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We will be working on the History of Science WikiProject and using it as a guide for articles that need attention. The students are advanced undergraduates.

I intend to modify the 12 week sample syllabus for my shorter summer course. My students will become familiarized with Wikipedia, how to create and edit articles and when it is appropriate to do so , and contribute to the educational outreach of the history of science.

We hope to expand upon Wikipedia's articles on ancient and medieval science and natural philosophy. The first user's name is rather similar to typical school usernames including my own high school's ; she would be a sophomore whether in high school or undergraduate.

Is there any class or anything anyone has seen that could explain these users and their content? Found it completely by accident.

Greetings, Education Program participants. This project will not fully integrate Wikipedia into the curriculum throughout the course, but it will serve as an extra credit opportunity for students and as a test pilot for the Education Program here in Portland.

The class has between 40 and 50 students, but the instructor thinks more like students may participate. Jami Mathewson went ahead and recommended that I create a course page and post a message here to hopefully receive a bit of online support.

My presentation will be on Tuesday, May 28, which is soon. My reason for writing is two-fold. Would someone be willing to grant me rights or even create a page on my behalf using the above information?

I am happy to provide additional details if needed. I will try my best to help as much as possible, but having additional backup would be comforting.

The students have been assigned an Oregon ballot measure to write about. During my presentation, I plan to provide a history and overview of Wikipedia and its mission, provide statistics, explain benefits of the Education Program, discuss the assignment, provide basic training and answer questions.

I am happy to provide an e-mail address for students to reach me directly. Ideally, I will have examples of similar quality articles to display and offer content suggestions.

My hope is that students will have a unique experience, learn a bit about Wikipedia and how it works, and hopefully a few will even remain editors after June.

I believe this project will mark the first Education Program collaboration in Oregon. Any thoughts, suggestions or offers of support are much appreciated.

We have a new class editing rhabdomyolysis. They basically wrote sections of an article and copy and pasted them into the middle of this featured article.

Some of the images ended up duplicated. It does not appear as if the students read the current article before attempting to add their own content.

Have seen this a number of times before were student additions are simply duplication of what is already there.

Does anyone have a class list? In the junior unit WRIT, students will receive training in Wikipedia Editing, and assignments will be structured around conducting research, verifying facts, editing entries to correct or supplement facts, and including citations where they are lacking.

Students enrolled in the senior undergraduate unit WRIT, come from diverse disciplines and faculties across our institution.

The assignments will involve students searching Wikipedia to find whether their research projects on varied topics are already represented.

Where they are not represented, students will, following the dictates of the Wikipedia pillars, create and develop pages throughout the semester on their chosen topics.

Where pages do exist, students will continue to develop them with links to and from the pages, additional information, images, and citations.

Students will also make improvements to the organisation of information on the pages, to the writing style and accuracy of expression.

Since folks seem good with it, I'll go ahead and grant the instructor right. Any admin, or anyone with the course coordinator right, can do this.

If you're interested in getting the latter right so that you can help close instructor requests in a timely manner, you can request it on this page.

Hello, I need a list of North American or US institutions which have run a Wikipedia-oriented course as a part of this education program.

This still seems under construction. I want to use it for PR purposes. When courses are finished, can they be marked as closed somehow?

I'm thinking of something like Template: Given that we have a finish date, it could be done a month after the finish by a bot? Is there a public place where the historical version of Special: Courses is available for viewing?

They will each take on one article. Further details are here Wikipedia: Feedback appreciated both in developing exactly how things will work before and analysing outcomes after the course.

If it is a success hopefully this can continue long term. Another of the articles previously touched on at Wikipedia: Can this be corrected to "yourself"?

A trivial fix, but right now I find it unnerving to see that next to every single article. I have started a discussion about retaining student editors after their course is over at the above link.

Please join in the discussion! Is this meant to be 'past'? If this is some regional English use of the word 'passed', could we instead use the word 'historic' or the word 'archived'?

It's too close to the sense of 'the students passed the course' Stuartyeates talk Back in May of we had 3 new users and an IP making negative changes to the article on Rhabdomyolysis.

I reverted the changes, protected the page and posted a comment here [29] were the protect was supported. Subsequent to this some feel that my protection of this article was a misuse of admin tools [30].

A number of us attempted to address a class editing Parkinson's disease without protection and it was difficult in May of there were five new editors.

I ended up protecting that page as well eventually. Wondering what we as a community feel is appropriate when dealing with classes who are making negative changes to an article?

Do people feel protection is appropriate and if so can this be done by those who have previously edited the article in question?

The course in a section of Honors Introduction to Psychology. Students will primarily be in their first year of college.

As part of their community service requirements, students will be writing a Wikipedia article that increases accurate coverage of psychology.

They will be primarily writing about classic studies in the history of psychology. The Association for Psychological Science APS has initiated an effort to improve the representation of psychology on Wikipedia in terms of both its accuracy and comprehensiveness.

Intentional, thoughtful, and scholarly contribution to Wikipedia represents an opportunity for service because it can increase the quality and amount of scientific information available to the general public.

The contributions also offer students the opportunity to refine their communication skills by translating complicated scientific concepts into everyday language.

Students will sign up for one of the 40 studies in the Hock text. They will then review the Wikipedia article devoted to that study or a closely related topic and determine the strengths and weaknesses of the article.

Then, they will identify topics that could be added to make the Wikipedia coverage of their topic more comprehensive. Building off their review, students will actually write a Wikipedia article based on their suggestion for an area in need of increased coverage.

Articles must be written so that they are comprehensible to the general public. Articles must be written using reliable, scholarly sources.

All sources must be documented both in the text and in a reference section. The length of articles will vary.

However, if the article does not reach words and 2 sources, a second article should be written. The written assignment that is turned in will consist of two parts.

The first part will include the review of the Wikipedia page. Reviews should contain strengths, limitations, and specific suggestions for expansion.

The second part will consist of the actual article written for Wikipedia. The course is Philosophy and Women. We are investigating the relationship between women and philosophy from Ancient Greece through today.

It is a mixed undergraduate course where most have little to no experience in philosophy. Their Wikipedia assignment is to research a woman philosopher and write a Wikipedia page for her to increase the visibility of women philosophers.

I do not yet have a Wikipedia advisor for the course. My students will be adding articles by women working in philosophy to increase the visibility of women;s contributions to philosophy.

Each student will be tasked with adding one article. Done OhanaUnited Talk page One new article, Evolutionary psychology of language , appears to have survived from this course.

During the AfDs WP: Albright College in Reading, Pennsylvania. Senior Seminar in Psychology: Current Topics in Social Psychology. This course for undergraduate seniors focuses on current theories and research in the field of social psychology.

As a final project, students will work in pairs to edit a Wikipedia stub or starter article. Students will first complete several small assignments.

They will critically evaluate an existing article, add new information with citation to existing article, and write summary of their article in a sandbox.

By the middle of the semester, they will move their article to main space and expand it. Looks fine from their talk page, I gave them the rights.

