text:
Myers-Briggs Type Indicator/Dimensions

The Myers-Briggs test describes four basic areas of personality:
 * 1) ../Extraversion/ vs. ../Introversion/ (E vs. I) describes how a person gets energized
 * 2) ../Sensing/ vs. Intuition (S vs. N) describes how a person takes in information
 * 3) ../Thinking/ vs. ../Feeling/ (T vs. F) describes the means a person uses to make decisions
 * 4) ../Judging/ vs. ../Perceiving/ (J vs. P) describes the speed with which a person makes decisions

 * Extroverts appear outgoing and are energized by people, and are very effective in pursuits that involve other people. Extroverts tend to be sensation-seeking, spontaneous, and gregarious. They enjoy crowds, noise, and stimulation. Extroverts also tend to have more sexual partners in the course of their life than Introverts, though this isn't to say that all Extroverts are more promiscuous than all Introverts.
 * Introverts are rested and energized by solitude, and are very effective in solitary pursuits. An introvert is a person who prefers to process thoughts internally. Introverts tend to think before they speak. The word is also used informally to refer to somebody who prefers solitary activities to social ones, which is more of a behavioural than cognitive definition. Introverts tend to be seen as quiet and reserved, which is often confused with a lack of confidence by louder, more extroverted people. They often perform well in analytical roles that require intelligence or logic, but place less emphasis on social interactions and "people skills". Introverts are usually a minority in the general population, and they can often be sidelined by culture or society, which in many cases favours the more common extroverted style of behaviour.

 * Sensors want, trust, and remember facts, and usually describe themselves as "practical". For a Sensor, intuition is untrustworthy and might seem like mental static. Sensation as a perceiving mode of consciousness focuses on heightening reality. Guardians share the combination SJ, while Artisans share the combination SP.
 * Intuitives prefer metaphor, analogy, and logic, and tend to reason from first principles and hunches. While Sensors pride themselves on living in the real world, Intuitives pride themselves on seeing possibilities. This can cause conflict. Intuition as a perceiving mode of consciousness filters experience through the unconscious mind. Intuition focuses on possibilities rather than realities. Idealists share the combination NF, while Rationals share the combination NT.

 * Thinkers use impersonal means of reasoning: logic and verifiable experience.
 * Feelers prefer personal reasoning: value judgements and emotions. Thinkers often find Feelers muddle-headed. Feelers often find Thinkers cold and inhuman.

 * Judgers prefer to come to decisions, and move on. They may feel betrayed if a decision is "reopened". They are prone to hastiness, but get things done.
 * Perceivers prefer to leave their options open to perceive new possibilities and processes as long as possible. They tend to mourn opportunities lost to premature decisions. They are prone to analysis paralysis, but rarely make permanent mistakes.

It is important to keep in mind that each dimension reveals a person's inborn preference with how he or she is most comfortable operating, and does not say that any person will always retain his preferred dimension.

title: Myers-Briggs Type Indicator/Dimensions


text:
Portal:Immunology

Welcome to the Wikiversity Department of Immunology!

The Department of Immunology is where Wikiversity participants can organize efforts that attempt to facilitate explorations of all aspects of immunity; from immune cells and their interplay to immune diseases and the reaction of the immune system to immunogens, dangerous or not. The Department needs to develop more Immunity-related activities that Wikiversity participants can use as learning resources.

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

Related news

 * March 2008 Engineered protein shows potential as a strep vaccine

Inmunología fr:Département:Immunologie

source: wikimedia

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

title: Portal:Immunology


text:
User:Harman052

Harmanpreet Singh
Software developer, living in Berlin, Germany.

Speaks:

Punjabi, Hindi - native

English - professional proficiency

German - Elementary level (learning continues)

https://www.linkedin.com/in/harmanpreet-singh-83b6013b/

title: User:Harman052


text:
German/Lesson 8

<< Lektion 7 | Lektion 8 | Lektion 9 >>

Grammatik 8-1 ~ Colors
yellow:  gelb blue:    blau red:     rot black:   schwarz white:   weiß orange:  orange pink:    pink violet:  lila cyan:    türkis brown:   braun grey:    grau light-grey: hellgrau dark-grey: dunkelgrau

Grammatik 8-2 ~ Possessive Adjectives, Pronouns, and the Genitive Case
Recall the following from Gespräch 3-1:

 * Karl: Ja. Und danach bringst du mich auf deinem Motorrad zu meiner Wohnung.

Which translates:
 * Carl: 'Yes. And after that take me on your motorcycle to my apartment'.

The sentence demonstrates two of the possessive adjectives. These are (singular) 'my', 'your', and 'his/her/its' in English and mein, dein, and sein/ihr/sein in German. Note that because these are adjectives, the word ending must reflect the case and gender of the noun being modified (see Grammatik 4-1 above).

In German, the genitive case correspond to the English possessive case or to the objective case proceeded by of to denote possession. If the possessive is not followed by a noun, it becomes a possessive pronoun (see Pronoun Tables).

The pattern in the case endings of the possessive adjectives is that seen in Lektion 4 for the word ein. We can generalize these endings as in the following table, where we can express plural endings because other so-called ein-words do have plurals:

The small group of words that take these endings (in addition to ein) includes the possessive adjectives and kein ("not any" or "no" in the sense of none).

title: German/Lesson 8


text:
Wikiversity:Learning goals

Share your learning goals with the Wikiversity community. What most interests you? What topics do you find intellectually stimulating? Wikiversity was created as a center for collaborative learning designed to serve the needs of learners. If you are new to wiki you might feel shocked and disoriented. Conventional bricks-and-mortar educational institutions have a menu of courses that you are forced to select from. Wikiversity is a place where learners participate and learn by doing. At a wiki website, "doing" means collaboratively editing webpages. So click the "edit button" and become a Wikiversity participant. By sharing your learning goals you will be able to find and join learning groups that share your interests and can facilitate your learning path. Click here to contribute to this page. Turn your learning goals or independent study project into a collaborative learning project.

See also:
 * Introductory tutorial for Wikiversity.
 * You may also want to ask a question or request help from a custodian.
 * Personal learning environment

=Share your learning goals= I want to read about philosophy. I am aware that there is actually a school under that topic but the thing is there's no content. I wondered if somebody would care to transfer those pages? Because philosophy is one thing I really want to get into but always feel disoriantated. I need a tutor or a guide! Help please! --Quinlan Vos 22:38, 31 August 2006 (UTC)
 * I'm puting a request in for b:Wikiversity:Introduction to Philosophy to be moved over. There also is Philosophy section over at wikibooks which might be useful.  Sorry I can't help more.--Rayc 04:15, 2 September 2006 (UTC)
 * I've transferred over b:Wikiversity:Introduction to Philosophy to Introduction to Philosophy.-- digital  _  me   04:25, 2 September 2006 (UTC)
 * Thanks a lot guys --Quinlan Vos 16:43, 5 September 2006 (UTC)
 * I'd like to improve and learn more italian. I'd also like to help see some more stuff with music... Bananagirl 10:08, 20 February 2007 (UTC)
 * see either Topic:Italian, Category:Italian or take part in the Italian Wikiversity itself
 * for music you could start with: Category:Music, Erkan Yilmaz uses the Chat + Identi.ca 19:19, 24 October 2011 (UTC)

I'm interested in doing some learning about Judaism, I"m new to this wikiversity thing, so I'm not quite sure how to go about this.--Keithg 12:43, 28 February 2007 (UTC)
 * see Topic:Jewish studies or Category:Jewish studies, Erkan Yilmaz uses the Chat + Identi.ca 19:19, 24 October 2011 (UTC)

Suggestions
Perhaps a collaberative effort between History, English, Math and Computer Science, for a cryptography or code-writing class/series?
 * You can go to Topic:Cryptography and get started. --JWSchmidt 20:35, 10 December 2006 (UTC)
 * Sorry I actually already added a Cryptography "page" thanks to the instructions on how to create a new page. It is currently located at http://en.wikiversity.org/wiki/Cryptography.  Not sure whether/how to merge the two existing topics.  If you do, leave a message for me (Pgbridge2000) so I know the new address.  The page I created is small but when I have the time I'll add more.  Also is there a way for me to add information from the WikiBooks on various forms of Cryptography (I believe I recall their being ones on Caesar Shifts, Substitution Cyphers, etc.).

Perhaps a department of History of Math and Science? Fokion 02:22, 9 September 2006 (UTC)
 * Go ahead and start it. --JWSchmidt 14:05, 9 September 2006 (UTC)

I would love a page teaching me how to solve my rubiks cube =D any one know how?!?! PhilB 11:08, 28 March 2007 (UTC)
 * See the resources mentioned at Optimal solutions for Rubik's Cube. --JWSchmidt 12:54, 28 March 2007 (UTC)

I would like a wikimedical school,for med students, that would give you access to medical textbooks such as gray's anatomy, practice tests,etc. And also stuff you need to know to practice medicine, like the fact that the body's four fluids are : blood, pleghm, bile and water. The five Fs of someone at risk for gallbladder disease are Fat, Female, Fortyish, Fertile, Flatulent. Things like that.-anonymous May 15, 2007

 * You might want to take a look at School:Medicine and if there's nothing there that fits the bill (and there doesn't seem to be), you could start this up up yourself, and try to gather support from interested participants. To this end, I've left a note on School talk:Medicine. Cheers, Cormaggio talk 16:45, 15 May 2007 (UTC)

Thanks a lot. I'll try to drum up support for this, but I don't know if I can really help much, 'cause those two little snippets of medical trivia are about all I know on the subject...:)

