text:
ICT4 Elderly/Online opportunities

Contents of the module
 * New developments in the field of digital collaboration and online communities;
 * Networking and entrepreneurship online;
 * New online opportunities to have an income or financial support to develop own ideas and projects;
 * Online campaigns and fundraising;
 * The donation culture, wikinomics and other models;
 * Personal branding.

Learning objectives
 * Teach about the importance of being a part of an online community in order to seize new opportunities;
 * Explain how the market is changing and how online opportunities can facilitate entrepreneurship and personal branding;
 * Provide understanding and recognition of online opportunities to finance own ideas and projects;
 * Teach about the new ways of being entrepreneurial;
 * Teach about how to run a fundraising campaign online;
 * Present different economic models like the donation culture and the wikinomics, among others;
 * Teach participants on how to improve their personal branding skills.

Learning outcomes
 * Participants understand the skills and competences they need to develop in order to successfully work with an online community;
 * Participants are capable of recognising online opportunities to create an income;
 * Participants understand new economic opportunities online (patrons, crowdfunding, subscriptions, investors, etc);
 * Participants know platforms like youtube, kickstarter, Indiegogo, GoFundMe, etc to support their projects and products;
 * Participants know how to run a fundraising campaign;
 * Participants understand new economic models (donations, premium services, wikinomics, among others);
 * Participants know how to boost their personal branding skills and their brand.

Learning scenario
 * Participants share their experiences about online buying/selling;
 * Participants try to imagine how could they earn money online;
 * Participants try to define what means to be online entrepreneur;
 * Participants are encouraged to discuss freely their perceptions of how it is possible to be entrepreneur on the internet;
 * Participants are explained what is online entrepreneurship, how it can help them, how the internet is creating everyday new ways to be entrepreneurs;
 * Participants are explained to the importance of being a part of a collaborative online community in order to seize new opportunities and to understand how the market is changing;
 * Participants are explained to how online opportunities can facilitate entrepreneurship and personal branding;
 * Participants are encouraged to explore Youtube freely and according to their personal likings, find channels or artists they would like to follow or subscribe;
 * Participants are presented to other economic models frequently used by online entrepreneurs  and companies;
 * Participant are presented to introduction to the culture of new digital tools for fundraising.

Evaluation
 * Assessment Tasks;
 * Assignments;
 * Ongoing evaluation;
 * Assessment (test/quizzes);
 * Feedback exercises;
 * Questionnaire.

Following this module learners will:
 * Participants will recognise new online opportunities to have an income or financial support to develop own ideas and projects;
 * Promote Networking and entrepreneurship online;
 * Raise awareness to the donation culture, wikinomics and other models;
 * Explain the basics of how to run online campaigns and fundraising actions;
 * Understand how Personal branding can help develop an idea.

Introduction
Wikipedia defines an Internet entrepreneur as an "entrepreneur, an owner, founder or- manager of an Internet based business." Therefore, the biggest difference of online entrepreneurs is that the web entrepreneur leverages the Internet to generate income.

In the internet, the income generation possibilities are endless. We need to identify a niche, develop a business plan and work hard to succeed. There’s numerous businesses that an internet entrepreneur can develop, the model of business don’t define an internet entrepreneur.

Every organisation and project needs revenue sources to implement activities, whether the activities will be face-to-face or online. In this module we will be focusing on the donation culture, wikinomics, fundraising and other economic models at the heart of web 2.0:

Donations and fundraising: are already an important part of the economy on Twitch, a platform for broadcasting gameplay. Much of the donation behaviour happens due to the desire to interact with the artist, stand out as a fan or to get a request fulfilled during the live streaming session. The reason why donations are becoming viable is because of live streaming. The “artist” needs to be able to consistently generate content and that takes time and money to develop. The question is: “is this model compelling enough to spend a significant amount of time and energy on it?”

Understanding how donations are becoming viable is easiest by looking outside of the artistic field. Artists have subsisting with donations for many years, but nowadays, many people stream their everyday lives with a lot of economic success. Understanding the Wikipedia and Yutube.com examples of donations will be very useful in this direction.

Successful fundraising implies a strategic plan. Strategic planning and activities of sponsorship are closely related to marketing, press and public relations. It aims at communicating a positive image of the organisation in order to acquire fundraising.

Wikinomics model
Wikinomics is based on four ideas: Openness, Peering, Sharing, and Acting Globally. The use of mass collaboration in a business environment is opening new opportunities to develop new ideas. Mass collaboration relies on free individual agents to come together and cooperate to improve a given operation or solve a problem. This kind of outsourcing is also referred to as crowdsourcing.

The law of participatory media or law 1/10/89%: 1% of Internet users publish content, 10% participate (comments, votes, assessments) and 89% simply consult the information without intervention.

The law of Metcalfe: the utility of a network grows proportionally to the square of its members (although in reality it is to be qualified, because some members are more active than others); Metcalfe's Law simply says that the more users there are in a network, the more value this network will have.

Multi-faceted platforms: they connect several distinct but interdependent customer groups (with potential for interactions). They have value for a group of customers only if the other groups are also present. They increase their value by attracting more and more users (network effect). Example: Google, which provides highly targeted advertising (resale of data and customer habits), eBay, Apple (and its App Store).

The model of the first free dose/sample: customers have the possibility to use the product for free for a small period of time or number of times, like a first class, or a 30day trial period. After, if the customer wishes to continue to use the product, they will have to acquire the full product and pay the normal price. We also talk about the Freemium / Premium model, application to the digital world of the principle of "the first dose of free drugs".

Freemium / Premium model: a large customer segment has the opportunity to benefit from a free offer, thanks to different configurations. Free access provides the leverage to build awareness and popularity. For example, the customers who do not pay are"subsidized" by another group that buys advertising space, donates, or subscribe to a higher offer of services, paying for it, premium services. From the moment people have taken the time to invest in trying to discover the tool and discover their power, the effect it can have on our lives, users are willing to pay for more advanced functions, facilities or simply the absence of advertising.

Example: Flickr, Skype or Google.

Keywords
Online opportunities, Networking, Entrepreneurship online, Donation culture, Wikinomics, Online campaigns, Fundraising, Crowdsourcing, Mass collaboration.

The purpose of the session will be:

 * to provide an introduction to the field of digital collaboration and online communities for entrepreneurship
 * to facilitate networking and entrepreneurship online
 * to discover the donation culture, wikinomics and other models (like Online campaigns and fundraising)
 * to motivate participants to pursue online opportunities to have an income or financial support to develop own ideas and projects

Group discussion
Trainer starts the session by asking some questions to participants like if they ever bought or sold anything on the internet, how they imagine people can make money online and what it means for them to be an online entrepreneur. Participants are encouraged to discuss freely their perceptions of how it is possible to be entrepreneur on the internet.

Online entrepreneurship
Trainer makes an introduction to the topic of online entrepreneurship and online opportunities. Trainer starts by asking some questions to participants about their previous knowledge about how to fundraise in the internet, what it means to be an online entrepreneur and if it is possible to make money online. Trainer explains what is online entrepreneurship, how it can help us, how the internet is creating everyday new ways to be entrepreneurs. The focus of this exercise should be on how important it is to be part of a collaborative online community in order to seize new opportunities and to understand how the market is changing. How online opportunities can facilitate entrepreneurship and personal branding is also discussed with participants. This segment of the training session is supported by a slide presentation prepared in advance and shared with participants.

Explore Youtube channel
Participants are encouraged to explore youtube freely and according to their personal likings, find channels or artists they would like to follow or subscribe. The second step is to explore their channels, see older videos, and see the evolution of the videos. After, participants will have the chance to discuss their findings.

An interesting YouTube video to watch and share as an Idea worth spreading is: Bruce Benamran | TEDxGeneva:  https://www.youtube.com/watch?v=i7Ssa6UEpUQ. Bruce Benamran is a computer engineer that nothing destined to science, except his... entire life. In 2013, as a hobby, Bruce launched into production e-penser.com, a French web series to talk about subjects that fascinated him. 18 months later, he published 50 videos to talk about subjects as diverse Eratosthenes, general relativity or the queues, on average seen over 400,000 times each.

Discussion
Other economic models at the heart of web 2.0

Trainer will present other economic models  frequently used by online entrepreneurs and companies. Models like the Premium/freemium and the model of the first free dose will be explored and a group discussion will be encouraged.

Alternatives to consider, study, discuss in class:

 * Amazon Mechanical Turk, Access a global, on-demand, 24x7 workforce, https://www.mturk.com/
 * Additional service based on AMT is https://turkerview.com . TurkerView is designed to bridge the gap between workers & requesters through data & communication.
 * Hire or work as expert freelancer for any job, online, https://www.freelancer.com/
 * Data based model for individuals and communities, http://mesinfos.fing.org/english/ and https://mydata.org/mydata-101/
 * Fund placement - investment, https://www.lendopolis.com/

Introduction to the culture of new digital tools for fundraising
The trainer will discuss some of the most used platforms to raise money online (like youtube, kickstarter, Indiegogo, GoFundMe,  etc). It is not the goal of this session to go deeper in any of the tools presented but to present some of the online platforms created to help fundraise. Also to discuss the ideology behind this new business models that have participation and collaboration at their cores. The goal is to understand and recognise online opportunities to finance own ideas and projects and at the same time learn new ways of being entrepreneurial in the internet. This segment of the training session is supported by a slide presentation prepared in advance and shared with participants.

Group discussion
After having the chance to learn about different ways to be an online entrepreneur, participants will come together again to discuss. What are the main things they take away from the experience and what are the main difficulties they believe online entrepreneurs face.

Homework
Participants should read the articles below and share them in any social media platform they use.

 * Are donations becoming a viable part of artists’ business models?
 * Internet Business Models (30 min)

Debriefing
To wrap up the session, the trainer will facilitate a debriefing moment where participants are encouraged to express their questions, doubts, ideas and feelings toward the topics discussed.

Evaluation
Participants will answer a brief questionnaire to evaluate the session.

Overall duration of the session
1 hour and 30 min

title: ICT4 Elderly/Online opportunities


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/Group 1/Truth/Ebani Joy and Jorge

Etymology:
The word “law” comes from the old English “lagu”, meaning ordinance, rule. Ironically, This has connotations of objectivity, but in reality, the law is vastly subjective. It is typically based on what people assume to be "correct" or "ethical" (for example, the statement "stealing is bad" is a relative truth and can be debated). Etymologically, words related to law are linked to what is right (for instance, the French word for law is “droit”, which also means righteousness). Thus, it appears that ‘truth’ and the “right knowledge” is what law strives for.