Kevin Rutherford talk Introduction to Gender and Popular Culture: This introductory level course for undergraduates. In order to understand how popular cultural shapes understandings of and attitudes towards gender, the course will pay special attention to the ways femininity and masculinity is represented and contested in multiple forms of commercial media, independent popular culture including music, film, television, print media, video games and new media such as the internet and social media technology.

The course will explore the ways gender identity has been, and is, represented in relation to questions of race, ethnicity, and class by examining the reception, production, and social uses of popular culture by multiple communities in local and global contexts.

Granted her the rights, as this is not a scam. Yet Palahniuk has produced a rich and diverse body of work post-Fight Club, one not only equally worthy of the kinds of critical and cult-like accolades heaped upon his first novel, but also one that invites serious scholarly investigation and critique.

This course will focus on seven of the novels that Palahniuk has written since Fight Club originally was published—from his second novel, Survivor to his most recent offering, Invisible Monsters Remix These pages could be novels by Chuck Palahniuk.

They could be the already existing page on "transgressive fiction. Right now, there are 6 students enrolled in the course.

There could be as many as 8 or 10, although I doubt there will be any change in the enrollment prior to the start of fall term. User is Williad talk , so I am going to give him the rights.

I hope someone has time to take this on and investigate: I simply don't have time. It looks like student editing since all userpages are similar and were created at the same time , but heck, could also be a sock farm.

I haven't taken this any farther than the first reverts of bad edits, simply because I don't have time. Addition of non-MEDRS and non-reliable sources, breaking current refs, adding text already in the articles, etc.

Could someone ascertain if these are students and attempt to locate a professor or help clean up the messes? Sandy Georgia Talk What do we do about cleanup?

I've already removed twice a broken ref and non-rs at Latah -- what next? These students disappear at term-end, leaving the mess. Re Tryptofish and merging Brain fag syndrome , it occurred to me that all of the articles in Category: Culture-bound syndromes might be merged to Culture-bound syndrome , but there are too many of these syndromes to be covered adequately there, and some of them have adequate MEDRS-compliant sources it's just that these students aren't using them.

Every article I've checked reveals serious issues But it appears the best available source are exceedingly poor.

This supposed review article [35] simply copied and pasted the abstract from this paper [36] into there "review" article without one bit of rewording of the text.

Both state the same: Side-effects were considerably less frequent or incapacitating than with the previous therapy. I guess the students have not done any worse than the authors of this paper.

Feedback from one student on my talk. It looks like a previous iteration of the same class created a bunch of articles in userspace.

Otherwise they don't seem to have been touched recently. This will not happen again. We will not use Wikipedia in our classes again.

I don't currently have a course myself, but I'm in the process of recruiting some of my colleagues at Lancaster to use Wikipedia assignments in their modules.

Since I'll be helping them out, I would like to be more familiar with the process of creating a course, and the Education Program extension more generally.

One was withheld from publication Wikipedia talk: Unfortunately, the others biographies I've looked at from the class also delved way too deeply into describing WP: Primary studies the person was a co-author on as if they were relevant for a biographical entry.

I communicated this to the professor just now in an email. I was a Wikipedia Teaching Fellow in and , and I've taught the course below three times using Wikipedia as a project.

The project improves every semester. I have also used Wikipedia sister projects in another course. I am an experienced editor.

University of Southern Indiana. Introduction to Mass Communication: Students in this course will create content about journalists bios who have been killed while reporting or because of their reporting See: You may see past examples of the course syllabus listed on my user page, although I plan on further revisions in the fall.

The coursework is best associated with WP: Wikiproject Journalism and Wikipedia: WikiProject Freedom of speech.

All of the content tends to be biographies. And a great learning point for students is that they primarily focus on journalists from other countries, which touches upon a diverse group of country-specific Wikipedia projects.

I typically have between 40 and 50 students who are mostly first and second-year college students. First class is August 27, Projects must be completely finished no later than December 10, I put them on a schedule so that they should be submitting to AfC next semester around November and should have time for revision.

This can be a rewarding experience for everyone. Thank you, Crtew talk When should they be granted, and when should they not?

The Education extension was rolled out here while still in beta. There are a whole lot of bugs in the bug tracker and I'm not seeing much traction on getting them fixed.

There are also treads such as this in the archives of this page that haven't produced the results I'd hoped. Given the prominence sandboxes can play within courses example course , could there please be a link to each student's sandbox after each student's name in the "Student" column?

So that everyone could see "Gpruett2 talk contribs sandbox ", as an example? When one googles "Education noticeboard", the first link is Wikipedia talk: Shouldn't it be to here and not the talk page of this page?

Psychology of Death and Loss, with advanced undergraduates, is a writing emphasis class, and this seems like a good outlet for students to learn how to write for an important audience and strengthen their research skills.

I don't have a Campus Ambassador, and I am trying to find an Ambassador. I expect that each student will add paragraphs or about 8 references to existing or new articles in the areas of bereavement and death studies.

Shattering Widespread Misconceptions about Human Behavior , because they don't. For those interested in the Wiki Education Foundation, I have a few updates.

We have received a grant from the GAC; notice of the approval is here and the grant itself is here. We're now looking at the possibility of working with the WMF to use their administrative infrastructure, though we have been considering other institutional sponsorship as well.

A list of minutes of prior WEF board meetings is available here. I'll try to post updates here at least once a month, and more often if events warrant; please post a note here or at my talk page or email me if there are any additional questions -- I don't want to post a host of details here that are of no interest to many people, but I'm happy to answer any other questions.

But have you forgotten how often I pounded on those FAC noms to define acronyms on first occurrence: Best, always, Sandy Georgia Talk Copyright violations can cause legal problems for the Wikimedia Foundation.

Please do not copy text from somewhere and place it on Wikipedia. Also, please do not copy text, change a few words and place it on Wikipedia. Both of these things can cause legal problems for the Wikimedia Foundation.

Thank you for your understanding and cooperation. They will be using materials from our collections to improve Wikipedia entries on topics that relate to Pittsburgh historical events and figures.

We may have them try and complete one new article before by the end of the semester. They will also be editing pages that relate to their own interests and studies to get started.

That way we can ping everyone. Do we have an updated list? University of Michigan Ann Arbor. I plan to continue using a Wikipedia editing project which I started in and have implemented in five different semesters, improving it each year.

In short, the students are assigned to groups of The minimum they are required to do is revise the intro section to make it accessible to the general public, add 3 new sections, 3 original figures, and 10 references.

However, they often do much much more. I incorporate two levels of peer- and instructor-level review, at an outline stage and final stage. Check out my user page for examples of past sites that were edited as part of my courses.

History of Design and Digital Media. All writing assignments, including final, will be on Wikipedia. See example here from two years ago: Please see starting a Teaching with Wikipedia program in Korea -- Moxy talk Rbricker , what is your relationship to User: In an ideal world, because the quality of output is a concern Wikipedia: That could serve as a way to enable discussion with the instructor, document issues, and enable future iterations of the class and potentially other classes to continue improve upon their understanding of the assignment and Wikipedia itself.