 * Ah - you see, I think that could be an interesting way of producing interesting learning materials - for a novice to suggest to a more knowledgeable person how they (knowledgable person) could be of help in helping them (novice) with some basic understandings of the subject. There are many opportunities for learning and producing or facilitating learning here on Wikiversity - the process doesn't have to start with "the production of learning materials", but possibly by making suggestions, asking questions etc. - if you can see what I mean. To help, I've noticed quite a lot of medical people here on Wikiversity - I'm sure this could get going with the right prompting... Cormaggio talk 12:00, 16 May 2007 (UTC)

Theology
Would you consider theology and religion classes?
 * See School:Theology and Topic:Religious Studies. --JWSchmidt 14:30, 27 June 2007 (UTC)

Adding on: My particular Christian denomination has little in the way of formal structure or established educational practice. I'd like to use Wikiversity as a tool for my own studies, and would be glad to interact with other interested parties--just as soon as I figure out how to work Wikiversity! Exfilia 02:10, 28 September 2010 (UTC)

Seniors
I am building a teaching website designed for seniors. I have a basic teaching site at http://www.itutorforyou.com This is geared toward seniors from 60-90 my current age group of students. I find that all the material available to me is ussuitable for my group. So I am building a collaborative site with the bare bones basics of beginners. Can we build a course from this? jbwarnken user

 * Yes, Wikiversity welcomes computer learning resources for seniors. If you need help getting started here let me know. --JWSchmidt 01:43, 18 September 2006 (UTC)

Critical thinking + problem solving
I would like to learn about Solving Problem and Critical thinking applied to Programming or Computer Sciences Topics <IP_ADDRESS> 08:05, 6 November 2006 (UTC)
 * Try this one here: Software testing - critical thinking (e.g. hm, is this behaviour of software really correct? what would the user/customer say?) and problem solving (e.g. So, I have x days to test, if the testobject is good. How can I solve this problem with my ressources I have?) are the major part of it. :-) --Erkan Yilmaz 22:03, 1 December 2006 (UTC)

i am a beginner please help me
 * Try Introduction and the discussion page for Computer Science. --JWSchmidt 13:42, 9 September 2006 (UTC)

Quantum computing
I'm interested in learning quantum computing. --mikeu 02:22, 20 February 2007 (UTC)
 * It is an interesting topic. Maybe we should start working on a reading list at Topic:Quantum Computing. --JWSchmidt 02:39, 20 February 2007 (UTC)
 * I keep forgetting to check off the boxes on the search page (ie. Topic: namespace) --mikeu 18:05, 22 February 2007 (UTC)

Graphic Design
I'd like to learn graphic design with computers, specifically 3d, but I don't even know how to draw much. I'm noticing the wiki idea for this seems flawed because all we can do is wait until someone who does know about the topic writes something. --V2os 20:20, 11 September 2006 (UTC)
 * One of the best ways to learn something is to just start doing it and write down what you do. I have been doing that here as I learn about podcasting. --JWSchmidt 00:34, 12 September 2006 (UTC)
 * We now have classes starting up in Production Processes for 3D and 3D computer animation, game design and film making arts and skills such as sound tracks, storyboarding, etc. I invite you to come interact with us as we develop materials and learning groups.  There are links to other active classes at this one. [Modeling_and_Animation_Clips_using_Art_of_Illusion] Mirwin 09:39, 6 November 2006 (UTC)

Culinary Arts
A place to learn the art of baking and cooking?? -JRS
 * You could start a new page for this at the Practical Arts and Sciences portal. --JWSchmidt 16:56, 22 September 2006 (UTC)

Foreign Languages
Im new to this,how can I start a group in which I can learn greek? I think it would be great to have materials on learning foreign languages. I'm generally engaged in several, but in particular, courses for Chinese, German, or Latin would be helpful. Ultimately, I think one should have a department in every foreign language, were it possible. Jade Knight 06:44, 7 October 2006 (UTC)
 * I've now found the relevant School(s). It took a little to figure out how to navigate the system.  Jade Knight 09:06, 7 October 2006 (UTC)
 * Language --JWSchmidt 12:58, 15 October 2006 (UTC)

What about a the Hawaiian language?
 * Feel free to contribute here: Category:Hawaii, Erkan Yilmaz uses the Chat + Identi.ca 19:28, 24 October 2011 (UTC)

Any change of a Sign Language course (preferably BSL, but ASL or ISL would be fine)? It would be really great.
 * You can start here: Category:Sign languages, Erkan Yilmaz uses the Chat + Identi.ca 19:28, 24 October 2011 (UTC)

DIY and or Practical instructionals
A place to learn how to accomplish typical projects, like building a table or painting a house or just instructional pamphlet style educative resources like how to change a light globe? ,or more reasonbly add the simpler courses in aswell, not just the higher education ones, eg. Tradies department: Plumbing, Carpentry, Electrician, etc Artisans Department: Painter, Sculptor, Carver, etc Hospitality: Tourism, Restauranter etc

I think it would serve the community, quite well, would give the average joe insight into a vast myriad of skills and practices (would also serve to keep traditional practices alive, eg Copper Smelting or Egyptian Candle making)
 * Does anyone know if there are wikibooks on this sort of thing? The Jade Knight 07:06, 15 October 2006 (UTC)

 * Maybe learning resources for "typical projects" such as painting a house could go under Practical Arts and Sciences. Wikibooks has "How-tos" --JWSchmidt 13:08, 15 October 2006 (UTC)

Typography
I am most interested in developing skills in typography. My knowledge at the moment is most limited. Maybe we could group it with any graphic design class/course. --Curlicue 12:52, 22 November 2006 (UTC)
 * It might be good to plan for future growth. Topic:Graphic design could be a division with departments such as Topic:Typography. --JWSchmidt 14:22, 22 November 2006 (UTC)
 * You might wish to try out some of these and provide summaries or reviews at Topic:Typography if you are interested in helping Wikiversity learn how to tackle typing instruction at Topic:Typography.  Mirwin 03:09, 30 January 2007 (UTC)

Scripts
I intend to learn about written language, but not phonograms, or "letters" as thy're called, but ideograms and "symbols" as they're called. I'd also like to tech a bit if that's okay.--Engram 02:54, 23 December 2006 (UTC)
 * Tried School:Linguistics? The Jade Knight 11:24, 20 February 2007 (UTC)

New to Wiki

 * I am a beginner please help me
 * Try Introduction and the discussion page for Computer Science. --JWSchmidt 13:42, 9 September 2006 (UTC)

 * I would like to learn more about wikis. A little more about the mark up language, and lots more about their business applications.  And socially, how to get a family site going. User: MarkMayhew

 * Hi,first time doing this.am a bit confused.i love psychology,physics,education,communication.i plan to do my masters in educational psychology.but want to start here first.need help from someone here who knows how do i stsrt.thanks. Atikawski

 * The wiki world is getting rather large and complicated, but people are still really just figuring out the best ways to use this new technology for collaborative learning projects. There are several wiki farms that allow people to start a wiki for just about any purpose. At Wikiversity, we are starting to establish learning communities for various academic subject areas. General questions about getting started can be asked by editing the Colloquium page. --JWSchmidt 15:04, 30 December 2006 (UTC)

Linguistics
I want to read about linguistics.I need a tutor or a guide.Please help me. --DoğanCan 16:34, 10 January 2007 (UTC+2)
 * Have you been to School:Linguistics? --JWSchmidt 15:24, 10 January 2007 (UTC)

Forensics
I want to learn about forensics
 * We can start at the new School of Forensics. --JWSchmidt 03:17, 17 January 2007 (UTC)

CLEP
I want to take the CLEP tests and I was hoping to use this site to study for them.
 * Sorry, but Wikiversity is just getting started. The best we can do is start working on resources that would help for that: CLEP. --JWSchmidt 20:57, 22 January 2007 (UTC)

Interdisciplinary Innovation
Though organizational cohesion is a necessary element to furnishing any multifaceted database, I believe a greater focus on interdisciplinary approaches to topics and problems would make for a more unique online educational experience. For example, I am interested in the intersection between computer science, history, biology, and global sustainability. I'm sure someone has a lesson plan such an ambitious goal—he or she just needs a spot to place it. -<IP_ADDRESS>
 * You might be interested in Portal:Interdisciplinary Studies. --JWSchmidt 16:01, 21 February 2007 (UTC)

Where are all the Video Lectures?
I really wish there were more video lectures on Physics out there. Those from MIT are excellent for the undergraduate starting out in Physics. What I have'nt been able to find are high quality video lectures on Quantum Mechanics, Special Relativity or General Relativity. (I did provide a link to the only lectures I managed to find on GR).

I really think there is a HUGE need for qualified lecturers (or other experts) to share their knowledge in video format - not only with their students directly, but with ALL potential students worldwide - and what better format than with video lectures! - and what better forum for that than Wikiversity! What a shame it would be otherwise, if all those brilliant teachers fail to reach the masses through video.

So if anyone has any links to video lectures on Quantum Mechanics, Special Relativity or General Relativity, please let me know. Or if any of you know an expert in the field, please encourage them to add video lecture content to the web and to link to that content from the WIkiversity. Not only for Physics, but for all the other subjects as well. Jimbobjames 21:15, 26 February 2007 (UTC)

 * It is a goal of Wikiversity to provide links to existing learning resources. Did you see this: 302 General Relativity? --JWSchmidt 13:43, 28 February 2007 (UTC)

 * Yes thanks, I put that link in there. I was hoping someone else might have come across some similar links. I am glad to hear that linking to video resources is a goal of Wikiversity. Perhaps - hopefully! - it will encourage more lecturers and teachers and experts to provide more video content. This will truly become an amazing resource!! Jimbobjames 22:52, 9 March 2007 (UTC)
 * Doh! So much for my powers of investigation. --JWSchmidt 23:41, 9 March 2007 (UTC)

Food
Articles on making edible stuff.
 * see learning resources at Category:Food, Erkan Yilmaz uses the Chat + Identi.ca 19:29, 24 October 2011 (UTC)

Teaching
I want to teach people how to do things that don't really fit into a category - things like how to be a kid, and stuff about life in general. I want to teach but I'm not sure how to start.Fubsadoo 13:58, 9 April 2007 (UTC)

 * Hmm, interesting! Maybe you could start by breaking down life skills into specific skills that could be developed as topics. From your interests on your user page, "bushcraft" strikes me as an immediately practical field of study. Maybe start at Topic:Bushcraft and work things from there? These materials can (and should) be developed for different groups and needs (like for "kids" or "scouts") - I'm not quite sure what teaching about "being a kid" means, but I'd love to hear more! Cormaggio talk 16:03, 15 April 2007 (UTC)

Business, Economics, Finance, Accounting, Management, Marketing
'Schools' need to be established in these areas.

