

Case Sharemula
Sharemula is a website which provided links to P2P networks, and that his case was jointly defended by Javier de la Cueva and David Bravo Bueno. The hearing confirmed the thesis defense noting that bind to peer networks (P2P) is not a criminal activity.

Case e-barcelona.org
E-barcelona.org was a discussion platform on cultural policies founded by the artist and activist Daniel García Andújar, and was part of a wide network such as e-sevilla, e-valencia, etc. Vegap filed a impeachment against Daniel García Andújar as the ultimate responsible and administrator of e-barcelona.org for disclosure of secrets and copyright in 2008. Defended by Javier de la Cueva, the judge decides to dismiss the proceedings in May 2015.

Position before CEDRO
Javier de la Cueva refers CEDRO as the SGAE in books world, his fundamental criticism is based on the claim to a private association that appropriates scientific research in universities. This company manages the rights of writers and editors, calls on universities pay a fee for the material used in its virtual campus. CEDRO sued the university centers and demanded 5 euro fee for each student. Universities lost lawsuits because the reasoning used for photocopiers always applied, regardless speaking of virtual campus, which is completely different.

title: Javier de la Cueva


text:
Web Design/JavaScript pen-n-paper activities

Sometimes it's more beneficial to think through your learning away from the computer! These activities are designed for exacly that. You might want to print them out and get together with some other learners in a sunny spot!

Spot the errors
See how many JavaScript errors you can spot in the following page: Testing your Javascript skills  function checkform {     // First check whether anything has been entered // in the required field if (document.getElementById("lastname").value = "") {        / Uh-oh, the lname field was blank! Let's let the user know! window alert("Please enter your last name"); document.getElementById("lname").focus; return true; }     // If our code gets this far, then both fields // must have had some text! Let onsubmit know // that all is ok by returning true! return true;  The fields marked with an asterisk (*) are required fields: *First Name:  *Last Name:

Hint: There's currently 10 errors (if you edit this activity, please update this!).

When you think you've found all the errors you're going to find:
 * 1) go back to your computer,
 * 2) copy-n-paste the code into your text editor,
 * 3) fix all the errors that you've found,
 * 4) and test the code to see if your web browser can help you find any remaining errors!

Fill in the blanks
In the following web page, there are 10 blanks (..........) to fill in! Without looking at your own code (or anyone elses!) have a go at filling in all the blanks! Fill in the blanks!  .......... toggleEmail {     var mycheckbox = document.getElementById(".........."); var myhiddenpara = document.getElementById(".........."); if (mycheckbox........... == ..........) {       myhiddenpara.style.display=".........."; }     else {       myhiddenpara.style.display=".........."; }   }   /* make the email paragraph hidden to begin with */ #emailpara {.......... : ..........}

Email subscriptions

 Yes! I would like to receive the occasional newsletter via email

Email Address:

When you've filled in all ten blanks, you might want to check with someone else's answers, or:
 * 1) go back to your computer,
 * 2) copy-n-paste the above code,
 * 3) fill in the blanks,
 * 4) test your code to see if your web browser finds any mistakes!

JavaScript Tag Soup
This activity may help learners work out some of the activities from Getting to know your Window, Getting to know your Document or the JavaScript Challenges in small groups, hopefully discussing what goes where and why!

Copy the following list of statements and print them out in a large font.

Javascript: function function var var document document window window alert("Yep, it's working") alert("                 ") open("           ") open("           ") style display checked getElementById("       ") getElementById("        ") getElementById("        ") if if elseif style style display display value value return return return true true false false ( ) == == = = { { { { } } } } . . . . . . . . toggleEmail checkForm mycheckbox myhiddenpara

HTML:       <textarea name="         " id="              " > <textarea name="         " id="              " >

CSS: display: none; { { { } } } After cutting out, use these bits of paper to do Getting to Know your Document and JavaScript Challenges in small groups (3-4) or individually.
 * 1) emailpara

JavaScript Operators Activity sheet
From our experience in school, we are usually only familiar with one group of operators – the maths operators (such as plus, minus, multiply and divide). But there are other types of operators that we need to use when creating computer programs, such as logical operators, assignment operators and string operators.

Why are they called operators? Well, they operate on numbers or strings in the same way that a doctor operates on people!

Maths (or Arithmetic) operators
Fill-in the following table, writing your own examples of the maths operators in JavaScript. The first row has been completed as an example.

If you are already familiar with these operators, create your own complete list of JavaScript arithmetic operators on the back of this page.

Assignment Operators
We will only be learning one assignment operator: equals. Can you guess what symbol is used for this operator?

Comparison (or logical) operators
The comparison operators are used to compare two objects to see if they are equal, or whether one value is greater than another. Comparison operators always return either true or false. Have a go at filling in the following table:

Confusion between the '=' assignment operator and the '= =' operator is a constant source of program bugs for every programmer, so consider yourself warned!

String operators
We'll only be learning one string operator in JavaScript too... it's call the concatenation operator, as it concatenates (or joins? Why do engineers have to make everything so complicated?) two strings together.

Remember: a string is just a bunch of letters that have been strung together, like a name-necklace where the individual letters are strung together to form your name. So “Michael” is just a string where the letters 'M', 'i', 'c', 'h', 'a', 'e' and 'l' have been strung together. A string must always be enclosed in double-quotes.

Even though this JavaScript symbol is also used for adding two numbers together, you can see, its behaviour is totally different when used with strings.


text:
Actinoschoenus quadricostatus

Actinoschoenus quadricostatus, commonly known as four-ribbed actinoschoenus, is a sedge in the sedge family, Cyperaceae, that is native to Western Australia. It is found in a small area in the Kimberley region.

title: Actinoschoenus quadricostatus


text:
User:Arnel6

Im Arnel my Wikipedia is Bosnian Wikipedia

Thanks for visiting :D

I have more than 250 edits on Bosnian Wikipedia.

Visit it and help us to make it better.

Visit my profile on Bosnian Wikipedia-Arnel6

title: User:Arnel6


text:
School:Geography

Welcome to the School of !

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.

