text:
Talk:High School Mathematics Extensions/Set Theory and Infinite Processes

I'm going to be pedantic and whine about

"Infinity is unlike a normal number."

Well, no, it's not. In fact, it's not really a number at all. (Sometimes people treat it like a number -- as if $$\infty$$ were just an unusual, special number, like π is an unusual number. But that leads to all kinds of confusion).

 * "The word "infinity" doesn't represent an actual number that is bigger than all the others; "infinite" just means "without end," and is a way of describing something that never comes to an end. There are infinitely many numbers, because there is no last number. And that's really all it means." http://mathforum.org/library/drmath/view/60400.html

 * "Infinity is not a number, it is an idea." http://perplexus.info/show.php?pid=1341&cid=7939

 * "'infinity' is ... a 'process'." http://www.jatiyah.freeserve.co.uk/infinity.htm

 * "Infinity is not a number; it is the name for a concept." http://mathforum.org/dr.math/faq/faq.large.numbers.html

If there's no objections, I'm going to change the article to say something like "Infinity is not number." and try to make it consistent with the "infinite process" idea.

--DavidCary 22:41, 29 Oct 2004 (UTC)

you have to face up to .03999... = .04000...
etc. in your proof that R is uncountable. One way is to toss out the things ending in all 9's. Then be careful in your construction of the new number.

~reader

examples of aleph-one, aleph-two, etc.
Could anybody please explain or (using the logic-style and/or ;) ) give an example of an aleph-two cardinality series? r3m0t 23:20, 1 Jan 2004 (UTC)
 * No not really. The set of all possible subsets (Called the power set) of a set is always bigger than that set. E.g. if A = {a,b,c} the P(A) = Even for infinite sets the cardinality of  the power set is always higher than the set itself. I believe it's true that

$$P(\aleph^0) = \aleph^1 $$ (I have to check on a book for the proof)

 * but I don't know if $$P(\aleph^1) = \aleph^2 $$

Even so power sets aren't exactly easy to visualize. I think they are too obscure for this book. Theresa knott 13:31, 19 Jan 2004 (UTC)

 * Well, okay. By the way, isn't it usually written $$\aleph_0$$ and not $$\aleph^0$$? I have to go to lessons now (science in fact!) so bye... r3m0t 13:35, 19 Jan 2004 (UTC)

 * Yes - I dashed it off quick without thinking. Theresa knott 14:16, 19 Jan 2004 (UTC)

Here's some examples:
 * Aleph-zero: the set of positive integers -- countably infinite. (Any particular member of this set is a relatively harmless finite integer, like 2999).
 * Aleph-one: set of the real numbers between zero and one -- uncountable. Think of the binary expansion of a real number: 0.x1x2x3x4x5x6..., with a *countably infinite* number of bits (or decimal places, whatever). It takes a (countably) infinite amount of information just to describe a typical real number, a single member of the set. The set of all of them is larger.
 * Aleph-two: one example is the number of open curves of length 1. Imagine you're driving from the start to the end of one particular curve. Any particular point on the curve, you could be turning to the left or to the right. Since there's aleph-one particular points on the curve, it takes aleph-one bits of information just to describe one particular curve. The set of all of them is larger.

Direction
This chapter is already looking interesting. But I'm not sure what direction this chapter is taking. It seems to be more like a book then a textbook; more passive then interactive. I dont know enough about infinity, maybe that's why I dont see where the exercises come in. How do we involve the reader? Xiaodai 15:52, 13 Jan 2004 (UTC)
 * Don't worry, I'll be adding some exercises shortly.Theresa knott 16:12, 13 Jan 2004 (UTC)

Ooh! Let me join in in the big everybody-online-at-the-same-time party! Thing is, I got left behind when I started this... better catch up on some reading :) r3m0t 13:15, 19 Jan 2004 (UTC)
 * Me too, I'm coming to the end of what I can do off the top of my head or from memory. Perhaps you can start by reading what I've already written and making sure it all makes sense. Theresa knott 14:16, 19 Jan 2004 (UTC)

Page Needs to be split
I did a quick print preview and found that this module now runs to 10 pages. I still have more to write on infinite sets and transfinite numbers, so I propose that we split this page. What say you? Theresa knott
 * I say no. Other chapters are already collosal (primes, complex number...) and I think this one should follow. I certainly don't shy away from a long page without first reading a page at least. The reading style is easy and light here for that reason :) r3m0t 17:10, 19 Jan 2004 (UTC)

Whoops, sorry for that "fix", I see what happened now. Never mind :) r3m0t 20:17, 19 Jan 2004 (UTC)
 * That's OK It's part of what makes mathematics difficult. You have to be so precise with the language! one stray 1 in a subscript completely alters the meaning :-( Still with three people regualy checking this page those sort of errors should be picked up. Slightly more worrying is real errors that may have slipped in because of simplifying the formal proofs. "Proper proofs" are dead hard to read, but are very carfefully written to ensure nothing dodgy.Theresa knott 20:25, 19 Jan 2004 (UTC)

I don't understand something in the closed forms section
Copied from the page :So the closed form of
 * 1 + x + x2 + x3 + ...

is

\frac{1}{1 - x} $$

We can equate them:

1 + x + x^2 + x^3 + ... = \frac{1}{1 - x} $$

We are definitely not saying the two expressions are equal in the numerical sense, for example if we substitute x'' = 2 into the equation we get on the right hand side -1, but we know the left hand side equals infinity. Instead we use the closed-forms for their nice algebraic properties.''

It doesn't make sense to equal two things that are not equal. The series converges for |x| less than 1 so shouldn't we say something along these lines ? (I don't know anything about closed ofrms unfortunately) Theresa knott 14:21, 20 Jan 2004 (UTC)

 * This is tricky. They are not equal numerically but are equal algebraicly. Maybe things will clear up when the whole thing is written up. Xiaodai 14:29, 20 Jan 2004 (UTC)#

Okey dokey I'll wait until it's finished Theresa knott 14:32, 20 Jan 2004 (UTC)

Limits in relation to infinity
My original intention was to introduce the more rigorous definition of limits in relation to infinity in this chapter. The explanation of limits already present is intuitively very clear, but to be mean to the readers I would really want to see it expanded upon. I was thinking of covering (lim x -> L = inf) kind of thing as well. Diagrams would be nice. What do you think? Xiaodai 14:40, 20 Jan 2004 (UTC)

I think it's a good idea. Being mean is good as long as the section gets prgressively harder as it goes along so that the readers can choose to stop at a point and still get some good info up to that point. Theresa knott 15:03, 20 Jan 2004 (UTC)

Eh?
(Is very jetlagged, so veracity of comment may not be 100% ;) - didn't Godel go about showing that it really didn't matter whether you took the continuum to be aleph_1 or something "in between" or greater than aleph_1 or something, that basically things would work out either way? Should check later... Dysprosia 01:25, 27 Jan 2004 (UTC)
 * It rings a bell, I'll try to check too. Theresa knott 19:40, 27 Jan 2004 (UTC)
 * OK I've found a good website - here. Basically the continium hypothesis cannot be proved or disproved using the standard set of axioms of set theory. Godel proved that CH being true was consistant with standard set theory and Cohen prove that CH being false was also consistant. So it is not possible to prove CH without adding some new axioms. Theresa knott 13:18, 29 Jan 2004 (UTC)
 * Personally I think that it now looks very convoluted, perhaps it could just be removed? r3m0t (cont) (talk)
 * What does? Its transfinite arithmetic, it's supposed to be convoluted ;) Dysprosia 12:13, 30 Jan 2004 (UTC)
 * It's infinitely convoluted and nothing can be done about it for however long you work on it, except for just removing it. QED. r3m0t (cont) (talk) 12:27, 30 Jan 2004 (UTC)
 * Just removing what ? The question, the whole section on CH, the whole page ? Theresa knott 12:50, 30 Jan 2004 (UTC)
 * Whatever it is, it can't be that bad... Let us know what exactly you have an issue with and we may be able to sort it out... Dysprosia 23:10, 30 Jan 2004 (UTC)
 * I meant the question. No, it isn't that bad ;) r3m0t (cont) (talk) 04:58, 31 Jan 2004 (UTC)
 * OK I'll take the question out. Theresa knott 11:49, 2 Feb 2004 (UTC)

Need feed back
I have finished writing the first example in the Linear Recurrence Relations section. I think it can be improved upon, but i do not know how to go about doing it. That's why i need your feed back. Do you think it's easy enough to understand? But hard enough that they'll need to have a good think about it. If you dont already know the work, did your understanding of generating functions increase? So many questions i want to ask. I want to know what you guys think before I make the next example. Xiaodai 01:12, 5 Feb 2004 (UTC)

 * I've got lost with this whole module recently, but I'll try to read up on it soon. Wish me good luck, for I am soon to do the Maths Challenge! I'll try memorising a few puzzles and gbringing them over :) r3m0t (cont) (talk) 06:55, 5 Feb 2004 (UTC)

Question on "Are there even bigger infinities?"
One way is to do it is to take

a1 = x1   a2 = y1    a3 = x2    a4 = y2. ..

This defines a one to one correspondance between the points in the plane and the points in the line. (Actually, for the sharp amongst you, not quite one to one. Can you spot the problem and how to cure it?)

I've found the problem. This doesn't work for a number that "approach zero" -- A number that is as close to zero as possible but not exactly zero, i.e. 0.000000......(after infinite 0s) 001. For this number, we don't know if the "1" belongs to x or y, so it can be (0.000...01,0) or (0,0.000...01) But I've no ideas on how to cure this. Can anyone help?

 * To get to it, the problem is that you are looking at the plane R2 and not something like Z2. R is uncountable, Z is. Do you see the problem? R2 is not countable then. Dysprosia 13:34, 26 Oct 2004 (UTC)

 * "(after infinite 0s)" ? If we're still talking about real numbers, that would be identical to the real number zero. I don't see what the problem is. (I don't want to get into transfinite numbers just yet).