While this is all heavy subject matter to be cataloging, surely some basic subject skeletons can be proposed, laid out; and developed on a bloc by bloc basis, eg:

Economics - Supply and Demand, Gains from trade, etc.

This could really bring about social change across the developing world if people have open source access to the true reasons that govern our essentially capitalist planet. Ethikos 09:10, 15 April 2007 (UTC)

 * Try School:Business which has many links from it that might be useful. Feel free to develop these resources (and new ones) to understand and/or critique the capitalist viewpoint of the world! Cormaggio talk 15:26, 15 April 2007 (UTC)

Vocabulary enhancement!
I have always wanted a fun and easy way to improve my vocabulary other than the obvious browse through the dictionary. A group of flashcards broken down into adjectives, nouns, verbs, ect. would be great. Perhaps even in the form of a game. Thanks Wikipedia!Your friend,Stephen

 * In my experience, a good way to improve vocabulary is to read a good book. You might be interested in School:Computer Simulation and Game Design. --JWSchmidt 13:55, 27 June 2007 (UTC)

 * Before you dismiss the game of Scrabble as boring or just kids’ stuff, consider the comments of Jason Katz-Brown, a college student in the areas of engineering and computer science who also plays competitive Scrabble. In his commentary “No Loss for Words:  Why I play competitive Scrabble” (Technology Review, 2006), he tells of his inspirations and a couple of practice techniques.  In particular, he references an online tool called “quackle.org” which he plays against for practice.  If you are trying to learn new vocabulary, the artificial player on the site can show you which words you didn’t create but could have in the game.

I teach 8th graders, and we have a Scrabble tournament every spring. Throughout the year, I teach different word parts and how to manipulate them into various words with prefixes, suffixes, and various subtle tricks that change meaning. Seems like you could track even specialized vocabulary—say, from biology—in the same way. By the end of the school year, kids who really didn’t find the game appealing are eagerly awaiting the next round, even collecting words on flash cards or scraps of paper just so they can remember to consider them when that special high-number tile shows up in their game. Without a doubt, I have to agree with Katz-Brown: Scrabble can increase your vocabulary, and it “makes you smarter.” (p. M4)

Katz-Brown, J. (2006). No loss for words: Why I play competitive Scrabble. Technology Review, 109/5, M4.

 * Several Wikiversity participants are interested in learning resources related to Scrabble, for example, see History and Strategy of Competitive Scrabble. --JWSchmidt 14:42, 20 July 2007 (UTC)

NEWBIE
I'm a newbie to wikiversity. I want to learn Psychology and interested in foriegn languages. I also want to do some research on Strategy of Companies. Regards,Krishna
 * I hope you found School:Psychology, School:Business and Topic:Foreign Language Learning. --JWSchmidt 14:00, 27 June 2007 (UTC)

UNESCO-IHE ecosan on-line course, FREE SELF-LEARNING version
Dear Wiki-freaks,

I tried to add the following learning content. I failed it was too complicated. May somebody with better wiki know-how add this important content.

I was taking part on an UNESCO-IHE online-course from March to June 2007 on an Ecological Sanitation (Resource Orientated Sanitation). It was the moneys worth! Many good textbooks and good reference materials are available through that. Good material which is not so easy to find on the www. I mostly appreciated the helpful video comments by the lector Mrs. Elisabeth von Muench, who put many materials and work done in the right perspective.

Try to imagine an interested student in Stone Town, Zanzibar would like to learn about the subject more. She/he can not afford a course like this at all (Euro550). But she/he can afford to stay for 1-2 hour at the Internet Café to download to a CD a self-learning course. It is a crux where we have the worst sanitation situation the people have the worst accessibility to know how, let alone ignorance.

I am wondering if it would be helpful to many sustainable sanitation (ecosan) interested people e.g. in Indonesia and other “sanitation-areas” to have the opportunity to access the whole course content without financial/copyright restriction. I suggested an open/free self-learning course to UNESCO-IHE as a kind of lobbying for ecosan. Fortunately UNESCO-IHE addressed this request very well and put now the whole online-course as a FREE SELF-LEARNING (“demo”) version on its server inclusive two more topics: Rainwater Harvesting and Urban Water Demand Management Measures. UNESCO-IHE only would like to be informed about the usage by the users.

This “demo” version will be available all year round, and it is containing *ALL* the course material. It have all videos and its units have self-evaluations, but NO discussions, NO tasks, NO assignments, NO Ask-Teacher, NO fellow participants etc. (because all those things would take up someone's time to co-ordinate, and then somebody would have to pay for it).

You can find the course at: http://www.lms.ihe.nl/index.asp

Login (ID): ecosandemo Password (PWD): 1234

May you inform your colleagues about this opportunity.

Wisdom is power- Enjoy it

Take care Detlef

Physical Education
Whilst at school, I have to admit I always thought P.E. was really questionable at best as a subject for "study". However, now out in the "real world" I find that getting reliable information on excericse and health - particularly on the internet - is a difficult task. The majority of websites on the subject are motivated financially - typically through trying to sell diet books, services, &c. and thus a neutral source, like Wikiversity, with information on the different kinds of excercise, diet regimes, &c. would, I think, prove an invaluable resource.I, Podius 07:25, 1 September 2007 (UTC)
 * Hopefully Wikiversity will grow to provide the kind of resources you mentioned. --JWSchmidt 04:55, 6 September 2007 (UTC)

Secretarial Sciences
I was unable to find anything on Secretarial Science or studies. Is there any here? If not if someone who is experienced at this would create the topic?

Please contact me on my talk page.

Thanks,

User:Skunkmaster V 18:09, 12 October 2007 (UTC)
 * Wikiversity is very new. Feel free to create new pages. --JWSchmidt 19:46, 12 October 2007 (UTC)
 * I don't know anything about secretarial sciences and I was wondering if someone else who does could start creating it. Should I advertise this on the Colloqium so more people see it so someone who know something can start working on it? --Skunkmaster V 19:49, 12 October 2007 (UTC)
 * Wiki does not really work by waiting for experts. My advice is that you do some research on the topic and start a page about it yourself. Sometimes if you start a page and include your unanswered questions then the "experts" will start showing up and they will help. --JWSchmidt 20:41, 12 October 2007 (UTC)

Resource Mobilisation Writing funding proposals Prospecting for funders

Principle of double entry
The principle of double entry state that each and every transaction most have a dual aspect or most be recorded twice the one aspect deals with the acount that is recieve in and the other aspect deals with the account that is give in out,Debit the account that is recieve in and credit the account that is give in out.This brings about the golding role of bookkeeping which state that for any any debit entry there most be a co-responding credit entry for any credit entry there most be a co-responding debit entry.

Hemeroteca
This may be seen as a situation arising from the misconception of the human reasoning with respect to his natural laws of living. In 1235, a spanish scientist rojas gert, explained this phenomenon in his article 'who are the best'

medical science
I'm Yousuf Ahmed.Studied at a medical college of Bangladesh. It is in Rangpur ,named Rangpur Medical College, Under Rajshahi University.

medical science
I'm Yousuf Ahmed.Studied at a medical college of Bangladesh. It is in Rangpur ,named Rangpur Medical College, Under Rajshahi University.

Heading text
First of all i'm very glad to this opportunity to express myself. I wonna be a good english speaker this is my goal. About formation i dream to be translator but i don't speak enough yet.

read books
I like to read and download more Tamil books. I think it is help to my studies. so I interested in this I also interested in book. Please give book.

Stark
Predominant

title: Wikiversity:Learning goals


text:
Julio Nolasco

Julio Nolasco (born c. 1914, date of death unknown) was an Argentine sports shooter. He competed in the 50 m rifle event at the 1948 Summer Olympics.

title: Julio Nolasco


text:
Luccombe Manor

Luccombe Manor (also Lovecombe, 11th century) was a manor house on the Isle of Wight, situated in the parish of  Bonchurch.