I don't feel like there's any good way to keep track of this. At the core, I guess the most important thing is to have Wikipedians working alongside instructors to begin with, so that their understanding is adequate and able to evolve.

But even having a short paragraph at the end of a semester to summarize the good and what can be improved seems like a worthwhile effort.

It would only take a matter of minutes for an ambassador to write. I believe that the pages under Wikipedia: Education Working Group are now historical.

I'm planning on tagging them with. I noticed when looking here that we have a link to "sandboxes", and that the link always appears blue, and might link to somewhere with links, or might not.

Could we simplify it by changing it to "sandbox" and only link to the user's sandbox? That way we could see quickly red vs. Could someone grant me the course instructor right so I can see how it works so that I can provide more useful advice?

I am requesting course instructor rights. I will have my students find sources for stub or start articles. I will either have my students edit the stub or start article or I will have them post summaries of the sources with citations on the talk pages of the articles.

I have less than 10 students enrolled. I have requested a WikiAmbassador and I'm waiting to hear back from him.

In the future I may expand to students editing the articles. Gobonobo and campus ambassador User: I have been working on my course page still editing, you can see I couldn't get the internal link to work , which I created by using the add link and the course page wizard.

However, the course does not appear on my institution's course page and often there is an indication that it is not integrated into WP don't know how else to put it.

I hesitate to recreate the course. Also, could you help me with the internal link? First, we are temporarily suspending our application to the Affiliations Committee AffCom for affiliation.

We are doing so because it has become clear from our discussions with AffCom that there would have to be very substantial changes to our bylaws in order to be granted affiliation status.

Addressing those issues at this time would draw the Board's time and energy away from its work on other issues that are central to the organization's mission.

We still regard affiliation as desirable and plan to revisit this issue in the future. Second, our bylaws divide the board into Wikipedian members, educator members, and appointed members.

In order to begin preparing for elections to the board, we've slotted each current board member as one of these classes: Our current plan is to hold elections yearly in July, with two Wikipedian and one educator slot coming up next summer, and the remaining one Wikipedian and two educator slots in July The appointed board members will have terms that last two years from the last motion on the board appointing them, and will come up for renewal or not, as the case may be when the two year term expires.

The board is required to have at least seven and no more than eleven directors. We have exactly seven, so if anyone leaves we will have to immediately appoint someone to fill the vacant slot in order to be in compliance with the bylaws.

In order to avoid this problem we're considering appointing more members, but this wasn't fully discussed and no decisions were taken.

Any comments on this point or any of the above would be welcome. Students will be editing wikipedia - doing at least one edit a week. I was trying to correct the term section and add field of study for Education Program: Seems like my actions are logged but they are not saved.

I already tried purging the page already. Is there a reason why the information failed to flow through? OhanaUnited Talk page Looks like there's a project from India -- I'm not aware of it and haven't found any info at WT: INB either, but I'm guessing someone here might be aware of it.

This edit is what alerted me to it, there are some creations in project space too, so it appears that there's been some instruction to the students but there's likely a large communication gap.

Can someone who has the ability to handle this situation please do so? Politics of Digital Piracy subjects covered: Also, all assignments and responses will be turned in via the course wiki.

They will get their assignments, post responses and current events, and get feedback from their instructors on the course wiki.

This course covers modern evolutionary theory at the molecular level, the level of organismal structure and function, and the level of the species and above.

It emphasizes the use of reasoning skills and evolutionary concepts to solve problems. This is a writing-intensive course, so it will also cover how to find relevant scientific papers and extract information from them, how to write an article following the norms of scientific discourse, and how to revise one's own writing.

The writing-intensive part of this course will involve writing and revising two short articles or parts of articles for Wikipedia, on minor evolutionary topics that are currently inadequately covered in Wikipedia.

I'm following the progression of assignments in "The Syllabus: I'd like the students to get two chances to do the entire article-writing process so that they can immediately practice whatever lessons they learned while writing the first article.

For that reason, I'm choosing smaller, more specific topics, and compressing the writing process from eight weeks to five. Then we'll repeat the process of choosing a topic and writing an article for the final five weeks of the course.

I've compiled a list of about fifty potential topics: The class meets for 80 minutes on Mondays, Wednesdays, and Fridays, starting on Sept. Please fill in the requested information.

Wiki Rishi is the name of our course. Our students are 9th through 11th standard high school students working on our school web page Rishi Valley School.

We plan to rewrite the Rishi Valley School webiste as well as update related pages, including Jiddu Krishnamurti and a new page that does not yet exist for G.

June until March I'm not sure what to do with the tone and sarcasm above about our students. If you don't want to include students at this level or in this country, I suppose that is up to the Wiki people.

But as the teacher of the course I would hope that the spirit of Wikipedia--particularly the idea of inclusion--would be open to expanding participants rather than shutting them out.

Argumentation COMS course and COMS L lab --This course is an introduction to cooperative argumentation, where collaboration and being open minded are considered necessary to critical thinking and reasoning.

This course satisfies a CSU system-wide general education requirement. While the majority of enrolled students are freshmen and sophomores, about a quarter of the class are juniors and seniors.

The process of examining Wikipedia entries and contributing to Wikipedia fits in well with the student learning outcomes for this course and with the Communication Studies department's mission to "held students develop skills in human communication and civic engagement relative to diverse groups.

I'm new to Wikipedia, but my motivation to participate grew from a research project last semester arguing that contributing to Wikipedia is a form of feminist activism.

After an email exchange with I spoke to Adrianne Wadewitz in April , about the project last semester. She was extremely helpful about both technical and philosophical issues.

That conversation and my subsequent research prompted me to attempt this project. I'm using "The Syllabus: A 12 week Assignment to write a Wikipedia article" as my basic plan, and will start with the first assignments in two weeks.

At this point, the topics are open because I'd like some of that to be generated by the class. The class meets once a week on Fridays for 3 hours beginning Friday, August 30, ,and ends Friday, Dec.

This is an undergraduate introductory survey course on U. It's that time of year again, and there are already some classes looking for online support.

Some of the classes have very experienced professors or Campus Ambassadors, while some have new profs who are especially hoping for some online support.

I figured I'd post some classes here who have specifically requested some online support so far, though please feel free to browse the classes and sign on to a class that you're most interested in!

If any of those sound doable, thank you so much for signing up. I'm sure more profs and I will post some other classes over the next week or two.

Hope it's a fun semester! We might do well to welcome the ones who take Wikipedia: Aside from being a nice gesture for them giving thoughtful feedback, it might convince a few to stick around.

Post here please if you've started or have already been doing so. Would that issue be fixed in successive iterations, based on what we've already requested at WP: Gender and International Affairs: This course surveys salient issues of injustice pertaining to gender and other status distinctions on a global scale.