Natural number definition
Since set theory is being referenced early in the book, shouldn't we use the set-theory notion of Natural numbers, and call the first natural number 0? I know that in various parts of math and science, people begin the "natural numbers" at 1, but here it seems innappropriate. Siroxo 10:20, 15 Mar 2005 (UTC)
 * Good point. Xiaodai 8 July 2005 11:25 (UTC)

Why not add the 0.99999=1 proof
Why not add the interesting 0.99999... = 1. That kind of has stuff to do with infinity, and it is an interesting result.
 * Yes i think it shall be done when someone gets to it.Xiaodai 8 July 2005 11:25 (UTC)

zeno's paradox
there is something wrong, or i dont get the paradox, like its common sense the fast guy will overtake the turtle after some time, just think about it, try it with a friend - you run he walks, see if you can overtake him
 * That's why it's a paradox, because in the explaination your dont pass that guy but in reality you do. There is a contradiction, so it's a paradox. Xiaodai 8 July 2005 11:27 (UTC)
 * Just a note, the key is to realise that the timeframe that the explanation cover is limited. As the distance it descibe decreases indefinitely, the time it takes also decreases indefinitely. So the explanation didn't consider after that timeframe passed. --Lemontea 8 July 2005 14:19 (UTC)

opps, dunno what i was thinking. sorry for wasting your time

well i think that this "zeno's paradox" is pretty weird, but it's like the only thing on this entire page that i actually get, so :). by the way, can anyone give me a numerical example that demonstrates it? [morandi]

WOW, does ((infinty)^2+infinty) / (infinty)^2 = 1?
 * Kind of. But we shall expand on what we mean by infinity later on in the chapter to try and clear everything up. Xiaodai 8 July 2005 11:27 (UTC)

a kind freshman's question
well im a freshman at highschool and i had to look up this infinity concept for extra credit and your website has proven to be useful a bit confusing for me but i get the bigger concept but the one concept that has croosed my mind is that infinity cna be limited when you say x>1 and x<2. just in there the answers are infinite but yet they are limited. you can chose any number between 1 and 2 and the decimal number between 1 and 2 are infinite so you have an infinite number of solutions but yet you are still being limited how can that be? what type of infinity is that?
 * It is true that all the real numbers between 1 and 2 are quite small in magnitude (they are all less than 2). Also all the numbers fit into this line of no more than 1 unit in length. Yet there are infinitely many real numbers in there. It is strange, no doubt. I think you have already noted that "infinitely many" does not mean "very large". In set theory, we have this concept of "countably infinite" and "uncountably infinite". The set of natural number are "countable" in the sense that you can list them one by one in a meaningful order, and there are infinitely many natural numbers. So we call the natural numbers "countably infinite". All the real numbers between 1 and 2 are not "uncountably infinite". That's because you can not count them in a meaningful way. A mathematical way of saying that is: there is no one to one correspondence between the natural numbers and the real numbers. It's like the natural numbers and the real numbers come from two type of infinity, one countable, the other not. Xiaodai 23:19, 7 January 2006 (UTC)

Hi, the point here is not so much concerning the uncountability (viz. just take the rational numbers between 1 and 2, they are countably infinite, and yet your kind of doubt remains to hold). The point here is about the two notions of numbers, one being those which count the elements in a set (here that can be an infinity), and the other, being those on the number line. In this case the infinity is the furthest imaginary point on the right end. If you keep these two interpretations as different in your mind, the problem disappears! Really, the size of the set of rational/real numbers between 1 and 2 is infinite, however, the numerical stickers on them which place them on the number line are bounded (or as you say, "limited"); hence, there is no mathematical inconsistency here in deed. So far as the size of the set is concerned, the numerical identification of its elements does not matter much as you can easily see that the number of points on any two line segments are the same (take a triangle ABC, let R and S be the midpoints of AB and AC resp. for any point P on BC, the line AP cuts the line RS at a unique point Q, giving a one-to-one correspondence between the points on BC, and those on RS -- although the lengths are different). Thus you can keep stretching one of these segments to have bigger and bigger limits, and the number of points on them do not change! In fact you can stretch it all the way to infinity (the "infinity" point on the number line). Try the function $$tan (\pi (x-1)/2$$) on the numbers between 1 and 2 for instance. Hope this helps. Suman

Answers to Exercise
Where can I find answers to exercises?
 * sorry no exercise answers as of yet. Xiaodai 02:01, 15 June 2006 (UTC)

Suggest a Title Change
It seems like the article doesn't really deal with set theory in more than a basic way. Since the bulk of material is concerned with infinity, maybe the title should just be something like "Infinity". Well, maybe not so vague, but at least strip the "Set Theory" from the title, as there is no real discussion of it. --Darkxxxxillusion
 * Thanks. Your observation is correct, but the module will be rewritten to incorporate set theory. That is the plan. Xiaodai 16:51, 17 July 2006 (UTC)

Errata
In "Limits Infinity got rid of, Examples", it is correctly said, that "Sin(x)is a function that you should already be familiar with (or you soon will be) its value oscillates between 1 and -1 depending on x. This means that the absolute value of sin(x) (the value ignoring the plus or minus sign) is always less than or equal to 1:", but then the formula states "|x|<=1". There's no reason for x to behave so: shouldn't that read "|sin(x)|<=1"?

Gulliveig 18:16, 8 January 2007 (UTC)

Mathematics
Algebra Right Steve (discuss • contribs) 20:20, 9 August 2020 (UTC)


text:
porca

Etymology 1
From, from.

Noun

 * 1) sow
 * 2)  an untidy, unclean woman
 * 3) a swelling
 * 1) a swelling

Etymology 2
From, probably from.

Noun

 * 1) nut for a bolt
 * 2) a children's traditional game, loosely related to golf, whose goal is a hole in the ground
 * 3) earth left undisturbed after digging

Etymology 1
From, from , from.

Noun

 * 1) the ridge between two furrows; balk

Etymology 2
From.

Noun

 * 1) sow
 * 2)  a lascivious or lewd woman
 * 1)  a lascivious or lewd woman

Etymology 1
Feminine of.

Noun

 * 1)  sow (female pig)

Etymology 2
From, from. Compare 🇨🇬. .

Noun

 * 1)  the ridge between two furrows; a balk; a lynchet

Etymology
From, from , feminine of , from.

Noun

 * 1) sow;
 * 2) nut (that fits on a bolt)

source: wikimedia

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

title: porca


text:
Drop Dead (dice game)

Drop Dead is a dice game in which the players try to gain the highest total score. The game was created in New York.

Five dice and paper to record players' scores are all that is needed. A player rolls the five dice and if the throw does not include a 2 or 5, they receive the score of the total numbers added together. That player is also able to roll the dice again. When a player rolls the dice and any of them contain a 2 or 5, they score no points, and the dice that includes a 2 or 5 is excluded from any future throws that they make. A player's turn does not stop until their last remaining die shows a 2 or 5. At that point, the player "drops dead" and it becomes the next player's turn. The highest total score wins.

The textbook Understanding Probability uses the dice game in a math question about simulation.

title: Drop Dead (dice game)


text:
Gustavo Ferrín

Gustavo Antonio Ferrín Rodríguez is a Uruguayan football manager. He is the current youth football coordinator of Liverpool Montevideo.

Coaching career
He qualified the Uruguay U20 national team to the FIFA U-20 World Cup after 8 years.

In April 2010, he was appointed to manage the Peru national under-20 football team with preparation for 2011 South American Youth Championship.

In July 2012, he was selected manager for the Angolan national team, leaving the role in October 2013.

In 2017, Ferrín was the manager of Centro Atlético Fénix.

title: Gustavo Ferrín


text:
Talk:David Jessel

Untitled
I've started editing and expanding this article, including sources and references. I will do more tomorrow - I would appreciate any feedback from Wikipedia's admins on the article's progress, and whether we can soon remove the warning at the top of this page that the article does not cite enough sources. robjessel —Preceding unsigned comment added by Robjessel (talk • contribs) 20:38, 2 November 2010 (UTC)

title: Talk:David Jessel


text:
Lofty's Roach Souffle

Lofty's Roach Soufflé is an instrumental album by American artist Harry Connick Jr., released in 1990.

Presented as the Harry Connick Jr. Trio:

 * Harry Connick Jr. (piano)
 * Benjamin Jonah Wolfe (bass)
 * Shannon Powell (drums)

The album was released simultaneously as his big band album We Are in Love, and his home video debut entitled "Singin' & Swingin'".

Track listing

 * 1) "One Last Pitch" (Harry Connick Jr., Joe Livingston) – 6:27
 * 2) "Hudson Bommer" (Connick) – 5:13
 * 3) "Lonely Side" (Connick) – 8:15
 * 4) "Mr. Spill" (Connick) – 5:00
 * 5) "Lofty's Roach Soufflé" (Connick) – 5:23
 * 6) "Mary Ruth" (Connick) – 5:54
 * 7) "Harronymous" (Connick) – 5:22
 * 8) "One Last Pitch (Take Two)" (Connick, Livingston) – 3:26
 * 9) "Colomby Day" (Connick) – 6:06
 * 10) "Little Dancing Girl" (Connick) – 7:33
 * 11) "Bayou Maharajah" (Connick) – 4:41

Story of the album
Lofty's Roach Souffle was inspired by Connick's experiences on the film Memphis Belle: "In case you're curious about the title 'Lofty's Roach Souffle', last summer I was in England filming Memphis Belle, which is a World War II movie about a B-17. The actors were sent to boot camp at an SAS training ground where we met Lofty. Lofty was introduced to us as the premier survivalist in the world and he showed us one survival tip after another. D. B. Sweeney, who played the navigator in the movie, and I became friends during the shoot. D.B. also happens to be a fine chef, and he quickly noticed that Lofty could make food out of almost anything. Lofty was the master of outdoor cuisine! D.B. figured that Lofty might even be able to make roach souffle. I wrote a song to remind me of this experience."

Charts

 * Top Jazz Albums: #4
 * The Billboard 200: #94

Awards and nominations

 * 1990 Grammy nomination: Best Instrumental Composition, "One Last Pitch (Take 2)" – Harry Connick Jr. & Joe Livingston

Music video

 * "One Last Pitch", music video at aol.com

title: Lofty's Roach Souffle


text:
Talk:George Bridgetower

The Beethoven Story
How well documented is the Beethoven story -- the performance, the dedication, the quarrel, and the rescinding of the dedication? From my understanding, much of this information comes from Bridgetower's own stories as an old man, and it's not clear whether they were corroborated. --Rschmertz 07:04, 20 March 2006 (UTC)

"Read with caution" section
I removed the "Read with caution" section. If statements are disputed, tags can be used. I'll check Grove later to see what can be verified, and I'll try to add references. Rigaudon (talk) 12:37, 22 June 2009 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on George Bridgetower. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20070928035740/http://www.gresham.ac.uk/event.asp?PageId=45&EventId=610 to http://www.gresham.ac.uk/event.asp?PageId=45&EventId=610

Cheers.— InternetArchiveBot  (Report bug) 11:05, 13 October 2017 (UTC)

Disputed spelling of the surname, "Bridgetower"
Hello fellow Wikipedians - there seems to be some dispute about the spelling of the surname - "Bridgetower" (as it appears on the slab on the loculus in catacomb B at Kensal Green Cemetery) or "Bridgtower", which is how he signed his will. Opinions welcome. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 15:07, 17 November 2018 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on George Bridgetower. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20110716055856/http://books.wwnorton.com/books/978-0-393-07008-8/ to http://books.wwnorton.com/books/978-0-393-07008-8/

Cheers.— InternetArchiveBot  (Report bug) 02:52, 4 December 2017 (UTC)

Incorrect information
There is a fair bit incorrect in this article. I won't change it because it's a lot of hassle, and I do feel that wiki editors would rather have false information with annotations than accurate information unattributed. But check out the book, The Abyssinian Prince: The True Life Story of George Polgreen Bridgetower, by Francee Greer Williams (ISBN-13:<PHONE_NUMBER>386). This book provides the proof that Bridgetower's father was Abyssinian, not Barbadian. — Preceding unsigned comment added by <IP_ADDRESS> (talk • contribs) 19:06, 26 November 2020 (UTC)

Wiki Education assignment: Music in History Intersectionality and Music
— Assignment last updated by Jewelz&Ruby24 (talk) 10:49, 23 February 2023 (UTC)

Wiki Education assignment: 19th Century Concert Life
— Assignment last updated by Jmares3218 (talk) 03:41, 12 May 2023 (UTC)

General question: Use of an in-text link to another wikipedia article as a citation
A citation is demanded for this sentence in the "Legacy" section": "A historical fiction novel written by Emmanual Dongala called La Sonate à Bridgetower (The Bridgetower Sonata) in 2017." In this sentence, "The Bridgetower Sonata" is an in-text link to another Wikipedia article that provides all the information a footnoted citation could provide (Author, Title, publication date, publisher, ISBN #).