History
Luccombe was held of the Confessor by Sawin as an alod, and at Domesday was in the hands of the king. It formed part of the original endowment of Quarr Abbey, having been given to the abbey by Hugh de Mandeville. At the beginning of the 13th century Walter de Insula (Lisle), with the consent of his son Geoffrey, endowed Quarr with the cultivated ground on the side of St. Boniface Down next Luccombe. Luccombe continued to belong to the monastery till the Dissolution, when it passed to the Crown. It was granted in 1553 to Thomas Reve and George Cotton, who sold it two days later without licence to William Colnett. In 1557–8 William obtained licence to retain the manor, of which he died seised in July 1594, leaving as his heir his son Barnabas, who in 1602 disposed of it to Michael Knight of Landguard, who died seised of it in 1612. It remained in the Knight family till 1753, when Anne Knight, spinster, disposed of it to William Pike, who devised it to —Bonham. In 1782–3 it was in the possession of members of the families of Bonham, Carter and Atherley, and in 1791 Edward Carter and his wife Harriet were dealing with it. At the beginning of the 19th century it had come to the Atherley family; in 1891 it was sold by Mr. Arthur Atherley to the Slater Ball Syndicate, and is now split up into various ownerships.

title: Luccombe Manor


text:
C21H14O15

The molecular formula C21H14O15 (molar mass: 506.33 g/mol, exact mass: 506.03327 u) may refer to:

 * Nonahydroxytriphenic acid
 * Sanguisorbic acid
 * Valoneic acid

title: C21H14O15


text:
User:ENava5

Edwin Navarrete born and raised (1991) in Escondido, California. In the San Diego North County area. Grew up playing football in his fathers youth club Verde Crema in Tijuana, Mexico.

title: User:ENava5


text:
User:Ce garcon~enwikiversity

I am "Ce_garcon" on Wikipedia. See: http://en.wikipedia.org/wiki/User:Ce_garcon

title: User:Ce garcon~enwikiversity


text:
School talk:Strategic studies

Good start on this school so far. Is this related to any brick-and-mortar institutional activity, by any chance? I'd suggest, in any case, that the units/modules of study to be undertaken are indicated by some sort of real name rather than a number, like "Str 1100" (which doesn't mean much outside the US, as far as I'm aware - see Naming conventions). All the best. Cormaggio 15:38, 7 October 2006 (UTC)
 * I was actually just following the example of the Poli Sci School. I've been looking around and there is actually not a good feel for what exactly this place is supposed to be... as much as it seems people are trying to write about it, I don't think anybody is standardizing at all... so I hope at some point someone just comes along and standardizes the great chain of being here. For now I'm structuring it sort of like my own training, and trying to make it look like a proper B.A. course load. If I had it my own way, I'd have used a Canadian numbering system.--Dnjkirk 16:42, 7 October 2006 (UTC)
 * Fully understood, point taken, and thanks for pointing it out. You're absolutely right that we need to make the basics more clear to newcomers - though, in a sense, we are also trying to encourage people to try out their own ideas too (and, of course, everything's modifiable). But, in any case, the fact that you've just 'jumped in' and starting developing your own material is most encouraging. Welcome to Wikiversity! Cormaggio 22:32, 7 October 2006 (UTC)
 * Thanks! Actually you can't imagine how happy I am that something like this exists. The world needs more free information, and I am so stoked that Wikiversity has been started up. My understanding of Learning Projects though is somewhat different from the way it seems they are being used. Most people seem to thing a project is a full class, but I thought they were parts of a class that are discreet activities with discreet learning objectives, and that classes were made up of projects. For example, I might make a course "War in the Middle Ages" and have a project called "Build a Catapult" or something like that. Once that project had been completed by the student, maybe they would then look at the "Play a Simple Medieval Wargame" project. Am I on crack?--Dnjkirk 04:56, 8 October 2006 (UTC)
 * That sounds great to me - and there's absolutely no need to feel reticent about creating learning projects (or courses, or however you're structuring it for now) into as general, specific, long or short projects as you like. So maybe you could use that "crack-ness" towards simply creating tonnes of material.. :-) Cormaggio 18:21, 16 October 2006 (UTC)

A vision for this page
I'm looking to turn this into a model Undergraduate program comprised of classes that should hopefully span 30 hours of project work each. Each class should hopefully be accompanied by ample reading material. The reading material in its raw form can be stored in the "Topics" Section on the main school page. General and broad topics are listed, and if you want to set yourself to hunting and gathering, then you can start piling resources (both on and offline) into the Topics of Study section, my interpretation of the Learning Materials concept. Below is an image of what I envision, but since it's still early days, this may just end up being a crappy picture with blobs of colour on it: (The preceding unsigned comment was added by Dnjkirk (talk • contribs) 18:59, 10 October 2006 (UTC).)

 * This all looks great, but please stop making empty pages. I'm trying to keep abreast of changes in this Department (particularly as they relate to the History department), and they keep me unnecessarily busy.  The Jade Knight 09:23, 28 October 2006 (UTC)
 * The original blanks were put up some time ago when I was new to this. If I put up blanks now, it's either to work out structure or to hash out ideas and outlines. Cheers for keeping track, I actually hope to get a history course up and running soon, just have to find time between baby and work. My original discipline was history.--Dnjkirk 17:35, 30 October 2006 (UTC)

Resolution issue?
This page doesn't seem to work (lacks having both columns next to each-other) on smaller resolutions or computers with bigger fonts. The computer I'm on is 1024 x 768 with a medium-sized font, and the page doesn't format correctly unless the page is maximized. The Jade Knight 19:36, 22 November 2006 (UTC)

Decision Theory, Reasoning Under Uncertainty, Interpretation of Statistics
A rational agent which is supposed to make strategies to deal with a situation should obey the rationality critera set forth by decision theory (maximizing expected utility, given risk aversion levels and known data), and should take into account the statistical nature of the universe (using bayesian or frequentist statistics, or a mix). While it's true that humans and computers are, at best, limited rational agents, I still believe strongly that the cirriculum should cover this material, both in an abstract manner, and with concrete applications to various strategic problems. Any study of strategy that neglects the nature of rational decisionmaking (especially with regards to incomplete and uncertain information) is necessarily incomplete. As for how to go about this, well I've taken several classes in this area when I went for my masters degree, so interested individuals could get in touch with me. - JustinWick 02:57, 6 December 2006 (UTC)

 * This is a good point, but in a School of Strategic Studies (S3) is there a real need to offer a full course on this issue ? In my opinion it should be dealt with by the School of Political Science curriculum. S3 students should be aware of decision making and bounded rationality models while they study, for example, the way military organizations react to their environment, but don't you think there would be enough of one or two classes to give S3 students enough material to fully understand the basics of rationality in decisionmaking ? --CorentinB 10:03, 16 February 2007 (UTC)

Adding and moving courses
Dnjkirk, as a French guy the courses' numbers dont mean anything to me :) Please, could you take a few minutes to explain what's the logic behind these numbers ? How do you choose them ? Would you mind if I changed them ? About the two types of courses: I guess the "Elective" ones should deal with more precise issues ? --CorentinB 21:55, 20 February 2007 (UTC)
 * Personally, I think all this adopting of course #s is premature. The Jade Knight 02:38, 21 February 2007 (UTC)
 * Corentin: the logic was to organize them into groupings of level of difficulty (higher numbers in the hundreds would indicate an increasing number of prerequisites). The rest just denote a course's difference from other courses. Since I was the only person actively working on the courses, I organized them in a way I saw fit for my own purposes. If you'd like to reorganize them, be my guest. It helps to put things into logical structures, especially when you are building something big.--Dnjkirk 15:29, 21 February 2007 (UTC)
 * Thanks to both, I'm gonna take a look at it ASAP and will try to do some changes toward a more interdisciplinary approach.--CorentinB 22:20, 22 February 2007 (UTC)

will the goverments ever work together as they say they do 4 us all or is it all say so
will the goverments ever work together as they say they do 4 us all or is it all say so

Course- Fall 2008
I would be interested in taking courses in this area.--Jolie 22:34, 10 October 2008 (UTC)

in the absence of teachers and having a rising level of curiousity, I will be studying this subject from notes. ST100 has a developed course; I will start studying. --Jolie 19:41, 14 October 2008 (UTC)
 * I am very interested in strategy, and know something about it, but unfortunately have neither the time nor the expertise to develop this course. If you want someone to discuss what you're learning with, however, I'd be glad to be a sounding-board.  The Jade Knight (d'viser) 20:06, 14 October 2008 (UTC)

wonderful; I'm posting notes here

if I have questions I'll leave notes in your discussion page.--Jolie 17:14, 15 October 2008 (UTC)

title: School talk:Strategic studies


text:
Motion - mechanics

MOTION MECHANICS

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

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

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

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

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

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

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

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

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

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

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

$$M = Fd$$

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

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

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

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

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

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

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

for a constant mass system

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

and so

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

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

reducing to

$$F = ma$$

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

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

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

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

title: Motion - mechanics


text:
Talk:David Dickson (swimmer)

External links modified
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Cheers.— InternetArchiveBot  (Report bug) 14:12, 9 June 2017 (UTC)

title: Talk:David Dickson (swimmer)


text:
Wikiversity:Browse/Old

{| width="100%" cellspacing="5" cellpadding="5" style="margin: 0.8em 0 0.8em 0;"

 * width="50%" valign="top" style="border: 1px solid MediumAquamarine; background: honeydew;"|

Help us develop the Wikiversity online learning communities for these subject areas and specific topics!

Major Departments (edit template)
==General Community Learning Projects  (edit template)   ==

Research Projects (edit template)
''Please feel free to add to the lists above. Read Namespaces and Naming conventions so you know how to name new Wikiversity pages.''

 * }

title: Wikiversity:Browse/Old


text:
penetroida

Etymology
(see 🇨🇬), ultimately from and adapted with the verbal suffix.

Verb

 * 1)  To penetrate.

title: penetroida


text:
Tribsa

A Tribsa, was a custom built café racer or off road motorcycle of the 1960s and 1970s. A Tribsa comprises a Triumph parallel twin engine installed in BSA motorcycle frame. The purpose was to combine the best elements of each marque to give a superior bike to either.

The Tribsa name is a portmanteau word, an amalgamation of Triumph and BSA.

Although both the BSA A65 and the Triumph 650 cc twins engines were pushrod overhead valve (OHV) units, only the Triumph had twin camshafts, which supposedly facilitated tuning for a greater power output. The BSA frame was a duplex-cradle design which was considered stiffer and stronger than the Triumph's single downtube item.

A batch of nine TriBSAs were planned by the BSA-Triumph for the 1966 ISDT using 348 cc, 490 cc and 'special capacity' 504 cc 'short' Triumph twin engines in a frame using geometry from the BSA Victor scrambler, Victor front forks and wheel together with a Triumph QD rear wheel in a Triumph swinging arm A light-alloy Gold Star type fuel tank and a steel oil tank were fitted together with three ignition coils, one as a spare. The 490 cc prototype was finished and tested in Wales with the remaining batch utilising the other engine sizes scheduled to follow. Some bikes were intended to be named Triumph and the others BSA, to enable two opportunities for makers' honours.