Law
Lawyers will often twist the truth in order to win their case, and convince others to obtain the majority vote from the jury. The concept of having a jury works with the axiom that truth is consensus. Thus, truth is subjective, especially when it depends on forms of evidence, such as testimonies, which are inherently subjective due to personal biases.

In judicial cases, the truth can often lose its meaning as the accused “fight for their innocence”. The goal in trials is no longer to uncover the truth, but to convince others of their own version of the truth, which might be biased or even outright false. Constructivism plays a great role here, as society accepts the truth of whoever wins the case, making the truth a construct accepted by all others rather than a concept that can be tested and verified.

However, developments in DNA technology and its integration in the criminal justice system have led to the release of many falsely accused criminals. In October 2018, Horace Roberts was exonerated after spending around twenty years in prison due to new DNA evidence. This highlights the subjective and constructivist nature of truth in the law; science (often thought to be a more objective field) is required to intervene to uncover the ‘absolute truth’ of the case.

Etymology:
Physics comes from the Greek “ta physika”, which literally translates to ‘the natural things’. This shows that this field aims to reach the objective truth, which is observed in the natural world.

Astrophysics
In astrophysics, as in the case with most sciences, a substantial amount of evidence is required before a theory can be considered truth or fact. This is a combination of a result of the heavy amount of criticism regarding false information in the sciences and the implications and consequences of false information in this discipline. If information is falsely stated in a science-based discipline such as astrophysics, there can be a prominent snowball effect which would lead to further scientists using what they think is a truth to come to false conclusions.

An example of such a case would be that of the geocentric model of the universe which was only proved incorrect in 1543. This misinterpretation of the solar system led to a halt in astrophysical advancement and an attack on other scientists hypotheses such as the famous incident of Galileo and how the famous Italian astronomer was placed in solitary confinement for going against the geocentric model of the solar system. Therefore, having this in mind, one can say that the truth in astrophysics is both empirical and positivist as for any theory to become a truth, it needs relentless experimenting and objective evidence that the conclusion that the scientist reached was the correct one.

The search for ultimate truth
Nowadays, scientists are attempting to uncover the “ultimate equation”, the “theory of everything”. This theory would combine, relate and explain all observable phenomena, ranging from cosmology to quantum physics. Therefore, in contrast to law, one could argue that astrophysicists have an aim to uncover the absolute truth in the physical world which would be irrefutable, placing emphasis on the objective nature of truth and knowledge in this field.

Conclusion / Evaluation
In both disciplines, truth has heavy implications. In law, the truth moulds the future of the convicted while in astrophysics, it leads to the misinterpretation of the universe we live in. With the introduction of DNA testing in the judiciary system, law has begun to take a more pluralistic approach towards the truth. However, astrophysics continues to align itself with the positivist approach of the truth.

Suggested further reading
https://preserve.lehigh.edu/cgi/viewcontent.cgi?article=1038&context=cas-lehighreview-vol-24

https://e-discoveryteam.com/2013/03/31/there-can-be-no-justice-without-truth-and-no-truth-without-search/

https://www.mpil.de/en/pub/research/areas/public-international-law/towards-a-proceduralization-of/law-and-truth.cfm

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


text:
User:Nicole0000119

Hello everyone! I am YING JIN (Nicole)， I am a student from China studying Digital Media and Society at Stirling University in Scotland. I enjoy travelling and music this is the first time I use this website.

Nicole0000119 (discuss • contribs) 11:25, 23 October 2019 (UTC) Nicole0000119 (discuss • contribs) 11:58, 23 October 2019 (UTC)

Diane820 (discuss • contribs) 16:12, 23 October 2019 (UTC) Hello,I'm Qiufeng Zheng(Diane), I am a student from China studying Digital Media and Society at Stirling University in Scotland.

title: User:Nicole0000119


text:
ICT4 Elderly/Create within a Group

Contents of the module Learning objectives
 * Creating and working in online communities and groups;
 * Intentional communication for collaboration;
 * Resources used for working in online communities and groups (e.g., reviews functions);
 * Creative Commons Licences and other possibilities to work with established resources;
 * Wikipedia and other Wiki platforms.
 * Support the use of digital technologies for intentional communication in day to day life;
 * Enable learners to realise and develop their intentional communication skills;
 * Use free and open digital technologies to develop intentional communication practices and habits;
 * Demonstrate critical thinking around intentional collaboration in various social and cultural environments;
 * Explore methods of online collaboration in small-group activities to learn from each other and support an intentional communication culture;
 * Cases of intentional communication online: the Wikipedia example;
 * Provide a historical framework of copyleft and free licences;
 * Promote the understanding and use of Free licences as a tool for evolving copyright;
 * Provide guidance to use the Creative Commons licences framework in real life scenarios.

Learning outcomes

The participant is able to:
 * Recognize the general culture of the online community and engage in it effectively;
 * Describe the background, history, features and steps of intentional communication and collaboration in relation to the web culture;
 * Create and work in a group of like-minded individuals/individuals with a similar goal/interest;
 * Add, edit and engage with information in those groups (e.g., review functions);
 * Identify diverse understandings of copyleft and free licences;
 * Examine the different goals within the copyleft licenses;
 * Demonstrate copyleft and free licenses use in different contexts;
 * Analyze the importance of copyleft and free licences in the field of non-formal AE training;
 * Describe the policy framework for copyleft and free licences in the EU;
 * Examine the use and advantages of copyleft and free licences in different educational environments;
 * Create in a group like in Wikipedia;
 * Explore the good practices of intentional communication.

Learning scenario
 * Participants share their previous experiences on collaborating online;
 * Participants share their experiences on contribution in online communities;
 * Participants are encouraged to discuss freely their perceptions of how it is possible to collaborate online;
 * Participants are invited to explore close collaboration and intentional communication models;
 * Participants are introduce to the intentional collaboration in the workplace and the collaborative note taking methodology to optimise meetings and team work flow;
 * Participants are introduced to quick but comprehensive step by step tutorial on how to write minutes of meetings;
 * Participants are getting familiarized with online collaboration tools (e.g., EtherPad, FramaPad, etc.);
 * Participants discuss if they read articles on Wikipedia and when was the last time they had to search for an image online to use in a document they were developing and if the image was free to use;
 * Participants are introduced to some very known success examples of mass online collaboration like Wikipedia, Wikimedia, the Recaptcha, the open and free licenses movement and the creative commons;
 * Participants are encouraged to discover with a hands-on approach (learning by doing methodology) to explore the Wiki page as a collaborative space (the “edit” section);
 * Participants are encouraged to explore how they can too be part of the community and how they can upload their own material;
 * Participants reflect on the positive and negatives outcomes online collaboration can have;
 * Participants are introduced to on how to contribute in such platforms and still keep the authorship of the content they create;
 * Participants are presented a brief historical review of the open and free movement as the evolution of copyright and an alternative "some rights reserved" licensing system to the default "all rights reserved" copyright system;
 * Participants are knowledgeable of the open and free licenses as part of a much bigger movement and to be motivated in usage of the Creative Commons licences framework in real life scenarios.

Evaluation
 * Assessment Tasks;
 * Assignments;
 * Ongoing evaluation;
 * Assessment (test/quizzes);
 * Feedback exercises.

Following this module learners will:

 * Support the use of digital technologies for intentional communication in day to day life;
 * Enable learners to develop their intentional communication skills;
 * To incentivize the use of free and open digital technologies to develop intentional communication practices and habits;
 * Demonstrate critical thinking around intentional collaboration in various social and cultural environments;
 * Explore methods of online collaboration and activities to learn from each other and support an intentional communication culture;
 * Discover examples of intentional communication online: the Wikipedia and Wikimedia example;
 * Provide a historical framework of copyleft and free licences;
 * Promote the understanding and use of Free licences as a tool for evolving copyright.

Online collaboration
Collaboration is a working practice whereby individuals work together to achieve a common purpose. Collaboration enables individuals to work together to obtain a defined and common business purpose.

Team online collaboration in the workplace is a critical aspect when it comes to performance and productivity and in today's technologically advanced job market, it means using online communication setups to allow people to work on the same project together even if they are not at the same location or working at the same time.

Collaborating online in a group inspire innovative approaches and quick decision making. Teams can use collaboration software and tools to coordinate, communicate and cooperate with each other to solve problems.

One of the main advantages of online collaboration is that it makes it easier for people to work together from different locations.

Online collaboration is generally categorized in two categories – synchronous and asynchronous.

Synchronous Online Collaboration - When the users work or do their tasks at the same time or in real-time, whether they are located at the same location or different locations. They use online collaboration software to view and edit information or documents in real-time.

Asynchronous Online Collaboration - When the users of collaboration software work together on the same project at different times, whether they are located at the same place or at different places.

Collaborative note taking
Accessibility to information and collaboration are fundamental. Collaborative note taking is an assignment that works toward both of those goals. The idea is simple: in each class or meeting, multiple people are responsible for taking notes on a shared document and post them on a specific platform for others to access.

Collaborative note taking addresses the specific needs of gathering clear and important information while also making it a shared responsibility (rather than focusing on one specific person who requires it). It asks participants to be responsible to each other by contributing to a shared resource. And ultimately, it reinforces the notion that accessible practices benefit all people in the team.

Massive Online Collaboration
Mass online collaboration is a form of collective action that occurs when large numbers of people work independently on a single project via online tools. Such projects typically take place on the internet using social software and computer-supported collaboration tools such as wiki technologies.

Free and open culture
The open and free-culture movement is a social movement that promotes the freedom to distribute and modify the creative works of others in the form of free content or open content without compensation to, or the consent of, the work's original creators, by using the Internet and other forms of media.The movement objects to what they consider as over-restrictive copyright laws. The free-culture movement takes the ideals of the free and open-source software movement and extends them from the field of software to all cultural and creative works.

Licenses, copyleft and creative commons
One of the main organizations commonly associated with free culture is  the Creative Commons (CC), an american NGO. CC promotes sharing creative works and diffusing ideas to produce cultural vibrance, scientific progress and business innovation. The organization has released several different licenses, known as Creative Commons licenses. This licenses are free of costs to the public and easy to obtain in their website. These licenses allow creators to communicate which rights they reserve and which rights they allow for the benefit of the public or other creators.