Divisions and departments
Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions. 🇨🇴
 * The Department of Basic Geography - Basic Geography based at school level.
 * Geography - A basic content development project for Geography.
 * Cartography

Physical geography

 * Biogeography
 * Climatology and Paleoclimatology
 * Coastal geography
 * Environmental geography and Environmental management
 * Geodesy
 * Geomorphology
 * Glaciology
 * Hydrology/Hydrography
 * Limnology
 * Landscape ecology
 * Meteorology
 * Oceanography
 * Pedology
 * Palaeogeography

Other departments

 * Cartography - content development project for learning resources about cartography.
 * Geospatial Information Systems (GIS)
 * Geoinformatics - (Computer Science)

Human geography

 * Economic geography
 * Transportation geography
 * Development geography
 * Population geography or Demography
 * Urban geography
 * Social geography
 * Behavioral geography
 * Geosophy
 * Cultural geography
 * Political geography also Geopolitics
 * Historical geography
 * Time geography
 * Regional geography
 * Regional geography
 * Strategic geography
 * Military geography
 * Feminist geography
 * Children's geographies

🇨🇴

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

 * CQ 17:44, 16 January 2007 (UTC)
 * Since 13 October 2015 with Geographic coordinates! --Marshallsumter (discuss • contribs) 06:02, 13 April 2018 (UTC)
 * SelfieCity 01:26, 9 March 2019 (UTC)

Inactive participants

 * Franko2nd 16:56, 16 January 2007 (UTC)
 * BillyV
 * Zipman191

School news

 * 16/01/07 — School founded!
 * 09/03/19 — course for Geography created and organized on Wikiversity

List of Courses

 * Geography
 * Nonkilling Geography
 * Basic Geography (Wikibooks)
 * World Geography (Wikibooks)

Info

 * Geography (Wikipedia)
 * Geography of the Yukon (Wikipedia)
 * Portal:Geography (Wikipedia)

Things you can do!

 * Clean up Draft:Regions and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Geographic coordinates and move it to become a subpage of a supporting main page learning project.
 * Continue to improve Geography as a course.

كلية علوم الجغرافيا Geografie Departamento de Geografía it:Dipartimento:Geografia

title: School:Geography


text:
Bigeldy

Bigeldy (Бигельды) is a rural locality (a selo) in Novoselsky Selsoviet, Burlinsky District, Altai Krai, Russia. The population was 30 as of 2013. It was founded in 1911. There are 2 streets.

Geography
Bigeldy is located 25 km northwest of Burla (the district's administrative centre) by road. Novoselskoye is the nearest rural locality.

title: Bigeldy


text:
Νίνος

Proper noun

 * 1)  Ninus, the founder of Nineveh in Greek mythology
 * 2)  Nineveh; Mosul, Iraq

title: Νίνος


text:
Jesse Davis (American football)

Jesse Davis (born September 15, 1991) is an American football offensive tackle who is a free agent. He played college football at Idaho.

College career
Born and raised in Asotin in the southeast corner of Washington state, Davis was recruited as a defensive tackle by Idaho in nearby Moscow. He started twelve games for the Vandals at defensive tackle in 2012, then was moved to offensive tackle in spring camp in 2013.

Seattle Seahawks
Davis signed with the Seattle Seahawks as an undrafted free agent on May 2, 2015, but was waived on August 31.

New York Jets
On January 11, 2016, Davis signed with the New York Jets, but was waived on August 28. He was signed to the Jets' practice squad on November 1, but was released two weeks later.

Miami Dolphins
On November 22, 2016, Davis was signed to the Miami Dolphins' practice squad. then signed a reserve/future contract with the team on January 10, 2017.

Davis made the Dolphins 53-man roster in 2017, and made his NFL debut at left guard in the team's season opener against the Los Angeles Chargers. He started Week 8 and 9 at left guard, then finished the season as the starting right tackle in place of the injured Ja'Wuan James.

Davis was named the starting right guard to begin the 2018 season.

On September 7, 2019, Davis signed a three-year, $15 million contract extension with the Dolphins.

Davis was placed on the reserve/COVID-19 list by the team on November 23, 2020, and activated on November 26.

Davis was released after five seasons with the Miami Dolphins on March 24, 2022.

Minnesota Vikings
On March 28, 2022, Davis signed with the Minnesota Vikings.

Pittsburgh Steelers
On August 30, 2022, Davis was traded to the Pittsburgh Steelers for a 2025 conditional seventh-round pick.

San Francisco 49ers
On October 31, 2023, Davis signed with the San Francisco 49ers's practice squad.

title: Jesse Davis (American football)


text:
Jeet Ka Dum

Jeet Ka Dum (English: Power to Win) was a Hum TV's presented television game show in Pakistan. It was televised live from Karachi being hosted by actor Faisal Qureshi.

Guests on the show have included Atiqa Odho,  Asad Shafiq,   Fawad Alam, and Naz Baloch.

This show brings activities and competitions for the families and their children.

title: Jeet Ka Dum


text:
Wikiversity talk:Some ideas about Wikiversity

search up mitcourseware (http://ocw.mit.edu/OcwWeb), see if you can use their stuff.

 * That link seems to be broken. Andrewa 17:02, 26 Nov 2004 (UTC)

 * Working now. Andrewa 13:21, 12 Feb 2005 (UTC)

Suggestion : provide not only sources, but source analysis for texts. For example, "John Doe wrote in his History of America, that George Washington chopped down a peach tree, but John Doe was not alive to see this and provided no eyewitness accounts"... even if eyewitness, discuss possible motivations for reporting untruths. For example, a history of say, Iraq, might note that some of the people that came over to the US and told the administration how horrible he was were working on separatist movements in that country, and in any other country that would be considered a bias<EMAIL_ADDRESS><IP_ADDRESS> 15:00, 21 Sep 2004 (UTC)

This is taking a good direction. The real thing that I feel is needed is a rigorous section dealing with proofs to theorums, with the steps and assumptions involved. Some of the pages have excellent proofs, while others are sorely lacking. To me this seems a weak point of Wikipedia/versity. No one much likes proofs, however they are the basis for math. I am a university student, and able to contribute somthing (i will send up proofs of theorums that i have to do for class for studying)

I am greatly intersted in the potential of the Wikiversity project to be used by parents to tutor their children (in addition to the Wikiversity's stated goals). I am not sure how the Wikiversity project aims to approach child learning; but I think a collection of learning excercises, perhaps in level appropriate wikibooks, would be an enormous helps to parents like myself. Parents (and maybe educators) can benefit from books/courses on phonetic reading, basic math, writing, music, etc.