It introduces students to theoretical approaches from feminist and post-colonial theory. Combining factual information and theoretical approaches, students will gain an understanding of topics such as the racialized and gender faces of poverty, the intersections of masculinity and war-making, and gender-based violence.

Emphasis is placed on exploring how international organizations, governments and civil society organizations have participated in defining and addressing these injustices.

It is a graduate-level course. Students will be required to either improve existing entries or create new entries on the topical of gender and international affairs.

They also will be required to write a reflective essay on the experience, which will form the basis for their evaluation.

This is the first time I am using this assignment and, although my teaching assistants are currently training themselves, I hope to be able to identify a Wikipedia ambassador to make herself or himself available as a resource.

The Graduate Institute is located in Geneva, Switzerland, so this probably will have to happen online.

This isn't my specialty but I was told the Education noticeboard is the place for this. This program has recently attracted some media attention.

It was brought to my attention after a non-wikipedian I know showed me this FOX News article , which presents the program in a very negative light.

There should probably be an effort from the WEP to engage with these people and avoid a bad outcome.

Coming into wikipedia with an explicit ideological goal is tricky business, especially for inexperienced editors. Wikipedia in the media.

Of all ambassadors, potentially interested active editors, librarians, professors, etc. I do remember seeing this blog post , which is awesome.

Along those lines, is anyone aware of an instructor keeping an eye on articles their students edited, because they assign it as required reading?

If professors are actually engaged on Wikipedia making occasional reverts, contributions, and talk page comments, to the same articles their students have developed for course credit for course uses later, then I'd say that's the perfect outcome.

If that ever happened, and if it spread, we'd have groups of guaranteed readers, expected quality content, engaged expert parties, etc.

PSY Advanced Organizational Psychology -- This is a graduate level course that covers organizational psychology, based on classical and contemporary theory and empirical research.

Groups of 3 students will identify a construct or issue covered in this course and will collaborate to contribute to or create the Wikipedia entry for their construct or issue.

Let's just have one group: That way we can simplify things and have one list of ambassadors instead of three. And then we can have one approval process.

As demonstrated above, we had campus ambassador applications languishing around with no comment. We should consolidate to promote efficiency and participation in one spot, in my opinion!

It hasn't happened often, and it has pretty much only happened in conversations with administrators, being occasionally able to describe myself as a regional ambassador has lent credibility to my words in a way that 'ambassador' alone wouldn't and gotten me further than I would've otherwise been able to go.

So, I do think that there's at least some advantage to keeping the word 'regional'. I just wish Dick Dale had done a guitar solo instead of singing..

Buddy Hackett is a lot of fun, but also gets a poignant point-making monologue at the end. Peter Lorre does one of the better end-of-the-movie cameos as "the Boss," and there's the usual turns by Don Rickles and Morey Amsterdam.

For the ladies, there's a line of genuine California beach muscle-men, including future "Grizzly Adams" star Dan Haggerty.

He jiggles his chest muscles and whistles! And I think Annette is actually wearing a two-piece! Was this review helpful? Sign in to vote. Despite lots of musclemen in the supporting cast, "Muscle Beach Party" could maybe use some steroids.

The first follow-up to "Beach Party" is a bit lackluster and talky, and the pacing drags. Frankie Frankie Avalon and Dee Dee Annette Funicello, no longer 'Dolores' feud over another woman who's out to snare the cocky surfer-boy when Dee Dee tells Frankie how selfish he is and that all he ever does is 'take', the movie touches on some surprisingly prickly teen emotions.

But the witty lines and funny repartee of "Beach Party" have mostly been replaced by wan slapstick and too many characters and too much of Don Rickles.

Candy Johnson does her version of dancing "Man, she's really got the power! Annette is lovely singing forlornly as Frankie paddles out to sea, but she's far too patient with him in one scene alone, he makes up with her, then drops her, then makes up again!

Not the strongest entry in the series, but with a few colorful compensations. If there were only three movies ever made -- say, "Muscle Beach Party," "Problem Child," and "Teen Wolf 2" -- this film would definitely be the greatest film of all time.

Perhaps unappreciated in its time, William Asher's saga about the tribulations of living jobless and care-free on California's sunny coast, surfing whenever "Surf's up," and dancing for no apparent reason at all whether it be on the beach or in some restaurant , really captures teen angst during the sixties.

Frankie Avalon shines as "Frankie," the glossy-haired, young, ambitious, and maybe a little naive, leader of the beach gang. Through a heartbreaking scene that opens with Frankie surfing at night, Dee Dee loses Frankie to an older, richer woman.

During the entire film, when I wasn't laughing hysterically at the shear absurdity or chuckling over the image of a producer actually signing on to such golden garbage, I was cheering for Annette.

Why Frankie ever decided to ditch his one true love is a mystery. Also noteworthy is Don Rickles' performance as a man-breeder, Buddy Hackett's role as the sensible accountant, and an introductory appearance by "Little" Stevie Wonder.

This film comes highly recommended. After dinosaurs stalked and surfed the glass. A tidal wave of a surprise here: Director William Asher, on hiatus from the television show "Bewitched," delivers a tightly packed surf romp.

And that's not all. Frankie Avalon is the hero and he smokes. Watch closely for this. He also sings and swings with a bevy of beauties in Morey Amsterdam's coffee house.

But the biggest surprise for me was the performance by Buddy Hackett. How many times have you left the living room screaming after viewing Hackett, sometimes wearing a god awful-looking Neru jacket and maybe appearing on "Hollywood Squares" or the "Tonight Show, talking some totally incomprehensible nonsense that he thinks is funny?

But here he plays his role straight and it pays off. And in spades, too. Wannabe Bond Girl Lucianna Paluzzi, always underrated in my opinion, is superb as the spoiled "Contessa.

Down on the beach, the enemy is massing for battle. The muscle men have a cranky leader in Don Rickles. He is clever and devious, but the strong men fall squarely into the "knucklehead" category.

Strangely, one fellow resembles Kevin James from "King of Queens" on the boob tube. Donna Loren, always a joy and no relation to Sophia, wails the title tune.

She has a soulful sound and a much better "clause" in her contract than superstar Annette Funichello. How else could you explain the fact that Loren doesn't have to sport a swimsuit?

Funichello has to model a sexy, white mesh-bikini. So enjoy the sun and music. And away we go all you surfers and beach bunnies. Pepper Poseidon-3 25 October No one sits down or should sit down to a Beach Party film expecting anything high-brow or even challenging.

These are the epitome of fluff, corniness and escapism. Title credits play out over a kooky, mildly amusing drawing of various caricatures soaking up the sun and sand then the stars of the film Avalon and Funicello and their cronies are shown en route to the beach.

Immediately, it's clear how times have changed as the teens are crammed into old-time convertibles with more than a few of the kids hanging onto the sides or backs of the vehicles with nary a seatbelt in sight!

Without even stopping off to the bathroom to brush their teeth, the kids set up their patchwork of sleeping bags on the floor of the hacienda with a couple of hanging blankets separating the girls from the boys!