Keywords
Networking, Entrepreneurship, Online Communities, Online Communication, Massive online collaboration, Tools, Wikipedia,Synchronous Online Collaboration, Asynchronous Online Collaboration, Collaborative Note Taking, Evolving Copyright, Free and Open Culture, Licenses, Copyleft, Creative Commons.

First session
The trainer will start the session by a preliminary discussion with participants about their previous experiences on collaborating and communicating online. Participants are invited to think back on the communities they are part of and to think about how they are involved.This  is intended to be a warm-up activity and a stepping stone to the learning process.

After this initial debate, the trainer will present the intentional collaboration in the workplace and the collaborative note taking methodology. Participants will be invited to explore close collaboration and intentional communication models while learning by doing and by taking collaborative notes during the session.

In order to do this, the trainer will briefly explain how to use an editing pad during a collaborative meeting and how to write minutes of meetings. Trainer will support participants during this exercise.

After this, participants will be invited to debate ideas and take collaborative notes.

This discussion will be followed by the presentation of a youtube video about online collaboration and different tools. This video aims to start a group discussion on the different examples presented in the video.

After this exercise, the trainer will wrap-up the session with a debriefing moment and a small evaluation of the session.

Second session
The trainer will start the session by a preliminary discussion with participants to introduce the topics of Massive Online Collaboration. Through debates and group discussions, the trainer will explain the concepts of massive online collaboration and how participants can also be part of communities of such kind.

The Wikipedia example will be introduced as a reference in the field. Participants are encouraged to discover with an hands-on approach (learning by doing methodology) the content but also explore the wiki page as a collaborative space.

The Wikimedia platform will also be presented and participants will be encouraged to discover how they can too be part of the community and how they can upload their own material.

The Wikipedia platform will also be the base to the introduction of a new topic: How to protect and license content created and shared online. This discussion will start by a comprehensive debate on the evolution of the copyright licenses and the open and free culture and movement. The historical framework of the Open and Free Movement will be set and participants will be encouraged to discover new ways to share content while keeping the license and authorship. The Copyleft and the creative commons examples will be presented as more collaborative and socially conscious approaches to copyright.

The trainer will show participants how to create licenses and how to choose between the different types of licenses.

Participants will then be encouraged to explore and debate.

The trainer will end the session by a group debriefing and a short evaluation of the session.

First session
The purpose of the session will be:

 * to provide an introduction to the field of open digital technologies to develop intentional communication and collaboration practices
 * to facilitate the demonstration of critical thinking around  intentional collaboration in various social and cultural environments
 * to discover methods of online collaboration
 * to motivate participants to explore methods of online collaboration in small-group activities to learn from each other and support an intentional communication culture

Introduction
Trainer starts the session by asking some questions to participants about their previous experience on collaborating online. When was the last time they participated in an online community, how did they contributed and if they know any successful example of a massive online collaboration. Participants are encouraged to discuss freely their perceptions of how it is possible to collaborate on the internet...

Collaborative note taking
Participants will be invited to explore close collaboration and intentional communication models. The trainer will introduce the intentional collaboration in the workplace and the collaborative note taking methodology to optimise meetings and team work flow. After this, participants will watch together a youtube video about how to take notes during meetings and classes. Link to the resource here: https://www.youtube.com/watch?v=3kxF1-jkz-U&list=PLcetZ6gSk969bFRcOW_V6e-SabTueb7gA&index=4

Using a pad to support the meeting
The trainer send a link to an etherpad session (Tools that may be used: EtherPad or FramaPad) created for the training. A quick but comprehensive step by step tutorial will be given to the participants on how to write minutes of meetings. The trainer kickstart the meeting and all the participants are invited to contribute in co-editing the pad, based on the inputs of the participants (they can add links, modify the text, transcripts in a written form the guidelines given by the trainer). They can also start chatting in the chat of the pad. This activity will continue until the end of the session, as participants collect inputs in a common document summarizing the class.

Online collaboration tools
Participants will be invited to watch a Youtube video that name the main online tools available to help teams collaborate in a more efficient way. Following the video, participants will discuss and share ideas in a structured way.

Group discussion
After having the chance to learn about different ways to collaborate online, participants will discuss: What are the main things they take away from the experience and what are the main difficulties they foresee in intentional communication and online collaboration.

Overall duration of the session
1 hour and 30 min

Homework
Participants should read the article below and share it in any social media platform they use.

55 Online Collaboration Tools to Help Your Team Be More Productive

Debriefing
To wrap up the session, the trainer will facilitate a debriefing moment where participants are encouraged to express their questions, doubts, ideas and feelings toward the topics discussed.

Evaluation
Participants will answer a small questionnaire to evaluate the session.

Second session
The purpose of the session will be:

 * to provide an introduction to the historical framework of massive online collaboration and copyleft and free licences culture
 * to facilitate the understanding and use of Free licences as a tool for evolving copyright
 * to discover and identify diverse understandings of massive online collaboration
 * to motivate the use of the Creative Commons licences framework in real life scenarios

Introduction
Trainer sets the theme of the session by asking participants what was the last article they read on wikipedia and when was the last time they had to search for an image online to use in a document they were developing and if the image was free to be used (or if the credits to the author were given). Then, trainer will ask if participants have ever edited or created Wikipedia content. The Wikipedia example is aimed to introduce Massive online collaboration.

Trainer will proceed by introducing some very known success examples of mass online collaboration like Wikipedia: other Wikipedia platforms such as Wikimedia, the Recaptcha, the open and free licenses movement and the creative commons, etc. The aim of this introduction is to show how individual collaboration can impact in something much bigger and important for the community (like the translation of books, or the creation of the biggest encyclopedia online). This segment of the training session is supported by a slide presentation prepared in advance and shared with participants.

Wikipedia and Wikimedia Commons example
Participants are invited to visit the website: https://en.wikipedia.org/wiki/Collaboration and explore the page. Participants are encouraged to discover with an hands-on approach (learning by doing methodology) the content but also explore the wiki page as a collaborative space. Participants are invited to visit other wikipedia pages and also explore the “edit” section and see the activity report of that specific page.

Another platform is suggested: https://commons.wikimedia.org/wiki/Main_Page and participants should navigate the platform and explore the different content (Images, Sounds and Videos). Participants are encouraged to explore how they can too be part of the community and how they can upload their own material.

After this, participants are invited to share their opinions and questions on how it was to interact with the wikipedia platforms. This is a moment where participants reflect on the positive and negatives outcomes online collaboration can have.

The Wikipedia example and Copyleft
Following the previous exercises with the Wikipedia and Wikimedia content, the trainer will introduce a new debate: how to contribute in such massive platforms and still keep the authorship of the content we created? How can we protect the material we create and share online? Can we copy, edit and share content that is protected with a license?How did copyright evolved since its creation? Can we use something different to protect our work? All these questions will be approached by the trainer in a group discussion.

The trainer will present a brief historical review of the Open and free movement as the evolution of copyright and an alternative "some rights reserved" licensing system to the default "all rights reserved" copyright system. Participants  will return to the Wikipedia example to better understand the use of Free licences as a fundamental tool to protect content shared online. The trainer will guide a discussion around this tópics using questions like: Can we print and sell wikipedia as a book? Can i make money with Wikipedia content?

This segment of the training session is supported by a slide presentation prepared in advance and shared with participants.

The Creative Commons and Copyleft
The Creative Commons presents a good practice example of the evolution of the free licenses and copyleft. The trainer will explain the creative commons by visiting the following website: https://creativecommons.org/choose/?lang=en

Participants will be free to express their questions and opinions which will promote group discussions in which the role of the trainer is just to facilitate the exchange of ideas. The aim of this exercise is to promote the use of copyleft licenses and creative commons licenses instead of closed and private licenses like copyright. The understanding of the open and free licenses as part of a much bigger movement is the main goal to achieve during the discussion.o motivate the use of the Creative Commons licences framework in real life scenarios.

Homework
Participants should watch the video below and share them in any social media platform they use.
 * Massive-Scale Online Collaboration | Luis von Ahn | TEDxCMU (30min)
 * Creative Commons & Copyright Info
 * The future is in business as commons | Samantha Slade | TEDxGeneva

Debriefing
To wrap up the session, the trainer will facilitate a debriefing moment where participants are encouraged to express their questions, doubts, ideas and feelings toward the topics discussed.

Evaluation
Participants will answer a small questionnaire to evaluate the session.

Overall duration of the session
2 hours

title: ICT4 Elderly/Create within a Group


text:
User talk:Chrisho20191023

Evading a block by creating another account can lead to an indefinite block. You should use one account, and only one account, and need to deal with questions that other editors raise on your work and not ignore them. Refusing to engage when there is a problem is not really acceptable behaviour. QuiteUnusual (discuss • contribs) 13:38, 23 October 2019 (UTC)

Blocked
I've blocked this account because you are evading the block on your other account, continuing to create bad pages and refusing to discuss. QuiteUnusual (discuss • contribs) 12:34, 24 October 2019 (UTC)

title: User talk:Chrisho20191023


text:
On 2D Inverse Problems/redial

"Why do mathematicians celebrate dec.25th on oct.31st?" ℳ♥

title: On 2D Inverse Problems/redial


text:
Template:WLG link

Wildlife Gardening//

title: Template:WLG link


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/Group 1/Truth/Janelle and Jing

Truth in Mathematics
Although there does not exist a generally acceptable definition of Mathematics, it is believed to be the base of Sciences, as well as the most commonly-used tool in Science subjects. Mathematics itself is an independent system based on its truths and logic.

Rule of the Game: Axioms as Primary Truths in Mathematics
Axioms are the foundation for all mathematical theories. They are considered the primary truths in Mathematics. An axiom or postulate is a statement that is taken to be true, to serve as a premise or starting point for further reasoning and arguments. The word comes from the Greek axíōma (ἀξίωμα) 'that which is thought worthy or fit' or 'that which commends itself as evident.’

Axioms are typical examples of Pluralist since they contain mixed categories of truth. Some of them are absolute and objective truths, for example, 1,2,3......are defined as natural numbers. They are somehow empirical. For instance, we can definitely prove that the sum of angles in a triangle is 180 degrees. But most of them are non-empirical as they cannot be tested.

Mathematical theories as Secondary Truths: Comparing with Scientific truths
Mathematical theories are the secondary truths in Mathematics because they are established from axioms.