 * I think, as I believe most of users, that your idea is wonderful and it has been already spoken. Of course, if there is place for high qualified studies at the wikiversity, there should be also place for another levels. I encourage you to begin such a task creating a new page in the "Wikiversity" with such a goal. ¿Could the name be something like "Wikischool" ...? By the way, there is an open discussion about Wikiversity in the talk page of wikiversity, if you wish, you may place the next comments there so they are unified and easier to consult. --Javier Carro 23:33, 4 Jun 2004 (UTC)

I'm interested too. Don't come here often, but i'm in the Wikipedia and I work for a university as a programmer for a learning environment called Dokeos (GNU GPL, ) -- Roan

Heck yeah, this is a great idea! It would fill a major gap on the Internet: examples and tutorials can be found aplenty for many subjects, but actual instructional courses are very few, and usually of limited scope. One-dimensional Tangent 16:15, 7 Sep 2004 (UTC)

I guess Wikiversity is to fill in a space somewhere between Wikibooks and a conventional university. There are plenty of texts on the web and in libraries, and so the Wikiversity should not be duplicating by producing even more texts - if you want to produce a text, Wikibooks may be the place for you. Already, however, I see that we could be slipping into this trap. Perhaps we should be duplicating is some of the functions of a conventional university, but making this more accessible. So what do conventional universities do?

Firstly they provide the opportunity for discourse. There is a whole hierarchy starting from the informal ephemeral chat in the coffee bar to tutorials, lectures, the writing of student essays and academic papers and books. Then they provide support and encouragement, and again this can range from an informal 'thank you' in the course of a discussion to a formal conferring of a degree. Occasionally universities issue threats, but these should be avoided where possible - positive encouragement is usually the best way to keep people motivated. Many of these things may already exist on the net through irc and newsgroups and so on, but perhaps in a disjointed manner.

Then universities provide the opportunity for research. This can just mean more talking and writing. But it can also mean doing experiments. How much of this we should be doing? And when should we start doing it?

What level should Wikiversity be aimed at? Should it deal with knowledge at university level? Or should it be more inclusive than that. I looked at the mathematics pages, and there seems to be something for everyone there, from learning to count to postgraduate level. I think such comprehensiveness is stimulating, as it offers the opportunity for people somewhere in the middle to both teach and learn at the same time. --publunch 12:52, 19 Oct 2004 (UTC)

 * Fine, but research is problematic. There may be an influx of cranks posing material as "research", which can be hard to justify it's existence. A seperate project for research may be appropriate. Dysprosia 01:12, 20 Oct 2004 (UTC)

 * OK, I think we've got plenty of other things to do before we start doing 'Research'.--publunch 11:16, 21 Oct 2004 (UTC)

I noticed that someone has started using the philosophy department as a message board. Well, I think this kind of communication is VERY IMPORTANT. I think we need proper departmental message boards, and perhaps some central message boards for admin. I think this needs to be done fairly soon. How quickly can the technical people get this sort of thing done? --publunch 11:16, 21 Oct 2004 (UTC)
 * We already have the Staff lounge, and if it's important to have a seperate page for Wikiversity, then one has only to make one - you don't have to be a "technical person", just make a new page. To add something under "philosophy" may not be appropriate. Dysprosia 13:04, 21 Oct 2004 (UTC)

I think this is an excellent idea and has the potential to work well. It would be an idea to look at having "online" classrooms in IRC channels, being an experienced user of IRC I can say that it's easy to use: you can paste links in the channel (for learning purposes), everyone can click on the link there and then, and the discussion about the link takes place in real time. Online tutorials and exercises can be done this way, you have instant access to the teacher in the IRC channel.

The course content would be extremely flexible and easily modifed (pending review and approval, but the process could be decided in weeks not months). Having a Wikiversity would bring people from around the globe together in the spirit of learning and discourse. The course lengths could vary and initially it might be an idea to aim for short courses as a trial to see how they work out. It would be interesting how these courses would be advertised. There would be issues about if a qualification from Wikiversity is recognised anywhere, hence my earlier comment about conducting short courses as a trial period, we can get feedback from the "students" and teachers, look if the the infrastructure is working, if not, how to improve it etc. These are some initial thoughts and comments, I'll check back and see what people think. Rjwd 05:25, 12 Nov 2004 (UTC)

How is this idea different from Wikibooks? How will the courses not just devolve back into a second Wikibooks? Also, Wikibooks is not exactly thriving, do we really need to take away people from the project just yet? I personally believe that our most powerful efforts should be to get Wikibooks up to the level we would consider good, with regular traffic, and then try this idea. The other problem I see is that because of the limitations of the software, Wikiversity would always fall tragically short of the far-sighted vision of a classrooom-like atmosphere. While the software could be change, we must ask ourselves, is this really necessary? What will it actually contribute to the area of online education and how will it not just be Wikibooks 2 (i.e. not just textbooks in another form and name)?--Naryathegreat 17:43, 21 Nov 2004 (UTC)

Accreditation
I think we need to make a painful decision about whether Wikiversity is to recognise (note I didn't say offer) any form of accreditation.

This has come up before in a number of forums and a number of Wikimedia projects, and there's a deep-seated philosophical objection to the idea from many contributors. But accreditation is an essential part of University life. The vast majority of the students in a University are candidates for some sort of degree, and the vast majority of their teachers have degrees in relevant areas.

Currently, the module page is inconsistent on this, and I'm in no hurry to fix this conflict. It explicitly says The Wikiversity project IS NOT:... An attempt at accreditation. But later, there's a suggestion of levels of degree, from Bachelors to WhD (which I may nickname a Woctorate).

There seem to be two issue here, that of internal accreditation and that of external accreditation. In fact these are the same. Wikimedia is famous enough for internal accreditations to carry external prestige, and external accreditations are going to carry some weight in any internal system however democratic it is planned to be.