A Tribsa was built experimentally at Meriden by Triumph in 1973 using surplus BSA A65 frames. This led to a 'factory Tribsa' which was to use the BSA A65 frames with the 650 cc TR6 engine. Not many of these hybrids were produced and factory records are vague.

In today's vintage off-road events, Tribsas may be seen competing in motocross, enduro, and trials.

A popular alternative to the Tribsa was the Triton which combined a Triumph engine in a Norton Featherbed frame, a chassis which had yielded victories in the Isle of Man TT for Norton.

title: Tribsa


text:
User:Hitm6337/sandbox

Bull Dog Wholesale, a division of Mecam Inc., is an American manufacturer of | tobacco accessories and | Electronic Cigarettes.

Bull Dog Wholesale History
Bull Dog Wholesale entered into the convenience-store and smoke-shop industries in 2005 with the introduction of the Pak-N-Lite cigarette case. In 2007 the company expanded its product line to include | electronic cigarettes. Bull Dog is one of the first to carry a continuum of products ranging from multiple lines of disposables to rechargeable kits, including varying nicotine strengths and flavors.

Industry
| Convenience Store, | Grocery Store, Tobacco Shop, | Wholesale Distribution

Founding Information
Bull Dog was founded in 2004 by Joe Groedl and Perry Tata

Flavors (also known as "Cartomizers"):

Tobacco (full flavor)

Gold Lite and | Menthol

| Vanilla Crème

| Cherry Ice

Jamaican Java

Seductive Kiss (| strawberry and | chocolate flavor)

Products
Pak-N-Lite: A water resistant, crush proof cigarette combo case, designed to keep cigarettes and a lighter together.

Bull Dog Electronic Cigarettes: A full line of electronic cigarettes, including disposables, rechargeable, and flavored e-cigarettes.

Bull-Gar: An electronic Cigar.

Cigarette Filters: | tar blocking filters sized to fit traditional cigarettes.

Key People
Perry Tata, CEO

Headquarters
Troy, Michigan

title: User:Hitm6337/sandbox


text:
User:Jrob3rd/sandbox

A Challenge fund (also referred to as enterprise challenge fund) is a competitive financing facility to disburse donor funding for international development projects, typically utilizing public sector or private foundation funds for market-based or incentive driven solutions. As Irwin and Porteous (2005) observed, 'In practice, the objective of a challenge fund is to provide the smallest possible financial contribution to a socially worthwhile project consistent with making it less risky and more financially sustainable to the private promoter.’ Applicant qualifications differ widely among challenge funds, but typically focus on non-state actors.

Typically, a donor agency (such as UK’s Department for International Development (DfID), the Inter-American Development Bank (IADB), Swedish International Development Cooperation Agency (SIDA), and the Canadian International Development Agency (CIDA)) hires a development contractor (such as KPMG or GRM Futures Group) to host the funding competition around a broader sector (such as food trade, agriculture, or education in a specific georgraphy) to solicit innovative proposals that otherwise may not be discovered through more traditional grant-making or funding mechanisms. Alternatively, challenge funds are often used as ways to address what development partners describe as a Grand Challenge, which is a challenge fund focused on soliciting proposals around a very specific critical barrier that, if removed, would help solve an important health problem in the developing world, with a high likelihood of global impact through widespread implementation.

Typical features of a challenge fund include open competition, innovative or evidence-based proposals, proposals are evaluated based on a fixed scoring criteria, and a governance structure that incorporates an voting committee to approve funding decisions. Other common features include a focus on innovation, leveraging other resources, and local solutions. Research performed by TripleLine Consulting identified seven characteristics of challenges funds: '(1) provides grants or subsidies (2) with an explicit public purpose (3) between independent agencies (4) with grant recipients selected competitively (5) on the basis of advertised rules and processes (6) who retain significant discretion over formulation and execution of their proposals and (7) share risks with the grant provider.'

Challenge funds greatly differ in size, from over $200 million to under $5 million.

History
Academia, medical research, and the social sectors have used challenge funds for several decades, however what is now mostly referred to as challenge funds are a byproduct of DFID's efforts beginning in the 1990s. Early challenge funds in the social sector supported the use of public private partnerships, were in the UK and tarted urban issues, including the City Challenge, Rural Challenge and Single Regeneration Budget Challenge Funds.

By 1997, over 50 challenge funds were operating in the UK, disbursing £3,390 million. Of these, the largest was the Single Regeneration Budget (SRB). The first challenge fund within the British overseas development assistance programme (now DFID or UKAid) was the 1997 Business Sector Challenge Fund, followed in 2000 by the Financial Deepening Challenge Fund and the Business Linkages Challenge Fund that were tested in East Africa and later expanded to other regions.

Eligibility
Eligibility criteria vary from fund to fund.

Effectiveness
The effectiveness of challenge funds has been evaluated, in part, but donors, consultants, and implementers with varying opinions as to their value for money and effectiveness. Standards have been developed by the DECD for measuring the effectiveness of challenge funds. Additionally, certain donors such as SIDA have established guidelines to ensure challenge funds are as effective as possible at delivering the intended social impact.

Examples
Below are a few examples of challenges funds, which are funded by one or more donor agencies.

Africa Enterprise Challenge Fund The Africa Enterprise Challenge Fund (AECF) is a multiple window funding platform funded by DFID and managed by KPMG with challenge funds in agriculture and energy in Africa (including Kenya, Tanzania, and South Sudan). AECF focuses on supporting businesses and raising the income of the rural poor.

"Climate Challenge Fund" A domestic challenge fund in Scotland focused on climate change issues.

Emprender Paz Emprender Paz is a SIDA supported challenge fund in Columbia focused on private sector solutions for peace-building.

Enterprise Challenge Fund The Enterprise Challenge Fund (ECF) (2007-2013) was an Australian government challenge fund that ran from 2007-13. ECF was the backbone for the development of the DECD standards for evaluating challenge funds. Numerous reports and evaluations have been developed by or based on ECF.

Financial Education Fund Managed by Cardno, the Financial Education Fund (FEF) was a DFID challenge fund established in 2008 focusing on financial literacy and access to financial services in Africa.

"Girls Education Challenge Fund" Established in 2012 and currently scheduled through 2016, the Girls Education Challenge Fund (GEC) is a GBP 300 million fund managed by PwC, focusing the quality and access to education for girls in 22 countries in Asia and Africa.

Human Development Innovation Fund GRM Futures Group manages the Human Development Innovation Fund (HDIF), which is a GBP 30 million DFID challenge fund seeking to identify innovations in education, health and water, sanitation and hygiene (WASH) across Tanzania. Whereas most challenge funds mostly focused on managing funds, HDIF also engages in activities to 'foster a thriving innovation eco-system in Tanzania' and support a government partner in building this eco-system, Commission for Science and Technology (COSTECH).

"LIFT" Managed by TradeMark East Africa (TMEA), The Logistics Innovation for Trade (LIFT) challenge fund is a $16 million DFID fund for reducing the cost of transport and logistics in East Africa.

Seed Alliance Seed Alliance is a challenge fund focusing in internet and digital innovation.

Vietnam Business Challenge Fund The Vietnam Business Challenge Fund (VBCF) focusing on developing 'inclusive businesses' working in agriculture, low carbon growth, infrastructure, and basic services.

Grand Challenges
Challenges funds and 'grand challenges' have overlapping features but are distinct for numerous reasons. Grand challenges are often referred to as a 'family of initiatives' focused on very specific problems that try to find the best solutions to those discreet questions.

Gates The Gates Foundation runs two grand challenges: "Grand Challenges in Global Health" that was established in 2013 and the newer "Grand Challenges Explorations" that funds early-stage innovations.

Canada The Canadian government runs or participates in numbers grand challenges in areas from hypertension to saving children's' lives to mental health.

USAID As of 2014, USAID runs or participates in six grand challenges: Fighting Ebola, Securing Water for Food, Saving Lives at Birth (with the Canadian government, DFID, the Gates Foundation, and the World Bank), Powering Agriculture, and All Children Reading (with World Vision and the Australian government), and Making All Voices Count (with Sida, DFID, and the Omidyar Network.

DARPA Grand Challenge
The DARPA Grand Challenge is a prize competition for American autonomous vehicles, funded by the Defense Advanced Research Projects Agency, the most prominent research organization of the United States Department of Defense. Congress has authorized DARPA to award cash prizes to further DARPA's mission to sponsor revolutionary, high-payoff research that bridges the gap between fundamental discoveries and military use. The initial DARPA Grand Challenge was created to spur the development of technologies needed to create the first fully autonomous ground vehicles capable of completing a substantial off-road course within a limited time. The third event, the DARPA Urban Challenge extended the initial Challenge to autonomous operation in a mock urban environment. The most recent Challenge, the 2012 DARPA Robotics Challenge, focused on autonomous emergency-maintenance robots.

title: User:Jrob3rd/sandbox


text:
Cookbook:Guacamole I

| Mexican | Tex-Mex cuisine | Appetizers

Guacamole is a Mexican paste made from crushed avocado and various seasonings, usually including onions, peppers, garlic and tomatoes. Guacamole is used as a condiment, an ingredient, and as an appetizer when served with tortilla chips.