Mathematical truth and scientific truth lies in the direction of the reasoning. In science, there is (we assume) some set of rules that defines 'truth'; and we try to guess what they are by observing outcomes. In math, we know what the rules are, because we get to make them up; and we then try to see what outcomes follow from those rules.

Axions Do Not Need to Be Proven
Although axioms are typically called 'assumptions', they are not assumptions in the same way that we mean it in our daily lives. A mathematical assumption, an axiom, is not of the same sort - it's more like a definition - and from the perspective of the mathematician, the reason that it is safe to make this sort of mathematical assumption is that as a definition, it cannot be wrong. Now if axioms 'can not be wrong', this sounds like a promising possibility - it might even suggest we have a pathway to truth.

Deduction
Deduction is the main way how mathematical theories form and proceed.

Dependency and Independency: Conclusion and Evaluation
Axioms are the foundation of the subsequent and further study of Mathematics. The non-logical ones is simply a formal logical expression used in deduction to build a mathematical theory. (e.g. parallel postulate in Euclidean geometry).

Truths in mathematics are'formal', that is to say, self-contained. No mathematical truth exists independently of a set of axioms and a set of agreed-upon rules for deducing theorems from axioms. They all come together as a system; and strictly speaking, they have no necessary connection to anything outside the system.

Hence G.H Hardy's claim about the reality of Mathematics:

"''A mathematician is working with his own mathematical reality. Of this reality, I take a “realistic’ and not an “idealistic” view. This realistic view is much more plausible of mathematical than of physical reality because mathematical objects are so much more what they seem. 2 and 317 have nothing to do with sensation, and its properties stand out more clearly the more closely we scrutinize it.

Pure mathematics, on the other hand, seems to be a rock on which all idealism flounders: 317 is a prime, not because we think so, or because our minds are shaped in one way rather than another, but because it is so because mathematical reality is built that way.'' "

Maths : discovered or invented?
Another interesting aspect in Mathematics is the debate on whether it is inherently present in nature and thus has been discovered by humans, or if it is a human-made construct itself, that we use to understand the world around us. According to Platonic theory, mathematics exists independently in space and time. We, as humans, are trying to solve the mysteries of the universe through an attempt to uncover the secrets of mathematics. Therefore, the truths in mathematics would have to be absolute and correspondent, in line with what is observed in nature. In contrast, others believe that we are merely devising tools which model the structure of our universe to a close approximation (for example the model of elliptical planetary orbits, which is not an exact science). As a result, mathematics in this case is constructivist in nature as well as analytic, being a concept or a tool that aids us in comprehending reality but is not reality itself. Thus, depending on the angle with which one approaches the field of mathematics, truth can have surprisingly different and opposing meanings and connotations.

Truth in History
History, as an academic discipline, is the study of past events; of the recorded past. The recorded past is studied using the concepts of evidence, reliability, causation, interpretation and accuracy.

There are indisputable, objective truths in the discipline, that can be corroborated against sources, such as dates of birth of historical figures. However, this only applies to basic facts.

While History aims for objectivity, there is a general consensus that there are hardly any absolute truths in the discipline, only relative. This is because the past is gone; historians are unable to observe the past directly, and can only make historical judgments— claims made based on an interpretation of the evidence that constructs a narrative. Thus the knowledge produced is often incomplete and inaccurate.

To present an extreme view on the aforementioned; if evidence of an event in history is not taken from its original source, but from a secondary source or chain of communications, it must be presumed false. Furthermore, if the fact that an event occurred is not doubted or scrutinised for an extended period of time, it has a greater probability of being false. More abstractly, it is claimed that an event did not occur, by modern definition, if it happened before recorded history began. This idea relates to the philosophical argument 'if a tree falls in a forest', the idea that an event cannot be proven unless it is observed and recorded by a reputable witness.

Evaluating Truths: Historical Method
The Historical method is the collection of techniques and guidelines that historians utilize in their research and then writing of the past. Historians study a wide range of sources, both primary and secondary.

How important truths are: Reliability-- Source Criticism
Evaluating sources, whether primary or secondary, is a key part of the rigorous research process. Historians read sources with a critical eye— they question the nature, origin, content and purpose of a source; and cross-check them against other evidence and sources, to obtain a more balanced understanding of the event.

Procedure for Source Criticism
Bernheim (1889) and Langlois & Seignobos (1898) proposed a seven-step procedure for source criticism in history.

 * 1) If the sources all agree about an event, historians can consider the event proved.
 * 2) However, the majority does not rule; even if most sources relate events in one way, that version will not prevail unless it passes the test of critical textual analysis.
 * 3) The source whose account can be confirmed by reference to outside authorities in some of its parts can be trusted in its entirety if it is impossible similarly to confirm the entire text.
 * 4) When two sources disagree on a particular point, the historian will prefer the source with most "authority"—that is the source created by the expert or by the eyewitness.
 * 5) Eyewitnesses are, in general, to be preferred especially in circumstances where the ordinary observer could have accurately reported what transpired and, more specifically, when they deal with facts known by most contemporaries.
 * 6) If two independently created sources agree on a matter, the reliability of each is measurably enhanced.
 * 7) When two sources disagree and there are no other means of evaluation, then historians take the source which seems to accord best with common sense.

How Truth is Perceived in History and Mathematics
Whilst truth within History and Mathematics can be perceived in very different ways, with History as subjective and Mathematics as empirical, they are considered similar in that they are both partial to scrutiny in their accuracy. Both disciplines can be considered abstract in that their origins are often unclear or a truth is not universally agreed. -


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/ Group 2/Truth/Philosophy & Environmental Science

Environmental Science

What are its truths (if it has any)?

Truth in environmental science is under a lot of controversy. Environmental science aims to study human relationships with the natural environment, and as a result, also aims to tackle the current environmental crisis. However, the shared truth as regarded by environmental scientists is that climate change is unpredictable but it is happening and is heavily influenced by humans. That said, another truth shared by environmental scientists are that humans do have an impact on the climate, and over the last few hundred years, have been overall having a negative impact Other than that general idea, the findings about specific problems can vary largely or minimally but all focus on the truth that humans are negatively influencing the environment and that there must be action taken for humans to either or both adapt and mitigate.

However, these empirical truths shared by scientists and a large majority of the world aren't necessarily considered truth by others.

How does it come to realise/evaluate truth?

Truth in environmental science involves studying the impact changes have on different ecosystems. Although there are multiple types of environmental science, most of them follow the same idea of studying relationships and correlations between physical characteristics of the environment / physical changes in the environment (either human or naturally caused) and it's impact on different species or organisms. This is usually done by looking at trends of different environmental changes, such as atmospheric greenhouse gases.

Is truth important to the discipline?

Truth is important to this discipline in terms of actually creating productive change and acting upon the data. As a result, it can eb said that the truth from this discipline is needed to become universally truth.

The shared truths by scientists in this field focuses on the human impact in the environment. However, due to people - especially those in power- preferring their "personal truths" of climate change not being real, being natural, or not being our responsibility, the findings and potential solutions created by this scientists are rendered useless. For example, with all the climate change denial by people in power (such as Donald Trump ), there is still a lack of action to combat and the negative impacts and mitigate the causes of climate change, as seen by the Trump administration suing California as they attempt to tackle climate change.

Therefore, it can be said that shared truths in this field is imperative in order to make the discipline's findings useful in the real world.

Philosophy

What are its truths (if it has any)?

Truths in philosophy can be defined as claims which are largely accepted by the philosophical community. Of course, the nature of these truths depends largely on the sub-branch of philosophy being considered (e.g. epistemology, aesthetics, ethics, political philosophy etc.,). For example, most members of the philosophical community, and society as a whole, would consider the claim 'killing innocent people is wrong' as objectively and intrinsically true; no matter whether this claim is evaluated through a western, eastern, deontological, or religious philosophical perspective, the conclusion will most likely be the same. However, certain ethical theories could argue the contrary. For example, hedonistic utilitarianism, which argues that the correct moral action is that which brings the greatest amount of pleasure to the greatest number of people Driver, Julia (https://plato.stanford.edu/entries/utilitarianism-history/), could justify the killing of an innocent person in order to benefit a larger group. This type of theory is known as a 'consequentialist theory' as it focuses on the outcomes of an action rather than the intrinsic moral nature of the action. Furthermore, descriptive philosophical theories such as moral relativism argue that "moral claims are true or false only relative to some particular standpoint (for instance, that of a culture or a historical period) and that no standpoint is uniquely privileged over all others" Westacott, Emrys (https://www.iep.utm.edu/moral-re/). This means that there are no definite ethical truths and that we should accept this. Thus, to summarize, whether or not there are 'truths' in philosophy largely comes down to which perspective you are taking within the subject area of philosophy.

How does it come to realise/evaluate truth?

Reaching philosophical truths is done through evaluating philosophical claims through the perspective of different philosophical theories. For example, within the sub-branch of political philosophy, most would consider the statement 'governing bodies should always preserve the freedom of their people' as true. No matter whether this claim is evaluated through a utilitarian, libertarian, Kantian, or even arguably a marxist perspective, the outcome generally supports the claim. However, the conclusions these theories offer cannot always be binary (e.g. 'true' or 'false'). While all of the political philosophy theories/perspectives listed may support the preservation of the freedom of a society, they may do so to different extents. One may argue that this effects how true the claim really is, as different philosophers and their theories may have different views on the definition of 'freedom'. At this point, one must accept that semantic litigation is also crucial when evaluating truths in philosophy, on top of the consideration of different philosophical theories.

Is truth important to the discipline?

The answer to this question largely depends on whether or not one views 'Philosophy' as a mere intellectual activity or a subject area with instrumental value. For example, one may argue that the goal of political philosophers is to develop claims and theories which are regarded as 'true' by the philosophical community; in this respect, truth is absolutely crucial to philosophy as the ultimate goal of political philosophy is to discover more about ourselves and the world around us to improve the way we govern countries and communities. On the contrary, one may argue that the outcomes of philosophical activity are far less important than the philosophical activity itself; they may recognize that no claim in philosophy can ever be completely regarded as 'true', unlike other subject areas such as mathematics (we all agree that 1+1=2). In this respect, the 'trueness' of claims in philosophy are not as important as the mental exercise one gains from participating in philosophical activity.


text:
Wildlife Gardening/Location/Delaware

Geography
General description of environment and ecology. USDA hardiness zones and/or international equivalents.