I'm of two minds. At the WhD level there will need to be refereeing, it's a research degree, and also publication of the thesis. Once we have such a system, I can see all sorts of lesser research projects being suggested, and there's a case for this.

The essence of a University is its cadre of people who are each involved in both teaching and research, the theory being that teaching is an excellent way for the teachers themselves to learn (it keeps you honest with yourself). This cadre is heirarchical, with the college of PhDs at the apex. It's this college which takes ultimate responsibility for endorsing new members by passing their PhDs.

As I said above, I'm in no hurry to resolve this, but I think it does need some explicit discussion. Andrewa 18:04, 26 Nov 2004 (UTC)

This is a totaly cool idea. Im in :) But do we have to say "Bachelors Degree" and "Masters Degree", whats that? -a
 * I'm fine with accreditation as long as they are given for recognition and honor, and not to signify an understanding of material or a certain topic; id est laureation. Wikiversity should, in my mind, resemble free study. Accreditation opposes this by being used--maybe unintentionally--as a form of restriction.

Assessment, Appraisal, Criticism and Feedback
Surely if accreditation is a meaningful goal - the discussion will have to be had, about the need to assess learning progress.

Serious students with a desire to learn always appreciate measured feedback (assessment) of their individual achievement. If this is done at appropriate intervals throughout a learning period it substantially assists learning development. This gives them encouragement and a framework of guidance. I have always looked at this in terms of Vygotsky's ‘zone of proximal development’ theories in my real world experience of Art & Design project based higher education. Students are capable of objectively assessing the achievement of themselves and their peers maturely. This takes practice and guidance in establishing a shared understanding of meaningful criteria to which they feel an individually committed ownership. Under these circumstances real synergy and personal development takes place far in advance of what the participants may have imagined was possible - ‘the joy of learning’. I have only the haziest notions of how we might provide structured encouragement to students pursuing these programmes conscientiously. But it should be relatively easy to collect evidence of engagement with the programme which can be appraised or assessed by self, peers or subject experts. Online seminar discussions of the material. Submitted work circulated and critically commented. Even a wiki archive of previous work - what a great resource - which can act as a benchmark and stimulus to each new generation of students.

I may add here that I am convinced believer in combinations of normative & formative feedback - assessment is feedback about achievement - no more no less. There are always two indices at work although even professional teachers don't always explicitly separate them out properly. Formative feedback is about helping the student define where they are, and what they have to do to reach their educational goals. And then how well they as individuals have done in progressing towards those goals - how much achievment and for how much effort [There is no comparison with others implicit in this] and it appears transparent, fair and helpful to the student when based on specific agreed criteria. This is educational hard work (the old tutorial).

Then there is the more normative appraisal (much maligned) of comparison to values external to the student. The achievement of their peers in competition, in collaboration, and measuring of achievement against ‘standards’ whether universal set tests, levels of professional competence, peer acclaim or whatever. Many individuals can push themselves to excel when guided towards picking meaningful external standards which they can measure their achievments against. This is powerful stuff but can also be educationally dangerous - creating disincentives, discouragement and unjustifed perceptions of failure, when misapplied, or misdirected. But ultimately for higher level work - we clamour for genuine positive peer review and criticism and thrive on it when our development is mature.

This surely is one of the time-honoured roles of the university in society. To be the forum for intelligent, measured, directed criticism feedback, appraisal and assessment of achievement and progress. Sounds like a wikiusp.

--TimMartin 21:20, 15 Dec 2004 (UTC)

School of Creative Writing and Literature Studies
Would someone mind looking over what I have done at the School of Creative Writing and Literature Studies? I'm not getting much from others in the school, so if somebody from the outside could take a look that would be great. I'm afraid of changing too much as I don't want to ruin the work of others. However, I think there needs to be better organization and I've reflected that as best as I can thus far. Also, I think I would like to change the name around from the current to "School of Literature Studies and Creative Writing". Thanks folks --Atrivedi 05:51, 15 Jan 2005 (UTC)

Atrivedi. I'm new to the Wikiversity movement, but I've got a lot of ideas on how to restructure the School. First off, I want to say that I don't know how much of the work done to the page is yours so I don't want to offend when I say I think we should cut the majority of the courses from the page. This may seem counterintuitive, but I think we should let the school take shape organically as people become involved. Why don't we restructure the school into three or four departments: creative writing, technical (professional writing), literature, and rhetoric and composition. Then, why don't we only start to develop courses that we can currently support. We need to keep in mind that Wikiversity is not a traditional university. It's being conducted in a completely different medium, and it isn't bogged down by the rules and traditions of a formal university. Let's think of a new way to come at this. Also, let's remember that we should focus our courses around what learners are looking for. Let's start small and grow from there. Starting from a blank slate might be a good idea. I've been talking to user JustinLillich a little about this, and he seems open to the idea of a restructured school. What do you think? Thanks. -- Ztheday 17 Feb 2005
 * Continued

School of Classics
I really think a School of Classics would be nice. ancient Roman & Greek authors, architecture, philosophy and the like would be presented.

 * I agree that a School of Classics would be a great idea!  I think that eventually, if people ever come back and start caring again about this project (maybe it has moved or died and I'm just behind), there will definetly be interdisciplinary schools, etc.  Right now, in working on the School of Creative Writing and Literature Studies (not my name for it, someone else's), I've added some discussions on the most classic works (epic poems, etc.) but would gladly give them up in favor of the Classics department. --Atrivedi 21:05, 27 Jan 2005 (UTC)

Wikipedia/Wikiversity
When possible might it be acceptable to use wikipedia to defin certain topics or people?

Open-source Online Classroom Program
Might this product be useful to WikiUniversity? It's called Moodle. I found it during a websearch one day.

Here is what the Moodle homepage says, "Moodle is a course management system designed to help educators who want to create quality online courses. The software is used all over the world by universities, schools, companies and independent teachers. Moodle is open source and completely free to use."