I have two problems with your demand for a citation here:

(1) The implication that Wikipedia itself is not a credible source. Seriously, guys?

(2) By demanding an actual footnote instead of an in-text link, aren't you clinging to an obsolete standard of scholarly reference? Isn't that the whole point of in-text links -- that they can replace the whole cumbersome apparatus of footnoted citations? IMO your insistence on footnotes, when a more nimble form of citation is available, suggests that the footnotes are mostly there for show, to establish Wikipedia's scholarly bona fides? <IP_ADDRESS> (talk) 21:19, 1 January 2024 (UTC)

title: Talk:George Bridgetower


text:
Javadiyeh, Nishapur

Javadiyeh (, also Romanized as Javādīyeh) is a village in Zeberkhan Rural District, Zeberkhan District, Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 319, in 77 families.

title: Javadiyeh, Nishapur


text:
Interactive labs (Java applet)/Develop Source

This page is used to work on the subproject of creating source code for the project to provide Java applets for Wikiversity.

Source code licensing
I prefer GPL for our source code. Mirwin 07:14, 6 November 2006 (UTC)
 * This is actually a must, I believe. All code must be open to change and GPL is the way to go. Awolf002 21:26, 6 November 2006 (UTC)

Prototype ideas

 * User:Fasten/Applets (applets for cloze)

Compilation and packaging
Ant seems to work really well with Beans IDE. I do not know it yet. I am just learning java. Mirwin 07:13, 6 November 2006 (UTC)


text:
kandidaatti

Etymology
(see 🇨🇬), ultimately from.

Noun

 * 1) candidate
 * 2) bachelor someone who has achieved a bachelor's degree or baccalaureate

title: kandidaatti


text:
30 Years of Bananarama

30 Years of Bananarama is a CD/DVD retrospective of British girl group Bananarama's musical career from 1981 through 2009. This compilation album was issued by Rhino Records on 9 July 2012 to celebrate the 30th anniversary of the group. The album entered the UK album chart on 16 July at number 62.

The CD features Bananarama's 22 best-known singles, from their 1981 debut, "Aie a Mwana", to their 2009 effort, "Love Don't Live Here". All songs are presented in chronological order (except the bonus tracks on digital) with most of them being their album versions. The digital version includes three extra tracks "Rough Justice", "Long Train Running", and "A Trick of the Night", adding up to a total of 25 tracks.

The DVD showcases 35 music videos and marks the first time where the group's videos have been officially made available on this format.

CD: The Sound

 * 1) "Aie a Mwana"
 * 2) "Really Saying Something" (with Fun Boy Three)
 * 3) "Shy Boy"
 * 4) "Na Na Hey Hey Kiss Him Goodbye"
 * 5) "Cruel Summer"
 * 6) "Robert De Niro's Waiting..."
 * 7) "Venus"
 * 8) "I Heard a Rumour"
 * 9) "Love in the First Degree"
 * 10) "I Can't Help It"
 * 11) "I Want You Back"
 * 12) "Love, Truth and Honesty"
 * 13) "Nathan Jones"
 * 14) "Help!" (featuring Lananeeneenoonoo)
 * 15) "Only Your Love"
 * 16) "Preacher Man"
 * 17) "Movin' On"
 * 18) "Every Shade of Blue"
 * 19) "Move in My Direction"
 * 20) "Look on the Floor (Hypnotic Tango)"
 * 21) "Love Comes"
 * 22) "Love Don't Live Here"
 * 23) "Rough Justice" (digital only)
 * 24) "Long Train Running" (digital only)
 * 25) "A Trick of the Night" (digital only)

DVD: The Vision

 * 1) "Really Saying Something"
 * 2) "Shy Boy"
 * 3) "Cheers Then"
 * 4) "Na Na Hey Hey Kiss Him Goodbye"
 * 5) "Cruel Summer"
 * 6) "Robert De Niro's Waiting"
 * 7) "Rough Justice"
 * 8) "Hotline To Heaven"
 * 9) "The Wild Life"
 * 10) "Do Not Disturb"
 * 11) "Venus"
 * 12) "More Than Physical"
 * 13) "A Trick Of The Night"
 * 14) "I Heard A Rumour"
 * 15) "Love In The First Degree"
 * 16) "I Can't Help It"
 * 17) "I Want You Back"
 * 18) "Love Truth & Honesty"
 * 19) "Nathan Jones"
 * 20) "Help!"
 * 21) "Only Your Love"
 * 22) "Preacher Man"
 * 23) "Long Train Running"
 * 24) "Tripping On Your Love"
 * 25) "Movin' On"
 * 26) "Last Thing On My Mind"
 * 27) "More More More"
 * 28) "Every Shade Of Blue"
 * 29) "Take Me To Your Heart"
 * 30) "Move In My Direction"
 * 31) "Look On The Floor"
 * 32) "Love Comes"
 * 33) "Love Don't Live Here"
 * 34) "Venus" (12")
 * 35) "I Can't Help It" (12")

title: 30 Years of Bananarama


text:
The Balladeer (album)

The Balladeer is the eleventh studio album by American singer-songwriter Lori McKenna. It was released on July 24, 2020, through CN Records and distributed by Thirty Tigers. It was preceded by the release of the lead single "When You're My Age" on May 1, 2020.

Background
The Balladeer was described by McKenna as the "most personal album" of her career. Of the ten tracks featured on it, seven of them she wrote solo while the remaining three were co-written with frequent collaborators Hillary Lindsey and Liz Rose, all of whom are collectively known as the Love Junkies. In an interview with WGBH's Boston Public Radio, McKenna said the following about how the album received its name from what would eventually be the title track: "It's funny, I've heard that term so many times over the years, [...] It struck me one night—that's what I do! [...] The story isn't about me [or] the song itself—but I loved the idea of that being the name of the record."

Singles
On May 1, 2020, the lead single "When You're My Age" was released alongside its music video. Featuring background vocals from Lindsey and Rose, Rolling Stone described it as an "intensely moving piano ballad".

Critical reception
Upon its release, The Balladeer received positive acclaim from music critics. At Metacritic, which assigns a normalized rating out of 100 to reviews from critics, the album has an average score of 83 out of 100, which indicates "universal acclaim" based on 5 reviews.

Writing for Americana Highways, John Michael Antonio praised McKenna for "[using] her prodigious lyrical skills and keen storytelling ability to craft [the album's] ten songs" and noting "This Town Is a Woman" along with the album's "heartbreaking and tender" title song "The Balladeer", "Good Fight", "When You're My Age", and "Till You're Grown" as highlights. Saving Country Music gave the album a nine out of ten rating and wrote that the album "takes lofty expectations already reaching towards the unattainable" and further elaborated that it "might be the high water mark of McKenna's career so far." Ben Salmon of Paste Magazine gave the album an 8.5 rating, further describing it as McKenna's "most upbeat album in recent history" and "lighter and brighter" than her previous two albums The Tree (2018) and The Bird and the Rifle (2016). He further highlighted songs such as "Stuck in High School" and "Til You're Grown", both of which he likened to the material of the Indigo Girls and Brandi Carlile respectively.

Reviewing in his Substack-published "Consumer Guide" column, Robert Christgau hailed it as "the most consistently top-notch album of her late-blooming career". While highlighting "the unassumingly twisty 'This Town Is a Woman' and the bigamously two-timing 'Two Birds'" for utilizing her past best work's "modest metaphorical complexity", he argued that McKenna often succeeds simply "by returning to familiar themes like her mother's death and marriage's set-tos", leaving listeners convinced that "the corny title of 'When You're My Age' deserves the utopian wish it sets up: 'I hope the world is kinder than it seems to be right now.'"

Personnel
Credits for The Balladeer adapted from Tidal.

 * Lori McKenna - lead vocals, acoustic guitar
 * Dave Cobb - producer, acoustic guitar, electric guitar, mixing
 * Hillary Lindsey - background vocals
 * Liz Rose - background vocals
 * Karen Fairchild - background vocals (1)
 * Kimberly Schlapman - background vocals (1)
 * Kristen Rogers - background vocals
 * Brian Allen - bass
 * Chris Powell - drums
 * Philip Towns - harmonium, mellotron, percussion, piano, wurlitzer
 * Toby Hulbert - engineer, mixing
 * Josh Reynolds - assistant engineer
 * Phillip Smith - assistant engineer
 * Becky Flute - photography
 * Rachel Briggs - design

title: The Balladeer (album)


text:
User:Thaddeus Melchior

Hoping to popularise a word I coined 'Symbioconfundal'

Symbioconfundal species: Butterflies and moths, Frogs and toads, Snakes and lizards, Turtles and tortoises Ducks and geese Centipedes and millipedes Apes and monkeys Octopus and squid Prawn and shrimp Buffalo and bison Wasps and bees Possums and opossums Rabbits and hares Grasshopper and cricket Dugong and seal Cockroach and clickbeatle Pigs, warthogs and peccaries

title: User:Thaddeus Melchior


text:
User:Mitbulandshahr/sandbox

= MARATHWADA INSTITUTE OF TECHNOLOGY, BULANDSHAHR (MIT, BULANDSHAHR) =

= History = The parent trust, Gramaudyogik Shikshan Mandal (GSM), was established in 1975. The Gramaudyogik Shikshan Mandal (G.S Mandal), Aurangabad (Maharashtra) is a pioneering Trust dedicated to education in technical skills. Late Shri Anandraoji Deshmukh, Freedom Fighter of this region has founded this organization in 1975 solely to promote Technical Education at state level as well as National level.

Marathwada Institute of Technology, Bulandshahr (MIT,Bulandshahr), is a private engineering college located in Bulandshahr, Uttar Pradesh, India. It is one of the technical institutes of Gramodyogik Shikshan Mandal (GSM) and the MIT group of institutes.

MIT Bulandshahr
Marathwada Institute of Technology, Bulandshahr (MIT,Bulandshahr), is a private engineering college located in Bulandshahr, Uttar Pradesh, India. The college is affiliated to Dr. A.P.J. Abdul Kalam Technical University, Lucknow Formerly it was affiliated to Uttar Pradesh Technical University, Lucknow, Followed by Mahamaya Technical University, Noida, UP.