Native

 * List of native taxa and their favorable attributes. Some taxa may be dual-listed in taxa of concern and this should be pointed out.

Vines to check

 * Bignonia capreolata- not in DE
 * Campsis radicans
 * Clematis virginiana
 * Lonicera sempervirens
 * Parthenocissus quinquefolia
 * Passiflora incarnata
 * Wisteria frutescens

Trees to check:

 * Acer rubrum
 * Acer saccharum- strongly allelopathic
 * Acer negundo- moderately allelopathic
 * Betula nigra
 * Carya glabra
 * Carya laciniosa
 * Castanea dentata
 * Fagus grandifolia- may be slightly allelopathic
 * Fraxinus americana- may be slightly allelopathic
 * Fraxinus pennsylvanica- may be slightly allelopathic
 * Liquidambar styraciflua
 * Liriodendron tulipifera
 * Nyssa sylvatica
 * Platanus occidentalis- strongly allelopathic
 * Quercus alba- moderately allelopathic
 * Quercus coccinea
 * Quercus falcata- strongly allelopathic
 * Quercus palustris
 * Quercus phellos
 * Quercus rubra- may be slightly-strongly allelopathic
 * Quercus velutina
 * Tilia americana- slightly allelopathic
 * Ulmus americana- strongly allelopathic

Conifers to check

 * Chamaecyparis thyoides- not in WV
 * Juniperus virginiana
 * Pinus strobus
 * Pinus virginiana
 * Tsuga canadensis

Shrubs and understory trees to check:

 * Acer pennsylvanicum
 * Acer spicatum
 * Alnus serrulata
 * Amelanchier arborea
 * Amelanchier canadensis
 * Amelanchier laevis
 * Amorpha fructicosa
 * Aralia spinosa
 * Aronia arbutifolia
 * Aronia melanocarpa
 * Asimina triloba
 * Baccharis halimifolia
 * Carpinus caroliniana
 * Castanea pumila
 * Ceanothus americanus
 * Celtis occidentalis
 * Cephalanthus occidentalis
 * Chionanthus virginicus
 * Clethra alnifolia
 * Comptonia peregrina
 * Cornus alternifolia
 * Cornus amomomum
 * Cornus florida
 * Cornus racemosa
 * Cornus sericea
 * Corylus americanus
 * Dirca palustris
 * Euonymus americanus
 * Hamamelis virginiana
 * Hydrangea arborescens
 * Ilex decidua
 * Ilex glabra
 * Ilex opaca
 * Ilex verticillata
 * Itea virginica
 * Kalmia angustifolia
 * Kalmia latifolia
 * Lindera benzoin
 * Magnolia virginiana
 * Marella pennsylvanica
 * Ostrya virginiana
 * Rhododendron arborescens
 * Rhododendron atlanticum
 * Rhododendron calendulaceum
 * Rhododendron maximum
 * Rhododendron periclymenoides
 * Rhododendron prinophyllum
 * Rhododendron viscosum
 * Rhus copallina
 * Rhus glabra
 * Rhus typhina
 * Rosa blanda
 * Rosa carolina
 * Rosa palustris
 * Rosa setigera
 * Rosa virginiana
 * Salix discolor
 * Salix nigra
 * Salix sericea
 * Sambucus canadensis
 * Sassafras albidum
 * Spiraea alba
 * Spiraea tomentosa
 * Ulmus rubra
 * Vaccinium angustifolium
 * Vaccinium corymbosum
 * Viburnum acerifolium
 * Viburnum dentatum
 * Viburnum nudum
 * Virburnum prunifolium

Ground covers to check.

 * Antennaria dioica
 * Arctostaphylos uva-ursi
 * Asarum canadense
 * Carex galucodea
 * Carex pennsylvanica
 * Carex platyphylla
 * Carex stricta
 * Chrysogonum virginianum
 * Fragraria virginiana- not in wv
 * Gaultheria procumbens
 * Hepatica americana
 * Maianthemum canadense
 * Mitchella repens
 * Pachysandra procumbens- not in wv
 * Phlox divaricata
 * Phlox maculata
 * Phlox stolonifera
 * Podophyllum peltatum
 * Potentilla candensis
 * Potentilla simplex
 * Sedum ternatum
 * Tiarella cordifolia
 * Viola blanda
 * Viola pallens
 * Viola papilionacea
 * Viola pedata
 * Viola septentrionalis
 * Waldsteinia fragrarioides

HP dry sites to check

 * Agrimonia parviflora
 * Amsonia tabernaemontana
 * Anemone canadensis
 * Aquilegia canadensis
 * Arisaema triphyllum
 * Asclepias tuberosa
 * Aster divaricatus
 * Aster latiflorus
 * Aster novae-angliae
 * Aster oblongifolius
 * Aster spectabilis
 * Baptisia australis
 * Cardamine concatenata
 * Chrysopis mariana
 * Cimicifuga racemosa
 * Coreopsis lanceolata
 * Coreopsis verticillata
 * Eupatorium hyssopifolium
 * Eupatorium perfoliatum
 * Eupatorium rotundifolium
 * Eupatorium serotinum
 * Euphorbia corollata
 * Geranium maculatum
 * Heliopsis helianthoides
 * Heuchera americana
 * Lespedeza virginica
 * Mertensia virginica
 * Oenothera fructicosa
 * Packera aurea
 * Phlox maculata
 * Pycnathemum muticum
 * Pycnanthemum tenuifolium
 * Ratibida pinnata
 * Rudbeckia fulgida
 * Rudbeckia nitida
 * Salvia lyrata
 * Sedum ternatum
 * Senna hebecarpa
 * Silene virginica
 * Sisyrinchium angustifolium
 * Solidago caesia
 * Solidago canadensis
 * Solidago graminifolia
 * Solidago rugosa
 * Solidago speciosa
 * Vernonicastrum virginicum

HP Moist sites to check

 * Aconitum uncinatum
 * Actaea pachypoda
 * Agastache scrophulariifolia
 * Aruncus dioicus
 * Asclepias incarnata
 * Aster puniceus
 * Astilbe biternata
 * Boltonia asteroides
 * Chelone glabra
 * Coreopsis rosea
 * Dicentra cucullaria
 * Dicentra eximia
 * Erythronium americanum
 * Eupatorium coelestinum
 * Eupatorium dubium
 * Eupatorium fistulosum
 * Eupatorium rugosum
 * Filipendula rubra
 * Helenium autumnale
 * Helianthus angustifolius
 * Hibiscus moscheutos
 * Iris versicolor
 * Jeffersonia diphylla
 * Liatris spicata
 * Lobelia cardinalis
 * Lobelia siphilitica
 * Ludwigia alternifolia
 * Lysimachia ciliata
 * Mimulus ringens
 * Monarda didyma
 * Penstemon digitalis
 * Phlox paniculata
 * Polemonium reptans
 * Polygonatum commutatum
 * Rudbeckia laciniata
 * Verbena hastata
 * Vernonia noveboracensis

Grasses, Sedges, Rushes

 * Andropogon gerardii
 * Andropogon ternarius - not wv
 * Andropogon virginicus
 * Carex flaccosperma - not wv
 * Carex pennsylvanica
 * Carex vulpinoidea
 * Chasmanthium latifolium
 * Elymus canadensis
 * Elymus hystrix
 * Elymus virginicus
 * Eragrostis spectabilis
 * Juncus effusus
 * Panicum virgatum
 * Saccharum giganteum - not wv
 * Schizachyrium scoparium - not wv check name
 * Sorghastrum nutans
 * Tripsacum dactyloides

Ferns- all wv

 * Adiantum pedatum
 * Athyrium filix-femina
 * Denstaedtia punctilobula
 * Onoclea sensibilis
 * Osmunda cinnamomea
 * Osmunda regalis
 * Polystichum acrostichoides
 * Thelypteris noveboracensis

don't forget to note deer resistance

Taxa of concern
Taxa that one might be very cautious about having around like large predators, venemous animals, poisonous plants, agricultural pests, invasive species, noxious weeds.

Law
Laws of interest to wild gardeners.

title: Wildlife Gardening/Location/Delaware


text:
Wildlife Gardening/Location/Maryland

Geography
General description of environment and ecology. USDA hardiness zones and/or international equivalents.

Native

 * List of native taxa and their favorable attributes. Some taxa may be dual-listed in taxa of concern and this should be pointed out.

Vines

 * Bignonia capreolata
 * Campsis radicans
 * Clematis virginiana
 * Lonicera sempervirens
 * Parthenocissus quinquefolia
 * Passiflora incarnata
 * Wisteria frutescens

Trees to check:

 * Acer rubrum
 * Acer saccharum- strongly allelopathic
 * Acer negundo- moderately allelopathic
 * Betula nigra
 * Carya glabra
 * Carya laciniosa
 * Castanea dentata
 * Fagus grandifolia- may be slightly allelopathic
 * Fraxinus americana- may be slightly allelopathic
 * Fraxinus pennsylvanica- may be slightly allelopathic
 * Liquidambar styraciflua
 * Liriodendron tulipifera
 * Nyssa sylvatica
 * Platanus occidentalis- strongly allelopathic
 * Quercus alba- moderately allelopathic
 * Quercus coccinea
 * Quercus falcata- strongly allelopathic
 * Quercus palustris
 * Quercus phellos
 * Quercus rubra- may be slightly-strongly allelopathic
 * Quercus velutina
 * Tilia americana- slightly allelopathic
 * Ulmus americana- strongly allelopathic

Conifers to check

 * Chamaecyparis thyoides- not in WV
 * Juniperus virginiana
 * Pinus strobus
 * Pinus virginiana
 * Tsuga canadensis

Shrubs and understory trees to check:

 * Acer pennsylvanicum
 * Acer spicatum
 * Alnus serrulata
 * Amelanchier arborea
 * Amelanchier canadensis
 * Amelanchier laevis
 * Amorpha fructicosa
 * Aralia spinosa
 * Aronia arbutifolia
 * Aronia melanocarpa
 * Asimina triloba
 * Baccharis halimifolia
 * Carpinus caroliniana
 * Castanea pumila
 * Ceanothus americanus
 * Celtis occidentalis
 * Cephalanthus occidentalis
 * Chionanthus virginicus
 * Clethra alnifolia
 * Comptonia peregrina
 * Cornus alternifolia
 * Cornus amomomum
 * Cornus florida
 * Cornus racemosa
 * Cornus sericea
 * Corylus americanus
 * Dirca palustris
 * Euonymus americanus
 * Hamamelis virginiana
 * Hydrangea arborescens
 * Ilex decidua
 * Ilex glabra
 * Ilex opaca
 * Ilex verticillata
 * Itea virginica
 * Kalmia angustifolia
 * Kalmia latifolia
 * Lindera benzoin
 * Magnolia virginiana
 * Marella pennsylvanica
 * Ostrya virginiana
 * Rhododendron arborescens
 * Rhododendron atlanticum
 * Rhododendron calendulaceum
 * Rhododendron maximum
 * Rhododendron periclymenoides
 * Rhododendron prinophyllum
 * Rhododendron viscosum
 * Rhus copallina
 * Rhus glabra
 * Rhus typhina
 * Rosa blanda
 * Rosa carolina
 * Rosa palustris
 * Rosa setigera
 * Rosa virginiana
 * Salix discolor
 * Salix nigra
 * Salix sericea
 * Sambucus canadensis
 * Sassafras albidum
 * Spiraea alba
 * Spiraea tomentosa
 * Ulmus rubra
 * Vaccinium angustifolium
 * Vaccinium corymbosum
 * Viburnum acerifolium
 * Viburnum dentatum
 * Viburnum nudum
 * Virburnum prunifolium

Ground covers to check.