URLs: http://moodle.org/ and http://moodle.com --balTHOMore

Bootstrapping Wikivarsity
Really Cool stuff :)

I have some suggestions for Bootstrapping the Wikivarsity without hurting Wikibooks. My suggestion is:
 * Use Wiki Contributions across Wikimedia projects like Wikipedia,Wiktionary,Wikibooks etc. as a measure of feedback and grading over a long duration which would lead to Diplomas,Degrees and Woktorates.
 * The Wikivarsity would consist of a ring of Admins or maybe Woktorates or both at the top with many layers upto the bottom similar to what has been suggested by Andrewa. Creation of this inital pyramid is discussed later...
 * Each layer would assign subtasks (requests for contributions to Wikis,Overall guidelines,etc) to lower layers.
 * The contributions of the lower layers would be judged by the higher layers for usefulness, accuracy, grasp of subject matter, breadth and depth of knowledge etc.
 * At any point of time whenever the candidate thinks he has contributed enough to prove that he deserves the degree/certification, he has to create a summary of all his contributions on his User Page and build a case to justify that he deserves certification. Demanding certification could be as simple as adding a specific Wiki Tag to ones own user page.
 * Anyone(collaborators,evaluators,competitors) can make comments about the value,authenticity,originality,plagiarism of the contrbutions on the discussion page in standard wiki style.
 * Out of all the enrolled candidates, those who satisfy certain prescribed criteria by the evaluators would be chosen for grant of the certificates/degrees/diplomas. Initially Jimbo Wales could play a deciding factor and gradually, when the process becomes widespread can be decentralised.

Note: Making contributions to Wikis is a highly educative process in itself and if the candidate makes wiki contributions in a sufficiently diverse set of areas in his chosen field of study and evolves it systematically, he can be guaranteed to be of a certain caliber.

SudarshanP 12:26, 12 Feb 2005 (UTC)

Some Initial Courses that could be offered

 * WikiMedia Certified Translation Professional: One of the best way to learn and digest a new language would be to translate English Wikis/Wikibooks etc into the traget language and possibly vice versa. Fulfilment criteria, translate n thouasand sentenses on Wikipedia with a minimum quality. Grades will be based on quality of translation. Also Barnstars for translation could improve grades.
 * WikiMedia Certified Technical Translator: Same as above. But will involve very specialised topics needing some fair subject knowledge as well.
 * WikiMedia Certified Sports Reporter: Cover Sports events for Wikipedia
 * WikiMedia Certified Scientific Writer: Nurture Scientific articles in Wikipedia.
 * WikiMedia Certified Educator:
 * WikiMedia Certified Recipie Writer
 * Add zillions more here...

These would be short term courses and very specific in nature. As time passes more advanced long term and generic courses could be created. These courses would help the individual to grow intellectually while at the same contributing massive amount of content to the wikis.

Maybe even wiki admins etc could opt for degrees and obtain a compact and demonstrable artifact and a little more spice to the resume.

It would serve as an endorsement of the value of their time spent on Wikipedia, so that he/she does not have to have to go to an employer and say, I edited a bazillion articles on wikipedia can u please have a look at each one of them and figure out how good I am. Instead he could say, I am a Certified Wikimedia this that etc. Of cource the certifications will have build a brand for themselves...

SudarshanP 12:26, 12 Feb 2005 (UTC)

An alternative approach
Up until now it seems to me we've been focussing on building a University as it currently exists outside the WWW, but using a Wiki to do it.

I'd like to think a bit about doing something more radical. Green hat.

It seems to me that what a University does is teach. Everything else comes from this, including the granting of degrees. The degree is a licence to teach, and in the case of higher degrees, to award these licences.

So, I'd like to propose we focus on teaching at the outset. Set up some mechanism where those willing to teach can instruct those eager to study. No more, no less.

Then see what comes out of it. It's hard sometimes to predict what the WWW will do with an idea like this (just ask Micro$oft}. But whatever accreditations we eventually offer, I'd like to see them offered because they help the teaching, and I think that means in the light of our experience doing the teaching. This isn't an entirely new thought now that I examine it, I've raised before the question of    external and internal accreditation. So, again I've come around to thinking that the internal accreditation comes first. The difference is, I now want to see the teaching start before even going too far thinking about even internal accreditation.

One of the teaching tools should be Wikibooks, in fact many and perhaps even all of the teaching tools can be hosted in Wikibooks. Let's not set up anything that duplicates what we already have. On the other hand, Wikibooks has a clear and important goal and focus. I think Wikiversity has a different goal and focus, which we are still developing. Perhaps in time Wikibooks will become the Wikiversity library, just as any university library has a life of its own and serves both the registered students of the university and also others who come to learn without registering in a formal course. (Or at least that's how it works in Australia.)

That doesn't mean we necessarily need to register Wikiversity students, far from it. The Wikiversity tools and processes should be available to unregistered and not logged in users to the maximum practical, just as editing privileges in Wikipedia are made generally available. That's an important part of our ethos and tradition.

It doesn't even mean we need to register teachers! Perhaps even being a registered teacher, and having some greater priviledges than an anonymous teacher, is our first degree. Let's not call it a degree for the moment, but it may become one.

My alma mater, UNE, once offered a degree called Bachelor of Literature which was a second degree and took the place of an honours year for external students, who were not able to do the normal honours year because of their restricted subject choices as undergraduates. They have subsequently renamed this as a Master's degree, to fall more in line with other Universities, and as part of this they retrospectively awarded Master's degrees to all holders of the Bachelor of Literature. So we don't need to get it right at the start, although we should if we can. If we later decide to award retrospective degrees, there are precedents for this.

Questions:

What tools do we need?

How do you best use a Wiki for teaching?

Who would like to start? In what subjects?

Because, as soon as we have at one student and one teacher in some subject, we can get started. They can then tell us what tools they need.

Perhaps the first tool we need is a way for students and teachers to meet. I'll start that right here. I'm interested in learning Pure Mathematics (in which I have a Bachelor's degree already), especially Model Theory and Nonstandard Analysis, and Theology.