Vision of MIT Bulandshahr
To inculcate human value by character building & development of multidimensional personality through technical education to educate and guide the young generation in a most constructive and innovative way of nation building. To inculcate a spirit of confidence, self respect and to give them a deep insight into the state of art and excellent education system.

title: User:Mitbulandshahr/sandbox


text:
The Battle of Waterloo (painting)

The Battle of Waterloo is an oil on canvas by William Sadler II made in June 1815.

It depicts the battle of Waterloo under the command of Napoleon Bonaparte against British forces under the Duke of Wellington, the Prussian troops under Gebhard Leberecht von Blücher, and soldiers from the Netherlands, the Province of Hanover, the Duchy of Nassau and the Principality of Brunswick-Wolfenbüttel.

title: The Battle of Waterloo (painting)


text:
Megleno-Romanian

Etymology
From, corresponding to +.

Adjective

 * Of, from, or pertaining to the Megleno-Romanian people, culture or language.

Translations

 * Albanian: meglenorumun
 * Greek: βλαχομογλενίτικος
 * Romanian: meglenoromânesc,

Proper noun

 * 1) An endangered Eastern Romance language spoken in northern Greece, North Macedonia and parts of Romania, and related to Romanian, Aromanian and Istro-Romanian.

Translations

 * Albanian: meglenorumanisht, gjuha meglenorumune
 * Dutch: Megleno-Roemeens
 * Faroese: meglenorumenskt
 * French:
 * Galician:
 * German: Meglenorumänisch, meglenorumänische Sprache
 * Hungarian: meglenoromán, meglenoromán nyelv
 * Italian: lingua meglenorumena
 * Megleno-Romanian: vlăheşte
 * Portuguese:
 * Romanian: limba meglenoromână,, meglenoromânește (adverb)
 * Spanish: idioma meglenorrumano, meglenorrumano

Noun

 * 1) A member of a small Eastern Romance people, originally inhabiting seven villages in the Moglena region spanning the Pella and Kilkis regional units of Central Macedonia, Greece, and one village, Huma, across the border in North Macedonia.

Translations

 * Albanian: meglenorumun, meglenorumune
 * Greek: Βλαχομογλενίτης, Βλαχομογλενίτισσα
 * Italian: meglenoromeno
 * Portuguese:
 * Romanian:, meglenoromâncă

title: Megleno-Romanian


text:
Ramlila in Chandigarh

Ramlila in Chandigarh is one of the most important cultural events of Chandigarh. Ramlila is regarded as dramatic folk re-enactment of the life of Lord Rama. In Chandigarh, there are almost 60 places where Ramlila is being celebrated, out of which 40 are registered. There is committee named Chandigarh Kendriya Ramleela Mahasabha that connects all the city based 60 Ramlila event together by holding a three days competition between them. The Ramleela begin from the Amavasya to dashmi tithi of Ashwin month of Hindi Calendar. Navyug Ramlila and Dussehra Committee sector 7, Garhwal Ramleela Mandal, Bijali Board, Sector28, Chandigarh Ramleela committee sector-22B are few noted ones because Out of the forty, these three are oldest and each Ramlila pull the crowd of more than 10,000 people.

title: Ramlila in Chandigarh


text:
Mariama Kesso Diallo

Mariama Kesso Diallo is a Guinean writer living in Switzerland.

Diallo graduated from the University of Kankan and the University of Geneva. In 2000 she published the autobiographical novel La chance, describing her escape from Guinea with her children in 1977. Long resident in Geneva, she has worked as a sociologist and a consultant for UNESCO and other international organizations.

title: Mariama Kesso Diallo


text:
Talk:Kahan Ho Tum (TV series)

Requested move 1 September 2023

The result of the move request was: moved. Unopposed for 17 days. (closed by non-admin page mover) – robertsky (talk) 23:48, 18 September 2023 (UTC)

Kahan Ho Tum → Kahan Ho Tum (TV series) – There is a film of the same name. DareshMohan (talk) 16:36, 1 September 2023 (UTC) — Relisting. —usernamekiran (talk) 14:54, 10 September 2023 (UTC)

 * The film article is newly created but after its creation views seem to be similar[|Kahan_Ho_Tum_(film)].  Crouch, Swale  ( talk ) 20:05, 6 September 2023 (UTC)

title: Talk:Kahan Ho Tum (TV series)


text:
Cabriola

Cabriola is a 1965 Spanish musical comedy film starring Marisol and Ángel Peralta Pineda. It was written and directed by Mel Ferrer.

It was also known as Every Day Is a Holiday.

Plot
A brother and sister train a horse for bullfighting.

Production
The film was based on an original story by Ferrer who developed it as a vehicle for Marisol. He became familiar with her making La Sell in Spain.

title: Cabriola


text:
Kevin Crossley-Holland

Kevin John William Crossley-Holland (born 7 February 1941) is an English translator, children's author and poet. His best known work is probably the Arthur trilogy (2000–2003), for which he won the Guardian Children's Fiction Prize and other recognition.

Crossley-Holland won the annual Carnegie Medal for his 1985 novella Storm. For the 70th anniversary of the Medal in 2007 it was named one of the top ten winning works.

Life and career
Kevin Crossley-Holland was born in Mursley, north Buckinghamshire. He grew up in Whiteleaf, a village in the Chilterns. His father was Peter Crossley-Holland, a composer and ethnomusicologist; his mother was the potter and gallerist Joan Crossley-Holland (née Cowper). He attended Bryanston School in Dorset, followed by St Edmund Hall, Oxford, where after failing his first exams he discovered a passion for Anglo-Saxon literature. After graduating he became the Gregory Fellow in Poetry at the University of Leeds and from 1972 to 1977 he lectured in Anglo-Saxon for the Tufts University London programme. He taught in the midwestern United States as a Fulbright Visiting Scholar at St. Olaf College, and held an Endowed Chair in Humanities and Fine Arts at the University of St. Thomas, Minnesota.

Crossley-Holland's writing career began when he became a poetry, fiction, and children's book editor for Macmillan. He was later editorial director for Victor Gollancz. He is known for poetry, novels, story collections, and translations, including three editions of the Anglo-Saxon classic Beowulf in 1968 1973, and 1999.

Some of his books, including the Arthur trilogy, reinterpret medieval legends. He writes collections of Norse myths (The Penguin Book of Norse Myths) and British and Irish folk tales (The Magic Lands: Folk Tales of Britain and Ireland). Bracelet of Bones, a Viking "saga", was published in 2011, as was The Mountains of Norfolk: New and Selected Poems. He has edited and translated the riddles included in the Anglo-Saxon Exeter Book.

Crossley-Holland has written the libretti for two operas by Nicola LeFanu, The Green Children (1966) and The Wildman (1976), and for a chamber opera about Nelson, Haydn, and Emma Hamilton. He has collaborated several times with the composers Arthur Bliss and William Mathias and has written a stage play, The Wuffings (1999).

Crossley-Holland lives on the North Norfolk coast, where he spent some of his childhood. His autobiography, The Hidden Roads: A Memoir of Childhood, was published in 2009. In 2012 he took up the honorary post of President of the School Library Association.

Arthur trilogy
The Arthur trilogy comprises The Seeing Stone (2000), At the Crossing-Places (2001), and King of the Middle March (2003), published by Orion Children's Books in hardcover editions summing almost 1,100 pages. These have been published in 25 different languages and must be the author's best-known works.

Crossley-Holland takes a new look at the King Arthur legends, showing a medieval boy's development from a page to a squire and finally to a knight. Alongside this advance, the medieval Arthur faces issues such as his prospective betrothal and inheritance. Meanwhile, he has the "Seeing Stone" through which he observes the remarkably parallel early life of King Arthur, several hundred years before.

A follow-up to the trilogy was published in 2006, Gatty's Tale.

Awards
Crossley-Holland was awarded the 1985 Carnegie Medal and 2007 "Anniversary Top Ten" recognition from British librarians for Storm (Heinemann, 1984).

For Arthur: The Seeing Stone he won the Guardian Children's Fiction Prize, a once-in-a-lifetime award judged by a panel of British children's writers and the Tir na n-Og Award from the Welsh Books Council. The two annual awards for young people's books recognise one fiction published in the U.K., written by an author who has not yet won it, and the best English-language book with "authentic Welsh background". The Seeing Stone was bronze runner-up for the Smarties Prize in age category 9–11 years and it made the 2000 Whitbread Awards shortlist.

Gatty's Tale was one of seven books on the 2008 Carnegie shortlist.

Novels
The Arthur trilogy:
 * 1) The Seeing Stone (2000)
 * 2) At the Crossing Places (2001)
 * 3) King of the Middle March (2003)

The Viking sagas:
 * Bracelet of Bones (2011)
 * Scramasax (2012)

Other novels:
 * Gatty's Tale (2006), published in the US as Crossing to Paradise
 * Waterslain Angels (2008)
 * Heartsong (2015)
 * Arthur, the Always King (2021)

Short fiction

 * Storm (1985)

Collections

 * The Penguin Book of Norse Myths (1980), published in the US as The Norse Myths
 * The Dead Moon (1982)
 * Tales from the Mabinogion (1984), with Gwyn Thomas
 * Outsiders (2005)
 * Norse Myths: Tales of Odin, Thor and Loki (2017)
 * Between Worlds: Folktales of Britain & Ireland (2018)
 * Norse Tales: Stories from Across the Rainbow Bridge (2020), republished in 2021 as Across the Rainbow Bridge: Stories of Norse Gods and Humans

Poetry

 * Selected Poems (2001)
 * Moored Man: A Cycle of North Norfolk Poems (2006)
 * The Breaking Hour (2015)
 * Veering North-Easterly (2016)
 * Seahenge: A Journey (2019)
 * Gravity for Beginners (2021)
 * Harald in Byzantium (2022)

Non-fiction

 * The Hidden Roads: A Memoir of Childhood (2010)

Translations

 * Beowulf (1968)
 * The Anglo-Saxon World: An Anthology (1982), includes Beowulf, The Battle of Maldon, The Dream of the Rood, The Wanderer and The Seafarer

title: Kevin Crossley-Holland


text:
San Giacomo, Soragna

San Giacomo is a Baroque style, Roman Catholic parish church in Soragna, province of Parma, Emilia-Romagna, northern Italy.

The church was built between 1755 and 1769, and is located near the Rocca Meli Lupi, the palatial home of the aristocratic lords of Soragno. The architect was Ottavio Bettoli, while the bell-tower (1826) was designed by Giuseppe Rasori. In 1939, it was made into a sanctuary.