As the gaggle of kids begins to surf and sun themselves into heaven, a parade of beefy, tan, oily bodybuilders comes out to strut their stuff.

When the coach Rickles steps on one of the beach bums' towels, a rivalry is kicked off with one of the teens Ashley unwillingly providing the demarcation line of the beach with his behind!

From a fancy yacht anchored offshore, heiress Paluzzi sets her sights on the most prime slab of body-building beef Lupus and enlists her helper Hackett to secure him for her.

Before she can even recover from an evening in the considerable arms of Lupus, however, she's already moved on to scrawny, but cute Avalon, much to Funicello's dismay.

From here, things get increasingly complicated and silly as the film builds to an all-out fracas at Amsterdam's night club. Naturally, it all works out in the end with everyone winding up happy.

Interspersed with the shenanigans are several musical numbers, some better than others. Various songs come out of people's mouths while their sitting on the wide open beach, yet they sound like they were recorded in the bottom of a steel barrel.

Avalon is as tan and boyishly handsome as ever, even if his character can sometimes be a real lout. Funicello has a few amusingly indignant moments as she lays into Paluzzi for stealing her man.

Oh, and her hair moves once or twice during the course of the film, too. Paluzzi at about the 12 minute mark on her 15 minutes of fame gets to wear a few fun 60's get-ups and tries to inject a little feeling into her man-eating role.

Fans of Rickles and Hackett may derive some pleasure out of seeing them in action. Rickles seems to get more opportunities to mug here than Hackett.

There's a lot of eye candy for both men and women. Funicello wears a mesh two piece that shows why IL' Walt Disney was nervous to let her be seen in a bikini.

No one anywhere, ever, danced like Johnson. She goes bananas in a couple of fringed outfits. The camera lingers occasionally on some healthy, nubile young bodies in motion.

These films can provide some real surprises now that a little time has passed. For one thing, everyone assumes that these flicks are squeaky clean, and they are, but Avalon is shown smoking Smoking!

Also, the lily white cast really tears into Paluzzi with all sorts of slurs towards her Italian background, continuously referring to pasta and pizza where she's concerned.

Then there's the ungodly product placement, which many people feel is a more modern hazard of the cinema. Every other frame has someone drinking or standing next to Dr.

As for the music, Wonder does an admirable job in his first film appearance, but everything that comes out of Dale's mouth is worthless.

He can't sing and has no charisma at all. Future celebs Nader and Haggarty can be glimpsed in the beach and bodybuilder scenes, respectively.

Lorre had intended to appear in the next Beach Party sequel but died before he could do so. Weak Muscles Squonk 14 June This time around, Frankie, Annette and the gang battle with a group of Muscle men led by their trainer, Don Rickles.

All the while, an Italian Countess is trying to steal Frankie from Annette. Unlike the others in the series, "Muscle Beach Party" seems to have an overall negative tone.

Every character seems angry at somebody. Most of the film's good moments belong to Buddy Hackett.

Harvey Lembeck as Eric Von Zipper isn't around this time and he is missed. Buddy Hackett as S. Morey Amsterdam should have been retained as a series regular.

The Eric Von Zipper motorcycle gang is missing. The regular players are still fresh, but the elements are not up to par, relatively speaking.

It's a fair "Beach Party" film; obviously, it's not as good as the first.

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Do these comments mirror what we're seeing here and earlier here? Is Wikipedia going to just accept that level of damage to our articles?

Close paraphrasing such content isn't acceptable. Is Joordens or the University of Toronto responsible? Or each individual student? Or just our open editing policy?

Do we shrug our shoulders or demand something be done? A soon-to-be-published paper on psychology students working on Wikipedia said:. It is interesting to consider that this "class of 1," has perhaps achieved the opposite.

They may well have taken pages of their class psychology textbook and scattered little bits of it largely unchanged all across Wikipedia. Unfortunate real-world events have taken me away from Wikipedia related things for the past few weeks, which are likely to continue for at least a bit longer unfortunately.

I have not been able to read the full set of events and look over diffs yet, but: This looks like the exact type of nightmare situation I had been hoping would not come out of the USEP.

As someone who has spoken vigorously in defense of the program here previously, I just want to say that from what I have seen of this situation so far, I fully support the most vigorous action necessary to stop the disruption, even if it involves temporarily hardblocking the campus.

This is the kind of situation that absolutely no one involved in the education program wants or is okay with.

I have some serious RL events going on right now, but will make an active effort to be on-wiki to help deal with the cleanup of this.

I also agree that press appeals are actively bad, and contacting a department chair potentially actively good. Kevin Gorman talk Colin set up an assessment page to assess the work of what we think are Joordens' students.

If we want to persuade others, particularly people outside the community, that the effect of Joordens' class was very negative, the more data we have, the better.

Please consider evaluating a half-dozen or so students. The format is fairly easy to follow; take a look at the section I'm working on to get an idea, and grab a few from the section after that.

If you do assess a few edits, please make sure to a check edits from this semester only some students edited last semester too ; b check every edit this semester for most students there are only 2 or 3 edits; c try to check for plagiarism from the source -- and note whether you found plagiarism, or determined that the student had acceptably rephrased the material from the source, or that you couldn't tell whether the student plagiarized or not; and d note if the student added anything useful i.

Revert the student yourself if necessary. If everyone would do a dozen or so, we'd have a lot more data.

I will try to do a few more myself over the next few days. It seems to me key issues are 1 finding a way to correct bad mental models of "what helps Wikipedia", and 2 finding a way to ask project-groups clean up after themselves.

Does anyone know what class these users Special: It seems to be a recurring class, given the user reg dates. Just figured since Mike Cline commented on my talk page I would ask some better questions here:.

I decided to put my money where my mouth is, with respect to my having said a bunch of times that it's OK to revert student edits, and I've decided to show here what I did, and invite reaction.

Animal ethics is on my watchlist, although it's not a very high priority for me to spend a lot of time on. There was a student project there this semester, from Ball State University.

I saw student edits, and saw some problems, although there was also a considerable expansion of the page with sourced material.

I didn't revert anything, but I tagged the page: Someone from the class replied: Up to this point, I'm pretty sure everything would be considered to be by-the-book and noncontroversial.

But the issues I raised really didn't get fixed. So today, just after giving a somewhat opinionated reply to Colin just above on this noticeboard, I decided to go back to that page.

I reverted all of the student edits: IAR , and some editors here may feel that I went too far. Please feel free to say so, as I've created this discussion to invite you to do that.

But I personally don't feel bad about it at all, and I hope that this discussion will help other editors deal with after-student clean-up without feeling bad either.

For me, the key point is that I began by trying to be helpful to the students, and I think that I unquestionably did that — but after not seeing things get fixed, I neither felt obligated to fix them myself nor felt obligated to ignore it.

I think there should be a way to do this for normal editors, but is there a method to check the edits of any individual course at Special: Courses , anytime one would please?