I'm a little more reserved about what I could teach. Drumming and stage lighting are two things I already do teach, but I'm not all that excited about doing either on the web. There are some excellent drumming sites already, as well. My highest academic qualifications are in Mathematical Logic, but that's a while ago, and possibly Audit methodology and practice in which I presented some internationally published papers and delivered a few guest lectures. Obviously elementary mathematics is another thing I could teach; Again there are some excellent Mathematics sites already. I have also taught various computing subjects at elementary level. Perhaps we could include links to these drumming and maths sites in our tools. I'm not sure I would want to put time into teaching elementary mathematics on the web. I know something about sailing, it having been a long and continuing interest, and have taught elementary sound engineering. Finally, having worked with it I'm knowledgable in some aspects of nuclear energy and could teach it at a layman's level, but I'm a bit fearful that many of those who want to learn in this area will find that some of what they think they already know I think is false.

There are probably other things I've forgotten.

I'm not sure how to best start teaching any of those on the web, but if anyone is interested in learning I'm interested in having a go, or at least talking about it. A bit fearful about what I might get into, but interested. It would need to be understood that the learning may be slow at first as we work out how to do it, and that working it out is at this stage an important part of the process.

And we may well have better teachers.

Enough for now I think. Other ideas? Andrewa 15:29, 12 Feb 2005 (UTC)

Response to Andrewa
What I agree with:
 * I totally agree with you that the primary focus of the Wikivarsity is (or should be) Teaching/Learning itself and not distribution of degrees.
 * Great. Andrewa 23:37, 13 Feb 2005 (UTC)

 * What tools do we need? I would say we definitely need tools, but don't overinvent. The most powerful tool is the Wikipedia itself. Not in the sense of how much knowledge is already there, but in the sense of how much knowledge is acquired in the process of creation of wiki content.
 * Agree with all of this. Well put. Andrewa 23:37, 13 Feb 2005 (UTC)

 * Let me give an example. I have some background in cryptography. Say you are totally new. Now suppose, you want to learn and I want to teach... Both of us start writing a wikibook about cryptography. You would start pulling out info about the topic from various sources and I would keep overseeing your activities, giving you suggestions and confirm through the discussion pages that you really undertstand what you are creating and your job is not a copy paste job. For very high interaction we could occasionally use IRC. I could focus on your interpretation of the naunces and confirm that your understanding is right. Now suppose, I wanted to teach cryptography to my next student. I would ask him to go through the book you have created and empower him (through discussion) to find all mistakes you have created. As time passes, the book becomes too good to be rectified. Then we could start a new book or fork the book and start off with something. In short the activity of creating a wiki with partial knowledge is a much richer experience than blindly reading online reference material which what a Wikibook is.

 * There's a lot here and I like the ideas and vision very much. But one of the characteristics of good ideas is that most of them don't work. Certainly worth taking further, by discussion or having a go or both. Andrewa 23:37, 13 Feb 2005 (UTC)

What I disagree with:
 * However I am still of the opinion that some form of certification from Wikipedia would act as a strong motivator for systematic and long term involvement with the subject than plain curiosity. Otherwise I bet that most excitement could easily fizzle away in the first few weeks and the excitement would degenerate. Things should have a beginning, and an end. At the end one shold be able to say I finished doing this.
 * I agree, see Referees on the Meta or User:Andrewa/Wikipedia approval mechanism on English Wikipedia for some of my ideas on Wiki-based approval mechanisms which would IMO be applicable here too. Note the Meta article has several authors not just me, and is one of many on the general subject, all of them I think accessible by at most two wikilinks in succession (wikijumps?) from this page. I didn't mean to say or imply that certification was not a good thing, I think it is, both for material and contributors. It seems to be a dead duck on Wikipedia itself, however. People like the anarchy, and react strongly against any suggestion of any form of approval mechanism there. Andrewa 23:37, 13 Feb 2005 (UTC)

 * I do not agree that the sole purpose of a degree is to prove that one can teach. In many situations, the degree is an endorsement of capability in a vague sense. We go to qualified doctors, engineers,lawyers etc. as degrees provides a lowest common denominator.
 * Agree. I didn't mean to say or imply that the sole purpose of a degree was as a teaching qualification. Andrewa 23:37, 13 Feb 2005 (UTC)

 * While an RHCE or MCSE or CCNA can prove to be a moron, Many people would prefer to deal with a certified person than one who does not have one and especially if he is not too knowledgeable about the subject and I doesn't want to spend ages figuring out the unknown person's true potential.
 * Again, agree. Andrewa 23:37, 13 Feb 2005 (UTC)

Somethings I am prepared to teach though the "Wikibook creation by the student" methodology I described above
 * How the hell does a computer work?
 * Elementary Physics.
 * Digital Electronics.
 * Cryptography beyond the over-simplified notion of transforming a message into something that can be read only by a person with whom you already share a secret.
 * Nanotechnology for Dummies.
 * Computer Networks

Some Wiki books I want to create as a student
 * Relativity for Dummies.
 * Quantum Mechanics for Dummies.
 * All the math about Photogrammetry
 * Close Range Digital Photogrammetry aided by the use of Artificial intelligence.

Any takers?

SudarshanP 05:05, 13 Feb 2005 (UTC)

I can probably help with the relativity and cryptography Wikibooks, and I'm interested in other aspects of photogrammetry, see my (old) web page on fisheye perspective. Andrewa 23:37, 13 Feb 2005 (UTC)

SudarshanP 02:35, 16 Feb 2005 (UTC)
 * Cool!!!, I guess we suit each other fairly well. And guess even our ideas about wikiversity match in most ways... So I guess we can probably start on Relativity and Cryptography. U can be my mentor for Relativity and I can be your mentor for Cryptography. We will initially write two wiki books abt these topics... let us see how things go. As time passes, guess we could branch out into more topics. By the way sometimes I wonder if other guys on Wikibooks or Wikiversity would find our approach tolerable. The last thing I want in the world is writing half a book and realise these guys have begun to spray vfds all over the place.

The next steps
Starting on the Relativity and Cryptography texts is certainly one way forward. Two problems:

 * I haven't offered to teach Relativity. I just said I could help you write a text. You may well be ahead of me in your understanding, which may not be a problem in this environment (I'm serious, there are some radical possibilities here). But I think we need to investigate this a bit.
 * I haven't asked to learn Cryptography either! My contributions to the field to date have been some short articles on public-key systems in EDPACS, a professional newsletter of computer security and audit, back in the days when using RSA for encryption and digital signatures was a new idea.