The chapel to the left of the main altar, has a Madonna of Loreto with Saints Fermo, Lorenzo, and Lucia (1620) by Fortunato Gatti. The altar to the left of the chapel has a wooden statue Madonna Addolorata by Lorenzo Aili, while the altar has a marble group depicting the Dead Christ (1708) by Alvise da Cà. The sacristy has tapestries (1749) by Giulio Seletti and a credenza (1741) by Giovanni Battista Galli-Bibiena and Vincenzo Biazzi. The Baldacchino at the main altar was completed by Francesco Galli in 1811.

title: San Giacomo, Soragna


text:
Wikiversity:Colloquium/archives/September 2006

Please do not edit this page. Continue old discussion at Colloquium.

= 1 September, 2006 =

Online AP study
Quote: "If you are a homeschooled student or attend a school that doesn't offer AP, you can still participate. Each year hundreds of students participate through independent study. Some states even sponsor online AP courses." <--we can give people college credit!--Rayc 05:15, 1 September 2006 (UTC)

Infrastructure Project (New Page?)
Do others agree that such a project category should exist? Does such a category exist and I missed it? Does anyone agree that Wikiversity Infrastructure would be a good place for the School of Computer Science to devote its attention? Is it possible to create such an infrastructure in a contribution-based Wiki environment? (The preceding unsigned comment was added by <IP_ADDRESS> (talk • contribs) 02:46, August 24, 2006.) I have moved this from Infrastructure Project.--  digital  _  me   00:37, 1 September 2006 (UTC)
 * Why did you move it? Was it originally linked to from computer science?  I left a response for the originator but it will not do much good if they cannot find the file they created.  Mirwin 05:38, 1 September 2006 (UTC)
 * I moved that comment because it was on an orphaned mainspace page where it was unlikely to be seen by anyone.-- digital  _  me   16:49, 1 September 2006 (UTC)

MediaWiki:Revertpage
I'd like to propose changing the edit summary on rollbacks from "Reverted edits by $2 (Talk); changed back to last version by $1" to "Reverted edits by $2 (Talk) to last version by $1". I think that the second one is better sounding, and it's more pithy and succint. Any major objections to this/alternate suggestions? -- digital  _  me   00:56, 1 September 2006 (UTC)
 * Yep, the second one sounds better to me. Cormaggio 07:51, 1 September 2006 (UTC)
 * "more pithy" <-- Pithy comments are often short, direct, and memorable. However, what we need is informative. Suggestion: (Reverted edits by $2 (Talk); changed back to last version by $1 using Rollback)

What was decided on courses and research?
I see this place actually got created. I'm surprised- I thought that the board had been aiming to kill it. Can I ask what decisions were made over divisive issues? Particularly primary research and courses? Wether I choose to participate or not will be highly influenced by the final decision on the second.

-- Gabe Sechan 01:04, 1 September 2006 (UTC)

 * I think it is "if in the 6 months it can be done, then we will allow it, otherwise, no" That is why there is a bit of a rush and a mess everywhere.--Rayc 05:08, 1 September 2006 (UTC)

 * As near as I can tell the term "course" is discouraged because it is tied up with giving official credit for formal chunks of work measured in some way ..... which we are not currently set up to do. Instead we are trying to evolve some methods of using the wiki to allow people to exchange information.  We have been given six months by the board to layout how Wikiversity would manage primary research as a community after which the Special Projects committee will review and evaluate the project's progress.  It is not clear to me what happens should the committee decide we flunk their evaluation regarding research nor have any evaluation criteria been provided to the community at large.  The approved proposal is accessible by link from the main page.  It has not changed much at all from what was voted on eight months ago other than the restrictions regarding "courses" and research.  Most of the "divisive" issues have been worked around and left to the arriving community to sort out how to handle them effectively.  Mirwin 05:48, 1 September 2006 (UTC)

 * Hi Gabe. I'd just like to clarify on Rayc's comment above, which is more like "if, by the six month stage we have outlined sufficient guidelines and a realistic scope for research across all language projects, then Wikiversity will move out of its beta stage". It's true, as Mirwin says, that there are no criteria for setting this out - I suppose the word "realistic" is the best I can do for now. You can see ongoing work on this at Research and related links. But, as for courses, there's nothing in the approved proposal that prevents someone from developing a course. Even though the proposal does recommend developing courses/activities/projects suitable to the wiki format (ie collaborative learning etc.), it is also deliberately open to most any pedagogy that might work. We will have to experiment with what works and build on what we learn in the process of doing that - that's the essence of Wikiversity for me. Cormaggio 07:46, 1 September 2006 (UTC)

 * I have been working on an essay about the issue of Wikiversity courses, see: Learning the wiki way. --JWSchmidt 13:40, 1 September 2006 (UTC)

 * What about reading course?  -- A group of people, none of which knows the subject well, can together read a text, and use Wikiversity as the forum.Hillgentleman 21:53, 1 September 2006 (UTC)-

 * Excellent idea! I had a required course titled "Great Books" which was such a class at college.  We read the Illiad, the sequel, and a couple of other "greats".  Grading seemed be by how closely comments aligned with the Professor's opinion.  Such a "course" would be a lot more fun as a hobby with no pressure to memorize the Prof's wording or opinions for tests.  It would also be of great service to the Wikibooks project if such a group organized around reading and commenting on one of their books .... say the wiki junior "Solar System" book which is nearing publication.  Likewise a couple of geographically separated AP (advanced placement?) groups could use a local forum to work through an agreed upon text or curriculum or specific topic at Wikibooks.  Perhaps a basic procedure or template could be devised and linked to from the main page or the "How to use Wikiversity" page accessible from the main page.  Mirwin 10:25, 2 September 2006 (UTC)

Launch of the school of marine sciences
Its still only really in the basic stages, but I've created a school of marine sciences, and under it the departments of marine biology, marine chemistry and marine physics. I hope I haven't been too presumptuous in the 'philosophy' section, but it puts a marker down for those who want to participate in the school and constituent departments that we can debate from and take the departments and school from there. I've been busy typing some stuff that I will add to the discussion pages of the school and departments re:where from here when there are a few active participants.

A few points I'd like to make also regarding some matters of debate earlier on, I agree that those who wish to participate in the running of a department or school should simply add themselves to a list of contributors and there should be no formal officials or titles e.g. dean or professor. Perhaps as this (hopefully) develops, the students and contributors could elect boards to oversee (in terms of regulate rather than direct) departments and schools, but that's a matter for the future. Also with regard to putting qualifications on the user pages, I cautiously agree, simply to gain credibility for the wikiversity in its fledgling stage. However, surely the whole point of the wikiversity is to encourage autodidacts who have a wide range of learning needs and wants (how much want to learn, in what areas, in what ways) and may not have formal qualifications.

This is about more than ticking boxes (which many academic qualifications are) and as wikiversity develops we could well see masses of people incredibly knowledgeable about areas previously confined to the walls of academia, who can make incredible contributions to developing learning resources, courses and even original research in wikiversity - when that time comes (and I'm not ignoring the fact that there are large amounts of autodidacts out there already who are and will make huge contributions) posting academic achievements and qualifications won't just be unnecessary but irrelevant. Saying that, in order to get to that point I think credibility needs to be built and brief notes on userpages on the credentials of the user (not necessarily academic or career related) might just help with that.

Apologies if I go on a bit or repeat previous points. I can be a bit long-winded sometimes...

Jimbobalina2005 1 September 2006

 * Thanks for letting us know - and all the best with developing this learning community. I, too, hope that it becomes a centre of academic excellence (without, necessarily, the traditional trappings), and would encourage you to start developing seeds of content (perhaps simply questions), so that, when people start coming, they will be able to easily find a place they can add their own material, photographs, (research) questions, learner needs etc.. Good luck! Cormaggio 09:20, 2 September 2006 (UTC)

Documentary Hypothesis
Hi, Wikiversity,

I'm not an active contributor on this project. I spend my time over at Wikisource, so please excuse me if this question is in the wrong place. Wikisource currently has a collection of texts call the Documentary Hypothesis (the pages I'm talking about can be found here). The problem is, these don't fit under the WS inclusion guidelines (they aren't exactly a source text) and will likely be deleted soon. However, the material on it might be useful for a place like WV. Again, I don't know if it fits with the vision here, but someone more knowledgable might want to give the page a look and see if it could be used somehow with this project. It would be a shame to lose such material because it simply doesn't fit our inclusion criteria, so I'm throwing this up to the community here. Thanks for your time.— Zhaladshar > (Talk) > 01:13, 2 September 2006 (UTC)

 * We have a School:Theology that might take them, but shouldn't they either fall under wikisource or wikibooks inclusion criteria?--Rayc 04:10, 2 September 2006 (UTC)

 * I've had a look, and I'm certainly not "knowledgeable" on the subject, but I can see the dilemma. They seem to be against Wikisource policies as they are not strictly a source text, but essentially a collection of quotes from specific source texts. And they are not suitable for Wikibooks, as they do not seem to be in a textbook format as they are. I'd welcome them to Wikiversity if they can be put to use, ie not simply dumped somewhere, but clearly outlined what kinds of learning projects this material would be relevant to. As they are, this isn't so clear (to me, at least). But, in general, I would encourage the kinds of material here on Wikiversity which could prompt further research or writing on the other projects. Looking through source texts at Wikisource in order to write a textbook on Wikibooks, all of which is coordinated on Wikiversity, sounds good to me. Cormaggio 09:03, 2 September 2006 (UTC)

= 2 September, 2006 =

Networking with other academic projects
One thing we haven't talked about much so far is how wikiversity should work with our "brick-and-mortar" (or is that "ivory-and-ivy") counterparts. We're serious people with a serious project, and universities tend to want to support things like this. Anyone who has had experience in the academic setting will know that the first thing you need to do before taking on a project is to find support (i.e. grant money) for your project.

Due to the magnaniminity of the wikimedia foundation, we don't need to look for funding. But we do need people to provide peer reviews, publicity, and accountability. And we need a "protocol" for how to approach academic institutions, which might be skeptical of our project. I suggest that we could try doing this the wiki way, and write our proposals together.

On the staff lounge at wikibooks, someone posted a link to an article about http://globaltext.org, which is an organisation striving to create free textbooks (they're apparently using wikibooks to write these texts). I've perused their site, and they don't seem to know about us yet. So I think maybe the best way to set the protocol would be to come up with a community letter to their organisation, work on it for 2 weeks, and then send it out.