It seems one has to sign up as an online ambassador just to check the edits of one class. I am interested in following up with a class, but I see no way to do this yet.

Hello everyone, I have started a discussion at WT: PERM regarding the use and assignment of the account creator flag. I thought I would let the people affected by this know.

As shown, when I go to Special: MyCourses I see the activity of a class only from the last 44 hours, with no option to see below this. Is there a time cut-off?

Also, the list creates white space on the right of the page by wrapping the text. Maybe the time could be placed on the right of the page so that it doesn't bunch on the right of the page?

When I try to view other Special: Courses I do not random example: Is this error for the Marquette page reproducible for others?

With the fix for this, there's a new bug you may see: The reason is that course pages track the id of an article rather than the title of it.

Previously, a mismatch between an article id and title which could change because of page moves and deletions, or because the student added the article before it existed and so there was no id was causing the course pages to break.

Now it just causes the article to not be linked. This happens most commonly if a student added the article via the course page before creating it.

The workaround is for the student to remove the article and re-add it. It's currently no longer possible to add an article that does not exist, but we're working to re-enable that--without the missing links issue.

In the meantime, if you find a student or instructor confused by articles that aren't linked, let them know they can fix the issue by removing and re-adding their articles.

If we are going to be proactive and far-thinking in our discussions about Wikipedia and education, I think we need to consider the recent massification that reaches its apogee with phenomena such as MOOCs.

We can see this in nuce with Steve Joordens's famous class. After all, the first question to ask about that is precisely why there are today college classes with or so students.

Clearly, this is driven by economics: In some ways, such classes are MOOCs avant la lettre. It's only the next step to take away the real estate and make them completely online.

And if you're put in charge of students, then it only makes sense to try to use whatever technological fix you can think of to make the class manageable.

No wonder that Joordens decided to introduce a Wikipedia assignment: Moreover, it's part of the constant drive to use technology as a means to improve efficiences and up revenue.

As this drive is ongoing, and indeed has gathered around it some kind of aura of sexiness see all the discussion of MOOCs everywhere from the New York Times to edublogs , it will only continue.

And talk promoted by the WMF of using Wikipedia in classrooms only enhances this aura. We've been saying for too long: And despite the poor press that he received, his will be only the first, I suggest, of many such M OO Cs to hit Wikipedia.

Is there anyway of confronting this situation that isn't simply defensive, reactive? The grant proposal on Meta gives a decent, although somewhat disorganized, overview of how far the plans have developed.

The proposal was not funded in the recently concluded first round of the Individual Engagement Grants program; I'm exploring and applying for other grant options now.

From my perspective, first and foremost that means steering clear of assignments that might break Wikipedia or overwhelm its existing community. The plan for my course is to focus on exploring Wikipedia from many different angles with an emphasis on understanding how Wikipedia its community works.

Recruiting long-term editors is the goal, but the class itself would only have the most basic requirements in terms of making edits outside of sandboxes.

MOOC students are largely self-motivated to learn about the subject of a class they are enrolled in, and there's little incentive to bumble through assignments they don't want to do or are not interested in.

This is why you see a typical Coursera classes with 50, students, but only 1,, remain active to the end, and maybe half that many do the assignments.

Of course, many do them very badly even still, but that's no different from the baseline influx of Wikipedia newbies. The difference from other classes is that incompetent or uninterested students don't have the same kind of grade pressure to press on anyway In my MOOC plan, in contrast to the Wikipedia Education Program approach, the impact would come from what the students choose to do on their own after they learn the basics through the class, rather than from the things they are explicitly assigned to do for class.

I'd like to set a good precedent for it, so that we don't have the first Wikipedia MOOCs come from people who don't know enough about how Wikipedia works not to break it.

After seeing drama over yet another poor student article cross my watchlist today AN discussion , Ambassadors post , DRV , I find myself wondering where the line is that we expect professors to tread with regard to engagement with their students' articles.

In the huge drama up a ways on this noticeboard, we had Woodsnake, who felt he was not required to supervise or engage with his students' contributions at all.

Today, we have Piotrus, who is going to bat, hugely and somewhat aggressively, for an article written by one of his students.

Where, exactly, is the line? It may be helpful in the long run if we can enumerate for professors exactly how much involvement from them in student articles is ideal.

For their evaluation of students, would we want all professors to, prior to any assignment beginning,:.

What appears to be two student groups have started editing articles on marine life: The edits so far seem fairly competent and Copyscape doesn't detect plagiarism.

However, the names they have chosen suggest there may be 13 or more groups involved, so this may be the start of considerable activity.

Has their instructor notified anyone that this would be happening. Is there any procedure to follow from our end if this is what is taking place?

Please take a look at WT: WikiProject Disability Disability culture , a brief discussion about an "edit-a-thon" by a class and how it affected or rather failed to affect a WikiProject.

Please also see the external site mentioned in the discussion and the comment I posted there. It's an example of how disconnected educational editing is from the mainstream Wikipedia community.

I believe my comment at the external site may have some value for this Educational Project. Roger Dodger67 talk The current Campus Ambassador application process typically goes through specifically a Regional Ambassador or even me.

How do people feel about a similar process as the Online Ambassador application, which directs applicants here to the noticeboard? Regional Ambassadors could still participate in the approval process, but it would create a more open process to on-boarding Campus Ambassadors, as others could participate, too.

Is this a good direction for on-boarding new CAs? JMathewson WMF talk This is somewhat of a tangent, but at present there is no technical difference between the campus volunteer and online volunteer user rights, except that they have a few separate but identical slots within the extension features Special: OnlineVolunteers, different slots in the Summary section of course pages.

Obviously, the origin of this separation is the distinct Campus and Online Ambassador roles, but I've been trying to make the extension as general as possible, rather tied to the specific form and terminology of the US and Canada Education Programs for which it was originally designed.

Some time in the next few months, I'd like to consolidate to a single course volunteer user right, so that the software side of it is more or less completely independent of but still compatible with the Wikipedia Ambasssador roles.

I'll post more widely about this before we start rewriting the extension, but I wanted to give a heads up since we're talking about a related issue already.

I don't have a whole lot of Wikipedia editing experience outside of what I've done in the Campus Ambassador online training, but the training has been helpful and straightforward.

Professor Greta Munger has used Wikipedia in her Cognition and the Arts course, so it made sense to have somebody on campus who can help out.

The hope is other professors on campus will be interested in utilizing Wikipedia for their courses as well. I'll, of course, post links to the page history on the relevant talk pages.

Education program , though you can see that's currently in a very preliminary draft. I'm wondering if I could ask for some help re: I ran a course during Q1 at Queen Mary, University of London called Research Methods Film , which will be running again in the Autumn semester, but because the course has now been designated as inactive it's not - it's just not running till next academic year!

Could anyone help reinstate the course page, course list, and enrolled students please? Many thanks in advance, DrJennyCee talk There has been an influx of Evolutionary psychology articles from usernames starting with Psyc There's a thread at WikiProject Linguistics.