 * Antennaria dioica
 * Arctostaphylos uva-ursi
 * Asarum canadense
 * Carex galucodea
 * Carex pennsylvanica
 * Carex platyphylla
 * Carex stricta
 * Chrysogonum virginianum
 * Fragraria virginiana- not in wv
 * Gaultheria procumbens
 * Hepatica americana
 * Maianthemum canadense
 * Mitchella repens
 * Pachysandra procumbens- not in wv
 * Phlox divaricata
 * Phlox maculata
 * Phlox stolonifera
 * Podophyllum peltatum
 * Potentilla candensis
 * Potentilla simplex
 * Sedum ternatum
 * Tiarella cordifolia
 * Viola blanda
 * Viola pallens
 * Viola papilionacea
 * Viola pedata
 * Viola septentrionalis
 * Waldsteinia fragrarioides

HP dry sites to check

 * Agrimonia parviflora
 * Amsonia tabernaemontana
 * Anemone canadensis
 * Aquilegia canadensis
 * Arisaema triphyllum
 * Asclepias tuberosa
 * Aster divaricatus
 * Aster latiflorus
 * Aster novae-angliae
 * Aster oblongifolius
 * Aster spectabilis
 * Baptisia australis
 * Cardamine concatenata
 * Chrysopis mariana
 * Cimicifuga racemosa
 * Coreopsis lanceolata
 * Coreopsis verticillata
 * Eupatorium hyssopifolium
 * Eupatorium perfoliatum
 * Eupatorium rotundifolium
 * Eupatorium serotinum
 * Euphorbia corollata
 * Geranium maculatum
 * Heliopsis helianthoides
 * Heuchera americana
 * Lespedeza virginica
 * Mertensia virginica
 * Oenothera fructicosa
 * Packera aurea
 * Phlox maculata
 * Pycnathemum muticum
 * Pycnanthemum tenuifolium
 * Ratibida pinnata
 * Rudbeckia fulgida
 * Rudbeckia nitida
 * Salvia lyrata
 * Sedum ternatum
 * Senna hebecarpa
 * Silene virginica
 * Sisyrinchium angustifolium
 * Solidago caesia
 * Solidago canadensis
 * Solidago graminifolia
 * Solidago rugosa
 * Solidago speciosa
 * Vernonicastrum virginicum

HP Moist sites to check

 * Aconitum uncinatum
 * Actaea pachypoda
 * Agastache scrophulariifolia
 * Aruncus dioicus
 * Asclepias incarnata
 * Aster puniceus
 * Astilbe biternata
 * Boltonia asteroides
 * Chelone glabra
 * Coreopsis rosea
 * Dicentra cucullaria
 * Dicentra eximia
 * Erythronium americanum
 * Eupatorium coelestinum
 * Eupatorium dubium
 * Eupatorium fistulosum
 * Eupatorium rugosum
 * Filipendula rubra
 * Helenium autumnale
 * Helianthus angustifolius
 * Hibiscus moscheutos
 * Iris versicolor
 * Jeffersonia diphylla
 * Liatris spicata
 * Lobelia cardinalis
 * Lobelia siphilitica
 * Ludwigia alternifolia
 * Lysimachia ciliata
 * Mimulus ringens
 * Monarda didyma
 * Penstemon digitalis
 * Phlox paniculata
 * Polemonium reptans
 * Polygonatum commutatum
 * Rudbeckia laciniata
 * Verbena hastata
 * Vernonia noveboracensis

Grasses, Sedges, Rushes

 * Andropogon gerardii
 * Andropogon ternarius - not wv
 * Andropogon virginicus
 * Carex flaccosperma - not wv
 * Carex pennsylvanica
 * Carex vulpinoidea
 * Chasmanthium latifolium
 * Elymus canadensis
 * Elymus hystrix
 * Elymus virginicus
 * Eragrostis spectabilis
 * Juncus effusus
 * Panicum virgatum
 * Saccharum giganteum - not wv
 * Schizachyrium scoparium - not wv check name
 * Sorghastrum nutans
 * Tripsacum dactyloides

Ferns- all wv

 * Adiantum pedatum
 * Athyrium filix-femina
 * Denstaedtia punctilobula
 * Onoclea sensibilis
 * Osmunda cinnamomea
 * Osmunda regalis
 * Polystichum acrostichoides
 * Thelypteris noveboracensis

don't forget to note deer resistance

Taxa of concern
Taxa that one might be very cautious about having around like large predators, venemous animals, poisonous plants, agricultural pests, invasive species, noxious weeds.

Law
Laws of interest to wild gardeners.

title: Wildlife Gardening/Location/Maryland


text:
Wildlife Gardening/Location/New Jersey

Geography
General description of environment and ecology. USDA hardiness zones and/or international equivalents.

Native

 * List of native taxa and their favorable attributes. Some taxa may be dual-listed in taxa of concern and this should be pointed out.

Vines
 * Bignonia capreolata- not in NJ
 * Campsis radicans
 * Clematis virginiana
 * Lonicera sempervirens
 * Parthenocissus quinquefolia
 * Passiflora incarnata
 * Wisteria frutescens

Trees to check:

 * Acer rubrum
 * Acer saccharum- strongly allelopathic
 * Acer negundo- moderately allelopathic
 * Betula nigra
 * Carya glabra
 * Carya laciniosa
 * Castanea dentata
 * Fagus grandifolia- may be slightly allelopathic
 * Fraxinus americana- may be slightly allelopathic
 * Fraxinus pennsylvanica- may be slightly allelopathic
 * Liquidambar styraciflua
 * Liriodendron tulipifera
 * Nyssa sylvatica
 * Platanus occidentalis- strongly allelopathic
 * Quercus alba- moderately allelopathic
 * Quercus coccinea
 * Quercus falcata- strongly allelopathic
 * Quercus palustris
 * Quercus phellos
 * Quercus rubra- may be slightly-strongly allelopathic
 * Quercus velutina
 * Tilia americana- slightly allelopathic
 * Ulmus americana- strongly allelopathic

Conifers to check

 * Chamaecyparis thyoides- not in WV
 * Juniperus virginiana
 * Pinus strobus
 * Pinus virginiana
 * Tsuga canadensis

Shrubs and understory trees to check:

 * Acer pennsylvanicum
 * Acer spicatum
 * Alnus serrulata
 * Amelanchier arborea
 * Amelanchier canadensis
 * Amelanchier laevis
 * Amorpha fructicosa
 * Aralia spinosa
 * Aronia arbutifolia
 * Aronia melanocarpa
 * Asimina triloba
 * Baccharis halimifolia
 * Carpinus caroliniana
 * Castanea pumila
 * Ceanothus americanus
 * Celtis occidentalis
 * Cephalanthus occidentalis
 * Chionanthus virginicus
 * Clethra alnifolia
 * Comptonia peregrina
 * Cornus alternifolia
 * Cornus amomomum
 * Cornus Florida
 * Cornus racemosa
 * Cornus sericea
 * Corylus americanus
 * Dirca palustris
 * Euonymus americanus
 * Hamamelis virginiana
 * Hydrangea arborescens
 * Ilex decidua
 * Ilex glabra
 * Ilex opaca
 * Ilex verticillata
 * Itea virginica
 * Kalmia angustifolia
 * Kalmia latifolia
 * Lindera benzoin
 * Magnolia virginiana
 * Marella pennsylvanica
 * Ostrya virginiana
 * Rhododendron arborescens
 * Rhododendron atlanticum
 * Rhododendron calendulaceum
 * Rhododendron maximum
 * Rhododendron periclymenoides
 * Rhododendron prinophyllum
 * Rhododendron viscosum
 * Rhus copallina
 * Rhus glabra
 * Rhus typhina
 * Rosa blanda
 * Rosa Carolina
 * Rosa palustris
 * Rosa setigera
 * Rosa virginiana
 * Salix discolor
 * Salix nigra
 * Salix sericea
 * Sambucus canadensis
 * Sassafras albidum
 * Spiraea alba
 * Spiraea tomentosa
 * Ulmus rubra
 * Vaccinium angustifolium
 * Vaccinium corymbosum
 * Viburnum acerifolium
 * Viburnum dentatum
 * Viburnum nudum
 * Virburnum prunifolium

Ground covers to check.