Sorry if that's a bit of cold water. I agree that the way to start is to start. But neither of these would be high priority projects for me just now, so I'm concerned I won't do them justice. Andrewa 18:07, 16 Feb 2005 (UTC)

Classification
I'd like to think a bit about how we might efficiently match up students and teachers, assuming we attract a few more someday. One question is classification of studies. A library classification system might help here, but both Library of Congress and Dewey seem to require registration and payment to use the finer levels, as would be necessary. Universal Decimal Classification looks worth a look for this and other reasons. Andrewa 18:07, 16 Feb 2005 (UTC)

I also had a quick look at Bliss, but it seems rather esoteric! Andrewa 18:29, 16 Feb 2005 (UTC)

The Scope of Wikiversity
I added a new section at the beginning and summarized some of what I read on that topic, moved other material to the History section, and changed the section names a bit.

I'm also creating an archive page for some of the 'visions' which I think are good, but perhaps too much like random lists to solicit much in the way of excitement or contribution. I tried to summarize this material, but y'all may want to look through the archive and reconstitute more of it.

Apologies if I've done any of this poorly-- I am fairly new to Wikipedia etiquette.

/archive of vision statements

JoeEdelman 00:45, 18 Mar 2005 (UTC)

The new idea about the structured information storage
I would like to represent my idea about the structured information storage based on Wiki technology that, I think, can be used as an underlying tool for such an educational project as Wikiversity. It seems that Wikiversity for a time being cannot determine which way to go. The older ways of education seems to be ineffective and, as it is said, to create a complete course is much more difficult than to create an article in Wikipedia. My proposition is to create first the building blocks of knowledge (that I call the Pieces of Knowledge - POK) and then, using nesting create larger blocks out of these basic blocks, which in turn will be the modules of yet larger pieces of knowledge - lessons, courses, books, etc. I propose a systematic approach to this system called Odzilla. Please, take a look. Maybe it can boost a process in some way. --Catpad 07:10, 24 Mar 2005 (UTC)

Purpose
Wikiversity appears to be a good idea, yet at the moment it's entirely too vague to be of any use. The goal, it appears, is to provide a free alternative to current universities, in the Wikimedia style. To further describe what Wikiversity should do, then, one must first examine what a "real" university provides, and what wikimedia as a whole does not currently provide. There are several main items in this.

1. Universities provide educational material.

2. Universities provide the organization of said material.

3. Universities provide instructors to explain the material, in the event that a person does not understand something completely.

4. Universities provide the promise that the instructors are competent enough to present and explain the material.

5. Universities provide certifications and transcripts which provide the promise to others that a holder of such a certification is competent in that area.

Wikimedia already provides (1), and through wikibooks provides (2). What wikimedia does not currently provide are (3), (4), and (5). These, then, are what people working on wikiversity should examine most closely, so that they might find practical solutions to the issues.

(3) is possibly the most difficult obstacle, in that it requires the active and frequent participation of not only the students in a course, but the instructor as well. The instructor needs some way of answering students' questions, and students likewise need a method of asking them. Perhaps a daily discussion page could be created, where each day of a course has its own page on which students and instructors could communicate. The main problem with this is the lack of real-time communication, which would slow the process severely. Some alternatives, or supplements perhaps, might be IRC chatrooms, etc. These provide real-time communication quite well.

The problem with using an IRC chatroom is simply the integration of this with wikiversity, and wikimedia. This may be easily accomplished provided that the people of wikimedia are willing to accept the integration of something so deviant from its traditional ways of presenting information. As a side note, multiple instructors for one course could collaborate to teach it - this would be very helpful in that real-time instructing (if provided) does tend to take quite a bit of a person's personal time away, with no monetary compensation. Even in the event that real-time communication were not implemented, more instructors working on a project would still help it to progress smoothly and efficiently.

(4) is an interesting task to accomplish, as it seems contradictory to the spirit of wikimedia as a whole. Certifications are looked down upon - at least in the sense that most are opposed to them being necessary for any part of wikimedia, as this would restrict the participants to those with degrees, rather than those with knowledge or potential for useful contribution. Some system needs to be devised in order to confirm the competence of a person to teach a course.

This problem may be self-correcting in that a person may be simply asked for their credentials; those who are satisfied with these credentials are free to take the course, while those who are not satisfied will avoid it, in favor of other teaching/learning methods. This would eliminate the need for restriction, with the only stipulation being that credentials are asked to be displayed. These credentials would also need some sort of verification, i.e. verification that the person is who he says he is, and that he has the credentials he says he has (in the event of formal credentials like degrees). In the case of informal credentials, no verification should be necessary.

(5) is another difficult problem to solve, as it requires some way of verifying that a person truly knows what he is certified to know. Tests are the most obvious and easy way to do this - but then, it is difficult to determine whether a person has done this test himself. The only feasible way to do this may be to actually have a videorecording of the person taking the test. Perhaps a better solution would be to have thesis papers for certification. This is already quite common in universities, and the person is not restricted from using external resources (in fact, it is encouraged and even required). There is little worry of academic dishonesty, as few people are willing to write an entire thesis paper (quite a task) for another; it is a considerably larger amount of work than simply taking a test for someone. The second aspect to this would be to have the thesis paper (or other means of testing knowledge) reviewed by someone who is recognized as competent enough to declare another to also be competent. In the event that the instructor has verified, recognized credentials, this is not a problem. In the case that he does not, however, there are still solutions available. A "non-accredited" award may be given, and the thesis paper (or other given material) may be archived or otherwise kept, in the hopes that someone with verified and recognized certifications might come along and review the material, thereby changing the award to the "accredited" status.

These are simply a few ideas for bringing the Wikiversity idea to fruition. If these problems can be solved, I believe that the project can begin to progress, and eventually mature into something that is recognized worldwide - whether or not it is seen as equivalent to traditional degrees.