Ingredients

 * 4 avocados
 * 2 tablespoons pico de gallo
 * Juice of ½ lime
 * 2 chopped Jalapeño OR 2 tablespoons of crushed red pepper OR 1 tablespoon of cayenne pepper
 * 1 teaspoon salt
 * 4 teaspoons olive oil
 * 1 ½ teaspoon minced garlic
 * ½ teaspoon of ground black pepper
 * 1 minced jalapeño OR 2 minced serrano chiles OR 2 tablespoon minced of any chile pepper like (adjust for spiciness)

Procedure

 * 1) Halve and pit the avocados.
 * 2) Score the avocado flesh in a criss-cross pattern without cutting through the skin.
 * 3) Scoop out the flesh of one half with a large spoon and place in mixing bowl.
 * 4) Add the lime juice and stir to evenly coat the avocados.
 * 5) Stir in the pico de gallo, garlic, oil, jalapeño, salt, red pepper, and black pepper, mashing and tossing the avocado pieces until thoroughly mixed.
 * 6) Scoop out the remaining avocado chunks and gently mix and toss in the larger pieces. The guacamole is the right consistency when more large pieces than mashed parts remain.
 * 7) Garnish with a sprig of cilantro.

Notes, tips, and variations

 * Guacamole is a dip originally made to be consumed almost instantly, meaning there is no intention to store it at all, so you can omit the use of any kind of oil or lime juice for these recipes. However, both oil and lime juice can be added so that the guacamole keeps for longer.
 * A dollop of Greek yogurt or mashed black beans can add richness and protein.
 * To prevent browning, cover the surface with plastic wrap so no air is in contact with the guacamole. Lime juice can also help prevent such oxidation.
 * A young chef from El Paso, Texas, has developed a much more effective approach to keep guacamole fresh for up to three times longer than traditional methods. Through trial and error, Alfred M. Gladstein found that the use of a various vegetable oils blended in to the concoction would keep it fresh longer and significantly increase the amount of time before the guacamole browns and spoils. In his studies Gladstein found that mixing olive oil in guacamole worked best when serving the dish independently or with warm foods, while vegetable oil (corn or canola) worked best when the guacamole is served with cold foods and salads. When these techniques are employed, Gladstein, who is also known as Chef Jamir, found that the refrigerated guacamole would stay fresh and green for three days or more. He also notes that when serving the guacamole at room temperature, the oil-treated dish will last up to six to eight hours before starting to brown.

title: Cookbook:Guacamole I


text:
Wikipedia:GLAM/GibraltarpediA/Visit

About GibraltarpediA
Gibraltar aims to be the world's first Wikipedia city. GibraltarpediA aims to cover every single notable place, person, artefact, flora, fauna and other things in Gibraltar in as many languages as possible. GibraltarpediA belongs to and can be contributed to by everyone. It involves people from all around the world collaborating to share their knowledge through text, photos, video and audio. We intend to not only cover the city but also the surrounding land (and sea!) in Spain and Morocco. Wikipedia gives our work a global audience. We use QRpedia codes around the city to give people easy access to content in their own language.

What is a QRpedia Code?
GibraltarpediA uses QRpedia codes, a type of bar code a smartphone can read through its camera that takes you to a Wikipedia article in your language. QR codes are extremely useful, as physical signs have no way of displaying the same amount of information and in a potentially huge number of languages.

How do I use a QRpedia Code?
1. Log onto a wireless network available

2. Go to the application on your phone (or tablet device) where you can search for new applications (e.g Marketplace on Android or the App Store on iPhone). 3. Search for and download one of the free QR code readers available. 4. Open the application and point your camera at the QRpedia code. It will scan the QR code (like a barcode in a shop) and take you to the web page.

Location of QRpedia codes around the city

 * Larger glass copyplaques for places exposed to the elements for articles specific to Gibraltar.
 * Ceramic plaques on finger posts to give maps, trails and other information
 * Smaller plastic, ceramic or metal plaques for labelling objects non-specific to Gibraltar, e.g. for use in the Flora and Fauna guide.
 * Labels for use inside buildings, e.g. for objects in museums.
 * Glass stickers in the windows of shops to give information on their professions
 * In addition there will be information posters, signs, notice boards and leaflets to help people contribute and stay informed.

Maps
Everyone can add maps and trails using content from Wikipedia, they will be accessible through this site and through QRpedia codes located on fingerpost signs throughout the city. As more information is added to Wikipedia it is automatically added to the maps.

title: Wikipedia:GLAM/GibraltarpediA/Visit


text:
Wikipedia:Sockpuppet investigations/Carolyn Ann Ayers (Philanthropist) Inspirational Speaker/Archive

Suspected sockpuppets

more vanity spam. Praxidicae (talk) 14:11, 19 September 2019 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments

 * ❌ – bradv  🍁  14:20, 19 September 2019 (UTC)


text:
User:Sazzizi/sandbox

Erik Azizi Erik is the founder of Aryell.com a music platform that is designed to help musicians and single artists connect with their fans.

title: User:Sazzizi/sandbox


text:
Web Design/New Structure

This is a temporary page for brainstorming the idea for an improved course structure. If people think it's a worthwhile restructure, then we can eventually make each level a separate page.

The idea is to restructure the course into Levels rather than topics, where each level is achievable within a 2-3 week timeframe, builds on the previous level and includes a variety of technical, communication and multimedia skills. Hopefully this will provide more definite timeframes for progressing through the course, while at the same time allowing flexible learners to negotiate their own pace.

Please feel free to add/delete/restructure ideas here or on the blog post so we can build a better course!

Level 1
Summary: Creating your first HTML and CSS web page and get some help uploading it!

Timeframe: 5-7 working days.

Overview of Learning: Basic HTML tags (<h1>, <p>, Headings, paragraphs,) as well as start using divs. Interviewing the client, cropping photos, reviewing a design.

Technical Activities:
 * Together in class, work through What is a markup language anyway?
 * Work through Sarah's Notecards step-by-step project.
 * Re-cap new HTML and CSS skills by working through HTMLDog's beginner HTML and CSS tutorials.
 * Complete CSS Challenge 1.
 * 2 or 3 HTML Challenges (code the HTML to look like this page etc., helping learners to structure code correctly)
 * Complete CSS Challenge 2.

Communication Activities:

 * Create your own blog and introduce yourself!
 * Research and explain what you think are the 3 most important questions to ask a client when designing a site (rephrase).
 * Interviewing Sarah for Sarah's notecards site.
 * Activity on creating specific goals for Sarah's Notecards website
 * Creating your first TODO list! (Get used to them!)

Design Activities:
 * Review a recent redesign (such as http://www.webdesignfromscratch.com/50-redesigns-sunhome.cfm), highlighting your own thoughts of the changes (need to reword)
 * Cropping, resizing and optimizing images for websites (fits in with Sarah's notecards).

Level 2
Summary: Build on HTML skills with DOCTYPES and validation, tables, forms.

Timeframe: 10-12 working days

Technical Activities:
 * Adding DOCTYPEs to your web pages! Read the w3schools XHTML HowTo and then apply this to Sarah's notecards)
 * Validating Sarah's Notecards.
 * Installing Firefox toolbar and using validation tools
 * HTML/CSS Challenges 3, 4 and 5 - Basic Tables, forms and Image maps.
 * Integrate a Listomatic menu list into a page of yours
 * CSS Challenge 3 - A 2 column layout
 * Create a blog post explaining the difference between a block-level and inline element, using examples.
 * FTP permission and transmission modes
 * Sarahs Notecards Redesign This project will pull together lots of the learning to date and provide an opportunity to demonstrate what we've learned so far.

Communication Activities:
 * Write 2 user scenarios for your small website project.
 * Create very simple style guide for your small website project.
 * Write review on your blog of one HTML/CSS intro tutorial that you have really liked so far explaining why. Remember that your target audience who will read your review might not even know what CSS stands for!
 * Analyse a variety of client surveys and start collating your own.
 * Using your small website project in retrospect, setup a project and work schedule using Basecamp or MS Project that reflects the work that you did for the site.

Design Activities:
 * Read Principles of Design and summarise/review on your own blog (you might alternatively use the article How crap is your site design.) Make sure you discuss how some of the prinicples have been applied to your own site or blog's design.

Level 3
Summary: Build on CSS skills working towards layout with CSS. Begin learning more specifically about Accessibility and Usability. Introduce Javascript events.

Timeframe: 10-12 working days.

Technical activities:
 * HTML Challenge 7 - Some advanced table features.
 * Redo CSS Challenge 2 but using a table for layout (just for understanding, in case you ever need to modify someone elses design!)
 * HTML Challenge 8 - Creating accessible forms (labels, fieldsets etc) with style.
 * Integrate Suckerfish Dropdown menus into a page, such as one of your CSS challenges.
 * Getting to know your window - Start learning about Javascript Events.

Communication Activities:
 * Create competitive analysis as part of Design Proposal 2.
 * Create a bloglines account and start reading each day!
 * Start setting milestones in Basecamp/Ms Project
 * Start learning about website accessibility. Create a checklist of Accessibility issues using the WC3 guidelines.

Design activities:
 * Start learning multimedia techniques for making web sites accessible- list software appropriate in creating an accessible web site.

Level 4
Summary: Continue learning more javascript events, introduction to XML, more CSS challenges, time management plans, working toward client interviews, testing for accessibility.

Timeframe: 10-12 working days

Design Activities:

Technical activities:
 * Continue learning javascript events [getting to know your window]
 * CSS Challenge 3
 * Introduction to XML with SVG activities (XML Challenges 1, 2 and 3)

Communication Activities:
 * Develop a client survey
 * Learn and practice client interview 1: Obtaining client specifications
 * Conduct accessibility testing for 3 popular websites and document the results
 * Make a time management plan [using Basecamp/MS Project]
 * Begin documentation for client interviews/client projects

Level 5
Summary: Creating RSS feeds, more javascript events, ethics and copyright, documentation

Timeframe: 10-12 working days

Design Activities:

Technical activities:
 * Roll your own RSS feed: Building on your previous XML challenges to create your own RSS feed by hand!
 * More on Javascript: Getting to know your document

Communication Activities:
 * Research copyright issues to participate in Copyright trivia
 * Ethics of web development- Develop a code of ethics for yourself as a web developer
 * Make a checklist of documents needed for the client project report
 * Conduct a client interview2- Presenting a prototype: learning and practicing interviewing techniques

Level 6
Summary: Getting sign-off for your prototype, a first look at useability and continuing development of some technical skills in the background.