 * Antennaria dioica
 * Arctostaphylos uva-ursi
 * Asarum canadense
 * Carex galucodea
 * Carex pennsylvanica
 * Carex platyphylla
 * Carex stricta
 * Chrysogonum virginianum
 * Fragraria virginiana- not in wv
 * Gaultheria procumbens
 * Hepatica americana
 * Maianthemum canadense
 * Mitchella repens
 * Pachysandra procumbens- not in wv
 * Phlox divaricata
 * Phlox maculata
 * Phlox stolonifera
 * Podophyllum peltatum
 * Potentilla candensis
 * Potentilla simplex
 * Sedum ternatum
 * Tiarella cordifolia
 * Viola blanda
 * Viola pallens
 * Viola papilionacea
 * Viola pedata
 * Viola septentrionalis
 * Waldsteinia fragrarioides

HP dry sites to check

 * Agrimonia parviflora
 * Amsonia tabernaemontana
 * Anemone canadensis
 * Aquilegia canadensis
 * Arisaema triphyllum
 * Asclepias tuberosa
 * Aster divaricatus
 * Aster latiflorus
 * Aster novae-angliae
 * Aster oblongifolius
 * Aster spectabilis
 * Baptisia australis
 * Cardamine concatenata
 * Chrysopis mariana
 * Cimicifuga racemosa
 * Coreopsis lanceolata
 * Coreopsis verticillata
 * Eupatorium hyssopifolium
 * Eupatorium perfoliatum
 * Eupatorium rotundifolium
 * Eupatorium serotinum
 * Euphorbia corollata
 * Geranium maculatum
 * Heliopsis helianthoides
 * Heuchera americana
 * Lespedeza virginica
 * Mertensia virginica
 * Oenothera fructicosa
 * Packera aurea
 * Phlox maculata
 * Pycnathemum muticum
 * Pycnanthemum tenuifolium
 * Ratibida pinnata
 * Rudbeckia fulgida
 * Rudbeckia nitida
 * Salvia lyrata
 * Sedum ternatum
 * Senna hebecarpa
 * Silene virginica
 * Sisyrinchium angustifolium
 * Solidago caesia
 * Solidago canadensis
 * Solidago graminifolia
 * Solidago rugosa
 * Solidago speciosa
 * Vernonicastrum virginicum

HP Moist sites to check

 * Aconitum uncinatum
 * Actaea pachypoda
 * Agastache scrophulariifolia
 * Aruncus dioicus
 * Asclepias incarnata
 * Aster puniceus
 * Astilbe biternata
 * Boltonia asteroides
 * Chelone glabra
 * Coreopsis rosea
 * Dicentra cucullaria
 * Dicentra eximia
 * Erythronium americanum
 * Eupatorium coelestinum
 * Eupatorium dubium
 * Eupatorium fistulosum
 * Eupatorium rugosum
 * Filipendula rubra
 * Helenium autumnale
 * Helianthus angustifolius
 * Hibiscus moscheutos
 * Iris versicolor
 * Jeffersonia diphylla
 * Liatris spicata
 * Lobelia cardinalis
 * Lobelia siphilitica
 * Ludwigia alternifolia
 * Lysimachia ciliata
 * Mimulus ringens
 * Monarda didyma
 * Penstemon digitalis
 * Phlox paniculata
 * Polemonium reptans
 * Polygonatum commutatum
 * Rudbeckia laciniata
 * Verbena hastata
 * Vernonia noveboracensis

Grasses, Sedges, Rushes

 * Andropogon gerardii
 * Andropogon ternarius - not wv
 * Andropogon virginicus
 * Carex flaccosperma - not wv
 * Carex pennsylvanica
 * Carex vulpinoidea
 * Chasmanthium latifolium
 * Elymus canadensis
 * Elymus hystrix
 * Elymus virginicus
 * Eragrostis spectabilis
 * Juncus effusus
 * Panicum virgatum
 * Saccharum giganteum - not wv
 * Schizachyrium scoparium - not wv check name
 * Sorghastrum nutans
 * Tripsacum dactyloides

Ferns- all wv

 * Adiantum pedatum
 * Athyrium filix-femina
 * Denstaedtia punctilobula
 * Onoclea sensibilis
 * Osmunda cinnamomea
 * Osmunda regalis
 * Polystichum acrostichoides
 * Thelypteris noveboracensis

don't forget to note deer resistance

Taxa of concern
Taxa that one might be very cautious about having around like large predators, venomous animals, poisonous plants, agricultural pests, invasive species, noxious weeds.

Law
Laws of interest to wild gardeners.

title: Wildlife Gardening/Location/New Jersey


text:
Wildlife Gardening/Location/North Carolina

Geography
General description of environment and ecology. USDA hardiness zones and/or international equivalents.

Native

 * List of native taxa and their favorable attributes. Some taxa may be dual-listed in taxa of concern and this should be pointed out.

Vines to check

 * Bignonia capreolata
 * Campsis radicans
 * Clematis virginiana
 * Lonicera sempervirens
 * Parthenocissus quinquefolia
 * Passiflora incarnata
 * Wisteria frutescens

Taxa of concern
Taxa that one might be very cautious about having around like large predators, venemous animals, poisonous plants, agricultural pests, invasive species, noxious weeds.

Law
Laws of interest to wild gardeners.


text:
Wildlife Gardening/Location/Virginia

Geography
General description of environment and ecology. USDA hardiness zones and/or international equivalents.

Native

 * List of native taxa and their favorable attributes. Some taxa may be dual-listed in taxa of concern and this should be pointed out.

Vines to check

 * Bignonia capreolata
 * Campsis radicans
 * Clematis virginiana
 * Lonicera sempervirens
 * Parthenocissus quinquefolia
 * Passiflora incarnata
 * Wisteria frutescens

Trees to check:

 * Acer rubrum
 * Acer saccharum- strongly allelopathic
 * Acer negundo- moderately allelopathic
 * Betula nigra
 * Carya glabra
 * Carya laciniosa
 * Castanea dentata
 * Fagus grandifolia- may be slightly allelopathic
 * Fraxinus americana- may be slightly allelopathic
 * Fraxinus pennsylvanica- may be slightly allelopathic
 * Liquidambar styraciflua
 * Liriodendron tulipifera
 * Nyssa sylvatica
 * Platanus occidentalis- strongly allelopathic
 * Quercus alba- moderately allelopathic
 * Quercus coccinea
 * Quercus falcata- strongly allelopathic
 * Quercus palustris
 * Quercus phellos
 * Quercus rubra- may be slightly-strongly allelopathic
 * Quercus velutina
 * Tilia americana- slightly allelopathic
 * Ulmus americana- strongly allelopathic

Conifers to check

 * Chamaecyparis thyoides- not in WV
 * Juniperus virginiana
 * Pinus strobus
 * Pinus virginiana
 * Tsuga canadensis

Shrubs and understory trees to check:

 * Acer pennsylvanicum
 * Acer spicatum
 * Alnus serrulata
 * Amelanchier arborea
 * Amelanchier canadensis
 * Amelanchier laevis
 * Amorpha fructicosa
 * Aralia spinosa
 * Aronia arbutifolia
 * Aronia melanocarpa
 * Asimina triloba
 * Baccharis halimifolia
 * Carpinus caroliniana
 * Castanea pumila
 * Ceanothus americanus
 * Celtis occidentalis
 * Cephalanthus occidentalis
 * Chionanthus virginicus
 * Clethra alnifolia
 * Comptonia peregrina
 * Cornus alternifolia
 * Cornus amomomum
 * Cornus florida
 * Cornus racemosa
 * Cornus sericea
 * Corylus americanus
 * Dirca palustris
 * Euonymus americanus
 * Hamamelis virginiana
 * Hydrangea arborescens
 * Ilex decidua
 * Ilex glabra
 * Ilex opaca
 * Ilex verticillata
 * Itea virginica
 * Kalmia angustifolia
 * Kalmia latifolia
 * Lindera benzoin
 * Magnolia virginiana
 * Marella pennsylvanica
 * Ostrya virginiana
 * Rhododendron arborescens
 * Rhododendron atlanticum
 * Rhododendron calendulaceum
 * Rhododendron maximum
 * Rhododendron periclymenoides
 * Rhododendron prinophyllum
 * Rhododendron viscosum
 * Rhus copallina
 * Rhus glabra
 * Rhus typhina
 * Rosa blanda
 * Rosa carolina
 * Rosa palustris
 * Rosa setigera
 * Rosa virginiana
 * Salix discolor
 * Salix nigra
 * Salix sericea
 * Sambucus canadensis
 * Sassafras albidum
 * Spiraea alba
 * Spiraea tomentosa
 * Ulmus rubra
 * Vaccinium angustifolium
 * Vaccinium corymbosum
 * Viburnum acerifolium
 * Viburnum dentatum
 * Viburnum nudum
 * Virburnum prunifolium

Ground covers to check.

 * Antennaria dioica
 * Arctostaphylos uva-ursi
 * Asarum canadense
 * Carex galucodea
 * Carex pennsylvanica
 * Carex platyphylla
 * Carex stricta
 * Chrysogonum virginianum
 * Fragraria virginiana- not in wv
 * Gaultheria procumbens
 * Hepatica americana
 * Maianthemum canadense
 * Mitchella repens
 * Pachysandra procumbens- not in wv
 * Phlox divaricata
 * Phlox maculata
 * Phlox stolonifera
 * Podophyllum peltatum
 * Potentilla candensis
 * Potentilla simplex
 * Sedum ternatum
 * Tiarella cordifolia
 * Viola blanda
 * Viola pallens
 * Viola papilionacea
 * Viola pedata
 * Viola septentrionalis
 * Waldsteinia fragrarioides

HP dry sites to check

 * Agrimonia parviflora
 * Amsonia tabernaemontana
 * Anemone canadensis
 * Aquilegia canadensis
 * Arisaema triphyllum
 * Asclepias tuberosa
 * Aster divaricatus
 * Aster latiflorus
 * Aster novae-angliae
 * Aster oblongifolius
 * Aster spectabilis
 * Baptisia australis
 * Cardamine concatenata
 * Chrysopis mariana
 * Cimicifuga racemosa
 * Coreopsis lanceolata
 * Coreopsis verticillata
 * Eupatorium hyssopifolium
 * Eupatorium perfoliatum
 * Eupatorium rotundifolium
 * Eupatorium serotinum
 * Euphorbia corollata
 * Geranium maculatum
 * Heliopsis helianthoides
 * Heuchera americana
 * Lespedeza virginica
 * Mertensia virginica
 * Oenothera fructicosa
 * Packera aurea
 * Phlox maculata
 * Pycnathemum muticum
 * Pycnanthemum tenuifolium
 * Ratibida pinnata
 * Rudbeckia fulgida
 * Rudbeckia nitida
 * Salvia lyrata
 * Sedum ternatum
 * Senna hebecarpa
 * Silene virginica
 * Sisyrinchium angustifolium
 * Solidago caesia
 * Solidago canadensis
 * Solidago graminifolia
 * Solidago rugosa
 * Solidago speciosa
 * Vernonicastrum virginicum