 * I have no serious objection to the dream that it might be possible to create a copy of a conventional university in wiki format. I do think that anyone who is captivated by this particular dream should recognize that just because we can imagine something it does not mean that it makes a great deal of sense. I think it makes more sense to try to imagine a new kind of university, a true wikiversity, that will take advantage of the wiki user interface and the opportunities it provides for education, without trying to replicate all that is less desirable in conventional universities. Also, we need to be realistic about how wikis grow. No matter how seductive they are, grand dreams of creating a new university are meaningless without a way to make those dreams a reality. What we need now is a realistic starting place for wikiversity. I think what is needed now is a small set of what might be called "Wikimedia service courses". These would be natural extensions of existing Wikimedia projects that could become the first pages of wikiversity. These service courses would serve the research needs of existing Wikimedia projects such as Wikipedia and Wikinews. Additional information about this practical way of launching wikiversity can be found at Moving Wikiversity forward and the discussion page for that article. --JWSurf 20:10, 17 November 2005 (UTC)


text:
Corban Collins

Corban Collins (born July 21, 1994) is a retired American professional basketball player. He played college basketball at LSU, Morehead State and Alabama.

LSU
Collins began his collegiate career playing for the LSU Tigers and averaged 2.6 points and 9.1 minutes played in 27 games as a freshman. He decided to leave the program following the end of the season and chose to transfer to Morehead State over Murray State and Central Florida.

Morehead State
Collins spent three seasons as a member of the Morehead State Eagles, sitting out as a true sophomore due to NCAA transfer rules. As a redshirt sophomore, Collins made 19 starts for the Eagles and averaged 8.8 points per game. He was named second team All-Ohio Valley Conference after leading the Eagles with 11.0 points per game and finishing second in the conference with a .425 Three-point shooting percentage.

Alabama
Collins played his final season at Alabama. He averaged 7.0 points and 1.8 rebounds per game.

Kirchheim Knights
Collins signed with VfL Kirchheim Knights of the German second division, ProA, on October 9, 2017. In his first professional season, Collins finished third in the league with 17.3 points per game and recorded 4.6 rebounds, 3.8 assists and 1.2 steals per game.

Luleå
Collins signed with BC Luleå of the Swedish Basketligan on July 7, 2018. Collins finished second in the Basketligan in scoring with 19.4 points per game and while also averaging 4.4 rebounds, 4.9 assists (6th in the league) and 1.6 steals per game.

Pallacanestro Cantù
Collins signed with Pallacanestro Cantù of the Italian Lega Basket Serie A on July 26, 2019. Collins left the team in December 2019. He averaged 6.8 points, 1.7 rebounds and 1.8 assists over 11 games for Cantu.

Blu Basket 1971
Collins signed with Blu Basket 1971 of the Italian second division, Serie A2 Basket, on December 30, 2019. He averaged 19.1 points, 3.1 rebounds and 3.8 assists per game.

A.S. Junior Pallacanestro Casale
On November 19, 2020, Collins signed with A.S. Junior Pallacanestro Casale. In five games, he averaged 12 points and 3.4 assists per game.

Helsinki Seagulls
On January 19, 2021, Collins signed with the Helsinki Seagulls of the Korisliiga. He averaged 8.0 points, 2.6 rebounds, and 2.5 assists per game.

KB Trepça
On January 13, 2022, Collins signed with KB Trepça of the Kosovo Basketball Superleague.

Södertälje BBK
Collins signed with Swedish team Södertälje BBK for the 2022-23 campaign. Due to a hip injury, the contract was terminated in October 2022. He subsequently announced the end of his professional career.

title: Corban Collins


text:
Western China International Expo City station

Western China International Expo City is a station on Line 1, Line 6 and Line 18 of the Chengdu Metro in China.


text:
大半

Noun

 * 1) more than half; the greater part

Adverb

 * 1) very likely; most probably

Noun

 * 1) the greater part, most of

title: 大半


text:
User:Hemraj goma/sandbox

Gomani is a brand of an Indian name Hemraj, He started a Business name Gomani which is known as his Brand name. He started business in 2016 in Automotive category and Baby toys.

title: User:Hemraj goma/sandbox


text:
Talk:Nowe Miasto nad Pilicą Palace

Pl wiki
Is this the same entry as pl:Zamek w Pilicy? No picture, I am not sure... --Piotr Konieczny aka Prokonsul Piotrus| reply here 22:14, 9 February 2015 (UTC)

title: Talk:Nowe Miasto nad Pilicą Palace


text:
Geometry/Topology

A topological space is a set X, and a collection of subsets of X, C such that both the empty set and X are contained in C and the union of any subcollection of sets in C and the intersection of any finite subcollection of sets in C are also contained within C. The sets in C are called open sets. Their complements relative to X are called closed sets.

Given two topological spaces, X and Y, a map f from X to Y is continuous if for every open set U of Y, f−1(U) is an open set of X.

title: Geometry/Topology


text:
Hakon Adelsteen Sommerfeldt

Håkon Adelsteen Sommerfeldt (25 January 1811 – 22 January 1888) was a Norwegian naval officer and ship designer.

He was born in Gausdal in Oppland, Norway. In 1826 he entered the Royal Norwegian Naval Academy (Sjøkrigsskolen) in Fredriksværn (now Stavern). In 1831 he became a secondary lieutenant, and in 1833 he graduated from the military college. In 1834 he became an assistant at the naval shipbuilding inspection station. Sommerfeldt became premier lieutenant in 1836. In 1837, Sommerfeldt received a travel scholarship to study shipbuilding, traveling to Great Britain, France, the Netherlands and Denmark. In 1839, Sommerfeldt was appointed as naval shipbuilding inspector at the Karljohansvern naval yard in Horten.

He was a co-designer of USS Princeton (1843), along with Swedish engineer and inventor John Ericsson. His other ship designs included the Nornen (1855), St. Olaf (1856) and Kong Sverre  (1860). He published several books on ships construction, including Om handelsskibes Construction (1845), Haandhog for practisk Skibsbyggeri (1855) and Lærebog i praktisk Skibsbyggeri (1856). He was decorated Knight of the Order of St. Olav in 1854.

title: Hakon Adelsteen Sommerfeldt