Timeframe: 10 working days

Design Activities:

Technical activities:
 * Javascript Challenges 1 and 2
 * Basic PHP templating

Communication Activities:
 * Setting up a project plan using Application Software (such as MS Project)
 * Successfully present a prototype design to a client (can be role-play)
 * Document prototype meeting in client project report (including sign-off sheets)
 * Develop a useability test (based on a template) and test against an existing web site

Level 7
Summary: Creating your own tutorial site: a web-programming intro, running your own usability test for your site and continuing to develop some technical skills in the background.

Timeframe: 10 working days

Design Activities:

Technical activities:
 * Web Design/JavaScript:JavaScript Challenges 3 and 4.
 * Responding to HTML Forms - Start using PHP to respond to HTML forms starting with a simple "Thankyou Jerry for your details." through a complete receipt and automatic email.
 * Calculating Totals and Discounts - using a few maths operators to calculate a receipt for your users.
 * Web Programming Website - Flex your HTML/CSS skills as you create a site demonstrating your Web Programming research/learning.

Communication Activities:
 * Prepare, execute and document your own sites useability test.

Level 8
Summary: Compiling your final client report

Timeframe: 8 working days

Design Activities:

Technical activities:
 * Working through parts 1,2 and 3 of the Zend PHP for Beginners tutorial.
 * PHP Challenge 1 - Idiot box survey.
 * PHP Challenge 2 - Processing the information.
 * PHP Challenge 3 - Combining your form and response.
 * PHP Challenge 3.5 - Looping the loop.

Communication Activities:
 * Compile your final client project report (this should include: ? Site overview, Goals, Target user Scenarios, Competitive Analysis,... )

Level 9
Summary: More on Dynamic sites

Timeframe: 10 working days

Design Activities:

Technical activities:
 * Working through parts 4,6 and 8 of the Zend PHP for Beginners tutorial.
 * PHP Challenge 5 - Putting stuff into a database.
 * PHP Challenge 6 - Getting stuff out of a database.
 * Emerging Technologies Research Activities: Activity 1, Gary's email.
 * XML Schemas/DOCTYPEs
 * XML Challenge 5 - Adding some maths to your page
 * XML Challenge 6 - Creating a google sitemap for your site
 * Basic security for MySQL database

Communication Activities: Note: You may find that you have already done many of the tasks outlined in these tutorials in your client documentation. Use the tutorials to pull together your knowledge of IA and identify the gaps where your documentation needs to be updated.
 * Working through Adobe's excellent series stepping you through the information design process, and applying to a client site:
 * 1) Information Design - From Interview to Content
 * 2) Site Design - Site structure, navigation and usability.
 * 3) Page Design - Layout grids through to prototype.

Level 10
Summary: More on Dynamic sites

Timeframe: 10 working days

Design Activities:

Technical activities:
 * PHP Challenge 7 - Displaying info 1 record at a time.
 * PHP Challenge 8 - Deleting from our database.
 * Emerging Technologies Research Activity 2 - Protocols and RFCs.

Level 11
Technical activities:
 * Working through parts 9,10 of the Zend PHP for Beginners tutorial.
 * An XML File for Music Albums - Creating your own XML file.
 * A PHP Challenge using SQLLite

title: Web Design/New Structure


text:
Talk:Agua Fria National Monument

National Register?
The article claims the monument is on the National Register. I searched the NR databases, but did not find any record. (Keep in mind only NPS historic Nat'l Monuments are automatically on the register, BLM NMs are not administratively listed.) — Eoghanacht  talk 14:00, 27 March 2009 (UTC)

 * I came here to remove it from NRHP wikiproject, because indeed this is not NRHP-listed, not in Elkman version of NRHP database. It used to be believed that all NMs were NRHP-listed, not true.  Dropping categories now. doncram (talk) 08:58, 19 June 2009 (UTC)

 * It's listed as the Perry Mesa Archaeological District. On my list to create sometime, probably as a section of this article. --Pete Tillman (talk) 21:29, 19 June 2009 (UTC)

title: Talk:Agua Fria National Monument


text:
Physics Study Guide/Wave overtones

=Wave overtones=

For resonance in a taut string, the first harmonic is determined for a wave form with one antinode and two nodes. That is, the two ends of the string are nodes because they do not vibrate while the middle of the string is an antinode because it experiences the greatest change in amplitude. This means that one half of a full wavelength is represented by the length of the resonating structure.

The frequency of the first harmonic is equal to wave speed divided by twice the length of the string. (Recall that wave speed is equal to wavelength times frequency.)

The wavelength of the first harmonic is equal to double the length of the string.

The "nth" wavelength is equal to the fundamental wavelength divided by n.

Harmonics for a taut string*

* or any wave system with two identical ends, such as a pipe with two open or closed ends. In the case of a pipe with two open ends, there are two antinodes at the ends of the pipe and a single node in the middle of the pipe, but the mathematics work out identically.

Definition of terms

The first overtone is the first allowed harmonic above the fundamental frequency (F1).

In the case of a system with two different ends (as in the case of a tube open at one end), the closed end is a node and the open end is an antinode. The first resonant frequency has only a quarter of a wave in the tube. This means that the first harmonic is characterized by a wavelength four times the length of the tube.

The wavelength of the first harmonic is equal to four times the length of the string.

The "nth" wavelength is equal to the fundamental wavelength divided by n.

Note that "n" must be odd in this case as only odd harmonics will resonate in this situation.

Harmonics for a system with two different ends*

* such as a pipe with one end open and one end closed †In this case only the odd harmonics resonate, so n is an odd integer.

Vs: velocity of sound
 * dependent on qualities of the medium transmitting the sound, (the air) such as its density, temperature, and “springiness.” A complicated equation, we concentrate only on temperature.
 * increases as temperature increases (molecules move faster.)
 * is higher for liquids and solids than for gasses (molecules are closer together.)
 * for “room air” is 340 meters per second (m/s).
 * Speed of sound is 343 meters per second at 20 degrees C. Based on the material sound is passing through and the temperature, the speed of sound changes.

title: Physics Study Guide/Wave overtones


text:
Wikipedia:Articles for deletion/Short Pump Town Center

The result of the debate was no consensus to delete. W.marsh 15:21, 26 March 2006 (UTC)

Short Pump Town Center
article does not assert why this mall is notable ⇒    SWAT Jester     Ready    Aim    Fire!  21:38, 19 March 2006 (UTC)
 * Delete per nom. Joe 22:45, 19 March 2006 (UTC)
 * Strong keep Notable due to huge size. I find the recent spate of mall AfD's to be simple anti-mall bias.  Large malls are more notable than most museums documented on Wikipedia.  I don't particularly love malls myself, but they are very notable institutions and centers of commerce. I don't like mid-level Nazi politicians of little real accomplishment, but I think they should be documented on Wikipedia.  Simple distaste for the subject, and a view that different instance of the subject are a bit samey...does not suffice as a criterion for deletion when the subject is of clear note.  The massive size of this mall makes it a feature in the lives of millions and clearly notable.  Bobby P. Smith Sr. Jr. 01:24, 20 March 2006 (UTC)
 * Keep Notable enough. Osomec 03:02, 20 March 2006 (UTC)
 * Comment That may be well and true Bobby, but there's nothing in the article that asserts any sort of notability, any reference of what population shop there, etc. There's in fact no notable information about it at all other than it exists and a list of some stores ⇒    SWAT Jester   [[Image:Flag_of_Iceland.svg|18px|]]  Ready    Aim    Fire!  03:54, 20 March 2006 (UTC)
 * I think the basic asserted grounds of notability is its large size - it has to have a huge shopping population if it can sustain that many active stores. Bobby P. Smith Sr. Jr. 04:07, 20 March 2006 (UTC)


text:
Wild Wild West: The Steel Assassin

Wild Wild West: The Steel Assassin is an action-adventure video game published and developed by SouthPeak Interactive for Microsoft Windows. It is based on the 1999 film of the same name (which in turn is based on the 1960s TV series The Wild Wild West, whose episode "Night of the Steel Assassin" shares its name with the game). A PlayStation version of the game was planned, but was cancelled.

Gameplay
The game sees the player as either West or Gordon in a fully interactive 3D world where he interacts with the characters and objects via hotspots. Puzzles need to be completed in order to advance through the story.

Plot
Five years after the assassination of Abraham Lincoln, the tension between the North and the South is rising again. President Ulysses S. Grant has received a death threat and it's up to U.S. Army Captain James "Jim" T. West and U.S. Marshal Artemus Gordon to save him.

Development
The game used the NetImmerse game engine from Numerical Design Ltd.

Reception
The game received "mixed" reviews according to the review aggregation website GameRankings. Jim Preston of NextGen said that the game was "better than a rattlesnake in your boot."

title: Wild Wild West: The Steel Assassin


text:
Almir Pliska

Almir Pliska (born 12 August 1987) is a Bosnian-Herzegovinian former professional footballer who played as a forward.

Career
Pliska was, together with Asim Škaljić, snapped up by Olimpik Sarajevo in December 2010 He played in Serbian First League with Moravac Mrštane.

title: Almir Pliska


text:
Template:No license

Usage
Usage:  or simply.

Files are placed in Category:Pending deletions until expiration, and then Category:Candidates for speedy deletion.

title: Template:No license


text:
Public opinion of same-sex marriage in Australia

Public opinion of same-sex marriage in Australia has shifted from 38% support in 2004 to majority support of 75% in 2023.

Opinion polls
A June 2004 poll conducted by Newspoll showed that 38% of respondents supported same-sex marriage in Australia, with 44% opposed and 18% undecided.