HP Moist sites to check

 * Aconitum uncinatum
 * Actaea pachypoda
 * Agastache scrophulariifolia
 * Aruncus dioicus
 * Asclepias incarnata
 * Aster puniceus
 * Astilbe biternata
 * Boltonia asteroides
 * Chelone glabra
 * Coreopsis rosea
 * Dicentra cucullaria
 * Dicentra eximia
 * Erythronium americanum
 * Eupatorium coelestinum
 * Eupatorium dubium
 * Eupatorium fistulosum
 * Eupatorium rugosum
 * Filipendula rubra
 * Helenium autumnale
 * Helianthus angustifolius
 * Hibiscus moscheutos
 * Iris versicolor
 * Jeffersonia diphylla
 * Liatris spicata
 * Lobelia cardinalis
 * Lobelia siphilitica
 * Ludwigia alternifolia
 * Lysimachia ciliata
 * Mimulus ringens
 * Monarda didyma
 * Penstemon digitalis
 * Phlox paniculata
 * Polemonium reptans
 * Polygonatum commutatum
 * Rudbeckia laciniata
 * Verbena hastata
 * Vernonia noveboracensis

Grasses, Sedges, Rushes

 * Andropogon gerardii
 * Andropogon ternarius - not wv
 * Andropogon virginicus
 * Carex flaccosperma - not wv
 * Carex pennsylvanica
 * Carex vulpinoidea
 * Chasmanthium latifolium
 * Elymus canadensis
 * Elymus hystrix
 * Elymus virginicus
 * Eragrostis spectabilis
 * Juncus effusus
 * Panicum virgatum
 * Saccharum giganteum - not wv
 * Schizachyrium scoparium - not wv check name
 * Sorghastrum nutans
 * Tripsacum dactyloides

Ferns- all wv

 * Adiantum pedatum
 * Athyrium filix-femina
 * Denstaedtia punctilobula
 * Onoclea sensibilis
 * Osmunda cinnamomea
 * Osmunda regalis
 * Polystichum acrostichoides
 * Thelypteris noveboracensis

don't forget to note deer resistance

Taxa of concern
Taxa that one might be very cautious about having around like large predators, venemous animals, poisonous plants, agricultural pests, invasive species, noxious weeds.

Law
Laws of interest to wild gardeners.

title: Wildlife Gardening/Location/Virginia


text:
Wildlife Gardening/Location/Pennsylvania

Geography
General description of environment and ecology. USDA hardiness zones and/or international equivalents.

Native

 * List of native taxa and their favorable attributes. Some taxa may be dual-listed in taxa of concern and this should be pointed out.

Vines:

 * Bignonia capreolata- Not in PA
 * Campsis radicans
 * Clematis virginiana
 * Lonicera sempervirens
 * Parthenocissus quinquefolia
 * Passiflora incarnata
 * Wisteria fructescens

Trees to check:

 * Acer rubrum
 * Acer saccharum- strongly allelopathic
 * Acer negundo- moderately allelopathic
 * Betula nigra
 * Carya glabra
 * Carya laciniosa
 * Castanea dentata
 * Fagus grandifolia- may be slightly allelopathic
 * Fraxinus americana- may be slightly allelopathic
 * Fraxinus pennsylvanica- may be slightly allelopathic
 * Liquidambar styraciflua
 * Liriodendron tulipifera
 * Nyssa sylvatica
 * Platanus occidentalis- strongly allelopathic
 * Quercus alba- moderately allelopathic
 * Quercus coccinea
 * Quercus falcata- strongly allelopathic
 * Quercus palustris
 * Quercus phellos
 * Quercus rubra- may be slightly-strongly allelopathic
 * Quercus velutina
 * Tilia americana- slightly allelopathic
 * Ulmus americana- strongly allelopathic

Conifers to check

 * Chamaecyparis thyoides- not in WV
 * Juniperus virginiana
 * Pinus strobus
 * Pinus virginiana
 * Tsuga canadensis

Shrubs and understory trees to check:

 * Acer pennsylvanicum
 * Acer spicatum
 * Alnus serrulata
 * Amelanchier arborea
 * Amelanchier canadensis
 * Amelanchier laevis
 * Amorpha fructicosa
 * Aralia spinosa
 * Aronia arbutifolia
 * Aronia melanocarpa
 * Asimina triloba
 * Baccharis halimifolia
 * Carpinus caroliniana
 * Castanea pumila
 * Ceanothus americanus
 * Celtis occidentalis
 * Cephalanthus occidentalis
 * Chionanthus virginicus
 * Clethra alnifolia
 * Comptonia peregrina
 * Cornus alternifolia
 * Cornus amomomum
 * Cornus florida
 * Cornus racemosa
 * Cornus sericea
 * Corylus americanus
 * Dirca palustris
 * Euonymus americanus
 * Hamamelis virginiana
 * Hydrangea arborescens
 * Ilex decidua
 * Ilex glabra
 * Ilex opaca
 * Ilex verticillata
 * Itea virginica
 * Kalmia angustifolia
 * Kalmia latifolia
 * Lindera benzoin
 * Magnolia virginiana
 * Marella pennsylvanica
 * Ostrya virginiana
 * Rhododendron arborescens
 * Rhododendron atlanticum
 * Rhododendron calendulaceum
 * Rhododendron maximum
 * Rhododendron periclymenoides
 * Rhododendron prinophyllum
 * Rhododendron viscosum
 * Rhus copallina
 * Rhus glabra
 * Rhus typhina
 * Rosa blanda
 * Rosa carolina
 * Rosa palustris
 * Rosa setigera
 * Rosa virginiana
 * Salix discolor
 * Salix nigra
 * Salix sericea
 * Sambucus canadensis
 * Sassafras albidum
 * Spiraea alba
 * Spiraea tomentosa
 * Ulmus rubra
 * Vaccinium angustifolium
 * Vaccinium corymbosum
 * Viburnum acerifolium
 * Viburnum dentatum
 * Viburnum nudum
 * Virburnum prunifolium

Ground covers to check.

 * Antennaria dioica
 * Arctostaphylos uva-ursi
 * Asarum canadense
 * Carex galucodea
 * Carex pennsylvanica
 * Carex platyphylla
 * Carex stricta
 * Chrysogonum virginianum
 * Fragraria virginiana- not in wv
 * Gaultheria procumbens
 * Hepatica americana
 * Maianthemum canadense
 * Mitchella repens
 * Pachysandra procumbens- not in wv
 * Phlox divaricata
 * Phlox maculata
 * Phlox stolonifera
 * Podophyllum peltatum
 * Potentilla candensis
 * Potentilla simplex
 * Sedum ternatum
 * Tiarella cordifolia
 * Viola blanda
 * Viola pallens
 * Viola papilionacea
 * Viola pedata
 * Viola septentrionalis
 * Waldsteinia fragrarioides

HP dry sites to check

 * Agrimonia parviflora
 * Amsonia tabernaemontana
 * Anemone canadensis
 * Aquilegia canadensis
 * Arisaema triphyllum
 * Asclepias tuberosa
 * Aster divaricatus
 * Aster latiflorus
 * Aster novae-angliae
 * Aster oblongifolius
 * Aster spectabilis
 * Baptisia australis
 * Cardamine concatenata
 * Chrysopis mariana
 * Cimicifuga racemosa
 * Coreopsis lanceolata
 * Coreopsis verticillata
 * Eupatorium hyssopifolium
 * Eupatorium perfoliatum
 * Eupatorium rotundifolium
 * Eupatorium serotinum
 * Euphorbia corollata
 * Geranium maculatum
 * Heliopsis helianthoides
 * Heuchera americana
 * Lespedeza virginica
 * Mertensia virginica
 * Oenothera fructicosa
 * Packera aurea
 * Phlox maculata
 * Pycnathemum muticum
 * Pycnanthemum tenuifolium
 * Ratibida pinnata
 * Rudbeckia fulgida
 * Rudbeckia nitida
 * Salvia lyrata
 * Sedum ternatum
 * Senna hebecarpa
 * Silene virginica
 * Sisyrinchium angustifolium
 * Solidago caesia
 * Solidago canadensis
 * Solidago graminifolia
 * Solidago rugosa
 * Solidago speciosa
 * Vernonicastrum virginicum

HP Moist sites to check

 * Aconitum uncinatum
 * Actaea pachypoda
 * Agastache scrophulariifolia
 * Aruncus dioicus
 * Asclepias incarnata
 * Aster puniceus
 * Astilbe biternata
 * Boltonia asteroides
 * Chelone glabra
 * Coreopsis rosea
 * Dicentra cucullaria
 * Dicentra eximia
 * Erythronium americanum
 * Eupatorium coelestinum
 * Eupatorium dubium
 * Eupatorium fistulosum
 * Eupatorium rugosum
 * Filipendula rubra
 * Helenium autumnale
 * Helianthus angustifolius
 * Hibiscus moscheutos
 * Iris versicolor
 * Jeffersonia diphylla
 * Liatris spicata
 * Lobelia cardinalis
 * Lobelia siphilitica
 * Ludwigia alternifolia
 * Lysimachia ciliata
 * Mimulus ringens
 * Monarda didyma
 * Penstemon digitalis
 * Phlox paniculata
 * Polemonium reptans
 * Polygonatum commutatum
 * Rudbeckia laciniata
 * Verbena hastata
 * Vernonia noveboracensis

Grasses, Sedges, Rushes

 * Andropogon gerardii
 * Andropogon ternarius - not wv
 * Andropogon virginicus
 * Carex flaccosperma - not wv
 * Carex pennsylvanica
 * Carex vulpinoidea
 * Chasmanthium latifolium
 * Elymus canadensis
 * Elymus hystrix
 * Elymus virginicus
 * Eragrostis spectabilis
 * Juncus effusus
 * Panicum virgatum
 * Saccharum giganteum - not wv
 * Schizachyrium scoparium - not wv check name
 * Sorghastrum nutans
 * Tripsacum dactyloides

Ferns- all wv

 * Adiantum pedatum
 * Athyrium filix-femina
 * Denstaedtia punctilobula
 * Onoclea sensibilis
 * Osmunda cinnamomea
 * Osmunda regalis
 * Polystichum acrostichoides
 * Thelypteris noveboracensis

don't forget to note deer resistance

Taxa of concern
Taxa that one might be very cautious about having around like large predators, venemous animals, poisonous plants, agricultural pests, invasive species, noxious weeds.

Law
Laws of interest to wild gardeners.