It's worth try, at least: A_Letter_to_globaltext.org

--SB_Johnny | talk 17:32, 2 September 2006 (UTC)

 * I, right now, think first establishing interwiki relationships could be important as well. No only with the other wikimedia projects, but wikia places like The PSYCHOLOGY WIKI and stand alone wikis like OGRE wiki.  These places would have partisipants that already know how to use wiki software and have simmilar GDFL goals.--Rayc 17:47, 2 September 2006 (UTC)

=3-9 September, 2006=

Short report about English-language Wikiversity
Hello folks. Recently, Frank has written a short report about the German-language Wikiversity. English-language Wikiversity is almost 3-week-old, and it would be great if someone could write a short report about it. Please keep in mind that the shorter the report is, the easier it will be translated into other languages. This is really important because this report is aiming at letting people from other languages know about en: Wikiversity. Please post this report on the dedicated section on Wikiversity Beta. Thanks a lot, and go on doing such a good work! guillom 09:51, 3 September 2006 (UTC)

 * I was thinking something like this, feel freee to clean it up, I have to run right now:
 * The English wikiversity was set up on August 15, 2006, and as of September 3rd, it has:
 * 2,511 pages with 195 "content" pages (what is the def on content?)
 * 782 users with 9 "custodians"
 * The mass import of pages from wikibooks and meta is still on going, though most of the key "school" :pages have been moved
 * The title administrator was changed to custodian and a system of mentorship for the job was taken up
 * Policy debates are on-going and early on there were more policy pages then actual content pages. :School and department pages now make up the majority.
 * A naming scheme is still being hammered out. Currently it is Portal->School->Topic (for divisions :and departments)->Main (for lessons and projects)
 * As for content, the following project have been proposed and worked a bit on
 * bloom clock project
 * Wikiveristy the movie
 * (add here)
 * (add here)

--Rayc 22:41, 3 September 2006 (UTC)

Some news from Wikiversity Beta
Hello

Wikiversity Beta is now 10 days old and I think the time has come to give some news. I have decided to organize it as a list of FAQ. Feel free to ask questions I have not thought about at Babel.

Just to remind you, Wikiversity Beta is a global platform aiming at coordinating Wikiversity projects in several languages. This multilingual coordination intends to deal with Wikiversity's mission and general guidelines of the project's scope (for example, about original research). Wikiversity Beta is also a place where Wikiversity projects which don't have a subdomain yet can develop. English-language Wikiversity participants should take an active part in discussions on Beta, since those discussions are going to concern all Wikiversity projects, including the English-language one.

You will find more information in the FAQ. You can also take a look at the reports to get some news from Wikiversity projects in all languages.

guillom 09:57, 5 September 2006 (UTC)

 * I still think the idea of a "Beta" or "Meta" Wikiversity is ill conceived and lacks individuals who truly wanted to see it get developed. There was some talk once upon a time to have independent "meta" discussion areas for each one of the Wikimedia projects, but instead there is until now, only one "Meta" wiki for all Wikimedia projects.  And that metawiki has served as a very useful tool.  So why is it being duplicated in this instance and what will beta.wikiversity offer over meta?

 * In addition, I don't see a strong effort to removed content from say pt.wikibooks to beta.wikiversity but rather an effort instead to create pt.wikiversity. And again, why use beta.wikiversity.org when incubator.wikimedia.org is already available to do exactly the same thing?

 * The multi-lingual coordination does need to happen in some area, but I think having a whole seperate wiki dedicated to just that mission is not strictly necessary, and something that is going to be much more prone to vandalism. I also didn't see any significant effort to address the objections to the creation of this seperate sub-domain of wikiversity but instead a strong push to simply deny that those objections even existed.  This is a needless duplication of effort for other Wikimedia projects that already exist elsewhere.  --Robert Horning 18:29, 8 September 2006 (UTC)

Still lots of stuff on WB
See this page, from #606 down is mostly wikiversity pages. Are these wanted, or are people just making new pages? If any pages are wanted, add them to Import, or if they're stubs/junk, just mark them for deletion on WB. --SB_Johnny | talk 18:15, 6 September 2006 (UTC)
 * I'd say that all should be imported, and improved or deleted based on their merits here. - Trevor MacInnis 02:10, 7 September 2006 (UTC)

 * I would go for some unrealted import section of wikiversity that people could move pages out of. It's getting confusing when they are moved into places that already have pages, and are not merged.--Rayc 02:51, 7 September 2006 (UTC)

 * Pages such as b:Wikiversity:School of Medicine:Internal medicine:Oncology that only have one or a few authors could be copied from Wikibooks and pasted to Wikiversity with the author(s) listed on the new talk page at Wikiversity. --JWSchmidt 03:16, 7 September 2006 (UTC)

 * It's getting confusing when they are moved into places that already have pages -- aye, thars the rub. I think the best thing for now is to just wait for individual requests. I check Import at least once a day and will bring over any listed page... maybe it's better to just work on the page on the wb side until it get imported (hopefully within a few hours or less). I just don't want to import a bunch of stuff and create a big orphan page problem here :). --SB_Johnny | talk 08:59, 7 September 2006 (UTC)

 * "a big orphan page problem here" <-- You can make use of Help with the migration of Wikiversity pages from Wikibooks. --JWSchmidt 10:13, 7 September 2006 (UTC)

Reminder: Motto and logo polls
This is mainly a reminder/alert that the Logo proposal process enters the voting stage tomorrow, and the banner at the top of the pages could be changed to "Please vote to choose the new Wikiversity logo on Meta" or similar... Smurrayinchester 20:20, 6 September 2006 (UTC)

Motto and Slogan Contest: Round 2
Please list your support of a motto and slogan here: Motto contest.

Please consider revising your choice.

Many motto and slogan options were listed in Round 1. Hence, we need other slections round(s) to arrive at consensus choice(s). The following is hopefully a simple and flexible process for inclusion of the most input. It will take some time.

For additional rounds, rather than the idea of an instant runoff which was floated before, it is suggested that we proceed in a simple step-wise way:
 * Round 2: Invite more support (and support changing) for options with at least one person supporting. Feel free to share comments in the comment sections that help explain the meaning and intent of mottos and slogans.
 * Round 3: Unless there are overwhelming favorites (strong majorities in support), invite more support (and support changing) on options with at least two persons supporting. Please discuss the merits of each option. This round invites more discussion so as to arrive at a rough consensus by the community and as judged, if necessary, by experienced custodians.

Timeframes:
 * The first selection round started on August 23 and ended on September 7, 2006, after 5:00 pm GMT.
 * The second selection round (which includes the openness of the first round) starts on Septermber 7 ends on September 22, 2006, 5:00 pm GMT.
 * If necessary, the 3rd round and discussion process would start on September 22 and last as long as needed.

Comments? Reswik 19:06, 7 September 2006 (UTC)
 * Discussion sections and this sentence of invitation were added to the contest page today: Feel free to share comments in the comment sections that help explain the meaning and intent of mottos and slogans. Reswik 15:16, 12 September 2006 (UTC)

School of fictional universes??
Would it be acceptable to create a "School of fictional universes"? because I'm sure that someday some trekies will want to make a "Star Trek universe course"... I've had a somewhat crazy idea related to that but I want to know if it would be Wikiversityish to do something of the sort...? --Halyks 00:59, 8 September 2006 (UTC)

 * Maybe the first learning project in the "School of fictional universes" could be: Star Fleet Academy - scholarly analysis of the science, sociology and languages of the fictional Star Trek universe. --JWSchmidt 02:52, 8 September 2006 (UTC)
 * I think my first post was on what to do with this sort of stuff...--Rayc | (Talk) 02:57, 8 September 2006 (UTC)
 * It was your third Wikiversity edit. --JWSchmidt 03:19, 8 September 2006 (UTC)
 * I Only gave the idea of StarTrek as an example... someone someday will want to do it.. lol i'm not really a Star Trek fan myself but I know some of those "Trekkies"... lol My question was "Would a School of Fictional Universes be accepted in Wikiversity" because i've never seen a school with those type of courses other than some Literature classes... I'ma FAn of the Harry Potter universe and making classes relation to that universe would be something i'd work on, and i'd try to get people from the Wikipedia Harry Potter Project to join in.--Halyks 16:04, 8 September 2006 (UTC)
 * Wikiversity aims to have learning resources for all ages. Many young people are excluded from "real world" affairs and encouraged to explore fiction. We can welcome the participation of people who are interested in fiction while we also encourage a scholarly approach to knowledge. Some people never grow out of their interest in fiction while becoming explorers who create and discover new knowledge about the "real" world. --User:JWSchmidt 19:06, 8 September 2006 (UTC)
 * ok... acording to what I understand, this is possible and acceptable considering the goal of wikiversity... right?? lol we'd have to choose a better name than "School of Fictional Universes though.. I personally don't feel the name... if anyone has suggestions post them here! :) --Halyks 03:49, 9 September 2006 (UTC)
 * Depends on the angle you want to take. "The science of Harry Potter", "Harry Potter Literacy campaign", "Harry Potter and the effect of populate literature on religious belief". I know my sister would join one of those groups. I myself have been thinking about creating: "MSTique: Literary critique through the use of MSTing”--Rayc 05:04, 18 September 2006 (UTC)

Interiot's edit counter
It's available here. If there are any problems (outside of it not working with IE :P), let me know.-- digital  _  me   04:20, 8 September 2006 (UTC)

Wikiversity and books
There is, it seems, currently a problem within wikiversity. Whilst the links to resources on the web provide useful educational materials for teachers and students, problems arise when wikiversians are directed towards books that they may not have access to or be able to afford. It seems here that until all such texts are freely available online (something I don't see happening under capitalism) an approach is needed to provide free access to wikiversians (and other learners). Here are five approaches I can think of:

1. Wikiversity local groups - wikiversians in certain areas can club together to purchase books and establish an informal library which all wikiversians in the area can access, and can perhaps be administrated at meetings or online. The local group can also club together to pay for one of the group to have access to a university library and/or journals online.

2. Join a learned society - I am a member of the Marine Biological Association of the United Kingdom. This gives me access to the private library of the society. Also membership of such societies may allow you to befriend certain people who may be prepared to lend you specialist books.

3. Request the book from a public library - request that your local public library (or at least one of the libraries in your local network - in England the libraries are run by local councils and therefore each county/metropolitan borough has a library service in which libraries swap books) purchase a copy of textbooks that are required by wikiversians. I would suggest here that due to the restricted budgets of public libraries there is some community discussion on the most important books to request so libraries don't get inundated with requests and decide to ignore them all, or purchase books of lesser import to wikiversians.

4. Propose a partnership between your local library service and the nearest university, so the public libraries, perhaps in times when certain modules aren't running at the university and so not all copies of module core texts will be needed, can carry and lend books owned by the university. Perhaps computers in the library may be able to access journals that the university is subscribed to as well. Public libraries might have to pay the universities for this access (or maybe do something for the university as well, such as promote it, give students and academics free use of library seminar rooms for meetings or do something else for the university, especially if the library service is part of local government - maybe the council could give the uni some land if the public libraries get access to online journals and books not in demand permanently).

5. Approach the author and ask them if they would like to contribute to wikiversity by allowing the online publication of their work, freely accessible (with maybe voluntary donations to the author's charity of choice). More likely is requesting that a previous edition is made available in wiki form, with encouraging messages advising people to buy the latest edition (in other words we offer the author advertising in exchange for their work being freely available, not ideal I know). The beauty of making the old edition available in wiki form is that wikiversians can update it themselves.

I would welcome some debate on this issue, which I think could be of growing importance as wikiversity develops.