In June 2007, a Galaxy Research poll conducted for advocacy group GetUp! measured the opinions of 1,100 Australians aged 16 and over and found that 57% of respondents supported same-sex marriage, 37% were opposed and 6% were unsure. The poll also found that 71% of respondents supported same-sex couples having the same legal entitlements as opposite-sex de facto couples.

A June 2009 poll conducted by Galaxy Research and commissioned by the Australian Marriage Equality group measured the opinions of 1,100 Australians aged 16 and over and found that 60% of respondents supported the recognition of same-sex marriage, with 36% opposed and 4% undecided. Among Greens voters 82% supported same-sex marriage, whilst 74% of those aged 16–24 supported same-sex marriage. Those aged 50 or above were the only age bracket to oppose same-sex marriage recognition, at a 55% disapproval rate.

An October 2010 poll conducted by Galaxy Research and commissioned by Australian Marriage Equality measured the opinions of 1,050 Australians aged 18 and over and found that 62% of respondents supported the recognition of same-sex marriage, with 33% opposed and 5% undecided. The poll found 78% of respondents supported a conscience vote on the recognition of same-sex marriage, with 16% opposed and 6% undecided. Support was highest amongst those respondents aged 18–24 (84%), and who lived in South Australia (83%). The majority of respondents from each state and each age bracket were in support.

A March 2011 poll conducted by Essential Media found that support for same-sex marriage had fallen below 50% and opposition was up by 4%.

A July 2011 poll of 543 people conducted by Roy Morgan Research measured the support for a number of positions on marriage and found that 68% of Australians support same-sex marriage and 78% classified marriage as a "necessary" institution, with only 22% stating it was an "unnecessary" institution.

A November 2011 Galaxy Research poll, commissioned by the Australian Marriage Equality group, of over 1,000 voters found that 80% agreed that Tony Abbott should allow the Liberal/National Coalition a conscience vote on same-same marriage legislation as the Australian Labor Party do. Support for a conscience vote among Coalition supporters reached an all-time high of 76%.

A February 2012 online poll of 1,506 Australian adult members on the Nine Rewards website by Angus Reid Public Opinion found that 49% of respondents said same-sex couples should be allowed to legally marry, 31% said they should be allowed to enter into civil unions but not marry and 14% opposed any legal recognition. No attempt was made to make the survey representative of the entire population, and the Nine Rewards website is associated with the Nine Network, an Australian television channel popular with older and more conservative viewers.

From February to April 2012, the House of Representatives conducted an online survey to provide a simple means for the public to voice their views on same-sex marriage and the two bills in the Parliament which sought to legalise it, the Marriage Equality Amendment Bill 2012 and the Marriage Amendment Bill 2012. The survey closed on 20 April, having received approximately 276,000 responses, including about 213,500 comments. Of these responses, 64.3% supported same-sex marriage, or approximately 177,600 of the respondents. The report acknowledged that "The online survey was not a statistically valid, random poll. Respondents were self-selected, in that they chose to participate if they wished."

A May 2013 Ipsos poll found that 54% of respondents were in favour of same-sex marriage and another 20% supported another form of recognition for same-sex couples. Results from the August 2013 Vote Compass survey of Australian voters found that 52% of respondents supported same-sex marriage, 12% were neutral, and 36% believed that marriage "should only be between a man and a woman". A 2015 Vote Compass survey with 20,000 respondents found 53% supported same-sex marriage, 10% neutral and 36% opposed. Support for same-sex marriage was higher among women, people with university degrees and higher incomes, and people under 34.

An August 2013 poll conducted by Fairfax Media and Nielson Polling found that 65% of respondents supported legalising marriage between same-sex couples, up 8 points since December 2011, while only 28% were opposed (down 7 points). Support was greater among women (75%) than men (55%) and greater among younger voters than older voters. 57% of respondents said that same-sex marriage was "not important at all" in deciding how they would vote in the coming election. Even for those supporting same-sex marriage 49% said that the issue was "not important at all" in deciding their vote.

In June 2014, Crosby Textor Group was commissioned by Australian Marriage Equality to poll the public on same-sex marriage. Their survey included the following questions on the common reasons for opposition:

A July 2014 poll, commissioned by Australian Marriage Equality and conducted by the Crosby Textor Group found that 72% of Australians supported legalising same-sex marriage, while only 21% were opposed. A majority of those identifying with major religions supported same-sex marriage, including Catholics, Anglicans and non-Christian religions as did a majority of older Australians aged over 55. Mark Textor stated "This poll definitively puts pay to some of the myths that married couples or those with religious beliefs are against same-sex marriage. It doesn't devalue their marriages or faith, and instead gives everyone equal access to the rights they are accorded". Further, 77% of respondents agreed that Coalition MPs and Senators should be granted a conscience vote on the issue. Jim Reed, director of Research and Strategy at the Crosby Textor Group argued in an opinion piece that the poll represented a "seismic shift in public attitudes towards marriage equality."

Also in July 2014 Newscorp's Newspoll recorded a high vote in favour of same-sex marriage, with two-thirds of respondents supporting marriage between same-sex couples.

A June 2015 Fairfax/Ipsos poll found 68% of respondents expressed support to the question Do you support or oppose legalising marriage between same-sex couples? 25% answered that they were opposed and 7% answered 'Don't Know'.

In July 2015, a Sexton research poll was undertaken to determine the most important issues the federal government should focus on. Survey respondents rated same-sex marriage as equal 13th as their prioritisation. The Australian activist group GetUp! polls the views of its members (termed Vision Surveys) to provide guidance for its "top campaign issues". GetUp! members ranked 'Marriage Equality' as campaign issue No. 16, scoring 2.1% of the votes. The Australian reports that recent research has placed doubts on the accuracy of earlier poll claims. The Australian also says there have been 5 Australian polls taken since May 2015 on 'support for same-sex marriage' with the respective results being 68%, 58%, 59%, 59% and 54%.

A Sexton Research survey, commissioned by Marriage Alliance (a group which does not support same-sex marriage) was undertaken in July 2015. The Sexton research has queried the findings of the above June 2014, Crosby Textor Group poll. It was also reported that same-sex marriage was ranked in national importance, by participants, in the Crosby Textor study as 13th priority. Same-sex marriage was rated as 16th in a GetUp! members survey.

In August 2015, Fairfax/Ipsos found SSM support constant at 69% with 25% opposed, although support was much higher among under-25s (88%) than over-55s (55%).

A community survey by Essential Media Communications in August 2015 showed support for same-sex marriage at 60% and support for a parliamentary vote at 22%, with support for a people's vote at 66% and in a Sexton survey of 1,200 people, support for a people's vote was 76%.

In September 2015, an Essential Media Communications poll found 67% of Australians wanted a peoples’ vote (i.e., referendum or plebiscite) to resolve the definition of marriage, with "little change since this question was asked in August". However, in October 2015, another Essential poll found that support for a people's vote on the issue fell to 43% when informed that "a national vote on same-sex marriage would cost around $150 million". 41% favoured a parliamentary vote. The same poll also found that 59% of respondents thought that "same-sex couples should be allowed to marry", 30% of respondents thought that "same-sex couples should not be allowed to marry", whilst 11% answered "do not know".

The ABC had a question in their pre-election VoteCompass from 2016 about support of same-sex marriage, drawing a response from 1.2 million people. They were able to break down the findings into electorate-level results, finding that most seats supported same-sex marriage, with support increasing around the major city centres, regardless of what party traditionally holds these seats. According to this data, Queensland has the least support for same-sex marriage.

A March 2016 Essential Media poll found that 64% of respondents agreed that same-sex couples should be allowed to marry, 26% stated they should not be allowed to marry and 11% answered "don't know".

A July 2016 Galaxy Research poll, commissioned by Parents and Friends of Lesbians and Gays, found decreasing levels of support for the plebiscite. Asked whether one supported having a plebiscite, 48% of respondents stated they did and 30% stated they did not. This marked a sharp drop in support for the plebiscite when contrasted with a June/July 2016 poll conducted by Fairfax Media and Ipsos, which found 69% approval for the plebiscite. In the Galaxy poll, the pro-plebiscite figure dropped to 35% when respondents were informed the plebiscite was not legally binding and dropped further to 25% when the $160 million expected cost of the plebiscite was raised.

An August 2016 Essential Media poll found that 57% of respondents stated they would vote 'yes' in a plebiscite to the question; "Do you approve of a law to permit people of the same-sex to marry?" A further 28% of respondents stated they would vote 'no' and 15% were unsure.

A poll carried out by the University of Melbourne in September 2016 found that Maranoa, in southwest Queensland, is the only electorate in the country where a majority of voters are opposed to same-sex marriage. The ten electorates most supportive of same-sex marriage are Sydney, Melbourne, Grayndler, Wentworth, Melbourne Ports, Wills, Gellibrand, Batman, Higgins and Brisbane. Less than 10% in Sydney and Melbourne are opposed to allowing same-sex couples to wed.

A July 2017 Essential Media poll found that 63% of respondents believed same-sex couples should be allowed to marry, 25% of respondents believed same-sex couples should not be allowed to marry and 12% did not know. In response to the question "do you think the issue of same-sex marriage should be decided by Parliament or should there be a national vote", 59% favoured a national vote, 29% said it should be decided by parliament and 12% responded "don't know".

Marriage Law Postal Survey
In 2017, a voluntary, non-binding plebiscite was issued to gauge the country's support for same-sex marriage. All Australian citizens who were enrolled to vote and aged 18 or older were sent a survey which asked; "Should the law be changed to allow same-sex couples to marry?" In total, 12,727,920 surveys were returned (79.5%). Of these, 7,817,247 (61.6%) "Yes" votes were recorded, whilst 4,873,987 (38.4%) "No" votes were recorded. In addition, 36,686 (0.3%) votes were unclear either way.


text:
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