One is already at AfD. There seems, once again, to be an emphasis on writing essays on subjects close to existing articles, rather than improving the existing articles.

And once again, the students write about the Big Five personality traits as if Wikipedia has no article on the topic. The teacher account has no edits.

What happens is lots of students write essays on the Big Five. Or on evolutionary psychology as viewed from certain angles.

All independent of each other. Someone nominates one for deletion. The class and the education folks get over-defensive. One of them writes a academic paper mentioning the issue in a completely biased manner.

Wikipedians get viewed once again, as villagers with pitchforks rather than folk who want to create an encyclopaedia with articles people enjoy reading, rather than a dumping ground for D-grade student essays:.

This really needs WP: In both of these cases, students who were the targets of these attacks were understandably upset.

We're just going to see this again. All sorts of "articles" with subjects already covered by Wikipedia are going to be created and will cause grief as they get deleted.

And don't forget the waste of time these articles are to all the wiki-gnomes who go round fixing citations and adding wikilinks. The solution is better education of instructors so their assignments don't end up being misguided.

Where is the Wiki page where this class assignment is laid out? Where is the proposed work discussed with anyone who actually edits Wikipedia?

Where is the sense of Wikipedian-responsibility for the assignee's work? Or is this just another case where well-meaning but utterly clueless people turn up and dump on us?

If this is a coordinated educational project, a subpage should have been created somewhere on wikipedia to record and monitor editing in an open and transparent way.

That page should also have included any specific instructions and guidance regarding this topic. What is happening at the moment is that new users have been advised to create fork articles for the article evolutionary psychology and link them to the relevant sections of that article.

Using wikipedia as a learning or teaching facility in university courses is of course fine, provided it is done in an open and transparent way.

So far that has not happened here. Memills' own editing of this specialized a topic, a topic not free from controversy, has not been without its problems.

Some sentences obtained after copying a paragraph into google and the paragraph of our article:. Taking a look at other sources I have not found other problems which of course does not mean they are not there , so it may indicate an unintentional mistake while paraphrasing the source.

The discussion at Wikipedia: Accordingly I have moved the content to User: Where should the instructor of a new class project be directed to?

If, for instance, a speedy deletion is contested with " Don't delete this, it is for our class project ", I would normally give the usual newbie advice and add "Please ask your instructor to look at WP: School and university projects ".

Now there is outreach: Wikipedia Education Program but from the note at the top of WP: SUP it seems that only covers some parts of the world, and there is also Wikipedia: Help desk New articles and submission for entries.

It looks like they are using AfC, which as we've discussed before, is totally unsuited to the requirements of a class project.

This is not related to classes, though it may develop into that. It is most closely related to the project to use abstracts of PLOS review articles.

I add it here as the place where it's likely to get notice from those who might have some comments. The suggestion is that we try to spot, in any field of our own academic interest, interesting papers of a non-specialized nature.

If the author is someone with whom we have some degree of acquaintance, and the paper has sufficient general review content rather than being entirely what we would call Original Research , we could then ask if they would like to prepare a short rewritten summary for Wikipedia, either in an existing article or as a new article.

It would be ideal if the person had kept the copyright, but if not, they can still use their ideas to write a more generally oriented summary along the same lines, giving attribution to the publication that inspired it.

There is of course a difficulty in submitting work that cites oneself, but not if it goes through AfC or someone else adds it to WP. In most cases they started out with articles that were either in a rather bad state, or stub-like.

It seems to me that these kind of articles can gain most from student edits - much more than good or featured articles in which every major edit needs to be discussed on the talk page.

I wonder if it would be a good idea to create a list on subject project pages for instance, in my case Wikipedia: WikiProject Psychology with suggestions for students.

What do you think? Lova Falk talk I stumbled upon this sandbox talk page , in which a new student editor's contributions are being peer-reviewed.

One of the criteria seems to be: I fear a new invasion of student editors who all add text based on primary sources.

Anybody who knows more about this class and the responsible teacher? Hi all, I'd like to point out a new course I've just added.

We ran it once without using the Wikipedia Course Pages, concluding last week; but this time at Sage's urging we are migrating to use the course pages, and transitioning our School of Open pages to serve as a simple portal for signup rather than a LMS-like resource to which students will return throughout the class.

The pages, which are all still somewhat under construction, are here:. I welcome any input, ideas, etc. In addition, if anybody would like to help out in an Ambassador-like capacity, that would be great; please let me know!

For those who don't know me: I did a good deal of the planning around what has become the Wikipedia Education Program, so I'm familiar with the general structure here; but as for using the Course Pages to support a class, I am brand new.

Though it wasn't my original intent, I'm really happy to realize that using the Course Pages may offer good opportunities to engage more fully with other instructors working on Wikipedia assignments!

Please feel free to send questions, ideas, feedback, etc. Interdisciplinary Affective Science Lab Undergraduate Wikipedia Project As a part of the Association for Psychological Science Wikipedia Initiative, participating undergraduate research assistants will each edit one Wikipedia article or section of an article per semester within the field of affective science.

Our students will become familiarized with Wikipedia, how to create and edit articles and when it is appropriate to do so , and contribute to the educational outreach of our field.

We hope to expand upon Wikipedia's affective science articles. Summer 1 semester runs from May 10 through June 31 Summer 2 semester runs from July 1 through August 31 Fall semester runs from September 5 through December 20 Spring semester runs from January 5 through May 6 -- Njbetz talk Has anyone checked this course's previous output for quality, such as WP: I happened upon this in Wikipedia: The course page is Wikipedia: What classes are doing this right now?

I'm helping with one, and now I realize I should have posted here sooner about it to solicit peer reviews.

It's a bit late in the game, but comments on the following peer reviews for Education Program: In hindsight, maybe I should have kept things simple by keeping things on article talk pages, where the students have been commenting on their peer's work.

For example, if four people are publishing a paper in a journal, they likely did not all do the same exact thing.

Similarly, we could have models where students do different things. Among the principals of wiki is understandability and editability.

Could we please get the following text added to the top of Special: This is a school system one computer device to one student.

They are familiar with wikipedia for obtaining information, I would like them to know the basics and etiquette around being contributors as well.

They will be "experts" of their area. We have noticed some omissions and errors involving local towns and attractions.

We will be editing or adding content to towns and attractions in Oxford County, Maine. Started last week collecting and verifying information and will commence June 10th.

A diff reads in my watchlist as: Education Program article log ; Rweintraub talk contribs removed themself as reviewer to article Glutathione S-transferase worked upon by Jnims as part of course Education Program: They weren't in the class.

And when I click on the link for Education Program article log, which is Special: We now have a new little feature working on the Special: MyCourses Did You Know.

This is something that Jeroen De Dauw created before the extension launched, and he just folded it into the education program extension recently.

I suggest following the convention I started with: I've been trying to clean up and document how the trainings are put together, and in the process I've streamlined the steps for building new training modules.