Jimbobalina2005 14:21, 8 September 2006 (UTC)

 * These are great suggestions, and thanks. I would say that finding local public sources of texts, such as libraries and/or universities, and using gentle but collective force to gain better access to texts is a really practical suggestion. Another, obvious suggestion is to collate all the freely available online peer-reviewed journals in various disciplines so that people can use Wikiversity as a one-stop place to find quality sources (amongst other things). One final thing that we may consider as a community - and one where the Foundation may be of help - is to use our growing leverage in the world of open access to knowledge in order to encourage archives, museums, libraries, galleries etc to make some or even all of their content available for Wikimedia, and hence the world. I know of at least four such high profile institutions in the U.S. that are in the process of either donating their archives to Wikimedia or figuring out how to do so - and this process can be encouraged, nationally, around the world. It may be an idea (where applicable) to do this through the national "chapters" (like Wikimedia UK, for example) - some chapters, particularly the German "Verein", have already had success with such requests. Cormaggio 15:15, 8 September 2006 (UTC)

Multilingual projects
How to handle projects/courses that are from their very beginning meant to be mutilingual? Think e.g. of a course teaching a language. Much of its content will be in the language itself, much of its content will be media files of some kind, in addition there will be bits and pieces in several languages that learners already know. People understanding several languages will be asked all the time to utilize parallel ressources in as many languages as possible.

There seem to be three basic ways of dealing with that under current premises:
 * 1) Have (almost) identical copies of the course in language.wikiversity wikies for all instructional languages.
 * 2) Put almost everything on Commons and use it by reference or transclusion in the language wikies.
 * 3) Put all multilingual and non-specific media on Commons, all language-specific stuff into an appropriate language wiki, if non exists use beta, and let learners do wiki-hopping.

None of those three seems to be very promising though, since ressources are scattered over so many wikies, and the most central course materials end up duplicated or outside the scope of Wikiversity. Note that this will be all examination-, feedback- and QA related files. Note also that learners must be discouraged from using talk pages in language wikies for (at least) part of their possible themes, since primary course designers might not be watching those, or even unable to read them, while translators of the bits and pieces would possibly not closely or not at all watch them, since they regard their jobs done.

Particularly self-study courses may thus suffer from structural complexities.

-- Purodha 12:12, 9 September 2006 (UTC)
 * Not a currently planned option would be to centrally host such stuff on beta or www.wikiversity, and simply include links to it in individual language Wikiversity course lists and directories.

 * I have a similar problem. I also want to begin a language learning project, but the one I want to begin is multilingual: Intercomprehension between speakers of romance languages. Such project would be multilingual. So I think that it fits the best in beta.
 * But, on the other hand, I think that "1" language learning groups in a intermediate and advanced level would be more appropiate in the domain of the language they are learning. --Javier Carro 15:13, 17 September 2006 (UTC)

 * I think that Wikiversity Beta was originally thought of as a place for coordinating a large group of language-specific Wikiversity websites. However, for a multilingual learning projects it would be a good use of the Wikiversity Beta website to have at least one page there to coordinate the project. There should probably be a discussion at Babel about the idea of having multilingual learning projects based at Wikiversity Beta. --JWSchmidt 16:03, 17 September 2006 (UTC)

I think this may be a fake one... but it could be genuine, either way. --<IP_ADDRESS> 13:34, 9 September 2006 (UTC)

 * The account has been blocked pending confirmation of identity. -- sebmol ? 13:45, 9 September 2006 (UTC)
 * I've asked Jimbo himself. This guy's an imposter. --Draicone (talk) 11:50, 10 October 2006 (UTC)

=10-16 September, 2006=

Educational resources for younger students
Since Wikiversity is for all ages, I think there should be some schools and/or categories for learners younger than college age. For example:

--Gray Porpoise 19:02, 10 September 2006 (UTC)
 * School of Early Learning (preschool, kindergarten)
 * School of Primary Education (1st-3rd grade)
 * School of Intermediate Education (4th-8th grade)
 * etc.

Please don't archive quite so quickly
I realize this is an active page, but it would be helpful to allow conversations to stay here longer before being moved to a locked archive. Can we say at least 2 weeks? Not everybody checks in here regularly, and it may take a while for a question to be answered.

I was hoping for a reply to my question/comment about OpenCourseWare. --Singkong2005 08:59, 11 September 2006 (UTC)

Collective Original Research Project
I want to start making a collective original research and i'm just wondering where i'm suposed to put it... main namespace right?

Proposal for research of Music History and Cultures on the school of music talkpage --Halyks 20:16, 13 September 2006 (UTC)

 * Yup, main namespace :). --SB_Johnny | talk 20:51, 13 September 2006 (UTC)
 * Alright!, I'll start writing the basics now in notepad and start the project page when it's done! :) --Halyks 21:10, 13 September 2006 (UTC)

Wikipedia:School and university projects
Although I assume many people are aware of this, for those who don't, I'd like to suggest close cooperation with w:Wikipedia:School and university projects. Also, if you have a good idea where to link this project from Wikiversity, please do so (I couldn't find a link or a good place to create it).--Piotrus 02:43, 14 September 2006 (UTC)
 * I made links at Wikiversity and Wikipedia services, Wikiversity teachers and Wikiversity outreach. --JWSchmidt 10:51, 14 September 2006 (UTC)

"Interactive Lab" learning material project
I am getting ready to start a discussion on creating interactive lab learning material using open software. I'm currently aiming at Java applets as platforms, but other suggestions include the SVG/JavaScript tools. To begin planning, prototyping and proposing any needed policies in this realm, I want to start a page about this. I now wonder what namespace this should go into? Should that by a simple page, or a portal, or something like "Interactive Labs Project"? Any suggestions? Awolf002 02:46, 15 September 2006 (UTC)
 * We could start with something general like Interactive learning resources as a place to make plans. I would like to see the development of a wide range of interactive features for Wikiversity, some of which might not fit into the category of "labs". I've been thinking about ways to simulate biotechnology lab equipment. --JWSchmidt 03:00, 15 September 2006 (UTC)

Sounds good. I will draft some startup text and get it going when I'm awake again. Awolf002 03:06, 15 September 2006 (UTC)

Okay, I started up a hierarchy of pages that give space to all interactive projects one may come up with. I hope they are useful. Awolf002 02:05, 16 September 2006 (UTC)

Happy one month, Wikiversity!

weeks until your first birthday. (Note the number will change everyweek)--Rayc | (Talk) 04:21, 16 September 2006 (UTC)

Timers
I've been looking into timers. Timers could be usefull for a lot of things:

Deletion debates: Put these things at the top of the debates and no one will say that you closed early or late.

Custodian timers: If the "vote" for Custodianship last a set time, these will be able to tell how long the vote has been open.

Assignments timers: If an assignment is due on a particular day or time, but because of the timezones you need it to be clear how many hour left you have, you can use them.

IRC meetups: Set a timer for a class or for a tutoring to be held on IRC.

Unlike the other wikis, this one needs to be tied to time. Here is the raw code for my first timer:

or: hours until 5 days are up. Anyone else think up a use?--Rayc | (Talk) 04:56, 16 September 2006 (UTC)

At Probationary custodians we have a probationary custodian who started a one month probationary period on 17 August. How do we determine when the one month period is over? --JWSchmidt 14:06, 16 September 2006 (UTC)
 * It only works for 31 day months, but this is the general idea: which gives  days to go.  For a new person, its

--Rayc 18:10, 16 September 2006 (UTC)

Correct adjective
Out of interest what is the correct terms for someone who uses and participates in Wikiversity. Wiktionary has Wiktionarians and Wikipedia has Wikipedians, so what is our term? -Yorktown1776 16:43, 16 September 2006 (UTC)
 * It was down to wikischolar or wiklar last I heard.--Rayc 18:11, 16 September 2006 (UTC)
 * I'm going with wikischolar. Thanks! Yorktown1776 18:43, 16 September 2006 (UTC)

School vs. Portal
What's the relation between those two namespaces? School:Sociology and Portal:Sociology are separate entities, but School:Social Sciences redirects to Portal:Social Sciences. My gut feeling is that Portals should be 'eye-candy' like on Wikipedia, but Schools should be main work areas like WikiProjects. Do we have any policies or guidelines on that?--Piotrus 22:11, 16 September 2006 (UTC)
 * We do. It's written down at Naming conventions. If there's something that doesn't make sense, just be bold. -- sebmol ? 22:34, 16 September 2006 (UTC)
 * I agree with the idea that Wikiversity portals should be "easy on the eye". In terms of utility, protals should efficiently connect Wikiversity browsers to Wikiversity learning resources in a subject area. I agree with the idea that "School:" and "Topic:" namespace pages should be thought of as project pages. "School:" projects organize the efforts of Wikiversity participants in broad areas of study. "Topic:" projects organize the efforts of Wikiversity participants for just one narrow topic area. --JWSchmidt 15:01, 17 September 2006 (UTC)

=17-24 September, 2006=

Advertise the Wikiversity in your user page
I have adapted a code from another "advertisement" with a wikiversity logo and it looks so:

w:es:Usuario:Javier_Carro. If you like the idea, you may copy it, adapt it or improve it from w:es:Usuario:Javier Carro/Estudia con la Wikiversidad. I encourage you to use it because wikiversity needs to be advertised especially now, at the beginning. --Javier Carro 19:13, 18 September 2006 (UTC)

A proposal of language learning policy
I have made a proposal of language learning policy for all the wikiversity projects in this link. Your commentaries at the discussion page will be appreciated. Thank you. --Javier Carro 21:49, 19 September 2006 (UTC)

Main Page: New Design
Thank you very much to Trevor MacInnis and David Levy for their talented and extensive work in creating and refining the new main page design. Thank you also to everyone who shared input and comments. :) --Reswik 01:38, 21 September 2006 (UTC)
 * Yey! Thanks Trevor MacInnis and David Levy!  Now... let's start working on the next draft.--Rayc 04:36, 21 September 2006 (UTC)

Some Sidebar changes
I'm planning on adding a link to Browse to the sidebar, since this seems like something that should be there. If anyone has any objections, please say so here. -- digital  _  me   04:13, 23 September 2006 (UTC)

 * Do you mean the "sidebar" at the top of this page? If so, that sounds fine to me. A link to the community portal (the best set of links to info about Wikiversity) would be good too. --Reswik 04:35, 23 September 2006 (UTC)

 * I'm referring to the sidebar that goes next to every page on the wiki, with links to the Main Page, Recent changes, Random pages, etc... It already has a link to the Portal on it.--  digital  _  me   04:46, 23 September 2006 (UTC)

 * Browse seems to be the second highest ranked page, it should be on the sidebar until we get something better.--Rayc 04:48, 23 September 2006 (UTC)

Motto and Slogan Contest: Round 3
Please list your support for one motto and one slogan here: Motto contest.

Following the lead of the logo contest, similar alternatives have been grouped.

We need more people to give input and comments. --Reswik 04:41, 23 September 2006 (UTC)

Signature
Hi, can anyone tell me how to get my Wikipedia signature to work here, with a link to my talk page?

Daniel575 | (Talk)

I don't understand why it won't work. I already tried a few modifications with brackets, a | in between etc, but it keeps moving the ]] after Daniel575 back to the end of the signature. --Daniel575 15:36, 5 September 2006 (UTC)
 * I assume that you checked the 'raw signature' box? That would be the most obvious culprit.--  digital  _  me   04:22, 6 September 2006 (UTC)

No, I didn't. Also, it shows up like this: Daniel575 | ([[User_talk:Daniel575|Talk)]] Notice that the first ]] get moved to the end of the signature. I have no clue why this is happening. Could you, or anyone else who has a link to their talk page in their signature, please copy that code you use here with nowiki tags around it? --Daniel575 15:14, 6 September 2006 (UTC)

Actually, not checking the "raw signature" box would be the culprit. I've got your sig to work find then.--Rayc | (Talk) 03:07, 7 September 2006 (UTC)

 * Let's give it a try... --Daniel575 | (Talk) 15:38, 7 September 2006 (UTC)
 * IT WORKS!!!! Thanks! --Daniel575 | (Talk) 15:38, 7 September 2006 (UTC)

Is there a way to automatically attach your signature to edits? Pedmands | (Talk)
 * Try adding four tildes (like this: ~ ) Titoxd 05:51, 23 September 2006 (UTC)

=24-30 September, 2006=

Yale University to post courses on Web for free
CNN is reporting that Yale University to post courses on Web for free. Maybe we can use them as a guide for creating our "courses" --Rayc 17:44, 24 September 2006 (UTC)

Mechanical Engineering [edit]
I'm studying Mechanical Engineering at the University of Cairo. I've got a lot of courses, lectures, notes, materials....etc. Anyone else here is intersted in Mechanical Engineering? I want to add these courses to the School of Mech. Engineering in Wikiversity. --Moo7a 01:16, 25 September 2006 (UTC)

Retrieved from "http://en.wikiversity.org/wiki/Wikiversity_talk:Colloquium"

Barnstars and Userboxes
Will and/or should the concepts of barnstars and userboxes that are used on Wikipedia be developed and used in Wikiversity? -- Mathboy965 16:37, 25 September 2006 (UTC)
 * Right now we have Image:Barnstar.png which has had a small amount of use. I hope that all barnstars and userboxes for Wikiversity will be oriented towards support for our online community and its educational mission. Any userboxes that become distractions from the Wikiversity mission or tools for dividing the community will be evaluated as candidates for deletion like any other Wikiversity pages that do not contribute to Wikiversity. (The preceding unsigned comment was added by JWSchmidt (talk • contribs) -- sebmol ? 17:02, 25 September 2006 (UTC).)
 * We've also got, and  .--  digital  _  me   23:19, 25 September 2006 (UTC)

How to create lessons
Hey,

I'm currently writing a bunch of tutorials for Flash ActionScript. I just wanted to know the protocol for seperating Lessons, how to create them, how to link them, etc...

Thanks, --Ravenstorm 01:17, 27 September 2006 (UTC)
 * You can try anything you like. You might want to check if these are of use to you: Template:Learning project boilerplate, Template:Stream boilerplate. --JWSchmidt 01:46, 27 September 2006 (UTC)

= 3-9 September, 2006 =

Capitalization
One comment I haven't seen anyone make: We probably should use "sentence style" capitalization (i.e., capitalize only first word and proper nouns thereafter) as much as is reasonable. Thus: Lesson:In statics the sum of the forces is equal to zero (for example) instead of Lesson:In Statics the Sum of the Forces is Equal to Zero (however, in this particular case, I would opt for a much shorter title — say: Lesson:Sum of the forces equals zero, or even: Lesson:Net force equals zero). Using "title style" capitalization is just asking for trouble because of the inevitable confusion that will arise over what words should be capitalized (for example, in the "title case" version of the example page, "is" should be capitalized, even though it's a short word, since it's a verb). - dcljr 22:52, 6 September 2006 (UTC)
 * I agree. --Rogerhc 00:30, 22 September 2006 (UTC)
 * This sounds good, so I suggest you propose it at Wikiversity talk:Naming conventions. --Draicone (talk) 08:51, 3 October 2006 (UTC)

=17-23 September, 2006=

how i can become a programmer through wikiversity
i am raghunandanan from tavanur,malappuram,kerala,india i want to become a programmer my present job is not interesting and i cant meat my expenses with it my english language is poor please help me my email is raghumadampath (at) gmail.com

 * Well, we do have a pretty good start at Topic:Computer Programming, but not so much of a start at Wikiversity translations--Rayc 17:20, 17 September 2006 (UTC)

There is no royal road to becoming a programmer. You have to learn how to solve problems, and then practice, practice, practice. There are many materials available on the net - look around, do the exercises, teach yourself! --WiseWoman 20:35, 18 September 2006 (UTC)

Recommend you start with the Python language. It is free. There are lots of people using it and many websites with help. Harvey 02:58, 20 September 2006 (UTC)

 * I've recently been in discussions with members (developers) of the KDE community, who are interested in putting a lot of their training materials onto Wikiversity. I would hope that other programming communities (including, of course, MediaWiki) will do likewise, and this is, in fact, a key motivation for the KDE community - to have an interrelatable series of materials on various aspects of programming, so that people can flick between basics and advanced, or different programming languages, according to their learning needs. This intuitively seems like something Wikiversity could be extremely useful for as it develops. I'd encourage anybody with even the most basic skills - or even questions - to start from the above-mentioned page on computer programming, and get involved in the appropriate content or discussion pages. Cormaggio 21:52, 2 October 2006 (UTC)

How to delete picture files?
I uploaded some graphics to the page I am working on. When I needed to change one of them, I found I had to upload it again under a different name. How can I delete the one that is no longer used?

I found it very awkward to upload a graphic while editing a page. There seemed to be no way back to my editing page after doing the upload. I had to hit the browser's back button many times to go back to work. Did I miss something?

Harvey 03:02, 20 September 2006 (UTC)

 * If you want to make a new version of an image try using the "Upload a new version of this file" link on the image's page. A good way to find a page you have been working on is to use the "My contributions" link (near the upper right corner of the page). If you really want a page to be deleted you can list it at Request custodian action --JWSchmidt 03:25, 20 September 2006 (UTC)
 * Because of the nature of a wiki, if you want to upload an image, just save your page where its at, then head to the Upload File section, upload your image and go back to the article. If you click 'my contributions' (or similar) in the top right hand corner you can see a quick list of the last 50 things you've done (if less than 50, everything you've done) on wikiversity. If you want an image deleted, visit Request custodian action as JWSchmidt suggested, but keep in mind that if there is nothing inherently bad about the image (suitable for the wiki in general, no copyright violation, may possibly serve a purpose in the future) we will err towards keeping it. (Of course, if it is your image and you have taken/created it, we will probably delete it on request). --Draicone (talk) 09:17, 7 October 2006 (UTC)

Thank you! The "upload a new version" is an excellent solution, but it did not work for me. The picture remained the same even though it said the uploaded replacement was successful.

I knew how to upload but found it very inconvenient to go through all the steps. Finally found it convenient to have both the page I'm working on and the upload page open at the same time in two tabs of Firefox. Recommended! Harvey 03:08, 16 October 2006 (UTC)

 * Similar situation
 * I had a similar situation with "upload a new version". The first time I did it, the picture was not changed (or changed by much) but uploading it a second time worked.  With another picture, it uploaded a new version correctly the first time.  It seems to be a hit and miss situation.  Robert Elliott 06:02, 16 October 2006 (UTC)

 * If they are given the same name, it's possible that the old image was cached by your browser, making it an out of date local file problem, not an upload problem. If you have that problem again, I suggest reloading the page or checking with another browser.  Mariehuynh 07:05, 2 November 2006 (UTC)

= 24-30 September, 2006 =

IRColloquium
I've been putting of putting this here, since I feel like I don't have enough time to do this, but for your approval:IRColloquium. It's aim is to work just like this page, only in real time. I was inspired by a user who came to the IRC channel looking for help with limits, and I was able to point him to Calculus/limits. Others, like Robert Horning, have previously proposed running classes on IRC. This takes it one step back, to see if IRC meetings with set times and topics can work on a project that is global while at the same time improving the wiki. In my head I can see like 5 years down the road where school IRC help rooms are perpetually manned staffed by people looking for help, on wiki colaberations will ave brainstorming meetings, and real time tutoring will take place.

Right now, what is needed is a time, day, duration, and ideas for how it could be run.--Rayc 15:50, 27 September 2006 (UTC)

 * Personally, I'd like to access IRC channels without revealing what my home IP address is. I'm most concerned about my privacy, but other than that, I think it's a great idea. --HappyCamper 03:06, 28 September 2006 (UTC)
 * We should see if we can get Wikiversity cloaks for IRC freenode. --JWSchmidt 03:21, 28 September 2006 (UTC)
 * Wikinews has this link live chat on the top of there page. Does that hide IPs?--Rayc 02:39, 29 September 2006 (UTC)
 * How do you tell? --HappyCamper 04:46, 5 October 2006 (UTC)
 * /whois [yournick-orwhoeverelses] from another client. Checking right now. --Draicone (talk) 05:29, 6 October 2006 (UTC)
 * It hides the user's IP address under a very random mask (i=3ba7d949@gateway/web/cgi-irc/wikinews/x-00b0e1213c0525fe). --Draicone (talk) 05:32, 6 October 2006 (UTC)
 * So how do we redirect it to our channel?--Rayc 15:23, 6 October 2006 (UTC)


text:
Canadian History/Confederation

Canada's Obligation
By the 1860s, Great Britain became really concerned that Canada was more of a shining star than an asset to the Empire. British politicians did not like the expense of providing for the defence of the North American colonies from real or perceived threats from the Americans. The American Civil War only heightened fears in Canada of a potential invasion.

Americans, on the other hand, always seemed to have a group of people willing to go to war with Britain and invade British North America, often in high places (for example, Lincoln's Secretary of State, Seward). Britain's trade with the United States at this time had simply become too valuable to jeopardize by maintaining a colonial system in British North America, so prominent British politicians began the process of pushing Canada "out of the nest," so to speak.

However, the process was not simple. British North America consisted of no less than seven colonies, and the vast territory of Rupert's Land owned and run by Hudson's Bay Company. Uniting this area would prove to be difficult.

--- The following passage is inaccurate -- Confederation was achieved for many reasons. Canada West and Canada East felt that uniting the colonies would help make all of the colonies stronger, more economically stable, and would make the government system more fair. The maritimes, who were having a boom period, were disinclined to join confederation. They wanted to join together the maritime colonies and have a separate country for only them, however, the Americans had just finished the Civil War, and had about as many soldiers as all the colonies that were thinking about confederation did combined, and posed a real threat to the colonies. The maritimes thought about it, and with the help of a conference with John A. Macdonald decided to join confederation. The only maritime colonies that didn't join were Newfoundland and Prince Edward Island, which would join later on. At the Quebec conference, representatives from all the participating colonies came together and constructed the 72 Resolutions which outlined all of the laws that the new country Canada would have.

title: Canadian History/Confederation