If anyone is interested in trying it out, for example by putting together a module about the specific info we want students and professors in psychology classes to be aware beyond what's in the other trainings , please give it a try, and I'll help however I can.

My WMF team wants to make it as easy as possible for other language Wikipedias to create or adapt education program training modules from this, so anything I can do to further make it easier is useful feedback.

History of Science to Newton. This course focuses on Aristotelian natural philosophy from the Greeks, through the Islamic Golden Age, and up to Copernicus and Newton.

We will be working on the History of Science WikiProject and using it as a guide for articles that need attention. The students are advanced undergraduates.

I intend to modify the 12 week sample syllabus for my shorter summer course. My students will become familiarized with Wikipedia, how to create and edit articles and when it is appropriate to do so , and contribute to the educational outreach of the history of science.

We hope to expand upon Wikipedia's articles on ancient and medieval science and natural philosophy. The first user's name is rather similar to typical school usernames including my own high school's ; she would be a sophomore whether in high school or undergraduate.

Is there any class or anything anyone has seen that could explain these users and their content? Found it completely by accident.

Greetings, Education Program participants. This project will not fully integrate Wikipedia into the curriculum throughout the course, but it will serve as an extra credit opportunity for students and as a test pilot for the Education Program here in Portland.

The class has between 40 and 50 students, but the instructor thinks more like students may participate. Jami Mathewson went ahead and recommended that I create a course page and post a message here to hopefully receive a bit of online support.

My presentation will be on Tuesday, May 28, which is soon. My reason for writing is two-fold. Would someone be willing to grant me rights or even create a page on my behalf using the above information?

I am happy to provide additional details if needed. I will try my best to help as much as possible, but having additional backup would be comforting.

The students have been assigned an Oregon ballot measure to write about. During my presentation, I plan to provide a history and overview of Wikipedia and its mission, provide statistics, explain benefits of the Education Program, discuss the assignment, provide basic training and answer questions.

I am happy to provide an e-mail address for students to reach me directly. Ideally, I will have examples of similar quality articles to display and offer content suggestions.

My hope is that students will have a unique experience, learn a bit about Wikipedia and how it works, and hopefully a few will even remain editors after June.

I believe this project will mark the first Education Program collaboration in Oregon. Any thoughts, suggestions or offers of support are much appreciated.

We have a new class editing rhabdomyolysis. They basically wrote sections of an article and copy and pasted them into the middle of this featured article.

Some of the images ended up duplicated. It does not appear as if the students read the current article before attempting to add their own content.

Have seen this a number of times before were student additions are simply duplication of what is already there. Does anyone have a class list?

In the junior unit WRIT, students will receive training in Wikipedia Editing, and assignments will be structured around conducting research, verifying facts, editing entries to correct or supplement facts, and including citations where they are lacking.

Students enrolled in the senior undergraduate unit WRIT, come from diverse disciplines and faculties across our institution.

The assignments will involve students searching Wikipedia to find whether their research projects on varied topics are already represented.

Where they are not represented, students will, following the dictates of the Wikipedia pillars, create and develop pages throughout the semester on their chosen topics.

Where pages do exist, students will continue to develop them with links to and from the pages, additional information, images, and citations.

Students will also make improvements to the organisation of information on the pages, to the writing style and accuracy of expression. Since folks seem good with it, I'll go ahead and grant the instructor right.

Any admin, or anyone with the course coordinator right, can do this. If you're interested in getting the latter right so that you can help close instructor requests in a timely manner, you can request it on this page.

Hello, I need a list of North American or US institutions which have run a Wikipedia-oriented course as a part of this education program.

This still seems under construction. I want to use it for PR purposes. When courses are finished, can they be marked as closed somehow?

I'm thinking of something like Template: Given that we have a finish date, it could be done a month after the finish by a bot?

Is there a public place where the historical version of Special: Courses is available for viewing? They will each take on one article.

Further details are here Wikipedia: Feedback appreciated both in developing exactly how things will work before and analysing outcomes after the course.

If it is a success hopefully this can continue long term. Another of the articles previously touched on at Wikipedia: Can this be corrected to "yourself"?

A trivial fix, but right now I find it unnerving to see that next to every single article. I have started a discussion about retaining student editors after their course is over at the above link.

Please join in the discussion! Is this meant to be 'past'? If this is some regional English use of the word 'passed', could we instead use the word 'historic' or the word 'archived'?

It's too close to the sense of 'the students passed the course' Stuartyeates talk Back in May of we had 3 new users and an IP making negative changes to the article on Rhabdomyolysis.

I reverted the changes, protected the page and posted a comment here [29] were the protect was supported. Subsequent to this some feel that my protection of this article was a misuse of admin tools [30].

A number of us attempted to address a class editing Parkinson's disease without protection and it was difficult in May of there were five new editors.

I ended up protecting that page as well eventually. Wondering what we as a community feel is appropriate when dealing with classes who are making negative changes to an article?

Do people feel protection is appropriate and if so can this be done by those who have previously edited the article in question? The course in a section of Honors Introduction to Psychology.

Students will primarily be in their first year of college. As part of their community service requirements, students will be writing a Wikipedia article that increases accurate coverage of psychology.

They will be primarily writing about classic studies in the history of psychology. The Association for Psychological Science APS has initiated an effort to improve the representation of psychology on Wikipedia in terms of both its accuracy and comprehensiveness.

Intentional, thoughtful, and scholarly contribution to Wikipedia represents an opportunity for service because it can increase the quality and amount of scientific information available to the general public.

The contributions also offer students the opportunity to refine their communication skills by translating complicated scientific concepts into everyday language.

Students will sign up for one of the 40 studies in the Hock text. They will then review the Wikipedia article devoted to that study or a closely related topic and determine the strengths and weaknesses of the article.

Then, they will identify topics that could be added to make the Wikipedia coverage of their topic more comprehensive. Building off their review, students will actually write a Wikipedia article based on their suggestion for an area in need of increased coverage.

Articles must be written so that they are comprehensible to the general public. Articles must be written using reliable, scholarly sources.

All sources must be documented both in the text and in a reference section. The length of articles will vary. However, if the article does not reach words and 2 sources, a second article should be written.

The written assignment that is turned in will consist of two parts. The first part will include the review of the Wikipedia page. Reviews should contain strengths, limitations, and specific suggestions for expansion.

The second part will consist of the actual article written for Wikipedia. The course is Philosophy and Women. We are investigating the relationship between women and philosophy from Ancient Greece through today.

It is a mixed undergraduate course where most have little to no experience in philosophy. Their Wikipedia assignment is to research a woman philosopher and write a Wikipedia page for her to increase the visibility of women philosophers.

I do not yet have a Wikipedia advisor for the course. My students will be adding articles by women working in philosophy to increase the visibility of women;s contributions to philosophy.

Each student will be tasked with adding one article. Done OhanaUnited Talk page One new article, Evolutionary psychology of language , appears to have survived from this course.

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